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Child’s Name: Experience Thing
Date of Birth: 2/2/96
Age: 11
School: The Sixties Elementary School
Grade: 7
State Agency Client: Yes No
Date Sent to Parent:
June 10, 2007
Maine Special Education Regulations Section (MSER) IX.3(G)
(State of Maine Required Form)
Regional School Unit #1
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Date of Meeting: 6/1/07
Effective Date of IEP: 9/1/07
Date of Annual IEP Review 5/31/088
Date of Re-evaluation: 2/08
Date(s) of Amended IEP: Start Typing Here
(MSER) Section VII.2
Autism
Developmental Delay (ages 3-5)
Hearing Impairment
Other Health Impairment
Specific Learning Disability
Deaf-Blindness
Developmental Delay (Kindergarten)
Mental Retardation
Orthopedic Impairment
Traumatic Brain Injury
Deafness
Emotional Disturbance
Multiple Disabilities
Speech or Language Impairment
Visual Impairment (Including Blindness)
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Child’s name: Experience Thing
In developing each child’s IEP, the IEP Team must consider- 34 CFR 300.324; MSER Section IX.3.C
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A. The strengths of child: 34 CFR 300.324(a)(1)(i) ; MSER Section IX.3.C(1)(a)
Experience loves school. He enjoys tasks where he feels he is helping others. He is reliable at completing errands around the school and loves those tasks. His favorite time of day is gym class where he also loves helping to get the equipment ready for the games.
B. The concerns of parents for enhancing the education of their child: 34 CFR 300.324(a)(1)(ii); MSER Section IX.3.C(1)(b)
Mr. and Mrs. Thing would like Experience to grow academically and socially.
C. Results of the initial evaluation or most recent evaluation of the child: 34 CFR 300.324(a)(1)(iii); MSER Section IX.3.C(1)(c)
The results of the initial most recent evaluation also confirm that Experience has continued developmental, social and academic needs.
D. Academic, developmental, and functional needs of the child: 34 CFR 300.324(a)(1)(iv); MSER Section IX.3.C(1)(d)
All of these areas are of need to be addressed in this IEP as Experience is significantly behind his peers..
CFR 300.324(a)(2); MSER Section IX.3.C(2)
E. In the case of a child whose behavior impedes the child's learning or that of others consider the use of positive behavioral interventions and supports and other strategies to address the behavior: 34 CFR 300.324(a)(2)(i); MSER Section IX.3.C(2)(a)
Check if not needed If needed indicate where it is addressed in the IEP.
F. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP
34 CFR 300.324(a)(2)(ii) ; MSER Section IX.3.C(2)(b)
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Check if not needed If needed indicate where it is addressed in the IEP.
G. In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s 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 the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child. 34 CFR
300.324(a)(2)(iii); MSER Section IX.3.C(2)(c)
Check if not needed If needed indicate where it is addressed in the IEP.
H. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and
communication needs, opportunities for direct communication with peers and professional personnel in the child’s language and communication

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mode, academic level, and full range of needs including opportunities for direct instruction in the child’s language and communication mode.
34 CFR 300.324(a)(2)(iv); MSER Section IX.3.C(2)(d)
Check if not needed If needed indicate where it is addressed in the IEP. See Section 4 of the IEP.
I.
Consider whether the child needs assistive technology devices and services. 34 CFR 300.324(a)(2)(v); MSER Section IX.3.C(2)(e)
Check if not needed If needed indicate where it is addressed in the IEP. See Section 8 of the IEP.
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Child’s name:
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A statement of the child’s present levels of academic achievement and functional performance, including how the child's disability affects the child's involvement and progress in the general education curriculum, or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;
34 CFR 300.320(a)(1) & MSER Section IX.3.A(1)(a)(i)&(ii)
1. All areas of reading and reading readiness place Experience at the Level 1 for English and Language Arts on the Personalized Alternate Assessment
Portfolio rubrics.
His writing skills are at a Level Two on the attached Grade One Writing Rubric
2. His math skills are currently at a 2.2.2 level on the Personalized Alternate Assessment Portfolio math rubric.
3. Experience exhibits an articulation deficit. His speech is at a Level 2B on the attached articulation/phonology rubric which is producing target sounds in isolation. His speech can be difficult for the listener to understand at times, which affects his social interactions with grade level peers.
4. Experiences developmental and functional skills as demonstrated on the Making Better Choices Curriculum indicates he functions at around a 6 year old level.
5. Experience's functional and academic level in all content subject areas place him at the pre K-2 performance level in the Maine Learning Results.
All of the above academic, social and developmemental areas give us knowledge that Experience would have a difficult time with grade level curriculum work.
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Measurable Annual Goal
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Measurable annual goals including academic and functional goals designed to meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the child's other educational needs that result from the child's disability and how the child’s progress toward meeting the annual goals will be measured. 34 CFR 300.320(a)(2)(i) & 300.320(a)(3)(A)(i) & MSER Section IX.3.A(1)(b)&(c)
*1,2,3,4
How Goal will be Measured **PROGRESS
1A. Experience will increase his English Language Arts Skills to a mastery of Level 1.2.4 on the PAAP rubrics,
.------------------------------------------------------------------------------
1B. Experience will demonstrate consistent writing skills that demonstrate mastery at a Level 4 in the Grade One Writing Rubric.
----------------------------------------------------------------------------
2. Experience will consistently produce a math competency reflective of math skills at a 3.3 Level from the PAAP rubrics for math.
_____________________________________________________
3. Experience will develop improved communication skills for direct conversation to a Level 5D on the Articulation/phonology Rubric.
______________________________________________________
4. Given age appropriate social situations, Experience will demonstrate consistent understanding and choices that reflect a growth in social and emotional decision making of socially acceptable consequences for children at a 10 year old level developmental level.
_______________________________________________________
5. Experience will develop initial skills in understanding the rights and responsibilities of civic life and will employ the skills of effective civic participation by demonstrating consistent age appropriate responses with classroom, school and community activities related to MLR for
Civics and Health and Physical Education at the 3-4 grade level.
as measured by portfolio entries.
--------------------------------------- as measured by portfolio writing entries
________________________ as measured by portfolio math entries
___________________________ as measured by end of the year therapist language log
____________________________ as measured by end of year
Making Better Choices informal assessment and portfolio entries.
____________________________
As measured by portfolio entries relating to the MLR In performance standards.
____________________________
1 ST 2 ND 3 RD 4th
_______________________
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A description of when periodic reports on the progress the child is making toward meeting the annual goals such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards will be provided.
34 CFR 300.320(a)(3)(ii) & MSER Section IX.3.A(1)(c)
Parents will receive a copy of this IEP showing their child's progress in meeting their goals on a quarterly basis to correspond with the issuances of report cards.
* (Indicate in this column if this a goal related to kindergarten transition and use number codes below to identify the area(s) to which it relates:
**
1= Goal Met
1 676
2. Program Visitation
3. Transition Preparation/Adjustments
4. Skill Assessment
2= Adequate Progress toward meeting the goal
3= Limited progress toward meeting the goal
4= No progress toward meeting the goal
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Child’s name: Experience Thing
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Only for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives: 34 CFR 300.320(a)(2)(ii) & MSER Section IX.3.A(1)(a)(iii)
SHORT TERM OBJECTIVES
Given…. Child will…. As measured by…. By when….
* PROGRESS
1. A. Given materials in the process of reading the student will be able to share and use information gained from reading materials by the end of the first quarter with 75% accuracy as measured by portfolio entries (A2
1.1.4 from PAAP Rubrics)
1B. Given printed material the student will use pictures and words to make predictions about what will happen in a story and confirm the accuracy of those predictions with 80% accuracy by the end of the second quarter as measured by portfolio entries (A3 1.1.4 from PAAP Rubrics)
1C. Given printed reading material the student will comprehend main ideas 85% of the time by the end of the third quarter as measured by portfolio entries (A4 1.1.4 from PAAP Rubrics)
1D. Using a variety of strategies including decoding, context clues, and knowledge of word structure and letter sound relationships, student will figure out unknown words at a 2
quarter. nd grade level with 90% accuracy as measured by portfolio entices by the end of 4 th
1E. Given instruction and practice in sound symbols relationships, and its relationship to constructing sentences, student will demonstrate comprehension of letters and sounds and write sentences with 3-4 words by second quarter: with 5 words by end of third quarter and with at lease 6 words by the end of the 4th quarter as measured by student entries in their portfolio.
2. Given instruction in computation at the Grade 2-Grade 3 (MLR Math B) concept level, student will solve independently multi step problems involving 1 operation by end of first quarter; 2 operations by the end of third quarter and 3 operations by the end of the year as measured by teacher made assessments .
3A.Given therapy interventions, student will improve his ability to produce isolated sounds at a level 2 to 40% by November, 60% by February, 80% by March and 100% by June 2008 as measured by language sampling.
3B. Given interventions and therapists strategies, student will improve his ability to produce target sounds in single word utterances by mastering Level 3 and 4 to 40% by November; 60% by February; 80% be April and 100% by June of 2008 as measured by language sampling.
11/07 2/08 4/08 6/08
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3C. Given therapist interventions and strategies, student will improve his ability to produce target sounds in spontaneous conversations in all settings by mastering Level 5 to 40% by November, 60% by February, 80% by April and 100% by June 2008 as measured by language sampling.
4. Given social situations that graduate in age appropriateness from 6 years of age to 10 years of age, student will independently choose the age appropriate response from stories, and or pictures with 100% accuracy for 6-7 year social skills, by end of November; 100% success for social skill activities for 8-9 year olds by February; and 100% for 9-10 year old activities by June 2008 as measured by portfolio entries.
5. Given civic and health related situations and topics to respond and or react to, student will demonstrate making correct choices as skill levels increase to 4th grade concepts with 50% success by November; 70% success by February, 80% success by April and 100% success by June 2008 as measured by portfolio entries.
*
Objective Progress Codes
1: Objective met
2: Adequate progress
3: Objective not taught
4: Inadequate progress
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Special Education Services
Location Frequency Duration
Beginning/Ending Date
Specially Designed Instruction Special Education Teacher Special Education Classroom
Consultation
5 hours a day 9/1/07 to 6/15/08
Speech and Language Services
Tutorial Services
Extended School Year Services Special Education Teacher Special Education Classroom 2 hours a day/3 days a week
Other
6/20/07 to 7-31/07-
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Child’s name: Experience Thing
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Related Services
Speech and Language
Services
Occupational Therapy
Physical Therapy
Social Work Services
Transportation
Other
Position Responsible
Speech Therapist
Location
Special Education Setting
Frequency
60 minutes a week
Duration
Beginning/Ending Date
9/07 to 6/08
Supplementary aids, services, modifications, and or supports for SAU personnel.
(34 CFR 300.42)
Educational Technician
Duration
9-07 to 6-08 use of a large button calculator
Educational Technician
Position Responsible
Regular Education
Teacher
Special Education
Teacher
Special Education
Teacher
Location
Special Education room
Community/school environment outside classrooms
Frequency
Regular Education Classroom for all social nonacademic activities and for music, gym and art. for all math/number activities
1 hour a week
9/07 to 6/08
9/07 to 8/08
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Child’s name: Experience Thing
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An explanation of the extent, if any, to which the child will not participate with non disabled children in the regular class and participate in extracurricular and other nonacademic activities: 34 CFR 300.320(a)(5) & MSER Section IX.3.A(1)(e)
Because Experience is functioning at a Pre K-2 level in all academic and social areas, his academic program to best meet his needs where he can gain educational, functional and social benefit is in a special education setting.
A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district wide assessments: 34 CFR 300.320(a)(6)(i) & MSER Section IX.3.A(1)(f)(i)
NA
If the IEP Team determines that the child shall take an alternate assessment on a particular State or district wide assessment of child achievement, a statement of why the child cannot participate in the regular assessment and why the particular assessment selected is appropriate for the child. 34 CFR 300.320(a)(6)(ii)(A)&(B) & MSER Section IX.3.A(1)(f)(ii)(I)&(II)
Experience’s academic levels are significantly below grade level and the IEP Team determined that he should take the PAAP for state and district assessments. The PAAP is aligned with the school curriculum and will best assess the skills that are being addressed through this IEP.
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Child’s name: Experience Thing
If the purpose of the meeting will be the consideration of transition service needs and or the post-secondary goals for the child and the transition services needed to assist the child in reaching those goals and the child does not attend, document the steps taken to ensure that the child’s preferences and interests are considered. 34 CFR 300.321(b)(2) & MSER Section VI.2.C(3)(d)
NA
Beginning not later than the first IEP to be in effect when the child is 14, or younger if determined appropriate by the IEP Team, and updated annually thereafter appropriate measurable postsecondary goals based upon age appropriate transition assessments related to:
34 CFR 300.320(b)(1) & MSER Section IX.3.A(1)(i)
NA
CHILD’S POST SECONDARY GOALS AGE APPROPRIATE TRANSITION ASSESSMENTS
Training/Education
NA Employment
Independent
Living Skills
(Where appropriate )
NA
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Child’s name: Experience Thing
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…and the transition services (including courses of study) needed to assist the child in reaching those goals. 34 CFR 300.320(b)(2)
Child’s Course of Study updated annually
(34 CFR 300.320(b)(2) & MSER Section IX.3.A(i)(ii)
Transition Services needed to assist the child in realizing their post secondary goals.
Instruction
Related Services
Community Experience
Employment
Post- School adult living objectives
If appropriate the acquisition of daily living skills
If appropriate the provision of a functional vocational evaluation
NA
NA
NA
NA
NA
NA
NA
Needs and Activities
Position
Responsible/Title
Date
Initiated
Date
Completed
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Child’s name: Experience Thing
Beginning not later than one year before the child reaches the age of majority under state law (18), include a statement that the child has been informed of the child’s rights that will transfer to the child on reaching the age of majority. 34 CFR 300.320(7)(c) & MSER Section IX.3.A(i)(iii)
Date child was informed of the transfer of rights. NA
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