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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

IEP Meeting Date: ___3/31/2016____
Student Name: _Brian Taylor_____ DOB: _June 17, 1999________ Age: 16 _________
Parent Name: __Judy Taylor
___________________ Grade: _10__________
Address: __4357 N. U.S. 35 Lexington, MI. 59044__________
Phone: (H)__(231) 670-8901__
________________________________________________
(W) _______N/A_____
_____________________________________________
School Year: ___Junior_____
School District: ______Lexington
_________ Anticipated Year of Graduation: 2018__
County of Residence:___Oak grove
__________________ Other Information: ______N/A_______
PARENT CONTACTS :

(Date and Initial Each Attempt)

Letter
Phone Call
Home Visit
Other (specify)

Dates
2/29/2016
3/7/2016

Who
Mother
Mother

N/A
N/A

N/A
N/A

Response
No Response
Contacted, will attend
meeting with Brian
N/A
N/A

IEP TEAM/SIGNATURES*
The Individualized Education Program (IEP) Team makes the decisions about the students program and
placement. The students parent(s), the students regular teacher and a representative from the local
education agency are required members of this team. A regular education teacher must also be included
if the student participates, or may participate in, regular education. Signature on this IEP documents
attendance, and not agreement.
NAME
POSITION
SIGNATURE*
Judy Taylor
Parent
Allen Taylor
Parent
Brian Taylor
Student*
Allison Gills
Regular Education Teacher
Chelsey Malkowski
Special Education Teacher
John Minks
Local Educational Agency Rep
(Chair)
Vocational Technical Rep**
Community Agency Rep***

* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
** Must be present if a Vocational Technical program is being considered
*** As determined by the IEP Team Chairperson

DETERMINATION OF EXCEPTIONALITY:
Exceptionality: ___ASD

___ Does the student need specially designed instruction: ___yes__

PROCEDURAL SAFEGUARDS NOTICE

I have received a copy and understand the content of the Procedural Safeguards Notice.

Signature: _______________________________

Date Received: ___1/1/2016___

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I. Special considerations the IEP Team must address before developing the IEP
A. Is the student Blind or Visually Impaired?
_x_ No
___ Yes Team must address the need for Braille/Braille instruction based on the
students current and future reading and writing skills and needs and will be included in
the development of this IEP.
___ Yes Team does not need to address the need for Braille/Braille instruction based
on the students current and future reading and writing skills and needs.
B. Is the student Deaf or Hearing Impaired?
_x_ No
___ Yes - Team must address the students language and communication needs,
opportunities for direct communication with peers and professionals in the students
language and communication mode, academic level, and full range of needs including
opportunities for direct instruction in the childs language and communication mode in the
development of the IEP.
C. Does the student exhibit behaviors that impede his/her language or that of others?
_x_ No
___ Yes Team must develop strategies including positive behavior interventions and
supports in the IEP.
D. Does the student have limited English Proficiency?
_x_ No
___ Yes Team must address the language needs of the student in the development of
the IEP
E. Does the student have communication needs?
_x_ No
___ Yes Team must address the communication needs of the student in the
development of the IEP
F. Does the student require assistive technology devices and services?
___ No
_x_ Yes Team must address the students assistive technology needs in the
development of the IEP.
G. Does the student need transition services?
1. Will the student be 14 years of age or older within the duration of this IEP?
___ No Delete Section III
_x_ Yes Team must address the students course of study and how it applies to
components of the IEP.
Students course of study: __Academic___________________________
2. Will the student be 16 years of age or older within the duration of this IEP or is
the student younger and in need of transition services as determined by the IEP
team?
___ No Delete Section III
_x_ Yes Team must address and complete Section III
H. Is the student within three (3) years of graduation?
___ No go to Section II
_x_ Yes- Team must address graduation plan below
Plan for Completion of Necessary Credits for Graduation:
Eligibility for graduation will be based upon:
Option A - Completion of IEP goals and objectives (should be linked to
planned courses) or x Option B Completion of school district Outcomes/Standards
If you selected Option B, choose one of the following:
x Course Requirements (attach a list of courses) - or
Assessment, Independent study, student project, other educational
experiences (attach plan)

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II. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE
A. SUMMARY OF PERFORMANCE IN THE CURRENT EDUCATIONAL PROGRAM:
Brian is a 16 year old 10th grade student eligible for special education services under the Autism
category. Brian is at 10th grade level in history and science. He struggles in the areas of
mathematics and reading. Brian is at a 6th grade reading level. Brian can do 3 digit addition and
subtraction, and he can do 1 digit multiplication and division in mathematics. His poor handwriting
skills have reduced his ability to complete assignments. Brian uses a picture/word schedule and
written agenda to support him in scheduling his daily activities, assignment and handwriting skills.
B. STRENGTHS: Brian has great interest in science and social studies. He partakes in class
discussions in the general education setting as well as the school science fair each year.
Although Brian occasionally exhibits impulsive behaviors, his personality allows him to be easily
redirected. Brian is extremely self-aware and recognizes when he does not complete
assignments correctly. Brian has a high expectations and dreams for the future. He is very
ambitious in the goals that he sets for himself.
_____________________________________________________________________________
C. NEEDS: Brian uses a picture/word schedule to keep him on track with assignments. He also
has an agenda that allows him to write down his assignments, stay organized and remember to
complete/turn his assignments on time. In OT Brian has been taught relaxing strategies to aid
him in calming down during emotional outbursts. Brian also needs support with his handwriting,
which impairs his ability to complete assignments. At this time, Brian uses a portable word
processor to supplement his handwriting, but is working on his fine motor skills. At home, Brians
mother would like to see him take on extra responsibilities around the house as well as getting
involved in the community, such as volunteering. Brian could also benefit from more structure at
home throughout the summer months.

D. THE STUDENTS DISABILITY AFFECTS INVOLVEMENT AND PROGRESS IN GENERAL

EDUCATION CURRICULUM IN THE FOLLOWING WAYS:
Brian should receive instruction in the Special Education classroom for math and reading
because he is not performing at grade level curriculum. He currently receives instruction in the
general education classroom for science and social studies. In the general education classroom,
Brian may need the use of assistive technology to aid him in taking notes to supplement his
handwriting struggles. He may also need the use of assistive technology to assist him in
scheduling his daily activities and assignments.

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V. SPECIAL EDUCATION, RELATED SERVICES AND SUPPLEMENTARY AIDS AND
SERVICES
A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION:
(Specially designed instruction may be listed with the goals and objectives)
-Picture word Schedule
-Occupational Therapy
-Portable word Processor

B. RELATED SERVICES:
Transportation: ___N/A________________________________________
List the services that the student needs in order to benefit from or access his/her program:
Service
Location
Projected
Frequency
Anticipated
Beginning Date*
duration*
OT
Therapy room
9/7/16
2x a week
30 mins
Word Processor
General education
9/7/16
daily
5 hours
and Special
education
classrooms
Picture Word
General education
9/7/16
daily
5 hours
Schedule
and Special
education
classrooms

* If differs from IEP beginning and duration dates.

C. SUPPORTS FOR SCHOOL PERSONNEL:
Special education teachers take part in planning for 1 hour or less each month with
general education teachers to support participation and progress in the general education
curriculum and IEP goals.

D. EXTENDED SCHOOL YEAR: IEP Team has considered and discussed with a
determination made for every student.

E. IEP TEAM HAS CONSIDERED, IF APPROPRIATE, THE STUDENTS NEEDS FOR:

1. Adaptive Physical Education _____
2. Enrichment and Advancement ____

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Transition Goals
Employment: After graduation from Mount Olive Community College, Brian will work part time at the local
history museum as a docent.
Education and Training: Upon graduation from high school, Brian will attend Mount Olive Community
College and take part in history courses, meeting the requirements to attain an associates degree in
American History.
Community Living: After graduation from high school, Brian will move into a group home with 24 hour
supports.

Instructional Area: Employment

Students Name: Brian Taylor

Year: 2016/2017 _

Annual Goal: Given a blank resume template, Brian will write a one page resume with only 5
grammatical errors by March 14, 2017.
Short Term Objectives

Evaluation

Given a blank
resume template, Brian will complete a resume with
only 10 grammatical errors by December 14, 2016

Teacher Observation

20
grammatical
errors as of
November 14, 2016

Progress
Brian
completed
a resume
with

Instructional Area: Education and Training Students Name:

Brian Taylor

Year:

2016/2017_

Annual Goal: Given a picture/ word scheduling planner, Brian will record homework assignments down
that are due the follow day with 80% accuracy by March 14, 2017.
Short Term Objectives
Given a picture/ word scheduling planner,
Brian will record homework assignments down
that are due the follow day with 60% accuracy
by October 16, 2016.

2016

Evaluation
Teacher observation

Progress
Brian recorded
homework assignments
down in the picture
word scheduling
planner
with 30% as of
September 15,

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Instructional Area: Community Living

Students Name: Brian Taylor Year:

2016/2017____

Annual Goal: Given a bus schedule, Brian will select the correct time and bus stop for four scenario
activities presented to him with 80% accuracy by March 14, 2017.
Short Term Objectives
Given a bus schedule, Brian will select the
correct time and bus stop for four scenario
activities presented to him with 40% accuracy
by October 15, 2016.

Evaluation
Teacher evaluation

Progress
Brian correctly
selected the
time and bus
stop for four
four scenarios
activities

presented to
him with 20%
accuracy as of
September 12, 2016

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III. IEP TRANSITION SERVICES
Initial Transition Plan Date: March 14, 2017 _
Date(s) Transition Plan Reviewed/Revised: March 14, 2018 March, 14, 2019
STUDENT PREFERENCES, NEEDS, INTERESTS:
Brian has many ideas about his future. His best subjects are history and science because those are his
passions. He also has expressed interest in driving in the future. Brian has dreams of being a major
league baseball player or a fighter pilot. He recently has talked about working at a major Aquarium.
CONSIDERATION OF COURSE OF STUDY (at age 14 or younger if appropriate)
Freshman
English 1
Functional Math 1
Earth science
U.S. History
Safety in the
Community 1

Sophomore
Functional
Reading 1
Functional Math 2
Rec Leisure 1
World History
Safety in the
Community 2

Junior
English 2

Senior
English 3

Functional Math 3
Physical Science
Work Study 1
Rec. Leisure 2

College Prep skills

Rec. Leisure 3
Work Study 2
Safety in the
Community 3

NEEDED TRANSITION SERVICES (at age 16 and younger if appropriate)

INCLUDE INTERAGENCY RESPONSIBILITIES OR LINKAGES, IF ANY)
* If the IEP Team determines that the student does not need services in one or more of these areas, include a
statement to that effect and the basis upon which the determination was made.

*INSTRUCTION:
-Social skills training
-Instruction related to on the job safety
-Self-determination training
-Instruction related to safety in the workplace
-Instruction related to workplace social behavior
-Scheduling classes training
-Study skill training
-Handwriting skill training
-Responsibility for actions training

* RELATED SERVICES:
-Support from an occupational therapist for organizational skills development and calming strategies for
when he becomes frustrated.
-Use of portable word processor to aid him in taking notes to supplement his handwriting.
-Use of picture/word schedule to assist him in scheduling his daily activities and assignments.

*COMMUNITY EXPERIENCES:
-Grocery shopping
-Counting money
-Balancing check book
-Taking the bus
-Scheduling bus routes
-Asking for help skills

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-Volunteering at local summer camp
-Instruction related to community safety
* EMPLOYMENT
-Social skills training
-Instruction related to on the job safety
-Self-determination training
-Instruction related to safety in the workplace
-Instruction related to workplace social behavior
-Responsibility for actions training
-Instruction to scheduling hours at work place
-Time management skills
*ADULT LIVING
- Skills for doing laundry
- Skills related to counting money
- Skills for folding clothing
- Instruction on making a chore chart
- Skills related to home cleaning
- Skills for doing dishes
- Social skills
- Time management skills

*DAILY LIVING SKILLS

- Grocery shopping skills
- Skills for doing dishes
- Balancing check book
- Skills related to riding the bus
- Instruction related to safety
- Instruction on mailing and receiving letters
- Personal hygiene skills
- Personal safety skills and instruction
*FUNCTIONAL VOCATIONAL EVALUATION
- Occupation Sort Classic and the ONET assessment
- Careers Brian might look into include: museum director, tour guide, historian, researcher and
librarian/media specialist.
- Brian dreams of being a major league baseball player or a fighter pilot.
- He recently has talked about working at a major Aquarium.
- He is passionate about History
- He is passionate about Science
- Self-aware
- Ambitious
- He also has expressed interest in driving in the future.
TRANSFER OF RIGHTS (Required at age 17):
___N/A___________ was informed of his/her rights, if any, that will transfer at age 18