INDIVIDUALIZED EDUCATION PROGRAM
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__________ County Schools
Student’s Full Name _______________________________ Date ___________________

PART IV: CONSIDERATION OF FACTORS FOR IEP DEVELOPMENT/ANNUAL REVIEWS

The IEP team must consider the following factors for all students:

• The strengths of the student.

• The concerns of the parent.

• Results of the initial or most recent evaluation of the student.

If additional evaluations are needed (specify): _____________________________________________

• Academic, developmental and functional needs of the student

Do the following special considerations apply? If yes, document in appropriate section(s) of the IEP.

Accessible Educational Materials Guidance
If the student cannot access instructional content at grade level, but is unable to read with sufficient accuracy and …

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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.)

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WDE Model Form I-4
Updated July 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.

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).

☐ N/A (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)
  ☐ Statewide Assessment(s) ☐ District-wide 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)

☐ 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)

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

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.

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.

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Here is the verbatim plain text from the image titled Present Levels of Academic and Functional Performance (PLAAFP) §300.320(a)(1):

Present Levels of Academic and Functional Performance (PLAAFP) §300.320(a)(1)

Clearly specify the student’s current level of performance in the following areas: academic, non-academic, social, and emotional. Include a clear description of how the student’s disability affects his/her involvement and progress in the general curriculum. Be sure to address any and all areas that are impacted by the student’s disability.

Academic Strengths and Needs:
Kyra is an 18 year old 11th grade student and reported with ADHD and OHI for social and emotional challenges. Medical information was requested by the team to rule out Disruptive Mood Dysregulation Disorder and Depressive Disorder.

Kyra is a student whose cognitive variability ranging from mild to average levels; as significantly more visual than linguistic; with relative strengths in working memory; and with significant normative processing weaknesses in language processing, long term retrieval, visual processing, and processing speed.

Kyra is currently schooling at home due to COVID 19 and doing well with her classes with the exception being that she is failing Algebra 2. She is not checking in with her teachers as often as she should and not asking questions for Algebra 2 assistance. She passed all of her classes for the first semester; however, failed Algebra.

Functional Strengths and Needs:
Kyra has a difficult time communicating with her peers. She can be socially awkward and immature. Kyra struggles with organizing her thoughts while writing, and she forgets steps when using multi-step equations. Kyra demonstrates good time management and does get her assignments in on the due date; however, many times her assignments are incomplete. It is a challenge for Kyra to use critical thinking skills and this may lead to poor decision making.

Behavioral Strengths and Needs:
Kyra is reported with diagnosed ADHD and to be taking medication.
01/13/2020 – Medical and emotional documentation from Kyra’s Dr. and Counselor from Central Behavioral Services was requested by the team.
Kyra qualifies as a student with Attention Deficit Disorder-Hyperactive Type (ADHD). She also has co-morbidity of Reactive Attachment Disorder. Due to her inability to self-regulate within the academic setting, This impedes progress without the support and services of special education. Due to this her ability to generalize on her academic performance and one on one testing in the classroom, her environment is greatly impaired. Her ability to self-soothe and regulate, as well as relate to others around her is a weak area for her.
Kyra is comfortable with sharing when she needs help when other students are bullying her. She knows that the bullying could lead to her anger coming out and she is well versed in seeking help before her anger escalates.

Kyra was in an in-patient treatment facility her freshman year due to anger problems that were mostly seen at home and not at school. She is also receiving weekly therapy for her anger. Again, Kyra does not display anger at school, and the few times she has asked to talk to her teacher or a counselor.

Records from in-patient treatment and Central Behavior have been requested; however, records have not been delivered at this time.

Independent Living Strengths and Needs:
Kyra was reported “at risk” for Activities of Daily Living from the BASC 3 Assessment and may need to follow up with a counselor or Vocational Rehabilitation Services for support with every day living skills.

Communication Strengths and Needs:
Kyra is comfortable with sharing when she needs help when other students are bullying her. She knows that the bullying could lead to her anger coming out and she is well versed in seeking help before her anger escalates.
Kyra does not reach out for assistance for her academics. However, she will accept assistance when it is noticed she is struggling.

Motor Skill Strengths and Needs:
Kyra also presents with fine motor integration skills at low average levels; and achieves commensurate with her visual spatial ability in all broad and individual special education qualifying areas measured.

Social/Emotional Strengths and Needs:
She does have a difficult time in social settings and understanding social cues. Kyra tends to laugh at inappropriate times and does not have many friends. When greeted with a hello, she responds with making an animal noise (this is something new this year). Also new this year is Kyra faking injuries, for example, she wore a scarf over her eye because she said that she had an eye injury. Many of last years issues have disappeared, such as, not getting to the restroom soon enough, asking for food all of the time, looking up inappropriate material on-line.

On the BASC-3 completed by the teacher, Kyra was reported with a Behavioral Symptom Index within “at risk” levels at school (T-Score, 62 – PR, 88), including Withdrawal as well as being clinical for Atypicality. She also was reported “at risk” for Internalizing Problems, including Depression and Somatization. Adaptively, the teacher reported Kyra to fall within the normal range.

On the BASC-3 completed by the parent, Kyra was reported with a Behavioral Symptom Index within “at risk” levels at home (T-Score, 63 – PR, 89). Kyra was reported clinical for Externalizing Problems, including Aggression and Conduct Problems as well as being “at risk” for Hyperactivity. On the BASC-3, both respondents report that Kyra is easily distracted, has a short attention span and trouble concentrating, upsets easily, and has poor self-control. Both also report that Kyra worries, prefers to play alone, and has some conduct concerns, including lying and sneaking around. At school, the teacher reports that Kyra responds inappropriately at times, such as making strange noises as well as babbling to self and laughing and seeking attention by acting hurt or self-harming when angered. The teacher adds that Kyra is over active, acts without thinking, and is sad appearing lonely. On the positive side, the teacher reports that Kyra is mannered, transitions well, is creative and resilient, communicates clearly, and tries to do well in school. At home, the mother reports that Kyra has conduct issues, including arguing when denied her own way, stealing, manipulating others, breaking rules, and disobeying.
She also is reported as overly emotional, labile in mood, and over reacting to stressful situations.

Information Provided by Parents:
Per Parent (last year’s IEP): At home, it was mentioned that Kyra used a knife to self harm on her neck and the scar was visible; threatening her mother and leaving bruises on her (according to her mother.) Her mother also reported that Kyra steals from her.

Kyra is 18 and responded with her needs. She wants and needs assistance and support for finding a job and independent living skills. She is uncertain about a career but has researched many different careers in floral design, modeling, animal caretaker, and construction. Kyra is taking a construction class and is making good grades in that class.

Classroom-Based Information and Observation:
English 11 – Kyra is doing fine but does much better when she attends in-person. She gets lost doing on-line assignments and she turns in her work but it is usually incomplete.
History – She does well but needs to show quality over quantity.
W. History – Kyra needs to turn on her completed work more often for a better grade.
Algebra 2 – Behind on assignments and has 7 missing assignments. Her final exam grade should bring her up to passing the class.

Observational Information Provided by Special Education Teacher and/or Related Services Provider:
Kyra has had a difficult year due to COVID and schooling. She has been learning from home and this has set her work quality back. She turns in her work, but it is not completed assignments and she is not asking questions from home for extra assistance. She made good grades and was able to keep up when she was in school and in-person.

Kyra needs to meet with Rehabilitation Services to assist her with living skills; job and food assistance. Kyra may need to continue seeing a counselor for depression and anger issues. She does very well with consistency and direction.

IEP: Kyra Hart (1/6/21 – 1/5/22)
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Here is the verbatim plain text from the image titled Measurable Annual Goals, Benchmarks or Short-term Objectives (§300.320(a)(2)):

Measurable Annual Goals, Benchmarks or Short-term Objectives (§300.320(a)(2))
*Measurable annual goals should ensure the student’s access to the general curriculum. Annual goals that meet other education needs and support measurable postsecondary goals can also be included. Ensure that benchmarks or short-term objectives are included for any student who qualifies to take the alternate assessment.

Area:

Measurable Annual Goal #1
By the end of her senior year, Kyra will write an essay addressing a writing prompt and achieving an 80% on her rubric.

How will progress toward meeting the annual goal be measured?
This will be measured by a graded writing rubric.

Progress toward Annual Goals (§300.320(a)(3))
Describe how parent(s) will be notified of student’s progress towards measurable annual IEP goals. This should, at minimum, be at least as often as general education peers are notified of their academic progress.

Progress will be reported to the parent(s)/guardian(s): Quarterly

Mastery Criteria Level:
Baseline:

IEP: Kyra Hart (1/6/21 – 1/5/22)
Page 5 of 10

Area:

Measurable Annual Goal #2
By the end of her Senior year, Kyra will solve and achieve a 70% on graphing linear equations.

How will progress toward meeting the annual goal be measured?
This will be measured by worksheets; tests; and quizzes.

Progress toward Annual Goals (§300.320(a)(3))
Describe how parent(s) will be notified of student’s progress towards measurable annual IEP goals. This should, at minimum, be at least as often as general education peers are notified of their academic progress.

Progress will be reported to the parent(s)/guardian(s): Quarterly

Mastery Criteria Level:
Baseline:

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Here is the verbatim plain text from the image titled Preacademic/Academic/Functional Skills:

Preacademic/Academic/Functional Skills
Several informal teacher-made assessments, as well as several assessments taken from Unique Learning Systems (ULS) curriculum were administered to [REDACTED] over the course of several days. Sessions were generally less than 10 minutes. After that amount of time, [REDACTED] would lose interest and become slightly agitated.

ULS Assessments:

• Picture Match: 10/18

• Letter Match: 8/18

• Number Match: 11/18

• Letter ID: 8/18

• Emerging Math: 10/18

Verbal and some physical prompting occurred during these assessments. The scores shown were not accomplished independently by the student. What these scores do indicate is the progress [REDACTED] has made attending to activities. Last year, I attempted to give the same assessments, but [REDACTED] would not attend to them at all. This year, [REDACTED] not only attended to the assessments, but when I would point to the correct answer, he would focus on where I was pointing and touch that answer.

Other assessments given:
[REDACTED] responds to his name when called. When asked to “come over”, he will generally walk towards me. [REDACTED] is able to hold a pencil and make marks on paper. He is less resistant to hand-over-hand activities than previously reported. I presented 20 picture cards and he pointed to an object 15/20. He pointed to the correct object 5 times. I asked [REDACTED] to point to various body parts. He correctly pointed to his head and mouth. I asked [REDACTED] to point to specific colors (I showed two colors at a time). He correctly pointed to green and red. I placed blocks in front of [REDACTED] and asked him several times to hand me one. On one occasion, he picked one up and dropped it without giving any eye contact.

Overall, [REDACTED]’s attention and on-task time has increased since last year’s IEP. He will sit at the SmartBoard with the other students for longer periods of time. He will remain actively engaged in technology-driven activities for longer periods of time, as well.

Communication Development
Teacher input: [REDACTED] is able to utilize several ‘signs’ in order to communicate some of his wants/needs. In the classroom, [REDACTED] has used the ‘signs’, “more”, “eat”, “hungry”. Parent states that [REDACTED] has used more ‘signs’ at home. [REDACTED] also communicates by using various verbal sounds, by looking at a person he wants something from, and/or by taking hold of their hand and guiding them to what he wants. [REDACTED] will occasionally point to a picture of something he wants; although he rarely attends to the picture he is pointing to.

AAC assessment 2018: At the time of this assessment it was felt that [REDACTED] would benefit from the IEP team considering the following Augmentative and Alternative Communication supports:

• Trial of communication system with the following features:
  ○ Dynamic display
  ○ Speech generation
  ○ Access to core words
  ○ Options for masking during initial vocabulary acquisition
  ○ Ability to turn off any click sounds related to icon selection, if he demonstrates sensitivity to these
  ○ Symbol paired with print
  ○ Utilizes consistent motor plans with icons requiring the same sequence of
    hits for activation of icon each time it is selected
  ○ Touch screen for direct selection
  ○ Provide access/rotation opportunities throughout the day

Gross/Fine Motor Development
Gross-motor: [REDACTED] is able to walk throughout the classroom. He usually moves out of the way if there is a desk or person in his way.

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For student to receive educational benefit, goals will be written to address the following areas of need:
Functional academics, Self-help, Communication, Fine motor

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