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STATE OF NEVADA
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)
INFORMATION
STUDENT/PARENT INFORMATION ELIGIBILITY CATEGORY MEETING INFORMATION
Rita G. Female 9/15/2019
N/A 9/25/2019
09/15/2011 3
English
N/A
N/A
N/A

Mrs. G
N/A Homemaker
N/A N/A
English

Normal Special education coordinator

Code 23 10/01/2019
N/A
No N/A 9/10/2020
N/A N/A 9/15/2020
N/A N/A The meeting was being held in response to a parental request.

IEP PARTICIPATION
Mrs. G. N/A
Rita. G N/A

Mr. Mild N/A

N/A N/A
Resource teacher N/A
School psychologist N/A

PROCEDURAL SAFEGUARDS

Mrs. G.
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Consider results of the initial evaluation or most recent reevaluation, and the academic, developmental, and functional needs of the student, which may include the following areas:
academic achievement, language/communication skills, social/emotional/behavior skills, cognitive abilities, health, motor skills, adaptive skills, pre-vocational skills, vocational skills, and other skills as
appropriate. For students who are 16 or older, or will turn 16 when this IEP is in effect, also consider the results of age appropriate transition assessments related to training/education, employment,
and independent living skills (as appropriate).
ASSESSMENTS CONDUCTED
The classroom observation was in Rita's
third-grade class during an arithmetic lesson. the problems. She had difficulty staying on task.She did not attemp the
Auditory and Visual Acuity
Developmental and Educational history
Mearures of Intellectual Aptitude
Presend Levels of Academic functioning
Adaptive behavior
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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
ASSESSMENT RESULTS EFFECT ON STUDENT'S INVOLVEMENT AND PROGRESS IN GENERAL EDUCATION
CURRICULUM OR, FOR EARLY CHILDHOOD STUDENTS, INVOLVEMENT IN
DEVELOPMENTAL ACTIVITIES
She did either volunteer any answer nor write the calculations to find Disorders of attention, will easily impair and impede an individual's successful performance in the classroom,
at home, and in social situation.
other problems. She couldn't line up the numbers. She had many
erasures an cross outs. She just stared our the window for the entire Lack of cognitive stragegies needed for efficient learning,
period.
Poor gross and fine motor skills,
Normal Quantitative disabilities will continue through high school;
Reading disorders, Rita's letter-sound recognition is impaired.
Social disorders,will often experience rejection by typical peers and have difficulty making friends.
Rita is an English-speaking child. Her medical history were normal. Her
moto develpment and language development wee normal as well. But Written language problems will contribute to difficulties with letter formation and spacing between words and
she had much difficulty learning to feed herself and learning to dress herself. sentences.
She didn not like to play with " educational" toys that had to be put together.
Educational history: she was not enthusiastic about going to reschool and
began to experience problems such as difficulty in fine motor coordination
and seemed immaturein kindergarten.She did neither always pay attention
nor complet her workwhen she was in the first grade. In second grade she
did not try hard enough and her work was very sloppy. She did not have
any close friends and usually played younger children. Mrs. G. felt the major
problem now was that Rita was failing third grad and she didn't want to go
to school.
Rita's ovrall performance was within the average range with a Full-Scale IQ
score of 109. There is a discrepancy between Rita's verbal and performance
abilities. Her aptitude strengts were in areas that use language, her
weaknesses were in tests. She seemd to give up as soon as items became
difficult and didn't see to have any system for attacking challenging problems.
Mathematics: Her scored substntially below grade level. Her most serious
difficulties were in the areas of numerical reaoning and work
problems. She did poorly in addition, subtraction, and
multiplication.
Reading: In general, Rita scored satisfactorily in test of word cecognition,
but durig reading, she seemed to lost her place and had difficulty
concentrating on the material. Her word identification, phonics
skills,and reading vocabulary are adequate.Her reading
copmrehension is at the independent reading level of second
grade. Her word recognition skills are at the fourth-gradelevel.
Handwriting:Handwriting posed a major problem for Rita. She is left-handed
and has always had much difficulty performing this visual-motor
task. The final product is usually illegibal and has a very sloppy
appearance. Her pencil grasp is unusual, and she keeps her
non-writing right hand in a folded, tense position. Written
expression could not be testd because of her extremely poor
handwriting skills.
Spelling: She scored at the second grade level. She usually spelled words
according to phonics rules. She showed poor visual memory for
irregularly spelled words.
Rita's lowest scores were in the areas of daily living skills and socialization.
She relies on other people to tell he what to do. She lacks the motivation to
organize herself to complete school work and will often "just sit there".
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STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

STATEMENT OF STUDENT STRENGTHS

Rita's auditory scores were adequate on this is, suggesting a strength in auditory discrimination.

STATEMENT OF PARENT EDUCATIONAL CONCERNS

Rita was failing third grade, also she did not want to go to school.

STATEMENT OF STUDENT'S PREFERENCES AND INTERESTS (required if transition services will be discussed, beginning at age 14 or younger if appropriate)

She likes to watch television and eat, play with younger children, earn money to buy candy. She likes music.

If student was not in attendance, describe the steps taken to ensure that the student's preferences and interests were considered:

Parents have a legal right to participate decision-making process and provide the student's preferences and interests.
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CONSIDERATION OF SPECIAL FACTORS

must provide

must determine

must consider

must provide unless determined not appropriate

must determine

must consider

must consider
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TRANSITION
DIPLOMA OPTION SELECTED FOR GRADUATION

STUDENT'S VISION FOR THE FUTURE

STATEMENT OF TRANSITION SERVICES: COURSE OF STUDY

STATEMENT OF MEASURABLE POSTSECONDARY GOALS

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TRANSITION (continued)
STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES

Instruction

Related Services

Community Experiences

Employment and Other Post-School Adult Living Objectives

Acquisition of Daily Living Skills and Functional Vocational Evaluation (if appropriate)

Other
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IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL PROGRESS REPORT

Date Date Date Date

11/10/2019 12/15/2020 02/05/2020 03/05/2020

BENCHMARK OR SHORT-TERM OBJECTIVE

# 1 Instructional approaches : Student approach problem solving using FAST DRAW, the student can find the question, ask the parts of the problem needed, set up the problem, tie down the sign, discover the sign, read the
number problem, asnwer the number problem, and write the answer.

# 2
Teach a few strategies at a time, the student can learn the strategies in a coprehansive and not a superficial fashion.

# 3 Teach student when and where to use the strategies: the student will know when and where they can use strategies that teachers have taught.

# 4 Direct instruction, the student will maintain her attention.

MEASURABLE ANNUAL GOAL PROGRESS REPORT

Date Date Date Date

04/05/2020 05/05/2020 05/20/2020 9/10/2020

BENCHMARK OR SHORT-TERM OBJECTIVE

# 5 Work with parents and families, parents need to become "educators" and help the student continue the learning process at home and provide feedback.

# 6 Use assistive technology such as Word prediction to involes a focus on writing.

# 7 Use assistive techology such as calculators to aid the student with calculation or the procesing of basic mathematics facts.

# 8
Use mnemonic strategy, the student can recall facts and relationships.
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METHOD FOR REPORTING PROGRESS
METHOD FOR REPORTING THE STUDENT'S PROGRESS TOWARD MEETING ANNUAL GOALS PROJECTED FREQUENCY OF REPORTS

SPECIAL EDUCATION SERVICES

SPECIALLY DESIGNED INSTRUCTION BEGINNING AND FREQUENCY OF LOCATION OF
ENDING DATES SERVICES SERVICES
Writing skills 10/01/2019-9/15/2020 one period per day resource room

Math 10/01/2019-9/15/2020 one period per day regular classroom

Focus on attention 10/01/2019-9/15/2020 one period per day regular classroom
Cognitive strategies needed for efficient learning 10/01/2019-9/15/2020 3 period per week resource room

SUPPLEMENTARY AIDS AND SERVICES

Includes aids, services, and other supports provided in regular education classes, other education-related settings (including special education settings), and in
extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate.
MODIFICATION, ACCOMMODATION, OR SUPPORT FOR STUDENT OR PERSONNEL BEGINNING AND FREQUENCY OF LOCATION OF
ENDING DATES SERVICES SERVICES
accommodation 10/01/2019-9/15/2020 one period per day resource room
modification 10/01/2019-9/15/2020 once a week regular classroom
support 10/01/2019-9/15/2020 one period per day regular classroom
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RELATED SERVICES
RELATED SERVICE SERVICE TYPE AND/OR DESCRIPTION BEGINNING AND FREQUENCY OF LOCATION OF
A – Assessment C - Consultative D - Direct ENDING DATES SERVICES SERVICES

D 10/01/2019-9/15/2020 one period per day resource room

C 10/01/2019-9/15/2020 3 period a week resource room

C 10/01/2019-9/15/2020 one period a week

D 10/01/2019-9/15/2020 3 period a week regular classroom

D 10/01/2019-9/15/2020 one period per day resource room

PARTICIPATION IN STATEWIDE AND/OR DISTRICT-WIDE ASSESSMENTS

Indicate how the student will participate If the student will participate in an alternate assessment, explain why If the student will participate in a regular
in statewide or district-wide assessments. the student cannot participate in the regular assessment, and why assessment, does the student require
the particular alternate assessment selected is appropriate. accommodations?

State Criterion-Referenced Test (CRT)

The particular alternate assessment offers a mens of educational accountability, in that a
teacher can demonstrate that the student has learned specific skills.

College and Career Readiness Assessment

Other (List):
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EXTENDED SCHOOL YEAR SERVICES

PLACEMENT
PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME
IN REGULAR EDUCATION ENVIRONMENT
Selected Rejected
Selected Rejected 70
Selected Rejected
Selected Rejected
Selected Rejected
Selected Rejected
Selected Rejected
Selected Rejected

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION ENVIRONMENTS*

Since the student needs assistance in developing effective learning strategies, some strategies like Direct Instruction, it designed to maintain the student's attention, and Learning strategies, it designed to assist the student in becoming more actively engaged and involved in her own learning,
we need spend 30% of her school day in the special education environment. We would use LRE, because it is based on the student's educational needs, not on her disability.Otherwise, we can not balance by the requirement of providing an deucation appropriate to the uniquie needs of the
individual.

IEP IMPLEMENTATION

Mrs. G.

9/15/2020 Mrs. G. Mother