Individualized Education Program

With Secondary Transition Plan

Emerald City School District 123 Yellowbrick Road Emerald City, WA 98125

Phone: (206) 222-4222 Fax: (206) 222-4223

Student Information

Student: David Ford

Date of Birth: 3-8-1993

Neighborhood School: Napavine High School Age: 16

Gender: male

Student Language: English

Language at Home: English

Interpreter Needed?: No

Surrogate Parent: Grandmother involved as well as Mother

Special Education Information IEP Type: Annual

IEP Meeting: 3-17-10

IEP Start: 3-17-10

IEP End: 3-16-11

Current Eval Start: 3-15-10

Current Eval End: 3-14-12

IEP Manager: Angie Sherman

Eligibility Category: Emotional Disturbance

Present Levels of Academic Achievement and Functional

Performance Areas of Qualifications: Reading, Writing, Math, Behavior

EDUCATIONAL TRAINING (Required to addressed for all Students) Measurable Postsecondary Goal(s) What the student will do

After high school, David will attend the local community college to study culinary arts.

Emerald City

School District

after graduation from high school in the area of education/training)

Transition Services (list Transition Services related to Education/training, including IEP goal number(s) if

applicable

Transition Services Staff/Agency Responsible IEP Goal # Collect information on long term career opportunities in restaurant field

Sherman 1,4

Apply to local community college Sherman/Parles 4

EMPOLYMENT (Required to be addressed for all students) Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in the area of employment)

After high school, David will continue to work at his current job with an increase in hours from 4 hours week to 20 hours per week while attending community college.

Transition Services (list Transition Services related to Employment, including IEP goal number(s) if

applicable

Transition Service Staff/Agency Responsible IEP Goal # Practice completing job applications Sherman 4

Participate in job shadow with cook/chef at local restaurant and reflect

Sherman 4

Contact local vocational services office to inquire about eligibility for services

Sherman

INDEPENDENT LIVING SKILLLS (Must be addressed determined appropriate by the IEP Team)

Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in the area of living skills)

David will continue to live with his family while attending community college with the goal of independent living after completion of culinary arts degree.

Transition Services (list Transition Services related to Independent Living Skills, including IEP goal

number(s) if applicable

Transition Service Staff/Agency Responsible IEP Goal #

Manage money and pay bills Sherman 6,7

Learn to use community bus system Sherman

COURSE(S) OF STUDY (List the course(s) of study needed to assist the student in reaching his/her

postsecondary goals, unless already described above, or attach a list of courses)

David is in tenth grade. He has Emotional/Behavioral Disorder but has worked hard over the last several years to learn to cope with his frustration. David will take all courses required to earn his high school diploma. He will receive Specially Designed Instruction (SDI) in Reading, Writing and Math in an attempt to close the gap between his present levels of performance and his grade level expectations. In addition to SDI, a focus in life and job skills in these areas will be necessary. Math skills should focus on how to use Math functionally such as how to measure solids and liquids, how to multiply fractions to increase or decrease a recipe, how to make change and use money. For writing, life and job skills will again be the focus. David will learn to fill out job applications, write a resume, and write recipes. To address his penmanship, David will enroll in the keyboarding class offered at his high school. Functional reading skills will involve how to look for jobs online and in a newspaper, as well as how to follow written directions. David will also enroll in Culinary Arts classes through the high school and participate in Physical Education with his General Education peers. David will apply to the Culinary Arts program at the local community college during his senior year of high school. He will contact the Disability Services Office during the spring with assistance from his Special Education teacher and School counselor.

Measureable Goals: Benchmarks:

Strengths: David is served in the General Education environment of his community school with pullout Special Education services. He has strong family and community supports and has held a job at a local fast food restaurant for the past year. David enjoys playing board games and attending church with his family. He also enjoys helping with household chores, as well as caring for his younger brother and sisters. He enjoys food preparation and displays a strong work ethic. David has an enjoyable personality and easily gets along with people who understand his low frustration tolerance and can kindly guide him to use his learned coping skills as needed. Needs: It is important that David learns to use his coping skills to interact with a larger population of people in a variety of environments. David will need to continue to develop his reading and math skills as well as increase his keyboarding skills. David will need to learn to conduct job searches, fill out resumes, navigate the public bus system and manage money. Preferences: David likes sports and is very physically active. He shows advanced strategy skills when playing board games with his family. David enjoys animals and loves to sing. Interests: David expresses great enjoyment for his current job and speaks of following

this as a career path. He also shows interest in manual vocations. Reading Present Level of Performance: David’s reading skills have shown significant improvement in recent years, currently displaying reading comprehension and decoding at the Seventh Grade level. David struggles to read fluently, measuring at the sixth grade level, yet he seems to excel when reading out loud. Historically, David’s biggest academic road block has been his behavior but he now has many positive coping strategies to control his behavior and is showing much improvement both academically and behaviorally.

1. Comprehension Measurable Goal: By 3/16/11, when given a passage at the 8.5 grade reading level David will correctly answer both implicit and explicit questions improving reading comprehension skills from 50% accuracy to 90% accuracy, as measured by teacher data. Benchmarks: By 6/16/10, David will correctly answer both implicit and explicit questions at 7.5 grade level with 90% accuracy, as measured by teacher data. By 12/15/10 David will correctly answer both implicit and explicit questions at 8.0 grade level with 90% accuracy, as measured by teacher data. By 3/16/11 David will correctly answer both implicit and explicit questions at 8.5 grade level with 90% accuracy, as measured by teacher data.

2. Fluency Measurable Goal: By 3/16/11, when given a passage at the 8.5 grade reading level David will read 155 words per minute with 100% accuracy, as measured by teacher data. Benchmarks: By 6/16/10, David will read a 7.5 grade level passage at 155 words per minute with 100% accuracy, as measured by teacher data. By 12/15/10 David will read an 8.0 grade level passage at 155 words per minute with 100% accuracy, as measured by teacher data. By 3/16/11 David will read an 8.5 grade level passage at 155 words per minute with 100% accuracy, as measured by teacher data.

3. Decoding Measurable Goal: By 3/16/11, David will improve decoding skills from 7.0 grade level with 100% accuracy to 8.5 grade level with 100% accuracy as measured by teacher data. Benchmarks: By 6/16/10, David will improve decoding skills to 7.5 grade level with 100% accuracy as measured by teacher data. By 12/15/10 David will improve decoding skills to 8.0 grade level with 100% accuracy as measured by teacher data. By 3/16/11 David will improve decoding skills to 8.5 grade level with 100% accuracy as measured by teacher data. Writing Present Levels of Performance: David has a great imagination and seems to enjoy creative writing activities using a scribe. His creative writing skills are assessed at the Seventh Grade level. David’s penmanship has been an issue for many years now. With many attempts to adapt writing utensils and encouragement for David to slow down and be more attentive it has been determined that keyboarding is the best solution to assist David at this time.

4. Writing Measurable Goal: By 3/16/11, when given a functional/vocational based writing assignment David will write a grammatically correct response, free of spelling errors with 90% accuracy 4 out of 5 opportunities as measured by teacher collected data. Benchmarks: By 6/16/10, when given a functional/vocational based writing assignment David will write a grammatically correct response, free of spelling errors with 80% accuracy 3 out of 5 opportunities as measured by teacher collected data. By 12/15/10 when given a functional/vocational based writing assignment David will write a grammatically correct response, free of spelling errors with 80% accuracy 4 out of 5 opportunities as measured by teacher collected data. By 3/16/11 when given a functional/vocational based writing assignment David will write a grammatically correct response, free of spelling errors with 90% accuracy 4 out of 5 opportunities as measured by teacher collected

data.

5. Measurable Goal Penmanship: By 3/16/11, given a computer, David will increase penmanship skills from producing legible documents 40% of given opportunities to producing legible documents 100% of given opportunities, as measured by teacher data. Benchmarks: By 6/16/10, given a computer, David will increase penmanship skills from producing legible documents 40% of given opportunities to producing legible documents 60% of given opportunities, as measured by teacher data. By 12/15/10, given a computer, David will increase penmanship skills from producing legible documents 60% of given opportunities to producing legible documents 80% of given opportunities, as measured by teacher data. By 3/16/11, given a computer, David will increase penmanship skills from producing legible documents 80% of given opportunities to producing legible documents 100% of given opportunities, as measured by teacher data. Math Present Levels of Performance: David shows great pride in his math computation skills. His math assessments currently display computation skills at a Seventh Grade level while his problem solving skills are measured at a fifth grade level.

6. Computation Measurable Goal: By 3/16/11, when given functional (money, time, measuring) math computation (addition, subtraction, multiplication, division) problems at 8.5 grade level, David will solve problems with 90% accuracy 4 out of 5 given opportunities, as measured by curriculum based assessments. Benchmark By 6/16/10, David will solve functional math computation problems at 7.5 grade level with 90% accuracy 4 out of 5 given opportunities, as measured by curriculum based assessments. By 12/15/10, David will solve functional math computation problems at 8.0 grade level with 90% accuracy 4 out of 5 given opportunities, as measured by curriculum based assessments. By 3/16/11, David will solve functional math computation problems with at

8.5 grade level 90% accuracy 4 out of 5 given opportunities, as measured by curriculum based assessments.

7. Problem Solving Measurable Goal: By 3/16/11, when given math word problems that include addition subtraction, multiplication or division at 7.0 grade level David will choose the correct process and solve the word problem improving skills from 90% accuracy at 5.0 grade level to 90% accuracy at 7.0 grade level, as measured by curriculum based assessments. Benchmark By 6/16/10, when given math word problems at 5.8 grade level David will choose the correct process and solve the word problem with 90% accuracy, as measured by curriculum based assessments. By 12/15/10, when given math word problems at 6.5 grade level David will choose the correct process and solve the word problem with 90% accuracy, as measured by curriculum based assessments. By 3/16/11, when given math word problems at 7.0 grade level David will choose the correct process and solve the word problem with 90% accuracy, as measured by curriculum based assessments. Behavior Present Levels of Performance: David is a student with an emotional/behavioral disorder who has shown significant improvement with his behavior management skills in recent years. In addition to learning coping skills like deep breathing exercises David has become much more self-aware with age. Through self-awareness, David is able to identify his triggers and has learned to use the safe space provided to him in the schools Resource Room.

8. Measurable Goal: By 3/16/11, when presented with a challenging task or interaction David will use deep breathing relaxation techniques or verbal request in calm tone to retreat to designated safe space, improving self regulation skills from using coping skills 6 out of 10 opportunities to using coping skills 10 out of 10 opportunities, as measured by teacher data. Benchmark By 6/16/10, when presented with a challenging task or interaction David will use deep breathing relaxation techniques or verbal request in calm tone to retreat to designated safe space 7 out of 10 opportunities, as measured by teacher data.

By 12/15/10, when presented with a challenging task or interaction David will use deep breathing relaxation techniques or verbal request in calm tone to retreat to designated safe space 9 out of 10 opportunities, as measured by teacher data. By 3/16/11, when presented with a challenging task or interaction David will use deep breathing relaxation techniques or verbal request in calm tone to retreat to designated safe space 10 out of 10 opportunities, as measured by teacher data.

Progress Report Method: A report card/progress report will be issued at least as often as report cards are issued to parent of students not receiving Special Education services using the following methods: [ x ] Report Card [ x ] Copies of Goal Pages (Send home on 03-10 & 05-11-2010) [ ] Written Progress Report [ x ] Parent Conference (will contact to schedule) [ ] Other

Special Factors Behavior: [ X ] Yes, David’s behavior impedes his learning or that of others. Behavior

interventions and support include visual cues to calm down, provide written/visual cues for rules and expectations, safe space, and positive behavioral supports. [ ] No,

Limited English: [ ] Yes, _____ has limited English proficiency. Interventions and supports may include visual cues, ELL volunteer classes, [X] No, David does not have limited English proficiency.

Blind or Visually Impaired: [ ] Yes, _____ is blind or visually impaired. [X] No, David is not visually impaired or blind.

Braille: [ ] Yes, Braille instruction and the use of Braille are being provided. [X ] No, Braille instruction and the use of Braille are not being provided. See justification below.

Assistive Technology: [ X ] Voice to text technology should be considered to provide David with independence. He currently requires a scribe but this technology could provide David with independence. [ ] No, _____ does not require assistive technology services or devises.

Supports: David should be provided with written instruction for assignments and given an opportunity to ask questions as needed to understand the expectations of each assignment.

Communication Needs: [ ] Yes, _____ has the communications needs listed below. [X ] No, David does not have communication needs.

Communication Needs: Please see present levels and goals.

Curricular Adaptations

Environment: Preferential Seating, David should close to teacher and away from students who display negative behaviors. David should be provided a safe space where he can cool down if his behavior/frustration escalates.

Accommodations: David should be encouraged to use the relaxation routine he has learned throughout the years. At the first signs of frustration teachers should check his work and give him a more direct explanation. If behavior continues to escalate David should be given the opportunity to take a break in his designated safe space. Positive behavior reinforcement should be used to reward David when he is able to remain calm and on task to complete assignments which may be overwhelming or frustrating for him.

State Tests All students participate in either the Washington Assessment of Student Learning (WASL) or Washington Alternate Assessment System (WAAS) which includes: Developmentally Appropriate WASL (DAW) Level 2 at enrolled grade, DAW Off-Grade, or WAAS Portfolio Assessment. See Guidelines for Participation and Testing Accommodations for Special Populations in State Assessments for further information in determining the appropriate assessment for students.

Alternative Assessments [X] Statewide assessment will not be done at this time due to David’s grade placement.

David will participate in any district and program assessments with the following accommodations: familiar person assisting with the assessments, quiet environment, frequent breaks and scribe for writing assignments.

Physical Education PE Class [X ] Yes, David will participate in general physical education class.

[ ] No, _____ will not participate in general physical education class.

Transportation

Transportation: Walks to school

Special Considerations for N/A

Transportation:

Other:

Extended School Year

ESY Eligibility: [ ] Yes, the IEP team has determined that _____ is eligible for extended school year services. [ X ] No, the IEP team has determined that David is not eligible for extended school year services.

Sp Ed Services SPECIAL EDCUATION SERVICES: Service/supports provided to enhance Specialized Instruction (services based on Goal Pages of IEP).

Service Provider Mins Freq Start End Location Monitored By

Reading Sherman 60 X5 03-17-10 03-16-11 Resource Sherman

Writing General Educator

30 X3 03-17-10 03-16-11 Gen. Ed. Sherman

Math Sherman 60 X5 03-17-10 03-16-11 Resource Sherman

Total Gen. Ed Min/Wk.

1900

SDI Min/Wk: 690 minutes

Gen Ed Min/Wk: 1210

Gen. Ed. % 63.7%

RELATED SERVICES: Services based on present levels of performance narrative to enhance specialized instruction for duration of this IEP only.

Service Provider Mins Freq Start End Location Monitored By

OT/PT

SLP

Counseling Parles 30 X1 3-17-10

3-16-11 Counseling Office

Parles

SUPPLEMENTARY AIDS AND SERVICES: Service/supports provided to enhance general education participation.

Service Provider Mins Freq Start End Location Monitored By

Para -Support Sherman 30 X5 03-17-10

03-16-11 Gen Ed Special Ed Teacher

CONSIDERATION FOR LEAST RESTRICTIVE ENVIRONMENT: The outcome of this procedure is deemed to establish the least restrictive environment for appropriately meeting the student’s goals and objectives.

Indicate all options considered by the IEP Team.

Options Considered: [ ] General Education Classes [X ] General class with in-class Special Education Services [X ] General class with pull-out Special Education Services [ ] Special Education class with integration into general class and/or community [ ] Residential School [ ] Home Instruction [ ] Hospital Instruction [ ] Other

Other Options Considered: Previously served in a specialized setting for students with Emotionally Disturbances.

Neighborhood School?: [X] Yes, David attends his/her neighborhood school. [ ] No, _______does not attend his neighborhood school.

Participation with Non-Disabled Students:

[X] Yes, David will have the option to participate with non-disabled students in general/non-academic extracurricular activities. [ ] No, _____ will not have the option to participate with non-disabled students in general/non-academic extracurricular activities.

IEP Participants Special Ed Teacher:

Signature_________________________________ Date _______________ Role__________________________________________________________

General Ed Teacher: Signature_________________________________ Date _______________ Role__________________________________________________________

LEA Rep: Signature_________________________________ Date _______________ Role__________________________________________________________

Other Contact: Signature_________________________________ Date _______________ Role__________________________________________________________

Speech and Language Pathologist:

Signature_________________________________ Date _______________ Role__________________________________________________________

Other Participants Name ________________________________________________________ Signature_________________________________ Date _______________ Role__________________________________________________________ Name ________________________________________________________ Signature_________________________________ Date _______________ Role__________________________________________________________ Name ________________________________________________________ Signature_________________________________ Date _______________ Role__________________________________________________________ Name ________________________________________________________ Signature_________________________________ Date _______________ Role__________________________________________________________

Statement: If a general education teacher did not attend the IEP meeting, explain his/her participation in the development, review, and revision of the IEP or why participation was not appropriate:

Parental Permission:

Consent for Initial Placement My rights and those of my child regarding procedural safeguards have been

fully explained. I understand that my child requires special education and before initial placement to receive special education, I must give consent for service. I give consent for my child to receive special education services. I understand when I give consent, it is voluntary, and that while it can be revoked, revocation is not retroactive. This means that once my child begins to receive services, I cannot revoke the decision to allow my child to receive special education services. If I refuse consent, I understand that the district may ask for mediation to address my child’s eligibility for services. I understand the district may not ask for a due process hearing to override my consent. If I do not give consent for initial placement, the district may not provide services until I provide written consent.

Parent or Guardian Signature:

Signature____________________________________ Date __________

Student Signature:

Signature____________________________________ Date __________