IEP Section I

Individualized Education Program(IEP)

STUDENT INFORMATION Name: Chavis Martin Student ID: 78787878787878787878 Date of Birth: 02/25/1998

Gender: Male Grade for this IEP: School for this IEP: Irmo Middle School Primary Disability: Specific Learning Disability Percent of time student spends in regular education environment: 80-100% 40-79% 0-39% Excluding Summer Months Date of IEP meeting: 03/27/2014 School Year: 2014-2015 Date of Special Review Meeting: Type of IEP: Initial Anticipated Date of Annual Review: 03/26/2015 IEP initiation date: 03/28/2014 IEP ending date: 03/28/2015 Eligibility/Reevaluation Determination Anticipated date of 3 year Reevaluation: 03/03/2017 Date: 03/03/2014 PARENT/GUARDIAN INFORMATION Parent/Guardian Name: Tonya Martin Address: 345 South Royal Tower Irmo, SC 29063 Phone: 123-456-7891 Language: English TRANSITION Transition service needs must be discussed for students age thirteen and older during the effective dates of the IEP. Transition services will be discussed for younger students if the parent(s) or the IEP team determines it is appropriate. Yes transition service needs will be discussed during this IEP. NA - student is not of transition age. Student interests and preferences: In an informal interview, Chavis expressed interest in becoming an athletic trainer. Chavis enjoys listening to music, dancing, playing basketball, and video games. Chavis completed the career assessment South Carolina Career Information System. His areas of high interest are Health Science, Finance, and Marketing. The area of Health Science is directly linked to Chavis's interest in becoming an athletic trainer. SC Career Cluster: Health Science For students age thirteen and older during the effective dates of the IEP, transition service needs, focusing on the courses of study and including linkage to post secondary goals, are as follows: Upon graduation, Chavis will attend a certified athletic training program and take the athletic trainer national exam. He will then obtain employment as an athletic trainer. For students age thirteen and older during the effective dates of the IEP, transition services include goals in the areas of: Instruction related services community experiences employment/other post-school living goals Age of Majority: For students age seventeen and older during the effective dates of the IEP, the IEP team verifies that the student has been informed of all rights under the IDEA, and the parents have been notified that the rights will be transferred to the student at age eighteen. Yes No Not Applicable

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IEP Section I

Individualized Education Program(IEP)

Diploma/Certificate Regular State high school diploma (exit exam) Anticipated Date of Graduation: State certificate District certificate District Diploma Not applicable for grades K8 Not applicable for GED Program

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IEP Section II Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

ACADEMIC AND FUNCTIONAL STRENGTHS AND NEEDS Describe the academic and functional strengths and needs of the student and how the disability affects involvement and progress in the general curriculum or, for preschool children, involvement in appropriate activities. Test scores alone are insufficient: Chavis is an eighth grader who is a very friendly young man that enjoys music and dancing. He enjoys learning and trying his best when learning new skills. Chavis receives services and support in a resource setting for reading, writing, and mathematics. His receptive understanding is a strength, whereas, his ability to express his knowledge with adequate detail is a weakness. He exhibits grade level knowledge of science and social studies concepts. Chavis's mathematics computation skills are below grade level. His reading and written language skill levels continue to be below his non-disabled peers. Chavis demonstrates strengths in recognizing unfamiliar words, spelling, and oral reading. In writing, Chavis demonstrates difficulty with sentence fluency, conventions, and mechanics. On the Spring 2013 administration of MAP (Measures of Academic Progress), Chavis's RIT score was 180 in the area of reading. This score places him in the 1st percentile in relation to his non-disabled peers and 2 or more grade levels below his non-disabled peers. In the area of math he scored a RIT of 192, which places him in the 1st percentile in relation to his non-disabled peers. On the 2011-2012 administration of PASS Chavis scored below basics in all subject areas. He took PASS on grade level with accommodations. When compared to his same age peers, Chavis's communication and daily living skills are comparable to each other. Due to Chavis learning disability, he requires special education services to progress in the general education curriculum. Chavis receives his English Language Arts and Math content instruction in the special education classroom. FUNCTIONAL BEHAVIOR Does the student's behavior warrant a Functional Behavioral Assessment? If yes, include findings of FBA in the Present Levels of Functional Performance PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE For any areas where special education is needed for the student to progress in the general curriculum, indicate specific present levels of performance to use in the development of the goals, accommodations, modifications, related and supplementary services. ACADEMIC ACHIEVEMENT Area(s) of Date(s) Assessment Reading 03/07/2014 Method of Assessment* Brigance Comprehensive Inventory of Basic Skills II, Curriculum Based Measurement Findings Word Recognition: 7.0 Comprehension: 3.0 Word Recognition: When presented with a list of ten words commonly introduced in basal reading texts at the seventh grade level, Chavis correctly pronounced eight our of ten words. When presented with a list of words commonly introduced in basal reading texts at the eighth grade level, Chavis correctly pronounced three words. He is able to recognize commonly used words on a seventh grade level. Comprehension: Chavis was able to independently read a short passage on an upper third grade level and correctly answer four out of five comprehension questions about the passage with 80% accuracy. Chavis is able to comprehend text on an upper third grade level. He reads orally on a fifth grade level with one error and 96.0 correct words per minute. Given "Easy CBM" assessments, Chavis independently Draft Yes No

IEP Section II Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

read a passage on the third, fourth, and fifth grade level. He was able to answer five out of twenty comprehension questions correctly when given a fifth grade CBM. Chavis was able to comprehend text with 25% accuracy. When compared to other fifth grade level students, 50% of the students answered 17 questions correctly and 90% of the students answered all 20 question correctly. He reads orally on a sixth grade level with one error and 124.0 correct words per minute. When compared with the norms on the sixth grade level, 50% of the students read 160 words per minute and 90% of the students read 210 words per minute. Mathematics 03/10/2014 Brigance Comprehensive Inventory of Basic Skills II, Curriculum Based Assessment Computation: Addition without calculator 5.0, Subtraction without calculator: 4.0, Multiplication without calculator: 4.0, Division without calculator: 4.0, Analyze Data: below 3.0 Computational Skills: When given addition computational problems commonly introduced in math textbooks at the fifth grade level with and without regrouping up to five digits, Chavis was able to answer the problems with 80% accuracy without a calculator. when given subtraction computational problems commonly introduced in math textbooks at the fourth grade level with and without regrouping up to three digits, he was able to answer the problems correctly with 80% accuracy without a calculator. When given multiplication computational problems commonly introduced in math textbooks at the fourth grade level with factors on through twelve (single digits) Chavis was able to answer the problems with 100% accuracy and with two digits by one digit without regrouping, two digits by two digits with regrouping, and three digits by one digit without regrouping, he was able to answer the problems correctly with 80% accuracy. When given division computational problems commonly introduced in math textbooks at the fourth grade level with factors on through twelve (single digits), Chavis was able to answer the problems correctly with 95% accuracy. Problem Solving: Chavis was able to accurately solve addition and subtraction word problems on a third grade level up to three digits without regrouping with 80% accuracy without a calculator. Analyze Data: Draft

IEP Section II Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

When given a bar graph on the third grade level, Chavis was able to analyze the data in order to answer three out of eight questions. Given "Easy CBM" assessments on the third grade level, Chavis correctly answered 7 out of 16 questions (44% accuracy) in Math Numbers and Operations, Geometry he correctly answered 13 out of 16 questions (81% accuracy), and Math Numbers Operations and Algebra 10 out of 16 questions correctly (63% accuracy). His scores were compared to other students who were tested on the third grade level. When compared to other students in Math Numbers and Operations, 50% of the students answered 12 questions correctly. and 90% of the students answered 15 questions correctly. When looking at the norms for Geometry, 50% of the students correctly answered 13 questions and 90% of the students answered 16 questions. The norms for Math Numbers Operations and Algebra, 50% of the students answered 12 questions and 90% of the students answered 15 questions. FUNCTIONAL PERFORMANCE Area(s) of Date(s) Method of Assessment* Findings Assessment Transition 03/03/2014 SCOIS, Informal Given the SCOIS, Chavis showed interest in the areas Interview of Health Science, Finance, and Marketing. The area of Health Science is directly linked to his interest in becoming an athletic trainer. *Indicate name of test, observation/checklist, or other method of assessment.

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IEP Section III Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

ACCOMMODATIONS TO THE GENERAL CURRICULUM Based on the students disability, describe accommodations (supplementary aids) needed to participate and progress in the general curriculum: Chavis will have preferential seating (away from distractions and close to the point of instruction). He will be allowed the use of a calculator. Test and other assessments will be presented in a small group setting in all subject areas (ELA, Math, Science, and Social Studies). MODIFICATIONS IN THE GENERAL CURRICULUM Does the Students Level of Performance Require program modifications in the general curriculum? If yes, describe the content areas and modifications required. Chavis will learn critical concepts of the standards for ELA and Math, using a modified curriculum due to his individual reading and comprehension levels. He will be placed in general education setting for exploratory classes, Science, and Social Studies classes with accommodations to address his individual educational needs. SUPPLEMENTARY SERVICES Describe specific supplementary services and training of personnel needed for participation in the general curriculum, and indicate the anticipated frequency and location: Service Location Frequency Consultation with general education General Education Classroom 60 minutes per year teachers Yes No

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IEP Section IV Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

IEP GOALS AND OBJECTIVES Goal 1 of 3 : By June 5, 2015, given a 3rd grade-level math assessment in the area of Math Number Operations, Chavis will solve 16 out of 16 problems correctly as measured by a curriculum based assessment. Instructional/Special Education Transition Related Service: Location of Services: Special Education Classroom

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IEP Section IV Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

IEP GOALS AND OBJECTIVES Goal 2 of 3 : By the end of this IEP, Chavis will research at least 3 career options in athletic training to include educational requirements, experience needed, salaries, and job opportunities with 100% accuracy as measured by a teacher generated rubric. Instructional/Special Education Transition Related Service: Location of Services: Special Education Classroom

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IEP Section IV Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

IEP GOALS AND OBJECTIVES Goal 3 of 3 : By the end of this IEP, when given a sixth grade reading passage, Chavis will increase his reading fluency from 124 words per minute to 210 words per minute measured by a curriculum based measure. Instructional/Special Education Transition Related Service: Location of Services: Special Education Classroom

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IEP Section V Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

SPECIAL EDUCATION SERVICES

Describe special education services to be provided for this student (must be based on peer reviewed research) Area of Service Direct/ Describe Instructional Delivery Location Length/ Indirect Frequency Reading Direct Small group one-to-one instruction Special Education 290 minutes to include written expression and Classroom direct instruction or reading comprehension skills through a modified curriculum. Weekly Mathematics Direct Direct small group instruction of Special Education 290 minutes basic skills as well as modified Classroom grade level standards. Weekly Transition Direct Chavis will participate in career Special Education 50 minutes exploration with his peers. Classroom Weekly Specify total amount of minutes per week the student receives special education and related services (actual service minutes, regardless of setting): Direct/Indirect minutes per week: 870.00 ELA: 290 minutes Direct Weekly Math: 290 minutes Direct Weekly Content Mastery: 50 minutes Direct to include transition, 240 direct to include science and social studies

RELATED SERVICES
Goals, objectives, and levels of performance are required for all related services other than routine or maintenance types, which require descriptions of the service. If an instructional activity is involved, however, goals, objectives, and levels of performance are required. Yes No Are related services required for this student to benefit from special education? If yes, specify and state frequency and location for each: Area of Service Related Service Direct/ Location Length/ Indirect Mins Frequency

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IEP Section VI Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

PARTICIPATION IN STATEWIDE TESTING Based on this students present levels of performance and on his or her goals and objectives, the student will participate in the following statewide and/or districtwide testing. Accommodations and modifications must reflect those used in daily classroom instruction: Test Participation Section/Conditions1 2 HSAP Yes No NA Prev Pass PASS Yes No NA English language arts Standard, no accommodations Standard, with accommodations Non-Standard, with modifications Mathematics Standard, no accommodations Standard, with accommodations Non-Standard, with modifications If the student is included in the PASS Social Studies and/or Science sample tested during this school year, they will participate as indicated below. Social studies Standard, no accommodations Standard, with accommodations Non-Standard, with modifications Science Standard, no accommodations Standard, with accommodations Non-Standard, with modifications Writing Standard, no accommodations Standard, with accommodations Non-Standard, with modifications Accommodations/Modifications Small Group Oral Administration Small Group Oral Administration Calculator Small Group Oral Administration Draft

English language arts (ELA):

Mathematics:

Social Studies:

IEP Section VI Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

Science:

Small Group Oral Administration Small Group Oral Administration Yes No NA

Writing: SC - Alternate3

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IEP Section VI Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

SCRA SCRA - Alternate4 Scoring Alternate Reason: Test English Language Development Assessment (ELDA): End-of-Course Examination Program

Yes Yes

No No

NA NA

Yes

Participation No

Section/Conditions NA5

Yes

No

NA6

NORM-REFERENCED TESTS/FIELD TESTS Norm-referenced tests (NRT) and field tests are administered to a sample of students each year. If the student is included in that sample but will not participate in the NRT or a field test, explain why the NRT or a field test is not appropriate for him or her: Chavis will participate in any NRT or field tests that allow for his accommodations. District Assessment Yes No NA If yes , specify title: MAP and EXPLORE If the student is not participating in standard district assessment, state reason and specify alternate assessment used: Accommodations/Modifications small group oral administration
Standard, no accommodations: student will participate in testing under standard conditions with no accommodations. Standard, with accommodations: student will participate in testing under standard conditions with accommodations. The justification for accommodations must be evident in other IEP Components. Non-standard, with modifications: student will participate in statewide testing with modifications under non-standard conditions. The justification for modifications must be evident in other IEP Components. 2 Not applicable at this age/grade level 3 The SC-Alternate should be administrated to students who meet all the participation criteria for alternate assessment. Students age 8-13 and age 15 as of Sept 1 of the testing year will participate 4 The SCRA Alternate Scoring should be used with students who meet all the participation criteria for alternate assessment and are age 5 or 6 on Sept. 1 of the testing year
1 5 6

Not applicable: The student is not determined to have limited English proficiency Not applicable: Not enrolled in EOCEP courses

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IEP Section Vll Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

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IEP Section VIII Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

Assistive Technology Services/Devices Does the student require assistive technology devices and services?

SPECIAL FACTORS THE TEAM MUST CONSIDER FOR THE IEP DEVELOPMENT Yes, concern addressed in the IEP No, not a concern Yes, concern addressed in the IEP No, not a concern Yes, concern addressed in the IEP

Behavior In the case of a student whose behavior impedes his/her learning or that of others, do strategies and supports, including positive behavioral interventions, address that behavior? Braille (Blind/Visually Impaired only) Does a student who is blind or visually impaired require instruction in Braille as determined by the IEP team 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)? If a concern, justify: Braille instruction is not required for this student at this time. The evaluation of his or her reading and writing skills and current and future needs indicate that the absence of Braille instruction or use will not impair the student's ability to read and write effectively. Communication Needs: Have the communication needs of the student been considered? And in the case of a student who is deaf or hard of hearing, has the students language and communication needs, opportunities for direct communication with peers and professional personnel in the students age and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the students language and communication mode been considered? Evaluation: Were the results of the most recent evaluations considered? Were the results of the students performance on any general statewide or districtwide assessment considered? Limited English Proficiency In the case of a student with limited English Proficiency, were the student's language needs as they relate to the student's IEP considered? Strengths/Concerns Were the strengths of the student and the concerns of the parent(s) for enhancing the child's education considered? Extended School Year Were the student's needs for extended school year services considered?

No, not a concern

Yes, concern addressed in the IEP

No, not a concern Yes No Yes No Yes, concern addressed in the IEP No, not a concern Yes

Based on the results of the ESY Eligibility Review, will the student receive extended school year services?

No Yes, concern addressed in the IEP. (See attached ESY Student Eligibility Review form) No, ESY determination deferred until: 06/05/2015 Yes (See attached Extended School Year Addendum form) No N/A

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IEP Section IX Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

Least Restrictive Environment (LRE)

PLACEMENT SETTING
Explain the extent if any which the student WILL NOT participate with non-exceptional students in the regular class and/or in extracurricular and other non-academic activities. Present levels of educational performance must explain why full participation is not possible in the areas checked. Art School Age (6 - 21) Preschool Other English Language Arts Foreign Language Cognitive Assemblies Language Health Communications Home room Spelling Physical Education Fine Motor Meals Reading Electives (as listed Gross Motor Recess below) Writing Self-Help Extra-curricular Study Skills Social/Emotional/Affective Other (as listed below) Development Math Science Social Studies Amount of time in Regular Education Environment (hours/periods): 870 Amount of time in Special Education Environment (hours/periods): 1230

PLACEMENT OPTIONS
Ages 6 - 21 (A) Inside Regular Class 80% or more of the day (B) Inside Regular Class 79-40% of the day (C) Inside Regular Class less than 40% of the day (D) Separate School (E) Residential Facility (F) Homebound/Hospital Medical Homebound Hospital Home-based (G) Correctional Facilities (H) Parentally Placed In Private Schools Yes Yes Yes Yes No No No No Ages 3 - 5 (A) In Regular Early Childhood Program at Least 80% of the Time (B) In Regular Early Childhood Education Program 40-79% of the Time (C) In Regular Early Childhood Program Less Than 40% of the Time (D) Separate Class (E) Separate School (F) Residential Facility (G) Home (H) Service Provider Location

LEAST RESTRICTIVE ENVIRONMENT CONSIDERATIONS

The school the student would normally attend, if not exceptional, was considered. Only schools and classroom settings that are appropriate to the students chronological age were considered. Education in a regular classroom with the use of supplementary aids and services was considered. The potentially harmful effects on the exceptional student and the quality of the students services which might result from particular educational environments/placements were considered. Integration with age-appropriate non-exceptional peers was considered.

Yes

No

REPORTING TO PARENTS
Progress reports will be sent with the student every nine weeks

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IEP Section X Name: Chavis Martin ID: 78787878787878787878 IEP Meeting Date: 03/27/2014

TEAM MEMBERS
The individuals listed below, including the parents, guardian or adult student, have attended the IEP/LRE meeting and participated as equal members in the development of this IEP: Team Member Kevin Smith Tonya Martin Laura Taylor Teresa Stone Susan Robbs Don Magee Signature Position Administrator Parent General Education Teacher Special Education Teacher Psychologist LEA Representative

PARENT STATEMENT
I have read or have had explained to me the IEP team documents, and I understand that I will receive a copy of these documents. I have received a copy of the Listing of Parental Rights. Signature of parent/legal guardian/surrogate parent/adult student Date

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