INDIVIDUALIZED EDUCATION PROGRAM (IEP)
STUDENT NAME: Melissa
DATE OF BIRTH: 01/16/2007 LOCAL ID #: DISABILITY CLASSIFICATION: Other Health Impairment
PROJECTED DATE IEP IS TO BE IMPLEMENTED:10/12/2021 PROJECTED DATE OF ANNUAL REVIEW:09/30/2022
STUDENT NAME: Amelia Suazo NYC ID:221293145
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS)
10/23/2019, 2019-2020 On 01/20/2015 testing was attempted to update Amelia’s cognitive and educational functioning. However, according to the report, a rational for not testing was created, as Amelia refused to participate in the testing process. Reportedly, Amelia presented as oppositional, reluctant, and apprehensive to the testing process and refused to answer any questions.
Previously (04-08-13) measured by the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), Amelia obtained an Overall composite score of 88, which placed her at the 23rd%ile in the Low Average range of intellectual functioning. She obtained a Verbal Comprehension composite score of 89, which placed her at the 23rd%ile in the higher limits of the Low Average range. Amelia obtained a Perceptual Reasoning composite score of 102, which placed her at the 55th%ile in the Average range. She obtained a Working Memory composite score of 80, which placed her at the 9th%ile in the lower range of Low Average, Amelia obtained a Processing Speed composite score of 88, which placed her at the 27th%ile in the Low Average range.
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS
LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:
Amelia is a 14 year old female student who is currently attending Cooke School Institute and is in the 9th grade. She is currently in a classroom setting with 8 students, 1 head teacher, 1 assistant teacher, and 1 paraprofessional as reported by the school during the meeting.
READING: During the IEP meeting, Amelia’s teacher stated that in reading she is performing at 3rd grade level. Amelia can read words independently. She reads with fluency and asks for support as needed. Amelia can answer 5W questions (who, what, when, where, and why). She makes correct predictions and can make text to self and text to world connections. Amelia needs support to summarize texts. She needs redirection and prompting to focus on reading.
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
WRITING: During the meeting, the school reports that Amelia writes complete sentences and she remembers definitions of words. She writes coherently and fluently. She can spell high frequency words.
Per school report (June 2021): School Report: Amelia continued remotely in Humanities in a group of eleven students, one head teacher, and one paraprofessional. Upon established classroom expectations, Amelia continued to join class on time, greet her teacher with minimal prompting and continued to navigate her schedule with minimal support. Amelia used a notebook as a tool to further assist her attention during class; she used this tool to draw and sketch on topic thoughts. At times Amelia needed a prompt to share her ideas or ask questions in class. She required fewer reminders towards the end of the year to respond to a question or share a thought in class. Amelia advocates for her needs during class with support upon knowing the classroom expectations. During this semester, Amelia participated in a reading group with six students and one head teacher. Amelia practiced reading nonfiction and fiction books at her instructional level. She used teacher made graphic organizers with moderate support to practice sequencing fiction texts read. With teacher support, Amelia used nonfiction texts to identify facts as well as found evidence to support the facts read with teacher support. Amelia was able to identify text features in nonfiction texts with support from a teacher. Through small group instruction with a focus on word study, Amelia used vocabulary related to nonfiction reading comprehension; for example, she shared that nonfiction texts were used to get information about a topic. Amelia continued to use content related vocabulary when learning about Indigenous American Nations. With the use of routine instruction, teacher made texts, videos, modified articles and nonfiction texts, and visuals, Amelia shared facts about the Sioux, Cherokee, and Lenape Nations with a focus on achievements, geography, and community. Amelia compared and contrasted the achievements, geography, and community of these nations. Using the researching steps of brainstorming, planning, researching, writing/creating, and publishing, she completed a research project on a chosen topic with a focus on the Lenape Nation. With teacher modeling, small group support, and checklists, Amelia used the 5Wh questions to produce a written document about Lenape art and clothing. After using a checklist for how to publish one’s work and practicing reading her work aloud, Amelia shared her work with other Middle School students on Zoom.
MATHMATICS: During the IEP meeting, Amelia’s teacher stated that Amelia is performing at 3rd grade level. Amelia can independently read 4 digit numbers. She reads 5 – 7 digit numbers with modeling and support. Amelia can read addition, subtraction and multiplication number sentences. Amelia is working on addition and subtraction within 1000. She is working on understanding equal groups of objects to gain a basis for multiplication. Amelia can identify coins and bills but needs support manipulating coins and bills with accuracy when contextualized within the community setting.
Per school report (June 2021): School Report: Amelia is an active participant during math class. With support, she is able to sustain work on challenging math problems. During group discussions, Amelia consistently contributes her thoughts and makes meaningful observations. Amelia’s class consisted of 11 students with one teacher and one paraprofessional. Amelia can independently add and subtract within 1,000, with and without regrouping. Amelia should continue to use place value understanding and properties of operations to perform multi-digit arithmetic. Additionally, Amelia should work on building fractions from unit fractions by applying and extending previous understandings of
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
operations on whole numbers. This school year, Amelia’s ability to work both individually and with a group of peers has grown. Amelia demonstrated progress in her understanding of the targeted mathematical content as evidenced by a variety of activities, performance tasks, and formative assessments completed throughout the Spring semester. Over the course of the Geometry unit, she has shown the ability to independently reason about the properties of shapes and their attributes. With the support of visual aids for reference, she continues to develop the ability to recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Amelia also worked on accurately drawing and identifying points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identifying these in two-dimensional figures. With routine review of visual aids and mathematical terms, Amelia has shown progress applying this knowledge in real world contexts and identifying lines, angles, and shapes in her surroundings. As a culminating project, Amelia was able to design an original quilt square made up of 18 triangles with the support of direct modeling. During the Financial Literacy unit, she was able to apply the numeracy skills developed over the school year to make a variety of financial transactions.
Amelia demonstrated the ability to independently identify and tell the value of coins and bills. Amelia was able to count a collection of mixed coins and bills. She was able to make a multi-item purchase using cash after rounding up to the nearest dollar to work with whole dollar amounts. Amelia also demonstrated the ability to write and read dollars and cents in the format $0.00. To culminate the unit, Amelia was able to collaborate with peers during the brainstorming process to then create a menu and corresponding shopping list of approximately 4-5 items. She then determined the budget needed to purchase items on the list independently. Amelia has not yet demonstrated independence in all of these skills, but she has shown the need for a decreased level of prompting from teachers when applying her understanding of the mathematical content.
Speech and Language: Per school report (June 2021): Amelia’s speech and language therapy services continued to be provided synchronously twice weekly in a small group setting for 30 minutes via Zoom (2x30x2). Due to a peer in Amelia’s group returning to in-person learning, Amelia’s group size changed from a group of 3 to a dyad. In the upcoming school year it is recommended that Amelia receive therapy in a group of 3-4 students. Asynchronous activities were provided via SeeSaw to support therapeutic goals, as necessary. Collaboration and consultation with classroom teachers and other related service providers continued to occur on a weekly basis to promote carryover and generalization of skills. To address receptive and expressive language skills in semester two, the therapist continued to provide Amelia with listening passages and videos in order to target retelling details. She showed improvement in her ability to retell details when answering wh- questions from the story or video demonstrated by requiring less verbal prompting from the therapist. During times of difficulty, Amelia was verbally prompted by the therapist to look back in the story or replay the video. When she used this strategy, she was more successful in retelling details. In order to target descriptive skills in semester two, Amelia continued to use a graphic organizer to tell personal narratives. The graphic organizer has increased her use of details throughout the semester. To address executive functioning, Amelia continued to work on inferencing and problem solving. Given problem situations, she identified the problem, stated the size of the problem, came up with 2-3 possible solutions, chose the best one, and decided if the problem was solved. Amelia independently identified the problem and stated the “size” (i.e., severity) of the problem. She continued to require support from the therapist to come up with multiple solutions to the problem. Throughout semester two, Amelia answered inferential questions based on videos, passages, or pictures to make educated guesses. To
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
address pragmatic goals, Amelia initiated conversations about a variety of topics by using models from the therapist and a monthly calendar visual. In addition, the therapist gave Amelia less verbal prompts this semester to produce the final /s/ at the conversational level.
STUDENT STRENGTHS, PREFERENCES, INTERESTS:
Amelia’s academic strength is in literacy.
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia’s parent is concerned that Amelia doesn’t use the proper tense when stating sentences and that Amelia needs redirection to focus
when a topic is not interesting to her.
SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS:
Amelia’s parent stated that Amelia is very social when she is interested in the topic. When she is not interested, she usually will keep to herself. She is open to making new friends. Amelia is respectful to adults and understands boundaries with adults. Amelia is very close to her family and enjoys spending time with her family.
Amelia’s teacher stated that Amelia is working on expanding and understanding the range of feelings. She interacts with peers and is working on maintaining conversation on non-preferred topics. Sometimes Amelia needs support with distinguishing between “what’s real” and “what’s not real”.
Per school report (June 2021) Counseling: Amelia participates in group (1x30x4) counseling services. engages in small group and therapy. Amelia engages in remote group counseling services provided synchronously once weekly in a group setting for 30 minutes via Zoom.
Asynchronous activities are provided via SeeSaw to support therapeutic goals, as deemed necessary. Parent coaching is available on an ongoing basis as a component of virtual therapy sessions to further promote progress with goals. Lastly, weekly consultation occurs with classroom teachers and other related service providers to increase generalization of skills across a variety of environments. During the second semester, group counseling lessons continued to focus on cultivating appropriate peer relationships and developing emotion regulation skills. In terms of peer relationships, this semester’s lessons focused on respecting differences between other people, developing empathy through perspective taking exercises, and recognizing appropriate social supports – both at school and at home. Moreover, students were supported in thinking about and understanding that varied identities are to be expected, accepted, and respected. In terms of emotion regulation, this semester’s lessons focused on exploring emotions common to Middle School students (e.g., embarrassment, frustration) along with brainstorming individualized coping strategies. Particular emphasis was placed on effectiveness and feasibility of counselor and student derived coping strategies. During group counseling, Amelia requires moderate support to remain engaged during both the structured lesson and roleplay activities, mostly consisting of staff reminders to participate in the lesson (e.g., keeping eyes on the speaker, putting away art supplies / her phone until after the lesson is over). When directed back to task, she offers her input on a variety of topics, and she interacts with her peers in an appropriate manner during this time. Overall, Amelia has done relatively well with remote schooling, but she will greatly
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
benefit from returning to in person schooling where she can reconnect with friends and teachers. She reports feeling excited to return to the school building and begin high school in the fall! Going forward, Amelia should continue to work on expanding her friendships beyond a few preferred peers, and identifying a wider range of emotions in herself. Moreover, an ongoing goal for Amelia should involve the independent utilization of explicitly taught coping strategies (e.g., take a break, talk to an adult about how she is feeling, ask an adult for help), along with problem solving in the moment to make beneficial choices for herself and others.
STUDENT STRENGTHS:
Amelia enjoys painting, drawing, playing Roblox, music and reading.
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia’s parent would like to see her increase her interaction on non preferred topics.
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS:
OT: Per SCHOOL REPORT (June 2021) Amelia continues to participate in remote occupational therapy services provided synchronously once weekly in a 1:2 setting for 30 minutes via Zoom. Asynchronous activities are provided via SeeSaw or email to support therapeutic goals, as necessary. Parent
consultation and coaching is available on an ongoing basis as a component of the virtual therapy sessions to further promote progress with goals. Weekly consultation occurs with classroom teachers and other related service providers to increase the generalization of skills across a variety of environments.
SKILL 1
Amelia is a curious and explorative student during her occupational therapy sessions. She continues to improve her executive functioning skills, specifically the skill of explaining the type of help needed for a situation. For example, when given a role to simulate being lost in the community, Amelia is asked to explain her situation to a safe person/community worker. She states she is lost, however, when asked to explain how she became lost, Amelia requires moderate verbal assistance to accurately convey her ideas.
SKILL 2
Amelia continues to improve her time management skills. If Amelia is involved in a virtual activity that is very engaging, the therapist will give a verbal cue to check the time. After she checks in, Amelia manages to successfully complete an activity without further cues. However, when given multiple tasks and asked to prioritize them based on time constraints, Amelia requires moderate assistance and modeling to plan and prioritize the activities to fit within the given time frame.
Hearing Education Services: No reports or information were provided. STUDENT STRENGTHS:
Amelia enjoys basketball.
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia is currently in remission from cancer. She is followed by a neurologist, oncologist, endocrinologist, and gastroenterologist to support her health needs. She gets regular MRI’s every six months following her most recent surgery of April 2021. Her doctor suggested that swimming would be helpful in coordination and balance. Amelia has hearing aids and uses an FM unit. Amelia wears glasses.
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
MANAGEMENT NEEDS
Amelia would benefit from the following classroom strategies:
– small group instruction
– multi-sensory instruction
– visual supports
– visual schedule
– fidgets
– check list
– use of graphic organizer
– breakdown of directions
– scaffolding
– teacher support, guidance, and encouragement
– positive rewards system
– movement breaks
– checks for understanding
– use of manipulatives
– FM unit
– demonstration and modeling
– frequent check ins
EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES
Amelia is currently in remission from cancer. She has been affected by chemotherapy and radiation. As a result, Amelia’s hearing has been deteriorating and she requires the use of hearing aids and due to the extent of Amelia’s academic and cognitive deficits, Amelia requires the support of a special education classroom setting with management needs, speech, and language, occupational therapy, hearing education, and
counseling services.
STUDENT NAME: Amelia Suazo NYC ID:221293145
STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT’S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:
Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others? Yes No
Does the student need a behavioral intervention plan? No Yes
For a student with limited English proficiency, does she need a special education service to address her language needs as they relate to the
IEP? Yes No Not Applicable
For a student who is blind or visually impaired, does she need instruction in Braille and the use of Braille? Yes No Not Applicable
Does the student need a particular device or service to address her communication needs? Yes No
In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode?
Yes No Not Applicable
Does the student need an assistive technology device and/or service? Yes No
If yes, does the Committee recommend that the device(s) be used in the student’s home? Yes No
STUDENT NAME: Amelia Suazo NYC ID:221293145
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
EDUCATION/TRAINING: EMPLOYMENT:
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
TRANSITION NEEDS
In consideration of present levels of performance, transition service needs of the student that focus on the student’s courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:
STUDENT NAME: Amelia Suazo NYC ID:221293145
ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (REQUIRED FOR PRESCHOOL STUDENTS AND/OR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT)
MEASURABLE ANNUAL GOALS
THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL CHILD, IN APPROPRIATE ACTIVITIES, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT DISABILITY, AND, FOR A SCHOOL-AGE STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given a text at her comprehension level, Amelia will identify the the theme and two supporting details of the text. 90% accuracy across 3 consecutive assessments performance assessment task
rubric 2 times per month
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given a text at her comprehension level, Amelia will identify the the theme of the text 90% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will identify the the theme and one supporting details of the text 90% accuracy across 3 consecutive assessments
Given a text at her comprehension level, Amelia will identify the the theme and two supporting details of the text 70% accuracy across 3
consecutive assessments
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given a text at her comprehension level, Amelia will summarize the text. 90% accuracy across 3 consecutive assessments performance assessment task
rubric 2 times per month
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given a text at her comprehension level, Amelia will summarize the text with 80% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will summarize the text with 70% accuracy across 3 consecutive assessments
Given a text at her comprehension level, Amelia will summarize the text with 60% accuracy across 3 consecutive assessments
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP
3rd Progress report for this IEP
4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP 8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given direct instruction, Amelia will add and subtract within 1000. 80% accuracy across 5 consecutive assessments performance assessment task
data collection sheet 2 times per month
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given direct instruction, Amelia will add and subtract within 1000 with 50% accuracy across 5 consecutive assessments. Given direct instruction, Amelia will add and subtract within 1000 with 60% accuracy across 5 consecutive assessments.
Given direct instruction, Amelia will add and subtract within 1000 with 70% accuracy across 5 consecutive assessments.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP
6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given direct instruction and modeling, Amelia will multiply numbers. 80% accuracy across 5 consecutive assessments performance assessment task
data collection sheet 2 times per month
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given direct instruction and modeling, Amelia will multiply numbers with 50% accuracy across 5 consecutive assessments. Given direct instruction and modeling, Amelia will multiply numbers with 60% accuracy across 5 consecutive assessments.
Given direct instruction and modeling, Amelia will multiply numbers with 70% accuracy across 5 consecutive assessments.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given speech and language therapy, Amelia will improve her receptive language skills. With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will retell details from a listening passage or video.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given hearing education services, Amelia will improve her social skills. With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will be able to manage personal FM unit.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given speech and language therapy, Amelia will improve her expressive language skills With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will use future tense verbs. Amelia will use regular past tense verbs.
Amelia will use regular plural nouns (e.g. cats). Amelia will use regular present tense verbs.
Amelia will expand adjective vocabulary.
Amelia will improve descriptive skills to state complete and specific thoughts and/ or experiences.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given speech and language therapy, Amelia will improve her executive function skills With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will state a solution to problem situation.
Amelia will make a logical inference based on information presented auditorily.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP
3rd Progress report for this IEP
4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP 8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given speech and language therapy, Amelia will improve her pragmatic language skills. With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will initiate conversations about a variety of topics.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP
7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given speech and language therapy, Amelia will improve her speech production With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will improve target sound in spontaneous speech.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS CRITERIA
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE MEASURE TO DETERMINE METHOD SCHEDULE
BY THE END OF THE YEAR IN WHICH THE IEP IS IN IF GOAL HAS BEEN HOW PROGRESS WILL BE WHEN PROGRESS WILL BE
EFFECT ACHIEVED MEASURED MEASURED
In one year, given counseling, Amelia will improve her
social skills. With 80% accuracy in 4 out
of 5 trials Teacher/Provider
Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will initiate conversation with peers.
Amelia will demonstrate cooperative play skills such as sharing, turn taking and maintaining personal space. Amelia will participate in appropriate reciprocal conversation with peers.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given counseling, Amelia will improve her emotional regulation/coping skills. With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will recognize and labeling feelings/emotions.
Amelia will demonstrate flexibility during times of “transition” or changes to the daily schedule by implementing coping mechanisms (i.e. ignore, deep breathing, verbal expressions of feelings, counting to 10) to remain calm.
Amelia will participate in appropriate reciprocal conversation with peers.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given occupational therapy, Amelia will improve her Handwriting: Functional Writing Skills With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will use a proofreading checklist to ensure proper spatial awareness, punctuation, and capital letter.
IEP PROGRESS REPORT
1st Progress report for this IEP
2nd Progress report for this IEP
3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP 8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given occupational therapy, Amelia will improve her Instrumental Activities of Daily Living (iADLs): Safety Awareness With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will demonstrate basic public safety skills (street crossing, use of 911, social safety in metropolitan environment, subway safety, etc.).
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP
5th Progress report for this IEP
6th Progress report for this IEP
7th Progress report for this IEP 8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given occupational therapy, Amelia will improve her Executive Functioning: Self-Awareness and Self-Advocacy With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will communicate academic strategies or compensation skills that have previously been taught.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED METHOD
HOW PROGRESS WILL BE MEASURED SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In one year, given occupational therapy, Amelia will improve her Executive Functioning: Time Awareness and Management With 80% accuracy in 4 out
of 5 trials Teacher/Provider Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will track the time it takes to complete a given task. (during the task, use of visual timers, phones).
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP 3rd Progress report for this IEP 4th Progress report for this IEP 5th Progress report for this IEP 6th Progress report for this IEP 7th Progress report for this IEP
8th Progress report for this IEP
STUDENT NAME: Amelia Suazo NYC ID: 221293145
REPORTING PROGRESS TO PARENTS
Identify when periodic reports on the student’s progress toward meeting the annual goals will be provided to the student’s parents: at the same time school report cards are issued
STUDENT NAME: Amelia Suazo NYC ID:221293145
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
SPECIAL EDUCATION PROGRAM/SERVICES
SERVICE DELIVERY RECOMMENDATIONS* FREQUENCY HOW OFTEN PROVIDED
DURATION LENGTH OF SESSION LOCATION WHERE SERVICE WILL BE PROVIDED PROJECTED BEGINNING / SERVICE DATE(S)
SPECIAL EDUCATION PROGRAM:
Adapted Physical Education 3 time(s) per week Period Other Facility Provider’s Discretion 10/12/2021
Special Class
All Subjects D 75 12:1+1
Language of Service: English 35 time(s) per week Period Special Education Classroom 10/12/2021
RELATED SERVICES:
Counseling Services Individual service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Provider’s Discretion
English
Counseling Services Group service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Provider’s Discretion
English
Hearing Education Services Individual service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Provider’s Discretion
English
Occupational Therapy Individual service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Provider’s Discretion
English
Occupational Therapy Group service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Provider’s Discretion
English
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
Speech-Language Therapy
Speech-Language Therapy Individual service
Language of Service: English
Group service
Language of Service: English 1 time(s) per week
2 time(s) per week 40 minutes
40 minutes Separate Location Provider’s Discretion
Separate Location Provider’s Discretion 10/12/2021
10/12/2021
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM MODIFICATIONS/ACCOMMODATIONS:
ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES:
FM Unit
Individual service
Daily
Full Time
School and Home
10/12/2021
SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT:
* Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations.
STUDENT NAME: Amelia Suazo NYC ID:221293145
12-MONTH SERVICE AND/OR PROGRAM – Student is eligible to receive special education services and/or program during July/August: No Yes
If yes:
Student will receive the same special education program/services as recommended above.
OR
Student will receive the following special education program/services:
PROJECTED
BEGINNING /
SPECIAL EDUCATION SERVICE DELIVERY SERVICE
PROGRAM/SERVICES RECOMMENDATIONS FREQUENCY DURATION LOCATION DATE(S)
For a preschool student, reason(s) the child requires services during July and August:
STUDENT NAME: Amelia Suazo NYC ID:221293145
TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL CHILDREN): INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE STUDENT’S DISABILITY AND NEEDS, TO BE USED CONSISTENTLY BY THE STUDENT IN THE RECOMMENDED EDUCATIONAL PROGRAM AND IN THE ADMINISTRATION OF DISTRICT- WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT AND, IN ACCORDANCE WITH DEPARTMENT POLICY, STATE ASSESSMENTS OF STUDENT ACHIEVEMENT.
TESTING ACCOMMODATIONS
CONDITIONS* IMPLEMENTATION RECOMMENDATIONS**
NONE
*Conditions — Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable.
**Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if
applicable.
STUDENT NAME: Amelia Suazo NYC ID:221293145
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED
APPROPRIATE).
COORDINATED SET OF TRANSITION ACTIVITIES
NEEDED ACTIVITIES TO FACILITATE THE STUDENT’S MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES
SERVICE/ACTIVITY
SCHOOL DISTRICT/AGENCY RESPONSIBLE
Instruction
Related Services
Community Experiences
Development of Employment and Other Post-school Adult Living Objectives
Acquisition of Daily Living Skills (if applicable)
Functional Vocational Assessment (if applicable)
STUDENT NAME: Amelia Suazo NYC ID:221293145
PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)
PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)
Does the student have a severe cognitive disability, significant deficits in communication/language, and significant deficits in adaptive behavior? * Yes No
Does the student require a highly specialized educational program that facilitates the acquisition, application and transfer of skills across natural environments (home, school, community, and/or workplace)? * Yes No
Does the student require educational support systems such as but not limited to, assistive technology, personal care services, health/medical services, or behavioral intervention? * Yes No
The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students.
The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement.
Identify the alternate assessment: NYSAA, portfolio
Alternate Assessment Subjects:
All Subjects
Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student:
Amelia’s delays in cognitive, academic, and communication skills preclude her from participating in the regular assessment.
STUDENT NAME: Amelia Suazo NYC ID:221293145
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
REMOVAL FROM THE GENERAL EDUCATION ENVIRONMENT OCCURS ONLY WHEN THE NATURE OR SEVERITY OF THE DISABILITY IS SUCH THAT, EVEN WITH THE USE OF SUPPLEMENTARY AIDS AND SERVICES, EDUCATION CANNOT BE SATISFACTORILY ACHIEVED.
FOR THE PRESCHOOL STUDENT:
Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day and/or specify particular activities):
FOR THE SCHOOL-AGE STUDENT:
Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day and/or specify particular activities):
Adapted Physical Education
If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education:
EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT:
No Yes – The Committee has determined that the student’s disability adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement.
STUDENT NAME: Amelia Suazo NYC ID:221293145
SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY
None.
Student needs special transportation accommodations/services as follows: Transportation from the closest safe curb location to school.
Reason(s) why the student needs special transportation service and/or accommodations: Amelia requires transportation to and from the recommended program.
SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY
Student needs transportation to and from special classes or programs at another site:
PLACEMENT RECOMMENDATION
NYC DOE Specialized School
SUMMARY
STUDENT INFORMATION
Student Name: Amelia Suazo NYC ID: 221293145
DOB: 01/22/2007
Parents Language(s) Spoken/Mode Communication: English
IEP INFORMATION
Date of IEP Meeting: 09/30/2021 IEP Amendment: Yes No
Reconvene of IEP Meeting: Yes No
INSTRUCTIONAL/FUNCTIONAL LEVELS
Reading: 3rd Grade
Math: 3rd Grade
SUMMARY OF RECOMMENDATIONS
Classification of Disability: Other Health Impairment
Recommended Services:
Special Education Programs
Adapted Physical Education
Special Class English
Related Services
Counseling Services English
Counseling Services English
Hearing Education Services English
Occupational Therapy English
Occupational Therapy English
Speech-Language Therapy English
Speech-Language Therapy English
12-Month Services:
Adapted Physical Education
Special Class English
Counseling Services English
Counseling Services English
Hearing Education Services English
Occupational Therapy English
Occupational Therapy English
Speech-Language Therapy English
Speech-Language Therapy English
Participate in State and District-Wide Assessments:
The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement Identify the alternate assessment:
NYSAA, portfolio
Alternate Assessment Subjects:
All Subjects
Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student:
Amelia’s delays in cognitive, academic, and communication skills preclude her from participating in the regular assessment.
Does Amelia have a Behavioral Intervention Plan? No
Recommended for Specialized Transportation: None Student needs specialized transportation School Type: NYC DOE Specialized School
Medical Alert: The student has medical conditions and/or physical limitations which affect her learning, behavior and/or participation in school activities.
The student requires medical and/or health care treatment(s) or procedure(s) during the school day. Accessibility:
Does the student need an accessible school building? No
Does the student have limited mobility? No
PROMOTION CRITERIA
CURRENT YEAR
Standard Modified NEXT YEAR
Standard Modified
Parent Concerns:
The school stated that Amelia is in a supportive environment and receiving an integrated program where related services are in place in the classroom setting and is making meaningful progress. The school is concerned about the recommendation that was made today as Amelia will regress if she is placed in a District 75 school setting. The school emphasized that Amelia requires a collaborative approach and a placement that is socially appropriate in order for Amelia to progress. Amelia can become overwhelmed in a large program setting and does require support in focusing skills. The school states; “I would also like to highlight that she is socially motivated but needs support with maintenance of reciprocal conversations so needs to be placed with appropriate social peer group. Needs to be refocused and redirected throughout learning sessions so needs a small supportive environment.” The parent is in agreement with the school and states that Amelia is very social and needs to be in an environment with higher functioning peers who does not have behavioral or emotional disturbance. She does require continuous support in academics.
OTHER OPTIONS CONSIDERED
Special Class in a community school 12:1+1 Special Class in a specialized school 8:1+1
Reason(s) for Rejection: A Special Class in a community school 12:1+1 was considered and rejected as providing insufficient support to meet Amelia’s educational needs at this time. A Special Class in a specialized school 8:1+1 was considered and rejected as it is too restrictive to meet
Amelia’s educational needs at this time. The least restrictive setting is taken into consideration when making Amelia’s program
recommendation.
STUDENT NAME: Amelia Suazo NYC ID:221293145
DATE OF IEP MEETING: 09/30/2021
ATTENDANCE PAGE
PLEASE NOTE THAT YOUR SIGNATURE REFLECTS YOUR PARTICIPATION AT THE CONFERENCE AND DOES NOT NECESSARILY INDICATE AGREEMENT WITH THE INDIVIDUALIZED EDUCATION PROGRAM.
ROLE (INDICATE IF BILINGUAL) NAME SIGNATURE
Related Service Provider/Special Education Teacher
Sarah Goldstein
Participated by telephone
Parent/Legal Guardian
Wanda Pena
Participated by telephone
District Representative
Sharmin Chowdhury
Participated by telephone
Student
Amelia Suazo
Consulting Teacher at Cooke
Sally Ord
Participated by telephone
