Individualized Education Program (IEP) for Angela: Task 1 Overview

Task 1 IEP Form INDIVIDUALIZED EDUCATION PROGRAM (WITH SECONDARY TRANSITION) PURPOSE: The IEP is intended to convey to the guardians, the understudy, and suppliers the sort and measure of a custom curriculum and any important related administrations or supports that will be made accessible to the understudy. The latest assessment report was utilized to foster the IEP. The IEP is individualized to mirror the special necessities of the understudy and how these requirements will be addressed to allow the understudy to be incorporated and progress in the overall schooling educational program. Student name: Angela Madina Student ID No.: Date of IEP meeting: 1/28/2021 Birth date: 06/19/20xx Age : 15 years and 2 months Grade: 10 IEP annual review date: 02/21/2022 Adult student: No Eligibility category: Specific Learning Disability (SLD) Date of most recent eval: 05/23/2020 Race/ Ethnicity: Caucasian Primary language: English Reevaluation due date: District : N/A Resident School: Merrilton High School Serving School (if different): N/A Parent(s) name(s): Elena Kahale (Mother) Primary language at home:

Task 1 IEP Form Parent interpreter needed. No Surrogate parent: No If yes, name: Primary staff contact name: Lynda Heath Title: Special Education Teacher

Task 1 IEP Form PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Angela is a tenth-grade understudy who gets a custom curriculum under the classification of Specific Learning Disability (SLD). Her administrations give her assistance in understanding cognizance and composed articulation. Angela has had these administrations since the 3rd grade. Her grades of mental capacities show she is suboptimal regarding all matters connected with perusing, composing, and articulation, yet is normal on the entirety of thing's math-related. Her latest grades are displayed as follows: According to the Woodcock-Johnson IV Test of Achievement, Angela scored a 68 (very low) in the Broad Reading Cluster. Angela scored a 60 in the Broad Written Language Cluster. According to Mr. Moore, Angela has difficulties with inferences and understanding technical writing. Also, Angela has difficulty with writing transitions, sentence structure, and concluding statements. Progress Notes (if not maintained separately) Progress Notes (if not maintained separately) Present levels of academic achievement: Angela is a tenth-grade understudy who gets custom curriculum administrations under the classification of Specific Learning Disability (SLD). Her administrations give her assistance in understanding cognizance and composed articulation. Angela has had these administrations. Present levels of functional performance: Angela has challenges in the areas of following multistep directions, handling

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Task 1 IEP Form frustrations, self-monitoring, and task completion. Considering these deficiencies, Angela can't self-direct her feelings which makes her battle scholastically. These shortages influence Angela in the overall schooling study hall. Angela can't track while getting requested to accomplish more than each thing in turn, these headings cause her dissatisfaction which prompts Angela to close. Assuming Angela closes, she can't get done with the responsibility within reach. Effect of concerns on the student's involvement and progress in the general education environment: Angela's challenges in reading will impact her in general education classes because might embarrass her, might not understand what she is reading, and cause her to fall behind her classmates. Angela's challenges in writing will impact her in general education classes because she may become embarrassed her, because of her writing, proofreading, and editing which may not be as strong as her peers and could cause her to fall behind.

Task 1 IEP Form Angela's challenges in executive function skills will impact her in general education classes could cause her to become frustrated to lead her not to be as successful in school as her peers are. CONSIDERATION OF SPECIAL FACTORS: - DO NOT COMPLETE SECTION FOR THIS IEP STUDENT- Skip to MEASURABLE ANNUAL GOAL (S) 1. Does this student require special transportation? Yes No If yes, describe (if not already addressed on the service matrix): 3. Does this student require Extended School Year (ESY) services? Yes No Will be determined by the IEP team by: If ESY is determined by the IEP team to be necessary, complete and attach the ESY addendum. Dat e: 4. Does the student’s behavior negatively impact his/her learning or the learning of others? Yes No If yes, consider the student’s need for positive behavioral supports/ interventions, a functional behavioral assessment (FBA), and/or a behavioral intervention plan (BIP). A behavioral intervention plan has been developed for this student (refer to the BIP

Task 1 IEP Form addendum). 5. Are there any other factors not already addressed (such as medical concerns or other issues) or other adaptations needed? Yes No If yes, describe: The parent and the school district have agreed that this student requires advanced educational planning that may involve the use of isolation, restraint, or a restraint device. Refer to the Emergency Response Protocol addendum to this IEP.

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Task 1 IEP Form PURPOSE: IEPs should incorporate a proclamation of quantifiable yearly objectives, including scholastic and practical objectives, intended to meet every one of the understudy's instructive necessities that outcome from the understudy's handicap to empower the understudy to be involved and gain ground in the overall training educational plan. To be quantifiable, the objective ought to incorporate a standard, an objective, and a unit of measure. For understudies utilizing a substitute evaluation adjusted to substitute accomplishment guidelines, the IEP group ought to utilize the "Quantifiable Yearly Goal(s) with Transient Targets/Benchmarks" page (see next page). MEASURABLE ANNUAL GOAL(S) Go al # Measurable Annual Goal Method/Criteria for Evaluating Progress (if not addressed in a separate document) . Date 1/29/202 1 Date 4/29/202 1 Date 7/29/202 1 Date 10/29/2 021 Quarter 1 Quarter 2 Quarter 3 Quarte r 4

Task 1 IEP Form 1. Reading Comprehension: By the end of the IEP year, given a reading passage at 8 th grade level, Angela will answer inference questions with 80% accuracy. Angela will peruse at grade level. Once a week Angela will read a passage and answer the questions. The teacher will score the answers and record the score. 2 Written Expression: By the end of the IEP year, when given a topic, Angela will compose a 3-paragraph essay utilizing right spelling, language, sentence structure, and capitalization with 80% accuracy. Once a week Angela will write a 3-paragraph essay which will be scored by a rubric. The teacher will record the scores.

Task 1 IEP Form 3 By the end of the IEP year, given strategies for dealing with frustrations, Angela will take a one-minute break when she is frustrated and will return to the task at hand after one minute in 4 out 5 trials. This will goal will be monitored by teacher observations. Copy additional pages as necessary PURPOSE: IEPs should incorporate a proclamation of quantifiable yearly objectives, including scholastic and practical objectives, intended to meet every one of the understudy's instructive necessities that outcome from the understudy's handicap to empower the understudy to be involved and gain ground in the overall training educational plan. For understudies utilizing a substitute appraisal adjusted to substitute accomplishment guidelines, benchmarks, or momentary goals in the areas being surveyed should likewise be incorporated. To be quantifiable, the objective ought to incorporate a standard, an objective, and a unit of measure. MEASURABLE ANNUAL GOAL(S) WITH SHORT-TERM OBJECTIVES/BENCHMARKS - DO NOT COMPLETE SECTION FOR THIS IEP STUDENT- Skip to REPORT OF STUDENT PROGRESS Go al Measurable Annual Goal Method/Criteria for Evaluating Progress Notes (if not maintained separately)

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Task 1 IEP Form # Progress (if not addressed in a separate document) Date Date Date Date Benchmarks or Short-Term Objectives Copy additional pages as necessary

Task 1 IEP Form PURPOSE: The purpose of the report of student progress is to inform the parents and the student of the student’s progress toward meeting the measurable annual goal(s) and to specify how and when parents will be informed. REPORT OF STUDENT PROGRESS: Focuses to consider: Watchmen should be given irregular reports on the student's headway, (for instance, using quarterly or other incidental reports, synchronous with the issuance of report cards) State how the understudy's advancement toward meeting the yearly goal(s) will be estimated (while possibly not currently tended to on quantifiable yearly objective page(s)): Angela's advancement toward meeting her yearly objectives will be estimated through information and every day checking utilizing her ELA instructor and custom curriculum educator. As expressed in her objectives, progress will be seen through her diagrams, paper composing, and perusing perception progress. State how the parent(s) will be occasionally educated regarding the understudy's advancement toward meeting the yearly goal(s): Angela's mother will be given week-by-week refreshes through Angela's conduct graphs appearing on the off chance that she is keeping focused or not, and assuming she is gaining ground in her perusing. PURPOSE: The reason for this page is to archive the alterations as well as facilities that the understudy requires, considering the understudy's surveyed needs, to progress suitably toward achieving the distinguished yearly objectives, to be involved and gain ground in the overall schooling educational plan, and to be taught

Task 1 IEP Form with nondisabled friends to the greatest degree proper. SPECIAL EDUCATION AND RELATED SERVICES Subject (codes below) Accommodations/Modifications Needed Subject (codes below) Accommodations/Modifications Needed Presentation Setting Use large print/braille/recorded books A Provide individualized/small group instruction A Alter format of materials (highlight, type, spacing, color-code, etc.) Read class materials orally Low-vision devices (magnifiers, closed- circuit TV, etc.) A Provide study outlines/guides/graphic organizers Sign Language—ASL or SEE A Modify/repeat/model directions Shortened assignments Take tests in a separate location Preview test procedures B, D Preferential seating Limited multiple choice Other: A Rephrase test questions and/or directions Response B, C, D Provide test/quiz study guide Utilize oral responses to assignments/tests

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Task 1 IEP Form Provide extra credit options Text-to-speech (Kurzweil, WYNN, Text Help, etc.) B, C,D Simplify test wording Allow dictation to a scribe Read class materials orally Allow use of a calculator Assign peer tutor/note taker Allow use of tape recorder Other: Word Processer – The student will use a word processer to complete their written assignments. Spelling and grammar devices Timing/Scheduling Speech-to-text software Prior notice of tests/quizzes Hands-on assignments B Extra time to complete assignments Other: Modify student’s schedule ( describe below ): Student will read for 60 minutes per day, 5 days a week. Student will write for 30 minutes a day, 5 days a week. Other A Provide desktop list of tasks A Provide homework lists A Behavior plan/contract

Task 1 IEP Form B, C,D Extra time on tests/quizzes A Provide daily assignment list Allow breaks (during work, between tasks, during testing, etc.) Modified grading A Other: Other: Assistive Technology B, C,D Descri be: Google docs to help Angela stay organized, form sentences, and transition better into paragraph. Descri be: Descri be: a. All subjects b. Reading c. English d. Spelling e. Math f. Science g. Social Studies h. History i. Health j. Economics k. Physical Education l. Music/Art m. Vocation al n. Lunch/ Recess o. Library p. Extracurricular Activities q. Other: r. Other:

Task 1 IEP Form PURPOSE: The information on this page is a summary of the student’s program/services, including when services will begin, where they will be provided, who will be responsible for providing them, and when they will end. SUMMARY OF SERVICES MATRIX Service Start Date Frequency/ Duration (e.g., minutes/times per week) Location of Service (setting) End Date Staff Responsible for Delivering Service Special Education (specially designed instruction): Writing 1/28/2023 45 mins/day General Education Classroom 1/27/2024 Special Education Teacher Executive Functioning 1/28/2023 15 mins/day General Education Classroom 1/27/2024 Special Education Teacher Reading 1/28/2023 30 mins. Per day General Education Classroom 1/27/2024 Special Education Teacher

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Task 1 IEP Form Related Services (i.e., speech, motor, counseling, vision/hearing, transportation, interpreting services, orientation/mobility, parent training, etc.): Counseling: Checking in with understudy sincerely considerations and sentiments at school and at home. 1/28/2023 Once a week Counselors Office 1/27/2024 Counselor Supplementary Aids and Services (allows the student to be educated with nondisabled peers to the maximum extent in general education or other educational setting): Computer Programs: Google docs and Microsoft Word 1/28/2023 Daily or as needed ELA Class 1/27/2024 Mr. Moore, special education teacher, other special classroom teachers Graphic Organizers 1/28/2023 Daily All Classes 1/27/2024 All Teachers

Task 1 IEP Form Program Modifications or Supports for School Personnel (i.e., staff development/training, technical assistance, etc.):

Task 1 IEP Form PURPOSE: The purpose of this page is to document the extent to which the student will be involved and progress in the general curriculum, participate in extracurricular and nonacademic activities and be educated and participate with other special education students and nondisabled students. Other education-related factors that may impact the student should also be considered. LEAST RESTRICTIVE ENVIRONMENT: Students age 6 and above Choose one: Points to Consider: Kids ought to be instructed with nondisabled companions to the most extreme degree suitable. The IEP Group, including the parent(s), is liable for deciding the instructive position of the kid. Work positions and local area based A. 2000 = Total minutes per week of building instructional time available for this student (excluding lunch) In general education setting 80 to 100% of the time B. 0 = Total of those minutes in A above in which this student is in a special education setting (excluding lunch) 100% = Percent of time spent in a general education setting (A minus B divided by A)

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Task 1 IEP Form guidance are viewed as broad training settings, except if just impaired people are available (like in A clarification of the degree to which the understudy won't take part with nondisabled understudies in the overall training class, and in nonacademic and extracurricular exercises, including a depiction of any variations required for support in actual schooling: Angela will spend 100% of her time in general education classroom. PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT Points to consider: Facilities gave on state and local wide appraisals ought to Testing Facilities — Rundown any singular facilities in the organization of the state or local wide evaluations important for the understudy to partake: Seating Angela in a designated part of the classroom will help her stay focused and calm.

Task 1 IEP Form If there is an extension of time for tests listed on Angela’s IEP, that accommodations must be followed. Re-explaining instruction as needed by the lead in the classroom. be those that are given as a component of the standard educational program. Other appraisal choices are accessible to understudies whenever expected to meet graduation necessities. If the understudy: (a) will pass on the normal state evaluation (regardless of facilities) or (b) can't partake in a standard locale wide appraisal, make sense of why the understudy can't take part in the customary evaluation and why they chose appraisal choice is suitable: Graduation— On the off chance that the understudy requires different evaluations to meet graduation prerequisites, portray here (determine appraisal and grade level as fitting):

Task 1 IEP Form PURPOSE: The reason for progress arranging is to foster a planned arrangement of exercises planned inside an outcome situated process that is centered around working on the scholarly accomplishment and utilitarian execution of the understudy to work with the understudy's development from school to post-school exercises, including postsecondary instruction/preparing, business, and if proper, free living abilities. SECONDARY TRANSITION Student participated in IEP meeting. Yes If no, what steps were taken to ensure that the student’s preferences/interests were considered? AGE-APPROPRIATE TRANSITION ASSESSMENTS (include results of informal and/or formal assessments including student’s needs, strengths, preferences, and interests): surveys/questionnaires profiles/portfolios vocational assessment(s) other:

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Task 1 IEP Form Angela completed the following questionnaires: 1. Employment 2. Post-secondary education and training 3. Personal questionnaire. EDUCATION/TRAINING (Required to be addressed for all students) Measurable Postsecondary Goal(s) (What the understudy will do after graduation from secondary school in the space of schooling/preparing) After graduation from high school, Angela will attend community college with a focus on graphic design. Transition Services (list Progress Administrations connected with Instruction/Preparing, including IEP objective number(s) if relevant) Practice writing applications School Advisor Research local community college School Advisor

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Task 1 IEP Form EMPLOYMENT (Required to be addressed for all students) Measurable Postsecondary Goal(s) (What the understudy will do after graduation from secondary school in the space of work) After graduation from high school, Angela will obtain a part-time job related to graphic design. Transition Services (list transition services related to employment, including IEP goal number(s) if applicable) Transition Activity Staff/Agency Responsible IEP Goal # Resume Development Student Success/Career Center Graphic Design Exploration School Advisor

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Task 1 IEP Form INDEPENDENT LIVING SKILLS (Must be addressed if determined appropriate by the IEP Team) - DO NOT COMPLETE SECTION FOR THIS IEP STUDENT- Skip to COURSES(S) OF STUDY Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in living skills) Transition Services (list Transition Services related to Independent Living Skills, including IEP goal number(s) if applicable) Transition Activity Staff/Agency Responsible IEP Goal # COURSE(S) OF STUDY (list the course(s) of study needed to assist the student in reaching his/her postsecondary goals, unless already described above, or attach a list of courses) For Angela to get a secondary school certificate and change school, she should finish the

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Task 1 IEP Form following: General Training courses: 1. Four years of Language expressions. 2. Two years of "composing serious" courses. One of these should be in English. The other course can incorporate a course about PC proficiency or social investigations. 3. Three years of math. This ought to incorporate variable-based math I. This might incorporate a high-level position software engineering course. 4. Two years of science. 5. Two years of sociologies. This should incorporate no less than one year of U.S. History. One semester of this necessity can be a civics class. A civics class spotlights on the public authority and the vote-based process. A monetary proficiency course may likewise figure in with this necessity. 6. One year of one of the accompanying: music, craftsmanship, unknown dialect, including American Communication through signing, Professional Training, or Criminological Discourse (Discourse and Discussion) (Illinois Legitimate and on the Web). While in secondary school, understudies ought to take classes in craftsmanship history, drawing, realistic expressions, web composition, and graphic design. They can put their arising abilities to utilize planning and creating the school paper or yearbook. (Visual Communication Schools and Vocations). Extra classes for Angela in Secondary School: Craftsmanship History, drawing, realistic expressions, and website architecture.

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Task 1 IEP Form

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Task 1 IEP Form PARTICIPANTS IN IEP MEETING (Signatures are used to document participation in the meeting and do not constitute agreement or disagreement): a. List the obligatory IEP colleagues for your picked situation. Parent, Student, General Education Teacher, Special Education Teacher, School Advocate. b. List related specialist co-ops who ought to be welcomed in view of your picked situation. Counselor c. Make sense of the job of every one of the individuals distinguished in parts a and b. Elena Kahale Student advocate/Mother Parent/Guardian Name/Title Parent/Guardian Name/Title Angela Medina Student Student Name/Title

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Task 1 IEP Form Special Education Teacher Student’s help one-on-one Special Education Teacher Name/Title Mr. Moore ELA Teacher/General Education General Education Teacher Name/Title Principal School Advocate/Principal District Representative Name/Title Other individuals who should be informed of his/her responsibilities in implementing the IEP (bus driver, librarian, etc.): Specials Teachers: Music, Art, Computers, Librarian, etc. Move OF Freedoms: Starting no less than one year prior to arriving at age 18, the understudy has been educated that all privileges will move to the understudy at age 18, except if there is a guardianship or other assurance that the understudy can't pursue instructive choices. Yes Points to Consider: When the student reaches 18 (or majority) the district must notify the parents and the student that rights have transferred to the student, and provide any notices required to the student and parents.

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Task 1 IEP Form The locale has methods for informing guardians with respect to the exercise of self-control or disconnection. A duplicate of those systems is connected to this IEP. *Note: Prior to giving starting custom curriculum administrations to an understudy, the region should get educated composed parental assent. B. Sources Graphic Design Schools & Careers: How to become a graphic designer. LearnHowToBecome.org. (2023, March 9). Retrieved March 15, 2023, from https://www.learnhowtobecome.org/graphicdesigner/#:~:text=While%20in%20high%20school%2C %20students,graphic%20arts%20and %20website%20design. Illinois Legal and Online. (n.d.). What do you need to Graduate High School. Illinois High School Graduation Requirements. Retrieved March 15, 2023, from https://schoolslearning.info/illinois-high-school-graduation-requirements/

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D231 Task 1

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