Individualized Education Program for a Person With Specific Learning Disability (SLD)

INDIVIDUALIZED EDUCATION PROGRAM (IEP)
STUDENT NAME: Lee S. Camero
DATE OF BIRTH: 07/25/11LOCAL ID #: 718-862-2749

DISABILITY CLASSIFICATION: Specific Learning Disability (SLD)

PROJECTED DATE IEP IS TO BE IMPLEMENTED: 05/01/2023

PROJECTED DATE OF ANNUAL REVIEW: 04/09/2024

Reason for Delay: Click here for the Reason for Delay Guidelines
STUDENT NAME: Lee S. CameroNYC ID:
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS)
Evaluation Results:
1 WISC-R Scores:
1 Verbal IQ: 108
2 Performance IQ: 128
3 Full Scale IQ: 119
2 WRAT Scores:
4 Reading Standard Score: 67 / Grade Equivalent Score: 2.6
5 Spelling Standard Score: 57 / Grade Equivalent Score: 1.8
3 WJ-III Scores:
6 Broad Reading Standard Score: 94 / Percentile Rank: 34
7 Broad Mathematics Standard Score: 100 / Percentile Rank: 51
8 Broad Written Language Standard Score: 86 / Percentile Rank: 17
9 Broad Knowledge Standard Score: 104 / Percentile Rank: 61
Academic Performance:
Lee struggles with reading comprehension, phonetic and structural analysis, and spelling accuracy.
His math performance is average, but he has difficulty with word problems.
Lee has challenges processing oral directions and struggles with written expressive skills.
Developmental and Functional Needs:
Lee displays inattentive and restless behaviors in class.
He has difficulty engaging with peers and tends to be a loner.
Lee has a history of being suspended from school due to a physical altercation.
Performance on State and District-Wide Assessments:
The case study does not provide specific information on Lee's performance on state and district-wide assessments. However, given his struggles in reading and spelling, it is likely that his performance on these assessments may be below grade level expectations.


PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

* ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS
LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:
Levels of knowledge and development in subject and skill areas including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style:
Reading comprehension and spelling: Lee struggles significantly in these areas, with grade equivalent scores of 2.6 and 1.8 respectively.
Mathematics: Lee's performance is average, with a percentile rank of 51, but he has difficulty with word problems.
Intellectual functioning: Lee's overall intellectual functioning is above average, with a Full Scale IQ of 119.
Adaptive behavior: Lee has challenges in social interactions and tends to be a loner. He displays inattentive and restless behaviors in class.
Expected rate of progress: Lee's progress has been minimal despite interventions and supplemental instruction, indicating a need for more specialized support.
Learning style: The case study does not provide specific information about Lee's learning style. However, his difficulties processing oral directions and struggles with written expressive skills might suggest that he could benefit from multi-sensory and individualized instruction.
* STUDENT STRENGTHS, PREFERENCES, INTERESTS:
* Intellectual abilities: Lee has above-average intellectual abilities, with a Full Scale IQ of 119.
* Mathematics: Lee demonstrates average performance in math, particularly in solving problems that are not word-based.
* Interest in fish and reading about them: This can be used as a motivator for learning and engagement.
* Bilingual: Lee is fluent in both Spanish and English, which can be an asset in his learning process.
* ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
* Reading and spelling: Lee requires targeted support and interventions to improve his reading comprehension and spelling skills.
* Receptive and expressive language: Lee needs assistance in developing these skills, which may include speech and language therapy.
* Social-emotional support: Lee could benefit from counseling or social skills training to address his difficulties with peer interactions and classroom engagement.
* Behavioral interventions: Lee may require support in managing and improving his classroom behavior, particularly given his history of suspension.
* Parent concerns: Lee's mother is concerned about his academic struggles and is requesting special education placement and services to address his needs.


PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

* SOCIAL DEVELOPMENT - THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS:
* Relationships with peers: Lee has difficulties forming and maintaining friendships with peers. He tends to be a loner and struggles with social interactions.
* Relationships with adults: The case study does not provide specific information about Lee's relationships with adults, but it's evident that his mother is concerned about his academic performance and well-being.
* Feelings about self: The case study does not provide specific information about Lee's self-esteem or feelings about himself.
* Social adjustment to school and community environments: Lee has had behavioral issues at school, resulting in suspension. His social adjustment appears to be challenging.
* STUDENT STRENGTHS:
* Intellectual abilities: Lee has above-average intellectual abilities, with a Full Scale IQ of 119.
* Bilingual: Lee is fluent in both Spanish and English, which can be an asset in his learning process.
* Interest in fish and reading about them: This can be used as a motivator for learning and engagement.
* SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
* Intellectual abilities: Lee has above-average intellectual abilities, with a Full Scale IQ of 119.
* Bilingual: Lee is fluent in both Spanish and English, which can be an asset in his learning process.
* Interest in fish and reading about them: This can be used as a motivator for learning and engagement.


PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS:
STUDENT STRENGTHS:
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
*

MANAGEMENT NEEDS:
*

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES

STUDENT NAME:NYC ID:
STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:

Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that of others? Yes No
Does the student need a behavioral intervention plan? No Yes

For a student with limited English pro ciency, does {.he,she} need a special education service to address {.his,her} language needs as they
relate to the IEP? Yes No Not Applicable

For a student who is blind or visually impaired, does {.he,she} need instruction in Braille and the use of Braille? Yes No Not Applicable

STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER TH PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:

E STUDENT NEEDS A APPROPRIATE SECTION

OF

THE

Does the student need a particular device or service to address {.his,her} communication needs? Yes No
In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of 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?
Yes No Not Applicable

Does the student need an assistive technology device and/or service? Yes No
If yes, does the Committee recommend that the device(s) be used in the student's home?

Yes

No

STUDENT NAME:NYC ID:
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)

MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT

EDUCATION/TRAINING: EMPLOYMENT:
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):

TRANSITION NEEDS
In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:

STUDENT NAME:NYC ID:
ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (REQUIRED FOR PRESCHOOL STUDENTS AND/OR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT)

MEASURABLE ANNUAL GOALS

THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S DISABILITY, AND PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT

CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED

METHOD
HOW PROGRESS WILL BE MEASURED

SCHEDULE
WHEN PROGRESS WILL BE MEASURED




time per

SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT'S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):


IEP PROGRESS REPORT

1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP

Report of Progress
Progress Towards Annual Goals
3rd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP Report of Progress
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3rd Progress report for this IEP Report of Progress
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4th Progress report for this IEP Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
3rd Progress report for this IEP

Report of Progress
Progress Towards Annual Goals
4th Progress report for this IEP Report of Progress
Progress Towards Annual Goals
5th Progress report for this IEP Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
3rd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
4th Progress report for this IEP Report of Progress
Progress Towards Annual Goals
5th Progress report for this IEP Report of Progress
Progress Towards Annual Goals
6th Progress report for this IEP

Report of Progress
Progress Towards Annual Goals
1st Progress report for this IEP Report of Progress
Progress Towards Annual Goals
2nd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
3rd Progress report for this IEP Report of Progress
Progress Towards Annual Goals
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