ACHIEVE lowa IDEA Learner Meeting Date a 12/13/2022 Date of Birth IEP Due 1292/2023 Reevaluation Due 01/05/2025 Family Phone Z 4 __ N/A INIA a Resident District, [Attending District [Attending Building [Cedar Falls Cedar Falls |Helen A Hansen Elementary School [Area Education Agency [Central Rivers AEA ‘The individualized Education Program (IEP) describes the learner's special education program, including services and supports based on the unique needs as a result of the learner's disability. This IEP. includes the IEP team’s consideration of the learner's strengths, needs, and interests including involvement and progress in the lowa Early Learning Standards, Jowa Core Standards, or lowa Core Essential Elements. IEP Team Members Lisa Anton, General Education Teacher - In-Person Attendance Heather Monat, Speech-Language Pathologist- In-Person Attendance ‘Tammy McDermott, Team Representative - In-Person Attendance Savannah Swestka, LEA/AEA Representative - In-Person Attendance Caitlin Bauer - Did Not Attend " Joe Carney, Assistant Principal- Did Not Attend v Family - Did Not Attend \ Family - In-Person Attendance ‘This listing oF IEP team members indicates their participation at the meeting, not their approval or acceptance of the IEP. Procedural Safeguards Procedural Safeguards were reviewed in person by Tammy McDermott on 12/13/2022. A printed copy was offered In Person and parents declined the copy. 1ofsappropriate activities: + Communication: ? —_¥discrepancies in language skills cause him difficulty in meeting Early Learning Standards and Benchmarks. Nonacademic and Extracurricular Activities Information from the IEP team regarding, participation in nonacademic and extracurricular activities: . ‘Will participate with peers in nonacademic activities with access to accommodations and supports destribed in this IEP. | will have the same opportunities to participate in extracurricular activities aé HBndisabled peers. Needs and concerns determined by the IEP team ai Needs and Concerns Data Sources ‘needs support of prompting when answering "wh" questions and when working on basic | GOLD concepts, expressive language, and receptive language. He has many rote skills in the areas of Assessment, academics (early literacy and math skills) Classroom observations Other information essential for the development of this IEP o attends the Cedar Falls 4 year old preschool program § days a week. His previous goals were in the areas of snath, adaptive behavior, and communication, } met his math and adaptive behavior goal. A new goal will be written in the area of math to work on his knowledge of basic concepts.(,__ ras many rote skills and is within his color band on academic skills. However, he continues to struggle to answer "wh" questions and understand some basic concepts. An adaptive behavior goal will not be written as part of the new IEP. ‘is currently able to follow the rules and expectations in the classroom. He transitions and engages in group activities without concern.’ ro longer requires ‘access to an additional adult in the classroom and specialized transportation will be removed from his IEP as he is attending his resident building this school year. Communication: ‘receives speech support services in the area of language. Services are provided in a 1:1 or small group setting to reduce distractions and help with attention. (ggg will be considered for dismissal from speech - language services under the following possible conditions: has met communication goal and no other goals are appropriate, has met or is progressing toward meeting standards/benchmarks for communication on her own or with appropriate accommodations, communication needs can be effectively carried out by other professionals in the educational environment, at parent request, or other circumstances considered by the IEP team. 30f8Goal 2: Communication Current Level of Performance } current level of performance is: The lowa Early Learning Standards state that a chile “=™'s age should be able 10 follow oral directions that involve several actions, ntinues to work towardsithat standard at this time. Currently 1 follows 2-step directions with 45% accuracy. Goal By the next annual review, ill follow 2-step directions with >80% accuracy for two consecutive data days. ____- Baseline (current level}: 45 Percent p Target (goal): 80 Percent By the next annual review, 90 ae Percent co oA so owns ons ova 1023. Reported Times “© Learner Performance + Goal ® Aim 4: Trend Progress Monitoring and Reporting . progress toward this goal will be measured 2 times per Month . progress will be reported at a different rate than non-disabled peers 3 times per year. . progress will be reported using: Updated copies of IEP goal pages SofsServices, Activities, Supports, and Accommodations Gen ed or RECP é Service/s Description Frequency Removal Provider/s Specially | Academic (Early Math Skills: will receive individual or small] 300 0 Special Designed | group instruction from an ECSE teacher in the area of earlymath | minutes _| minutes | Education instruction | skills in a fully inclusive preschool classroom setting, Skills and per month | per Teacher 121372022 | concepts will be broken down into smaller steps. Repeated practice month 0 will be used to learn, retain, and generalize new information. 127122023 | will have opportunities to learn new skills in a one on one or small group setting and to practice and generalize skills in small or large group settings within his inclusive classroom. Speech _| Speech-Language support services for skill-building language skills} 120 120 ‘Speech- Language | will be provided in a direct 1:1 or small group setting and will minutes | minutes | Language 12/13/2022 | include paperwork. per month | per Pathologist co month 12/12/2023 Activities & Supports Description Frequency Provider/s Program Expectations will be modified to current level of functioning, Daily ‘Special Modifications Education Teacher Supports for | The Speech-Language Pathologist will consult withschool staff and provide | Monthly | Speech- School techniques/strategies/materials to teachers and parents to provide support Language Personnel | to In the area of communication and facilitate progress toward Pathologist speech-language goals in all settings. Accommodations Description Frequency Provider/s ‘Accommodation | *multiple step directions broken down into single steps *repeat questions and/or ask in another way wher doesn't respond consistent and predictable schedule short and repeated learning and practice sessions *repeated adult modeling for new learning Daily Special Education Teacher Extended Sc hool Year No, ESY services are not required. Physical Education (PE) The team has determined that will participate in PE in general education. Assessment The IEP team hi 1as determined that ill participate in standard assessments with no accommodations. Tors