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  __April 28, 2010____________   
 

 

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The student, upon reaching age 17, has been informed the rights which will transfer to him/her upon
reaching the age of majority (18), unless legal guardian or conservator has been appointed.  *3 c((

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Motor Ability

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Sebastian was able to walk backward for 5 feet, jump forward with both feet together, remove forms from
a form board, string 4 large beads, stack 8 cubes vertically and copy a circle. He had difficulty walking
down stairs without assistant, alternating feet, use pads of fingertips to grasp a pencil and copy a cross.
He was not able to copy the letters V, H, L, draw a person with 6 parts trace designs with curved part or
walk in a straight line, heel-to-toe for 4 or more steps.

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Sebastian needs to improve his gross and fine motor skills, including being able to walk down stairs
without assistance, to copy simple letters and shapes and develop a mature grasp.

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Sebastian will be able to walk down stairs unassisted using alternating feet, be able to copy simple letters
and shapes and develop a mature grasp by April 28, 2011.

8>> > (


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Observations

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Objective 1:
Sebastian will use alternating feet when walking down stairs. We will know he can do this when observed
9 out of 10 times by April 28, 2011.

Objective 2:
Sebastian will walk down stairs unassisted. We will know he can do this when observed 9 out of 10 times
by April 28, 2011.

Objective 3:
Sebastian will trace designs with straight and curved edges. We will know he can do this when observed 8
out of 10 times by April 28, 2011.

Objective 4:
Sebastian will use his fingertips to grasp a pencil. We will know he can do this when observed 8 out of 10
times by April 28, 2011.











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Functional Skills

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He was able to feed himself, remove his own clothing, unassisted, show care when handling an infant or a
small animal and demonstrates caution and avoids common dangers. He had difficulty initiating and
organizing his own activities and responding Dzyesdz or Dznodz when asked if he needed to use the toilet. He
was not able to control his bowel movements, express a need to use the toilet and answer Dzwhat to do ifdz
questions involving personal responsibility.

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Sebastian needs to increase his self help skills including being able to express a need to use the toilet and
being able to control his bowel movements

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Sebastian will express a need to use the toilet and be able to control his bowel movements.

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Periodic Tracking
Observations

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Objective 1:
Sebastian will notify an adult if he soils himself. We will know he can do this when he does so by April 28,
2011.

Objective 2:
Sebastian will attempt to use the toilet when prompted by adults. We will know he can do this when he
does so 4 out of 6 times by April 28, 2011.

Objective 3:
Sebastian will respond Dzyesdz or Dznodz when asked if he needs to use the toilet. We will know he can do this
when he can do this when he does so 7 out of 8 times by April 28, 2011.

Objective 4:
Sebastian will express a need to use the toilet. We will know he can do this when he verbally expresses a
need to use the toilet 9 out of 10 times by April 28, 2011.

Objective 5:
Sebastian will control his bowel movements. We will know he can do this when he does so 8 out of 10
times by April 28, 2011.






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Emotional, social, behavioral development

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Sebastian is able to help with simple household tasks, show appropriate affection toward people,
pets or possessions, express affection or liking of a peer, show sympathy for others and is aware
of the differences between males and females. Sebastian has difficulty showing a positive
attitude toward school and responding to positively to adult praise, rewards or promise of
rewards. Sebastian is not able to initiate social contact or interactions with familiar adults, play
cooperatively with peers or demonstrate the ability to show and tell.
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Sebastian needs to develop social skills by using language for social contact and interactions.
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Sebastian will develop social skills by using language for social contact and interactions by April 28,
2011.

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Observations

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Objective 1:
Sebastian will respond positively to adult praise, rewards or promise of rewards when given by familiar
adults. We will know he can do this when he does so 4 out of 6 times by April 28, 2011.

Objective 2:
Sebastian will greet familiar adults spontaneously. We will know he can do this when he does so 6 out of 9
times by April 28, 2011.

Objective 3:
Sebastian will respond positively when familiar adults initiate in positive social contact. We will know he
can do this when observed 5 out of 7 times by April 28, 2011.

Objective 4:
Sebastian will allow others to participate in his activities during free choice. We will know he can do this
when observed doing so 6 out of 8 times by April 28, 2011.

Objective 5:
Sebastian will initiate cooperative play with a peer (DzCan I joindz, DzHey, letǯs make a ____dz. Etc.). We will
know he can do this when he does so 2 times during 4 separate play sessions without prompting based on
staff observations by April 28, 2011.

Objective 6:
After either initiating or joining others in cooperative play, Sebastian will sustain play at a cooperative
level. We will know he can do this when he engages in cooperative play for 5 or more consecutive minutes
during 4 separate play sessions by April 28, 2011.

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, including 1) supplemental aids and services in general and special education, and 2)
program modifications or supports for school personnel to met the needs of the student, and 3) assistive
technology:

Direct ECSE services will be provided by the ECSE teacher at Rochester Public School District. It does not
appear that there is a need for assistive technology at this time. Sebastian may leave the classroom for
occupational therapy sessions with the ECSE teacher to work on specific goals and objectives.
No assistive technology needs at this time.

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X District-wide assessments are NOT administered at the grade level covered by this IEP.
District-wide assessments ARE administered at the grade level covered by IEP (if checked, continue
below).
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(List each assessment administered district-wide for all students in this
grade.)
 

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X ___Yes ___No Donǯt need to mark
if no assessments are given.

If @&, for each assessment, indicate if the student needs accommodation(s) & what is needed.
No accommodations needed at the Pre-School level.
If !, state reason the specific district-wide assessment is not appropriate for the student
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what alternative assessment the student will be administered and why it is appropriate:

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_______ If this box is checked, your childǯs academic achievement will be assessed using alternate
academic achievement standards or modified academic standards as indicated above, on State or District-
wide assessments. Your childǯs proficiency must always be based on the academic content standards for
his or her grade level.

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The student will participate in:
Test of Emerging Academic English (TEAE) (Reading/Writing) without accommodations.
Test of Emerging Academic English (TEAE) with
accommodations: (Reading/Writing accommodations link.)


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The student will participate in:
Minnesota Student Oral Language Observation Matrix (MN- SOLOM)
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The student will participate in:
Mathematics Test for English Language Learners (MTELL) without accommodations.
Mathematics Test for English Language Learners (MTELL) with the listed accommodations:
(Math accommodations link.)
Alternative assessment based upon alternative achievement standards for Math (MN Test of Academic
SkillsȄMTAS).

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No assessments at this time.
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A  Sebastian Stump

SERVICE FREQUENCY Indirc. Mins Dir. Mins. Gen. Special Start Date End Date
/ ses. Ed. Ed.
Early Childhood Special 3 x / Week 10 / Session 120 / X 5/1/2010 4/27/2011
Education in Community Session
Based Preschool
ECSE Home Visits 5 x / School 15 / Session 45 / X 5/15/2010 4/27/2011
Year Session
ECSE Resource Room 2 x / Week 5 / Session 10 / X 5/1/2010 4/27/2011
Session
Occupational Therapist 1 x / month 5 / Session 15 / X 5/1/2010 2/27/2011
Session

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None at this time

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If the student is not able to participate full time with students without disabilities in the regular classroom
in extracurricular and non-academic activities, this statement explains the extent of nonparticipation.

All of Sebastianǯs activities during his preschool experience are with typically developing peers except
occasional times that he leaves the room with the ECSE teacher. In addition Sebastian attends an Early
Childhood Special Education Resource Room to work on his specific goals and objectives.

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B , A) Regression and Recoupment,B)
Self-Sufficiency, or C) Unique Needs.)
____Yes FNo _____More Data Needed
4.describe goals and services (must be described within this IEP or attached documentation):