Chapter Text
Individualized Education Plan
SECTION 1- BACKGROUND INFORMATION
School District/Agency: Napa Valley Unified School District
Name and Address: American Canyon Magnet School for the Arts, American Canyon, CA
Date of IEP COMMITTEE/CPSE Meeting: October 25th 2015
Purpose of Meeting: Initial
Student Name: Amadeo
Date of Birth: 11/11/01
Age: 14
Street: 1508 Temple Blvd.
City: American Canyon
Zip: 94503
County of Residence: Napa
Telephone: (707) 387-6962
Male: _X_ Female:___
Student ID#: 15351973
Current Grade: 9
Dominant Language of Student: English
Interpreter Needed: Yes___ No _X__
Racial/Ethnic Group of Student (optional information):
American Indian or Alaskan Native: ___NA__
Black (not of Hispanic origin): ___NA__
White (not of Hispanic origin): ___NA__
Asian or Pacific Islander: ___X__
Hispanic: ___NA__
Date of Initiation of Services: 11/1/2015
Projected Date of Review: 10/2016
Medical Alerts: PTSD, ODD, Panic Disorder, Dysgraphia
Guardian’s Name: Santino
Street Address: same
City: same
Telephone: same
Dominant Language of Guardian: English
Interpreter Needed: Yes__ No __X_
SECTION 2- PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
1-Academic/Educational Achievement and Learning Characteristics: Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style
Present Levels– Academic Development
Amadeo tests at above grade level academically but classroom performance in most subjects is below chronological age.
Present Levels– Cognitive Ability
Amadeo’s current cognitive function is appropriate to his chronological age.
Present Levels– Language Ability
Amadeo is currently functioning below his chronological age in the area of language development, with particular deficits in generating verbal speech.
Amadeo is currently below chronological age in social communication skills such as relevance, specificity and tone.
Amadeo’s written communication is impeded by his deficit in hand writing.
Abilities: Amadeo exceeds at following complex and multi step directions.
Needs: Amadeo needs to develop communication skills by addressing underlying emotional regulation and anxiety issues contributing to speech difficulties. Amadeo would benefit from accessible communication technology in the classroom and needs accommodations for both verbal and written communication.
Present Levels – Learning Style:
Amadeo has a mixed visual and tactile learning style.
Present Levels – General:
Given Amadeo’s functional level, his disability affects his involvement and progress in the general education program. His ability to self direct and set goals is extremely limited. He requires teacher support and specific instruction to complete abstract tasks. Amadeo quickly becomes disregulated in the classroom and requires frequent guidance in order to model appropriate behavior. Once directed, Amadeo is able to complete grade appropriate work.
Present Levels – Rate of Progress:
Amadeo’s Rate of Progress is on average below grade level and characterized by peaks and valleys.
Amadeo reads at above grade level.
Amadeo’s speech deficits and frequent disruptive behavior patterns effect his performance across disciplines.
Abilities: Amadeo is able to read and follow both written and spoken directions given sufficient specificity.
Needs: Amadeo requires individual instruction in any subject requiring performance or presentation.
Amadeo requires clear and detailed instructions.
Amadeo requires being removed from public settings during moments of acute distress.
Amadeo needs to develop self soothing and regulation skills as a means of avoiding disruptive and dangerous behavior and being able to return to his work.
2-Social Development: Describe the quality of the student's relationships with peers and adults, feelings about self, social adjustment to school and community environment and behaviors that may impede learning.
Present Levels – Social Interaction with Peers:
Amadeo is currently function below chronological age in the area of social development. He is over dependent on few close relationships outside of school and has not been able to form new connections.
Abilities: Amadeo is supportive of peers in class, and emotionally attuned to the needs of students who fall behind.
Needs: Amadeo needs to develop peer relationships beyond acquaintance. Amadeo needs to relate appropriately to adults in the classroom. Amadeo needs to relate appropriately to adults outside the classroom. Amadeo needs to learn how to communicate effectively in social situations.
Present Levels – Amadeo’s Feelings about Self:
Amadeo demonstrates a fractured and highly contextual understanding of the self to a greater extent than his peers. This exaggerated manifestation of age appropriate anxieties speaks to a functioning sense of self that is below chronological age.
Abilities: Amadeo has a role dependent definition of the self and a resulting ability to be flexible with changing expectations and various circumstances.
Needs: Amadeo needs to develop a stable sense of self. Amadeo needs to self define aspects of identity. Amadeo needs encouragement to participate in various roles and activities in pursuit of meeting those needs.
Present Levels – School/Community:
Amadeo is currently functioning below his chronological age level in regard to school and community.
Abilities: Amadeo initiates social interactions with those younger than him or with vulnerable peers.
Needs: Amadeo needs to develop true peer relationships outside the structure of authority and helpfulness. Amadeo needs to develop appropriate relationships with adults.
Present Levels – Adjustment to School/Community:
Amadeo has underlying deficits in his ability to appropriately engage with his school community which are being exacerbated by substantial environmental stressors and upheaval in his personal life. It is unclear to what extent those underlying deficits would impede performance in an educational context outside of those influences but currently both factors together result in Amadeo’s near inability to adjust to the broader social community of the school.
Abilities: Amadeo can temporarily perform appropriate social behavior in most circumstances with apparent ease. Perhaps related to his flexible sense of self.
Needs: Amadeo needs to increase tolerance for social contact. Amadeo needs support in engaging with communities that he identifies with or finds interest in. Amadeo needs to find more sustainable ways to engage with groups.
3-Physical Development: Describe the student's motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.
Present Levels: Amadeo has a complex psychiatric background, medical history, and several pertinent diagnosis that affect his ability to learn and influence his behavior and performance in educational settings. See attached health file for details and medication information. PRNs available from school nurse during operating hours or from the office when no nurse is available.
Abilities: Amadeo is physically cleared to participate in all required school activities and extracurriculars.
Needs: Amadeo needs to overcome previous negative experiences with engaging his body and re-approach physical activities. Amadeo needs support and encouragement around extracurriculars and physical education in pursuit of meeting the previous need.
4-Management Needs: Describe the nature and degree to which environmental modifications and human or material resources are required to address academic, social, and physical needs. A functional behavior assessment should be completed for any student who demonstrates behaviors that impede learning. A functional behavioral assessment becomes the basis for positive behavioral interventions, strategies and supports for the student
Present Levels: Amadeo has moderate management needs to address academic goals. Amadeo has intensive management needs to address social goals. Amadeo has mild needs to address physical goals.
Abilities: With support Amadeo is able to achieve academic success and social integration in the classroom and other educational settings.
Needs: Amadeo needs full-time general education placement with moderate support through special education.
SECTION 3 - LONG TERM ADULT OUTCOMES
Beginning at age 14, or younger if appropriate, state long-term adult out-comes reflecting student's needs, preferences and interests in: Post secondary Education/Training:
Amadeo anticipates receiving the following post secondary education/training:
Amadeo will develop trade skills through education, or apprenticeship.
The transition service needs of Amadeo to meet long-term adult outcomes are:
Amadeo will be supported through the process of identifying an area of professional interest.
Amadeo will develop the interpersonal skills required to foster professional connections.
Amadeo will be supported in pursuing internship and/or employment opportunities outside the school.
Employment: NA
Community Living: Amadeo needs to be supported in eventual transition out of foster care by the state through both his guardian and his teachers as well as other education staff.
SECTION 4 - MEASURABLE ANNUAL GOALS AND SHORT TERM INSTRUCTIONAL OBJECTIVES
Annual Goal: Amadeo will develop language skills in an academic and social context with a focus on generating speech independently.
Short-term Instructional Objective | Evaluation Procedures | Evaluation Schedule |
---|---|---|
1- Amadeo will be technologically accommodated for illegible writing and successful improvements in the conceptual clarity and relevance of his academic writing will be measured through comparison to grade level peers and school wide standards with the expectation that a focus on improving quantity of writing will yield improvement in other areas. | Classroom Teachers | Quarterly |
2- Amadeo will focus on initiating verbal social interactions using a similar quality follows quantity approach to generating speech as is used in generating writing. | Classroom Teachers Speech Language Pathologist |
Quarterly |
Annual Goal: Amadeo will approach 4 different opportunities to engage with the community through formal or informal extracurricular or optional classroom activities as a way of fostering community relationships as well as developing his sense of self identity.
Short-term Instructional Objective | Evaluation Procedures | Evaluation Schedule |
---|---|---|
1- Amadeo will, with support, select extracurriculars or optional classroom activities that align with the needs of his home life and his personal interests and skills. | Classroom Teachers | Quarterly |
2- Amadeo will, with support, schedule these activities with a frequency of one ongoing commitment and one individual commitment per semester | Classroom Teachers Extracurricular Community Leaders |
By Semester |
Annual Goal: Amadeo will approach at least two methods of engaging physically in school activities.
Short-term Instructional Objective | Evaluation Procedures | Evaluation Schedule |
---|---|---|
1- Amadeo will participate in general physical education classes with no more than 1 absence a month. | PE Teachers | Quarterly |
2- Amadeo will participate in those opportunities to engage his body in the process of tactile learning that naturally occur in the classroom and work with teachers to develop such opportunities. | Classroom Teachers Extracurricular Community Leaders |
By Semester |
SECTION 5- SPECIAL EDUCATION PROGRAMS AND RELATED SERVICES/ PROGRAM MODIFICATIONS
Special Education Programs/Related Services | Frequency | Duration |
---|---|---|
Pull out for speech language pathology | 1 x Week | 45 Minutes |
Additional tutoring outside of school hours | 2 x Week | 30 Minutes |
Extended School Year Services: Yes_____ No __X__
Supplementary Aids & Modifications or Supports For the Student
- Modification of curriculum to accommodate speech and communication deficits which hinder presentation skills.
- Double time for timed written response assessments.
- A private and non-distracting environment for testing.
- A space to be created to which Amadeo may withdraw in times of acute distress which would otherwise result in disruptive or dangerous classroom behavior.
Describe any assistive technology devices or services needed:
- Due to illegible handwriting impeding the accuracy of other academic assessments a typing device or computer is an appropriate and necessary classroom accommodation.
Describe the program modifications or supports for school personnel that will be provided on behalf of the students to address the annual goals and participation in general education curriculum and activities:
- School staff will be provided with general information about Amadeo’s IEP goals and accommodations. Specific details about his personal and psychiatric history will be made available on a case by case basis, with prior guardian consent.
Individual Testing Modification(s):
- Amadeo requires a private environment in which to complete classroom writing assignments or written response tests.
- Amadeo requires double time for written response tests and timed classroom writing assignments.
State why the student will not participate in a State or district-wide assessment: NA
Explain how the student will be assessed: District wide standardized tests
SECTION 6- PARTICIPATION IN GENERAL EDUCATION CLASSES, NONACADEMIC AND EXTRACURRICULAR ACTIVITIES
A - Explain the extent of participation in general education programs and extracurricular and other non-academic activities including physical education or adaptive (adapted) physical education and occupational education (if appropriate). Explain the extent, if any, to which the student will not participate with non-disabled students in the regular class and in other activities.
- Amadeo will participate in all general education classes, except those that conflict with weekly SLP pull outs.
- Amadeo will be provided with the supported opportunity to withdraw to an established location in instances of acute distress that would otherwise result in disruptive or dangerous classroom behavior.
- As Amadeo poses a significant elopement risk he will be assigned 1-on-1 support during field trips and excursions.
B - If the student is exempt from the second language requirement, explain why.
Amadeo will be exempt from foreign language requirements due to the following reasons:
Amadeo exhibits significant deficiencies in verbal communication skills which are in contradiction with the rest of his academic performance and this disparity suggests grading him in further language acquisition would unfairly disadvantage him compared to his grade level peers.
SECTION 7- PARTICIPATING AGENCIES FOR STUDENTS WHO REQUIRE TRANSITION SERVICES
Participating Agencies which have agreed to provide transition services/supports (before the student leaves the secondary school program):
Agency Name: ____Call of Divinity Group Home_______
Telephone Number: __(707) 387-6962_
Service:______The state will provide for Amadeo’s academic and personal transition needs through the group home at which he resides and then through the general California foster care 18-21 year old foster graduate support system__________
SECTION 8- COORDINATED SET OF ACTIVITES LEADING TO LONG-TERM ADULT OUTCOMES
If any of the following areas are not addressed, explain why.
- Instruction: NA
- Related Services: NA
- Employment/Postsecondary Education: NA
- Community Experience: NA
- Activities of Daily Living: NA
- Functional Vocational Assessment: NA
SECTION 9- GRADUATION INFORMATION FOR SECONDARY STUDENTS
Credential/Diploma Sought: Local Diploma
Expected Date of High School Completion: June 2019
SECTION 10- SUMMARY OF SELECTED RECOMMENDATIONS
Classification of the Disability: Other Health Impaired
Recommended Placement, November - June: Inclusion
Extended School Year (ESL) Services?: Yes___ No _X_
Recommended Placement, July and August: Call of Divinity Group Home foster children may participate in summer academics and extracurriculars associated with the district at the discretion of the house parent. No specific plans are in place for Amadeo at this time.
Transportation Needs: Provided by CoD
SECTION 11- REPORTING PROGRESS TO PARENTS
State, manner, and frequency in which progress will be reported: Santino, Amadeo’s legal guardian and house parent at the group home in which he resides, will be informed of his progress toward meeting his academic goals and objectives with the same frequency as non-disabled students using the following criteria:
- Textbook tests, quizzes, and standardized tests.
- Review of report card grades
- Contact with classroom teachers on an ongoing basis