Current Iep

Long Beach Unified School District Page 2 of 19
Individualized Education Program

Student: Neamsapaya, Kayla PRESENT LEVELS OF PERFORMANCE IEP Meeting Date: 04/10/2017
SPECIAL FACTORS
Describe how the disability affects participation in the general education curriculum or activities; Parent concerns and priorities for the education of the student:
or for preschool students, how the disability affects the participation in appropriate activities. Parents are concerned about Kayla's abilities to request items and activities. Right now, Kayla does
Student has been diagnosed with Autism, a developmental disability affecting verbal and non-verbal not request enough for items or activities that she sees or wants. When outside, she will go directly to
communication and social interaction, that adversely affects educational performance. an area that she wants to without warning. Mom also wants the team to focus on Kayla's sensory
behavior. She would like us to take a look at her stimming behavior. She hopes that we address
Kayla's behavior when it comes to touching her face to the ground. She is requesting that we do a
mental health evaluation and have OT consult with the teacher regarding this.
Student Learning Strengths/Preferences: Input from General Education Teacher:
Kayla is an 8th grader at Spectrum participating in a Functional Skills class. She loves sensory activities Kayla does not participate in GE classes
such as getting her hair brushed or getting her arm brushed by a cloth and/or a soft brush. She responds
well to small group to one-on-one academic instruction. She also responds well to gross motor activities.
Health/Medical
Vision:
Nurse is unable to test due to Kayla not
Date of Testing: 04/14/2015 Low Incidence Disability: No Yes
cooperating with the assessment.
Blind/Visually/Impaired Yes No
Nurse is unable to test due to Kayla not
Hearing: Date of Testing: 04/14/2015
cooperating with the assessment. Braille Instruction/Use: Yes No
Health Care Plan Location: Appropriate Reading Medium:
Deaf/Hard of Hearing Yes No
Student Health/Medical Needs:
Describe the communication needs of the student:
Kayla is a 12 year old student in a SDC- autism class. She appears to be in good health and is taken
care of. She comes to school with clean clothes and seems well fed. Diagnosed with Thallassemia
(genetic blood dyscrasia affecting hemoglobin). behaviors such as hitting herself to the point of
Orthopedic Impairment Yes No
giving herself a bloody nose. She also will pick her nose to the point of making it bleed. Student
began taking Risperdal to help with behaviors starting March 2016. Update: No longer taking
Risperdal since 4 months ago. If appropriate, any specialized services, equipment, materials, or services needed for the
Behavior student with a low incidence disability that has not been documented elsewhere in the IEP:
Does the students behavior impede learning of self or others: No Yes
N/A
Behavior Intervention Plan
Behavior Contract
Behavior Goals
Consideration of Assistive Devices and Services
Does the student require assistive devices and/or services to make progress toward IEP goals at this
time? No Yes, the following is recommended:
Picture Exchange, Speech generating device
LBUSD (2015 v1.0) Current

Student: Neamsapaya, Kayla FREE APPROPRIATE PUBLIC EDUCATION IEP Meeting Date: 04/10/2017
AREA OF NEED: Language Arts
Progress on Prior Goals

Goal Description Progress % Achieved
When given a visual model of her first and last name, Kayla will copy her first and last name
Writing Met: Goal has been met or exceeded 76
with gestural prompts only in 70% of opportunities.
Present Levels of Academic Achievement and Functional Performance

Strengths Needs
Kayla is able to copy her first and last name with gestural prompts when she is given a chance to trace
Kayla will need to practice her writing skills with unfamiliar words within a more confined space.
first.
Goal(s) Needed? Yes
Applies to ESY Linguistically Appropriate

Goal #: 1 Begin Date: 04/10/2017
Goal Name: Writing End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard: W.8.4
Kayla can write her first name with gestural and verbal cues. She can copy words within 1.5 inches of guidelines. CCSS.ELA-LITERACY.W.8.4 Produce clear and coherent writing
ANNUAL GOAL:
By April 2018, Kayla will independently copy up to 6 words needed for functional routines (desk, chair, teacher, marker,
Provider(s) Responsible for
pen, pencil, colors, kitchen items etc.) within 5/8 inch of the guidelines with the use of a handwriting practice How Progress is Measured
Measuring Progress
worksheet. This task will be performed with 100% accuracy across 4 consecutive weekly data probes.
Informal Assessments LBUSD Staff
Benchmarks/Objecives Work Samples NPS under contract w/LBUSD
Name Description Target Date Observations NPA under contract w/LBUSD
By first reporting period Kayla will copy up to 3 words needed for functional routines (desk, Formal Assessments Other
chair, teacher, marker, pen, pencil, colors, kitchen itemsetc.) within 1 inches of the Other
Benchmark 1 07/31/2017
guidelines with 3 partial physical prompts with the use of a handwriting practice worksheet.
This task will be performed with 100% accuracy across 4 consecutive weekly data probes.
By second reporting period Kayla will copy up to 4 words needed for functional routines
(desk, chair, teacher, marker, pen, pencil, colors, kitchen itemsetc.) within 1 inches of the
Benchmark, 2 12/30/2017
guidelines with 4 partial physical prompts with the use of a handwriting practice worksheet.
CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

progress toward meeting the annual goals (progress reports), via
ParentVue, semiannually, on or before December 31st and June 30th each
academic year.

AREA OF NEED: English Language Development

Kayla will use more language when making requests or comments by using the correct
Communication sentence starters ( I see, I want etc.) along with the picture icons with 70% accuracy and no Met: Goal has been met or exceeded 70
more than 1 prompt.
When given a verbal direction to complete a familiar/routine task, Kayla will comply with no
Listening Progressing toward 46
more than 2 verbal/physical/gestural prompts in 70% of opportunities.

Strengths Needs
Kayla makes spontaneous vocalizations (sounds, songs) in the classroom.. When words are verbally
modeled for Kayla she can imitate the sounds/words. She is beginning to greet familiar classmates and Kayla is prompt dependent and needs multiple prompts to comply with a familiar/routine task at times.
teachers (Hi! and Bye!) with prompting. She shows interest in her peers and will expressively participate She will wait for adults to move closer towards her before complying.
in classroom activities with modeling and prompting.
Goal(s) Needed? Yes

Goal Name: Multi-Step End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard: L.8.1
Kayla will comply to single step directions with no more than 1-2 prompts at 80% accuracy. She requires 2 prompts for CCSS.ELA-LITERACY.L.8.1 Demonstrate command of the conventions
each step when there is more than one step. of standard English grammar and usage when writing or speaking.
ANNUAL GOAL:
By April 2018, Kayla will comply when given a verbal direction to "X (action) and X (action)" to complete a
familiar/routine task with no more than 1 partial physical prompts. This task will be performed with 100% accuracy How Progress is Measured
Measuring Progress
across 4 consecutive weekly data probes.
By first reporting period Kayla will comply when given a verbal direction to "Kayla, do X Formal Assessments Other
B1 (action) and X (action)" to complete a familiar/routine task with 3 partial physical prompts. 07/28/2017 Other
By first reporting period Kayla will comply when given a verbal direction to do a single step
task Kayla, do X (action) and x(action)" to complete a familiar/routine task with no more than
B2 12/29/2017
2 partial physical prompts. This task will be performed with 100% accuracy across 4
consecutive weekly data probes.

academic year.

AREA OF NEED: Mathematics

When given access to picture icons or communication devices, Kayla will identify what the next
Schedule Met: Goal has been met or exceeded 82
activity is with 70% accuracy and no more than 1 prompt.

Strengths Needs
Kayla attempts to verbally count along with staff. She can sort objects by shape, color, and size with
prompts to attend to the activity. Kayla can say the months of the year and the days of the week when
given a visual and an initial verbal prompt/model. Kayla can identify the next activity when it is presented Kayla needs multiple prompts to receptively identify numbers above 3.
in a linear format. She is also able to identify preferred items and tasks. Kayla has also shown to
receptively identify numbers 1-3. Kayla can sort items based on color and size.
Goal(s) Needed? Yes

Goal Name: Number ID End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard: MP1
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in
Kayla can receptively identify numbers 1-3 at a 75% accuracy rate when given gesture prompts.
solving them.
ANNUAL GOAL:
By April 2018, Kayla will independently differentiate between numbers (1-10) by selecting the correct number when
given the cue "Give me X (number)." This task will be performed with 100% accuracy across 4 consecutive weekly data How Progress is Measured
Measuring Progress
probes.
By first reporting period Kayla will differentiate between numbers (1-5) with no more than 2 Formal Assessments Other
B1 prompts by selecting the correct number when given the cue "Give me X (number)." This 06/30/2017 Other
task will be performed with 100% accuracy across 4 consecutive weekly data probes.
By first reporting period Kayla will differentiate between numbers (6-10) with no more than 3
B2 prompts by selecting the correct number when given the cue "Give me X (number)." This 12/29/2017
task will be performed with 100% accuracy across 4 consecutive weekly data probes.

academic year.

AREA OF NEED: Behavior

Kayla will stay in an assigned area with verbal cues during a class period in 80% of
Elopement Progressing toward 66
opportunties

Strengths Needs
Kayla needs prompts to have quiet hands, follow directions, and stay in her assigned area.
Kayla will sometimes put her head down, look away, drop to the ground, or drop her arms to the
ground to avoid a demand. She will need multiple prompts to complete a task.
During her 6th grade year, Kayla would get up out of her seat assigned area 1-3 times to gain access
to something she wants during a school period. Eloping from assigned area to gain access to
preferred items has decreased. However, eloping from assigned area to go outside of the room has
increased. Elopement behaviors tend to occur during passing period or during decreased supervision
(staff looks away to work with someone else and then Kayla get ups out of the door but turns to look to
She is able to communicate her wants and needs using her communication device with adult prompts. see if someone will come after her.)
Self-injurious and tantrumming behaviors have decreased. Kayla will stay in an assigned area when
given preferred tasks. She does not attempt to escape non-preferred tasks. Kayla will tear clothes/strings that she is wearing unless prompted to use a specific material to
tear/thread. To prevent her from tearing her shirt and socks, classroom staff roll up her sleeves and
tuck her shirt in her pants, and prompt her to sit with her feet down. During downtime access to
string/socks/cloth during downtime (lunch, breakfast, breaks) helps to minimize Kayla ripping her
clothes or picking her nose.
She tantrums, hits herself in the head with a closed fist, or scratches her arms/nose to gain access to a
tangible or if she is not feeling well because of constipation/hunger, menstrual cycle.
Kayla engages in target behaviors to gain access to desired items or escape non-preferred directives.
She will also walk away from classroom staff when attempting to gain access to items in the office.
Goal(s) Needed? Yes

Goal Name: Coping Skills End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard:
Kayla needs to replace SIBs with squeezing hands.
ANNUAL GOAL:
By April 2018, Kayla will utilize coping strategies to tolerate frustrating situations (e.g., squeezing hands) in lieu of self-
injurious behavior in 80% of opportunities presented across 3 consecutive days as measured by data collection and How Progress is Measured
Measuring Progress
observation.

By first reporting period, Kayla will utilize coping strategies to tolerate frustrating situations Formal Assessments Other
(e.g., squeezing hands) in lieu of self-injurious behavior with the use of a model response Other
prompt in 80% of opportunities presented across 3 consecutive days as measured by data Data Collection
collection and observation.
By second reporting period, Kayla will utilize coping strategies to tolerate frustrating
situations (e.g., squeezing hands) in lieu of self-injurious behavior with the use of a visual
response prompt in 80% of opportunities presented across 3 consecutive days as measured
by data collection and observation.

academic year.
AREA OF NEED: Behavior Applies to ESY Linguistically Appropriate
Goal Name: Requesting End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard:
Kayla is able to request simple preferred items when given verbal prompts on how to request. She is unable to do so
independently. Kayla also needs to engage in an incompatible behavior (e.g. squeezing hands) in lieu of self-injurious
behavior when she is feeling frustrated.
ANNUAL GOAL:
By April 2018, throughout the day, Kayla will independently make requests for desired items/activities, sensory
needs/items, or request to remove undesired items or activities using phrases (with an augmentative communication Provider(s) Responsible for
How Progress is Measured
system) such as "I want X" or "No X" in 80% of opportunities presented across 3 consecutive days as measured by data Measuring Progress
collection and observation.
By first reporting period, throughout the day, Kayla will make requests for desired Formal Assessments Other
items/activities, sensory needs/items, or request to remove undesired items or activities Other
using phrases (with an augmentative communication system) such as "I want X" or "No X" Data Collection
with the use of a full physical response prompts or a verbal model response prompt in 80%
of opportunities presented across 3 consecutive days as measured by data collection and
observation.
By second reporting period, throughout the day, Kayla will make requests for desired
items/activities, sensory needs/items, or request to remove undesired items or activities
Benchmark 2 using phrases (with an augmentative communication system) such as "I want X" or "No X" 12/31/2017
with the use of a partial physical response prompt in 80% of opportunities presented across
3 consecutive days as measured by data collection and observation.

AREA OF NEED: Speech and Language

Kayla will use her SGD (speech generating device) to answer basic questions or make
Functional Communication comments related to classroom activities from a field of four, given no more than 2 Progressing toward 60
verbal/gestural cues, achieving 70% accuracy or greater.

Strengths Needs
Kayla has shown improvement in the use of her SGD to make requests for highly preferred items (75% Kayla continues to require some prompting to make sure she has her device with her so she can
accuracy or greater) and activities. She is able to make choices from a field of 3-4 (ex: braids, pony tails, access it when necessary. She would also benefit from using her SGD to make comments, respond to,
etc) to indicate what she wants. and participate in classroom activities.
Goal(s) Needed? Yes

Goal Name: Rec/Exp Language End Date: 04/06/2018
Baseline Performance as it Relates to the Goal: Content Standard: SL.7.1
Kayla has made limited progress with answering 'who' and 'what' questions. However, she is showing improvement
using her SGD and would benefit from making comments and answering basic questions related to classroom activities. Speaking & Listening
Currently, her accuracy using her device related to classroom activities is 50% or less.
ANNUAL GOAL:
Kayla will use her SGD (speech generating device) to make comments related to daily/classroom activities with
utterances of 2-3 words in length (e.g. [adjective] + [noun] = big bubble, [noun] + [verb] = dog run, [noun] + [verb] + How Progress is Measured
Measuring Progress
[noun]= I hear music), given no more than 2 verbal/gestural cues, achieving 80% accuracy in 4/5 opportunities.
Formal Assessments Other
Other

academic year.

AREA OF NEED: Motor

Over her 3 best trials, given verbal prompts and encouragement, Kayla will complete 4 laps
APE: Mile Run around the school field (one mile), with an average time of 18 minutes, as observed and Progressing toward 50
measured by the adapted physical education specialist.

Strengths Needs
When provided with a model and verbal/physical prompts as needed, Kayla sits on her roll call number,
follows the warm up routine, and enjoys most physical activity. She does not dress out in her P.E.
clothes.
Object control skills: Kayla throws a tennis ball forward 5', she strikes a vertical wall target with a
beanbag 2/5 times from 6', she catches a 4" ball tossed from 10' 5/5 times with her hands only, and a
tennis ball 4/5 times from 6'. She kicks a soccer ball into a 3' wide target area 5/5 times from 10', and
dribbles it alternating feet. Kayla lightly strikes a 4" ball off of a tee with a plastic bat 5/5 times and strikes
a balloon repeatedly up into the air with a paddle. Kayla enjoys propelling herself on a scooter board.
In an effort to improve physical fitness, Kayla would benefit from decreasing her mile run time.
Physical Fitness: Kayla completes 10 curl-ups with her hands and feet lightly held. She holds an
isometric "volcano" push-up position for 10 seconds with, and is working on straightening and bending
her elbows for a bent knee push up. She has met her goal of 77 step ups on a 6" high fitness step in 5
minutes, stepping up to 119 steps! Kayla walks/jogs a mile with times ranging between 20:18 and 24:29
and she jogs/walks an average of 33 laps back and forth across the width of a basketball court on a
modified PACER run in 5 minutes, and walks/runs a 50 meter run in 25 seconds. Kayla reaches 7" on
her right and 5" on her left on the Sit and Reach test, and rises up 5" on the Trunk Lift test. Kayla enjoys
pedaling the stationary bicycle and using the rowing machine in the workout room. Kayla is currently 5'3
1/2 " tall and weighs 94 pounds.
Goal(s) Needed? Yes

Goal Name: APE: Mile Run End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard: CA PE OS 3
Students assess and maintain a level of physical fitness to improve health
Kayla's best 3 mile runs times this year are 21.26, 22:17, and 22.08.
and performance.
ANNUAL GOAL:
Over her 3 best trials, given verbal prompts and encouragement, Kayla will complete 4 laps around the school field
(one mile), with an average time of 18 minutes, as observed and measured by the adapted physical education How Progress is Measured
Measuring Progress
specialist.
Given verbal prompts and encouragement, Kayla will complete 4 laps around the school Formal Assessments Other
APE: mile run field (one mile), with an average time of 20 minutes, as observed and measured by the 06/30/2017 Other
adapted physical education specialist.and verbal prompts as needed.
Given verbal prompts and encouragement, Kayla will complete 4 laps around the school
APE: mile run 12/30/2017
field (one mile), with an average time of 19 minutes, as observed and measured by the

AREA OF NEED: Self Help/Domestic


Strengths Needs
Kayla is a picky eater and will sometimes not eat the food she selects from the cafeteria depending on
her mood. This affects her behavior since Kayla will act out if she's hungry. Parents provide granola
bars, ensure, chocolate milk, nutrition shakes, cup of noodles, sunflower seeds, and cookies so that
Kayla can have options for lunch. If these are not available, Kayla will sometimes eat yogurt, cereal,
hamburger or a spicy chicken patty without condiments or the bun from the cafeteria.
At Stanford, Kayla has access and can request for snacks twice a day (in the morning and at the end
of the day) and will usually eat 1-2 granola bars and an Ensure/nutrition shake/chocolate milk. For
Kayla is taken to the bathroom after breakfast, after lunch, and before going home to the bathroom. She
lunch Kayla will request her preferred flavor of cup of noodles (shrimp or chicken) and prefers to eat
is able to stay dry throughout her school day but wears a pullup during her menstrual cycle. She is
her cup of noodles with the water drained and the cooked noodles rinsed 1 time with cool water.
independent with using the bathroom, but needs reminders to use toilet paper to wipe, and to wash her
hands thoroughly.
Kayla will pick at her nose when congested and needs prompts to grab a tissue. She can blow her
nose if a tissue is held in front of her face.
When constipated or during her cycle, Kayla will sometimes push at her stomach multiple times. She
is prompted to request for the bathroom and given an opportunity to sit/void in the toilet.
Kayla has a tendency to lift her shirt up, especially when it is hot. Classroom staff put on a bodysuit
with a snap crotch on Kayla in the mornings to minimize exposure of her private areas.
Goal(s) Needed? Yes

Goal Name: Preferred Activity End Date: 04/09/2018
Baseline Performance as it Relates to the Goal: Content Standard: MP1
Kayla can identify the next activity when it is presented in a linear format. Kayla can identify different activities when CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in
given multiple prompts at 50%. solving them.
ANNUAL GOAL:
By April 2018, Kayla will independently identify preferred and non-preferred activity options by selecting the correct
picture of an activity when given the cue "Give me X (activity)." This task will be performed with 100% accuracy across 4 How Progress is Measured
Measuring Progress
By first reporting period Kayla will identify preferred and non-preferred activity options by Formal Assessments Other
selecting the correct picture of an activity when given verbal and gesture prompts and the Other
B1 07/28/2017
cue "Give me X (activity)." This task will be performed with 100% accuracy across 4
By second reporting period Kayla will identify preferred and non-preferred activity options by
B2 selecting the correct picture of an activity when given verbal prompts the cue "Give me X 12/29/2017
(activity)." This task will be performed with 100% accuracy across 4 consecutive weekly

FAPE
In accordance with 34 CFR 300.116, the placement is made in conformity with the least restrictive environment (LRE) provisions and the student shall be educated in the school that he or she would attend if
nondisabled. In selecting the LRE, consideration has been given to any potential harmful effect on the student or on the quality of services that he or she needs. If the services are not available at the students
neighborhood school, placement will occur at the next closest school within the students high school attendance area and expand outwards in a geographical radius. As outlined by local board policy, all students
are eligible for the School Choice program; in addition, in the event of matriculation from one campus to another based on any event, placement in a program shall remain materially and substantially similar to the
former program. In selecting the LRE, consideration has been given and discussed to any potential effect on the student or on the quality of services that they need. The students current neighborhood school of
residence is: Stanford Middle School
Regular School Year Program and Services
Service Projected Start End Location Delivery of Service Frequency Duration Notes
Specialized Academic Instruction
04/10/2017 04/09/2018 Special Day Class Group; Direct 1 session(s) a week 1200 min
*
Speech & Language Services 04/10/2017 04/09/2018 Service Provider Room/Clinic Group; Direct 4 session(s) per month 20 min
Speech & Language Services 04/10/2017 04/09/2018 Service Provider Room/Clinic Individual; Direct 4 session(s) per month 15 min
Adapted Physical Education 04/10/2017 04/09/2018 Service Provider Room/Clinic Group; Direct 4 session(s) a week 40 min
Please note, services shall be provided per school bell schedule and academic calendar year; non-student days are excluded.
Service Provider Notes

Specialized Academic Instruction NPS under contract w/LBUSD
Speech & Language Services LBUSD
Speech & Language Services LBUSD
Adapted Physical Education LBUSD
In acordance with 34 CFR 300.320(a)(5), to what extent will the student not participate with nondisabled peers in the regular classroom, extracurricular, and other nonacademic activities?
Kayla is not in the general education setting for academic instruction at this time. At Hoover, Kayla receives instruction in Functional Academics, Mobility and Transportation, and Practical Living Skills.
TRANSPORTATION
In accordance with CFR 300.34, related services are defined as supportive services that assist a student with a disability to benefit from special education. Transportation as a related service includes travel to
and from schools and between schools, travel in and around school buildings, and specialized equipment (such as special or adapted buses, lifts, and ramps). It is assumed that most students with a disability
will receive the same transportation provided to nondisabled children, consistent with the LRE requirements in 34 CFR 300.114 through 34 CFR 300.120, unless the IEP Team determines otherwise. The IEP
Team has made the following analysis and has considered if transportation is a necessary related service for the student to benefit from special education; and in its absence, a student with a disability would
be denied a genuine opportunity for equitable participation in a special education program. This analysis is based on the current location of services to be provided and may be modified upon a students
change in residence, location of services, and/or Districts school of choice policy.
Special Transportation: No Yes, required to assist a student with a disability to benefit from special education.
Transportation Type: (38) Voluntary Parent Transport; Student has been placed by the IEP team at a school outside the home school area but the parent voluntarily decides to transport.
EXTENDED SCHOOL YEAR (ESY) PROGRAM AND SERVICES

Extended School Year (ESY): No Yes

Rationale and Details of ESY Offer: Difficulty with regression and recoupment of academic and behavioral functioning.
Service Projected Start End Location Delivery of Service Frequency Duration

Speech & Language Services 07/03/2017 07/28/2017 Service Provider Room/Clinic Group; Direct 3 session(s) per summer ESY 20 min
Specialized Academic Instruction 07/03/2017 07/28/2017 Special Day Class Group; Direct 1 session(s) a day 240 min
In accordance with 34 CFR 300.320(a)(4)(i)-(iii), the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the
child.

Student: Neamsapaya, Kayla SUPPLEMENTARY AIDS & PROGRAM MODIFICATIONS IEP Meeting Date: 04/10/2017
Participation in Statewide and District Assessment Programs
CAHSEE: No Testing Participation MATH: CAA SCIENCE: CAA
ELA: CAA HISTORY: Outside Test Group WRITING: Outside Test Group
In accordance with 34 CFR 300.320(a)(6)(i), the individual accommodations that are necessary to measure the academic achievement and functional performance of the student on State and Districtwide
assessment are below and are consistent with those also identified in the instructional setting.
Specific Tool, Support, or Accommodation CAHSEE ELA Math Science History Writing CELDT District Class
[CAPA only] Level 1 Test will be used. s s s s s s s s s
[accom] Test at MOST BENEFICIAL TIME of day for student s s s s s s s s s
Breaks (embedded) [U:E] s s s s s s s s s
Test Type:
s Desired Results Developmental Profile to be used (Ages 3-5)
Adaptations allowed:
Accommodations for Non-testing Activities:

Kayla's progress on annual goals is reported on during scheduled reporting periods and follows the general education time line. Her progress is monitored through documented observations, data recording,
and work samples. A standardized grading system is not used to assess Kayla's progress.
Program Modifications or Supports for School Personnel:

To enable Kayla to advance in attaining her annual goals, her educational instruction is presented through a variety of modalities: real objects, pictures, writing and slowed oral speech. She is allowed to
respond orally, by using gestures, in writing, or with picture icons. Kayla is given adequate processing time (15+ seconds) when directions are presented verbally. New concepts are introduced in a 1:1 setting,
she is taught in short sessions, and she is allowed to take frequent breaks as necessary. Kayla does well with structure and routine.
Physical Education: 03
In accordance with California Education Code 60800, all students in grades five, seven, and nine are required to take the Physical Fitness Test (PFT) whether or not they are enrolled in a physical education.
Students who may be physically unable to take the entire PFT, shall be administered as much of the test as their condition will permit and provided variations, accommodations, or modification as appropriately
outlined within their IEP. Students with a disability who lack the physical capacity to pass five (5) out of the six (6) standards shall have their passing criteria developed and determined by an appropriate team
composed of persons with expertise in motor performance and disabling conditions.

Student: Neamsapaya, Kayla MEETING NOTES IEP Meeting Date: 04/10/2017
Please note that meeting notes are not mandated under IDEA 2004 and are used solely to document the general facts of the meeting. In terms of the IEP, the meeting notes are intended to be used only to help
clarify items too complex to be captured elsewhere on the IEP form. Parents or adult students may attach a summary of their own notes as part of the educational record.
INTRODUCTION REVIEW OF PARENTAL PROCEDURAL SAFEGUARDS

Meeting Tape Recorded by Parent? Yes No
Introductions were made. Parental Procedural Safeguards were reviewed with Parent by:
PURPOSE OF THE MEETING Primary: Annual Review Parent waived reading and/or review of Parental Procedural Safeguards
Annual Secondary: Not Applicable, Reconvene of 4/10 Parent/Guardian not in attendance (SE 16)
PRESENT LEVELS OF PERFORMANCE
Presented
GOALS AND OBJECTIVES
ADDITIONAL NOTES
4/26/17: Mom communicated with classroom teacher that something had come up unexpectedly and she would attend the meeting however, we could proceed
without her. Introductions were made. Classroom teacher reports on progress on previous goals. Classroom teacher proposes new academic goals. Offer of
FAPE is for Spectrum at Lakewood High School for the upcoming school year 2017-2018.
Introductions are made. Mom waived the right to a general education teacher. Classroom teacher goes over parent concerns. Mom in interested in an OT consult
for Kayla as well as a mental health evaluation as she is concerned with her dropping to the floor behavior in the community. LBUSD asked for clarification
regarding the mental health piece. Teacher reported that he talked with OT and school psychologist and will share the results of the conversation later on in the
meeting. Teacher goes over LINKS assessment results for the mid-year assessment. Speech therapist increases frequency of sessions (1x individual and 1x
group per week). Speech therapist wants to work on expanding Kayla's vocabulary, expanding her language with adjectives, verbs etc. OT communicated with
classroom teacher that she can come in to observe Kayla in the classroom. Spectrum BCBA goes over Behavior Intervention Plan. IEP team will need to
reconvene to go over academic goals, APE and placement for next year.
FOLLOW-UP ACTIVITY PERSON RESPONSIBLE DATE DUE

Student: Neamsapaya, Kayla PARTICIPANTS AND CONSENT IEP Meeting Date: 04/10/2017
PARTICIPANTS
The following were participants in the development of this Individualized Educational Program:
Name / Role Role Signature / Date Name Role Signature / Date
Pungauthaikan, Niyada Mother Jimenez, Jazmin Administrator
Special Ed
Palmero, Tracy Administrator Matias, Kim
Teacher
General General
General Education Teacher Education Maria Martinez Education
Teacher Teacher
Behavior
Chisato Tomita
Specialist
This shall serve as notification in accordance with 34 CFR 300.611 that beginning July 1, 2014, Long Beach Unified School District will maintain all educational records electronically.
INFORMED CONSENT FOR PLACEMENT IN SPECIAL EDUCATION

I have been advised of and given a copy of the Special Education Procedural Safeguards.
There has been an assessment and I have been given a copy of the evaluation report(s).
I give my permission for my child's records to be shared with the State Clearinghouse for the Visually Impaired in order to access specialized materials.
Please initial ony ONE applicable statement below:

I CONSENT to this Individualized Education Program. Did the school facilitate parent involvement in the IEP process?
I DO NOT CONSENT to this Individualized Education Program. Yes No No Response
I CONSENT to this Individualized Education Program EXCEPT for the following:
Parent/Guardian: Date: 04/26/2017
Parent/Guardian: Date:
An additional copy of your students IEP at no cost to you is available in ParentVue.

Current Iep

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Long Beach Unified School District Page 2 of 19

Individualized Education Program

LBUSD (2015 v1.0) Current

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

LBUSD (2015 v1.0) Current

AREA OF NEED: English Language Development

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

LBUSD (2015 v1.0) Current

AREA OF NEED: Mathematics

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

LBUSD (2015 v1.0) Current

AREA OF NEED: Behavior

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

LBUSD (2015 v1.0) Current

CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

LBUSD (2015 v1.0) Current

AREA OF NEED: Speech and Language

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

CFR 300.320 (3)(ii) A pupil's parent(s) will be informed of the pupil's

LBUSD (2015 v1.0) Current

AREA OF NEED: Motor

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

LBUSD (2015 v1.0) Current

AREA OF NEED: Self Help/Domestic

Progress on Prior Goals

Present Levels of Academic Achievement and Functional Performance

Applies to ESY Linguistically Appropriate

LBUSD (2015 v1.0) Current

Service Provider Notes

Speech & Language Services LBUSD

Speech & Language Services LBUSD

Adapted Physical Education LBUSD

EXTENDED SCHOOL YEAR (ESY) PROGRAM AND SERVICES

LBUSD (2015 v1.0) Current

Extended School Year (ESY): No Yes

Service Projected Start End Location Delivery of Service Frequency Duration

LBUSD (2015 v1.0) Current

Participation in Statewide and District Assessment Programs

CAHSEE: No Testing Participation MATH: CAA SCIENCE: CAA

[CAPA only] Level 1 Test will be used. s s s s s s s s s

[accom] Test at MOST BENEFICIAL TIME of day for student s s s s s s s s s

Breaks (embedded) [U:E] s s s s s s s s s

Accommodations for Non-testing Activities:

Program Modifications or Supports for School Personnel:

LBUSD (2015 v1.0) Current

Student: Neamsapaya, Kayla MEETING NOTES IEP Meeting Date: 04/10/2017

INTRODUCTION REVIEW OF PARENTAL PROCEDURAL SAFEGUARDS

LBUSD (2015 v1.0) Current