I. Waldrop IEP Sept 28, 2023

Anderson School District 3 Individualized Education Program P. O Box 118, 335 West Front Street Iva, SC 29655 (864) 348-6196 Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 1 of 13 T YPE OF P LAN School Age - Annual Review IEP • Date of IEP Amendment: 9/28/2023 E NROLLMENT Service District: Anderson School District 3 Service School: Starr Iva Middle Home District: Anderson School District 3 Home School: Starr Iva Middle Grade(s): 6th Grade Primary Area of Disability: Other Health Impairment P ARENT /G UARDIAN I NFORMATION Hershel Waldrop - 4808 Highway 81 S, Starr, SC 29684 hershelwaldrop001@gmail.com H: (864) 230-0977 C: (864) 230-0977 D ATES IEP Start Date: 8/3/2023 IEP End Date: 5/21/2024 Next Annual Review: 4/19/2024 Next Reevaluation/Eligibility: 4/19/2026 C ONSIDERATION OF S PECIAL F ACTORS Special Factor Yes No The student’s behavior impedes the student’s learning or the learning of others.  The student exhibits behavior that requires a Functional Behavioral Assessment.  The student exhibits behavior that requires a Behavioral Intervention Plan.  The student has Limited English Proficiency.  The student is blind or visually impaired.  The student has communication needs.  The student needs Assistive Technology devices or services. Assistive Technology devices and/or services to be provided:  Calculator: Ian needs to have the opportunity to use a calculator when applicable and permitted by the teacher due to his lower processing speed and deficiencies in math fact fluency. 

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 2 of 13 P RESENT L EVELS OF A CADEMIC A CHIEVEMENT AND F UNCTIONAL P ERFORMANCE Student's Academic and Functional Strengths General education teacher observations include strengths observed in the following areas: completes homework, engagement in classroom activities, accepts adult authority, faithful attendance, good behavior, grasps new skills, mastery of prerequisite skills. He occasionally displays retention and application of knowledge after 1-2 exposures. Reading: General Education:  General education teacher observations include reading strengths which include the following: informational and literary text: context and meaning, grasps new skills, mastery of prerequisite skills , completion of homework, and engagement in class.  Q3 Reading Grade: 83/B Special Services:  FastBridge-aReading is a simple and efficient procedure for screening K-12 students' broad reading abilities. The assessment is based on research and each question is aligned with the National Common Core State Standards (2010). Ian completed the FastBridge screener for aReading. Currently, Ian has mastered skills assessed in aReading which include the areas of language : determining meaning of new, unknown, and multi-meaning words; reading literature : using information from illustrations and words to demonstrate understanding, comparing and contrasting two or more versions of the same story, explaining differences between books that tell stories and books that give information, identifying words and phrases in stories that appeal to feelings and senses, identifying who is telling the story at various points in the text, comparing and contrasting the adventures and experiences of characters in familiar stories, describing the relationship between illustrations and the story; informational reading : asking and answering questions about unknown words in a text, naming the author and illustrator of a text and clarifying the role of each, and identifying the front cover, back cover, and title page of a book. Written Expression: General Education:  General education teacher observations include written expression strengths which include the following: grasps new skills, mastery of prerequisite skills , completion of homework, and engagement in class.  Q3 Language Grade: 75/C Special Services:  AimsWeb- is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment using brief, accurate measures of reading, math, spelling, and writing. Written Expression -Student hears a "story starter" and has four minutes to write a narrative (one minute of mental preparation and three minutes of writing). Ian completed the AIMSweb assessment for written expression. Currently, Ian has strengths assessed via AIMSweb which include: capitalization, staying on topic, vivid details, and completion of prompt. Math: General Education: General education teacher observations include math strengths which include the following: completes homework, engagement in classroom activities, grasps new skills, mastery of prerequisite skills. He occasionally displays retention and application of knowledge after 1-2 exposures. Special Services:  FastBridge- aMath

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 4 of 13 Ian completed the FastBridge screener for AUTOreading. Currently, Ian has identified weaknesses in reading, specifically in the area of morphology. Ian scored 19 in the area of morphology, which ranks at 49% nationally (benchmark for morphology at spring screening is 24 Teacher observation : Deficiencies in overall basic reading skills hinder Ian’s ability to read and understand grade level text. Written Expression: General Education  General education teacher observations include written expression weaknesses which include the following: vocabulary: determine, clarify word meaning, completing independent assignments, following oral instructions, short attention span, poor printing/writing skills, and test and note taking skills.  Measures of Academic Progress (MAP): o Spring 2023: 207, 41% (Norm: 210) Special Services:  AimsWeb- is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment using brief, accurate measures of reading, math, spelling, and writing. Written Expression -Student hears a "story starter" and has four minutes to write a narrative (one minute of mental preparation and three minutes of writing). Ian completed the AIMSweb assessment for written expression. He currently can write an average of 26 correct word sequences per assessment when compared to peers of the same age. Benchmark for the end of year 5th grade is 41+ correct writing sequences per assessment. Currently, Ian has weaknesses assessed via AIMSweb which include: punctuation, capitalization, spelling, and vocabulary. Teacher Observation: In writing, Ian’s poor writing and spelling skills hinder his ability to effectively and accurately communicate through written expression. Math: General Education: General education teacher observations include math weaknesses which include the following: completing independent assignments, following oral instructions, short attention span, and test and note taking skills.  Measures of Academic Progress (MAP)- o Spring 2023: 204, 19% (Norm: 219)  Q3 Math Grade: 66/D Special Services:  FastBridge- aMath: Ian completed the FastBridge screener for aMath. His score is as follows: Fifth Grade, Spring 2023: 206, high risk (College Pathway: 229), National Percentile: 12% Currently, Ian has identified weaknesses in the area of math, specifically multiplication and division fact fluency: fluently multiply and divide to 100; use multiplication and division within 100 to solve word problems; Multiply or divide to solve word problems involving multiplicative comparison.  CBMMath Automaticity is a timed computer-based assessment of math fact mastery. It measures a student's automaticity with basic math facts (addition, subtraction, multiplication, and division) with both single-skills and mixed skills (i.e., General Outcome Measure or GOM) matched to the math skills typically taught in grades 1 through 3. o When given a curriculum-based measurement for math calculation, Ian demonstrated weaknesses in his overall calculation accuracy and fluency. Specifically, he demonstrated weaknesses in his multiplication and division skills. Ian completed the FastBridge screener for CBMMath Automaticity. Currently, Ian has identified weaknesses in math, specifically in the area of multiplication and division fact fluency. Ian scored a 60% in the area of multiplication to 12.

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 5 of 13 Teacher observation : In math, Ian's deficiencies in overall basic fact fluency and problem solving skills hinder his progress within the general curriculum. Social/Emotional: Ian earned a Social Skills rating that falls within the at-risk range (score of 9) using the SAEBRS behavioral rating scale. Social skills addressed include behaviors such as positive interactions with peers and adults and cooperation. *See attached FastBridge reports Amemdment 09/28/23: Based on behavior checklists and observations completed by Ian's middle school teachers at the end of the first quarter, it was observed that Ian's social skills appear to be at the level of his same age peers. Ian has adjusted to the middle school setting without incidents of negative social peer interactions. In fact, the only behavior noted at all as a weaker area for Ian was distractibility, which teachers agree, is not a social or emotional behavior that would require a goal. The IEP team agreed the behavior goal should be removed at present and the team will continue to monitor Ian's social skills. 9/13/2023 - When given a curriculum based oral reading fluency measure, Ian is able to tread 103 words per minute with 99% accuracy. Ian needs to improve his automaticity in advanced phonics and recognizing multi- syllable words to increase his fluency. Impact of Student’s Disability Ian's other health impairment impedes his progress in the general curriculum. Deficiencies in overall basic reading skills hinder Ian’s ability to read and understand grade level text. In writing, Ian’s poor writing and spelling skills hinder his ability to effectively and accurately communicate through written expression. In math, Ian's deficiencies in overall basic fact fluency and problem solving skills hinder his progress within the general curriculum. These deficits, combined with his weaknesses in processing speed, impact his ability to learn and perform at an equivalent rate when compared to peers of the same age. *See Impact Statement Evidence Parent/Student Input on PLAAFP Parent Input: Parent shared input via the parent input form. Parent shared that some of Ian’s strengths include having a sense of humor, having neat ideas, being happy, getting along with others, always tries his best, likes graphic novels, doesn’t give up easily, has good eye contact, has a good appetite, does well at home, is a good sport, does chores when asked, complete homework, understands what is said, and friendly to others. Parent shared that some of Ian’s weaknesses include worrying about what others think, trouble with transitioning, screeches, gets frustrated easily, bullies siblings, whines, gets upset if he doesn’t get his way, is critical of self, throws tantrums, and complains about work. Parent indicated that Ian learns best 1:1, through modeling, with rewording of directions, with no noise, with a snack, on the computer, and with worksheets. Parent shared that the main hope for Ian this school year is to improve math and reading comprehension skills. Student Input: Ian shared that he enjoys music, science, art, gym, and computers. Ian shared that he needs extra help with math. Ian indicated that he learns best by using a calculator and having somewhere to go when he’s upset,. Ian shared that he works best by himself. Ian shared that he loves to play outside, using the computer, playing sports, and working on puzzles. Ian shared that he has trouble cutting and making new friends. He indicated that he wants to be a Youtuber, live in a nice house, and have fun. *See attached input forms

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 7 of 13 Academic Achievement Area of Assessment: Reading Date: 09/13/2023 Method or Name of Assessment: Fastbridge CBMR- (Curriculum based measure of Reading- Fluency) Findings: When given a curriculum based oral reading fluency measure, Ian is able to read 103 words per minute with 99% accuracy. Ian can read accurately, but needs to improve his automaticity in advanced phonics and recognizing multi- syllable words to increase his fluency. Functional Performance Area of Assessment: Social Skills Date: 04/20/2023 Method or Name of Assessment: FastBridge: SAEBRS Findings: Ian earned a Social Skills rating that falls within the at-risk range (score of 9). Social skills include behaviors such as positive interactions with peers and adults and cooperation. A NNUAL G OALS A ND /O R O BJECTIVES Frequency of progress reports to parents: Quarterly Goal 1 Area of Need: Reading - Instructional/Special Education Start Date: 08/03/2023 End Date: 09/28/2023 Measurable Goal: By the end of the IEP, when presented two word structures, Ian will correctly determine if the two word structures are morphologically related (based on the use of morphemes, roots, and affixes) 26 times per minute as measured by curriculum-based measures. (Rate of Growth: 0.17) Baseline: Ian can correctly determine if two word structures are morphologically related 19 times per minute. Goal 2 Area of Need: Written Expression - Instructional/Special Education Start Date: 08/03/2023 End Date: 05/21/2024 Measurable Goal: By the end of the IEP, when given a grade level writing assessment, Ian will improve from 26 to 41 correct writing sequences. This includes correct capitalization, punctuation, and subject/verb agreement in 3 minutes as measured by a curriculum based measure. Baseline: When given a grade level writing assessment, Ian can write an average of 26 correct writing sequences.

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 8 of 13 Goal 3 Area of Need: Math - Instructional/Special Education Start Date: 08/03/2023 End Date: 05/21/2024 Measurable Goal: By the end of the IEP, given math concepts and applications problems on his instructional level, Ian will increase correct responses from 3.5 to 7.9 times per ten minutes as measured by curriculum-based measures. (Rate of Growth: 0.1) Baseline: Ian can correctly answer 3.5 questions per ten minutes. Goal 4 Area of Need: Reading - Instructional/Special Education Start Date: 08/03/2023 End Date: 05/21/2024 Measurable Goal: When given a reading fluency test on a 6th grade level, Ian will increase his words per minute from 103 to 135 per minute with at least 95% accuracy in 4 out of 5 trials as measured by a curriculum based measurement. A CCOMMODATIONS AND M ODIFICATIONS Accommodations What type(s) of accommodation(s), if any, is (are) necessary for the student to make progress in the general curriculum and participate in extracurricular and other nonacademic activities?  Chunking of Material (assignments, quizzes, tests):  Extended Time For Assignments  Calculator  Multiple Or Frequent Breaks  Check often for understanding  Preferential Seating  Oral administration of all quizzes and tests excluding reading  Visual Cues  Extended Time For Quizzes And Tests • No curricular or non-curricular modifications were identified by the team.

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 10 of 13 N ORMAL S CHOOL Y EAR S ERVICES (E XCLUDES S UMMER M ONTHS ) Category: Special Education/Specially Designed Instruction Service: ELA Location : Special Education Classroom Provider: Special Education Teacher Start Date: 8/3/23 End Date : 5/21/24 Direct/Indirect: Direct Amount: 137.5 minutes weekly Category: Special Education/Specially Designed Instruction Service: Math Location : Special Education Classroom Provider: Special Education Teacher Start Date: 8/3/23 End Date : 5/21/24 Direct/Indirect: Direct Amount: 137.5 minutes weekly Category: Special Education/Specially Designed Instruction Service: Social/Emotional Location : Special Education Support Room Provider: Special Education Teacher Start Date: 8/3/23 End Date : 5/21/24 Direct/Indirect: Direct Amount: 2 times monthly Specific directions, considerations, or delivery methods for special education, other related services, and supplementary aids and services: Beginning August 3, 2023, Ian will receive pull-out support in the special education classroom every other day for 55 minutes per subject on an A/B schedule. This is an average of 137.5 minutes each week per subject because one week Ian will receive 110 minutes in a subject and the next week Ian will receive 165 minutes of services in the same subject. Additionally, the special education teacher will collaborate with the general education teacher to ensure social/emotional success within the general education classroom 2x monthly based on Ian's identified social/emotional needs. A SSESSMENT P ARTICIPATION Accommodations and modifications must reflect those used in daily classroom instruction District Assessment(s) Assessment Participation Accommodations iReady Yes Preferential Seating Science and Social Studies Benchmarks Yes Preferential Seating; Oral Administration FastBridge Screeners Yes Preferential Seating; Oral Administration as applicable Explanation of why Ian will not participate in district assessments : Ian will participate in all district assessments deemed necessary by Anderson School District 3 and/or the state department of education.

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 11 of 13 State Assessments Assessment Participation Accommodations ACCESS for ELLs Not in Group Science Grades 4/6 Std w/ Accom  Oral Administration  Preferential Seating Reading Grades 3-8 Std w/ Accom  Preferential Seating Writing Grades 3-8 Std w/ Accom  Oral Administration (Grades 4-8 only)  Preferential Seating Math Grades 3-8 Std w/ Accom  Oral Administration  Preferential Seating L EAST R ESTRICTIVE E NVIRONMENT Placement Setting and Delivery Model Placement option that best describes the student's placement for the program developed by the IEP team:  School of Residence Delivery of Core Content Instruction Student's instruction will be delivered by:  Regular instruction in the general education classroom  Specialized instruction that supplements general education instruction Specific directions relating to the student’s placement or the delivery of instruction: Beginning August 3, 2023, Ian will receive pull-out support in the special education classroom every other day for 55 minutes per subject on an A/B schedule. This is an average of 137.5 minutes each week per subject because one week Ian will receive 110 minutes in a subject and the next week Ian will receive 165 minutes of services in the same subject. Additionally, the special education teacher will collaborate with the general education teacher to ensure social/emotional success within the general education classroom 2x monthly based on Ian's identified social/emotional needs. Participation with Students without Disabilities Student may be removed from all or part of the following general education courses and/or nonacademic activities: Academic:  Math  Elective(s) Removal Justification: Ian's other health impairment impedes his progress in the general curriculum. Deficiencies in overall basic reading skills hinder Ian’s ability to read and understand grade level text. In writing, Ian’s poor writing and spelling skills hinder his ability to effectively and accurately communicate through written expression. In math, Ian's deficiencies in overall basic fact fluency and problem solving skills hinder his progress within the general curriculum. These deficits, combined with his weaknesses in processing speed, impact his ability to learn and perform at an equivalent rate when compared to peers of the same age. LRE Setting (08/03/2023): Inside regular class 80% or more of the day

Ian Hershel Waldrop 10/04/2011 13693 8358316054 04/20/2023 Legal Name of Student DOB Local ID SUNS IEP Meeting Date Anderson School District 3 Individualized Education Program Page 13 of 13 P ROCEDURAL S AFEGUARDS I have been provided with a notice of special education procedural safeguards. 4/20/2023 Parent/Guardian/Adult Student Signature Date M EETING P ARTICIPANTS Signature Title/Role Date Mother 4/20/2023 LEA 4/20/2023 General Education Teacher 4/20/2023 Special Education Teacher 4/20/2023 Special Education Teacher 4/20/2023