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School District/Public Agency

Individualized Education Program (IEP)

34 C.F.R. §§300.320 – 300.324

Lincoln County School District #1 Date of Last

IEP Meeting

Due Date of Next 3 Year Reevaluation

Disability Category(s)

10/22/2012 10/24/2014 SL

Name of Student WISER ID DOB Grade Date of IEP Meeting

Sable Abeyta 90313941 6/13/2003 04 10/17/2013

STRENGTHS, EDUCATIONAL CONCERNS AND PREFERENCES/INTERESTS Team’s Perspective

34 C.F.R. §§300.321(a) and (b) Strengths:

Sable is a hard worker. She volunteers to read in front of the class and raises her hand to answer questions. Sable shows an eagerness to learn when walking into class. She is very compassionate, and wants to help out anyone she can.

Preferences/Interests: Sable loves doing art projects. Educational Concerns:

The IEP team discussed concerns with Sable's reading level, this includes her language development as well. Mom has concerns with her short term memory. Reported to the IEP team, Sable,at time, has been heard using using language that would be

appropriate for a younger child, however it is believed she is choosing to do this. Mom said she has seen some progress in Sable's academic achievement, but it wasn't as much of a jump as she anticipated. Even though Sable has made gains, her mom is still concerned about her academics and realizes that Sable has a long way to go.

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Sable Abeyta 90313941 6/13/2003 04 10/17/2013

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Describe the academic, developmental and functional needs of the student, and how the disability affects Preschool Students:

the student’s participation in appropriate activities (the same age appropriate activities engaged in by nondisabled students). Describe the academic, developmental and functional needs of the student, and how the disability affects School Age Students:

the student’s involvement and progress in the general education curriculum (the same curriculum as nondisabled students). Describe the child’s present levels of academic achievement and functional performance across services and settings, including special education, regular education, and interventions.

Sable is currently in the fourth grade. The IEP team is meeting for her yearly IEP. Sable's MAPS scores;

*Math 193 (beginning 3rd grade) *Reading 176 (end of 1st grade) *Language 197 (mid 3rd grade) *Science 189 (beginning 3rd grade)

Sable's informal assessments prior to the IEP meeting include:

*Math: Sable received 82% on her informal 3rd grade math assessment probes. *Writing: Sable currently is writing at a second grade level.

*Reading: Sable is reading at a 1.5 grade level.

Mom had concerns about Sable's hearing from the time she was born to the age of 4. Sable had blockage in her ears and well as fluid behind both eardrums and at the age of 4 she had surgery to correct this. Sable didn't say her first word until she was about 2 1/2 to 3 years old. Mom will be bringing Sable in to the doctor again to have her ears checked again, one of her tubes may have fallen out. Mom has also said that some sounds can be too loud for her, at that time she will cover her ears. This can been seen during assembiles and when there are announcements over the loud speaker. Mom went on to say, she has noticed, at home, Sable is showing some selective hearing as well. This happens when mom will ask Sable to do something, and she doesn't always respond or do it. Members of the IEP discussed seeing Sable show some selective hearing in the classrooms as well, however it is age appropriate.

Mom would like to continue Sable in ESY during the summer as well as after school.

Sable is currently receiving a modified special education spelling list. Her list consists of 15 words that are a combination of sight words and spell city words.

Mom and Sable's classroom teacher discussed how she is a hard worker, but does need to be pushed. Mom said it is important to have high expectations for Sable and then push her towards those expectations. Her classroom teacher said that Sable can slip into the background if you don't pull her forward. Sable does this by staying quiet.

During the IEP meeting the team discussed the possibility of Sable taking the PAWs Alt. We discussed her special education assessment scores need to be in the 1%, and as of two years ago when Sable was evaluated she was in the 8%, which does not qualify her. The team decided that we will keep Sable taking the PAWs with accommodations currently. However we would like her to be reevaluated before PAWs to see if she will qualify for the PAWs Alt. If Sable qualifies for the PAWs Alt after her reevaluation, we will then write an amendment, saying she will take the PAWs Alt.

***Reading groups/RtI groups rotate throughout the building.**** Sable is able to do the following in speech and language

**Use 4 to 5 word phrases when answering questions instead of complete sentences **Answer wh questions with 60% accuracy

**Use correct verb tenses at 40% accuracy

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Name of Student WISER ID DOB Grade Date of IEP Meeting

Sable Abeyta 90313941 6/13/2003 04 10/17/2013

CONSIDERATION OF SPECIAL FACTORS 34 C.F.R. §300.324(a)(2)

YES NO

Does the student’s behavior impede his/her learning or the learning of others?

Does the student have communication needs?

Is the student deaf or hard of hearing? If yes, then answer the following:

Does the student need opportunities for communication and direct instruction in the student’s language and

communication mode?

Is the student blind or visually impaired? If yes, then answer the following:

Does the student require orientation and mobility training?

After an evaluation of reading and writing needs, learning media assessment, and need for future instruction

in Braille, does the student require instruction in the use of Braille?

Does the student require assistive technology devices or services?

Has the student been determined to be Limited English Proficient?

Any item checked “YES” must be addressed in the IEP. EXTENDED SCHOOL YEAR

34 C.F.R. §300.106

Extended School Year (ESY) services must be provided if necessary for the student to receive FAPE. In addition to degree of regression and the time necessary for recoupment, consider these factors:

Degree of impairment and the ability of the child’s parents to provide the educational structure at home; The child’s rate of progress;

His or her behavioral and physical problems; The availability of alternative resources;

The ability of the child to interact with non-handicapped children; The areas of the child’s curriculum which need continuous attention; The child’s vocational needs; and

Whether the requested service is “extraordinary” to the child’s condition, as opposed to an integral part of a program for those with the child’s condition.

Explain factors considered and determination:

ESY services over the summer break are necessary for Sable based on the regression when there was a break in instruction that lasted over 2 weeks. Also in order for her to receive instruction from the general education class and receive the reading remediation instruction she needs to make adequate progress, she needs to be provided instruction outside the regular school hours. This included after school ESY.

Is ESY necessary in order for the student to receive FAPE? Yes No

If ESY is a necessary component of FAPE, ESY goals and services must be documented in the IEP. TRANSITION SERVICES

For all students beginning with the IEP to be in effect when the child is 16 and updated annually thereafter. N/A Student will not become 16 during implementation of this IEP

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Sable Abeyta 10/17/2013

MEASURABLE ANNUAL GOAL NUMBER Math 1 Additional Goal pages should be added as necessary.

Goal Type: Academic

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum.

Meet each of the student’s other educational needs that result from the student’s disability.

Indicate whether this goal will be implemented during ESY. YES NO N/A

Each goal must include a baseline, target and method of measurement.

Baseline: Sable is 83% accurate when demonstrating her knowledge of third grade math concepts as measured by classroom assessments and resource room data.

Goal: Sable will complete resource room generated assessments of word problem solving skills at the fourth grade level with at least 85% in 4 out of 5 trials. These problems will include one and two step problems incorporating fourth grade math skills involving money, time, addition and subtraction with regrouping, fractions, measurement, algebra, graphs, tables, place value, numeration, and geometric concepts.

Benchmarks or short-term objectives:

Required only for students that will take alternate State or District-wide assessment(s).

Objective Time Frame

Periodic reports of progress toward meeting the annual goal:

Periodic reports must coincide with the district or public agency regular reporting schedule.

DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.

DATE: 11-1-2013 DATE: DATE: DATE:

Functioning at baseline level as written in the current IEP, written on October 17, 2013.

DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

DATE: 11-1-2013 DATE: DATE: DATE:

Sable is 83% accurate when demonstrating her knowledge of third grade math concepts as measured by classroom assessments and resource room data.

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Name of Student Date of IEP Meeting

Sable Abeyta 10/17/2013

MEASURABLE ANNUAL GOAL NUMBER Reading 1 Additional Goal pages should be added as necessary.

Goal Type: Academic

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum.

Meet each of the student’s other educational needs that result from the student’s disability.

Indicate whether this goal will be implemented during ESY. YES NO N/A

Each goal must include a baseline, target and method of measurement.

Baseline: Sable is reading at a 1.5 grade level as assessed by the John's IRI.

Goal: Sable will read at a 2.0-3.0 grade level as assess by an informal reading inventory including site word vocabulary lists. Sable will be be at 85% up to unit 30 on the Fry's instant word list.

Benchmarks or short-term objectives:

Required only for students that will take alternate State or District-wide assessment(s).

Objective Time Frame

Periodic reports of progress toward meeting the annual goal:

Periodic reports must coincide with the district or public agency regular reporting schedule.

DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.

DATE: 11-1-13 DATE: DATE: DATE:

Functioning at baseline level as written in the current IEP, written on October 17, 2013.

DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

DATE: 11-1-13 DATE: DATE: DATE:

Sable is reading at a 1.5 grade level as assessed by the John's IRI.

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Sable Abeyta 10/17/2013

MEASURABLE ANNUAL GOAL NUMBER Speech 1 Additional Goal pages should be added as necessary.

Goal Type: Speech/Language

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum.

Meet each of the student’s other educational needs that result from the student’s disability.

Indicate whether this goal will be implemented during ESY. YES NO N/A

Each goal must include a baseline, target and method of measurement.

Target: Sable will demonstrate knowledge of 5 to 10 new vocabulary words per week by giving a definition or using it in a sentence in 4 out of 5 trials.

Basline: Sable is unable to define or recall new vocabulary consistently over time.

Benchmarks or short-term objectives:

Required only for students that will take alternate State or District-wide assessment(s).

Objective Time Frame

Periodic reports of progress toward meeting the annual goal:

Periodic reports must coincide with the district or public agency regular reporting schedule.

DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.

DATE: DATE: DATE: DATE:

DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

DATE: DATE: DATE: DATE:

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Name of Student Date of IEP Meeting

Sable Abeyta 10/17/2013

MEASURABLE ANNUAL GOAL NUMBER Speech 2 Additional Goal pages should be added as necessary.

Goal Type: Speech/Language

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum.

Meet each of the student’s other educational needs that result from the student’s disability.

Indicate whether this goal will be implemented during ESY. YES NO N/A

Each goal must include a baseline, target and method of measurement.

Target: Sable will answer questions posed to her in complete and age appropriate sentences 8 out of 10 times over 5 sessions. Baseline: Sable is able to answer questions posed to her in 4 to 5 word phrase.

Benchmarks or short-term objectives:

Required only for students that will take alternate State or District-wide assessment(s).

Objective Time Frame

Periodic reports of progress toward meeting the annual goal:

Periodic reports must coincide with the district or public agency regular reporting schedule.

DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.

DATE: DATE: DATE: DATE:

DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

DATE: DATE: DATE: DATE:

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Sable Abeyta 10/17/2013

MEASURABLE ANNUAL GOAL NUMBER Written Language 1 Additional Goal pages should be added as necessary.

Goal Type: Academic

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the student’s needs that result from the student’s disability to enable the student to be involved in and make progress in the general education curriculum.

Meet each of the student’s other educational needs that result from the student’s disability.

Indicate whether this goal will be implemented during ESY. YES NO N/A

Each goal must include a baseline, target and method of measurement.

Baseline: Sable is able to write a simple paragraph at a second grade level consisting of only detailed sentences.

Goal: Sable will write two to three paragraphs with a topic sentence, at least three details and a concluding sentence with assistance for spelling only. She will be expected to compose grammatically correct sentences at a third grade level with standard English conventions.. She will demonstrate this through resource room writing samples in 4 out of 5 opportunities with 85% accuracy.

Benchmarks or short-term objectives:

Required only for students that will take alternate State or District-wide assessment(s).

Objective Time Frame

Periodic reports of progress toward meeting the annual goal:

Periodic reports must coincide with the district or public agency regular reporting schedule.

DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.

DATE: 11-1-2013 DATE: DATE: DATE:

Functioning at baseline level as written in the current IEP, written on October 17, 2013.

DESCRIBE PROGRESS

NOTE: Narrative should be used to supplement data above.

DATE: 11-1-2013 DATE: DATE: DATE:

Sable is able to write a simple paragraph at a second grade level consisting of only detailed sentences as assessed by an informal writing prompt.

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Name of Student Date of IEP Meeting

Sable Abeyta 10/17/2013

A. SPECIAL EDUCATION SERVICES

A statement of the special education, related services, supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the student, or on behalf of the student, and a statement of the program modifications or

that will be provided to enable the student: supports for school personnel

• To advance appropriately toward attaining the annual goals.

• To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities.

• To be educated and participate with other students with disabilities and nondisabled students in extracurricular and other nonacademic activities.

Special Education Frequency / Duration Location Projected Start /

End Date IN - Area of Specialized Instruction

Reading/ RtI groups ESY:

30 minutes 5 times each week, for 36 weeks. Weekly Min: 150

Resource Room/RtI groups

Start: 10/22/2013 End: 10/21/2014 IN - Area of Specialized Instruction

Math ESY:

30 minutes 4 times each week, for 36 weeks. Weekly Min: 120

Resource Room Start: 10/22/2013 End: 10/21/2014 IN - Area of Specialized Instruction

Written Language Inclusion ESY:

30 minutes 5 times each week, for 36 weeks. Weekly Min: 150

Regular Classroom Start: 10/22/2013 End: 10/21/2014 IN - Area of Specialized Instruction

General Academics Inclusion ESY:

45 minutes 5 times each week, for 36 weeks. Weekly Min: 225

Regular Classroom Start: 10/22/2013 End: 10/21/2014 ES - ESY Services

ESY ESY:

45 minutes 4 times each week, for 23 weeks. Weekly Min: 180

Resource Room Start: 10/22/2013 End: 10/21/2014 B. RELATED SERVICES

Necessary to benefit from special education.

Related Service N/A Frequency / Duration Location Projected Start /

End Date LS - Speech – Language Pathology

Speech and Language Pathology ESY:

30 minutes 2 times each week, for 36 weeks. Weekly Min: 60

Speech Room Start: 10/16/2013 End: 10/16/2014 C. SUPPLEMENTARY AIDS AND SERVICES

Accommodations, aids, services, assistive technology and other supports that are provided to avoid removing the student from regular education classes, other education-related settings and extracurricular and non-academic settings. (May include routine

checking of hearing aids and external components of surgically implanted devices.)

Supplementary Aids & Services N/A Start Date Explanation of Frequency, Duration, and Location

Copy assistance between board and paper. 10/22/2013 Frequency: Daily; Duration: Note taking

; Location:

session General Education

Classroom Assistance with written assignments. Scribe when appropriate

(when there is more than two sentences to write at once)

10/22/2013 Frequency: Daily and during assessments; Duration: Duration of writing session; Location: General Education Classroom Check for understanding of directions, grade level texts as read

by or to Sable. Check for understanding of possible new vocabulary words.

10/22/2013 Frequency: Daily and during assessments; Duration: Duration of reading session; Location: General Education Classroom

Read test questions and prompts. 10/22/2013 Frequency: State and District Assessments;

Duration: Duration of Assessment; Location: Resource Room

Take classroom, district and state assessments in a separate location or in an area in the general education classroom that will minimize distractions.

10/22/2013 Frequency: State and District Assessments; Duration: Duration of Assessment; Location: Resource Room

Allow for multiple and supervised breaks during state and district assessments.

10/22/2013 Frequency: State and District Assessments; Duration: Duration of Assessment; Location: Resource Room

Provide extended time to complete assessments. This includes state and district assessments.

10/22/2013 Frequency: All Assessments; Duration: ; Location:

Duration of Assessment Resource

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Sable Abeyta 10/17/2013

D. PROGRAM MODIFICATIONS AND SUPPORTS FOR SCHOOL PERSONNEL

Modifications to be provided to enable the student to advance appropriately towards attaining the annual goals, be involved and make progress in the general education curriculum, and participate in extracurricular and nonacademic activities. Program Modifications N/A Start Date Explanation of Frequency, Duration, and Location Sable will be provided an alternative spelling list.

The words will consist of second grade level words as chosen from a program in the resource room.

10/22/2013 15 minutes 1 time each week. Weekly Min: 15 Location:Resource Room

Supports for School Personnel N/A Start Date Explanation of Frequency, Duration, and Location LEAST RESTRICTIVE ENVIRONMENT

A student with a disability shall be removed from the regular education environment only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

34 C.F.R. §§300.114 through 300.117.

YES NO

The educational placement is based on the student’s IEP.

The student is unable to be satisfactorily educated in the general education environment for the entire school

day. If yes, then answer the following:

Removal from the regular environment is necessary based on the nature or severity of the student’s

disability, not the need for modifications in the general curriculum.

The educational placement is as close as possible to the student’s home.

The educational placement is in the school that the student would attend if he/she did not have a disability. The IEP team considered any potential harmful effect of the educational placement on the student or on the

quality of needed services.

The student has the opportunity to participate in extracurricular and nonacademic activities with nondisabled

students.

JUSTIFICATION: Considering Sections A. through D. and the questions above, justify the removal of the student from the regular education environment:

Sable's previous classroom performance and low average cognitive skills suggest that she is able to learn grade level skills, but she will need extra, more intense, and explicit instruction in basic sight word reading, basic phonics skills, language acquisition, and math skills. This instruction is best carried out in a separate location in a small group or one-on-one setting away from distractions of the general education classroom.

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Name of Student Date of IEP Meeting

Sable Abeyta 10/17/2013

PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS

Determine how the student will participate in State and district-wide assessments consistent with 34 C.F.R. §300.320(a)(6). NA (check if student is in preschool)

Student is in a grade where State assessments are not given. Student is in a grade where district-wide assessments are not given.

Student participates without accommodations:

The IEP team has determined the student will participate in the following assessments without test accommodations.

(check all that apply)

State-wide Assessment(s) District-wide Assessment(s)name of assessment(s) Student participates with accommodations:

The IEP team has determined the student will participate in the following assessments with test accommodations. Selection of test accommodations for the student must be made in accordance with the identified standard accommodations for each assessment given. (Attach list of allowable accommodations, and check all that apply)

State-wide Assessment(s) District-wide Assessment(s)MAPS, name of assessment(s) Student participates in alternate assessments:

The IEP team has determined the student will take an alternate assessment consistent with 34 C.F.R. §300.320(a)(6)(ii). The student will participate in:

Alternate State Assessment(s) Alternate District-wide Assessment(s)name of assessment(s)

Explain why the student must participate in alternate assessments. (The Guidelines for Participation in Wyoming’s Alternate Assessment for Students with Significant Cognitive Disabilities must be utilized for this determination.)

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Sable Abeyta 10/17/2013

IEP TEAM MEMBER PARTICIPATION

List IEP team members attending or participating by alternate means in the IEP meeting.

Parent(s) Student

Special education teacher of the student Regular education teacher of the student

Danielle Rosa Role: Case Manager Eva Lamp Role: Classroom Teacher

School district representative An individual who can interpret evaluation results

Janice Wergin Role: Designee Role:

Agency representative Agency representative

Role: Role:

Other Other

Carrie Rydstrom Role: SLP intern Role:

Other Other

Nancy Kozlowski Role: SLP Role:

Other Other

Janice Wergin Role: SpEd Teacher Role:

Other Other

Role: Role:

PROVIDE TO PARENT Copy of IEP. 34 C.F.R. §300.322(f)

Date Provided: 10/24/2013 Staff Initials: DR

Procedural Safeguards Notice: (Annual requirement.) 34 C.F.R. §300.304(a) Date Provided: 9/18/2013 Staff Initials: KZ

As required by federal law, all certified staff who work with Sable Abeytahave access to a copy of this IEP, which includes a list of the accommodations and modifications noted in the IEP.

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