WELLIGENCIA
Master plan
Will learn 150 new academic words with 80% accuracy in 3/5 attempts.
Observation
Page 4
Student's XXXXXXXXXXXXXXXXX processing deficits negatively impacts the ability to access the
grade level standards of general ed peers without special ed services.
WILL INCREASE ACADEMIC VOCABULARY BY 150 WORDS WITH 80% ACCURACY IN 3/5
ATTEMPTS.
PAGE 5 VOC ED –
WILL LEARN TO USE A CALCULATOR TO COMPLETE CAHSEE LIKE MATH PROBLEMS WITH 80%
ACCURACY IN 3/5 ATTEMPTS.
WILL LEARN TO ASK FOR ACCOMMODATIONS AND MODIFICATION ACCORDING TO HER IEP
WITH 80% ACCURACY IN 3/5 ATTEMPTS.
FAPE 1
Accommodations
Small groups, extended time, shortened assignments/ assessments, chunking steps, graphic
organizers
Modifications
calculators & arithmetic charts for tests, test questions read aloud to student as needed
WILL PARTICIPATE IN MODIFIED GENERAL ED ELECTIVE CLASSES WITH SDP SUPERVISION.
WILL PARTICIPATE IN GENERAL ED CORE AND ELECTIVE CLASSES WITH RSP SUPERVISION.
FAPE 2 section 4
LAUSD Offer of FAPE: Consensus: An annual review IEP was held today for XXXXXXX.
The following service options were discussed: general education, Designated Instruction and
Services and Special Day and RSP Programs.
The IEP Teem agrees XXXXXX Program to be the most appropriate and least restrictive environment
at this time.
Polytechnic is on a quarter system, with 4 quarters each year. Students take 2 quarters of every core
class which is the equivalent of 2 semesters or 1 year of coursework. Service time and frequency
applies only when the student is enrolled in the classes for which they receive support.
XXXXXXX can be easily talked into doing things for others with no awareness of the legal
consequences.
FINAL IEP FAPE TEAM STATEMENT
The consensus of the IEP team is that XXXXXX's educational needs have been met. XXXXXX has met
all of the requirements to graduate with a DIPLOMA by June 4, 2016 and therefore will no longer
qualify for Special Education Services within LAUSD. As of JULY 1, 2016, XXXXXXX will have to
seek services outside of LAUSD to further any education and career goals.
ADA STATEMENT(for final IEPs)
While XXXX WILL NO LONGER BE ELIGIBLE for special education services in LAUSD AS OF JUNE
4, 2016, due to the completion of the high school DIPLOMA, XXXXX continues to be protected by the
Americans with Disability Act and eligible for all services, accommodations, modifications, and
protections under the law as XXXX pursues a future career outside of LAUSD due to XXXXXXXX.
VALIDATION STATEMENT(whenever you use a standardized test)
Testing assessment materials and procedures used for the purposes of assessment and placement
of students with disabilities are selected and administered so as not to be racially, culturally, or
sexually discriminatory. Tests have been validated for the specific purpose for which they are used
and administered by trained personnel in accordance with the instructions of the producer.
The consensus of the IEP team is that XXXXXX's educational needs have been met. XXXXXX has
meet all of the requirements to graduate with a DIPLOMA by June 5, 2016 and therefore will no
longer qualify for Special Education Services within LAUSD. As of JULY 1, 2016,XXXXXXX will have
to seek services outside of LAUSD to further any education and career goals. XXXX continues to be
protected by the Americans with Disability Act and eligible for all services, accommodations,
modifications, and protections under the law as XXXX pursues a future career outside of LAUSD
due to XXXXXXXX.
SUGGESTED FUTURE EDUCATIONAL/ WORK STRATEGIES
See FAPE 2
While _____________ is NO LONGER ELIGIBLE for special education services in LAUSD due to the
completion of the high school DIPLOMA. ____________ continues to be protected by the
Americans with Disability Act and eligible for all services, accommodations, modifications, and
protections under the law as _____________ pursues a future career outside of LAUSD due to
________________________________________________________________.
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Vary activity often, verbal, visual, kinesthetic, hands on, etc
Allow breaks
Omit assignments requiring copying in timed situations
Seat with higher functioning peer (study buddy)
Teach to student's learning style (linguistic, logical, musical, spatial, bodily/kinesthetic,
interpersonal, experiential)
Utilize specialized curriculum
Tape lectures/discussions for replay
Provide notes of class lectures
Allow peer to provide notes
Provide functional applications of academic skills
Present demonstrations (model)
Utilize manipulatives
Emphasize critical information
Pre-teach vocabulary
Make/use vocabulary files
Reduce language level or reading level of assignment
Use total communication
Share activities
Use visual sequences
Use of graphic organizers
Give directions in small, distinct steps
Use written back up for oral directions
Lower difficulty level
Shorten assignments
Reduce paper and pencil tasks
Read or tape-record directions to students
Use pictorial directions
Give extra cues or prompts
Allow students to record or type assignments
Utilize alternate assignments when demands of class conflict with student capabilities
Oral tests
Taped tests
Pictures on test
Read test to student
Short answer
Multiple choice separated by boxes drawn around each question and answers
Modified form to verbal or alternative assessment
Shorten length of assessment to necessary information
Extended time for assignments and homework
Calculator for math
Provide check lists for daily tasks or complex procedures