Individualized Education Program (IEP) for Norman Nomad

1. Student Information
Student Norman Nomad
DOB 06/05/2008
IEP Meeting 12/05/2018
IEP Due 12/05/2019
Eligibility Date 1/10/2017
Next Re-Evaluation Completed 1/10/2020
By
Attending School Congruent Elementary School
Home Language English
Student Language English
Classification Specific Learning Disability
Grade 6

2. Present Levels of Academic Achievement and functional Performance

Reading Norman is a sixth-grade student with specific learning disability, who
shows strength in reading comprehension 100% (5 out of 5) on a
given untimed probe at a fourth-grade level. Norman struggles with
grade level reading. Currently progress monitoring, using DIBLES
Next- Oral Reading Fluency (12/20/18). shows him reading 80
correct words per minute on a fourth-grade reading level with 89%
accuracy (more than two grade levels below his peers). This data
suggests that Norman will struggle to access content in the general
education curriculum if the information comes from reading grade
level material. Norman could benefit from having someone read
grade level content material to him, having access to adapted
material to access content on his reading level, and having access to
verbal content instruction.
Writing Norman is a sixth-grade student who shows strength in spelling
irregular words, doing so with 100% accuracy (5 out of 5 words) on a
three-minute writing probe (12/20/18). He struggles with correct
writing sequences, doing so with 65% accuracy (25/38) on a three-
minute writing prompt. Norman struggles in the amount of words he
can write in a three-minute writing prompt as well, writing 37 total
words (falling around the sixteenth percentile for his grade level).
This data suggests that Norman struggles planning and drafting his
writing. It also suggests that he struggles with English grammatical
conventions. These struggles can prevent Norman from accessing
the general education curriculum. Norman would benefit from
extended time on writing assignments, the use of graphic organizers
to plan his writing, and access to feedback before submitting
assignments on grammatical conventions (when available).
Math Norman is a sixth-grade student who excels in double digit addition
and subtraction doing so with 100% accuracy (10 out of 10 on a
progress monitoring probe given on 12/20/2018). Norman struggles
with fractions, multiplication, and division (data from fourth grade
Easy CBM Math Benchmark raw score of 36 points). In order for
Norman to access the general education curriculum he needs to be
able to manipulate fractions and accurately multiply and divide
numbers. Norman would benefit from extra time to complete math
assignments.
Social/ Norman is a sixth-grade student who strives in social interactions
Behavior with same grade peers. He struggles with on task behavior. This
looks like getting out of his seat and talking with peers. During a 20-
minute observation time on 12/20/2018, he was on task 60% of the
time as compared to peers 85%. Norman needs to spend more time
on task in order to benefit from his time at school and access the
general education curriculum Norman needs to spend more time on
task. Norman would benefit from a reinforcement system during class
instruction.

3. The IEP Team considered the following Special Factors

Behavior [ x] Student needs [ ] Student does not [x]Student needs
behavioral strategies need behavioral behavioral strategies
because his behavior strategies. are addressed in his
impedes his learning IEP.
and/or the learning of
others.
Language [ ]Student has special [x ] Student does not [ ]Student’s special
language needs have special language language needs are
addressed in his IEP needs addressed in his IEP.
because he is an
limited English
proficient student
Braille [ ]Student needs [ x] Student does not [ ]Student needs for
Braille instruction need Braille Braille instruction are
because he is blind or Instruction. addressed in his IEP.
visually impaired.
Communication [ ]Student has special [ x] Student does not [ ]Student needs for
communication need any special special
service needs such as communication communication
a student who is deaf services. services are
or hard of hearing. addressed in his IEP.
Assistive [ ]Student needs [x] Student does not [ ]Student needs for
Technology assistive technology need assistive assistive technology
devices and/or technology devices devices and/or
services without which and/or services to services are
she/he would not benefit from special addressed in his IEP.
benefit from special education.
education.

4. Measurable Annual goals

1. Student progress towards his annual goals will be Data Sheets, test scores,
measured using… grades.
2. Student progress will be reported to his parents Progress reports
using…
3. Student progress will be reported as often as Yes.
progress is reported for children without disabilities.
4.1 Reading
Annual Goal 1 By 1/10/2019, Norman will, when given a reading prompt at a
fifth-grade reading level, read 110 words correctly in one
minute on three consecutive probes.
Annual Goal 2 By 1/10/2019, Norman will, when given a reading prompt at a
fifth-grade reading level, read with 97% accuracy on three
consecutive probes.
4.2 Writing
Annual Goal 1 By 1/10/2019, Norman will, when given a writing prompt,
write for three minutes with correct writing sequence 80% of
the time on three consecutive probes.
Annual Goal 2 By 1/10/2019, Norman will, when given a writing prompt,
write 50 words in three minutes on three consecutive trials.
4.3 Math
Annual Goal 1 By 1/10/2019, Norman will, when given five double digit
multiplication and five double digit division problems, answer
at least four of each correctly on three out of four consecutive
trials.
Annual Goal 2 By 1/10/2019, Norman will, when given two fractions be able
to state the larger fraction with 100% accuracy on nine out of
ten trials.
4.4 Behavior
Annual Goal 1 By 1/10/2019, Norman will, when observed for 20 minutes of
instructional time, be on task 80% of the time on three
consecutive trials.

5. Service plus Adaptation

Special education service student needs to achieve his annual goals and advance
in the general curriculum:
Service Location Minutes/Frequency
Resource Language Arts Resource Room 30 minutes daily
Resource Writing Resource Room 30 minutes weekly
Resource Mathematics Resource Room 30 minutes daily

Related Services student requires to benefit from hi Special Education:

Service Location Minutes/Frequency
School Psychologist Home Classroom 120 minutes monthly
Program Modifications, supports for schools personnel and/or supplementary aids
in his regular education programs:
Modifications Frequency
Reader for grade level content As needed
Extended Time on Mathematics Assignments As needed
Adapted reading materials on grade level As needed
Verbal instruction of content As needed
Extended time on writing assignments As needed
Individual reinforcement System for on task behavior As needed
Use of graphic organizers to plan his writing As Needed
Access to feedback before submitting assignments on As needed
grammatical conventions
 Check if transportation will be provided as a related service.
Are the post-secondary transition services, experiences, and/or specialized
instruction listed above likely to be provided or paid by other agencies?
[x] Not Applicable
No, Considered and not needed
Yes
Projected initiation of services: Anticipated duriation:

6. Participation in State & District Assessment

See addendum

7. Regular Curriculum, Extra- Curricular & Non Academic Activities

Except for special education class times noted in the services section of this IEP
the student will participate in the regular class, regular PE, extra-curricular and
non-academic activities to the same extent as children without disabilities, or with
other exceptions (explain and specify below).
Yes.

8. Transition Plan
Not Applicable

9. Special Requirements for Graduation

Not Applicable

10. Notices & Participants

Extended School Year (ESY) services: Extended School Year (ESY) services are
provided to a child with a disability when the IEP team determines that without
ESY services, the educational program would be of little or no benefit to the child,
due to the lack of services during the break between the normal school year and
the next. Data will be considered in determining eligibility for ESY services for
your child. The IEP team has determined that:
You child is not eligible for ESY services.
Placement Review: [ ] Initial placement [x] Maintain current placement
[ ] Change current placement
Parent Prior Notice for Free Appropriate Public Education: The IEP team
proposes to implement this program based on the student's needs and
represents the free, appropriate public education the student will be provided.
You have received and have protection under the Procedural Safeguards and
Annual Notifications, which were sent to you upon the student's referral for
evaluation and in conjunction with this meeting. You may receive another copy of
the Procedural Safeguards and Annual Notifications from the special education
teacher. lf you have any questions regarding this notice or the Procedural
Safeguards and Annual Notifications, contact the special education teacher at
the student's school. Parent/guardian signature on this form indicates that
parent/guardian has received a copy of this IEP and a copy of your Procedural
Safeguards and Annual Notifications, which includes annual notices for Child
Find, Carson Smith Special Needs Scholarship, Destruction of Records and
Medicaid.
Note: Each teacher and service provider must be informed of his or her specific
responsibilities related to implementation of this IEP for the student, and the
specific accommodations, modifications, and supports that must be provided for
him in accordance with this lEP.
IEP Team Participants:

Student Date
Norman Nomad 1/10/2017

Parent Date
Mr. Nomad 1/10/2017

Special Education Teacher Date

Kayla Turley 1/10/2017

General Education Teacher Date

Sally Benders 1/10/2017

LEA Date
Dr. Principal 1/10/2017
[x] The IEP team has reviewed the previous year IEP in preparation for the
development of the current lEP.
Note: lf parent signature is missing, provide them with a copy of the IEP and the
Procedural Safeguards and Annual
Notifications and indicate a reason: