Allison IEP

8/19/2019 Allison IEP

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A Date Printed: 09/18/2015 July 1, 2015

Date: 09/16/2015 Type: Reeval

Student: Allison Lyddon Birthdate: 01/28/1998 Gender: F Grade: 12

Resident District: Earlham

Attending District: Earlham Building: Senior High

Area Education Agency: Heartland AEA Attending Building Phone: (515) 758-2214

Teacher/Service Provider: John Sneller

Relationship: Parent Student lives at this address: Yes

Name: Doug Lyddon Email: [email protected]

Address: 440 NE Maple Home: (515) 758-2014 Cell:

Work:

City, ST Zip: Earlham, IA 50072

Duration of this IEP:!

From 09/16/2015 !

to 09/15/2016 Reevaluation is due: 09/15/2018

Procedural safeguards were reviewed by: John Sneller Method: In-person

Rights will transfer at age 18: 01/28/2016 Notification:! Student: 09/23/2013 Parent: 09/23/2013

Persons Present at Meeting/Position or Relationship to Student: (continued from previous page)(Listing indicates presence at the meeting, not approval or acceptance of the IEP)

John Sneller, Sp Ed Tchr Jen Knight, LEA Designee

Julia Thompson, AEA Represenative Emily James, Gen Ed Tchr

Tara Coder, Vocational Rehabilitation Kayls Selby, Guidance Counselor

Outside written input: Name/Agency: Date:

DRAFT:

• The new IEP will be in use immediately or at a time determined by the IEP team.

• The draft IEP will be proofread and reviewed for accuracy of information.

• Any changes made to the IEP without a meeting will not be substantive.

• Any substantive changes proposed during the review will be discussed at a subsequent IEP meeting or

through an IEP amendment process.

Copies to:

Copies: School, AEA, Parent(s)

Individualized Education Program

Persons Present at Meeting/Position or Relationship to Student:(Listing indicates presence at the meeting, not approval or acceptance of the IEP)

Doug Lyddon, Parent Allison Lyddon, Student

owa IDEA https://www.iowaidea.org/ID

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B (Students ages 13-21) Date Printed: 09/18/2015

July 1, 2015

Student: Allison Lyddon Date: 09/16/2015 Page !of


Present Levels of Academic Achievement and Functional Performance

The IEP team must consider the following when developing this IEP:

Behavior (in the case of a student

whose behavior impedes his or

her learning or that of others,

consider the use of positive

behavioral interventions,

supports, and other strategies to

address that behavior)

Yes, behavior is a concern and

will be addressed in this IEP.

Yes, behavior is a concern and

will be addressed in the attached

Functional Behavioral

Assessment and Behavior

Intervention Plan.

No, behavior is not a concern.

Communication and language,

especially if the student is deaf or

hard of hearing.

Yes, communication and language

are a concern and will be

addressed in this IEP.

Yes, communication and languageare a concern and will be

addressed in the attached

Communication Plan for Deaf and

Hard of Hearing.

No, communication and language

are not a concern.

Health Needs (intervention,

procedures, or services required

in order to access education)

Yes, health is a concern and will

be addressed in this IEP.

Yes, health is a concern and will

be addressed in the Health Planas a part of the student's health

records.

No, health is not a concern.

Limited English proficiency

(consider the language needs

related to the IEP)

Yes, limited English is a concernand will be addressed in this IEP

No, limited English is not a

concern

Braille instruction needs if this

student has a visual impairment

Yes, Braille is needed and will be

addressed in this IEP

No, Braille is not needed

Assistive Technology (services,

software, and devices needed to

access the general education

curriculum)Yes, assistive technology is

needed and will be addressed in

this IEP.

No, assistive technology is not

needed

This student requires accessible instructional materials (AIM): Yes No

Transition assessments and other information essential for the development of this IEP (address living, learning

& working):

Strengths: On 8/27/15, Allison stated her strengths are art classes and working with technology.

Interests: On 8/27/15, Allison stated her interests are reading, Watching TV, an working in a green house.

Preferences: On 8/27/15, Allison stated her preferences are reading and cooking.

Allison's dads main concern for Allison are trying to find a college that will meet her needs.

Student interview (8/27/15), Transition Survey (8/27/15), past IEP documentation, Parent interview (9/16/15), meeting

input

Allison lives with her dad and younger sister in Earlham. Allison does some chores around the house such as doing

dishes, picking up her room, cooking, taking out the garbage and feeding the cats. Allison does not have her driver's

Strengths, interests and preferences of the individual.

Parents' concerns regarding their child's education.

Living: Information Sources:

Living: Results:


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July 1, 2015



(continued from previous page)

license or permit but is planning on getting one soon. For now her dad drives her to where she needs to go or she

rides her bike or walks. Allison is able to independently take care of her own personal needs. It is anticipated that she

will learn and generalize additional adult living skills at the same rate as peers.

Student interview (8/27/15), past IEP documentation, meeting input, Fall 2015 MAP results, February 2015 Iowa Assessment results, current grades

Grades as of 9/11/15:

Algebra 1: B-; Accounting: A; PE: A; Painting: No Grade; Personal Finance: A; Sociology: A

On Iowa Assessments administered during February of 2015 Allison scored: The 41st percentile is considered

proficient and 16th and 84th percentiles are in the average range.

Math: 46th percentile

Reading: 39th percentile

Written Expression: 42nd percentile

On MAP Tests Administered during Fall 2015: Scores are reported in RIT scores because seniors are not normed for

percentile rank.

Reading: RIT 209: RIT decline 9

Math: RIT 222: RIT growth 2

Written Expression: RIT 212: RIT decline 2

Learning will be an area that is addressed in the IEP. It is anticipated she will need post secondary assistance in the

areas reading, writing, and math.

Her disability in reading, written language and math may impact her success qualifying for access to post secondary

education, her success upon entering a post secondary institution, and post-secondary career choice.

Student interview (8/27/15), Transition Survey (8/27/15), What's My Bag Survey (8/27/15), past IEP documentation,

Parent interview (9/16/15), meeting input.

According to the interview on 9-10-2014 Allison has never filled out a job application but did go through an interview

process last summer(2014). She has had jobs for the family such as babysitting but has never been paid. During the

summer of 2014 she volunteered at Harvey's Greenhouse. Allison is very much interested in Botany and this was a

good experience for her. As the summer went on she did get paid for the work she was doing there. Through that

experience Allison has decided she still is interested in pursuing a career in Botany and is particularly interested in

having her own Greenhouse someday.

According to the Values Inventory (2013) Allison values being independent, nature, being creative,and caring for

others. All of these values match very well to her goal of wanting to have her own business and operate a greenhouse

someday.

Allison does a savings account but only her dad can access it. Allison gets along well with both peers and teachers.She is very kind, respectful, very hard-working and is always willing to help out when there is a need. All of these

traits are valuable assets in the work field.

According to a transition interview on 8/27/15 Allison stated, she is interested in the following job areas: working in a

green house and being a cashier.

Learning: Information Sources:

Learning: Results:

Working: Information Sources:

Working: Results:


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July 1, 2015






Based on the transition assessments, describe the post-secondary expectations for living, learning, and

working.

Yes No Is living an area of need that will be addressed with goals, services or activities in this IEP?

Yes No Is learning an area of need that will be addressed with goals, services or activities in this

IEP?

Yes No Is working an area of need that will be addressed with goals, services or activities in this

IEP?

Course of study

When considering a job Allison may need assistance with higher level reading, writing, and math tasks.

According to her school records, Allison has been in special education since her pre-school years.

Allison's disabilities in the area of reading, math, and written language is effecting her acquisition of reading

comprehension, math, and written language skills at the same rate as peers at her grade level. This impacts her

progress in her content area classes where independent reading, math, and writing are required to learn new

information. Her disability requires a shared adult assistance in science and social studies and any other class that

requires excessive reading and or writing above Allison's instructional level to help with generalization and application

of new skills. Allison will continue to need guided practice in reading, math , and written language with the special ed

teacher and continued layered support in order to benefit from instruction.

Upon graduation, Allison plans to move away from home when she is 18. She would like to live in a large city.

Upon graduation, Allison will attend DMACC and study the field of Botany.

Upon graduation, Allison will work part time while she attends college.

Allison needs to have a total of 51 credits to graduate from high school.

Allison has requirements of:

8 minimum English credits 2 English 1, 2 English 2, 2 English 3, 1 speech and 1 English elective of her choice

6 math credits 2 pre algebra,2 algebra, 2 consumer math,

6 science credits 2 ecology, 2 biology, 2 physical science,

7 social studies credits 1 world geo, 2 U.S. History, 2 Western Civ., 1 Government and 1 social studies class of hischoice

4 p.e. credits,

19 elective credits of his choice and personal finance.

Other information essential for the development of this IEP

Describe the effect of this individual's disability on involvement and progress in the general education

curriculum and the functional implications of the student's skills.

Post-secondary expectation for living:

Post-secondary expectation for learning:

Post-secondary expectation for working:

What requirements does this student need to meet to graduate?


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B (Students ages 13-21) Date Printed: 09/18/2015July 1, 2015



Target graduation date (mo/yr): 05/20/2016

Allison has earned 42 credits to date:

English (9): English 1, English 2, English 3, Reading, Speech

Math (6): Life Skills Math, Pre Algebra, Consumer Math

Science (6): General Science, Biology, Ecology

Social Sciences (5): World Geo, US History, Western Civ,

Physical Education (3)Electives (13): Art 1, Life Skills, Computer Graphics, Animal Science, Drawing, Plant Science(2), Health, Art 2,

Ceramics, Intro to Business 1, Publication Design, Crafts

Foreign Language ():

During Allison's senior year she will have to take Algebra 1, Sociology, Government, and personal Finance to

complete her required classes along with electives to attain 51 credits.

Allison will need to be a well rounded student who participates in a variety of activities. She will most likely need to

take a compass test or some kind of comparable test. Her course of study will include core, elective, and vocationalclasses geared toward her post-secondary career choice of Botany. Allison needs to take as many math, reading, and

writing classes as possible to help prepare her for college. She also may need to take additional Science classes

such as Greenhouse management. Other elective classes will be attended in the areas of interest such as Art classes

drawing crafts, ceramics,etc. With her interest in having a business someday, Allison might benefit from taking

additional business classes.

Allison may want to investigate the STRIVE program at DMACC or job corps. She also may want to start exploring

talking to various college representatives that visit the school or take advantage of any college visit opportunity

available as Allison has not completely decided where she would like to go to school. She has signed up for

vocational rehabilitation which will help her with job and career preparation. She also is interested in pursuing the

work experience program through the school her senior year.

What is this student's current status with regard to these requirements?

Courses and activities needed to pursue the post secondary expectations and graduate by the target graduation

date?


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D Date Printed: 09/18/2015 July 1, 2015

Student: Allison Lyddon Date: 09/16/2015 Page of

Goal No: 1

Goal Area: Math Domain: Academic

Position(s) responsible for services:"

1. Special Education Teacher 2.

See attached graph


Iowa Core Standards:

1. Make sense of problems and persevere in solving them.

2. Create equations that describe numbers or relationships.

3. Understand solving equations as a process of reasoning and explain the reasoning.

Allison is able to perform basic math functions and understands solving equations as a process of reasoning and

explaining the reasoning. In regards to fractions, Allison can add and subtract like fractions. She can multiply simple

fractions and is starting to grasp the concept of how to simplify fractions. However, she still can get confused when

dividing fractions.

Allison takes her math in the general ed setting with support from a para and/or special ed teacher. Last year was her

first year in the general ed setting and she relied on support in class. This year in Algebra 1 she is working very

independently.

Grade level peers scored a median of 86 digits correct.




On MAP Tests Administered during Fall 2015:


When given a level 6 mixed math probe and a time limit of five minutes, Allison can correctly compute an average of 55

correct digits.

In 36 weeks, when given a level 6 mixed math probe that includes decimals and fractions and five minutes to work,

Allison will compute 85 correct digits over 4 consecutive data days.

A level 6 mixed math probe will be given weekly with 5 minutes to work. The probes will be scored and the correct

number of digits will be recorded and graphed weekly. After a minimum of 7-12 data points have been collected over at

least 4 weeks, if four consecutive data points fall below the goal line, an instructional change may be considered,

made, and described on the graph. If four data points go above the line, an amendment may be considered to

increase the goal.

Current Academic Achievement and Functional Performance (Results of the initial or most recent evaluation and

results on district-wide assessments relevant to this goal; performance in comparison to general education

peers and standards.)

Baseline (Describe individual's current performance in measurable terms using the same measurement as

measurable annual goal and progress monitoring procedures.)

Measurable Annual Goal: conditions (when and how the individual will perform); behavior (what the individual

will do); and criterion (acceptable level of performance).

Progress Monitoring procedures (State how progress toward meeting this goal will be measured, how often

progress will be measured, and the decision making rule that will be used in considering instructional changes.)


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Goal No: 2

Goal Area: Reading Domain: Academic

Position(s) responsible for services:"1. Special Education Teacher 2.

See attached graph



1. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support

comprehension.

2. Determine the meaning of words and phrases as they are used in the text, including figurative

and connotative meanings: analyze the impact of specific word choices on meaning and tone, including words with

multiple meanings or language that is particularly fresh, engaging, or beautiful.

According to the common core, Allison should be able to read on-level text which includes stories, poems, dramas ,

both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

Currently Allison is reading 12th grade Jamestown passages at 81 cwpm with 94% accuracy and 70% comprehension.

General education peers are expected to read 120 words per minute with 98% accuracy

Allison struggles with decoding multiple syllable words and using correct phonetic skills. She often leaves off ending to

words. As her grade level reading passages increases this deficit in decoding along with phonetic skills can affect her

overall reading skills both in school and in real life situations. Allison benefits from having passages read to her.

Assistive technology is also available to assist. Allison enjoys reading and tries very hard on doing her best when

working on reading passages.






When given a 12th grade Jamestown reading probes she is reading 81 cwpm with 94% accuracy.

In 36 weeks when given a 12th grade reading passage and one minute to read, Allison will read 120 CWPM with 95%

accuracy over 4 consecutive data points.

An 11th grade reading passage(Jamestown) will be administered to Allison weekly. She will be given a reading

passage with one minute to read. the special education teacher will collect and chart the correct words read and the

accuracy . After 7-12 data points have been collected over at least 6 weeks, If four consecutive data points fall belowthe expected growth line, changes in instruction may be considered and described on the graph. If four consecutive

data points go above the expected growth line, an amendment may be considered to increase the goal.




Baseline (Describe individual's current performance in measurable terms using the same measurement asmeasurable annual goal and progress monitoring procedures.)






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Goal No: 3

Goal Area: Writing Domain: Academic

Position(s) responsible for services:"1. Special Education Teacher 2.

See attached graph



1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and analysis of content.

A. Introduce a topic: organize complex ideas, concepts and information so that each new element builds on that which

precedes it to create an unified whole.

B. Develop the the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

C. Provide a concluding statement or section that follows from and supports the information or explanation

presented.Allison writes simple sentences and is able to complete functional applications of writing skills with some

errors. She uses limited vocabulary and struggles with spelling, adding details, using correct verb usage and writing in

complete sentences.

She has a basic understanding of how to plan revise, edit focusing on addressing what is most significant for a specific

purpose and audience which is a standard for students in the 11th grade. She also has a basic understanding of how toconduct short sustained research projects to answer a question which is required of many of the general ed classes

and is also a standard for eleventh grade students.






When given a topic and unlimited time to write (usually 1 class period) Allison is able to score 6 out of 10 points (60%)

on a writing rubric.

In 36 school weeks, when given a topic/story starter and unlimited time Allison will write a simple paragraph scoring 8

out of 10 points (80% accuracy) on a writing rubric for four consecutive trails.

Twice a month, when given a topic or story starter and unlimited time, Allison will write a simple paragraph. She will be

scored according to a writing rubric. ( 1 point for topic sentence, 1-3 points for supporting details, 1 point for closing

sentence. 1 point for no more than one capitalization error, 1 point for no more than one punctuation error, 2 points for

no more than two spelling errors, and a 1 point for no ore than one usage error) The special education teacher will

collect and chart the outcome(%correct) After a minimum of 7-12 data points have been collected over at least 7weeks, if four consecutive data points fall below the expected growth line, an instructional change may be considered,

and described on the graph. If four consecutive data points go above the expected growth line, an amendment may be

considered and implemented to increase the goal.




Baseline (Describe individual's current performance in measurable terms using the same measurement as

measurable annual goal and progress monitoring procedures.)






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A l l i s onL y d d on

M e e t i n gD a t e: 0 9 / 1 6 / 2 0 1 5

G o al # 1 ( Gr a ph # 1 )

: I n 3 6 w e ek s ,wh en gi v en al ev el 6 mi x e d m a t h pr o b e t h a t i n c l u d e

s d e c i m al s an d f r a c t i on s an d f i v e

mi n u t e s t ow or k ,

A l l i s onwi l l c om p u t e

8 5 c or r e c t d i gi t s ov er 4 c on s e c u t i v e d a t a d a y s .

D a t a S e t A


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M e e t i n gD a t e: 0 9 / 1 6 / 2 0 1 5

G o al # 2 ( Gr a ph # 1 )

: I n 3 6 w e ek s wh en gi v en a1 2 t h

gr a d er e a d i n g p a s s a g e an d on emi n u t e t or e a d ,A l l i s onwi l l r e a d 1 2 0 C WP Mwi t h

9 5 %

a c c ur a c y ov er

4 c on s e c u t i v e d a t a p oi n t s .

D a t a S e t A

D a t a S e t B


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M e e t i n gD a t e: 0 9 / 1 6 / 2 0 1 5

G o al # 3 ( Gr a ph # 1 )

: I n 3 6 s c h o ol w e ek s ,wh en gi v en

a t o pi c / s t or y s t ar t er an d unl i mi t e d t i m eA l l i s onwi l l wr i t e a s i m pl e p

ar a gr a ph s c or i n g

8 o u t of 1 0 p oi n t s ( 8

0 % a c c ur a c y ) on awr i t i n gr u b r i c

f or f o ur c on s e c u t i v e t r ai l s .

D a t a S e t A


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Special Education Services

Indicate the special education and related services, supplementary aids and services, based upon

peer-reviewed research to the extent practical, that will be provided in order for this individual: 1) to advance

appropriately toward attaining the annual goals; 2) to be involved and progress in the general curriculum; 3) to

be educated and participate with other individuals with disabilities and nondisabled individuals; 4) to participate

in extracurricular and other nonacademic activities; and 5) by age 14, to pursue the course of study and

post-high school outcomes (living, learning & working).

Services

Specially Designed Instruction: 23 minutes per Day

In general education setting: 0 In special education setting: 23

Begin date: 09/16/2015 Provider: Special Education Teacher

Writing

Re-teaching and remediation of writing skills. These skills will include paragraph formation and grammar skills.

This will occur during resource time.




Allison will receive math instruction in the general education classroom with support provided by having access to a

para-educator/special ed teacher to assist Allison in clarification when Allison is unsure how to proceed and

academic support.




Allison will receive her study hall in the resource room. This will also allow for re-teaching in the areas of reading

and math. She will also receive resource help when needed to support her core content area classes in a setting

with no or limited distractions.




READING

Re-teaching and remediation of reading skills including comprehension of concepts and skills required to analyze

and respond to questioning on tests and district assessments. This will occur during resource time.

Paraprofessional Services - Non-Medicaid Billable: 150 minutes per Day

Begin date: 09/16/2015 Provider: Teacher Associate

Allison may have access to a shared associate when in general ed content area classes or any general ed classthat requires extensive reading and/or writing requirements in order to help with academic support.


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Activities/Supports

Linkages/Inter-agency Responsibilities

Time and frequency provided: twice a year


Allison will meet with the vocational rehabilitation counselor to discuss any questions she has as she prepares for

post-secondary education and career planning.

Accommodation

Time and frequency provided: when tests and assessments are given


Allison will have all tests taken in a small group setting in the special education room. Extra time will be given when

needed and may be read to her except when testing reading comprehension.

Accommodation

Time and frequency provided: when district-wide assessments are given


District-wide assessments will be given in a small group setting away from distractions. Testing materials may be

read in all areas except when testing reading comprehension. Allison is also permitted to read any test includingreading out loud to enhance comprehension. Calculator will be allowed except for math computation. Time

restrictions will be removed.

Transition Activities & Support

Time and frequency provided: once a year


Allison will be working on the ACT profile which follows a similar format as the I HAVE PLAN IOWA that she has

done in the past. She will be creating an educational portfolio and reviewing inventories that she has taken before

through I HAVE A PLAN IOWA (interest,skills, and values) to see if there are any changes.

Program Modifications

Time and frequency provided: when assignments, tests, projects are given


Allison may have general education classroom assignments, tests,projects, modified. This may include shortening

tasks or giving a different assignment over the same skill or content. This will be at the discretion of the special ed

and general ed teacher

Assistive Technology Support

Time and frequency provided: when reading material above instructional level


Allison may have access to the Bookshare software so that she can access material to be read to her that are

above her instructional level.

Assistive Technology Devices

Time and frequency provided: when doing reading and/or writing assignments


Allison may have access to a computer and head set and be shown how to use features to dictate written

responses and/or read materials to Allison that are above her reading instructional level. It is up to Allison to

determine if she wants to access these features to promote self-advocacy.


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F Date Printed: 09/18/2015 July 1, 2015

Minutes in school day: 430 Total minutes removed from general education per month: 1920

LRE: removal from general education: 22 % plus time in general education: 78 % = 100%


Assistive Technology Devices

Time and frequency provided: during instrluction involving math problems


Allison my use a calculator on assignments that involve multi-step computation and problem solving unless

specially testing for computation.


Support for School Personnel

Time and frequency provided: 20 min/wk


The special education teacher will provide consultation to the gen. ed teacher(3-4 teachers) regarding strategies to

differentiate instruction to meet Allison's needs and collaborate and discuss accommodations that would best help

her be more successful in the general education setting.


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G Date Printed: 09/18/2015 July 1, 2015


Copies: School and AEA

Special Education Services, continued

Are extended school year (ESY) services required?

Yes No


Are specialized transportation services required that are related to the disability?

Yes No

Will this student participate in district-wide assessments (DWA)?

Yes No

Is the IEP team considering the Iowa Alternate Assessment for this student's AYP assessment?

Yes No

How will this individual participate in district-wide assessments for Adequate Yearly Progress (AYP)?

Standard assessments (Iowa Assessments) Iowa’s Alternate Assessments

The standard assessment will be given:

with accommodations without accommodations

Non-AYP district-wide assessments will be given:

With Accommodations Without Accommodations Through an Alternate Assessment

Additional Considerations

Will this individual receive all special education services in general education environments?

Yes No

Allison will take all district wide assessments in a small group setting to avoid distractions. All tests may be read

to Allison unless they are testing reading comprehension skills. If testing reading comprehension skills Allison

may be permitted to read that portion out loud to enhance understanding. Allison will be allowed use a calculator

except when specifically testing computation. Time restraints will be removed.

All tests may be taken in a small group or 1:1 setting in the resource room to avoid distractions.Allison may have

extended time on all tests. She can all tests read out loud to her except when testing reading comprehension.She

may be permitted to read reading comprehension tests out loud to enhance comprehension. She may also use the

calculator unless specially testing computation.

Allison requires individualized instruction in the goal areas of reading (fluency and comprehension) and written

language(basic language mechanics and spelling). Allison also requires reteaching of math skills in the area of

math computation and application in order to receive immediate feedback, continual practice, and instant

redirection if necessary. Allison needs instruction on specific skills that the students in the general education do not

If yes, specify the goals that require ESY services and describe the services. If no because ESY needscannot be determined at this time, specify when ESY consideration will occur.

Physical Education: General Modified–describe below Specially designed–requires goal(s)

If with accommodations, describe accommodations necessary to measure academic achievement and

functional performance:

If with accommodations, describe accommodations necessary to measure academic achievement and

functional performance:

If no, explain:


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G Date Printed: 09/18/2015 July 1, 2015


Copies: School and AEA


Will this individual participate in nonacademic activities with nondisabled peers and have the same opportunity

to participate in extracurricular activities as nondisabled peers?

Yes No

Will this individual attend the school he or she would attend if nondisabled?

Yes No

Will this individual attend a special school? If yes, attach responses to the special school questions.

Yes No

Progress reports

Parents: You will be informed of your child's IEP progress 4 times per year. You will receive:

An IEP report with report cards and progress reports Updated copies of the IEP goal pages

Other:

require. This instruction needs to have special pacing and modeling in an environment with few distractions.


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Reevaluation Questions

In 2012, Allison was reading reading 71 correct words per minute on 9th grade Jamestown reading passages with

95% accuracy. Currently, she is reading a 12th grade Jamestown reading probes she is reading 81 cwpm with 94%

accuracy. General education peers are expected to read 120 words per minute with 98% accuracy.

In 2012, Allison was able to compute an average of 63 correct digits on 5th grade mixed math

probes. She is able to compute an average of 36 correct digits on level 6 mixed math probes that include work with

fractions and decimals. Currently, When given a level 6 mixed math probe, Allison can correctly compute an

average of 55 correct digits. Grade level peers scored a median of 86 digits correct.

In 2012, Allison was scoring 8 out of 13 on a rubric evaluating grammar, sentence mechanics, and related topics.

Peers were able to produce the same writing sample and score 13/16. When given a topic Allison is able to score

6 out of 10 points (60%) on a writing rubric. General education peers are expected to 8/10 on the same rubric.

Progress monitoring data, IA assessment data, MAP data and classroom assessments and teacher/parent

observation and interview (2015) indicate Allison's performance and rate of growth is significantly discrepant from

peers.






On MAP Tests Administered during Fall 2015: Scores are reported in RIT scores because seniors are not normed

for percentile rank.




General education peers are expected to read 120 words per minute with 98% accuracy. Grade level peers scored

a median of 86 digits correct. General education peers are expected to 8/10 on the same rubric.

Allison's performance in the areas of written language, reading, and math continues to fall well below her

same-grade peers.

Progress monitoring data, IA assessment data, MAP data and classroom assessments show that Allison continues

to be discrepant from her peers in reading, math, and written language. Allison needs specialized instruction in the

area of math, reading, and written language in the special ed setting. This instruction needs to be in small group

setting delivered at a slower pace, with continual practice, and immediate feedback than general ed peers would

require in order to continue to make progress.

Teacher/peer notes will be made available to Allison in content area classes, all tests taken in a small group setting

in the special education room, Extra time will be given when needed and may be read to her except when testing

reading comprehension, with the exception of written language and spelling assignments, all written work will be

assessed on content only, district-wide assessments will be given in a small group setting away from distractions,

Allison may have access to the Bookshare software, Allison my use a calculator on assignments that involve

multi-step computation and problem solving unless specially testing for computation.

1. What progress has the student made, compared to peers or the expected standard, since the last evaluation?

2. What discrepancy, if any, still exists between the student's performance and that of peers or the expected

standard?

3. What evidence is there that the student continues to need special education and related services to be

successful?

4. What additions or modifications to the special education and related services are needed to enable the

student to meet the IEP goals and to participate, as appropriate, in the general education curriculum?


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Allison may have access to a computer and head set and be shown how to use features to dictate written

responses and/or read materials to Allison that are above her reading instructional level. It is up to Allison to

determine if she wants to access these features to promote self-advocacy.

Allison may have general education classroom assignments, tests,projects, modified. This may include shortening

tasks or giving a different assignment over the same skill or content. This will be at the discretion of the special ed

and general ed teacher.

Yes. Allison still qualifies for special education services based on the discrepancies stated above. She continues to

be discrepant from her peers in reading, written language, and math and is eligible to receives special education

services on a collaborative basis.

When convergent data indicates Allison is performing at the same level as her peers in the areas of math, reading,

and written expression.

5. Does the student continue to be eligible for special education services, based on the information contained in

Questions 1-4?

6. Under what conditions will the IEP team consider exiting the student from special education services?


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Date Printed: 09/18/2015 July 1, 2015

Student: Allison Lyddon Birthdate: 01/28/1998

Parent 1: Doug Lyddon Parent 2:

Address: 440 NE Maple Address:

City, ST Zip: Earlham, IA 50072 City, ST Zip: ,

Home: (515) 758!2014 Cell: Home: Cell:

You are invited to attend a meeting to discuss the educational program for: Allison Lyddon

Date: 09/16/2015 Time: 02:30 PM Location: Conference Room

At this meeting, we will review the student's needs, progress, and possible changes or additions to the current educational

program. We will be seeking your ideas and information regarding your child's educational program. You are welcome to

have others accompany you. If you need a translator/interpreter at this meeting, if the meeting time is inconvenient or you

do not plan to attend this meeting, please contact:

John Sneller Special Education Teacher (515) 758-2214 [email protected]

The purpose of this meeting is to discuss and develop or review: (check all that apply)

Individualized Family Service Plan (IFSP) Reevaluation

Individualized Education Program (IEP) Transition Planning

Evaluation Information Extended School Year Services

Eligibility for Special Education Services Exiting Special Education Services

Other: Other:

The following individuals have been requested to attend this meeting: (continued from previous page)

John Sneller, Sp Ed Tchr Jen Knight, LEA Rep/Designee

Julia Thompson, AEA Representative Emily James, Gen Ed Tchr

Tara Coder, Vocational Rehabilitation Kayla Selby, Guidance Counselor

For transition-age students: Representatives of outside agency(ies) involved with transition planning have been

invited to attend this meeting with the prior consent of the parent or student who has reached the age of majority, where

appropriate; OR agency participation is not applicable for this student.

The school or AEA has requested that one or more individuals be excused from attending this meeting. See

the attached page.

School use: Written meeting notice sent by: John Sneller Method: Email


Meeting Notice

Student

Name Position Phone E-Mail

The following individuals have been requested to attend this meeting:

Doug Lyddon, Parent Allison Lyddon, Student

Name


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Student: Allison Lyddon Birthdate: 01/28/1998 Gender: F Grade: 12

Resident District: Earlham

Attending District: Earlham Building: Senior High

Teacher/Service Provider: John Sneller Language spoken in home: English

Interpreter needed for student: Interpreter needed for parent(s):

Relationship: Parent Student lives at this address: Yes

Name: Doug Lyddon Email: [email protected]

Address: 440 NE Maple Home: (515) 758-2014 Cell:

Work:

City, ST Zip: Earlham, IA 50072

Description of the action proposed:

A reevaluation of your child is proposed. A reevaluation is required at least once every three years, upon parent or

teacher request or when your child's IEP team, including you, determines one is needed. The purpose of a reevaluation

is to determine:

• Whether your child continues to have a disability and continues to need special education and related services;

• Your child's present levels of performance and educational needs; and

• Whether any additions or modifications to the special education and related services are needed to enable your

child to meet the IEP goals and to participate and make progress in the general curriculum or, in the case of a

preschool child, whether any additions or modifications are needed to meet the IEP goals and participate in

appropriate activities.

Description of the evaluation procedures, tests, records, or reports that were used as a basis for the proposed

reevaluation:

All available information was reviewed, including the results of previous interventions and special education services,

educational records, information provided by individuals with knowledge of your child (e.g., you, the parents; teachers;

caregivers; your child; etc.), observations of your child in learning environments, and any tests or other assessments.

Consent for / Notice of Reevaluation

The team proposes to initiate an evaluation to determine whether Allison continues to qualify for special education

services in reading, math and written language.

he team considered dropping special education services but rejected the option because Allison continues to need

specialized instruction in the areas of math, written language, and reading.

Explanation of why the school or AEA proposes to initiate an evaluation:

Description of other options the school or AEA considered and the reasons why those options were rejected:


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Date Printed: 09/18/2015

Based on the review of existing information:

The IEP team has not recommended additional assessment. You (as the parent) do not need to sign this form.

However, you have the right to request additional assessment to determine whether your child has or continues to

have a disability and a need for special education and related services. If you would like additional assessment,

please contact your child's teacher or service provider.

The IEP team has recommended additional assessment in the following areas:

Academic Behavior Physical HealthHearing/Vision Communication Adaptive Behavior

Evaluation methods will be determined by the individual professionals involved in the evaluation and may

include:

• Review of the results of previous interventions (e.g. general education data, current IEP, etc.)

• Reviews of relevant records (school records, work samples, previous evaluations, etc.)

• Interviews of individuals with knowledge of your child (teachers, parents, your child, etc.)

• Observations completed by team members

• Tests (classroom-based, district-wide, and individually administered)

Please carefully read the information below and, if you consent to the evaluation, sign and date your

signature.

PARENT/GUARDIAN CONSENT TO EVALUATE

I understand that this evaluation may provide useful information for educational planning for my child. I have

received a copy of the Procedural Safeguards Manual for Parents. I understand that I have certain protections

under the procedural safeguards of the Individuals with Disabilities Education Act and that these rights are

detailed in the Procedural Safeguards Manual for Parents. I understand that this manual contains information

about whom to contact to obtain assistance in understanding my rights. I understand that I may also contact my

child's school administrator or AEA Director of Special Education if I have any questions or wish to obtain an

additional copy of Procedural Safeguards Manual for Parents.

Procedural Safeguards were reviewed by:

John Sneller 09/16/2015 In person Via phone

I understand my rights related to this evaluation and

I give my permission for the evaluation to begin as soon as possible.

09/18/2015

Name Date

Signature of Parent/Guardian Date


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Student: Allison Lyddon Birthdate: 01/28/1998

Parent(s): Doug Lyddon

You have protections under the procedural safeguards of the Individuals With Disabilities Education Act. These rights areexplained in the Iowa Procedural Safeguards Manual for Parents. The manual contains information of whom to contact to

obtain assistance in understanding your rights as well as a description of the state complaint procedures and mediation

procedures. A copy of this manual was provided on 09/16/2015 .

We encourage open communication between parents and the school regarding your child's educational needs and

parental rights. You may obtain an additional copy of the Procedural Safeguards Manual for Parents by contacting your

building principal or area education agency.

You have a right to receive written notice prior to when the district or area education agency proposes or refuses to initiate

or change the identification, evaluation, or placement of your child or the provision of a free appropriate public education.

This notice must be provided within a reasonable time of any proposed action.

Purpose of this notice: An action is being proposed An action is being refused


6. Yes

No

Is the proposed action a change in identification, evaluation, services, supports, or

placement?

If "yes," when will this action be implemented? 09/16/2015

Prior Written Notice of a Proposed or Refused Action

The team proposes Allison remain eligible for special education services in the areas of reading, written language,

and math.

The team proposes moving Allison's reading and writing minutes to her resource study hall because she no longer in

an English class because has met all requirements.

The team proposes to continue special education services in the area reading, written language, and math as

Allison's skills are below that of her peers and she requires more individualized instruction in these areas.

The team proposes this because Allison is no longer in an English class due to meeting all English requirements.

The team considered removing Allison from all special education services but rejected that idea because that would

not meets Allison's educational needs.

The team considered dropping reading supports but rejected that idea because that would not meet Allison's needs.

Teacher reports, grade reports, student and parent data, MAP scores, IA assessment scores and progress

monitoring

No other factors are relevant to the proposal at this time

date

1. A description of the action proposed or refused.

2. An explanation of why the school proposes or refuses to take the action.

3. A description of any other options the school considered and the reasons why those options were rejected.

4. A description of each evaluation procedure, test, record, or report the school used as a basis for the proposed

or refused action.

5. A description of any other factors that are relevant to the school's proposal or refusal.


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Date Printed: 09/18/2015 July 1, 2015

If you have questions, please contact the school principal or district/AEA designee:

Jen Knight Secondary Principal (515) 758-2214 [email protected]

Copies: Parents/Guardians; LEA; AEA; others, as needed

Name Position Phone E-Mail


Documents

Allison IEP