Individualized Education Program (IEP) for s ReCee Manger Granite —— 2500 South State Street Salt Lake City, UT 84115 SCHOO! DISTRICT 1. Student Information ‘Student i emeeeiiniaiat Dos a IEP Meeting 01/17/20 IEP Due ore Elgiity Date 04/17/20 Next Re-Evaluation 01/16/23. Completed By Attending School Robert Frost Elementary Home Language Enlish Student Language English Classification Specific Learning Disability Grade 4th Grade 2. Present Levels of Academic Achievement and Functional Performance For school age students, describe howslllmms disability affects her involvement and progress in the general curriculum. For preschool age students, describe how the disabilty affects her participation in appropriate activities. Reading ‘According to the level 4 DIBELS Next Oral Reading Fluency Benchmark assessment, completed on 42/9/2019, Sjaamgpscored 23 words correct per minute, 9 words on Retell, with 74% accuracy, 1 on Quality of Response and 2 on Daze. Benchmark expectations for level 4 are 103 words correct per minute, 96% accuracy, and 26 for Retell @mMAB's being progress monitored on a level 2 and scored an average of 44 words correct per minute with 88% accuracy, 35 on Retell with a quality of 1 out of 4 on 1/8/2020. (QB sored 2 1 on the 2019 RISE in English Language Arts which is below proficient. reading comprehension affect her involvement and progress in the 4th grade general ‘education curriculum. Math ‘According to the beginning-of-Year curriculum-based level 4 math assessment, (QAM scored 27% correct given on 8/23/2019. eames bing progressed monitored on a level 3 and can recognize visual fractions, addition, subtraction, and basic multiplication. According to the 2019 RISE assessment, Rebecca scored a level 1 which is below proficient. Rebecca's math skills affect her involvement and progress in the 4th grade general education math curriculum. 3. The IEP Team considered the following Special Factors Behavior [ ]teeeen needs behavioral — |X] [#ew joes notneed —_[ | Rstwwwuaig needs for strategies because her behavioral strategies. behavioral strategies are behavior impedes her learning addressed in her IEP. and/or the learning of others. Language [ ] Rebeeee has special language [X]Aetmmscioes nothave {| Sastmmpwets special needs addressed in her IEP. special language needs. language needs are because she is a limited addressed in her IEP. English proficient student. Braille [ ] Ratsserernceds Braille (Xe does noi need —{ OUNRMis needs for instruction because she is blind Braille instruction. Braille instruction are visually impaired. addressed in her IEP.Communication _[] etwampe has special [Xjeoueem does nol need any [ Smmmmmigneeds for communication service needs special communication special communication such as a student whois deaf sorvices services are addressed in or hard of hearing. her IEP. Assistive [ ] Rebeces needs assistive § — X]etmummexioes noinced |] Atstmamais needs for Technology technology devices andior assistive technology devices assistive technology services without which she andiorservices (o beneit devices and/or services ‘would not benefit from special from special education. ‘are addressed in her IEP. education,4, Measurable Annual Goals 1. Gatmmms progress towards her annual goals will be measured using curriculum based assessment and work samples, 2. siaetseeuis progress will be reported to her parents using progress reports. 3. gauuweenie progress will be reported as offen as progress is reported for children without disabilities. 4.1 UT Core Standards Mathematics: Grade 4 - Number and Operations in Base Ten MME Wi!) when given a level 3 mixed operation assessment to include addition, Annual Goal 1 subtraction, multiplication, division, fractions and decimals, score an average of 80% accuracy measured over 3 progress-monitoring assessments. 4.2 UT Core Standards Reading: Grade 4 - Informational Text - Range of Reading and Level of Text Complexity etme Will, aft0F roading a lovel 3 oral-reading fluency passage, retell the passage using an Annual Goal1 average of 26 words or more which includes 3 or more details within 1 minute on 3 progress- monitoring assessments. 5. Services plus Adaptation Support ‘Special Education services iaaimmmga needs to achieve her annual goals and advance in the general curriculum: Service Location Minutes/Frequency Reading Comprehension Special Education Class 120 minutes Weekly Math Basic Skills Special Education Class 120 minutes Weekly Related Services SSEEEEE requires to benefit from her Special Education: Service Location Minutes/Frequency Program accommodations, modifications, and supports for school personnel and/or ‘supplementary aids in his/her general education programs: Frequency ‘Scheduling: Extended Response Time ‘As Needed Setting Adaptation: Minimized Distractions As Needed Setting Adaptation: Small Group Setting ‘As Needed Use of a number line or visual aid As Needed Procedure Change: Reading Test Aloud ‘As Needed Setting Adaptation: Special Seating As Needed [] Check if transportation will be provided as a related service. [.] Check if mechanical restraint will be used during transportation. A mechanical restraint or device is used during student transportation to keep a student from injuring or endangering him/herself or others. Projected initiation of services: 01/17/20 Anticipated duration: 01/16/21 GoalView has calculated that ebeemris receiving an average of 48 minutes of special education services per day.6. Participation in State & District Assessment Resources for All Students: These are features within each assessment that are allowed for all students who are participating in the specific assessment (RISE, DIBELS, AIMSweb, etc.) itis recommended that the student have access to the desired "Resource" throughout the year during classroom instruction so they may become familiar with the feature prior to the administration of the assessment. ‘Assessment Definitions: RISE: Readiness, Improvement, _ |ACT: College/Career Rea ‘Success, Empowerment Gr3-8. [Test DLM: Dynamic Leaming Maps | EXPLORE: College/Career (tera aesosnr Readiness Test 'UAA: Utah's Altemate Assessment |PLAN: College/Career Readiness ‘AIMSweb: AIMSweb benchmark — {Test lassessment 'ASVAB: College/Career Readiness| NAEP: National Assessment of [Test Educational Progress ‘Approval of accommodations for all [DIBELS: Benchmark Assessment |College/Career Readiness Tests KEEP: Kindergarten Entry Exit _jare made through each individual | Profile |publisher. [Aspire: Utah Aspire Plus Gr 9-10 | — 5 Participation Codes: SA= Standard Administration AA = Altemate Assessment Reason(s) for student being assessed through AA: ‘Communication Devices ‘Audi ‘Amplification Breaks (Calculation Devices & ‘Computation ‘Tables ‘Change Order | lf Activitiesu Faectments Erinn |Eniotiee ied [Pescietve ‘emles|emns modes Directions-Oral 1) | ytd tl " ‘Atewod- | Alowod- | Alowed- ‘Translation —EL'Only | E1LOny | ELLOny wt ‘ath ‘esitions|Recretons |Resctons U rections: eplatn ents ene Directions- U1 0 0 Soran lke | se | Environment m1 Pa. Po enone ‘towed | Alowed | Albwed Extended Time 700%, |= Graphic | Organizer Highoht [cao ema [emis ‘Human Reader L | [Magnification |e [emis |endetet Minimize Po ee Minimise ales | Ns oo [Seratch Paper [oaks | aubtea | aabtea [SpellCheck era ore Entoldes [Stik TaeoUGh plans [embeded [ended [Textto-Spoech | aw [emacs [emished i ‘Accommodations: Features that are provided for students with disabilities who require the use of the accommodation to hhelp them participate in the given assessment. In the graph below, you will see that USOE Verification/notification is expected when choosing to provide an accommodation. This ensures that the student will be effectively provided the necessary accommodation. Participation Codes: SA = Standard Administration PA = Participation with Accommodations ‘AA= Alternate Assessment Reason(s) for student being assessed through AA: ~~] SSS ES SS SS SSBraille/Screen Reader: Student with Blindness Calculation Device | ‘and Computation ‘Table (Handheld device only ‘considered an ‘accommodation for grades 6-12) Large Print Paper \Sign Language ‘Standard Paper ‘Size |Visual Representation ‘nabted Ailted | Abed oat Met “Must | “st ten | tem | bemiEP (belnier ee ee oa ‘Aled | Aloned ut Nt bon | venice a | | | Gog) | IMoted Ales] lowed | Alewod Mast at) st | “ts fon | bein | bemEP |bemieP ee | ee Vata wales | aden ton temiee | beiniee er ee aides lates! andes | anda tae (Stat | “sa, | “Moat ton | bom | bemieP | beinieP ad Oa) | on |Atowed Atowed| Atowed | Adbted aust tat | “Mut, | “it ton | bem | beni |beniEP vee | ‘ee Oo) | on lated lAtoned| Aned | ABlted ‘Must’ Mast’ | “Muse | “wet ten | bem | bein |bemieP ee | ee | | joa 7, Regular Curriculum, Extra-Curricular & Non-Academic Activities Except for special education class times noted in the services section of this IEP the student will participate in the regular class, regular PE, extra-curricular and non-academic activities to the same extent as children without disabilities, or with other exceptions (explain and specify below). 8. Transition Plan Not Applicable 9. Special Requirements for Graduation Not Applicable10. Notices & Participants Extended School Year (ESY) services: Extended School Year (ESY) services are provided to a child with a disability when the IEP team determines that without ESY services, the educational program would be of litle or no benefit to the child, due to the lack of services during the break between the normal school year and the next. Data will be considered in determining eligibility for ESY services for your child. The IEP team has determined that: your child is NOT eligible for ESY services. Placement Review [ ]? [ Jinitial placement [X]Maintain current placement { Change current placement ‘Written Prior Notice for Free Appropriate Public Education: The IEP team proposes to implement this program, based on the student's needs as documented in the Present Level of Academic Achievement and Functional Performance section of this document and representing the free, appropriate public education the student will be provided. Items Considered: [Reasons Refused: | Dd Didn't refuse anything at this tim Evaluation procedures, test, reports, and data considered as a basis for the refused action: ‘You have received and have protection under the Procedural Safeguards and Annual Notifications which were sent to you upon the student's referral for evaluation and in conjunction with this meeting. You may request another copy of the Procedural Safeguards and Annual Notifications from the special education teacher. If you have an questions regarding this notice or the Procedural Safeguards and Annual Notifications, contact the special education teacher at the student's school. Parent/guardian signature on this form indicates that parent/guardian has received a copy of this IEP and a copy of your Procedural Safeguards and Annual Notifications which includes annual notices for Child Find, Carson Smith Special Needs Scholarship, Destruction of Records and Medicaid. Notice in Understandable Language: Federal regulations require that parents and adult student be provided written prior notice in their native language or ther mode of communication to make the information more understandable each time the LEA proposes or refuses to initiate or change the identification, evaluation, or educational placement of your child/you or the provision of a froe appropriate public education (FAPE) to your child/you, of upon conducting a manifestation determination. {f the native language or other made of communication of the parent/adult student requires translation: 1 This notice was translated orally or by other means to the parentiadult student in his/her native language or other mode of communication on: by: [1 Parentiadult student verity to translator that he/she understand the content of this notice. Note: Each teacher and service provider must be informed of his or her specific responsibilties related to implementation of this IEP for Rebecca, and the specific accommodations, modifications, and supports that must be provided for her in accordance with this IEP.