INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME:
DOB

05/19/2009

Anna Tate Crover

SCHOOL YEAR

IEP INITIATION/DURATION DATES

FROM

2013/2014

03/13/2014

2014/2015

GRADE
TO

1st

03/12/2015

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

STUDENT PROFILE WILL INCLUDE GENERAL STATEMENTS REGARDING:

Strengths of the student:

Anna Tate is a five-year-old little girl who lives at home with her parents and two older brothers. She attends Oak
Mountain Elementary School and currently receives speech therapy and inclusion support.
Anna Tate is able to independently tie her shoes, wash her hands, get dressed, and feed herself. Anna Tate can
follow two-step directions and listen to a story read to her. She can correctly identify all letters and their
corresponding sounds along with all numbers and simple shapes. She can also write her first and last name
independently. Anna Tate is friendly to her peers and any adults she comes in contact with. She is also able to
express her wants and needs. She also plays well with her peers on the playground or during centers. Anna Tate
runs, swings, and completes the monkey bars on the playground. Anna Tate participates well in speech therapy.
She is able to correctly say k, g, and b in all words.
Parental concerns:
Mrs. Crover is concerned about Anna Tates ability to understand and pick up on social cues. Mrs. Crover is also
concerned with Anna Tates tendency to only do this in a patterned manner. This is especially a concern in social
situations in groups because her peers wont understand this tendency. When they do not cooperate, it causes Anna
Tate to become extremely upset and frustrated. Mrs. Crover is also concerned about Anna Tates lack of
participation in her Sunday School at church.
Student Preferences and/or Interests:
Mrs. Crover reports: Anna Tate enjoys watching Arthur on PBS kids, having tea parties playing teacher, and
playing with dolls at home. She also enjoys morning journal time where she is able to express her imagination. In
her free time at home, Anna Tate likes to draw pictures of her family and her pets.
Results of the most recent evaluations:
In May of 2012, the GARS was completed. The results of the Autism Index were 104, which showed there was a
very likely probability of autism.
In May of 2012, the BASC-2 (Behavior Rating Sale) was completed by both Anna Tates parents and her teacher.
The results of the Behavior Symptoms Index from both her parents and teacher were 133.
In February of 2014, the Goldman Fristoe 2 Test of Articulation was given. The main results showed that Anna
Tate had errors in producing /th/ in all words.
The academic, developmental, and functional needs of the student:
Anna Tate has difficulty answering questions that correlate to a story she has heard or questions about her
personal life. Specifically, she has difficulty answering who and what questions.
Her speech needs include her inability to correctly produce /th/ in all words. She has a tendency to substitute s, f, or
d for /th/.
Other:

Page

of

ALSDE Approved Feb. 2012

For the child transitioning from EI to Preschool, justify if IEP will not be implemented on the childs 3 rd birthday:

Page

of

ALSDE Approved Feb. 2012

INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME:

Anna Tate Crover

SPECIAL INSTRUCTIONAL FACTORS

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?
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)?

YES
[ ]
[ ]
[ ]
[X]
[ ]
[ ]

NO
[X]
[X]
[X]
[ ]
[X]
[X]

[ ]
[ ]

[X]
[X]

TRANSPORTATION AS A RELATED SERVICE

Students mode of transportation:
[ X ] Regular bus
[ ] Bus for special needs
[ ] Parent contract
[ ] YES
Does the student require transportation as a related service?
If yes, check any transportation needs:
[
[
[
[
[

]
]
]
]
]

Bus assistance:
[ ] Adult support
Preferential seating
Behavioral Intervention Plan
Wheelchair lift and securement system
Restraint system
Specify type:

[ ] Other:

[ ] NO

[ ] Medical support

[ ]

Other. Specify:

[ ]

Bus driver and support personnel are aware of the students behavioral and/or medical concerns.
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:
Supports will monitor participation, safety, and social aspects.

[ ]

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
Page

of

weeks).
ALSDE Approved Feb. 2012

INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME:
[ ]
[ ]
[ ]

ANNA TATE CROVER

This student is in a middle school course of study that will help prepare him/her for transition.
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.
EXIT OPTIONS (Complete for students in Grades 9-12)

[ ]
[ ]
[ ]

Alabama High School Diploma

Alabama Occupational Diploma
Graduation Certificate

Anticipated Date of Exit:

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
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

[ ]

Other

Goals for Postsecondary Transition:

Postsecondary Education/Training Goal
If Other is selected, specify
Employment/Occupation/Career Goal
If Other is selected, specify
Community/Independent Living Goal
If Other is selected, specify
Transition Services: Based on the student's strengths, preferences, and interests, the following coordinated transition
services will reasonably enable the student to meet the postsecondary goals. Consider these service areas: Vocational
Evaluations (VE), Community Experiences (CE), Personal Management (PM), Transportation (T), Employment Development (ED),
Medical (M), Postsecondary Education (PE), Living Arrangements (LA), Linkages to Agencies (LTA), Advocacy/Guardianship (AG),
Financial Management (FM), and if appropriate Functional Vocational Evaluation (FVE).

Transition Strands
Academics/Post Secondary
Education/Training

Employment/Occupations/
Careers

Personal/ Social

Daily Living

Service(s)

Page

of

ALSDE Approved Feb. 2012

INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME:

ANNA TATE CROVER

[ ] This goal is related to the students transition services needs.

AREA:

Speech (*I am aware the speech pathologist writes speech goals, but I did
one for practice)

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

Anna Tate participates well in Speech Therapy. She is able to correctly say k, g, and b in all words.
In February of 2014, the Goldman Fristoe 2 Test of Articulation was given. The main results showed that Anna
Tate had errors in producing /th/ in all words.
Her speech needs include her inability to correctly produce /th/ in all words. She has a tendency to substitute s, f,
or d for /th/.
MEASURABLE ANNUAL GOAL related to meeting the students needs:
DATE OF MASTERY:
By March 2015, Anna Tate will correctly produce /th/ in all words with 90% accuracy.

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

[ ] Curriculum Based Assessment [ ] Teacher/Text Test
[ X ] Teacher Observation
[ X ] Data Collection
[ ] State Assessment(s) [ ] Work Samples
[ ] Other:

[ ]

[ ]

Grades

Other:

BENCHMARKS:
1. BY MAY 2014, ANNA TATE WILL CORRECTLY PRODUCE /TH/ WITH
LESS THAN THREE VERBAL PROMPTS IN THE INITIAL POSITION OF
WORDS WITH 90% ACCURACY.
2. BY OCTOBER 2014, ANNA TATE WILL CORRECTLY PRODUCE /TH/
WITH LESS THAN THREE VERBAL PROMPTS IN THE FINAL POSITION
OF WORDS WITH 90% ACCURACY.
3. BY JANUARY 2015, ANNA TATE WILL CORRECLTY PRODUCE /TH/
WITH LESS THAN THREE VERBAL PROMPTS IN THE MIDDLE
POSITION OF WORDS WITH 90% ACCURACY.
4. BY MARCH 2015, ANNA TATE WILL CORRECLTY PRODUCE /TH/ IN
ALL WORDS WITH 90% ACCURACY.

Date of Mastery:
Date of Mastery:
Date of Mastery:
Date of Mastery:

[ ] This goal is related to the students transition services needs.

Page

of

ALSDE Approved Feb. 2012

AREA:

Reading

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

Anna Tate can follow two-step directions and listen to a story read to her. She can correctly identify all letters and
their corresponding sounds along with all numbers and simple shapes. She can also write her first and last name
independently.
Anna Tate has difficulty answering questions that correlate to a story she has heard or questions about her
personal life. Specifically, she has difficulty answering who and what questions. Anna Tates reading delays affect
her ability to participate in small group or whole group reading activities.
MEASURABLE ANNUAL GOAL related to meeting the students needs:
DATE OF MASTERY:
By March 2015, Anna Tate will answer who/what questions correlating to a story she has heard or questions about
her personal life in 4/5 opportunities (EL. A. K.1).

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

[ ] Curriculum Based Assessment [ ] Teacher/Text Test
[ X ] Teacher Observation
[ X ] Data Collection
[ ] State Assessment(s) [ ] Work Samples
[ ] Other:
[ ] Other:
BENCHMARKS:
1. BY SEPTEMBER, 2014, ANNA TATE WILL BE ABLE TO ANSWER WHAT
QUESTIONS CORRELATING TO HER PERSONAL LIFE IN 4/5
OPPORTUNITIES.
2. BY NOVEMBER 2014, ANNA TATE WILL BE ABLE TO ANSWER WHO
QUESTIONS CORRELATING TO HER PERSONAL LIFE IN 4/5
OPPORTUNITIES.
3. BY FEBRUARY 2015, ANNA TATE WILL BE ABLE TO ANSWER WHAT
QUESTIONS CORRELATING TO A STORY IN 4/5 OPPORTUNITIES.
4. BY MARCH 2015, ANNA TATE WILL ANSWER WHO/WHAT QUESTIONS
CORRELATING TO A STORY SHE HAS HEARD OR QUESTIONS ABOUT
HER PERSONAL LIFE IN 4/5 OPPORTUNITIES.

[ ]

Grades

Date of Mastery:
Date of Mastery:
Date of Mastery:
Date of Mastery:

INDIVIDUALIZED EDUCATION PROGRAM

Students Name:
Page

of

Anna Tate Crover

ALSDE Approved Feb. 2012

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.)

Special Education
Anticipated
Frequency of
Service(s)

Amount
of time

Inclusion support during reading

Daily

Inclusion support during math

Daily

90
Minutes
60
Minutes

Related Services

[ X ] Needed

[ ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Speech Therapy

Weekly

30
Minutes

Supplementary Aids and Services

[ X ] Needed

[ ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Service(s)

Service(s)

Service(s)

Beginning/Ending
Duration Dates

08/7/2014 to
03/12/2015
08/7/2014 to
03/12/2015
Beginning/Ending
Duration Dates

08/7/2014 to
03/12/2015
to
Beginning/Ending
Duration Dates

Social Stories

When needed

Program Modifications

[ ] Needed

[ X ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Service(s)

08/7/2014 to
03/12/2015
to
Beginning/Ending
Duration Dates

Location of Service(s)

General Education
Classroom
General Education
Classroom

Location of Service(s)

Speech Therapy
Classroom

Location of Service(s)

Everywhere

Location of Service(s)

to
to

Accommodations Needed for

Assessments
Service(s)

[ ] Needed

[ X ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Beginning/Ending
Duration Dates

Location of Service(s)

to
to

Assistive Technology
Service(s)

[ ] Needed

[ X ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Beginning/Ending
Duration Dates

Location of Service(s)

to
to

Support for Personnel

Service(s)

[ ] Needed

[ X ] Not Needed

Anticipated
Frequency of
Service(s)

Amount
of time

Beginning/Ending
Duration Dates

Location of Service(s)

to
to
Page

of

ALSDE Approved Feb. 2012

INDIVIDUALIZED EDUCATION PROGRAM

STUDENTS NAME:

ANNA TATE CROVER

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
The IEP Team has considered the need for extended school year services.

[ X ] Yes

[ ] No

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?
[ X] Yes
[ ] No
If no, explain:
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):
Anna Tate needs individual articulation therapy to address the needs of her IEP.

[ ] 6-21 YEARS OF AGE

[ X ] 3-5 YEARS OF AGE

Least Restricted Environment:

20-Reg. Receive the majority of the Special Education Services in the Regular Education Classroom

COPY OF IEP

COPY OF SPECIAL EDUCATION RIGHTS

Was a copy of the IEP given to parent/student (age 19) at

the IEP Team meeting?
[ X ] Yes
[ ] No

Was a copy of the Special Education Rights given to

parent/student (age 19) at the IEP Team meeting?
[ X ] Yes
[ ] No

If no, date sent:

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
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

SLP

Signature
Allison Crover
Danny Crover
Pam Slovensky
Lila Knight
Corrine Cooper
Bethany Brush

Date

Jeannie Jukebox

03/13/2014

03/13/2014
03/13/2014
03/13/2014
03/13/2014
03/13/2014
03/13/2014

INFORMATION FROM PEOPLE NOT IN ATTENDANCE

Position

Page

of

Name

Date

ALSDE Approved Feb. 2012