IEP — Demographic

Data
Date: May 7, 2023
STUDENT INFORMATION
Student Carl P. Reyes Date of Birth: March 10, 2015 Age: 9
Grade: 4 SSID Number: 76539 Student Identification Number: 01234567 Gender: Male
Migrant Program Eligibility: ☐Yes ☑ No English Proficiency: EO EL IFEP RFEP TBD
Home Language: Filipino
School of Residence*: Trece Martires Rd. Tanza, Cavite School of Attendance*: Holy Nazarene Christian School
*If Different, Give Reason: N/A School Type: SPED School
Setting (ages 3-22): 9
Residence: Specify Residence Name (if applicable):
Parent/Guardian: Elizabeth Reyes Email: [email protected]
Street Address/P.O. Box: Barangay Sapa 1 City: Cavite_
Zip: 4106
Home Phone:_ 555-0012 Work Phone: Cell Phone: 09348629556
Parent/Guardian: Arnold Reyes Email: [email protected]
Street Address/P.O. Box. Barangay Sapa 1 City: Cavite Zip: 4106
Home Phone: 555-0012 Work Phone; 888-346-654 Cell Phone: 09655420876
Other Contact: Rosenda Pavia_ Email: [email protected]
Street Address/P.O. Box: Tanza City: Cavite Zip : 4106
Main Phone:888-876-675 Alternate Phone: 444-567-435 Cell Phone: 09854463826
Educational Rights: Parent/Guardian Educational Representative: ☐ Surrogate Parent 🗸Adult Student
Ed. Rep./Surrogate (if applicable):Email: N/A
Street Address/P.O. Box: N/A City:N/A Zip: N/A
Main Phone:N/A Alternate Phone:N/A Cell Phone: N/A

MEETING/CASE MANAGER INFORMATION

I\Meeting Type: Initial Q Annual Q Reassessment Addendum or Amendment
Manifestation Determination Q Other Review:
Initial Referral Date: May 10 2023 Referred By: Kersten Vargas Barnedo
Date of Parent Consent for Initial Assessment: May 20, 2023 Initial Assessment IEP Date: June 16 2023
lnitial Special Education Entry Date: May 15, 2023 Last Complete IEP Date: July 20, 2024
Most Recent Assessment IE.> Date: May 11, 2023 Next Assessment Due: June 27, 2023
Supplemental IEP Review (if prier to annual) Due: May 13,2023 Next Annual IEP Review Due: July 16, 2023
Case Manager: Kersten Vargas Barnedo Position: Special Education Teacher
Cell Phone:09468731527 Email: [email protected]

ABDITIONAL ACTORS:
Yes No
☑ ☐ This is an initial placement and student received coordinated general education early intervening services (CEIS)
using Federal IDEA funds in one or both of the preceding two years.
☑ ☐ Student exhibits behavior that requires a behavior intervention plan.
☑ ☐ Student is transitioning from special class or NPS to general education class on public campus.
☑ ☐ Student is transitioning from preschool to elementary school and may require a less intensive program.
☑ ☐ Student is being considered for possible change in placement due to disciplinary action {more than 10 days of
suspension or possible expulsion).

IEP 1 (11/16)
 iEP — Eligibility

Student: Carl P. Reyes Date of Birth: March 10, 2015 Date: May 7,2023

ELIGIBILITY

STUDENT STRENGTHS, PREFERENCES, INTERESTS

Carl is on his fourth grade level who has an autism disorder Despite of his
disorder, Carl excel in arts and science he has a creative and imaginative mind. He
loves to draw anything that he want and have a detail observation on what is
happening around him.

PARENT CONCERNS RELEVANT TO EDUCATIONAL PROGRESS

The parent of Carl feel burden of long term finances in raising Carl in terms of his needs
and wants in everyday living. They cannot work totally because they need to take care of Carl.
Carl parents face the challenge that their child are unable to communicate properly .Sometimes they
cannot understand what Carl is saying because he is struggling to express his thoughts. They are
worried about how Carl able to interacts with others in school because he doesn’t want to play with
others and he don’t make eye contact.

☑Student is eligible for special education and related services in the area(s) identified below.
Primary Disability: Autism Spectrum Disorder Secondary disability: Behavioral Disorder
☐ Student is eligible for low incidence funding (visual impairment, deaf/hard-of-hearing, er severe orthopedicimpairment).
☐ Student is not eligible for special education and related services (explain on Notes/Additional information page page).
☑Student will be exiting special education and related services effective:
This exit is due to:

EFFECT OF DISABILITY AND AREAS OF NEED (complete for eligible students only)
This student’s disability causes difficulty developing skills in the areas checked below which might affect his or her ability to
participate anti progress in the general curriculum or (for preschoolers) participate in appropriate activities:
☑Reading — Decoding / Fluency ☐ Receptive Language ☑Recreation/Leisure
☑Reading — Comprehension ☑Expressive Language ☑Self-Care
☐ Math Calculation ☑Articulation/Voice/Fluency ☐ Mobility
☐ Math — Applications ☐ Study/Organization Skills ☐ Other:
☑Written Language ☑Social/Behavioral/Emotional ☐ Other:
Skills
☑Readiness — English Language Arts ☑Attention ☐ Other:
☐ Readiness — Math ☐ Vocational Skills ☐ Other:

IEP 2A (5/15)
IEP - Present Levels of Academic Achievement and Functional Performance

Student: Carl P. Reyes Date of Birth: March 10 2015 May 7,2023

Score Level
English/Language Arts 5/10 3- intermediate
Math 7/10

Science 5/10 3- intermediate

Other Assessment Data (e.g., curriculum assessment, other district assessment, etc.):

Last vision screening: May 10,2023 ☑Pass Fail Last hearing screening. May 10, 2023 ☑ Pass Fail
PRE-ACADEMlC / ACADEMIC / FUNCTIONAL SKILLS

 Carl has difficulty organizing his thoughts and writing cohesive sentences or paragraphs
 Carl struggles with math concepts such as multiplication and division
 Carl reading ability is on 2nd grade level

IEP 2B (9/15)
 IEP - Present Levels of Academic Achievement and Functional Performance
Student: Date of Birth: Date:
COMMUNICATION DEVELOPMENT

 Carl has difficulty understanding and using non verbal cues such as facial expressions, hand gestures and
tone of voice
 He has limited vocabulary and struggles with communicating and interacting with others
 Carl repeat and repeat what his saying

GROSS / FINE MOTOR DEVELOPMENT

 Carl struggles with coordination and balance sometimes

 Carl has difficulty with tasks like handwriting, including letter formation and spacing
 Carl didn’t maintain eye contact
 He also has difficulty with fine motor task like using scissors, tying shoelace and buttoning clothes
 Carl has a weak core, making it difficult to maintain proper posture and sit up straight

SOCIAL EMOTIONAL/BEHAVIORAL

 Carl has difficulty making and maintaining peer relationships

 Carl doesn’t want to have friend in school
 Carl engages in repetitive behaviors such as hand flapping, flicking his fingers, clapping and spinning objects.
 He also have anxiety when it comes to new situations and changes on his routines.

SEP 2B (9/15)
 UP - Present Levels of Academic Achievement and Functional Perfomance

Student*:Carl P. Reyes Date of Birth: March 10, 2015 Date: May 7, 2023
VOCATIONAL

 Carl has difficulty in completing a task and time management

 Carl has difficulty in following instructions or directions
 He also struggles in terms of problem-solving and decision making

ADAPTIVE / DAILY LIVING SKILLS

 Carl has difficulty with personal hygiene tasks such as taking a bath, brushing teeth,
wearing clothes ang grooming task
 Carl also struggles in preparing his meal

In general, Carl is physically healthy but sometimes according to his parents

he struggles to sleep at night. When it comes to emotional health he struggle
with social communication and maintaining relationships. Aside for having
Autism Carl also have behavioral disorder it comes whenever the environment
is stressful and then it triggers his anxiety.
 IEP — Annual
Goals
Student: Carl P. Reyes Date of Birth: March 10, 2015 Date: May 7, 2023

ANNUAL GOALS
.Area Academic Skill (Optional) Writing skills
Baseline:
Carl can write two to three sentences but struggles to organize his thoughts and ideas.

Annual Goal:
By the end of the school year Carl will improve his writing skills by writing clear and organized sentences and paragraphs with
proper grammar and punctuation with 80% accuracy.

Curriculum Standard- Monitored by:

Common Core State Standards for Carl’s grade level. Ms. KERSTEN VARGAS BARNEDO
Writing Standard 1: Write a paragraph in which Carl
introduce the topic with facts and information.
Goal is related to enabling the student to participate in general education curriculum.
Goal is related to meeting other educational needs resulting from the student’s disability.
Goal supports the student’s post-secondary goals/expectations.
Goal supports one or more ELD standards as identified under “Curriculum Standard”

Area Communication Skill (Optional)

Baseline:
Carl has difficulty understanding and using non verbal cues such as facial expressions, hand gestures and tone of
voice

By the end of the school year, Carl will improve his ability to recognize and use non verbal cues
such as facial expressions, body language, and tone of voice when communicating in social
interactions with 80% accuracy.

Curriculum Standard. Monitored by:

Social awareness that focus on understanding and Ms. KERSTEN VARGAS BARNEDO
empathizing with others as well as recognizing and
using verbal cues effectively.
☑ Goal is related to enabling the student to participate in general education curriculum.
☑Goal is related to meeting other educational needs resulting from the student’s disability.
☐ Goal supports the student’s post-secondary goals/expectations.
☐ Goal supports one or more ELD standards as identified under “Curriculum Standard”

IEP 3A (3/19)
 IEP — Participation in District and Statewide
Student: Carl P. Reyes
Assessments Bate of Birth: March 10, 2015
Date: May 7, 2023
DESIRED RESULTS
DEVELOPMENTAL PROFILE ( Preschool Only)
Adaptations Required? ☑No Yes (specify below)

STATEWTI3E ASSESSMENT SYSTEM (Supports and Accommodations for Accessibility)

☑ This student will be assessed using the state-approved standard assessment system following state requirements for participation.
Specific assessments and supports/accommodations are specified below.
The student is unable to participate in the state-approved standard assessment due to a significant cognitive disability and meets the
criteria for taking the following alternate assessment:
English Language Arts/Literacy Assessment (Grades 3-8 and 11):
Designated Supports (Non-Embedded) Accommodations (Non-Embedded)
N/A
N/A

Designated Supports (Embedded) Accommodations E m b e d d e d

Mathematics Assessment (Grades 3-8 and 11):

Designated Supports (Non-Embedded) Accommodations (Non-Embedded)

Designated Supports (Embedded) Accommodations (Embedded)

Science Assessment (Grades 5, 8 and 10, 11 or 12):

designated Supports (Non-Embedded) Accommodations (Non-Embedded)

Designated Supports (Embedded) Accommodations (Embedded)

Non-Embedded Universal Tools that may be distracting for this student are identified below and should be deactivated.

Physica1 Fitness (Grades 3, 7, and 9):

Variations Accommodations

IEP 4 (1 UI 6)
 IEP — Special Factors
Student: Carl P. Reyes Date of Birth: March 10, 2015 Date: May 7, 2023
ASSISTIVE/AUGMENTATIYE DEVICES OR TOOLS
Does student require assistive/augmentative devices or tools to meet educational goals?
No ☑Yes (specify below and include justification)

 Tablets with communication apps Visual supports(schedules, checklist, social stories)

 Picture communication system Sensory tools (fidget toys, noise cancelling headphones)
 Speech generating devices

LOW INCIDENCE BOOKS, MATERIALS , EQUIPMENT

Does student require low incidence books, materials, equipment to meet educational goals?
No Yes (specify below and include justification)

Social stories, picture books, educational games, occupational theraphy equipment

SUPPORTS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARINC—

Support in this area required? ☑ No Yes (complete information below)
Language Mode:
Specify how opportunities for direct communication with peers of similar abilities and language mode, direct
communication with professionals who are proficient in the student’s language mode, and for appropriate academic
instruction, school services, and extracurricular activities in the student’s language mode will be provided:

SUPPORTS FOR STUDENTS WHO ARE VISUALLY IMPAIRED

Support in this area required? ☒NoYes (based on an evaluation of needs in the areas of reading and writing:
Instruction in Braille is recommended. Instruction in Braille is not
recommended.
Other:
BEHAVIOIIAL SUPPORTS
Does student’s behavior impede learning of self or others? No ☑ Yes (describe).

 Positive reinforcements
 Visual supports
 Structured routines
 Sensory support
 Applied Behavioral Analysis
 IEP — Special Factors
HP 5 (8/15)
 IEP — Instructional Accommodations &
Modifications
Student: Carl P. Reyes Date of Birth: March 10, 2015 Date: May 7, 2023

ACCOMMODATIONS
Instructional accommodation needed for the student to be involv ìn and p rogress i n t h e core curriculum(musst be related to the
student’s disability). Accommodations alter howinstruction is provided but de not alter the content of the curriculum.
The accommoóations listed below apply to all subjects a.nd seitings unless specifìed otherwise.
Setting/ Schedule Sensory Needs
Providing a quiet and calm environment Provide sensory tools
Consistent schedule and routine Provide designated space for physical activity
Limiting transitions and changes in schedule Providing a designated quiet space for the student to
retreat if needed
Directions/Instructions Students Response
Using visual aids such as pictures and diagrams Learn faster and understand better
Avoiding abstract or figurative language Improve language skills
Providing clear and concise instructions Avoids confusion

MODIFICATIONS
Modifications allow the student to be more successful but fundamentally alter or lower course standards or student
expectations. The provision of these modifications means that:
1. The student’s grade .may not coant towards the hener roll or acadern.c awards.
2. Modified grades may affect a student’s class ranking.v
3. The student may not be fully exposed to curriculum in preparation for taking the Statewide Assessment,
4. A student provided with medified curriculum/grades might not graétuate with a regular diploma.
Assigninents/Tests Cours
es
Subject Content Grading Requirements
ENGLISH ADJECTIVES A+ - Excellent Create sentences using adjectives 90-100 = Outstanding
B+ - Very Good 85-89 = Very Satisfactory
C – Poor 75-84= Satisfactory
D- Remedial 75 below= Fail

MATHEMATIC Multiplication and Division A+ - Excellent 2 -3 digits to solve 90-100 = Outstanding

S B+ - Very Good 85-89 = Very Satisfactory
C – Poor 75-84= Satisfactory
D- Remedial 75 below= Fail

FILIPINO PANG - ABAY A+ - Excellent Paggamit ng pang-abay sa 90-100 = Outstanding

B+ - Very Good pangungusap ( use 0f adverb in 85-89 = Very Satisfactory
C – Poor sentences) 75-84= Satisfactory
D- Remedial 75 below= Fail

The modifications s’tated above are provided in the classroom on a daily basis for the duration ef instruction in the subject(s)
specified starting on the implementation of’the IEP.
The report card will show a modified grade but will not indicate that the student has received special education and
related services unless doing so would help the parent or guardian to understand the progress his or her child is making in
specific classes, course content, or curriculum. High school transcripts will show a modified grade but will not indicate
that the student has received special education and related services. Post-secondary institutions will not be provided
with an explanation of the modified grade and of the student’s special education status without written consent of the
parent or adult student.
IEP 6A (1/2020)
 IEP — Special Education and Related Services
Student: Carl P. Reyes Bate of Birth: March 10, 2015 Date: May 7, 2023
.SPECIAL EDUCATkON AND RELATED SERVICE OPTIONS CONSIDERED
The following service options were considered:

In selecting LRE, étescribe the consideration given to any potential harmful effect on the child or quality of services that the child needs:

SPECIAL EDUCATION AND RELATED SERVICES OFFERED

Primary Service: Provider: Responsible Staff: Location:
Tutoring and Mentoring Teacher and SPED Teacher Cavite
Parents
Delivery Model: Frequency: Durations Start Date: End Date:
Home Visitation Once a week 60 total
minutes
Service: Responsible Staff: Location:
Speech Language Speech Speech Language Hospital
Theraphy Language Pathologist
Pathologist Frequency:
Delivery Model: j Frequency: Duration: ''art Date: End Date:
total minutes
Service: Provider: Responsible Staff: Location:

Delivery Model. Frequency: Duration: '' Date: End Bate:

total minutes
Service: Provider: Responsible Staff: Location:

Delivery Model: Fre que 1lc y: i1 t D e E d Dotyt

'° T t otal minutes " ’ ll '
'
Service: Provider: Responsible Staff:

Delivery Model: Frequency: Duration: "‘rt ‘‘t’.’ End Baie:

total minutes
Service: Provider: Responsible Staff: Location:

Delivery todel: Frequency: Duration: Start Date: End Bate:

total minutes
Service: provider: Responsible Staff: Location:

Delivery Model: Frequency: Duration: ''‘rt Date: End Date:

total minutes
Service: Provider: Responsible Staff: Location:

Delivery Model: Frequency: Duration: ' ' Date: End Date:

total minutes
Service: Provider: Responsible Staff: Location.

Delivery Model: Frequency: Burationi ''art Date: End Date:

total minutes
Service: Provider: Responsible Staff: Location:

)
 IEP — Offer of FAPE Educational
Settings
Student: Carl P. Reyes Date of Birth: March 10, 2015 Date:

Physical Education General Modified General Specially Designed Adapted Exempt

District of Service School of Attendance
School Type Primary Locatlon of Services
Setting(ages 3-22):

All special education services provided at student’s school of residence? Q Yes Q No (rationale)

% of time student is outside general education class & extracurricular & non academic activities
% of time student is in the general education class & extracurricular & non academic activities
F .ñr- i ill r ct pa?*icipa‘r iii tb.c general clazc 'd‹ Sx’.‹.acecularñ non academic actTVit*•s beva’4se

Other Agency Services

N/A Regional C*nter
California Children’s Services (CCS) Department of Rehabilitation
Probation Other
Department of Social Services (DSS)

Promotion Criteria District Progress on Goals Other

Parents will be informed of progress.

Quarterly Trimester Semester Other
How? With Grade Reports Progress Summary Report O ther

IEP 7B (8/18)
 IEP — Supplementary Aids, Services &
Transportation

Studen.: Date of Birth: Dat•:

SUPPORTS FOR SCHOOL PERSONNEL
Supports far school personnel are required fer this student. NO Yes (specify below)
Aids, Services and/or Supports: Provider: To Support:
Student Personnel
Location: Frequency: Duration: Start Date: End Date:
total minutes
Provider: To Support:
Student Personnel
Location: Frequency: Duration: Start Date: End Date:

Aids, Services and/or Supports: Provider: To Support:

Student Personnel
Location: Frequency: Duration: ''‘‘Date: End Date:
Total minutes
Aids, Services and/or Supports: Provider: To Support:
Student Personnel
Location: Frequency: Duration: Start Date: End Date:
total minutes
Aids, Services and/or Supports: Provider: To Support:
Student O Personnel
Location: Frequency: Durations ''‘‘Date: End Date:
total minutes
Aids, Services and/or Supports: Provider: To Support:
Student Personnel
Location:

Aids, Services and/or Supports: Provider: To Support:

Student Personnel
Location: Frequency.’ Duration: Start Date: End Bate:
tetal minutes

TRANSPORTATION
Special Education Transportation: No
Yes Transportation Needs:
Reg . Reg. ESY Reg ESY
ESY
A/C Required Electric Restraint Harness
Alternate Address LimitedRide Rides Cab
Firing M e dical Protocol Seat Belt
Equipment Transports Medication
Buckle Guard Nurse Aide on bus Transportation Behavior Plan
Car Seat Parent Travel Chair
Curb-to-curbVest
Other: TransportRelease Form Wheelchair
Other: Walker Access to Electronic Device
Station to Station
IEP 8 (8/19)
 IEP — Consent and
Signatures
Studer.t: Date of Birth: Date:

PARENT ACKNOWLEDGEMENTS AND REQUESTS

Check all of the following boxes that apply:
1. 1 have received a copy the Notice of Procedural Snfeguards.
2. I attended and participated in the IEP team meeting.
1. I received notice of the IEP team meeting but did not attend.
II parent did not attend, specify the methods and dates où contact to encourage the pa.-nt to aüe:ad.
a. Method/Date: c. Method/Date:
b. Method/Date: d. Method/Date:
2. Parent did not attend, but the IEP meeting proceeded without the parent.
3. I request a copy of this IEP in my primary language/other mode of communication:
4. I have received a copy of the assessment report(s) reviewed in developing this IEP if applicable.
5. I have received a copy of the IEP.
6. Yes No The school district facilitated parent involvement as a means of improving services & results for my child.

PARENT CONSENTS
Check one of the following three boxes:
1. I agree with the determination of my child’s eligibility or Q ineligibility for special education.
2. I do not agree with the determination of my child’s eligibility or ineligibility for special education.
3 I have declined the offer of initiation of special education services.

If your child is eligible for special education, check one of the following three boxes:
1. I understand and consent to the contents of this IP.
2. I understand and consent to the contents of this IEP except for:
3. I do not consent to the contents of this IEP.
If your child is eligible for special education, check the box below, if applicable
I have received a copy of “Consent to Bill Medi-Cal and Release Information”.
I understand that services will not be made-up when my child is absent or when a normally scheduled session falls on a
non- student day unless otherwise agreed upon and that services will not be provided during school holidays and breaks
except âs• those provided during extended school year.
Signature of Parent/Adult Student: Date:
Signature of Parent/Adult Student: Date:

IEP TEAM MEETING PARTICIPANTS

The following people participated in the IEP team meeting:
Signature Position Bate
LEA Representative/

Parent/Guardian/Adult Student

Parent/Guardiae/Adult St'ud•nt

IEP 9A (IB/l5)
 IEP — Consent and
Signatures

Student: Date of Biñh: Date:

Meeting Purpose:
IEP TEAM MEETING JPARTICIPANTS
The following people participated in the IEP team meeting:
Signature Position Date

IEP 9B (10/15)
 Notes/Additional Infomiation
Student: Date of Birth: Date:

IEP 12 (8/13)
Based on the IEP format you provided (for Carl P. Reyes) and tailoring it for a student with Asperger’s Syndrome,
here is a revised version. You can replace personal details as needed:

Individualized Education Program (IEP)

Student: Juan D. Santos

Date of Birth: August 15, 2014
Age: 10
Grade: 4
School: [Insert School Name]
IEP Date: May 13, 2025
Case Manager: [Insert SPED Teacher's Name]
Disability Classification: Autism Spectrum Disorder – Asperger’s Syndrome

Student Strengths, Preferences, and Interests

Juan is intellectually curious and highly verbal with strong memory and advanced vocabulary. He enjoys reading about
science, especially astronomy and animals, and shows a keen interest in technology and maps. Juan prefers structured
routines and excels in individual tasks.

Parent Concerns

Parents are concerned about Juan’s difficulty with peer interactions, understanding social cues, and coping with
changes in routine. They are also seeking support in helping Juan improve his emotional regulation, particularly in
stressful or overstimulating environments.

Present Levels of Academic Achievement and Functional Performance

Reading/Language Arts: On grade level

Math: Slightly above grade level
Science: Above grade level
Writing: Struggles with organization and clarity
Communication: Uses advanced vocabulary but struggles with pragmatic (social) language
Social/Emotional: Difficulty making and maintaining friendships; tends to take things literally
Motor Skills: Fine motor skills are within normal limits
Daily Living Skills: Requires reminders for hygiene and task completion
Behavior: Occasionally exhibits meltdowns due to sensory overload or routine changes

Annual Goals (Examples)

Goal Area: Social Communication

 Baseline: Juan often misinterprets social cues and has difficulty initiating and maintaining peer conversations.
  Annual Goal: By the end of the school year, Juan will demonstrate appropriate social interaction skills (e.g.,
initiating conversation, turn-taking, interpreting facial expressions) in structured settings with 80% accuracy as
measured by observation.

Goal Area: Self-Regulation

 Baseline: Juan experiences anxiety when routines are disrupted.

 Annual Goal: Juan will use learned coping strategies (e.g., deep breathing, visual schedules) to manage anxiety
and transitions with minimal adult support in 4 out of 5 observed instances.

Accommodations & Modifications

Accommodations:

 Use of visual schedules and timers

 Clear, concise instructions
 Preferential seating away from distractions
 Access to a quiet area when overwhelmed
 Extra time on assignments and tests

Modifications:

 Adjusted social studies content to focus on factual learning rather than interpretive tasks
 Modified writing expectations (bullet points instead of full paragraphs when appropriate)

Behavioral Supports

 Use of positive reinforcement

 Structured routines with warnings for changes
 Social stories and role-play scenarios
 Check-ins with a trusted adult

Assistive Technology

 Tablet with social skills apps

 Visual cue cards
 Noise-canceling headphones

Services Offered

 Social Skills Group: Weekly, 30 minutes, SPED teacher

 Speech-Language Therapy: Focus on pragmatic language, 45 minutes/week
 Counseling Support: As needed, provided by school counselor

If you’d like this IEP in editable Word format or need it customized further for a different student, just let me know!