џWPC@ ћџ2BіJ#vxCourierCourier BoldCourier ObliqueCourier Bold ObliqueHelveticaHelvetica BoldHelvetica ObliqueHelvetica Bold ObliqueHelvetica NarrowHelvetica Narrow BoldHelvetica Narrow ObliqueHelvetica Narrow Bold ObliqueTimesTimes BoldTimes ItalicTimes Bold ItalicNew Century SchoolbookNew Century Schoolbook BoldNew Century Schoolbook ItalicNew Century Schoolbook Bold ItalicITC Bookman DemiITC Bookman Demi ItalicITC Bookman LightITC Bookman Light ItalicPalatinoPalatino BoldPalatino ItalicPalatino Bold ItalicSymbolITC Zapf DingbatsITC Zapf Chancery Medium ItalicAvant Garde Gothic BookITC Avant Garde GothicITC Avant Garde Gothic BookITC Avant Garde Gothic Book ObliqueITC Avant Garde Gothic DemiITC Avant Garde Gothic Demi Obliqueа А аа ХБ3љ'Б3љ'Х аеееСрЬСаЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаб :sф2МPБГkC бPage е‚аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаб :sф2МPБГkC бPROGRAM OPTIONS CONSIDERED Regular education with supplemental aids and services Resource center under 21% of day Resource center 21-50% of day Self-contained class in local school district Special class in another district County special services school district Private school Residential school Hospital program Home instruction RATIONALE FOR TYPE OF PROGRAM AND PLACEMENT Full participation in regular education (without special aids and services) is not appropriate at this time due to the need for: Support in the regular education classroom Small group instruction in areas of specific weakness Low student-teacher ratio Individualized teaching approach Specialized related services Behavior management techniques LEAST RESTRICTIVE ENVIRONMENT STATEMENT In selecting a program to implement the IEP, consideration was given to distance from home, interaction with non-disabled age peers and potential benefit or harm to this student or other students. The program selected provides: Placement in the neighborhood school Placement in a school as close to home as possible Full time education with age peers without educational disabilities Education with non-disabled peers except for areas of weakness Mainstreaming for academics as appropriate Mainstreaming for gym, art, music, library Inclusion in special events and activities Comparable services and facilities to those offered in-district DESCRIPTION OF PROGRAM SELECTED BECAUSE IT PROVIDES THE LEAST RESTRICTIVE ENVIRONMENT Regular education with supplemental aids and services Resource center less than 21% of the day Resource center 21 - 50% of the day Self-contained class in the neighborhood school Special class in another district County special services school district Private school Residential placement Hospital-based program Home instruction DESCRIPTION OF PARTICIPATION IN REGULAR EDUCATION PROGRAMS All regular education, unless listed under Special Education Math Reading English Spelling Science Social studies Art, music, gym Homeroom, lunch Eligible for activities (assemblies, class trips, clubs) No participation SPECIAL EDUCATION: SUPPORT IN REGULAR CLASS Math Reading English Spelling Science Social studies SPECIAL EDUCATION: RESOURCE CENTER PULL OUT Math Reading English Spelling Science Social studies SPECIAL EDUCATION: SELF CONTAINED CLASS Full time More than 50% of time. Regular education noted above. REGULAR EDUCATION EXEMPTIONS AND MODIFICATIONS: Attendance policy Exempt: health limits ability to meet attendance policy Modifications: Not exempt District-wide standardized testing Exempt: all schoolwide testing Exempt: portions of testing: Rationale: the IEP does not include proficiencies in test Rationale: the student would be adversely affected Modifications: Not exempt Discipline policy Exempt: disability limits understanding/following discipline policy Modifications: Not exempt Graduation policy Exempt: Modifications: Not exempt Classroom modifications: Homework Grading Time limits Testing Volume of work None required RELATED SERVICES (necessary to meet educational needs) Adaptive physical ed: ССFrequency: 1 x wk ССDuration: 30 min In-school counseling: ССFrequency: 1 x wk ССDuration: 30 min Occupational therapy: ССFrequency: 1 x wk ССDuration: 30 min Physical therapy: ССFrequency: 1 x wk ССDuration: 30 min Speech and language: ССFrequency: 1 x wk ССDuration: 30 min Vocational services: ССFrequency: ССDuration: Recreational services: ССFrequency: ССDuration: Individual aide: ССFrequency: ССDuration: Transportation: ССFrequency: daily ССDuration: school year No related services are required LANGUAGE TO BE USED IN INSTRUCTION: English ROLES OF SPECIAL SCHOOL PERSONNEL Teachers will provide services described in IEP. Teachers will confer with the parents and CST as indicated. Special education teachers will consult with mainstream teachers. Case manager will monitor implementation of the IEP. Case manager will meet with teachers, student or family as needed. Child study team will conduct evaluations as appropriate. Specialists will provide services as described in the IEP. Nurse will give daily medication LENGTH OF TIME A SPECIAL EDUCATION PROGRAM IS EXPECTED Due to specific educational needs, special education services are expected to be needed at least until the annual review. The regular school year of 180 days and academic day of six hours will be followed. An extended year program is not required An extended year program is required in order to maintain progress EVALUATION CRITERIA, PROCEDURE AND SCHEDULE The IEP, including placement, goals, objectives, and services, will be assessed annually at the IEP meeting by all required participants. EVALUATION CRITERIA, PROCEDURE AND SCHEDULE for OBJECTIVES: Perform target behavior about 4 out of 5 attempts Satisfactory progress as shown by class work and discussion Satisfactory progress as shown on homework Satisfactory progress as shown by folder of work Passing grade on quizzes and tests Passing grade on quarterly report card СрЬС СрЬСINDIVIDUALIZED EDUCATION PROGRAM MEETING СрЬСSIGNATURE SHEET ‚ аЬьџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬа SIGNATURE ССPARTICIPANT аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬа ____________________________________ Parent ____________________________________ Teacher ____________________________________ Learning consultant ____________________________________ School psychologist ____________________________________ School social worker ____________________________________ Speech/language specialist ____________________________________ ____________________________________ PARENTAL CONSENT: I have reviewed the IEP, agree with program and placement and consent to implementation of the IEP. __________________________ СС__________________________ СС аЬХеџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаССName Date ССName Date аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬа NOTICE: This IEP will be implemented in 15 days unless written parental consent is received to implement the program sooner. Please waive the 15-day waiting period for implementation. _____ аЬpџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаССinitials аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬа ACKNOWLEDGMENT: I received a copy of the IEP _____ аЬЭ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаССinitials аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаI received a copy of Parents Rights in Special Education ______ аЬ—џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаССinitials аЬ[Г cЛkУsЫ#!џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаI don't need another copy of Parents Rights now _______ аЬ‚џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЬаССinitials