SPE 594; Kimberly Odom

INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME: DOB
06/17/1995

Evan Makenzie SCHOOL YEAR FROM

2011 2012

GRADE TO

10

10

IEP INITIATION/DURATION DATES

08/27/2011

05/23/2012

THIS IEP WILL BE IMPLEMENTED DURING THE REGULAR SCHOOL TERM UNLESS NOTED IN EXTENDED SCHOOL YEAR SERVICES.

STUDENT PROFILE Evan Makenzie is a fifteen year old adolescent boy who was diagnosed with Cerebral Palsy and Epilepsy. He is a recent transfer to Kent Education Center from Richmond, Virginia and is served in a self-contained classroom consisting of sixth graders to seniors. Evan currently takes Topamax for his seizures and has not suffered from an episode in the past five years. He is unable to form words or walk. His parents are supportive and actively involved in the education of Evan, including communicating with the teacher through daily notes. He was given an informal hearing and visual screening due to his medical condition but was found to have no present deficits in either category. We came to this conclusion by observing and collecting data of him responding to sounds by turning his head to find the source of sound as well as responding to auditory signals as well as music and stories. When he was tested visually, we observed and collected data on his response to light sources, observing the actions of others while moving towards them, using his vision to find and grasp objects, pointing to objects, and visually identifying them. Based on in-class formal and informal assessments, as well as his previous IEPs, Evans strengths include: feeding himself chopped foods with his left hand; giving objects; pushing away objects he does not want to play with; reaching someone elses hand to objects he wants; reaching/touching; vocalizations on whether he is familiar and likes something or whether or not he dislikes it. He likes for familiar people to play with him and will show he is happy by reaching for their hand and placing it on his chest. He also smiles and giggles when he is happy. He is able to explore new objects, locate them as well as put them within a routine. He is progressing in his efforts to activate switches, maneuver his wheelchair, responding to stories by smiling or pushing it away. His needs include: working with using utensils when eating; drinking from a regular cup instead of a sippy cup; reducing the amount of times he sways his head when feeding himself; Reducing his compulsiveness when it comes to repeating actions over and over which include the amount of times he bangs his head on the floor and his legs; improving the consistency for which he matches objects by color and shape. Based on previous observational and informal assessments on Evans level of performance, it has been determined that he will need the assistance of Assistive Technology devices and/or services in order to access the general education curriculum, particularly in the areas of communication and math, and/or to suitably advance toward his annual goals. These include voice output devices and switches used to communicate with others. Collectively, the severity of Evans needs and medical condition suggests that he is best served through special education, specifically in the self-contained classroom.

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INDIVIDUALIZED EDUCATION PROGRAM STUDENTS NAME: EVAN MAKENZIE

SPECIAL INSTRUCTIONAL FACTORS YES [ ] [ ] [ ] [ ] [X] [ ] [X] [X] NO [X] [X] [X] [X] [ ] [X] [ ] [ ]

Items checked YES will be addressed in this IEP: Does the student have behavior which impedes his/her learning or the learning of others? Does the student have limited English proficiency? Does the student need instruction in Braille and the use of Braille? Does the student have communication needs (deaf or hearing impaired only)? Does the student need assistive technology devices and/or services? Does the student require specially designed P.E.? Is the student working toward alternate achievement standards and participating in the Alabama Alternate Assessment? Are transition services addressed in this IEP with an annual goal(s)? TRANSPORTATION AS A RELATED SERVICE Does the student require transportation as a related service? [X] Does the student need accommodations or modifications for transportation? [X] If yes, check any transportation accommodations/modifications that are needed. [X] [X] [ ] Bus driver is aware of students behavioral and/or medical concerns Wheelchair lift Restraint system. Specify: Other. Specify: YES YES [ ] [ ]

NO NO

[ ]

NONACADEMIC and EXTRACURRICULAR ACTIVITIES Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers? [ ] YES. [X] YES, with supports. Describe:
Needs supervision of adults due to possibility of seizures as well as adult supports for positioning and handling when dealing with movement of lower extremities.

[ ]

NO. Explanation must be provided:

METHOD/FREQUENCY FOR REPORTING PROGRESS OF ATTAINING GOALS TO PARENTS Annual Goal Progress reports will be sent to parents each time report cards are issued (every
.
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weeks).

INDIVIDUALIZED EDUCATION PROGRAM STUDENTS NAME: [X] Yes [X] Yes [ ] No EVAN MAKENZIE

[ ] No This student was invited to the IEP Team meeting. After prior consent of the parent or student (Age 19) was obtained, other agency representatives were invited to the IEP Team meeting.

[ ] This student is in a middle school course of study that will help prepare him/her for transition. EXIT OPTIONS (Complete for students in grades 9-12) [ ] Alabama High School Diploma [ ] Alabama Occupational Diploma [X] Graduation Certificate [ ] Other Anticipated Date of Exit: May 2016 Month Year

PROGRAM CREDIT TO BE EARNED (Complete for students in grades 9-12)

For each course taken, indicate program credit to be earned.
ENGLISH MATH SCIENCE SOCIAL STUDIES

Alabama High School Diploma Alabama Occupational Diploma Graduation Certificate

4 4 4 4

TRANSITION (Beginning not later than the first IEP to be in effect when the student is 16, or earlier if appropriate, and updated annually thereafter) Transition Assessments (Check the assessment(s) used to determine the students measurable transition goals): [ ] Transition Planning Assessments [ ] Interest Inventory [X] Other Interview with parent

Transition Goals: Postsecondary Education/Employment Goal

Student will participate in day training or activitiy training programs after completing adult services and career exploration services.

If Other is selected, specify Community/Independent Living Goal

Based on the level of independence Evan reaches, he will live with his parents or a guardian based on parents preferences.

If Other is selected, specify Transition Services: (Based on this student's strengths, preferences, and interests, the following coordinated transition services will reasonably enable the student to meet the postsecondary goals.) [ ] [ ] [ ] [X] Vocational Evaluation (VE) Employment Development (ED) Postsecondary Education (PE) Financial Management (FM) [X] [ ] [ ] [ ] Personal Management (PM) Transportation (T) Living Arrangements (LA) Advocacy/Guardianship (AG) TRANSFER OF RIGHTS (Beginning not later than the IEP that will be in effect when the student reaches 18 years of age.) Date student was informed that the rights under the IDEA will transfer to him/her at the age of 19 06/17/2014
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[X] [X] [X] [ ]

Community Experiences (CE) Medical (M) Linkages to Agencies (L) Other

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INDIVIDUALIZED EDUCATION PROGRAM STUDENTS NAME: AREA: Math EVAN MAKENZIE

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Due to severe delays associated with his medical condition, Evan is unable to participate in the general education classroom. In math, he is still working towards identifying shapes, which is essential to understanding Algebra which is what he would be schooled in if her were participating in the general education curriculum. Therefore, he benefits from a self-contained classroom where he can work on basics before building up to more abstract and concrete concepts. He does enjoy participating in group activities. [X] This goal is related to the students transition services needs. MEASURABLE ANNUAL GOAL related to meeting the students needs: By April 2012, Evan will demonstrate the concept of greater than, less than, and equal to with numbers with assistance three out of five trials. [M.ES. 10.1] Due to Evans need of improvement in consistently identifying objects shapes and colors, M.ES.10.1, complexity one will be focused on for mastery level: Choose the largest object from a group of two [M.ES.10.1(1)]. This will be used by focusing on identifying the largest circle out two circles, largest square out of two squares, etc. Once mastery has been reached, other complexities will be worked on.

TYPE(S) OF EVALUATION FOR ANNUAL GOAL: [ ] [X] [ ] [ ] Curriculum Based Assessment Data Collection Other: Other: Other: [ ] [ ] Teacher/Text Test [X] State Assessment(s) [ ] Teacher Observation Work Samples [ ] Grades

DATE OF MASTERY: BENCHMARKS: 1. BY DECEMBER 2011, EVAN WILL IDENTIFY GREATER THAN, LESS THAN, EQUAL TO WITH OBJECTS TWO OUT OF FOUR TIMES. 2. BY APRIL 2012, EVAN WILL IDENTIFY GREATER THAN, LESS THAN, EQUAL TO WITH NUMBERS THREE OUT OF FIVE TRIALS.
MASTERY

SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Anticipated Type of Service(s) Frequency Amount Beginning/ of Service(s) of time Ending Date Location of Service(s) Special Education Classroom or resource
2/day 30 minutes ___08/10/11 to 05/23/2012________ room

Supplementary Aids and Services

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SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Anticipated Type of Service(s) Frequency Amount Beginning/ of Service(s) of time Ending Date Location of Service(s) Program Modifications
________ to ________

Accommodations Needed for Assessments Related Services

________ to ________

________ to ________ ________ to ________ 1/day 1/day 20 minutes 20 minutes _08/10/2011 to 05/23/2011 ________ __08/10/2011 to 05/23/2012________ Classroom or resource room with teacher or para-educator Classroom our resource room during AT time

Assistive Technology Support for Personnel

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INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME: AREA:

EVAN MAKENZIE

Independent Living (Adaptive)

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Evan currently eats lunch in the cafeteria alongside both students with disabilities, as well as those with no disabilities. He is able to feed himself chopped foods with his left hands and can use a spoon. He currently drinks out of a sippy cup. Due to his need for assistance in cutting his food, supervision to make sure he is not stealing others food, as well as his tendency to spill his food on himself and then needing assistance in cleaning himself up, he is best served through special education in the cafeteria instead of the general education curriculum. [X] This goal is related to the students transition services needs. MEASURABLE ANNUAL GOAL related to meeting the students needs: By the final grading period, Evan will consistently and independently drink out of a regular cup with lid and straw four consecutive days, and consistently use a fork and spoon appropriately four consecutive days. Evan will reduce the amount of times he sways his head while feeding himself to three times during a twenty-minute period. TYPE(S) OF EVALUATION FOR ANNUAL GOAL: [ ] [X] [ ] [ ] Curriculum Based Assessment Data Collection Other: Other: Other: [ ] [ ] Teacher/Text Test [X] State Assessment(s) [ ] Teacher Observation Work Samples [ ] Grades

DATE OF MASTERY: BENCHMARKS:

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1. BY THE END OF THE FIRST GRADING PERIOD, EVAN WILL CONSISTENTLY AND INDEPENDENTLY DRINK OUT OF A REGULAR CUP WITH LID AND STRAW ONE DAY A WEEK, AND CONSISTENTLY AND INDEPENDENTLY USE A FORK AND SPOON APPROPRIATELY ONE DAY A WEEK. 2. BY THE END OF THE FIRST GRADING PERIOD, EVAN WILL REDUCE THE AMOUNT OF TIMES HE SWAYS HIS HEAD WHILE FEEDING HIMSELF TO SIX TIMES IN TWENTY MINUTES. 3. BY THE END OF THE SECOND GRADING PERIOD, EVAN WILL CONSISTENTLY AND INDEPDENTLY DRINK OUT OF A REGULAR CUP WITH LID AND STRAW TWO CONSECUTIVE DAYS, AND CONSISTENTLY AND INDEPDENTLY USE A FORK AND SPOON APPROPRIATELY TWO CONSECTUIVE DAYS. 4. BY THE END OF THE SECOND GRADING PERIOD, EVAN WILL REUDCE THE AMOUNT OF TIMES HE SWAYS HIS HEAD WHILE FEEDING HIMSELF TO FIVE TIMES IN TWENTY MINUTES. 5. BY THE END OF THE THIRD GRADING PERIOD, EVAN WILL CONSISTENTLY AND INDEPENDENTLY DRINK OUT OF A REGULAR CUP WITH LID AND STRAW THREE CONSECUTIVE DAYS, AND CONSISTENTLY AND INDEPDENTLY USE A FORK AND SPOON APPROPRIATELY THREE CONSECUTIVE DAYS. 6. BY THE END OF THE THIRD GRADING PERIOD, EVAN WILL REDUCE THE AMOUNT OF TIMES HE SWAYS HIS HEAD WHILE FEEDING HIMSELF TO FOUR TIMES IN TWENTY MINUTES. 7. BY THE END OF THE FOURTH AND FINAL GRADING PERIOD, EVAN WILL CONSISTENTLY AND INDEPENDENTLY DRINK OUT OF REGULAR CUP WITH LID AND STRAW FOUR CONSECUTIVE DAYS, AND CONSISTENTLY AND INDEPDENTLY USE A FORK AND SOON APPROPRIATELY FOUR CONSECUTIVE DAYS. 8. BY THE END OF THE FOURTH AND FINAL GRADING PERIOD, EVAN WILL REDUCE THE AMOUNT OF TIMES HE SWAYS HIS HEAD WHILE FEEDING HIMSELF TO THREE TIMES IN TWENTY MINUTES.

Date of Mastery:

SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Anticipated Type of Service(s) Frequency Amount Beginning/ of Service(s) of time Ending Date Location of Service(s) Special Education
________ to ________ ________ to ________ ________ to ________

Supplementary Aids and Services Program Modifications Accommodations Needed for Assessments Related Services

________ to ________

________ to ________ ________ to ________ ________ to ________ 1/day 30 minutes (lunch period) ___08/102011 to 05/23/2012______ Cafeteria

Assistive Technology Support for Personnel

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*Support personnel will include OT, para-educator or teacher standing beside Evan with their hands on either side of his head (with a space between the head and hand) to remind Evan not to sway head (this will continue until he reaches mastery level).They will also cut his food up.

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INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME: AREA: Behavior EVAN MAKENZIE

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Evan currently benefits from being educated in a self-contained classroom. He enjoys group activities with his peers but when he is mad, bored, or unhappy, he bangs his head on the floor on his legs. The banging is often so hard that you can hear the connection between his head and legs from across the room. These types of disruptions would negate his ability to progress in the general education curriculum, therefore he is better served in a special education setting. [X] This goal is related to the students transition services needs. MEASURABLE ANNUAL GOAL related to meeting the students needs: By April 2012, Evan will control the compulsive hitting of his head against his legs or the floor when mad, bored or unhappy three out of five times per episode. Evans annual goals in behavior will reflect the following standards from Guidance and Counseling. CG.82.) PS:A1.5 - identify and express feelings CG. 85.) PS:A1.8 - understand the need for self-control and how to practice it TYPE(S) OF EVALUATION FOR ANNUAL GOAL: [ ] [X ] [ ] [ ] Curriculum Based Assessment Data Collection Other: Other: Other: [ ] [ ] Teacher/Text Test [X] State Assessment(s) [ ] Teacher Observation Work Samples [ ] Grades

DATE OF MASTERY: BENCHMARKS: 1. BY DECEMBER 2011, EVAN WILL CONTROL THE COMPULSIVE HITTING OF HIS HEAD AGAINST HIS LEGS OR THE FLOOR WHEN MAD, BORED, OR UNHAPPY ONE OUT OF FIVE TIMES PER EPISODE. 2. BY APRIL 2012, EVAN WILL CONTROL THE COMPULSIVE HITTING ONF HIS HEAD AGAINST HIS LEGS OR THE FLOOR WHEN MAD, BORED, OR UNHAPPY THREE OUT OF FIVE TIMES PER EPISODE.
Date of Mastery: Date of Mastery:

SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Anticipated Type of Service(s) Frequency Amount Beginning/ of Service(s) of time Ending Date Location of Service(s) Special Education
________ to ________ ________ to ________ ________ to ________

Supplementary Aids and Services Program Modifications

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SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Anticipated Type of Service(s) Frequency Amount Beginning/ of Service(s) of time Ending Date Location of Service(s) Accommodations Needed for Assessments
________ to ________

Related Services

________ to ________ ________ to ________ 1/day Duration _08/10/2011 to 05/23/2012________ _08/10/2011 to 05/23/2012________ Classroom

Assistive Technology

Support for Personnel

2/day

Duration of episode

Classroom

*Assistive technology will be the use of a cushioned barrier to soften the blow of the hits. ** Support for personnel will either be para-educators or teacher guiding Evans head to stay upright when he starts to bend down to hit head.

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INDIVIDUALIZED EDUCATION PROGRAM STUDENTS NAME: EVAN MAKENZIE YES [X] [X] [X] [X] [X] [X] NO [ ] [ ] [ ] [ ] [ ] [ ]

GENERAL FACTORS HAS THE IEP TEAM CONSIDERED: The strengths of the child? The concerns of the parents for enhancing the education of the child? The results of the initial or most recent evaluations of the child? As appropriate, the results of performance on any State or district wide assessments? The academic, developmental, and functional needs of the child? The need for extended school year services? LEAST RESTRICTIVE ENVIRONMENT

Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if nondisabled? [ ] Yes [X] No If no, explain:
Kent Education Center is made up of a majority of self-contained classrooms for students with severe disabilities but also has a pre-school for both students with disabilities and those who do not as well as housing the school systems alternative program. This provides Evan access to students who are non-disabled during recreational and eating hours, while he benefits academically from being in a self-contained classroom due to the significant delays that are part of his medical condition.

Does this student receive all special education services with nondisabled peers? [ ] Yes [X] No If no, explain (explanation may not be solely because of needed modifications in the general curriculum):
As stated above, Evan benefits from the self-contained classroom due to the delays associated with his medical condition.

[X ] 6-21 YEARS OF AGE (Select one from the drop-down box.)

06-Separate School-Public Day School >50% of the day

[ ] 3-5 YEARS OF AGE

Secondary LRE (only if LRE above is Private School-Parent Placed)

COPY OF IEP Was a copy of the IEP given to parent/student (age 19) at the IEP meeting? [X] Yes [ ] No If no, date sent:

COPY OF SPECIAL EDUCATION RIGHTS Was a copy of the Special Education Rights given to parent/student (age 19) at the IEP meeting? [X] Yes [ ] No If no, date sent:

Date copy of amended IEP provided/sent to parent/student (age 19)

THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP THIS IEP.

Position
Parent General Education Teacher Special Education Teacher LEA Representative Someone Who Can Interpret The Instructional Implications Of The Evaluation Results Student Career/Technical Education Representative Other Agency Representative
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Signature Kelley Makenzie Jeanne Hall Kimberly Odom Terry McNamara Kimberly Odom Evan Makenzie Logan Wetzel (Occupational Therapist)

Date
09/27/2011 09/27/2011 09/27/2011 09/27/2011 09/27/2011 09/27/2011 09/27/2011
SDE Approved 09/18/09

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