INDIVIDUAL EDUCATION PROGRAM

ARSD 24:05:27

STUDENT NAME: Tyler Roy SIMS: 7341009

PARENT/GUARDIAN NAME: Hannah Roy and Eric Roy PHONE: 573-225-7548
ADDRESS: 626 Clayton Ave NE Fairmount Nebraska 57323 WK PHONE: 573-985-7743
SCHOOL DISTRICT: Fairmount Public School District SCHOOL: Fairmount High School
DOB: 02/05/2001 AGE: 16 GRADE: Sophomore
GENDER: Male RACE: WH: White

Meeting Date: September 28th 2017 Purpose of Meeting

☐ Initial Eligibility, IEP, Placement
Date Services Begin: September 29th 2017
☒ Annual Review of IEP
Annual Review Date: September 28th 2018
☐ Three Year Reevaluation
Date of Eligibility Determination: September 28th 2009 ☐ Dismissal from Services - Date Effective:
☐ Parent Request
Three Year Reevaluation Due By: September 28th 2018
☐ Other:

Discussed evaluation results/progress/assessment
method ☒ Yes
HR ER (Parent/Guardian initial)
Copy of evaluation results received ☒ Yes
HR ER (Parent/Guardian initial)
Transition Planning Needed ☐ No ☒ Yes
(*If yes, attach applicable transition pages.)
Student is eligible for special education or special education
and related services as determined by the IEP team
☒ Yes ☐ No
An annual copy of Parent/Guardian Rights was received and
reviewed
September 1, 2017 (Date) HR ER (Parent/Guardian Initial)
A copy of the IEP was provided to parent/guardian ☒ Yes
HR ER (Parent/Guardian Initial)

Primary Disability: Specific Learning Disability - 525

IEP Team Membership Signature Date

Parent/Guardian Hannah Roy 9/28/2017
Parent/Guardian Eric Roy 9/28/2017
Student Tyler Roy 9/28/2017
School Representative Alex Matherson 9/28/2017
General Education Teacher Trisha Renwood 9/28/2017
Special Education Teacher or Provider Andrea Overman 9/28/2017
Speech/Language Pathologist
Individual who can interpret evaluation results Alexandra Zanders 9/28/2017
Other:
Other:
Other:

South Dakota Department of Education Page |1 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Present Levels of Academic Achievement and Functional Performance

In developing each student’s IEP, the IEP Team must consider 1) the strengths of the student; 2) the concerns of the
parents for enhancing the education of their student; 3) the results of the initial or most recent evaluation of the student;
and 4) the academic, developmental, and functional needs of the student.

Provide a statement of the student’s present levels of academic achievement and functional performance, including 1)
how the student’s disability affects the student’s involvement and progress in the general education curriculum (i.e.,
the same curriculum as for nondisabled students); or 2) for preschool students, as appropriate, how the disability affects
the student’s participation in appropriate activities.

Tyler:

General Information:

 Tyler is a sophomore in high school.

 Tyler has been receiving specific learning disabilities services since his 3 rd grade year.
 Tyler struggles in areas in reading and written expression.
 Tyler does well in math.
 Tyler’s current reading level is measured at a 6th grade level.
 He struggles decoding and has a hard time with word recognition.
 Tyler’s fluency is several grades below grade level however his comprehension is the highest in reading
achievement.

Reading:

 Tyler’s state assessment score was 587 (partially proficient) in reading

 Tyler’s current reading level is measured at a 6th grade level.
 Tyler scored a 660L in his SRI at the end of his 9th grade year he scored a 670L in October of his 10th grade
year.
 He struggles decoding and has a hard time with word recognition.
 Tyler’s fluency is several grades below grade level however his comprehension is the highest in reading
achievement.

Writing:

 Tyler’s state assessment score was 430 (unsatisfactory) in writing.

 Tyler writes at a 4th grade level, his handwriting is labored and his spelling is at a 4 th grade level.
 Tyler has a hard time writing paragraphs let alone essays.
 The computer has helped Tyler in his writing skills and depends on spelling and grammar checks.
 Understanding of sentences structure, semantics and overall organization of written language is very limited.

Mathematics:

 Tyler does well in math.

 His score on the state assessment was 610 which is proficient
 Mathematics comes more easily to Tyler.
 Passes Algebra I with a C and is currently in Geometry.
 Tyler does well with computational skills when given the time.
 Tyler struggles with word problems.
 Tyler considers math a strength.

Assessments:

South Dakota Department of Education Page |2 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

 Tyler’s state assessment score was 587 (partially proficient) in reading

 Tyler’s state assessment score was 430 (unsatisfactory) in writing
 His score on the state assessment was 610 which is proficient
 During the interest profiler and Career Cluster Assessment it was found that Tyler was a do-er and enjoyed
working with hands on activities and working with tools come easily to him. Tyler is also a step by
step/organized worker. The test suggested that architecture or construction would be a good fit.
 Tyler scored a 660L in his SRI at the end of his 9th grade year he scored a 670L in October of his 10th grade
year.

Preferences/Interests:

 Tyler enjoys watching Discovery Shows; “Dirty Jobs”, “How It’s Made”, and “How Didi They Make That?”.

Enderle Severson Transition Rating Scale results:

 Employment areas of need: Completing a job application and interviewing for a job.
 Recreation and leisure: Proficient
 Home/Independent Living areas of need: Understanding checking accounts, playing bills and learning to
budget.
 Community participation: Identifying agencies that can provide support and assistance, understanding credit
use and loans.

Strengths:

 Tyler does well in math and enjoys it when given the time necessary to think through the problems. Tyler
also does well when given the use of the computer in things such as writing or written language.
 Tyler is proficient in Recreation and leisure

Needs:

 Based on the state standardized testing Tyler is currently a 9th grader performing at a 4th grade level in
writing and is performing at the 6th grade level for reading,

 Tyler has needs in academics as well as transition needs. Based on the Enderle Severson Transition Rating
Scale results, Tyler needs to learn skills in completing job applications and the understanding of checking
accounts, paying bills and budgeting.

General Education:

 Tyler’s scores based on the state testing show that Tyler is scoring well below proficient and is below and
behind his peers in both reading and writing.

Parent Input: Tyler’s parents love having Tyler work with them at their business. Tyler has been working hard
however Tyler’s parents are concerned that he could have more skills when it comes to the understanding of
checking accounts, paying bills and budgeting. When Tyler has a better understanding of these skills Tyler’s parents
hope he is able to live on his own and be more involved in the company.

Tyler’s struggles in reading comprehension and writing abilities leaves him frustrated in the general education
classroom and have him falling behind his other peers.

South Dakota Department of Education Page |3 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

* Remember to address:
 Strengths & needs using academic achievement (skill based assessment) AND functional performance
 Transition strengths and needs including the student’s preferences and interests (must be in the student’s IEP by age 16)

South Dakota Department of Education Page |4 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Consideration of Special Factors

Is the student limited English proficient? ☐ Yes ☒ No
If the answer to this question is “yes”, please explain the language needs of the student as these needs relate to the
student’s IEP.

Are there any special communication needs? ☐ Yes ☒ No

If the answer to this question is “yes”, please explain the communication needs of the student, and in the case of a
student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct
communications with peers and professional personnel in the student’s language and communication mode, academic
level, and full range of needs, including opportunities for direct instruction in the student’s language and communication
mode.

Does the student require Braille? ☐ Yes ☒ No

If the answer to this question is “yes”, what instruction in Braille and use of Braille will be provided?

Does the student’s behavior impede his or her learning or that of others? ☐ Yes ☒ No
If yes, what strategies are required to appropriately address this behavior, including positive behavioral interventions and
supports?

Does the student require Assistive Technology Devices and Services? ☐ Yes ☒ No
If yes, what device or service will be provided?

Physical Education: ☒ Regular ☐ Not Required ☐ Adaptive:

Refer to Goals/Goals & Objectives

Hearing Aid Maintenance: ☒ Not Applicable ☐ Yes: Personnel Responsible for Monitoring:
Describe the monitoring process/frequency necessary for maintenance:

Assessment
☒ Student will be taking state and district-wide assessments with or without accommodations.
☐ Student will be taking state and district-wide alternate assessments (The alternate assessment is for students working
in the alternate achievement standards) (Annual goal and short term objectives required)
a. Does the student meet the significant cognitive disability criteria? (If no, student is not eligible to take the
alternate assessment) ☐ Yes ☐ No
b. Explain the reason why the student cannot participate in the regular assessment.

c. Explain the reason why the alternate assessment selected is appropriate for this student.

☐ No state and/or district-wide assessments are required at this student’s grade level during the course of this annual
IEP.

South Dakota Department of Education Page |5 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Measureable Postsecondary Goals (MPSG) Based on Age-Appropriate Assessment

(Required on or before the student’s 16th birthday) OSEP guidance requires at least one linked annual goal AND at
least one service/activity for each MPSG identified. Assessment results should determine which MPSGs are addressed.

Employment: Tyler will continue working for his parents at their business. (see linked annual goal(s) # 1)

Education/Training: Tyler will complete training of all areas of the business and complete a community class in money
management. (see linked annual goal(s) #)2

Independent Living (where appropriate): Tyler will continue to live with his parents and perform cooking tasks by reading
and following recipes.
#3
Transition Course of Study
(Required on or before the student’s 16th birthday) (Complete for current school year through the planned exit year)
(Should relate to and help the student to progress towards achievement of the Measurable Postsecondary Goals above)
Grade 12 Grade 11 Grade 10 Grade 9 Grade
British Literature English 11 English 10 English 9
Statistics Pre-Statistics Geometry Algebra
Physics Chemistry Biology Physical Science
Geography History Geography History
Basic Accounting Microsoft Word Microsoft Excel Basic Cooking
Business Basics Music History Career Exploration Art
Marketing 101 Speech Physical Education Physical Education

Comments: N/A

Transfer of Parent/Guardian Rights (Must be addressed on or before the 17th birthday).

Student will turn 17 on 02/05/2018. Student was informed of this transfer of rights on 1/10/2018 (Date).

Graduation or Completion of an Approved Program (Must be addressed at least one year prior to graduation date.)
Student is to graduate/complete program: June 1 2019 (Date)

Individualized district specific requirements and remaining courses needed to complete an approved secondary
education program:

Summary of Performance – (For students who are graduating with a regular diploma or aging out of special education)
A summary of the student’s academic achievement and functional performance, which shall include recommendations on
how to assist the student in meeting the student’s postsecondary goals, is required. A suggested form and instructions
are available on the Special Education Programs website.

One Year Follow-Up – (For students who are graduating, aging out, or have dropped out)
Students will be contacted by a contracted agency one year after exiting to determine their status in regards to
employment, postsecondary school, and other outcomes.

South Dakota Department of Education Page |6 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Transition Services / Coordinated Set of Activities

Transition Services must be a coordinated set of activities/strategies designed within a results oriented process. This means
that the activities are those steps or things that need to happen that will lead to post-school results and help the student
achieve his/her desired post-secondary goals. All of the activities that will need to happen to help students achieve their
post-secondary goals cannot be done by the school alone. Thus, the activities should include those things that others
(student, families, and appropriate adult services, agencies or programs) will need to do. When viewed as a whole, the
activities should demonstrate involvement and coordination between the student, families, and school as well as the
appropriate adult services, agencies or programs.

Instruction:
Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed
Catch the Wave Northern State University 4/17
The Student, Counselors, Peers

Employment:
Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed
Vocational Rehabilitation VR Worker 2/17
Project Search Project Search Coordinator 3/17
Interview Practice Sped Teacher and Family 4/17

Community Experiences:
Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed
YLF YLF Staff 7-17
Community Theater Director, Mentor, Peers 8/17
Boys Scouts Leaders, Peers, Mentors 9/17

Related Services:
Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed

Other Post-School Adult Living Objectives

Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed
VR Referral VR Coordinator 4/17

Acquisition of Daily Living Skills (when appropriate)

Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed
Grocery Shopping Sped Teacher, Family 3/17
Balance a Check Sped Teacher, Family 4/17

Functional Vocational Evaluation (when appropriate)

Activity Recommendations Personnel/Agency/Person Responsible Date Initiated Date Completed

South Dakota Department of Education Page |7 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Educational Goals and Objectives/Benchmarks

Provide a statement of measurable annual goals, including academic and functional goals designed to 1) meet the student’s
needs that result from the disability, 2) enable the student to be involved in and make progress in the general education
curriculum, and 3) meet each of the student’s other educational needs that result from the disability.

Measurable Annual Goal # 1

Reading Goal Tyler will read and comprehend 10th Proc. Date Prog. Comments:
grade reading materials with a 85% accuracy Code/s Code
1

4
Measurable Annual Goal # 2
Writing Goal Tyler will write a paragraph with the 2
proper structure at a 10th grade level with a 90%
6
accuracy.

Measurable Annual Goal # 3

Daily Living Skills: Tyler will complete a budget and
6
execute the budget with 95% accuracy.
2

Measurable Annual Goal #

Procedure Codes (Complete at IEP meeting) Progress Codes Reporting Frequency to Parents
1. Teacher-made tests 6. Work Samples P= Progress being made ☒ Quarterly Reports
2. Observations 7. Portfolios I= Insufficient Progress to meet goal ☐ Trimester Reports ☐ Other:
3. Weekly tests 8. Oral Tests X= Not addressed this Reporting Period Reporting Method to Parents
4. Unit tests 9. Data Response M=Met goal
☒ Conferences ☒ Report Card
5. Student Conferences 10. Other:
☒ Goal Page Copy ☐ Other:

South Dakota Department of Education Page |8 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Educational Goals and Objectives/Benchmarks

Provide a statement of measurable annual goals, including academic and functional goals designed to 1) meet the student’s
needs that result from the disability, 2) enable the student to be involved in and make progress in the general education
curriculum, and 3) meet each of the student’s other educational needs that result from the disability.

Measurable Annual Goal #

Proc. Date Prog. Comments:
Code/s Code

Short Term Instructional Objectives or Benchmarks Proc. Date Prog. Comments:

(Required for students who take alternate Code/s Code
assessment.)

Procedure Codes (Complete at IEP meeting) Progress Codes Reporting Frequency to Parents
1. Teacher-made tests 6. Work Samples P= Progress being made ☐ Quarterly Reports
2. Observations 7. Portfolios I= Insufficient Progress to meet goal ☐ Trimester Reports ☐ Other:
3. Weekly tests 8. Oral Tests X= Not addressed this Reporting Period Reporting Method to Parents
4. Unit tests 9. Data Response M=Met goal ☐ Conferences ☐ Report Card
5. Student Conferences 10. Other: ☐ Goal Page Copy ☐ Other:

South Dakota Department of Education Page |9 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Accommodations and Modifications

Accommodations/Modifications/Supplementary Aides and Frequency Location Duration

Services
1. Extended time on tests Daily SPED Room Length of IEP
2. Tests read aloud Daily SPED Room Length of IEP
3.
4.
5.

Statement of the program modifications or supports for Frequency Location Duration

school personnel (as appropriate):

South Dakota Department of Education P a g e | 10 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

State/District-wide Assessment Accommodations

☒ Student will be taking the assessment without accommodations.

☐ Student will be taking the assessment with the accommodations.

*Teams must consider if the accommodations are approved for the applicable test administration.

*List the accommodations the student will be taking for each test/test area.
(Only those accommodations identified for instruction on the goal pages can be considered for state and district-wide
testing. The accommodations selected for use must relate to the student’s disability.)

State Assessment Accommodations

Smarter Balanced Smarter Balanced Dakota STEP

ELA (Gr 3-8 & 11): Math (Gr 3-8 & 11): Science (Gr 5, 8 & 11):
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

Test: Test: Test:

* NSCS Alt Assessment and Dakota STEP- A Science

Accommodations for both instruction and assessment must be documented.

District-wide Assessment Accommodations

Test: Test: Test:

South Dakota Department of Education P a g e | 11 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Special Education Services

Description of services Frequency Location Duration

Reading 60 min daily Resource Room Length of IEP
Writing 60 min daily Resource Room Length of IEP

Related Service to be Provided Frequency Location Duration

☐ Speech/Language Therapy NONE
☐ Occupational Therapy
☐ Physical Therapy
☐ Transportation (Specify when, how
often, where, distance, costs, etc.)
☐ Counseling Services
(Including rehabilitation counseling)
☐ Audiological Services
☐ Interpreting Services
☐ Medical Services
(Diagnostic Services only)
☐ Orientation and Mobility
☐ Parent Counseling/Training
☐ Psychological Services
☐ Recreation Therapy
☐ School Nurse/Health Services
☐ Social Work Services (in schools)
☐ Other

South Dakota Department of Education P a g e | 12 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Least Restrictive Environment

The IEP Team must ensure that, to the maximum extent appropriate, students with disabilities are educated with
nondisabled peers, including extracurricular services and activities.

Continuum of Alternative Placements Continuum of Alternative Placements (Ages 3-5)

☒ 0100 General Classroom with Modifications 80-100% ☐ 0310 Early Childhood Setting-10 hrs.+/week
services in Reg EC program
☐ 0110 Resource Room 40-79% ☐ 0315 Early Childhood Setting-10 hrs.+/week
☐ 0120 Self-Contained Classroom 0-39% services in other location
☐ 0130 Separate Day School ☐ 0325 Early Childhood Setting-Less than 10hrs/wk.
☐ 0140 Residential Facility services in Reg EC program
☐ 0150 Home/Hospital ☐ 0330 Early Childhood Setting-Less than 10hrs/wk.
services in other location
☐ 0335 Special Education Class
☐ 0345 Separate School
☐ 0355 Residential Facility
☐ 0365 Home
☐ 0375 Service Provider Location

Participation with Non-Disabled Peers

Program Options Non-Academic Extracurricular
☒ Art ☒ Counseling ☒ Athletics
☒ Math ☒ Meals ☒ Clubs
☒ Music ☒Science ☒ Groups
☐ English ☒ History ☒ Recreation
☒ Family & Consumer Science ☒ Health Services ☒ Electives
☒ Geography

Comments:

Justification for Placement--An explanation of the extent, if any, to which the student will not participate with
non-disabled students in regular classes and non-academic activities.
(Please use accept/reject format for each alternative placement considered.)
The team determined the appropriate placement to be General Classroom with modifications 80-100%.
The student requires intense reading and spelling instruction in a one-on-one or small group setting which can
be provided in the resource room. The student learns best with direct and quiet instruction with very limited
distractions. The student also strives when given direct feedback which can be provided in a small or one-on-
one setting. Any services pertaining to do with the students learning will be done in the resource room and the
rest of the 80-100% of the day will remain in the general education classroom. Tests will be read aloud in the
resource room.

☒ The team addressed the potential harmful effects of the special education placement.

South Dakota Department of Education P a g e | 13 Revised – July 2014

 INDIVIDUAL EDUCATION PROGRAM
ARSD 24:05:27

Extended School Year NOT NEEDED

Extended School Year Services: ☐ needed ☐ not needed ☐ to be determined by (Date)

Beginning Date Ending Date Minutes

Goal(s) # *Type of Service **Based on
mm/dd/yy mm/dd/yy Per Week

* Instruction, related services (specify), other (list)

** Regression/Recoupment, Emerging Skills, or Maintenance of Critical Life Skills

South Dakota Department of Education P a g e | 14 Revised – July 2014