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STATE OF NEVADA

INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

INFORMATION
STUDENT/PARENT INFORMATION ELIGIBILITY CATEGORY MEETING INFORMATION
Student Chloenette Baker Sex Female ✔ Autism Spectrum Disorder DATE OF MEETING 02/05/2022
DATE OF LAST IEP MEETING 02/05/2021
Birthdate 08/15/2008 Grade 3 Student ID # 42424434 Deaf/Blind
Student Primary Language English PURPOSE OF MEETING
Developmental Delay
Student English Proficiency Code (optional) N/A Interim IEP
Emotional Disturbance
Address 111 Ocean Park, Oranfe, CA 92677 Initial IEP
Health Impairment
Student Phone (949) 212-1327 Annual IEP
Hearing Impairment/Deaf
✔ IEP Following 3-Yr Reevaluation
Intellectual Disability
Parent/Guardian/Surrogate Andy Baker, Alice Baker Revision To IEP Dated
Multiple Impairment
Parent Phone (Home) (949) 212-1327 (Work) (949) 321-5000 Exit/Graduation
Orthopedic Impairment
Optional: Cell (949) 212-1237 Email baker100@gmail.com
IEP Revision Without A Meeting:
Specific Learning Disability
Primary Language Spoken at Home English At the request of : Parent or School District
Speech/Language Impairment
LEP Status English (primary) Other
Federal Placement Code N/A Traumatic Brain Injury
IEP SERVICES WILL BEGIN 02/06/2022
Federal Student Ethnicity Code N/A Visual Impairment/Blind
ANTICIPATED
Interpreter or Other Accommodations Needed N/A ELIGIBILITY DATE DURATION OF SERVICES 08/15/2029
Emergency Contact/Phone Number (949) 312-2022 ANTICIPATED IEP REVIEW DATE 02/05/2023
3-YR REEVALUATION
Current School Martin Sunnydale E.S. Zoned School Sunnydale E.S. COMMENTS

IEP PARTICIPATION
Parent/Guardian/Surrogate* Andy Baker, Alice Baker Speech/Language Therapist/Pathologist/Specialist Kacy T, M.A. CCC-SLP
Student** Chloenette Baker School Nurse Cassandra Cole, RN
LEA Representative* Tammy Walker Interpreter N/A
Special Education Teacher* Sarah W, M.A.E.D. Other (name and role) Andy Baker (Father)
Regular Education Teacher*** Other (name and role) Alice Baker (Mother)
School Psychologist Megan R, M.S. Other (name and role) Dianna E, OTR/ (Occupational Therapist)
*Required participant.
** Student must be invited when transition is discussed (beginning at age 14 or younger if appropriate).
***The IEP team must include at least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment).

PROCEDURAL SAFEGUARDS
✔ I have received a statement of procedural safeguards under the Individuals with Disabilities Education Act (IDEA) and these rights have been explained to me in my primary language.

Parent Signature

AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, STUDENTS MUST BE INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE RIGHTS WILL TRANSFER TO THEM AT AGE 18.
✔ Not applicable. Student will not be 18 within one year, and the student's next annual IEP meeting will occur no later than the student's 17th birthday.
The student has been informed of his/her rights under IDEA and advised of the transfer of these rights at age 18.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

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
1) Eight minutes/day
Chloenette particpates
in genreal education
settings for recess and
lunch.
ASSESSMENT RESULTS EFFECT ON STUDENT'S INVOLVEMENT AND PROGRESS IN GENERAL EDUCATION
CURRICULUM OR, FOR EARLY CHILDHOOD STUDENTS, INVOLVEMENT IN
DEVELOPMENTAL ACTIVITIES
1) Chloenette shows defficulti in 1) apply individual support for student daily activities such as
transitioning from one task to another. learning how to participate and learnibg how to trasition in a
general education setting.
2) Chloenette can attends to be
distracted or disregard directions. 2) provideing reinforcements with progression.

2) Chloenette 3) allowing student to adapt to social activities with

participates in general reinforcements.
education settings for
mainstream activiteis
30 minutues per day
with staff support.

3) Speech and
language in a group
setting for 30 minutes
twice per week.

4) Ocupational therapy
in a group setting for
30 minutes one per
week.

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STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

STATEMENT OF STUDENT STRENGTHS

Chloenette has good social skills with her peers teachers, and extended support staff. Academically she does well and succed on
certain curriculums. When assignments are presented she is willing to learn.

STATEMENT OF PARENT EDUCATIONAL CONCERNS

The parents addressed occupational therapy such as writing, eating by herself and sitting still.

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

N/A

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

Addressing the students's problems and coordinating plans and goals to help the student work on the tasks addressed. Also
making sure sure the student learn, understand and grow which will allow the student to apply daily activities and succeed.

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CONSIDERATION OF SPECIAL FACTORS

1. Does the student's behavior impede the student's learning or the learning of others? No. ✔ Yes.
If YES, IEP committee must provide positive behavioral strategies, supports and interventions, or other strategies, supports and interventions to address that
behavior.
✔ Addressed in IEP.

2. Does the student require assistive technology devices and services? No. ✔ Yes.

If YES, IEP committee must determine nature and extent of devices and services.

✔ Addressed in IEP.

3. Does the student have limited English proficiency? ✔ No. Yes.

If YES, IEP committee must consider the following (check box if IEP committee considered the item):

Language needs of the student as those needs relate to the student's IEP.

4. Is the student blind or visually impaired? ✔ No. Yes.

If YES, IEP committee must evaluate reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for
instruction in Braille or use of Braille) and must provide for instruction in Braille and use of Braille unless determined not appropriate for the student.
Braille instruction and use of Braille is not appropriate for student. Braille instruction and use of Braille is addressed in IEP.

5. Does the student have communication needs that require IEP services? ✔ No. Yes.

If YES, IEP committee must determine nature and extent of services.

Addressed in IEP.

6. Is the student deaf or hard of hearing? ✔ No. Yes.

If YES, IEP committee must consider the student’s language and communication needs and consider the following (check box if IEP committee considered the
item):
The related services and program options that provide the student with an appropriate and equal opportunity for communication access.

The student’s primary communication mode.

The availability to the student of a sufficient number of age, cognitive, academic and language peers of similar abilities.

The availability to the student of adult models who are deaf or hearing impaired and who use the student’s primary communication mode.

The availability of special education teachers, interpreters and other special education personnel who are proficient in the student’s primary communication mode.

The provision of academic instruction, school services and direct access to all components of the educational process, including, without limitation, advanced

placement courses, career and technical education courses, recess, lunch, extracurricular activities and athletic activities.

The preferences of the parent or guardian of the student concerning the best feasible services, placement and content of the student’s IEP.

The appropriate assistive technology necessary to provide the student with an appropriate and equal opportunity for communication access.

7. Does the student have a Specific Learning Disability and Dyslexia? No. ✔ Yes.
If YES, the IEP committee must consider the following instructional approaches (check box if IEP committee considered the item):
✔ Explicit, direct instruction that is systematic, sequential and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of
the student.
✔ Individualized instruction to meet the specific needs of the student in an appropriate setting that uses intensive, highly-concentrated instruction methods and materials
that maximize student engagement.
✔ Meaning-based instruction directed at purposeful reading and writing, with an emphasis on comprehension and composition.
✔ Multisensory instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice.

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TRANSITION
DIPLOMA OPTION SELECTED FOR GRADUATION (Diploma option must be declared at age 14 and reviewed annually.)
✔ Standard or Advanced High School Diploma. Must complete all applicable credit Adjusted High School Diploma. Must complete IEP requirements.
requirements and participate in a College and Career Readiness Assessment.

Alternative High School Diploma. Must complete all applicable credit requirements and participate in the Nevada Alternate Assessment.

STUDENT'S VISION FOR THE FUTURE

A short statement that directly quotes what the student wants for the future.

The studebt's IEP will give overall measurments and goals for students future success.

STATEMENT OF TRANSITION SERVICES: COURSE OF STUDY

Beginning at age 14 or younger if determined appropriate by the IEP team, describe the focus of the student's course of study.

Please refer to the studen's IEP which will provide instructions, goals, and course of study for the student on an annually basis.

STATEMENT OF MEASURABLE POSTSECONDARY GOALS

Beginning not later than the first IEP to be in effect when the student is 16, describe measurable postsecondary goals in the following areas:

Training/Education
N/A

Employment
N/A

Independent Living Skills (As Appropriate) N/A

Other

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TRANSITION (continued)
STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES
Beginning not later than the first IEP to be in effect when the student is 16, develop a statement of needed transition services, including strategies or activities, for the student.

Instruction
N/A

Any Other Agency Involvement (Optional):

Related Services
N/A

Any Other Agency Involvement (Optional):

Community Experiences N/A

Any Other Agency Involvement (Optional):

Employment and Other Post-School Adult Living Objectives
N/A

Any Other Agency Involvement (Optional):

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

Any Other Agency Involvement (Optional):

Other N/A

Any Other Agency Involvement (Optional):

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

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)

✔
Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates:
2. Unsatisfactory Progress Being Made
(need to review/revise)
 Training/Education  Employment  Independent Living Skills  Other
3. Goal Met (note date)
 Check here if this goal will be addressed during Extended School Year Services (ESY) Date Date Date Date

BENCHMARK OR SHORT-TERM OBJECTIVE

#
By 02/05/2023 Chloenette Baker will learn to recognize and print 26 lower case letters in 4 out of 5 presented opportunities:
# 1

By 02/05/2023 Chloenette Baker will learn to recognize and print 7 lower case letters in 4 out of 5 presented opportunities:
# 2

By 02/05/2023 Chloenette Baker will learn to recognize and print 10 lower case letters in 4 out of 5 presented opportunities:
#
By 02/05/2023 Chloenette Baker will learn to recognize and print 26 lower case letters in 4 out of 5 presented opportunities:
MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)

✔
Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates:
2. Unsatisfactory Progress Being Made
(need to review/revise)
 Training/Education  Employment  Independent Living Skills  Other
3. Goal Met (note date)
 Check here if this goal will be addressed during Extended School Year Services (ESY) Date Date Date Date

BENCHMARK OR SHORT-TERM OBJECTIVE

#
By 02/05/2023 Chloenette Baker wil learn how to engage in a general classroom with her peers allowing 10 minutes out of 40 minutes instructional time
# 1

By 02/05/2023 Chloenette Baker wil learn how to engage in a general classroom with her peers allowing 15minutes out of 40 minutes instructional time
# 2

By 02/05/2023 Chloenette Baker wil learn how to engage in a general classroom with her peers allowing 20 minutes out of 40 minutes instructional time
# 3

By 02/05/2023 Chloenette Baker wil learn how to engage in a general classroom with her peers allowing 30 minutes out of 40 minutes instructional time

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METHOD FOR REPORTING PROGRESS
METHOD FOR REPORTING THE STUDENT'S PROGRESS TOWARD MEETING ANNUAL GOALS (check all PROJECTED FREQUENCY OF REPORTS
methods that will be used)
✔ IEP Goals Pages District Report Card ✔ Quarterly Semester
Specialized Progress Report Parent Conferences Trimester Other
Other

SPECIAL EDUCATION SERVICES

SPECIALLY DESIGNED INSTRUCTION BEGINNING AND FREQUENCY OF LOCATION OF
ENDING DATES SERVICES SERVICES
Chloenette will have instuctions on learning how to recognize and print all 26 loewr case letters of the alphabbet. She will she willcontinue to learn and develp 02/06/2022 02/06/22-08/15/29 Martin Sunnydale E.S.
socila skills with her peers, family, and extended support within school and environment. We as educators and therapist will make sure Choenette learn daily
living activities such as, feeding her self, dressing, and hygien. As Chloenette's support system we wil focus on her behavior and trigger points to help conduct
a next level method plan for learning and reinforcements.

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
Provide specific description(s) below. ENDING DATES SERVICES SERVICES
Chloenettet will require support staff assistant to helpt her transition from one classroom to another. She will be giving therapy sessions such as
speech and occupational therpay for 30 minutes. Speech Therapy will be given two times a week for 30 minutes in a group setting and Occupational
therapy will be given once a week for 30 minutes in a group setting. She will learn how to engage with heer peers in each therapy session.

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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

✔ Speech/Language D 02/06/2022 group setting 30 minutes twice/week

in school service
Physical Therapy D 02/06/2022 group setting 30min/week in school service
✔ Occupational Therapy

Transportation
Counseling
Psychological Services
Orientation and Mobility
Audiology
School Health Services
and School Nurse Services
Medical Services for Diagnostic
or Evaluation Purposes
Recreation, including
Therapeutic Recreation
Parent Counseling and Training
Interpreting Services
Social Work Services
Assistive Technology
Other

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) No ✔ Yes

Yes ✔ N/A Alternate If YES, list on "Accommodation(s) for the Nevada
Proficiency Examination Program" (attach form).
College and Career Readiness Assessment No Yes
Yes ✔ N/A Alternate If YES, list on "Accommodation(s) for the Nevada
Proficiency Examination Program" (attach form).
Other (List): No Yes List Accommodation(s):
Yes ✔ N/A Alternate

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EXTENDED SCHOOL YEAR SERVICES

Does the student require extended school year services?
No ✔ Yes If YES, IEP goals and benchmarks/short-term objectives and/or related services to be implemented in ESY must be identified.
If need for ESY is to be determined at a later date, indicate date by which IEP decision will be made: 03/06/2022

PLACEMENT
PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME
IN REGULAR EDUCATION ENVIRONMENT
✔ Selected Rejected Regular class with supplementary aids and services (no removal)
Selected Rejected Regular class and special education class (e.g., resource) combination The student will spend 40 % of his or her school day in
Selected Rejected Self-contained program the regular education environment.
Selected Rejected Special school
Selected Rejected Residential
Selected Rejected Hospital
Selected Rejected Home
Selected Rejected Other

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION ENVIRONMENTS*

Explain why the IEP goals and objectives cannot be implemented in regular education environments, including the reasons why the team rejected a less restrictive placement.
Include an explanation of any harmful effects on the learning of this or other students which affected the placement selection.

*Regular education environments include academic classes (which might include field trips linked to the curriculum), nonacademic settings (such as recess), and extracurricular activities (for
example, sports, after-school clubs, band, etc.).

IEP IMPLEMENTATION
As the parent, I agree with the components of this IEP. I understand that its provisions will be implemented as soon as possible after the IEP goes into effect.

As the parent, I disagree with all or part of this IEP. I understand that the school district must provide me with written notice of any intent to implement this IEP. If I wish to prevent the implementation of this IEP,
I must submit a written request for a due process hearing to the local school district superintendent.

Parent Signature

03/05/2022
A copy of this IEP was provided to the studentʼs parent on: _________________________ by _________________________________________________________
(date) (name) (title)

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