Exceptional Child Psychology Final IEP Project

Group 1

Amy OgdenCharles CostelloJulie CarlsonMegan SoltisPaige Herriott

IEP PROJECT – AUTISMMarie Chanski

Revised May 2, 2012 2

Meet Marie Chanski, a thirteen-year-old freshman who has mild autism. She has always lived in the town of Nutley, and thus will attend a high school in the same town as she has attended elementary and middle school. However, she is presently undergoing the transition of living in a new home, several miles further from the school. She lives with her parents: Henry and Louise Chanski. Henry is a Polish first-generation immigrant, who migrated to the US in his late teens in 1990. He now works as a chemical engineer. Though suspicious of new diagnoses such as autism, he grudgingly consented to Marie’s previous participation in special programs because he was assured it decrease her future difficulties. Louise Chanski is a fourth-generation American, whose extended family lives within a 30-minute radius of the Chanskis except for one aunt living in France. Supportive and available for all Marie’s needs, Louise has worked well with the child study team and has provided information about Marie’s activities at home. She works part time as an assistant at the elementary school, and thus is available to pick Marie up from school on most days. Both of her parents are Catholic, and Marie has attended CCD. Her only friend is at her church; this friend is the same age but attends a private Catholic school. This is the only person besides her family to whom she voluntarily speaks. But even when talking to her friend and family, Marie rarely looks into the eyes of her loved one, and often stops mid-thought to daydream. Joined with her constant self-stimulating activity of tapping, these unusual behaviors have resulted in fellow students alienating and even teasing her. Marie has one older sister, named Claire, who is eighteen years old and will be starting college in the fall. The transition of her sister to college has been difficult for Marie, because she dislikes change. However, she has shown a level of interest about college that she has not shown previously, so her mother is encouraged. Marie did not start talking until age 4, and at first, the only words which she said were the phrases she heard her pet parrot constantly repeating. She slowly gained vocabulary, and still struggles with language and writing. The final breakthrough with reading came when she started reading books about animals. Although writing remains a struggle, Marie loves visual material and has amazed her teachers with her artistic abilities. She loves to retreat into the forest with a book about squirrels under one arm and a sketch pad under the other. She used to wander in the woods near her old house watching and talking to the animals. At her new house, the woods meet her backyard, and she has shown no fear in exploring these new woods since the family moved there in the summer. Although fearless of the woods and animals, Marie has a deadly fear of sharp objects, such as scissors and knives. When she was little, she would scream and act out when sharp objects came near her. Now, due to much intervention and training, Marie no longer screams, although she is very uncomfortable when others use sharp objects in her presence. And that is Marie as her one friend and devoted family know her – with all her idiosyncrasies, talents, and challenges. But due to her move to a new school, a new child study team must now enter the picture and analyze the pieces that make her who she is to create the optimal school plan, so that Marie Chanski might develop her talents, overcome her challenges, and flourish into all that she can be.


IEP COMPONENTSIEP COMPONENTSIEP COMPONENTS

STUDENT INFORMATIONSTUDENT INFORMATIONSTUDENT INFORMATIONName: Marie ChanskiGender: FemaleBirth Date: April 4, 1998Parent Guardian: Henry and Louise ChanskiAddress: 45 Midland Road Nutley, NJ 07110Home phone: (973) 567-3251

Native language: EnglishID Number: NUF467Grade: 9th GradeSchool: Nutley High SchoolSchool Counselor: Joanne Jimain

Native language: EnglishID Number: NUF467Grade: 9th GradeSchool: Nutley High SchoolSchool Counselor: Joanne Jimain

IEP PARTICIPANTSIEP PARTICIPANTSIEP PARTICIPANTS

Please sign in the appropriate space. A signature in this section of the IEP documents participation in the meeting and does not indicate agreement with the IEP. Please sign in the appropriate space. A signature in this section of the IEP documents participation in the meeting and does not indicate agreement with the IEP. Please sign in the appropriate space. A signature in this section of the IEP documents participation in the meeting and does not indicate agreement with the IEP.

Marie ChanskiMarie Chanski Date

Parent: Louise ChanskiParent: Louise Chanski Date

General Ed: Megan SoltisGeneral Ed: Megan Soltis Date

Special Ed: Julie CarlsonSpecial Ed: Julie Carlson Date

Case Manager: Amy OgdenCase Manager: Amy Ogden Date

School Administrator: Amy OgdenSchool Administrator: Amy Ogden Date

Social Worker: Paige HerriottSocial Worker: Paige Herriott Date


PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE


Consider relevant data. List the sources of information used to develop the IEP.

I have received all relevant data and observations from her previous teachers in the 8th grade, as well as the psychologist that was on her previous child-study team. I also had Marie take the Woodcock Johnson III test as well as the Wechsler Intelligence Scale for Children, Fourth Edition.

WISC IV Results: Marie had scored below average on the processing speed subtest. She seemed to have had trouble in the areas of perceptual reasoning as well as working memory. She did well with verbal comprehension, but could do better. She also had difficulty completing all of the analytical tests.

WJ III Cognitive Results: Marie had scored below average in most visual and auditory subtests. While taking the visual subtests, which were the spatial relations and picture recognition subtests, she had a great amount of hesitation. What she did complete was well done. She exhibited distress while taking both auditory subtests. Marie scored on the low end of the scale for auditory attention and just below average for sound blending. She also could not sit still during the analysis-synthesis portion of the test. She expressed many times about how she wanted to give up on this section. WJ III Achievement Results: Marie had scored below average in the Writing Fluency, Writing

Samples, Applied Problems, and the Quantitative Concepts Subtests. Marie asked me several times if she could draw a picture about the questions, to which I responded in the negative. She was distressed by this requirement. Marie did very well with all the types of reading comprehension subtests with relative ease. However, she experienced great difficulty with all of the writing portions of the test. She did well with math fluency, which only required her to perform simple mathematical calculations. The applied math section gave her trouble. She had great difficulty with the orally administered tests in the WJ III. Marie had a look on her face like she was not even paying attention to me. Many questions had to be repeated so that I could get a response from her.

Describe the present levels of academic achievement and functional performance including how the student’s disability affects his or her involvement and progress in the general education curriculum.

- Marie’s primary difficulty is translating her thoughts into verbal and especially written language.- Marie is 70% verbal in comparison to the average high school student. - She does well with math problems only if she is able to see the problem on the page.- She is now much more verbal than she once was in her elementary school career, but does still

exhibit some functional peculiarities. For example, Marie has a considerable amount of trouble staying on task when it comes to listening to the teacher conducting class. She will often blurt out wrong or completely inappropriate answers, disrupting the class for the other students.

- Marie has become much more verbal than she once was when she was younger.- She exhibits a great gift for the arts. Marie shows great interest in painting.- She does get very stressed out when being teased and taunted by her classmates. She can be

very angry and at times dangerous in this state.

Accommodations and modifications that may be required to allow the child to participate in the general education classroom and activities. [N.J.A.C. 6A:14-3.7(c)11].

- What Marie would need to participate in the general education classroom would be some type of technology that would keep her mind stimulated so that she will not feel compelled to blurt out every possible thought that comes to her. The teacher may even be allowed to use this technology to help Marie answer questions.

- Her math tests should all have a pictorial representation of all word problems, so that she may have a fair chance at answering correctly.

- Because she has trouble with writing, her history class should offer her an alternative to writing an essay as a test or assignment. Maybe she can use her art skills to complete a history assignment.

Include other educational needs that result from the student’s disability [N.J.A.C. 6A:14-3.7(e)3ii].

- Marie should be periodically taken out of her language arts class and placed in a one-on-one setting with a teacher who could help her with writing essays. This could also prepare her for the HSPA that she will take in the 11th grade.

- I also recommend that Marie attend a specialized summer day camp, where she may get help with both her writing skills as well as her social skills. I would rather her attend a day camp because at the end of the day, she can go home to her supportive family.

In addition, consider each special factor identified in N.J.A.C. 6A: 14-3.7(c) (The Need for consultation; Behavioral needs; Language needs; Communication needs; Auditory needs; Need for assistive technology devices and services; and visual needs.).

- As stated above, Marie should have some type of technology that can help keep her on task with the rest of the class. For example, an iPad might be helpful in this situation.

- Because Marie gets teased and taunted to the point where she loses control, there should be a place or room in the high school that she can have access to in order to “cool down” from her emotional fit. Perhaps Marie can go to the art room and paint for a period of time in order to calm down and be able to return to her class. This will help her learn to cope with her upset emotions and function properly when these unfortunate events occur.



Example of Marie’s Writing:

In answer to the essay prompt asked by evaluator: Write a paragraph to argue for or against longer school days.

STATEMENT OF CURRENT LEVELS OF PERFORMANCE/ PLAN FOR HIGHSCHOOLSTATEMENT OF CURRENT LEVELS OF PERFORMANCE/ PLAN FOR HIGHSCHOOLStatement of the student’s strengths, interests and preferences: student is a visual learner, who excels at artistic expression. Grades for her art class are always high. She also excels in other visual subjects such as sciences and geometrical mathematics. Also interested in animals. Has had a pet parrot for over 8 years. She is responsible for all its care, a task which she fulfills with little prompting. At home, she paints, draws in her sketchbook, and takes walks in the nearby woods to observe animals, which she sometimes sketches.

Statement of the student’s strengths, interests and preferences: student is a visual learner, who excels at artistic expression. Grades for her art class are always high. She also excels in other visual subjects such as sciences and geometrical mathematics. Also interested in animals. Has had a pet parrot for over 8 years. She is responsible for all its care, a task which she fulfills with little prompting. At home, she paints, draws in her sketchbook, and takes walks in the nearby woods to observe animals, which she sometimes sketches.

TENTATIVE POSTSECONDARY GOALSTENTATIVE POSTSECONDARY GOALSPostsecondary Education: Attend a community college for two years to fulfill general education requirements and then transfer to an art conservatory. Since there are none close to her home town, this would include living away from home and with a roommate.Employment/Career: Book illustrator or resident designer for a magazine (would be able to use her art without needing advanced social skills)Community Participation: Have an art exhibit in a community café, volunteer at the animal shelterIndependent Living: First, dorm on college campus with a roommate → post school: live in apartment on one’s own

Postsecondary Education: Attend a community college for two years to fulfill general education requirements and then transfer to an art conservatory. Since there are none close to her home town, this would include living away from home and with a roommate.Employment/Career: Book illustrator or resident designer for a magazine (would be able to use her art without needing advanced social skills)Community Participation: Have an art exhibit in a community café, volunteer at the animal shelterIndependent Living: First, dorm on college campus with a roommate → post school: live in apartment on one’s own

TENTATIVE COURSES OF STUDYTENTATIVE COURSES OF STUDYConsidering the student's strengths, interests, preferences, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years.

Considering the student's strengths, interests, preferences, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Grade_9_ Courses of Study (List course names): general education - Algebra I, Beginning English, General Biology, American history 1, Art 1: basics of drawing, Cooking class, Gym Special education – behavior management/ life skills (with social worker)

Grade_9_ Courses of Study (List course names): general education - Algebra I, Beginning English, General Biology, American history 1, Art 1: basics of drawing, Cooking class, Gym Special education – behavior management/ life skills (with social worker)Grade_10_ Projected Courses of Study (List course names): general education - Geometry, English II, Chemistry, American history 2, Art 2: basics of painting, Computer Fundamentals Special education – independent living skillsGrade_10_ Projected Courses of Study (List course names): general education - Geometry, English II, Chemistry, American history 2, Art 2: basics of painting, Computer Fundamentals Special education – independent living skillsGrade_11_ Projected Courses of Study (List course names): general education – Algebra II, English III, Art History, Advanced Biology, Advanced Computer Skills, Art 3: Professional Mediums, Driving Instruction; (Monthly meetings with social worker/guidance counselor or on a need basis)

Grade_11_ Projected Courses of Study (List course names): general education – Algebra II, English III, Art History, Advanced Biology, Advanced Computer Skills, Art 3: Professional Mediums, Driving Instruction; (Monthly meetings with social worker/guidance counselor or on a need basis)Grade_12_ Projected Courses of Study (List course names): general education – Trigonometry/Pre-Calculus, Practical English: Writing in the Work World, Independent Art Study, Intro to Graphic design (possibly through the local county college), Personal finance

Grade_12_ Projected Courses of Study (List course names): general education – Trigonometry/Pre-Calculus, Practical English: Writing in the Work World, Independent Art Study, Intro to Graphic design (possibly through the local county college), Personal finance

RELATED STRATEGIES AND/OR ACTIVITIESRELATED STRATEGIES AND/OR ACTIVITIESIn addition to the courses listed above, list related strategies and/or activities that are consistent with the student’s strengths, interests, and preferences, and are intended to assist the student in developing or attaining goals related to training, education, employment and, if appropriate, independent living.

- Social skill goals: focus on social skills, conflict resolution, and independence skills- In 9th grade, join Art club and Drama club (painting sets). Will require monitoring to help her work with other people

on an artistic project.- By 10th grade, participate in Art club. Draw illustrations for school newspaper.- Portfolio building: training and help from art instructor to compile portfolio- Guidance counselor will help her obtain appropriate volunteer/part time work with art or with animals (especially in

11-12th grade)

In addition to the courses listed above, list related strategies and/or activities that are consistent with the student’s strengths, interests, and preferences, and are intended to assist the student in developing or attaining goals related to training, education, employment and, if appropriate, independent living.

- Social skill goals: focus on social skills, conflict resolution, and independence skills- In 9th grade, join Art club and Drama club (painting sets). Will require monitoring to help her work with other people

on an artistic project.- By 10th grade, participate in Art club. Draw illustrations for school newspaper.- Portfolio building: training and help from art instructor to compile portfolio- Guidance counselor will help her obtain appropriate volunteer/part time work with art or with animals (especially in

11-12th grade)AREAS OF STUDY REQUIRING MODIFICATION in 9th GradeAREAS OF STUDY REQUIRING MODIFICATION in 9th Grade

- English (papers, homework assignments)- History (projects, tests)- Gym (games)

- Math (tests, word problems)- Cooking (use of knives)

BEHAVIORAL INTERVENTIONS


N.J.A.C. 6A:14-3.7(c)4 requires consideration of behavioral needs. If behavior impedes the student’s learning or the learning of others, the IEP team must consider, when appropriate, strategies, including positive behavioral interventions and supports to address that behavior. When needed, a behavior intervention plan must be included in the IEP.

Annual Behavioral Goals:Key: N=not started; S=start; P=partially completed; C=completed

GOAL 1: Marie will be able to decrease the number of times she blurts out answers or random thoughts during class.

STRATEGY: Marie will have an iPad on her desk at all times with a red and green button to tap. When she blurts out answers or random thoughts during class, the teacher will quietly tap the red button so that Marie knows that it was wrong of her to blurt out. Also, the teacher will reinforce that Marie should raise her hand if she has something to ask or share during class. Q1___S____ Q2________ Q3________ Q4________

GOAL 2: Marie will be able to eliminate her constant tapping during class.

STRATEGY: To work on eliminating Marie’s constant tapping, the teacher will first ask her to stop, and explain to her that the tapping is affecting others in the room. From then on when Marie is tapping excessively, the teacher will tap the desk to signal her to stop. Q1___N____ Q2________ Q3________ Q4________

GOAL 3: Marie will be able to control herself when she is feeling agitated or anxious from striking out.

STRATEGY: If Marie is feeling agitated or anxious, rather than striking out, she will raise her hand and ask the teacher if she can be excused to go to the art room and sit and draw at her private station for approximately 10 minutes. If Marie does not for some reason go to the art room, she can simply open up a coloring app on her iPad, such as Coloring Book for iPad by Alterme Inc., which allows her to draw freely. This signals to the teacher that Marie is feeling stressed and needs some form of art to calm her. DISCIPLINE: If Marie is not able to control herself and strikes out, then she will be sent to her guidance counselor and not to the art room. This will serve as a disciplinarian action which will stress the importance of not striking out during class. Q1___S____ Q2________ Q3________ Q4________

GOAL 4: Marie will be able to improve her focusing skills in class, and will begin to participate in class to prevent her daydreaming.

STRATEGY: Marie will be expected to raise her hand at least once in each class, which makes her have to focus more in class. Also, if Marie begins to daydream during class, the teacher will press the vibration button on the iPad to bring Marie back to focus. Q1___N____ Q2________ Q3________ Q4________

Targeted Social and Communication Skills:

GOAL 1: Marie will be able to increase her use of eye contact while having conversation with a person, asking a question, or giving an answer.

STRATEGY: During her time in the social group and with a therapist, Marie will be involved in mock situations where she will play out different scenarios. These situations can range from her having a conversation with her teacher discussing an assignment, to her socializing in the hallways with a small group of peers. Through this, she will learn how to make appropriate eye contact while she is involved in conversation with another person. Q1__N____ Q2________ Q3________ Q4________

GOAL 2: Marie will be able to work cooperatively with peers in small group settings during class assignments.

STRATEGY: To learn to work cooperatively with peers in small group settings, Marie will work with her therapist by acting out different scenarios. This will allow Marie to understand how to function in small group settings, and how to have communication with her peers. Q1__N____ Q2________ Q3________ Q4________

GOAL 3: Marie will be able to demonstrate different emotions portrayed by her peers, and will be able to identify how each student is acting, and responding to her actions. STRATEGY: Marie’s therapist will act out different emotions during mock situations, and Marie will have to analyze the different emotions being portrayed by the therapist, and gain an understanding of how her actions can affect people different than how she had attended. Q1__N____ Q2________ Q3________ Q4________

Parental involvement:- Mr. and Mrs. Chanski will also be expected to reinforce methods at home which will help move Marie

towards her goals.- Mrs. Chanski will involve Marie in some of her errands and have Marie practice ordering meals and talking

to professionals.- Biweekly reports from the social worker will alert the Chanskis of specific behaviors that Marie must

improve. - Parents will also be requested to attend quarterly meetings.



Academic Goals and ObjectivesKey: N=not started; S=start; P=partially completed; C=completed

Instructional area: Algebra 1Goal 1: Marie will be able to complete the standard coursework for Algebra 1. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Evaluation method: Standard assessments of Algebra 1

Goal 2: Marie will be able to correctly and independently answer (without any teacher-provided illustrations) 80% of word problems. Objective 1: Marie will answer word problems with the help of teacher-provided illustrations. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will identify what mathematical operation corresponds to certain word phrases.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 3: Marie will draw illustrations to accompany word problems that appropriately depict the concept.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 4: Marie will answer 50% of word problems without teacher-provided illustrations and 50% with illustrations.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 5: Marie will answer 75% of word problems without teacher-provided illustrations and 25% with illustrations.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 6: Marie will answer 100% without teacher-provided illustrations and score an 80% or higher.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Evaluation method: Worksheets, Quizzes with word problems, Teacher observation

Instructional area: American History 101

Goal 1: Marie will be able to complete the five unit tests in American History 101, with a score of 75% or higher.

Objective 1: Marie will complete all the multiple choice questions without reading aide.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 2: Marie will complete all the short answer questions without reading aide.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____


Objective 3: Marie will complete essay requirement orally to the teacher.

Q1 __P__ Q2 _____ Q3 _____ Q4 ____

Objective 4: Marie will complete essays on the test via bullet points and oral explanation.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 5: Marie will, with extended time, write an outline and from that outline, write a paragraph answering the essay question.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Evaluation method: Accommodated test, Teacher observation, Tape-recorded oral answer to essays

Goal 2: Marie will be able to voluntarily join into group discussions, providing at least two points in each discussion and responding to at least one of her classmates’ comments.

Objective 1: Marie will provide a comment when prompted by the teacher.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 2: Marie’s comments will be appropriate and on topic.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 3: Marie will voluntarily provide two appropriate comments during discussion.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 4: Marie will listen to her classmates.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 5: Marie will comment on at least one of her classmates’ contributions.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Evaluation method: Teacher observation and class notes, minimum of 2 audio-recorded class discussions from each quarter

Goal 3: Marie will be able to complete the two class projects through some creative format, such as a diorama, political cartoon, or collage, and provide a brief written explanation of her work.

Objective 1: Marie will complete one project on the subject of the Plymouth Plantation.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____


Objective 2: Marie will complete one project on the subject of the Civil War.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 3: Marie will choose a specific topic for each project and choose an appropriate medium for that topic.

Q1 __P__ Q2 _____ Q3 _____ Q4 ____

Objective 4: Marie will orally explain her work to her teacher.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 5: Marie will write a four-sentence paragraph explaining her work.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Evaluation method: Project notes (dictated or written), Completed project and explanation (oral and written)

Goal 4: Marie will be able to complete a written response (a paragraph in length) to the assigned readings.

Objective 1: Marie will demonstrate her understanding of the readings by orally telling the teacher what she thought about the readings.

Q1 __P__ Q2 _____ Q3 _____ Q4 ____

Objective 2: Marie will respond to the readings by writing down three things which she believed were important to the reading.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 3: Marie will respond to the readings by writing a four sentence paragraph, telling three things she thought were important and whether she liked the reading or not.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____ Objective 4: Marie will include an introductory topic sentence at the beginning of the paragraph.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Evaluation method: Notes from dictated responses; written products

Area of Instruction: Gym 101Goal 1: Marie will be able to successfully catch a ball, and throw the ball to her classmates. Objective 1: Marie will be willing to reach to catch the ball. Q1 __P__ Q2 _____ Q3 _____ Q4 ____


Objective 2: Marie will remember to watch the ball as it is being thrown to her. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will catch the ball from a distance greater than 10 feet away. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 4: Marie will cooperate with her classmates by throwing the ball back to them. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher ObservationGoal 2: Marie will be able to attend class without experiencing anxiety attacks. Objective 1: Marie will recognize the onset of an anxiety attack. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will remember to begin breathing exercises when she begins to experience an anxiety attack. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will successfully calm herself down without the assistance of anyone else. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 4: Marie will successfully get through the duration of class without having an anxiety attack. Q1 __N__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher Observation Goal 3: Marie will participate in a minimum of 50% of each game in class. Objective 1: Marie will show interest in participating. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will have a positive attitude while playing. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will play according to the rules. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 4: Marie will interact fairly and well with her classmates without becoming overstimulated. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher Observation

Area of Instruction: EnglishOverall Goal: Marie will be able to successfully write an essay with appropriate grammar and punctuation with no supporting visual illustrations. Marie will be able to read 70% of books in the classroom by the fourth quarter.

Goal 1: Marie will be able to use appropriate grammar and punctuation.Objective 1: Marie will be taught the proper use of grammar and punctuation

Q1 __P__ Q2 _____ Q3 _____ Q4 ____Objective 2: Marie will learn when to use commas, quotations, parenthesis, sentence structure, periods, exclamation marks, colon, and semicolon.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____Objective 3: Marie will be able to correct a paper using appropriate grammar and punctuation.

Q1 __P__ Q2 _____ Q3 _____ Q4 ____


Objective 4: Marie will compose her own 1 page paper using correct grammar and punctuation. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Grammar exercises, One page paper

Goal 2: Marie will be able to write a 3 page paper with a specific overall thesis. Objective 1: Marie will learn how to write an introduction paragraph. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will learn how to write a clear thesis. Q1 __S__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will create her own thesis for a paper. Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 4: Marie will write an introduction paragraph for an essay with a specific thesis. Q1 __N__ Q2 _____ Q3 _____ Q4 ____

Objective 5: Marie will learn how to write the body paragraphs of an essay. Q1 __ N __ Q2 _____ Q3 _____ Q4 ____

Objective 6: Marie will write an introduction and two body paragraphs for an essay. Q1 __ N __ Q2 _____ Q3 _____ Q4 ____

Objective 7: Marie will learn how to write a conclusion paragraph for an essay. Q1 __ N __ Q2 _____ Q3 _____ Q4 ____

Objective 8: Marie will write an introduction, thesis, 2 body paragraphs, and a conclusion for an essay. Q1 __ N __ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Thesis drafts; Final 3 page paper

Goal 3: Marie will be able to read 70% of the class books with assistance from the teacher. Objective 1: Marie will be able to outline important figures, themes, and symbols. Q1 __S__ Q2 _____ Q3 _____ Q4 ____

Objective 2: Marie will be able to vocally express the themes, figures and symbols to the class. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will be able to read 3 chapters without notes from the teacher. Q1 __N__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher observation; Outlines of assigned chapters

Goal 4: Marie will be able to write an essay using appropriate grammar and punctuation as well as essay structure.

Objective 1: Marie will be able to create sentences that are more complex and include proper grammar and punctuation

Q1 __N__ Q2 _____ Q3 _____ Q4 ____Objective 2: Marie will be able to complete a 5-page paper without the assistance of visual illustrations

Q1 __ N__ Q2 _____ Q3 _____ Q4 ____Objective 3: Marie will not be provided an alternative essay topic (this may change due to Marie’s progress during the year)

Q1 __ N__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Final 5-page paper at the end of the year

Goal 5: Marie will write an essay with no supporting illustrations Objective 1: Marie will write an essay with 70% of visual illustrations.

Q1 __C__ Q2 _____ Q3 _____ Q4 ____Objective 2: Marie will write an essay with 50% of visual illustrations.


Q1 __S__ Q2 _____ Q3 _____ Q4 ____Objective 3: Marie will write an essay with 30% of visual illustrations.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____Objective 4: Marie will write an essay with no visual illustrations.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____Objective 5: Marie will learn how to translate her thoughts into words.

Q1 __S__ Q2 _____ Q3 _____ Q4 ____Objective 6: Marie will write a paper that clearly identifies her point of view (thesis), with continuing facts.

Q1 __N__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Draft of mini essays; Final 5-page paper (from Goal 4)

Area of Instruction: CookingGoal 1: Marie will be able to use a knife and scissors in the classroom. Objective 1: Marie will become comfortable holding a knife. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will become comfortable holding scissors. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 3: Marie will be taught the proper way of holding and cleaning a knife. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 4: Marie will be taught the proper way of using scissors. Q1 __P___ Q2 _____ Q3 _____ Q4 ____ Objective 5: Marie will be able to clean dirty knives safely. Q1 __N__ Q2 _____ Q3 _____ Q4 ____ Objective 6: Marie will become comfortable with other students using and cutting with knives and scissors. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 7: Marie will be able to use plastic knives. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher observation; Social worker reports

Goal 2: Marie will be able to use a knife and/or scissors to prepare a meal Objective 1: Marie will use a metal knife to cut bread/brownies. Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Objective 2: Marie will be able to retrieve knives and scissors to prepare a meal Q1 __P__ Q2 _____ Q3 _____ Q4 ____ Evaluation Method: Teacher observation; Social worker reports Approved Accommodations/Modifications and Strategies: - Social worker will come into cooking class to observe and help Marie (at least during the first two

quarters)- Marie will be assigned non-cutting project until she has achieved the prerequisite objectives to tackle

using first a plastic and then a regular knife.- In history and math, Marie will be tested in alternative locations to reduce distractions. This room must

be separate from other students. - In history and English, Marie will sit close to the teacher during discussions.


- In history, teacher will press the number from 1-3 on Marie’s iPad to inform Marie of the extent to which her comment was on topic.

- In history, teacher will meet with Marie before her project to help her decide on a topic and appropriate medium.

- Some projects will be completed through art-based illustration or through oral explanation rather than written. The duration of this modification is mentioned in further depth in her IEP in which a time frame has been created to provide Marie with the appropriate steps to success.

- In history, when Marie orally explains the three important things about the reading, teacher will write down what she says. Marie will be able to draft her four-sentence paragraph using the teacher’s notes.

- In science, social worker will attend the few classes when there is a dissection, and Marie will work with a partner, who will do the cutting.

- In English, teacher will write down important points that Marie makes so that she has a written form of her thoughts with which to work.

- In English, Marie will only be required to complete the papers prescribed by the above-mentioned goals/objectives. She is exempt from other formal writing assignments.

- Marie is required to stay after school for two times a week until otherwise stated by the school counselor. By staying two days after school, Marie will have more independent time to work with the English teacher and a slower pace.

- Marie will have the choice to do any presentations in front of the class, or in private with the educator. The presentation criteria for her project will differ if she chooses to do it in private. The presentation grade may not lower more than 10 points from original rubric.

- In gym, when Marie becomes uncomfortable, teacher will lead her in breathing exercises.- In gym, Marie may be dismissed from class for a couple of minutes to compose herself. If they are in the

gym, she will be allowed to go into the locker room; if outside, she will sit on the bleachers.- When possible in all subjects, teachers will supplement written material or lecture material with an

advanced organizer or visual component.- In every class, Marie will carry an iPad and take her notes on it.- If Marie has been talking too much or blurting out, teacher will press “red” on the iPad screen to signal

that Marie needs to stop talking for a little while. After a few minutes (not too long, lest she drop her attention), teacher may press “green” to signal that Marie is allowed to talk again.

- If Marie is daydreaming, teacher will press another button so that the iPad will vibrate to get her attention.

- In discussion or short writing assignments (in history and English particularly), Marie will type out her ideas on the iPad, so she will be able to rearrange and adapt her comment to better fit the situation.


Assistive Technology It is suggested that Marie be issued an assistive device, such as the iPad. Therefore, the school will provide Marie with a 16GB iPad with Wi-Fi, at the price of $499.00. This iPad is for academic or behavioral use only.The school will also fund certain applications needed. However, these apps will first need to be recommended by one of her teachers. There will be a protective password, so that only the social worker or guidance counselor will be able to download apps onto the iPad once they have received the recommendation from the teacher. Any apps not recommended by one of Marie’s teachers, must still be purchased through the guidance counselor but will not be funded by the school. Marie and her parents will sign a release form, which will make her responsible to take care of the iPad, to be careful not to drop it, and to make sure the battery is charged once daily. She is permitted to bring the iPad home once this release form is signed.Additional supplies that school is prepared to fund:- iPad Keyboard ($69.00)- School will provide two chargers ($29.00 each): one for at home and one at school. The school charger

is to be kept in in the guidance office in case it needs to be charged. - Case to protect the iPad ($49.95)


SUPPORTS FOR SCHOOL PERSONNEL - AmySUPPORTS FOR SCHOOL PERSONNEL - Amy

State the supports for school personnel that will be provided for the student [N.J.A.C. 6A:14-3.7(e)4].State the supports for school personnel that will be provided for the student [N.J.A.C. 6A:14-3.7(e)4].

~All school personnel involved with Marie Chanski will be informed of all her difficulties and accommodations. ~Personnel shall also be informed of any changes made to Marie’s program.~All school personnel are to be informed of all Marie’s annual goals, and help her work towards them in an appropriate manner. ~All Marie’s teachers are to be involved in her progress, whether they be curricular, extracurricular, or nonacademic.

~All school personnel involved with Marie Chanski will be informed of all her difficulties and accommodations. ~Personnel shall also be informed of any changes made to Marie’s program.~All school personnel are to be informed of all Marie’s annual goals, and help her work towards them in an appropriate manner. ~All Marie’s teachers are to be involved in her progress, whether they be curricular, extracurricular, or nonacademic.

PROGRESS REPORTING PROGRESS REPORTING

State how the parents will be regularly informed of their student’s progress toward the annual goals [N.J.A.C. 6A:14-3.7(e)16].State how the parents will be regularly informed of their student’s progress toward the annual goals [N.J.A.C. 6A:14-3.7(e)16].

METHOD SCHEDULE- Meetings regarding Marie’s progress, and

to discuss goals for Marie to work towards achieving. (Mr. Chanski especially encouraged to attend)

- Report card compiled from teachers- Progress reports

- Meetings: Quarterly

- Report cards: Quarterly (by mail)- Progress reports: Biweekly (by e-mail)


RATIONALE FOR REMOVAL FROM GENERAL EDUCATION

Decisions regarding placement are based on the individual needs of students and must begin with consideration of the general education setting. The purpose of this page is to document the discussions that have occurred with respect to accommodations, modifications, and supplementary aids and services in each academic or functional area that are necessary to educate the student in the general education setting.

If the student will be included in the general education setting for more than 80% of the time, no rationale is required. Items 1 through 3 of this section of the IEP need not be completed or included in the student’s IEP.

If a student will not be included in the general education setting for more than 80% of the time, items 1 through 3 below MUST be completed for each CONTENT/SUBJECT AREA.


1. Identify the supplementary aids and services that were considered to implement the student’s annual goals. [N.J.A.C. 6A:14-4.2(a)8i]. Explain why they are not appropriate to meet the student’s needs in the general education class:

- Social skills group: two class periods a week (on Mondays and Fridays) This instruction is not provided in the mainstream classroom but is essential to Marie’s well-being and to her understanding of appropriate social behavior. The social worker will teach scripts to a group of students for daily social interactions, for how to deal with overwhelming situations, and for how to cope under stress. The students will role-play social interactions that may occur at school. The social worker will instruct the children in what to do in such a situation, and how to calm themselves in unusual situations; she will then test the students by bringing them to progressively more unfamiliar settings and helping them use their coping strategies in those settings. Students will also discuss together any scripts they used during the week in a real-life situation or any other social interactions of the week that puzzled them.

- Behavior management: one class period a week (on Wednesdays), Marie will go to the social worker for individualized behavior instruction. Because of the focused nature of instruction, the need for the social worker to address Marie’s specific phobias and behavior difficulties, this meeting must be one-on-one away from the mainstream class. Social worker will also teach coping mechanism specifically tailored to Marie’s needs for dealing with changes in Marie’s schedule and skills for overcoming knife phobia. She will also ask Marie about her week and work through any anxieties or confrontations Marie has had. If by the third quarter of the school year, Marie seems to be thriving in the social skills group, the social worker may recommend to the Child Study Team that these weekly one-on-one meetings are unnecessary. If so, Marie will have a study hall during that period instead of meeting with the social worker.

- English tutoring: two days each week, will meet with a special needs teacher for remedial English help and instruction to help Marie complete the assignment and achieve her IEP goals. The stimulation in the room would distract Marie from paying attention to the instructor if this aid were conducted in the mainstream classroom. Special ed teacher will focus on specific strategies to improve her writing skills. Special ed teacher will attend Marie’s mainstream English class three times a week and work cooperatively with English teacher to help Marie attain her IEP goals and objectives.

2. Document the comparison of the benefits provided in the regular class and the benefits provided in the special education class [N.J.A.C. 6A:14-4.2(a)8ii].

- In 7th grade, English remedial instruction for first quarter was performed in the mainstream classroom with little effect. Her writing abilities had no significant improvement, and special ed. Instructor reported inattentiveness.

- In 8th grade, instead of an English class, Marie attended the resource room and worked with special education teacher. Completed all her annual goals in English through this method.

3. Document the potentially beneficial or harmful effects which a placement (in the general education class) may have on the student with disabilities or the other students in the class [N.J.A.C. 6A:14-4.2(a)8iii].

- The structure of the English classroom is mostly quiet work, which is disrupted by one-on-one instruction, especially when Marie gets uptight. Neither students nor Marie benefit when special ed. Instruction is conducted in the general classroom.

MODIFICATIONS IN EXTRACURRICULAR AND NONACADEMIC ACTIVITIES


State the modifications that will be provided to enable the student to participate in extracurricular and nonacademic activities [N.J.A.C. 6A:14-3.7(e)4ii]. Explain the extent, if any, to which the student will not participate with nondisabled peers in extracurricular activities and nonacademic activities [N.J.A.C. 6A:14-3.7(e)6]. In addition, for students in an out-of-district placement, delineate how the student will participate with nondisabled peers in extracurricular and nonacademic activities including, if necessary, returning the student to the district in order to facilitate such participation [N.J.A.C. 6A:14-3.7(e)17].

- Mrs. Chanski will pick Marie up from school after the extra-curricular activities.Theater (set-design)Extent of participation: paint sets for at least one school production each year if available.Modifications: will be assigned a certain section of the set to work on alone.May come after practice when fewer people are in the theater.Art ClubExtent of participation: attend the weekly meetings; will not be required to hold office; will contribute to the semester displayModifications: Social worker will attend the first three meetings and consult with art teacher.If the art teacher cannot attend the meeting and another adult is in her place, social worker will also attend to ensure that Marie does not become upset by the change in routine.DOCUMENT THE PLACEMENT DECISION ACCORDING TO THE FOLLOWING CATEGORIES(Check ONLY ONE box):

STUDENTS WITH DISABILITIES AGES 6 – 21:

In the presence of General Education Students for 80% or more of the entire school day □ In the presence of General Education Students between 40% and 80% of the entire school day □ In the presence of General Education Students for less than 40% of the entire school day □ Public Separate School (In buildings with NO General Education Students)* □ Private School for the Disabled (Only day educational costs paid by the district)* □ Private Residential School for the Disabled (BOTH day and residential costs paid by the district) □ Home Instruction □ Public Residential Facility (For reporting by State Agencies ONLY – Department of Human Services, Department of Children and Families; Department of Corrections; Juvenile Justice Commission)


SPECIAL EDUCATION DETERMINATIONSSPECIAL EDUCATION DETERMINATIONS

Document length of school day, if different from length of regular school day [N.J.A.C. 6A:14-4.1(c)].n/a

Statement of student’s transition from middle school to high school program - Social worker, with whom Marie is already somewhat acquainted, will

help her through the first two weeks of school, decreasing involvement as she gains familiarity.

- Same school district: paperwork transfer and meeting between study teams

- Family has recently relocated: now must use busing system. (See below statement regarding transportation accommodations)

Determine whether the student needs an extended school year (ESY) program. List relevant factors considered in determining whether the student needs an ESY program.

- Marie can complete her goals within the normal length of the school year.- Marie would be able to pursue interests during summer that she would otherwise be unable to pursue.- Marie engages in very little reading during the summer.- She avoids social contact when left to herself; her social skills deteriorate without practice.- Writing skills significantly deteriorated over the 7th-8th summer.- She received some ESY services during the summers of her elementary education.- Summer break had little to no effect upon her artistic or mathematical abilities.- Writing, reading, and social skills have regressed in past years without consistent practice.

Determine whether the student needs an extended school year (ESY) program. List relevant factors considered in determining whether the student needs an ESY program.

- Marie can complete her goals within the normal length of the school year.- Marie would be able to pursue interests during summer that she would otherwise be unable to pursue.- Marie engages in very little reading during the summer.- She avoids social contact when left to herself; her social skills deteriorate without practice.- Writing skills significantly deteriorated over the 7th-8th summer.- She received some ESY services during the summers of her elementary education.- Summer break had little to no effect upon her artistic or mathematical abilities.- Writing, reading, and social skills have regressed in past years without consistent practice.

If the student requires an ESY program, describe the ESY program. - In lieu of ESY program, Marie will attend Camp Excel during the day from July 7-August 17.- Camp Excel in Bergen County. http://www.campexcel.com/index.htm - provides structured academic

instruction, social training, art projects, and physical training for children with social disabilities.- Nutley School District is prepared to fund Marie’s attendance at this camp. ($5,200.00 for six weeks)

Transportation is included in this tuition. Henry and/or Louise Chanski are committed to dropping off and picking up Marie from the central transportation locations dictated by the camp.

If the student requires an ESY program, describe the ESY program. - In lieu of ESY program, Marie will attend Camp Excel during the day from July 7-August 17.- Camp Excel in Bergen County. http://www.campexcel.com/index.htm - provides structured academic

instruction, social training, art projects, and physical training for children with social disabilities.- Nutley School District is prepared to fund Marie’s attendance at this camp. ($5,200.00 for six weeks)

Transportation is included in this tuition. Henry and/or Louise Chanski are committed to dropping off and picking up Marie from the central transportation locations dictated by the camp.

Transportation- Marie has been cleared to take the bus to school.- Either Marie’s mother or sister will help her onto the bus. - Marie’s mother works in the district, so Marie will be picked up by her mother at 4:30 after her extracurricular

activities.- Twice a week Marie will be meeting with her teacher after school, so Mr. or Mrs. Chanski will pick up Marie at a

time agreed upon by between Mr. and Mrs. Chanski and Marie’s teacher. Transportation Accommodations:

- Marie’s bus driver is to be informed that she is to sit in the front row of the bus (in order to discourage the other students from teasing her.)

- If she feels overwhelmed, the driver should encourage her to take out her sketchbook and draw.Responsibilities of the parent:

- Marie will require help getting onto the bus. Either Mr. or Mrs. Chanski, or Marie’s older sister will have to help Marie onto the bus every morning.


http://www.campexcel.com/index.htm

http://www.campexcel.com/index.htm

-

PARTICIPATION IN DISTRICTWIDE AND STATEWIDE ASSESSMENT PROGRAMPARTICIPATION IN DISTRICTWIDE AND STATEWIDE ASSESSMENT PROGRAMPARTICIPATION IN DISTRICTWIDE AND STATEWIDE ASSESSMENT PROGRAMPARTICIPATION IN DISTRICTWIDE AND STATEWIDE ASSESSMENT PROGRAMAssessment Modifications /

Accommodations [N.J.A.C. 6A:14-3.7(e)7]

If the student will not be participating in a subject area or areas of a districtwide or Statewide assessment, explain why that assessment is not appropriate [N.J.A.C. 6A:14-3.7(e)7i].

State how the student will be assessed if the student will not participate in Statewide or districtwide assessment.

District Assessment: n/a (same as Grade 8 Assessment)Grade 8 Assessment: GEPA_x_Language Arts Literacy

_x_Mathematics

_x_Science

-Needed extended time-Administered at school by familiar instructor- Passed grammar section, but did not pass writing portions of language arts section

APA___Language Arts Literacy

___Mathematics ___Science

___HSPA OR ___SRA

___Language Arts Literacy

___Mathematics ___Science

n/a until school year 2013-2014

APA___Language Arts Literacy___Mathematics ___Science


GRADUATION REQUIREMENTSGRADUATION REQUIREMENTSGRADUATION REQUIREMENTSBeginning at age 14, identify the State and local graduation requirements that the student will be expected to meet. The statement must be reviewed annually. If the student is exempted from meeting any of the graduation requirements that all students are expected to meet or if any of the requirements are modified, provide a rationale below and list any alternate proficiencies the student is expected to achieve.

Beginning at age 14, identify the State and local graduation requirements that the student will be expected to meet. The statement must be reviewed annually. If the student is exempted from meeting any of the graduation requirements that all students are expected to meet or if any of the requirements are modified, provide a rationale below and list any alternate proficiencies the student is expected to achieve.

Beginning at age 14, identify the State and local graduation requirements that the student will be expected to meet. The statement must be reviewed annually. If the student is exempted from meeting any of the graduation requirements that all students are expected to meet or if any of the requirements are modified, provide a rationale below and list any alternate proficiencies the student is expected to achieve.State the Graduation Requirement If the student is NOT

exempt from the requirement, place a ✓ in this column.

If the student is exempt from meeting the graduation requirement, provide a rationale for the exemption [N.J.A.C. 6A:14-3.7(e)9i].

Attendance: No more than 18 days of absence per year

✓ (no reason associated with her IEP for her to stay home)

Credit Hours: 120 Credit hours Some of her “electives” are therapy classes and skill specific instruction from the social worker. These electives are uncreditted, so Marie’s credit load cannot properly reflect her daily work. She must complete the classes proposed in the 4-year plan (page 6 of this document) She also is exempted from the three classes of a foreign language. – will have a total of 100 credit hours to graduate.

HSPA or SRA: HSPA ✓ Will take the HSPA with some accommodations regarding test location and administration. Will assess in her sophomore year whether she will be capable of taking the English section of the HSPA.

Other:Three classes of a foreign language35 credits of electives

Exempted from foreign language study in order to allow that time for focusing upon gaining proficiency with her native language, English.

Because of her uncreditted electives of behavior therapy, Marie will only have to complete 20 credits worth of standard electives.

Alternate Requirements(s): Provide a description of any alternate proficiencies to be achieved by the student to qualify for a State endorsed diploma [N.J.A.C. 6A:14-3.7(e)9ii].Alternate Requirements(s): Provide a description of any alternate proficiencies to be achieved by the student to qualify for a State endorsed diploma [N.J.A.C. 6A:14-3.7(e)9ii].Alternate Requirements(s): Provide a description of any alternate proficiencies to be achieved by the student to qualify for a State endorsed diploma [N.J.A.C. 6A:14-3.7(e)9ii].

- Marie must get a C- or higher in all her classes in order to pass.- Marie must get a C- or higher in all her classes in order to pass.- Marie must get a C- or higher in all her classes in order to pass.


STATEMENT OF SPECIAL EDUCATION AND RELATED SERVICESSTATEMENT OF SPECIAL EDUCATION AND RELATED SERVICESSTATEMENT OF SPECIAL EDUCATION AND RELATED SERVICESSTATEMENT OF SPECIAL EDUCATION AND RELATED SERVICESSTATEMENT OF SPECIAL EDUCATION AND RELATED SERVICESState the special education services by instructional area.

Dates the services will begin and end

Frequency Location Duration

Special ed. Instruction/Tutoring for Language Arts (pull-out during English I in order to continue personalized English instruction)

August 28th 2011-June 22nd 2012

2 times a week Resource Center 45 minute period

Social Skills Group (in lieu of an elective, Marie will meet with a group of 10-15 other students to learn, practice, and implement appropriate social skills under the guidance of the social worker)

August 28th 2011-June 22nd 2012

2 times a week Room 108 45 minute period

State the related services [N.J.A.C. 6A:14-3.7(e)4].

Dates the services will begin and end

Frequency Location Duration

Counsel/Behavior therapy by social worker (behavior skills, social skills, conflict management) – provided individually.

August 28th 2011 -June 22nd 2012

1 time a week Miss Herriott’s office

45 minutes per session


NOTICE REQUIREMENTS FOR THE IEP AND PLACEMENTThis form describes the information required in each of the components of written notice for an IEP meeting. The written notice includes the IEP as a description of the proposed action and a description of the procedures and factors used in determining the proposed action.Describe the proposed action [N.J.A.C. 6A:14-2.3(g)1] and explain why the district has taken such action [N.J.A.C. 6A:14-2.3(g)2]. The attached IEP describes the proposed program and placement and was developed:

_____as a result of an initial evaluation and determination of eligibility.

_✓__ as a result of an annual review.

_____as a result of a reevaluation.

_____in response to a parental request.

_____to propose a change in placement.

_____to review the behavioral intervention plan.

_____other:_________________________________________________________Describe any options considered and the reasons those options were rejected [N.J.A.C. 6A:14-2.3(g)3]- Drawing a cartoon for the school newspaper: needs a social connection to understand

what is humorous, which Marie does not have.- Exemption from gym: required by law; needs motor skill development- Summer school: summer camp will provide the social training specific to her needs and

more disability specific.- Extra work with the social worker instead of cooking class: Social worker can work

with her just as well in the mainstream context of the cooking class. Mainstream placement is preferable.

Describe the procedures, tests, records or reports and factors used in determining the proposed action [N.J.A.C. 6A:14-2.3(g)4].- WISC IV- Woodcock-Johnson III

o Cognitive Abilities Test [Comprehension-Knowledge (Gc); Long-Term Retrieval (Glr); Visual Processing (Gv); Auditory Processing (Ga); Fluid Reasoning (Gf); Processing Speed (Gs); Short-Term Memory (Gsm)]

o Achievements Test [Letter-Word Identification; Reading Fluency; Passage Comprehension; Word Attack; Reading Vocabulary; Spelling; Writing Fluency; Writing Samples; Editing; Spelling of Sounds; Punctuation and Capitalization; Calculation; Math Fluency; Applied Problems; Quantitative Concepts; Story Recall; Understanding Directions; Story Recall – Delayed; Picture Vocabulary; Oral Comprehension; Academic Knowledge; Sound Awareness]

- GEPA scores- Grades and reports from 8th grade teachers- Social worker report (from 8th grade year)


If applicable, describe any other factors that are relevant to the proposed action [N.J.A.C. 6A:14-2.3(g)5].- Marie’s new home is creating lots of instability in her life; it will require a new home

routine as well as a new routine at the new school. Transportation and behavior plan have taken this instability into account.

- Marie’s history of violent behavior when teased.


PROCEDURAL SAFEGUARDS STATEMENTCONSENT FOR INITIAL IEP IMPLEMENTATION:

Your signature is required to give consent before the proposed IEP services can start.

I/we have received a copy of the proposed IEP and give consent for the IEP services to start.

___________________________________________________________________Signature Date

IEP REVIEW. This form is to be used for all IEPs that are developed after consent for the initial IEP has been provided. Your signature is NOT required for implementation of this IEP after 15 days have expired from the date written notice was provided.

You have the right to consider the proposed IEP for up to 15 calendar days. To have the IEP services start before the 15 days expire, you must sign below. If you take no action, the IEP will be implemented after the 15th day from the date notice is provided.

If you disagree with the IEP and you do not request mediation or a due process hearing from the New Jersey Department of Education, Office of Special Education Programs, the IEP will be implemented without your signature after the 15 days have expired.

I/we have received a copy of the proposed IEP and agree to have the IEP services start before the 15 calendar days have expired.

___________________________________________________________________Signature Date


Documents

Exceptional Child Psychology Final IEP Project