IEP D Redacted - OSPI · -,as achieved his two goals in writing since his last IEP review, - uses a...

_____________ _

-Date ofBirth

lndi viduali1cd Education Program ( lE P) Cover Page

0 Inithil Students Name lEP Date 10312012

Grade

ParentGuardian Name gtri nrnry language at home E--n_g_lis_h______

Ifyes name_______ _ _

-------- Phone ti (W)

e---------- Is this students neighborhood school ~ Yes 0No This IEP will be reviewed no later than this date 10302013

Next re-evaluation mus Primary Staff Contact Phone Number

The list below indicates that the individual participated in the development of th is Plan and the placement decision it does not authorize consent

Excused Tille Name of Participant Signature Date

0 AdministratorDesignee

0 General Education Teacher

0 ParentGuardian

0 Special Education Teacher

D ---------0 -------- -0 - --------0 ----------0 ---------0 ---------

----------- - - ---------------------------------- -------------- - -======== = -----

0 ---------- ----------- ----------- ------0 ---- - ------ ---------- -- --- - ------- - ---- --

The studltnt must he informed a t lci1st 0 1w year prior to turning 18 that the ID EA procedural safeguards (rights) transfer to himher at age 18 and be provided with m explanation of those procedural safoguards

Graduating With Slandnrd rIS Diploma With _______________________

Date informed _ _ _ _______ _ Projected GraduationExit Date ______ Comments

If the parcnliguardian did nni attend whaf method was used to ensure their participat ion

l11divid11alizcd Educati)11 Program (IEP) Cover Page Page J

-Date of Birth

Contact Attempt Report

Notification Arca P--=lan______ Meeting Date 10312012 Time 900 AM Location

Method Contact Date Response Dale Response Letter - middot l0252012 10262012 Can Attend

I middotoo lacl At1 crnpl Report Page 2

middot-Date of Birth -

Team Considerations

PURPOSEDuring lhc IEP meeting the following factors mu~t be considered by the IEP team Best practice suggests that the IEP team document that the factors were considered and any decision made relative to each T he factors are addressed in other scdions of the JEP if not documented on this nalc (for cxamolc sec Present Levels of Academic and Functional Performance)

00 The strengths of the student and the concerns of the parents for enhancing the education of their child - has strong academic abilties His mom expressed that she is aware of his intelligence and is proud of her son ~ ver she is concerned that-is making porr decisions when he does not have an adult around to prompt positive choices He often comes home late sayign that he missed the bus She is concerned with his activities between school and home his manipulation of the truth and running away from t1ome

00 T he results of the students performance on any general state or district-wide assessments In Spring 2012 - received the following MSP scores

Math Level 1 Score of 342 did not meet standards Writing Level 1 Score of 5 did not meet standards Reading Level MO Score of 383 met standards

00 The communication needs ofthe student In the case ofa student who is deaf or hard of hearing consider the students language and communication needs opportunities for direct communications with peers and professional personnel in the students language and communication mod academic level and full range of needs including opportunities for direct instruction in the students language and co111111nnication mode

- does not currently have communication needs

00 The studenls assistiv~ technology devices and services needs - does not currently need assitive technology to be successful

00 In the case of a student whose behavior impedes his or her learning or that of others consider when appropriate strategies including positive behavioral interventions strategics and supports lo address that behavior

- displays impatience difficulty self-starting and challenges in holding himself accountable for his behavior and responsible for his learning

~ asc ofi1 student wit h limited English proficiency consider the language needs of the child as such needs relate to rhc childs lEP - is proficient in English

IZl In the case of a st11dcnt who is blind or has a visual impairment provide for inslruction in Braille and the use of Braille unless the IEP team determines after an evaluation of the students reading and writing ski lls needs and appropriate reading and writing media (including an ev1luation of the students future needs for instruction in Braille or the use of Braille) that instruction in Braille or the use of Braille is not approprinlc for the student

- is not blind He wears glasses

Team ( middotonsidemtions Page 4

-Dale of Birth

Present Level of Educational Performance

PURPOSEThc Prescnl Level of Educatirnwl Perfrmnance describes the effects of the students disability upon the students involvement and progress in the general curriculum and area(s) of need This includes the students pcrfom1ance in academic ach ievement (reading malh communications etc ) and functional performance (behavior social skills daily life activities mobility extra-curricular activ ities etc) in objective terms Test scores if appropriate should beself-explanatory or an explanation should be included for preschool students this section should include how the students disability affect the students participation in appropriate activities There should Ile a lt ired relationship btlwccn the present level of educational performance and the other components of the IRP

General Background - was made eligible for special education in May 2008 Concerns at that time included slow learning gains in all ~ mic areas peer aggression attention issues and taking other students property Assessment results found severe persistant frequent and enduring behavioral problems Dealys in all academic areas was also noted -social history includes an extended stay in foster care during which mother states 11111111tvas abused

has had numerous office referrals and suspensions during his 6th and 7th grade year at These incidences include at least two incidences of fighting two incidences of disobedience one indicene of inappropriate conduct one incident of disruptive conduct and one incident of theft

- is currently an 8th grade student atllllllllllllllviddle School where he has an inclusion pr selr-contained classroom focused on stud~ avioral andor emotional needs He lives in with his mother his younger sister and infant twin siblings

Math - currently recieves grade level instruction in math as well as math enrichment He is recieving an A- in his math enrichment course and his grade level instruction appears to be an area of academic strength as well Teachers appeared to be more concerned with socialbehavioral needs in the classroom than his ability to complete the assigned material His classroom teacher reports that he has strong basic computation skills and completes the majority of classroom assignments (about 70) His challenges are beginning the class work promptly (at this point he begins work independently less than 20 of the time) and working independently It was reported that having an IA present during class aids in his completion of assignments and maintaining on task behaviors

Reading reading teacher reports that - ompletes classroom assignments and responds positively to redirection

Similar to his other academic classes has demonstrated the ability to comprehend and complete class work Focus and stamina are his challenges His grade is currently a D primarily due to incomplete homework He has

difficulty independently beginning classwork and silent reading and needs a prompt about 70 of the time

SocialBehavior - is currently in an inclusion program with the aid of an IA to prompt him in maintaining focus His classroom teacher reports that the IA also assists him in concentrating on his work and not distracting others ~ as made improvements in getting to class on time and being respectful to his teachers and peers However lieFias a tendency to leave class a minute or two before the bell rings and stand in the hall He displays impulsive behaviors such as talking out and at times instigating others

In 2011 - current special education teacher was given the Behavior Assessment for Children 2nd Edition to help ass~ socialemotional skills in the classroom setting Areas rated as clinically significant included hyperactivity conduct problems anxiety depression learning problems school problems withdrawal externalizing behaviors and the overall behavioral symptoms index

According to his current special education teacher behavior has been improving He remains in his classes for the full period he has coping mechanisms when he becomes frustrated and responds positively to redirection

- mother reports that- is very smart but needs accountability at home and school He sees an outside cciuiiseior and has a diagnosis of ADHD Lately - has been running off after school and not coming home until after 10 00 pm Mother reported that she is concerned about - tendency to manipulate the truth andor blatantly he

Pnmiddotst11I lvd or Edmtional lltr formanlt~

Date of Birth


Written Laogin1gc - _ - _ - - - - --as achieved his two goals in writing since his last IEP review - uses a graphic organizer to generate ~ He is currently writing paragraphs of 3-5 sentences and includes a variety of vocaulary_ He salmost always completes the assignment at hand (about 80 of the time) nderstands basic conventions of grammar such as ending punctuation when to use apostrophes and basic spelling He is confident when revising his work and practicing editing skills

His challenges are writing stamina breaking up essays into paragraphs and writing paragraphs of 5-7 sentences

Prmiddotscnl Level or Educ11i )11a l Pcrlurmanmiddotc f ngc 6

-Date of Birth

Measurable Annual Goals

PURPOSE IEPs must include a statement of measurable ann ual goals including academic and functiona l goals designed to meet each of the students educational needs that result from the students disability to enable the student to be involved and make progress in the genaal education curriculum In order to be measurable the goal should include a baseline (from) a target (to) and a unit of rneasurc

Annual Go11 Math

By 10312013 when given 10 addition and subtraction problems with fractions - will correctly add and subtract fractions improving math computation skills from 60 accuracy to 100 accuracy as measured by classroom tests

I low will progress toward this goal he reported (check all tlrnt apply) X Written in Progress Report

How often will progress be reported Monthly X Quarterly Trimester Semester Other

Annual Coal SocialBehavior

By 10312013 when given typical classroom work assignment - will work quietly and maintain classroom expectations improving classroom behavior from 5 out of 7 class periods to 7 out of 7 class periods as measured by teacher observation

I low will progress towa rd this goal be reported (check all that apply) X middotwritten in Progress Report

I low oflen will progress be reported middot Monthly x Quarkrly Trimester Semester Other

Ann ual Goal SOCIALBEHAVIOR

By 10312013 when given an independent assignemnt - wil l begin assignment without prompt improving personal accountabil ity from 6 out of 1 O times to 9 out of 10 times as measured by teacher observation

How will progress toward this goa l be reported (check a ll that apply) X Written in Progrcs~ Report

H1)w olkn will progress be reported Monthly x Quartcrl y Trimester Semester middot Other

Annual Coal Writing Fluency

By 10312013 when given a writing assignment will increase the length of his paragraphs improving fluency and word choice from 3-5 sentences in paragraphs to 5-7 sen ences in paragraphs as measured by writing samples

1 lnw will progress toward this goal be rcpnrtcd (check all that apply) X Written in Progress Report

Ilow ollcn will progress he reported Monthly x Quarte rly Trirncstcr Semester Other

Page 7 Mcasurallk Annual Goals

lillilr

Date or Birth -


Annnnl Goal Written Expression

By 10312013 when given a visual tool eg graphic organizer- will write a clear beginning middle and end improving use of vivid words and phrases from 3 per written piece to 5 per written piece as measured by teacher observation

I-low will progress toward this goal h~ reported (check all that apply) X Written in Progress Report

I l0w often will progress be reported middot bull Monthly x Quar1crly Trimester Semester Other

Page 8McHsur~blc nnua l ltroals

-Date of Birth

Program Accommodations Modifications and Support for School Personnel

PU RPOSEThe purpose of this page is to documcnl the modifications andor accommodations that the student requires based on the students assessed needs in order to advance appropriately toward attaining the identified annual goals ro be involved and make progress in 1hc gcntrnl education curriculum and to be educated with non-disabled peers to the maximum extent appropriate Accommodations may be in but not limited to the areas of presentation timingscheduling setting aids and format The impact of

any modifications listed should be discussed This includes the earning of credi1s for graduation

This student will be provided access to the gcnernl education special education olhcr school services and activ ities including non-academic activities and extracurricular activities and education related settings

D with no accommodationsmodifications

[R) wilh the following accommodationsmocliJica tions

Accomrnodalion(s) Modilicalion(s) frequency Location Duration mdy to mdy

Testing ResponseChange location within the room 11012012 to 10312013

Testing SettingProvide individual or small group testing 11012012 to 10312013

Testing Timing and SchedulingExtended Time for Testing 11012012 to 10312013

middotresting Timing and SchedulingMultiple or Frequent Breaks 11012012 to 10312013

Behaviorally Relatedadult proximity 11012012 to 10312013

Behaviorally Relatedbreaks available when frustration level 11012012 to escalates 10312013

Behaviorally Relatedpositive reinforcement for appropriate 1 J012012 to behaviors 10312013

Sntl lIOrts for School lersonniI ( mining prnfcssinmd development etc)

Program c1om111nltlatin11s Modi fications and Support iir SchiltI Per01111 d

-Date ofBirth

State or Oistrictw ide Assessments ofStudent Achievement

PURPOSEThc IEP team makes the determination of what type ofassessrnent the student will take and what administrative moclificatil)II and individual accommodations arc necessary Accommodations provided on state and distr ictwide assessments should bt those that are Drovidcd as oart of the rc~ular inslructional nrogram For Measurement of Student Progre (MSP) 1 ligh School Proficiency Exam (HSPE) or Washington Alternate Assessment (WAAS) sec Guidel ines for Inclusion and Accornmodllions tor Special Populations on State-Level Assessments

Assessment ParticiJlation Accommodations H YES List Accommodation(s) andor Modification(s) by Modifications Assessment

Yes No Yes No State Assmiddotesstnellil ~ k ~ 1

J (I h bullmiddot ~(I fi11tlt~JJ ~t ~1J t bull li$i middot- -~l

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State-Measurement ofStudent Prolrcss (ISP) Ibull

Math X Reading X Science X Writing X WA1 S-Portfolio

--~

7 middot

Math X Reading X Science X Writing X

0S11ic w Disrric lw idc 1ssc~srnc111~ o f Studcnr ehicvc111cn l

Datcofllirth -

Special Education and Related Services

PU RfOSICThe information on this page is a summary of the ~tudcnts programservice~ including when services will begin where they wi ll be provided who will be responsible for providing them and when they will incl

1800 minutes per week 225 minutes per week 0 minutes per week 225 minutes per week

Concnrent Frcqicmiddotncy i~ I

No MATH Special Education Teacher

Special Education Teacher

45 Minutes 5 Times Special Education I 1012012 I03 I 201 J Weekly

Total minutes per week student spends in school Total minutes per week student is served in l l speli11 education setting Total minutes er week s tudent is served in a general education setting Tot al minutes of SDI and Related Services Perc(nt of time in general education setting 875 in General Education Setting

Page 11 Special Education and Re lated Scrvics

Date of Birth

Special Rd ucation i nd Related Services

PlJ RPOSEThe purpose of this page is to document Ihe extent to which the tultlcnt will be involved and progress in the general curriculum participate in extracurricular and nonacademic activit ies and be educated and participate with other special education students and non-dislttblcd srudcms Other education-related factors that may impact the student should also be considered

Least Restrictive l~nvironment (LRF) When discussing least restrictive environment and placement options the following must be considered

- To thL~ maximum extent appropriate the student is cltlmatcd wi th chi ldren without disabilities - Special lasses separate schooling or other removal of the student from the regular educational environment occurs only if the

nature or severity of the ltlisabi l ity is such that cducnt ion in regular classes with the use of supplementary aids and services cannot be achieved satisfactori ly

The students pli1cemcnt should be as close as possibk to the childs hornc and unless the IEP of the student with a disability requires some other arrangement the student is educated in the school that he or she would attend if he or she did not have a disability

- In selecting the LRE considerat ion is given to any potential harmful cffoct on the student or on the quali ty of services that heshe needs

- T he student with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modi licatiom in the general curriculum

llaccmcnl Options

Placement Ootions for LRE SELECTfON OILREASONS REJECTED Considered Selccred (onl)

I )

X

Academic benefit cannot be

satisfactorily achieved

Non-academic benefit cinnot be


Effect student will hivc on teacher and

other stud ents

80-100 in Reoular C lass X 40-79 in Reoular Class 0-39 in Reaular Class Publicprivate seoarate dav school PublicPrivate residential Correctional Facilitv PrivateHome School Placement by Parents

HomeboundHospital

llitc111tbull11t Decision An explanation of the extent if any to which tht student will not partic ipate with nondisoblcd ~tudents in the general education class and i n 11onacadc111ic and cxtrncurricular activitic~ including a description of any adapt1tions needed for participation in physical education

- is demonstrated the ability to particiapte in primarily general education classroom settings His academic abilities are strong and his behavior has been improving With support is more than capable of succeeding in the general educaiton classroom setting

Other Considerations L Trnnsportaf-ion 0 Regular [Kl Special

a Ctbullnlrnl Slnff Consulfrd [g) Yes O No b Transportation Details

Pick up and drop off direectly at his house

2 Extended School Yea r 0 Yes [XI No I f Yes must complete FSY form

General PF [XI Ycs D Yes with Accommodations 0 No 0 Exempt

Page 12 Spcoii l Educalion ind Rclatd Scrvics

-Date of Birth -

Meeting Notice

To

Students Name Date Sent 10 Parlicipants 10252012_

This is lo nolify you thar aan Bchavioril lnlcrvcntion mecing has been scheduled for he aoovc student Your participation and attenda nce al this meeting arc vcy important This Behavioral Intervention Plan meeting must be scheduled at a mutually agreed upon limc and place The purpose of this meeting is lo (check all that apply)

X fkhavioral lnlcrvcntio11 Plan X Other TEP review

This rn ccling has been scheduled for Dale _ 10312012 ___ Time 900 AM ---middotmiddot Location

The following arc invited lo atlend and participate in lhc Behavioral Intervention Plan meeting

General Education Teacher

_Special Education Teacher If the purpose or the meeting includes the consideration of needed transition services (beginning at age 15) the student will be invited

The parcntiadult student or school may invile i11dividuals who have knowledge or special expertise regarding the student including related services personnel to participate The determination of the knowledge or special expertise shall be made by the personparly extending the invitation lfyou the parent or adult student arc bringing other individuals to the meeting please let us know This will ensure that the meeting space will accommodate all team mcmhcc~

If you have any questions or vould like additional inlunnalion or assistance to help you prepare for this Behavioral Intervention meeting please contact lliiiiliiiillliiat e-mail

Prrnedurn l Saliguanls Notice is enclosed

Prgc I

Date of Birth

Contact Attempt Repor1

Not ificat ion Arca P-la~n_____ Meeting Date 103120 12 Time 9 00 AM Location

Met hod Conlad Date Res ponse Date Response Contact Name

Leiter rn12s1io12 102520 I2 (~an not Attcnd -Jcrmissioiifo

J11crnatc Altcndancc Individual or Conference Tele gthone Ca ll

Page 2 Conl1~1 Jll()mpt Rcpor1

-middot Date of Birth

Behavioral Intervention Plan

Meeting Date 10312012 PURPOS ~Thc purpose of a Behavioral Intervention Plan (BIP) is to address behaviors that arc interfering with the students cducntion The goal of a BJP is to teach the s1udcnt poitivc bd1aviornl strategics to nplace the problem bchavior(s) A BIP is required to be developed llld impkmcntcd if the students violation ofa code of conduct (resulting in a change of placement) is determined to be a 1nanifcstation or the smdcnts disability or if the I EP team lktcnnincs it i~ appropriate

_ _________ Case Manager School

Participautmiddots 111 Dcvclopi11g Pltn



Stud tgt nt Strengths (include a dcscripliu11 or1ie slpoundnlc11t behaviuri s1reng1hs such as positive inlltritctiuns wilh sla ll ignor ing the inappropriaC behavior o(p1e1~ accepts rtsponsihility me

- is a very caring young man who often has the best interest of others in mind He is motivated academically and rarely ever complains about work completion

Dc-sni gttion of cunent bchavior inc11cimiddot ii description o(thc frequemy durmion and intensity olthc bclmvior(s)) will sometimes make disruptive noises during class or socialize and needs frequent prompts to stop This happens

once or twice a day as reported by classrom teachers Additionally - will sometimes wander off or not come to class on time

lly1w1hesis of Behavioral Function (ilfscriplion ot1hc team s hypothesis o(thc dationship bltween 1v behavior and 1ic envim11111c11l i11 which ii occus middot whill liinction is his bd mvior ~erving fur 1h1 student Whal is the sludent trying lo g(t What is helslw trying 0

avoid)

lnlc-rvcntion Rcsponse Plan

~ Behaviorbcwvior to be iwnmiddot11scd I dccmNs1xlj - will increase pro-social behaviors and quiet time on task

Intcrvenlion StrHcgilts(descrfb1 in dew ii lww all adu1~ invofrcd s1011d rcspund c11 1d interact with lite sludlt-nt when 1he behavior otcw)

Alternat ive Replacement Lkhwiors 10 be Ta11gh1RcinforccltI -what does queit time look like -drawing reading to stay focused on a task

Pcrson(s) Rcspons ihlc special education teacher

Igtata Collection rroctdurcs teacher observations

Page Jlk hav ilrtl lnlcrvn1ion Plan

-Oatc of Birth -

1bullrior Written Notice

Date 10312012 To Re SIudcnts Name

PURPOSEAs a parentguardian of a special education chi ld suspected of needing special education services the school district is required to provide you with prior written notice whenever it proposes or refuses to initiate or change the idenlificalion evaluation educational placement or provision of 1 free appropriate public education to your child This notice should be gi ven to you after a district makes a decision and beiorc action is taken on the decision T he notice should be given to you in a reasonable a111ount of time before the district lakes action

The purl)OSC of this prior vritlcn notice is lo inform you that we are

I I] proposing O refusing to 2 0 initiate O change Ll9 continue O discontinue aan (mark one of the above) (mark one of the above)

Mark all items below that apply

3 sectReferral sectInitial Evaluation EligibilityCategory Educational Placement IEI Reevaluation Disciplinnry action that is a change of 504 Plan ~ Other BIP placement

l ~ ion of the propos(d or re fused action - will continue to use of a BIP to assist him addressing his socialbehavioral needs

The reason we are proposing or rcfi1sing to take action is ontinues to need promtping to maintain focus and complete class work

Description of any other tiptions considered 111d rejected An adjustment of socialbehavioral goals

The reasons we rejected those options were 1111 has not met these goals yet so they should be scaffolded and we can continue assist - in achieving them

description of each procedure test record or report we used or plnn to use as the basis for taking this action is a follows Teacher interviews family interview

Any 0Ihcr fattl)rs that arc re levant lo the action There are no further relevant factors at this time

The action will be initiated on 1_1J0sw1w2a)I0~Ju2~--------

Your child lrns procedural protcctions under IDEA These protections arc explained in the Nothmiddot( ofProcedural Salci1uards iJr Special Erlucalion Swdcnts 1ld 7heir Families If this prior written notic~ is given to you ( I) as part of your childs initial referral for evaluation (2) as part of a request ror recvalualion or (3) notice to you regarding disciplinary action that consIiIutcs a change of placement the pmecdural safoguards occompanics thi notice Ifa copy of the Notice ofProceduril Scil6poundiuanf~for Spibullcial frd11caliot1 S11ufmiddotn1s ind lrir Fmnilies is not enclosed and you would like a copy or you would like help in understanding the content ple1sc contact

nl

Notice orProced11ml Sali-bullgu-wdgt Jir Special Frlucalion St11dl11ts and 1710ir Fmnilies has been provided to parentsguardians

Pagc 4P-ior Wri11ltn Notktmiddot


Prior WriHcn Notice

Date 10312012 To - 1-----------------------------Re Swdcnts Name -

PURlOSEAs a parentguardian of a special education chi ld suspected of needing special education services the school district is required to provide you with prior wriitcn notice w hcnvcr it proposes or refuses to initiate or change the idcntiiication ltvaluation educational plaeement or provision ofa free appropriate public education to your child This notice should be given to you tiler a district makes a tkcis ion and before action is taken on the dccisi()n The notic should be given to you in a reasonable amount oflime l1lforc the d istr ict take action

The purpose of this prior wriucn noliC( is to inform you that we arc

I [xi proposing Orefusing to 2 0 initiate Ochange [xi continue O discontinue aan (mark one of the above) (mark one of the above)


l sectReferral Educat ional Placement Disciplinary ac1ion tkt is a change of ~

Initial Evaluaticln IEP 504 Plan

sectEligibil i ty Category Reevaluation Other

placement

Description of the proposed or re fused action - will continue to function in an inclusion program with the support of a special education teacher for socialbehavioral skills and support in his academic content areas from an IA

The reason we arc proposing or refusing to lake action is After reviewing student data and consulting with his current classroom teachers - appears to be making academic sociala nd behavioral progress

Description or any other options cons idered and rejected A change in schedule was considered

The reasons we rejected those options wen This was rejected because it would put him at risk of falling into old behavioral patterns

A description of each procedure test reltord or report we used or plan to use as the basis for taking this action is as follows Teacher obervationsinterviews and family interview was used for the basis of this action

Any other foctors that are relevant to the altt inn mom is concerned about his food consumption at school He is n~sed to drink milk and she is concerned

about him self-regulating his comsurnption of milk Milk appears to cause~ hallenges in his ability to process and make positive decisions It is important that he does not drink milk

The act i1Hl will be initiated on ___110-1c2012=----------

Yonr 1hild has procedural protections under I DLA These protections arc explained in lhe Notil-rmiddot u(Procedural Saltftmr(s for Special Educfllion Students n11d Their Fa111ilics If this prior written notice is g iven to you (I ) as part of your childs ini tial n lcrral for cvalualion (2) as part of a request for reevaluation or (3) notice to ynu regarding disciplinary action that consti lll tcs a change of p lacement the procedural safeguards accompanies 1his notice I f a copy l) f the Notice oPrvced11rnl Safcg11ards (o- Spltbullciclf Ed11cmio11 St11dtbull11ts and their Fnmilins is not cnchlscd and you would l ike a copy or you would like help in understanding the content please contact

at

Nntico nfProltw lurnl Sa(egwrd for Special lli11ltfJtion Studlnts a11rl Thrir Fwnilivs has been provided to parentsguardians

Prir Written Notice Page 13

-Dale o f Bith

Review lndividualizd EducaCion Program (lltlbull) lnvib1Cion

fo L _ ______________________ Datc Senf to Participants 10252012 l lJRPOSEThis invitation requests your a1te11damc at a meeting concerning the cducalional progra111nccds of your child You have the opportunity Lo participate in any 1ncc1i11g regardiug lhc idcm iil11ion evalual ion educational placement and the provision of a free appropriate public education for your child

This is to notify yuu thai aan IEP mceling has hccn schedu led for lhc above sh1dcnl Y nur participation and allcndancc at 1his meeting arc very important T hi~ Review mcctmg must hc schcdukd at a mutually agreed upon lime and place The purpose 0f his meeting i s to (clll ck all that apply)

Develop an l11itial 11 P __25 _Review Ann11a l IEP

Discuss Transition Services Discus Graduation

Discuss Annual Goal Progress Review Instructional Needs

Cmiddotonsidcr Term ination ofServices Determine Placement

___ lgtevclop ESY Discuss Atte ndance Issues

Manifcslalion Determinati on Behavioral Intervention Pla11

Other

Thi5 mcclin g has been ~chcd11lcd fo r Datc 1031_201_2 Time 900_AM ___ Lu1ation

fhc parcnlguardianadul t sludcnl or school may i11vi tc individua ls who have knowlc gc or -pec11 cgt11Crt1~c nga rd111g the student including re lated services pcr~o1111el to p1 r1 icipite The tktcrmination of the knowledge o spec ia l tltpertbc sha ll be midc by the pa-nnparly cxlcnding the invitation liyou the par1n tg11i rdi t1 n or udult studcnl arc bri11ging othcr individuals to the meeting please let us know T his wi ll cnsunbull tl1at the meeting space wi ll accommodate all tet11 11 members

~ my 1ust_ions or wou ld liki additi111al infonnal iun or ass istance to help you prepare fo r this 113P meeting please contact - at e-marl

Nolinbull offr-occd111il Safltgwmls for Sp(ri1 Hd11fmiddotation S11uleus atllf 1hrir Fmilirs has been provided to pmc11tsg11ardia11~

R~vo w lnd il1dual i1d lluca tio n l micr11n Jlh l) lnvitaligt11 Page I

-Date of Birth

Contact Attempt Report

Notification Arca P--=lan______ Meeting Date 10312012 Time 900 AM Location

Method Contact Date Response Dale Response Letter - middot l0252012 10262012 Can Attend

I middotoo lacl At1 crnpl Report


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IEP D Redacted - OSPI · -,as achieved his two goals in writing since his last IEP review, - uses a...

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Transcript of IEP D Redacted - OSPI · -,as achieved his two goals in writing since his last IEP review, - uses a...