IEP Guidance Document Sample / 1
Individual Education Program (IEP)
Kentucky County Public Schools
500 Main Street
Riverview, KY 40000
Plan InformationMeeting Date: 10-26-12 / Start Date: 10-26-12 / End Date: 10-25-13
Special Ed Status: Active / Special Education Setting:<40% of the day general edprogram
Primary Disability:Multiple Disabilities
Student Information
Student Name: Hunter ColeWallace / DOB: 3-20-96 / Student Number: 330033
Address:1001 Hapsfield Place Terrace, #5 / District of Residence: Kentucky County
School of Attendance: Westside High School / Grade: 10 / Gender: M / Race (Ethnicity Code): W
Present Level of Academic Achievement and Functional Performance
Present Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum:
(For preschool children include the effect on participation in appropriate activities; Beginning in the child’s 8th grade year or when the child has reached the age of 14, a statement of transition is included.)
Communication Status
Performance commensurate with similar age peers
Hunter communicates using multiple modalities, which include vocalizations, physical gestures, pointing to pictures/objects and use of a voice output communication device. Recently, Hunter has been observed to communicate a greeting to an adult by saying, “Hi” or by waving.
Receptively, Hunter follows directions accompanied by both visual and verbal prompts/cues (20%). Hunter is familiar with following a daily routine. He uses a picture schedule to independently follow the daily classroom routine (80%). Social stories are being utilized to improve receptive understanding of social (pragmatic) situations (e.g., lunch with peers, hallway behavior). Hunter often demonstrates appropriate eye contact when spoken to by an adult; however Hunter’s eye contact is more consistent when he has initiated the communication.
Expressively, Hunter uses pictures and a voice output communication device with physical prompts to indicate his preference when given a choice of activity or item. Hunter is working on requesting food/drink from a field of 4 pictures (70%), and requesting an activity or item from a field of 4 pictures (60%). Hunter often requires physical prompting to point to his selection, and requires adult prompting to use his Augmentative Alternative Communication (ACC) device during whole group lessons, such as morning meeting. Hunter’s voice output communication device has a touch screen with a 4-cell, static display. Currently, 1-2 cells are “blank” placeholders.
Hunter seldom independently initiates communication using his AAC device. Hunter typically initiates communication by approaching someone and touching them on the arm or hand. Currently, Phase 1 strategies of the Picture Exchange Communication System are being implemented (100% assistance from facilitator is required). Hunter’s preferred reinforces include music, books, singing, swinging, noise makers and his towel.
When asked to point to a picture to answer a wh-question (i.e., “what’s next on your schedule?”), Hunter is able to do so from a field of 4 with 50% accuracy. When participating in a movement activity, Hunter will use physical gestures and vocalizations to request continuation of the activity (i.e., when pushed on a swing, then stopped, Hunter will lean forward and grunt to indicate his request for “more swinging”).
Hunter’s parents have been trained on how to use his communication system and report that they provide Hunter with opportunities to practice communication skills, using the same instruction that is used at school.
Hunter’s communication disability adversely affects his ability to participate within his educational program. It significantly affects his ability to develop age-appropriate social skills and friendships and to independently function within society.
Academic Performance
Performance commensurate with similar age peers
As demonstrated on class instructional activities (daily class work), progress data and teacher observation, Hunter’s academic skills are well below average as compared to non-disabled, same age peers.
Math
According to teacher observation and progress data, Hunter continues to work on mathematic skills pertaining to both functional and general curriculum. Recent work samples indicate he can identify basic geometric shapes (square, circle, triangle) with 65% accuracy, but is unable to categorize the shapes based upon their properties. With assistance, Hunter has been collecting data from surveys given to classmates about their favorite sports and hobbies. Using this data, he is able to construct simple bar graphs using manipulatives (70%) with partial physical prompting. He is able to move blocks to the area of the bar graph in relation to counting, but is unable to answer “wh” questions related to these points. He has shown growth from 65% in the addition and subtraction of 1digit numbers using manipulatives and can successfully perform either operation with 85% accuracy. Hunter shows growth from 70% to 80% in his ability to match price amounts ($1, $2, or $3) with the correct number of bills. Hunter has continued to work on the next dollar up strategy by showing him a price card with a given price and then being asked to touch the correct number of dollar bills he would use to make the purchase. At this time, he can select the correct price with 75% accuracy using a field of 4 on the ACC device. Hunter’sdeficits in operational and problem solving skills inhibit his participation in general education activities and future life skills activities related to computation of money, his ability to generalize skills across settings, comprehend abstract concepts, and independently participate in all content areas and community environments.
Reading
Based on progress data, Hunter can identify 60 Dolch sight words. He enjoys listening to adapted age appropriate books with peers. Hunterfollows a visual picture schedule for his day. Hunter participates in reading comprehension activities and reading sight words taken from the general and functional curriculum by touching a picture card from a field of four (picture card has icon and word(s) together). Hunter will listen to an adapted grade level passage and answer literal comprehension questions. He is most successful in identifying main idea and main characters with 65% accuracy. At this time, he is at 35% accuracy with identifying other story elements such as setting and plot. He can identify twenty-five high-frequency functional vocabulary words(e.g., teachers names, building locations, subject name) pertaining to his daily schedule with 60% accuracy. In his content curriculum vocabulary pertaining to monthly science and social studies units, he identifies sight words with 50% accuracy. Hunter spends a portion of each week in the community to work on vocational and independent daily living skills. He can correctly identify ten common community and vocational vocabulary words (stop, exit, entrance, cart, cashier, dairy, produce, bakery, elevator, restroom)with 75% accuracy. Hunter’s need for adapted reading passages and inability to read and comprehend grade level reading passages impact his ability to independently participate in all content areas.
Writing
Using a simple sentence starter (I like…, I want…, I worked on…, I went) and an AAC device with touch screen and given a field of four choices, Hunter can correctly construct three sentences with 40% accuracy by touching the correct icon paired with familiar word from the given choices. In Language Arts, Hunter is currently working on a research project on percussion instruments. While he is able to identify different percussion instruments (drum, piano, xylophone), using a field of 4 on either picture cards on an ACC device, adult or peer assistance is needed in looking for information on the internet and in the school library. Though he can point to the object he is researching he cannot make sense of the researched information to communicate it in a unique way in typed format. Hunter’s inability to express independent thoughts without prompting or assistance impacts his ability to participate in all content areas and community environments.
Health, Vision, Hearing, Motor Ability
Performance commensurate with similar age peers
Hunter is diagnosed with autism and ataxic cerebral palsy. Hunter has a history of seizures and requires medication at home and school.
He walks with a wide base gait and good balance. Since he enjoys walking,this activity is used for instructional breaks, positive reinforcement, vocational routines, and social activities with peers. He shows some caution when navigating steps by holding onto the railing and onto an adult’s hand, but does not visually attend while walking. Therefore, standby assistance and/or contact-guard assistance may be necessary when navigating steps, curbs, and uneven terrain. Hunter’s gross range of motion, muscle strength, and symmetry were within normal limits. He can transfer independently from a standing position into a classroom chair. He demonstrates good posture while sitting in the chair. While he sits independently in a chair, he requires prompting to stay in the chair as required by the classroom activity. He uses a ball in his classroom and has a cushion in his classroom chair. He follows simple motor directions (e.g., open, hold, carry).
Hunter shows a left hand preference for feeding and for finemotor tasks. He makes marks on paper using a wide marker or bingo dauber. He demonstrates poor visual attention to a given activity. Hunter is able to use adapted utensils and a scoop dish for feeding himself but requires physical cues to slow down. Hunter has decreased tactile discrimination and is noted to overstuff his mouth when eating. He requires assistance to prepare for meals (set up, cutting food, opening containers, etc.), clean himself and his eating area when finished. He often drops food on the table, self and floor. He prepares simple snacks with assistance.
Hunter tends to seek movement and deep pressure to regulate his sensory system. He is given opportunities to bounce on a therapy ball in the classroom and to have movement breaks of walking. Hunter is often observed to give himself deep pressure by pushing on his head or grasping his hands tightly.
He continues to work on improving his assistance with toileting. Hunter has difficulty visually tracking and demonstrating visual awareness of activities in the classroom. He does show avoidance of certain auditory input including loud pitched noises such as alarms or screaming. Hunter has difficulty imitating movements that are demonstrated by the teacher and avoids doing both gross and fine-motor activities. Parent reports that Hunter enjoys inversion and swinging at home.
Hunter’s health and motor needs negatively impact his abilities and skills in the general and functional curriculum as well as his transition to community and postschool environments.
Social and Emotional Status
Performance commensurate with similar age peers
Hunter is a very social young man and has become very social with his classmates and other familiar adults at school and in the community. Hunter will approach other individuals and will initiate a greeting by waving and saying, “Hi” or will respond to a greeting of “Hi,” “Hello,” or “Hey.” In group settings, he interacts most appropriately when he has the ability to move freely within a designated area (reading activity, gym, work site, cafeteria). He is making progress in turn-taking and is currently able to make three to five exchanges in a game situation with verbal and partial-physical prompting. He continues to work on improving his assistance with toileting. Currently, he wears undergarments and follows an hourly toileting schedule at school and at home. He currently has on average three accidents per week at school and at this time is unable to indicate to school staff when this has occurred. Hunter requires assistance with setting up his food at lunch in the cafeteria. He can feed himself but requires assistance. From time to time, he may require verbal reminders to slow down and chew his food. Hunter is able to complete a task if his attention is focused but requires verbal prompting to regain attention, and he may require physical prompting in order to regain attention. Hunter requires the task that he is working on to remain in his field of vision. He loves books, music, clapping, humming, and singing. Hunter requires much movement throughout the day and often prefers to participate in an activity while being allowed to balance on the ball. On an average of 5 times a day, Hunter demonstrates anxiety related behaviors such as scratching his face, slapping his thighs, and placing his hands over his mouth. Antecedents for these behaviors include large crowds, loud noises, and being required to remain attentive to an activity for a long period of time. Hunter utilizes a sensory diet with scheduled movement opportunities every thirty minutes. He benefits from a variety of calming strategies including bouncing on an exercise ball, playing a drum, and taking a walk. It is difficult to for Hunter to regain his focus once upset to the point of demonstrating self-injurious behavior. Hunterneeds adult verbal prompting to initiate calming activities during times of frustration 50% of the time. Hunter’s need for sensory supports across all settings impacts his ability to access and participate in the general curriculum and all community settings. Hunter needs physical assistance;hand over hand, with grooming and hygiene.
General Intelligence
Performance commensurate with similar age peers
According to the integrated assessment report, the administration of the WISC-IV yielded a full-scale IQ score of 40, which falls in the well below average range. He performs best at school when musical and kinesthetic teaching styles are incorporated into lesson activities. Hunter performs best when jobs and academic tasks are task-analyzed. Currently, he is able to independently perform familiar tasks using visual supports with three steps with 80% accuracy. Hunter uses an AAC and picture cards to participate in the functional and general curriculum, which has been modified and adapted. Hunter continues to work on his reasoning and problemsolving skills. He is dependent on adults to help keep him safe and participate in the curriculum as well as the everyday school environment. Hunter’s cognitive deficits and need for generalization of skills across settings impacts his ability to independently participate in all school and community environments. Hunter relies on adults to keep him safe.
Transition Needs
Not an area of concern at this time (Checking this box is not an option when the student is in the 8th Grade or 14 years or older because transition must be addressed for these students)
Instruction Related Service
Community Experience Employment
Daily Living Skills Post School Adult Living Objectives
Functional Vocational Evaluation
Hunter is 16 years old and in the 10th grade. Hunter’s Multi-Year Course of Study is outlined through completion of high school and subsequent transition activities/programs. Based on a student picture survey with Hunter, teacher observation, and a parent survey with his mother and father, Hunter’s needs are in the areas of social skills, task completion, and general community functioning.
Based on student and parent surveys, a career interest inventory, and teacher observation, Hunter enjoys being outside, interacting with peers, and music. He prefers activities that have predictable routines with a definite start and finish. He excels at tasks that are task-analyzed and require movement and heavy work.
Instruction: Based on IEP progress data, Hunter can correctly identify twenty-five high-frequency classroom vocabulary words pertaining to his daily schedule with 70% accuracy. He demonstrates learning best when he has the opportunity to generalize skills across a variety of settings. Hunter will need continued instruction in the use of his AAC device across settings as well as increasing sight word vocabulary related to school and community environments. Hunter’s cognitive deficits will impact his ability to generalize skills in different settings and to access and participate in unfamiliar environments.
Community Experiences: Hunter requires supervision and safety assistance when engaging in instructional opportunities outside the school setting (e.g., shopping, banking, recreation). In order to generalize skills into community environments, Hunter needs community-based instruction which will enable him to practice skills in natural environments. Actual job training in the community through the Community-Based Work Transition Program is needed in order for Hunter to generalize work-related skills.
Employment: Based on a career interest inventory and student survey, Hunter has demonstrated an interest in obtaining a job in the field of landscaping. IEP progress data indicates that he can correctly identify ten common community and vocational vocabulary words with 75% accuracy and also perform familiar tasks with three steps using visual supports with 80% accuracy. Hunter’s cognitive deficits will impact his ability to acquire new skills involving multiple steps in order to independently participate in vocational settings. Hunter will require supervision for attention and safety. Hunter will need supported employment assistance as he explores locations for jobs in landscaping as well as training of work-related skills for those particular locations.