ࡱ>  |[bjbj $rr] NNNNND,,#zt8t8t88QDRS\$@xN8U=O\Q8U8UNNt88ΰ*g*g*g8UNt8N8*g8U*g*g#Ot8fU40'(jYjhOO8jN$S0T"*g?T[TSSSZ`SSS8U8U8U8UjSSSSSSSSS : INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Any County Schools School Anywhere Date 5/15/14  PART I: STUDENT INFORMATION Students Full Name Jane DoeDOB 2/18/04Parent(s)/Guardian(s)/ Surrogate Parent John and Mary DoeAge 10Address P.O. Box 12345Grade 6(Address continued) Anytown, WV 25123WVEIS# 110001234Telephone Home: 555-1234 Work:  FORMTEXT       Cell:  FORMTEXT      Reevaluation Due Date: 11/25/2013 FORMCHECKBOX  Initial  FORMCHECKBOX  Annual Review  FORMCHECKBOX  Reevaluation Review  FORMCHECKBOX  Amendment (Incorporated)  FORMCHECKBOX  Parent Requested  FORMCHECKBOX  Teacher Requested Transfer: (from)  FORMTEXT      Date  FORMTEXT       PART II: Documentation of Attendance SignaturePosition______________________________________________Parent_____________________________________________Parent______________________________________________Student_____________________________________________General Education Teacher_______________________________________________Special Education Teacher______________________________________________Birth to Three Representative______________________________________________Chairperson______________________________________________ FORMTEXT      ______________________________________________ FORMTEXT      _____________________________________________ FORMTEXT      _____________________________________________ FORMTEXT      _____________________________________________ FORMTEXT      _______________________________________________ FORMTEXT       The following people participated in the IEP team meeting via an alternate method: NamePositionAlternate Method FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART III: EXTENDED SCHOOL YEAR (ESY) DETERMINATION Will ESY be considered while developing this IEP? ____ Yes _X__ N/A (Student is gifted) The IEP Team in making its determination of a students need for ESY shall review documentation that the student exhibits, or may exhibit: Significant regression during an interruption in educational programming; A limited ability to recoup, or relearn skills once programming has resumed; Regression/recoupment problem(s) that interfere with the maintenance of identified critical skills as described in the current IEP; and Others factors that interfere with the maintenance of identified critical skills as described in the current IEP, such as predictive data; degree of progress; emerging skills and breakthrough opportunities; interfering behaviors; nature and/or severity of the disability; and special circumstances The lack of clear evidence of such factors may not be used to deny a student ESY services, if the IEP Team determines the need for such services and includes ESY in the IEP. Does the student need ESY services? ____ Yes __X_ No Defer until: _____________________________ (ESY shall be determined annually) PART III B: EXTENDED SCHOOL YEAR (ESY) DETERMINATION ESY ServicesDirect/ Indirect (D or I)Location of Services * General Education Environment = GEE * Special Education Environment = SEE  * Other = Extent/Frequency per Initiation Date m/d/yDuration m/y FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       The parent(s)/guardian(s) / adult student  FORMCHECKBOX  accept(s)  FORMCHECKBOX  reject(s) extended school services INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART IV: CONSIDERATION OF FACTORS FOR IEP DEVELOPMENT/ANNUAL REVIEWS The IEP Team considers for all students: The strengths of the student The concerns of the parent Results of the initial or most recent evaluation of the student. Are additional evaluations needed? (specify) ______________________________________________________________________ Academic, developmental and functional needs of the student Revisions needed to address lack of progress Additional Considerations (must be documented in Part IV Present Levels Narrative)YesNo1.Is the student identified as gifted? If yes, consider whether acceleration will be provided and document its effect on graduation.X2.Does the student need assistive technology devices or services? If yes, document the type of device and provision for home use, if any, and/or the nature and amount of services.X3.Does the student have communication needs? If yes, address in the IEP.X4.Does the students behavior impede his or her learning or that of others? If yes, consider the use of positive behavior interventions and supports and other strategies to address the behavior. X5.Does the student have blindness or low vision? If yes, document provision of instruction in Braille and the use of braille, OR after an evaluation of the students reading and writing skills, needs and appropriate reading and writing media, including an evaluation of the students future needs for instruction in braille or the use of braille, document in the Present Levels a justification that instruction in braille or the use of braille is not appropriate for the student..X6.Is the student deaf or hard-of-hearing? If yes, consider the language and communication needs of the student, opportunities for direct communication with peers and professional personnel in the students language and communication mode, the students academic level and full range of needs, including opportunities for direct instruction in the students language and communication mode.X7.Does the student have limited English proficiency? If yes, consider the language needs of the student.X8.Will the students next IEP address transition services? If yes, permission must be obtained to invite other agency representatives to the next meeting. (See Activities/Linkages section under Transition Planning)X INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART V: ASSESSMENT DATA Student Summative Assessment Data (WESTEST) TEST YEARReading/Language Arts Math Science Social StudiesOtherSSPLLXSSPLQTSSPLSSPLSSPL20087055720570357105 FORMTEXT       FORMTEXT      20097085657571957265 FORMTEXT       FORMTEXT      20107085657571957265 FORMTEXT       FORMTEXT      20117085657571957265 FORMTEXT       FORMTEXT      20127085657571957265 FORMTEXT       FORMTEXT      20137085657571957265 FORMTEXT       FORMTEXT       (SS = scale score) (PL = performance level) (LX = Lexile) (QT = Quantile) Student Summative Assessment Data (APTA) TEST YEARReading/Language ArtsMathScienceOther OtherPLPLPLPLPL200820092010201120122013 (PL = performance level) Formative Assessment Data Using current, annual data, list benchmark and formative assessments that have been used with the student and describe the results and implications for specially designed instruction. Also the data may describe information relevant to student behavior, setting demands, work habits/learning skills, technology skills, workplace skills, independent living skills, performance based assessment and describe the results and implications for specially designed instruction.AssessmentDescription     INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART VI: TRANSITION PLANNING (for students beginning no later than the first IEP to be in effect when the student is 16, or younger if appropriate) (Refer to Policy 2510 and IEP instructions) Age of Majority (for students reaching age 17 within the next 12 months) The student and parent have been informed of the transfer of educational rights that will occur on reaching age 18.  FORMCHECKBOX  Yes FORMCHECKBOX  NoDate_____________Student Initials_____Parent Initials_____ Transition Planning Considerations: How were the students preferences and interests considered? (Check all that apply):  FORMCHECKBOX  Student interview/survey  FORMCHECKBOX  Interest inventory (specify)  FORMTEXT        FORMCHECKBOX  Parent interview/survey  FORMCHECKBOX  Other (specify)  FORMTEXT        FORMCHECKBOX  Functional vocational evaluation  FORMTEXT       Transition Assessments Reviewed (specify):  FORMTEXT       The student s educational program will lead to a:  FORMCHECKBOX  standard diploma  FORMCHECKBOX  modified diploma Post-Secondary Goals Anticipated post-secondary education goals:  FORMTEXT       Anticipated post-secondary employment goals:  FORMTEXT       Anticipated post-secondary adult living goals:  FORMTEXT       Career Pathway/Cluster/Concentration the student selected on the Individualized Student Transition Plan (ISTP) is: Pathway (8th grade) Cluster (8th grade) Concentration (10th grade) FORMCHECKBOX Entry(for 9th graders 04-05 through 07-08 only)  FORMCHECKBOX  Skilled FORMCHECKBOX  Arts and Humanities  FORMCHECKBOX  Business/Marketing  FORMCHECKBOX  Engineering/Technical  FORMTEXT        FORMTEXT       FORMCHECKBOX  Professional  FORMCHECKBOX  Health Sciences  FORMCHECKBOX  Human Services  FORMCHECKBOX  Science/Natural ResourcesTransition Services: Indicate areas identified through IEP goals.  FORMCHECKBOX  Instruction  FORMCHECKBOX  Employment and other adult living objectives  FORMCHECKBOX  Related Services  FORMCHECKBOX  Daily living skills (if appropriate)  FORMCHECKBOX  Community experiences  FORMCHECKBOX  Functional vocational evaluation (if appropriate) Lead Party/AgencyActivities/LinkagesParent / StudentSchoolAgency (Specify)Description of ServiceInstruction/education FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Vocational aptitude/interest assessment FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Career awareness/work-based learning FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Employment FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Independent living/mobility FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Agency referral/application FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMTEXT      Activities/Linkages: Identify activities needed for attaining post-secondary outcomes and the lead party/agency responsible for those services. *Should the identified agency fail to deliver transition activities outlined in the IEP, the IEP team must reconvene to identify alternative strategies to meet the transition needs of the child. INDIVIDUALIZED EDUCATION PROGRAM __________________ COUNTY Students Full Name: Jane Doe Page ____ of ____ Date: May 15, 2014 PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Narrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP Instructions) Add pages as needed. ____________________________________ CONTENT AREA Grade level General Education Curriculum Expectations: Present Level: Impact Statement: Targeted NxG Objective: INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART VIII A: ANNUAL GOALS, Part A (for students who are taught the WV CSOs) GOALS (Continued) * Denotes critical skill(s) to consider for extended school year. Critical SkillTimeframeConditionBehaviorEvaluation Procedure with CriteriaMastery/Progress Codes (optional) (per Grade Period)  Mastery (ESY) Progress   Mastery (ESY) Progress  Mastery (ESY) Progress Progress How and when will the students progress toward the IEP goals be reported to the parent(s)? Specify. How? Progress Report mailed When? End of 9 week period Record dates on which Progress Reports have been provided to parents.  FORMTEXT        FORMTEXT        FORMTEXT        FORMTEXT        FORMTEXT        FORMTEXT        FORMTEXT       Mastery Code: 0 = Regression 1 = Maintained 2 = Recouped Student Progress Code: P = Progress Sufficient A = Achieved IP = Insufficient Progress NA = Not Applicable INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART IX: SERVICES A. Supplementary Aids, Services/Program ModificationsLocation of Services Extent/Frequency perInitiation Date m/d/yDuration m/y 9/01/143/15 FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT      B. Special Education ServicesDirect / Indirect (D or I)Location of Services * General Education Environment = GEE * Special Education Environment = SEE  * Other =  Extent/Frequency per Initiation Date m/d/yDuration m/y9/01/143/159/01/143/15 FORMTEXT   FORMTEXT   FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT      C. 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sQ 80(44 saytJggggggggggggggh,.0:<>@BVXZdfhj~ɺɸɩɚДɅvjhgs>*CJUjmhgs>*CJU hgsCJj0hgs>*CJUjhgs>*CJUUjHhgs>*CJU hgs>*CJhgs!jhgs>*CJUmHnHujhgs>*CJUjhgs>*CJU-gg>@h4kd$$Ifsֈ J6$n( sQ 80(44 saytJ$IfT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT   FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14  PART X: PLACEMENT Explain the extent, if any, to which the student WILL NOT participate in the general education classroom and/or extracurricular and other non-academic activities. Present levels of academic achievement and functional performance must explain why full participation is not possible. The student will not participate in the general education environment for the entire time in school in order to participate in a gifted education setting for appropriate peer interaction and specialized instruction in advanced concepts and content that she would not ordinarily receive in the general education environment. Percentage of time in: 97% General Education Environment 3% Special Education Environment Ages 6  21WVEIS LRE Code FORMCHECKBOX  General Education: Full-Time (FT) 80% or more0 FORMCHECKBOX  General Education: Part-Time (PT) 40% to 79%1 FORMCHECKBOX  Special Education: Separate Class (SC) (general education less than 40%)2 FORMCHECKBOX  Special Education: Special School (SS) Public or Private3 FORMCHECKBOX  Special Education: Out-of-School Environment (OSE)5 FORMCHECKBOX  Special Education: Residential Facility (RF) Public or Private6 FORMCHECKBOX  Parentally placed in private school (Service Plan only)8 FORMCHECKBOX  Correctional facility9 Ages 3  5WVEIS LRE CodeFor students in early childhood programs - Minutes per week in: FORMTEXT       a. Early childhood program with typical peers (including private community programs) FORMTEXT       b. Special education or related services (individual or with students with disabilities only) FORMTEXT       a divided by (a + b) x 100 = percentage FORMCHECKBOX  In the early childhood program at least 80% of timeJ FORMCHECKBOX  In the early childhood program 40% to 79% of timeK FORMCHECKBOX  In the early childhood program less than 40% of timeLFor students not in regular early childhood programs:WVEIS LRE Code FORMCHECKBOX  Separate special education classM FORMCHECKBOX  Separate schoolN FORMCHECKBOX  Residential facilityP FORMCHECKBOX  HomeR FORMCHECKBOX  Service provider locationS Least Restrictive Environment Considerations  FORMCHECKBOX  The school the student would normally attend, if not exceptional, was considered.  FORMCHECKBOX  Only schools and classroom settings that are appropriate to the student s chronological age were considered.  FORMCHECKBOX  Education in a general classroom with the use of supplementary aids and services was considered.  FORMCHECKBOX  The potentially harmful effects on the exceptional student and the quality of the student s services which might result from particular educational environments/placement were considered.  FORMCHECKBOX  Integration with age-appropriate non-exceptional peers was considered. INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14 PART XI: Statewide Testing: (Please check all appropriate boxes) Indicate the appropriate WV Measures of Academic Progress Assessment and 2) check standard conditions or standard conditions w/accommodations. WESTEST 2 Grades 3-11 Alternate Assessment (APTA) Grades 3-8 & 11 (MA & RLA) WESTEST 2 Online Writing Grades 3-11 Alternate Assessment (APTA) Grades 4, 6 & 11 (Science) A) Standard Conditions  FORMCHECKBOX  A) Standard Conditions  FORMCHECKBOX  B) Standard Conditions w/Accommodations  FORMCHECKBOX  B) Standard Conditions w/Accommodations  FORMCHECKBOX  NOTE: For APTA eligibility, the student must exhibit significant cognitive disabilities, be instructed through Alternate Academic Achievement Standards and be pursuing a modified diploma (age 14+). APTA is large print formatted. APTA is large print formatted. Justification:  FORMTEXT       WVEIS CodeStandard Conditions with Accommodations Check all that apply WVEIS Codes: P  Performance R  Response T  Timing Specify the test or the part of the test FORMCHECKBOX  P02Have test read aloud verbatim (except WESTEST R/LA) FORMTEXT       FORMCHECKBOX  P03Use braille or other tactile form of print FORMTEXT       FORMCHECKBOX  P06Have test presented through sign language (except WESTEST R/LA) FORMTEXT       FORMCHECKBOX  P13Have test presented through text-talk converter (VI) FORMTEXT       FORMCHECKBOX  P15Have directions only read aloud (acceptable for WESTEST R/LA) FORMTEXT       FORMCHECKBOX  P16Have directions presented through sign language (acceptable for WESTEST R/LA) FORMTEXT       FORMCHECKBOX  P17Use secure electronic braille note-taker (for directions & test stimulus materials) FORMTEXT       FORMCHECKBOX  P18Have directions rephrased by trained examiner FORMTEXT       FORMCHECKBOX  P19Use large print edition (when it is typical access) FORMTEXT       FORMCHECKBOX  P20Use tactile graphics FORMTEXT        FORMCHECKBOX  P21Use screen enlarging or screen reading software to access the computer  FORMTEXT       FORMCHECKBOX  P22Adjust screen resolution to enlarge text (VI; online only) FORMTEXT       FORMCHECKBOX  P23Use a magnifying screen cover (when it is the typical access; online only) FORMTEXT       FORMCHECKBOX  P24Use electronic translator or sign-dictionary to present test (except WESTEST R/LA) FORMTEXT       FORMCHECKBOX  P25Use electronic translator or sign-dictionary to present directions only (acceptable for WESTEST R/LA)  FORMTEXT        FORMCHECKBOX  P26Have directions, passage and prompt read aloud (WESTEST 2 Online Writing) FORMTEXT       FORMCHECKBOX  R02Indicate responses to a scribe (selected-response items) FORMTEXT       FORMCHECKBOX  R03Use braille or other tactile form of print (when it is typical response mode) FORMTEXT       FORMCHECKBOX  R04Indicate responses to a scribe, specify all elements to be scored (constructed-response items) FORMTEXT       FORMCHECKBOX  R05Use an abacus (acceptable for the blind on all parts of WESTEST math) FORMTEXT       FORMCHECKBOX  R11Use computer, typewriter or other assistive technology device to respond FORMTEXT       FORMCHECKBOX  R13Provide physical support (if routine) by teacher/aide who is trained examiner FORMTEXT       FORMCHECKBOX  R16Mark responses on large-print test booklet FORMTEXT       FORMCHECKBOX  R17Use an electronic translator or sign-dictionary to respond FORMTEXT       FORMCHECKBOX  T03Take more breaks (no studying) FORMTEXT       FORMCHECKBOX  T04Use extra time for any timed test (WESTEST not timed) FORMTEXT       FORMCHECKBOX  T07Flexible scheduling, extra time within the same day (no studying) FORMTEXT      INDIVIDUALIZED EDUCATION PROGRAM Page  FORMTEXT    of  FORMTEXT    Student s Full Name Jane DoeDate 5/15/14  PART IX: CONSENT Complete only for initial placement. 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