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Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
N/A
Zach is seven years old and is currently in the second grade. He is in the special education classroom majority of the day but participates in his
specials throughout the week.
Zach tends to do well interacting with teachers and peers and participates in activities with appropriate manners. However, Zach struggles
with staying on task during instructional classroom time and has difficulty verbalizing his needs in full sentences. Due to these barriers Zach
tends to lash out in frustration when he is unable to follow these tasks for the teacher. Zach’s focus can be redirected with prompting and
reinforcement. In addition, modifications are used to assist Zach so he can fully communicate his needs, questions, and answers with others.
In order to assess Zach’s present levels, the Brigance III assessment was administered to him. Zach was placed in the 1st percentile due to his
overall composite score of 66. Therefore, his overall age equivalent calculated to be 4 years and 5 months with an instructional range of 4
years and 4 months to 4 years and 6 months. The results of this assessment led to a confidence interval of 63-69. In addition, after the
assessment was administered and the results were added up, it was more reliable to determine the areas of strength and the areas needed for
improvement.
Zach’s physical development calculated to a composite score of 67 which placed him in the 1st percentile. His gross motor skills were a
composite score of 82, whereas, his fine motor skills were a composite score of 56. This showed that his gross motor skills were much closer to
the average range than his fine motor skills. Due to Zach’s lower range with fine motor skills, it is clear to see he has difficulty writing his last
name and writing lowercase and uppercase letters.
Zach’s language development calculated to a composite score of 73 which placed him in the 4th percentile. His receptive language skills and
expressive language skills were both close to the average range. For example, his receptive language skills composite score was 79, whereas,
his expressive language skills composite score was 75. Zach shows he understands verbal concepts but will not completely follow directions
when given the command to do something. In addition, his articulation of words is unclear when speaking.
Zach’s academic skills/cognitive development calculated to a composite score of 75 which placed him in the 5th percentile. His literacy and
mathematics skills were both below the average range. His literacy skills composite score was 69, whereas, his mathematics skills composite
score was 55. The results of this section indicated that Zach is at an instructional range of a 4 year and 6-month to a 4 year and 8-month. Also,
he had difficulty recognizing words, adding and subtracting numbers, and knowing missing numerals in sequences.
Zach’s adaptive behavior composite score calculated to a composite score of 69 which placed him in the 2nd percentile. As a result, this
section determined that Zach has an age equivalent to 3 years and 6 months which puts him at an instructional range of 3 years and 5 months
to 3 years and 7 months. Zach had the most difficulty being able to know personal information.
Zach’s social and emotional development calculated to a composite score of 91 which placed him in the 27th percentile. This domain was his
strongest and most consistent one. Zach shows kindness and compassion towards his peers, teachers, and others.
Zach’s strengths:
● Domain: Physical Development
○ Subdomain: Gross Motor
■ Zach is capable of using his early gross motor skills to stand, walk, skip, gallop, run, jump, hop, climb, etc.
● Domain: Social and Emotional Development
○ Subdomain: Interpersonal
■ Zach is attentive, kind, and compassionate, responds with facial expressions, watches others’ faces for emotional
cues, and builds relationships with his peers, teachers, and others.
● Domain: Social and Emotional Development
○ Subdomain: Self-regulatory
■ Zach gets excited when something he is interested in is presented, interacts with his peers and teachers, and plays
with toys in his own way.
● Domain: Adaptive Behavior
○ Subdomain: Daily Living
■ Zach is able to properly feed himself, put clothing items on and take clothing items off such as shoes and jackets, and
does not need assistance when using the restroom.
V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately.
Specially designed instruction may be listed with each goal/objective or listed in Section VI.
Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student’s gifted program may be
listed under Goals or Short Term Objectives.
VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS – Include, as appropriate, for nonacademic
and extracurricular services and activities.
● SDI may be listed with each goal or as part of the table below.
● Include supplementary aids and services as appropriate.
● For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general
education curriculum, as appropriate for a student with a disability.
Projected Beginning
Modifications and SDI Location Frequency Anticipated Duration
Date
Mrs. McGlone, the speech therapist, will work with Speech Intervention Through the length of
Two times a week 01/06/2017
Zach to practice his sentence structure by Room or Music Room this IEP
incorporating singing activities.