IEP Guidance Document Sample / 1
Individual Education Program (IEP)
Kentucky County Public Schools
500 Main Street
Riverview, KY 40000
Plan InformationMeeting Date: 05/15/12 / Start Date: 05/15/12 / End Date: 05/14/13
Special Ed Status: Active / Special Education Setting: 40-80% of day in general ed. program
Primary Disability: Visual Impairment
Student Information
Student Name: Rachel Lucinda Martinez / DOB: 1/1/96 / Student Number: 123456
Address: 101 South High Street, Riverview 40000 / District of Residence: Kentucky County
School of Attendance: Kentucky County High School / Grade: 10 / Gender: F / Race (Ethnicity Code): Hispanic
Present Level of Academic Achievement and Functional Performance
Present Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum:
(For preschool children include the effect on participation in appropriate activities; Beginning in the child’s 8th grade year or when the child has reached the age of 14, a statement of transition is included.)
Communication Status
Performance commensurate with similar age peers
Academic Performance
Performance commensurate with similar age peers
According to the Re-evaluation Report dated 5/3/2012, progress monitoring, curriculum assessment, work samples, and teacher observations, Rachel’s basic reading and listening comprehension are in the average range. She demonstrates average to above average writing abilities on class assignments, research projects, formal and informal assessments.
Given standardized math assessments (PLAN and Kaufman Test of Educational Achievement, Second Edition), summative and formative assessment, analysis of work samples, and teacher observation, Rachel’s math calculation and math reasoning skills are well below average. Given the impact of her visual impairment, Rachel struggles to reason abstractly and quantitatively. She struggles to visualize graphical representation of complex math concepts. She struggles to visualize complete math expressions in their entireties. Rather, she focuses on small segments of a problem rather than whole. When presented with a novel math concept such as
various functions, she does not make connections with previous learning. She quickly applies a known rule or routine and attempts to calculate a response. She does not make sense of the quantities, exploring strategies or alternate solutions (e.g., consider representations of the problem, consider related problems, consider simpler forms of the problem, or refer to previously completed example problems). Rachel requires teacher modeling and numerous practices to master a concept and specific instruction to generalize and apply concepts to real world situations. Error analysis of classwork and homework reveal that Rachel chooses an appropriate math strategy with 60% accuracy. She solves math equations for linear and quadratic equations with 30% accuracy. While Rachel efficiently uses a graphing calculator to complete a computational problem (90% accuracy), she struggles to construct a graphic representation of an absolute value function such as determining the output from the domain (40% accuracy). Rachel uses a variety of low vision supports during math class including magnification for the graphing calculator, raised line paper and graph paper. To develop an understanding of math concepts, she needs concrete experiences such as models, manipulatives, and life items. According to teacher report and class observation, Rachel rarely volunteers during class discussion or asks clarifying questions, but she will seek teacher assistance before or after school. Deficits in math calculation and reasoning impact performance in math class, homework assignments, in classes requiring math applications and in real world scenarios.
Health, Vision, Hearing, Motor Ability
Performance commensurate with similar age peers
According to an eye medical examination dated 2/15/12, Rachel has a visual diagnosis of Retinopathy of Prematurity (ROP), which limits blood vessel development in premature infants that can lead to bleeding, scarring, and retinal detachment. Rachel’s secondary diagnosis is myopia which is a refractive error of nearsightedness. Rachel’s distance visual acuity with best correction is 20/400 in her right eye and 20/200 in her left eye. She wears glasses at all times. Her full field of vision is approximately 70-80 degrees with both eyes. (A normal field of vision is 180 degrees.) The eye report states that Rachel is legally blind due to acuity and a constricted field of view and further states that Rachel’s visual prognosis is considered uncertain at this time.
Rachel is under the care of a neurologist, because she experiences migraine headaches infrequently (approximately once a month). In the event of a migraine, Rachel reports that she is unable to read print passages and complete written assignments. Rachel has a Health Plan on file related to her migraines.
Orientation & Mobility: Rachel uses a long white cane for travel in unfamiliar indoor areas and when traveling outdoors to compensate for her visual field loss and decreased visual acuity. A relative strength is that she travels independently inside familiar environments including school and her immediate neighborhood (90% accuracy) as measured by her Orientation and Mobility Specialist. A relative weakness is independent travel experience in unfamiliar environments within the community. She is making progress in street crossings at lighted intersections, however she continues to need adult prompts to determine when it is safe to cross (independent street crossing 80% in 10 trials). She has been introduced to route planning using the city’s numbering system (20% accuracy) and map reading (20% accuracy). She needs further instruction in independent street crossing at lighted intersections, route planning using the city’s numbering system, and map reading. Rachel’s restricted visual field, decreased visual acuity and lack of community travel experience negatively impact her ability to travel safely and independently across settings.
Social and Emotional Status
Performance commensurate with similar age peers
General Intelligence
Performance commensurate with similar age peers
Transition Needs
Not an area of concern at this time (Checking this box is not an option when the student is in the 8th Grade or 14 years or older because transition must be addressed for these students)
Instruction Related Service
Community Experience Employment
Daily Living Skills Post School Adult Living Objectives
Functional Vocational Evaluation
Rachel is a 16 year old 10th grader. She is scheduled to graduate in May of 2014 with a diploma as documented in her Multiyear Course of Study. As a 10th grader she has completed required coursework and she is on track for graduation within four years. Rachel demonstrates good work habits including timely assignment completion, organization of notes and study materials and equipment, and frequent participation in class discussion. She works well in a group. She is a member of the newspaper and yearbook staff.
The following information is gained from Rachel’s Individual Learning Plan, Transition Survey, Student Interview and Career Scope:
· Rachel wants to attend a 4-year college starting initially at KY Community and Technical College (KCTC).
· Rachel wants to work as a writer, perhaps for a radio or television station.
· Rachel works well in a group, but she prefers to complete independent tasks in a quiet environment.
· Rachel has an interest and talent in vocal music.
Rachel demonstrates Transition Needs in four areas: Instruction, Related Services, Community Experiences and Employment.
Transition Needs: Instruction
Reading and written language are areas of strength for Rachel. Progress monitoring, classroom assessment and standardized assessment identify significant challenges in math, particularly math reasoning (see baseline data in the Academic Performance section above). Deficits in math impact successful completion of high school coursework (math, science) and potentially math requirements in the college setting.
Braille is a relatively new area of instruction for Rachel and she is making satisfactory progress in code recognition (see baseline data in the Functional Vision Learning Media Assessment section). Future skill development is warranted for code recognition, code rules, reading fluency and Braille writing. Rachel needs continued instruction in Braille to provide alternate media to print given her uncertain visual prognosis and difficulties with vision when experiencing migraines.
When given adapted materials or equipment in a small group setting, Rachel successfully uses the adapted materials and equipment. She requires adult assistance to identify and access reading materials for school use and for leisure reading. Rachel is hesitant to make requests for accommodations or assistance in school (large group) and the community for fear of drawing attention to her eye condition (see baseline data in the Functional Vision/Learning Media Assessment section). Accessing materials and self-determination skills are fundamental to Rachel’s successful transition to college and career. Deficits in materials access and self-determination will negatively impact Rachel’s ability to function independently across high school settings, a college campus and in employment settings.
Transition Needs: Related Services
While Rachel is an independent traveler on the high school campus, she requires orientation to new settings (see baseline data in the Health, Vision section). She needs continued instruction for independent traveling within the community, for participation in extracurricular activities, for future employment and college campus travel.
Decreased visual acuity and loss of visual field adversely affects Rachel’s ability to travel safely and independently in unfamiliar environments.
Transition Needs: Community Experience
According to her Individual Learning Plan (ILP) and the Functional Vision/Learning Media Assessment, Rachel’s community experience is limited to her high school friends and high school programming. In order to successfully transition to college and career preparation, she needs an introduction to adult services, as well as community and college opportunities (baseline 0% for adult service awareness). Rachel has a picture identification card from her high school, yet no other form of picture identification which is needed for community volunteer opportunities, employment, and college enrollment. She needs a state identification card. Rachel will benefit from an exploration of services offered by the Office for the Blind. Further, Rachel needs to explore participation in community and college programs that provide post-secondary supports and opportunities (e.g., volunteer opportunities, leisure activities, college, career, and work experiences). A limited awareness of community and college opportunities and adult services can negatively impact Rachel’s successful post-secondary transition.
Transition Needs: Employment
Given strengths in written language, Rachel is interested in a career in writing in television or radio (see Individual Learning Plan—ILP). She attributes this employment interest to a recent television documentary highlighting an individual with a disability employed as a television writer. At present, she has limited awareness of careers for writers. She will benefit from research in careers related to writing. Rachel may gain insight to employment opportunities given the opportunity to network with an adult mentor who is blind/visually impaired and employed in the writing field. Rachel is interested in exploring the various ways colleges offer coursework including campus based class versus web-based classes. In total, Rachel has limited knowledge of college training options and employment opportunities. This narrow understanding may negatively impact her successful transition to college enrollment and completion and career exploration.
Functional Vision/Learning Media Assessment
Not an area of concern at this time
In a Functional Vision/Learning Media Assessment (FVLMA) dated April 16, 2012, Rachel’s primary medium is print with her auditory channel as secondary. She identifies 12-14 point size standard print, bold, black, isolated letters on a white background at a distance of 4-6 inches. Rachel copies 2-3 inch size letters from the board when sitting at a distance 10 feet. Due to her visual acuity and visual field loss, Rachel prefers to sit on the right side of the room when copying materials from the board.
Compensatory or Functional Academic Skills, Including Communication Modes:
Rachel requires high contrast materials. She prefers materials that are written in 16-18 point print size using a yellow overlay. Given the results of an informal reading inventory, Rachel reads independently on 10th grade passage when using large print and colored overlays. Rachel’s silent reading rate is 115 words per minute (wpm) with adaptations. The average silent reading rate for students with normal vision at 10th grade is 210-224 wpm. As the passage length increases, Rachel’s reading speed decreases. Thus, Rachel needs extended time and short 1-2 minute breaks when reading lengthy assignments (greater than 20 minutes) or an auditory output option. The results of a listening comprehension assessment indicate that Rachel performs at the independent level at grade 10. She uses a typoscope (signature guide) for signing her signature.
Rachel has participated in Braille instruction for the past year. Given progress monitoring results, Rachel mastered 100% of whole word signs, 53% of short form words, and 50% of part word signs in reading and writing in Literary Braille. She enjoys Braille instruction and prefers to select her own reading materials. Rachel is proficient in the use of the Braille writer. Rachel needs continued instruction in Braille due to the nature of Retinopathy of Prematurity and prognosis of her eye condition.
Use of Assistive Technology:
Rachel benefits from electronic text and/or auditory output of text for lengthy reading passages. Rachel demonstrates good basic computer skills using built in accessibility features. Following keyboarding instruction in 10th grade, she is able to prepare assignments via word processing. She types 20 words per minute. Rachel’s handwriting is legible. She needs bold-lined paper, bold-lined graph paper and additional writing space. She prefers that writing on a white board be blue or black print to provide a greater contrast. Progress monitoring data indicate proficiency in the use and maintenance of technology and equipment (100% on 5/5 occasions). Rachel prefers large print on worksheets and handouts (16-18 points). She benefits from a bar magnifier, hand held video magnifier or desktop Closed Circuit TV (CCTV) for reading material when enlarged copies are not available. Rachel is a proficient user of the hand held video magnifier and desktop CCTV. Rachel benefits from a reader when completing material under time constraints or when longer passages are presented as her eyes fatigue and reading rate become slower. Rachel requires a scribe for transferring answers to an electronic answer sheet (bubble sheet).
Sensory Efficiency Skills:
Rachel is learning Braille as a secondary medium. She demonstrates good tactual skills and is making progress in Braille instruction (see discussion in Compensatory in Functional Academic section). When asked about a vision device needed for a given task, she selects and uses an appropriate device (see discussion in Self-Determination).
Self-Determination: