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STATE OF NEVADA

INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

INFORMATION
STUDENT/PARENT INFORMATION ELIGIBILITY CATEGORY MEETING INFORMATION
Student Rita G Sex Female Autism Spectrum Disorder DATE OF MEETING 03-05-2021
DATE OF LAST IEP MEETING
Birthdate Grade 3rd Student ID # 111222 Deaf/Blind
Student Primary Language PURPOSE OF MEETING
English Developmental Delay
Student English Proficiency Code (optional) Interim IEP
Emotional Disturbance
✔ Initial IEP
Address 1234 Disney Lane Health Impairment
Student Phone 702-111-2222 Annual IEP
Hearing Impairment/Deaf
IEP Following 3-Yr Reevaluation
Intellectual Disability
Parent/Guardian/Surrogate Mrs. G. Revision To IEP Dated
Multiple Impairment
Parent Phone (Home) 702-111-2222 (Work) Exit/Graduation
Orthopedic Impairment
Optional: Cell Email [email protected] IEP Revision Without A Meeting:
✔ Specific Learning Disability
Primary Language Spoken at Home English At the request of : Parent or School District
Speech/Language Impairment
LEP Status None Other
Federal Placement Code Traumatic Brain Injury
IEP SERVICES WILL BEGIN 03/05/2021
Federal Student Ethnicity Code Visual Impairment/Blind
ANTICIPATED
Interpreter or Other Accommodations Needed ELIGIBILITY DATE 03/05/2021 DURATION OF SERVICES 3/04/2022
Emergency Contact/Phone Number ANTICIPATED IEP REVIEW DATE 03/05/2021
3-YR REEVALUATION 03/04/2024
Current School Zoned School COMMENTS

IEP PARTICIPATION
Parent/Guardian/Surrogate* Mrs. G. and Mr. G Speech/Language Therapist/Pathologist/Specialist
Student** School Nurse
LEA Representative* Mrs. L Interpreter
Special Education Teacher* Ms. Resource Other (name and role)
Regular Education Teacher*** Mr. Mild Other (name and role)
School Psychologist Ms. Psychologist Other (name and role)
*Required participant.
** Student must be invited when transition is discussed (beginning at age 14 or younger if appropriate).
***The IEP team must include at least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment).

PROCEDURAL SAFEGUARDS
✔ I have received a statement of procedural safeguards under the Individuals with Disabilities Education Act (IDEA) and these rights have been explained to me in my primary language.

Parent Signature Mrs. G

AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, STUDENTS MUST BE INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE RIGHTS WILL TRANSFER TO THEM AT AGE 18.
✔ Not applicable. Student will not be 18 within one year, and the student's next annual IEP meeting will occur no later than the student's 17th birthday.
The student has been informed of his/her rights under IDEA and advised of the transfer of these rights at age 18.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Consider results of the initial evaluation or most recent reevaluation, and the academic, developmental, and functional needs of the student, which may include the following areas:

academic achievement, language/communication skills, social/emotional/behavior skills, cognitive abilities, health, motor skills, adaptive skills, pre-vocational skills, vocational skills, and other skills as

appropriate. For students who are 16 or older, or will turn 16 when this IEP is in effect, also consider the results of age appropriate transition assessments related to training/education, employment,

and independent living skills (as appropriate).

ASSESSMENTS CONDUCTED ASSESSMENT RESULTS EFFECT ON STUDENT'S INVOLVEMENT AND PROGRESS IN GENERAL EDUCATION
CURRICULUM OR, FOR EARLY CHILDHOOD STUDENTS, INVOLVEMENT IN
DEVELOPMENTAL ACTIVITIES
Mathematics testing included the mathematics tests of the Peabody
Mathematics - Individual Achievement Test-Revised (PIAT-R), the Key The Third grade general Education curriculum expects student
Math-Revised, and the Brigance Comprehensive Inventory of Basic
Peabody Individual Skills-Revised. Rita scored substantially below grade level in all these
to use the four operations to solve word and computation
Achievement mathematics tests. Her grade placement at the time of the test was problems and recognize fractions as a whole number. Due to
3.8, and her mathematics scores ranged between 1.8 and 2.5,
Test-Revised (PIAT-R) making her 1 1/2 to 2 years below her present grade in mathematics. Ritas deficits with addition, subtraction, multiplication, fractions
Her most serious mathematical difficulties were in the areas of
numerical reasoning and word problems. She also did poorly in and her ability to solve word problems impacts her ability to be
addition, subtraction and multiplication. Her scores were low in
fractions and division, but she has not had instruction in these areas
successful with the general education curriculum in the general
in the classroom. education setting.
Brigance
Reading Rita was given the reading tests of the Brigance
Comprehensive Comprehensive Inventory of Basic Skills-Revised, the PIAT-R, the
Inventory of Basic Woodcock Reading Mastery Tests-Revised and the Gray Oral
Reading Tests, Third Edition, to test reading achievement. In general,
The Third grade general Education curriculum expects student
Skills-Revised, the Rita scored satisfactorily in tests of word recognition, but her to read, summarize, and understand grade level text and be
performance dropped considerably when reading comprehension
PIAT-R, the Woodcock was required. When she was observed during the reading, she able to answer comprehension questions. Due to Ritas deficits
seemed to lose her place and had difficulty concentrating on the
Reading Mastery material. Her word identification, phonics skills and reading
in reading comprehension, conceptional skills and
Tests-Revised and the vocabulary are adequate. Difficulties in reading appear when she is
required to use higher conceptual skills in reading comprehension.
understanding grade level text impacts her ability to be
Gray Oral Reading Her reading comprehension is at the independent reading level of successful with the general education curriculum in the general
second grade. Her word recognition skills are at the fourth-grade
Tests, Third Edition level. education setting.

Writing Rita's handwriting skills were assessed with the Brigance

Brigance Comprehensive Inventory of Basic Skills-Revised and through The third-grade handwriting curriculum calls for shifting from
observation. Handwriting poses a major problem for her. The
Comprehensive third-grade handwriting curriculum calls for shifting from manuscript to manuscript to cursive writing. Due to Ritas deficit in letter
Inventory of Basic cursive writing. However, Rita has resisted making the change and
asked Mr. Mild if she could continue using manuscript writing. She is
formation and pencil grip and understanding grade level text
Skills-Revised and left-handed and has always had much difficulty performing this impacts her ability to be successful with the general education
visual-motor task. Her written papers are a painstaking task for her
through observation. and to complete and require much effort and time. Even then, the curriculum in the general education setting.
final product is usually illegible and has a very sloppy appearance.
She begins many letters from the bottom, moving to the top of a line.
Tall letters are the same size as small letters. Her pencil grasp is
unusual, and she keeps her non-writing right hand in a folded, tense
position. Written expression could not be tested because of her
extremely poor handwriting skills.

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STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

STATEMENT OF STUDENT STRENGTHS

Rita has strengths in word recognition.

STATEMENT OF PARENT EDUCATIONAL CONCERNS

03/05/2021 Mrs. G has concerns with Ritas failing 3rd grade and she doesn't want to go to school.

STATEMENT OF STUDENT'S PREFERENCES AND INTERESTS (required if transition services will be discussed, beginning at age 14 or younger if appropriate)

Ritas favorite class is music. Rita enjoys watching television, eating and playing with her younger sister.

If student was not in attendance, describe the steps taken to ensure that the student's preferences and interests were considered:
Special Education teacher observations
student interviews

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CONSIDERATION OF SPECIAL FACTORS

1. Does the student's behavior impede the student's learning or the learning of others? ✔ No. Yes.
If YES, IEP committee must provide positive behavioral strategies, supports and interventions, or other strategies, supports and interventions to address that
behavior.
Addressed in IEP.

2. Does the student require assistive technology devices and services? ✔ No. Yes.

If YES, IEP committee must determine nature and extent of devices and services.

Addressed in IEP.

3. Does the student have limited English proficiency? ✔ No. Yes.

If YES, IEP committee must consider the following (check box if IEP committee considered the item):

Language needs of the student as those needs relate to the student's IEP.

4. Is the student blind or visually impaired? ✔ No. Yes.

If YES, IEP committee must evaluate reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for
instruction in Braille or use of Braille) and must provide for instruction in Braille and use of Braille unless determined not appropriate for the student.
Braille instruction and use of Braille is not appropriate for student. Braille instruction and use of Braille is addressed in IEP.

5. Does the student have communication needs that require IEP services? ✔ No. Yes.

If YES, IEP committee must determine nature and extent of services.

Addressed in IEP.

6. Is the student deaf or hard of hearing? ✔ No. Yes.

If YES, IEP committee must consider the student’s language and communication needs and consider the following (check box if IEP committee considered the
item):
The related services and program options that provide the student with an appropriate and equal opportunity for communication access.

The student’s primary communication mode.

The availability to the student of a sufficient number of age, cognitive, academic and language peers of similar abilities.

The availability to the student of adult models who are deaf or hearing impaired and who use the student’s primary communication mode.

The availability of special education teachers, interpreters and other special education personnel who are proficient in the student’s primary communication mode.

The provision of academic instruction, school services and direct access to all components of the educational process, including, without limitation, advanced

placement courses, career and technical education courses, recess, lunch, extracurricular activities and athletic activities.

The preferences of the parent or guardian of the student concerning the best feasible services, placement and content of the student’s IEP.

The appropriate assistive technology necessary to provide the student with an appropriate and equal opportunity for communication access.

7. Does the student have a Specific Learning Disability and Dyslexia? ✔ No. Yes.
If YES, the IEP committee must consider the following instructional approaches (check box if IEP committee considered the item):
Explicit, direct instruction that is systematic, sequential and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of
the student.
Individualized instruction to meet the specific needs of the student in an appropriate setting that uses intensive, highly-concentrated instruction methods and materials
that maximize student engagement.
Meaning-based instruction directed at purposeful reading and writing, with an emphasis on comprehension and composition.
Multisensory instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice.

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TRANSITION
DIPLOMA OPTION SELECTED FOR GRADUATION (Diploma option must be declared at age 14 and reviewed annually.)
Standard or Advanced High School Diploma. Must complete all applicable credit Adjusted High School Diploma. Must complete IEP requirements.
requirements and participate in a College and Career Readiness Assessment.

Alternative High School Diploma. Must complete all applicable credit requirements and participate in the Nevada Alternate Assessment.

STUDENT'S VISION FOR THE FUTURE

A short statement that directly quotes what the student wants for the future.

N/A

STATEMENT OF TRANSITION SERVICES: COURSE OF STUDY

Beginning at age 14 or younger if determined appropriate by the IEP team, describe the focus of the student's course of study.

N/A

STATEMENT OF MEASURABLE POSTSECONDARY GOALS

Beginning not later than the first IEP to be in effect when the student is 16, describe measurable postsecondary goals in the following areas:

Training/Education
N/A

Employment
N/A

Independent Living Skills (As Appropriate)

N/A

Other
N/A

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TRANSITION (continued)
STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES
Beginning not later than the first IEP to be in effect when the student is 16, develop a statement of needed transition services, including strategies or activities, for the student.

Instruction
N/A

Any Other Agency Involvement (Optional):

Related Services
N/A

Any Other Agency Involvement (Optional):

Community Experiences
N/A

Any Other Agency Involvement (Optional):

Employment and Other Post-School Adult Living Objectives

N/A

Any Other Agency Involvement (Optional):

Acquisition of Daily Living Skills and Functional Vocational Evaluation (if appropriate)

N/A

Any Other Agency Involvement (Optional):

Other
N/A

Any Other Agency Involvement (Optional):

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IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)
 Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates:
2. Unsatisfactory Progress Being Made
(need to review/revise)
 Training/Education  Employment  Independent Living Skills  Other
3. Goal Met (note date)
 Check here if this goal will be addressed during Extended School Year Services (ESY) Date Date Date Date

BENCHMARK OR SHORT-TERM OBJECTIVE

#1
By annual review date in a classroom setting Rita will increase her reading comprehension skills achieving a criteria of 80%, as measured by observation and documentation, as implemented by the Special Education Teaching Staff.

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)
 Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates:
2. Unsatisfactory Progress Being Made
(need to review/revise)
 Training/Education  Employment  Independent Living Skills  Other
3. Goal Met (note date)
 Check here if this goal will be addressed during Extended School Year Services (ESY) Date Date Date Date

BENCHMARK OR SHORT-TERM OBJECTIVE

#1
by annual review date in a classroom setting Rita will use the four operations to solve computation and word problems
#

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METHOD FOR REPORTING PROGRESS
METHOD FOR REPORTING THE STUDENT'S PROGRESS TOWARD MEETING ANNUAL GOALS (check all PROJECTED FREQUENCY OF REPORTS
methods that will be used)
IEP Goals Pages District Report Card ✔ Quarterly Semester
✔ Specialized Progress Report Parent Conferences Trimester Other
Other

SPECIAL EDUCATION SERVICES

SPECIALLY DESIGNED INSTRUCTION BEGINNING AND FREQUENCY OF LOCATION OF
ENDING DATES SERVICES SERVICES
Reading 03/05/2021-03/05/2022 150 minutes a week Resource Classroom
Math 03/05/2021-03/05/2022 150 minutes a week Resource Classroom
Writing 03/05/2021-03/05/2022 150 minutes a week Resource Classromo

SUPPLEMENTARY AIDS AND SERVICES

Includes aids, services, and other supports provided in regular education classes, other education-related settings (including special education settings), and in

extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

MODIFICATION, ACCOMMODATION, OR SUPPORT FOR STUDENT OR PERSONNEL BEGINNING AND FREQUENCY OF LOCATION OF
Provide specific description(s) below. ENDING DATES SERVICES SERVICES
Rita will sit near the teacher 03/05/2021-03/05/2022 during class time Resource Classroom

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RELATED SERVICES
RELATED SERVICE SERVICE TYPE AND/OR DESCRIPTION BEGINNING AND FREQUENCY OF LOCATION OF
A – Assessment C - Consultative D - Direct ENDING DATES SERVICES SERVICES

Speech/Language
Physical Therapy
✔ Occupational Therapy Assessment 05/07/2021 School
Transportation
Counseling
Psychological Services
Orientation and Mobility
Audiology
School Health Services
and School Nurse Services
Medical Services for Diagnostic
or Evaluation Purposes
Recreation, including
Therapeutic Recreation
Parent Counseling and Training
Interpreting Services
Social Work Services
Assistive Technology
Other

PARTICIPATION IN STATEWIDE AND/OR DISTRICT-WIDE ASSESSMENTS

Indicate how the student will participate If the student will participate in an alternate assessment, explain why If the student will participate in a regular
in statewide or district-wide assessments. the student cannot participate in the regular assessment, and why assessment, does the student require
the particular alternate assessment selected is appropriate. accommodations?

State Criterion-Referenced Test (CRT) No Yes

✔ Yes N/A Alternate If YES, list on "Accommodation(s) for the Nevada
Proficiency Examination Program" (attach form).
College and Career Readiness Assessment No Yes
Yes ✔ N/A Alternate If YES, list on "Accommodation(s) for the Nevada
Proficiency Examination Program" (attach form).
Other (List): No Yes List Accommodation(s):
Yes ✔ N/A Alternate

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EXTENDED SCHOOL YEAR SERVICES

Does the student require extended school year services?
No ✔ Yes If YES, IEP goals and benchmarks/short-term objectives and/or related services to be implemented in ESY must be identified.
If need for ESY is to be determined at a later date, indicate date by which IEP decision will be made:

PLACEMENT
PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME
IN REGULAR EDUCATION ENVIRONMENT
Selected ✔ Rejected Regular class with supplementary aids and services (no removal)
✔ Selected Rejected Regular class and special education class (e.g., resource) combination The student will spend 60 % of his or her school day in
Selected ✔ Rejected Self-contained program the regular education environment.
Selected ✔ Rejected Special school
Selected ✔ Rejected Residential
Selected ✔ Rejected Hospital
Selected ✔ Rejected Home
Selected Rejected Other

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION ENVIRONMENTS*

Explain why the IEP goals and objectives cannot be implemented in regular education environments, including the reasons why the team rejected a less restrictive placement.
Include an explanation of any harmful effects on the learning of this or other students which affected the placement selection.
requires specialized instruction in the areas of reading, math and written. A general education classroom will be to fast for her and not at her current level
*Regular education environments include academic classes (which might include field trips linked to the curriculum), nonacademic settings (such as recess), and extracurricular activities (for
example, sports, after-school clubs, band, etc.).

IEP IMPLEMENTATION
✔ As the parent, I agree with the components of this IEP. I understand that its provisions will be implemented as soon as possible after the IEP goes into effect.

As the parent, I disagree with all or part of this IEP. I understand that the school district must provide me with written notice of any intent to implement this IEP. If I wish to prevent the implementation of this IEP,
I must submit a written request for a due process hearing to the local school district superintendent.

Parent Signature
Mrs. G

✔
03/05/2021 Azsa Osborne
A copy of this IEP was provided to the studentʼs parent on: _________________________ by _________________________________________________________
Special Education Teacher
(date) (name) (title)

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