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INDIVIDUALIZED EDUCATION PROGRAM (IEP)STUDENT NAME: Scott ChinDATE OF BIRTH: 10/26/2013 LOCAL ID #:  123456 DISABILITY CLASSIFICATION:  ATTENTION DEFICIT HYPERACTIVITY DISORDER               
PROJECTED DATE IEP IS TO BE IMPLEMENTED: 10/30/2018 PROJECTED DATE OF ANNUAL REVIEW:      10/30/2019
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDSDOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL, AND FUNCTIONAL NEEDSEVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS) SCOTT CHIN PORTRAYED DIFFICULTY IN ATTENTION AND SELF-REGULATION. AS A FORM OF DESTRUCTION, SCOTT SHOWED AGGRESSION IN WHICH TEACHERS CONCLUDED IS AS A RESULT OF SKILL DEFICIT AND STRESS. STATE ASSESSMENT; SCOTT CHIN IS GENERALLY AN ABOVE- STUDENT IN READING RECOGNITION, READING COMP AND SPELLING. HE IS AVERAGE IN MATHEMATIC, THUS HAVING A TOTAL SCORE OF ABOVE AVERAGE. 
 ACADEMIC ASSESSMENT: SCOTT CHIN IS AN ABOVE-AVERAGE STUDENT AND DEMONSTRATED WEAKNESS IN MATHEMATICS WHERE HE SCORED AVERAGELY.  SCOTT CHIN HAS NOT ATTENDED ANY SPECIAL SCHOOL BUT HOWEVER, SHOWS HE IS AN ABOVE-AVERAGE STUDENT.HOWEVER, SCOTT WAS NOT INTERESTED IN WRITING AND THUS, THREE WRITING SAMPLES WERE OBTAINED. HE GOT UPSET WHEN HE COULD NOT COMPLETE THE TASK PERFECTLY, THE WRITING WAS IMMATURE WITH LARGE FONT, GANGLY STICKERS, INCORRECT SPELLING, AND NO PROPOSITIONS. IN ADDITION,HE CAN IDENTIFY SHAPES, RETELL A THREE-EVENT STORY, AND ANSWER COMPREHENSION. HE LIKES LEARNING FROM PICTURES, AND CAN COUNT UP TO 30. HE ALSO UNDERSTANDS THE CALENDAR, AND DAYS OF THE WEEK, AND CAN MANAGE SIMPLE ADDITION AND SUBSTRUCTION. HOWEVER, IN WRITING, HE GETS POTRAYS DEFIANCE BEHAVIORS SUCH IS YELLING AND THROWING OBJECTS IF HE CAN’T ANSWER CORRECTLY OR REFUSES TO HANDLE THE GIVEN TASKS. BEHAVIORAL ASSESSMENT. SCOTT HAS DIFFICULTY FOLLOWING INSTRUCTIONS AND RELATING WITH HIS PEERS. HE PREFERS TO ENGAGE IN ACTIVITIES THAT EXCITE HIM AND DISLIKES BEING IN A GROUP EVEN THOUGH HE LIKES A NORMAL CLASSROOM. HE HAS A TENDENCY TO YELL, VERBAL OUTBURSTS AND THROW ITEMS AT HIS PEERS OR TEACHERS WHEN ANGERED OR ANNOYED. IN ADDITION, HE IS ADAPTABLE AND RECEPTIVE TO CHANGE IN THE NUMBER OF OUTBURSTS AND YELLING.        
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICSLEVELS 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:
STUDENT STRENGTHS, PREFERENCES, INTERESTS: 
SCOTT ENJOYS WORKING ALONE AND LEARNING THE HISTORY OF BUILDINGS, HOW THEY WERE BUILT AND WHEN. IN ADDITION, HE CAN RETELL THREE EVENT STORIES, ANSWER COMPREHENSION AND IDENTIFY PICTURES.      
ACADEMIC, DEVELOPMENTAL, AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:ACADEMIC DEVELOPMENT. SCOTT IS CURRENTLY FUNCTIONING ABOVE AVERAGE IN HIS CHRONOLOGICAL AGE IN ACADEMIC ABILITIES.COGNITIVE ABILITY. SCOTT DISPLAYS AN ABOVE FUNCTIONINGONING COGNITIVE ABILITY IN HIS CHRONOLOGICAL AGE. HE HARDLY FOLLOWS INSTRUCTIONS BUT HAS A GOOD MEMORY TO COMPREHEND INFORMATION ABOVE HIS AGE. LEARNING STYLE. SCOTT HAS A MULTI-SENSORY LEARNING STYLE. HE UNDERSTANDS PICTURES, CLAY WORK, AND BUILDING LEGOS. ABILITIES: EASILY ADAPT TO CHANGE AND INCREASED HOURS OF LEARNING. NEEDS: Difficulties interfere with participation in classroom activities, interaction with peers and staff, emotional and behavioral control, and attending skills. Thus, he needs class interventions to enhance compliance and cooperation ( Accommodations, teachers’ proximity, encouragement and pictures model learning.)     
SOCIAL DEVELOPMENTTHE DEGREE (EXTENT) AND QUALITY OF THE STUDENT'S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS:      
STUDENT STRENGTHS: SCOTT HAS THE ABILITY TO BE IN A CLASS WITH OTHER STUDENTS AND SEEMS TO ENJOY IN SEARCH A CLASSROOM.      
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: 
Social interactions with peers. Scott is currently functioning below his chronological age in social development. He is easily angered, yells at his peers, and throws items at them which makes it difficult for him to develop socially.Feeling about self. Scott is functioning below his chronological age about himself. He throws himself on the floor, has verbal outbursts, and yells. It is a form to communicate strong emotions before he can communicate in a socially acceptable language. Thus, Scott need to develop a positive self-concept which can be enhanced by therapists. Social adjustment. Scott does not portray appropriate social behaviors in school, with family, or community. Thus, he needs guidance to participate in small groups and take interventions in social situations. Needs. Scott needs to relate appropriately with his peers, adults in the classroom, and adults outside the classroom. Further, Scott needs to contain his anger issues to avoid yelling and hitting other students.PHYSICAL DEVELOPMENTTHE 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: 
SCOTT’S fine motor skills are at a functional level with the exception of strength and endurance. In addition, Sensory processing is a concern. Difficulties interfere with participation in classroom activities, interaction with peers and staff, emotional and behavioral control and attending skills.     
STUDENT STRENGTHS: MAY PARTICIPATE IN ALL SCHOOL ACTIVITIES.     
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: 
Scott has Attention Deficit Hyperactivity Disorder which impacts his learning and social skills. He may participate in all school activities. However, he needs to develop the required social skills, and improve concentration levels to perform effectively. In addition, he needs to learn how to interact with other students without being violent, yelling, or even having verbal outbursts.     
MANAGEMENT NEEDSTHE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS THE NEEDS IDENTIFIED ABOVE:      
Presently, Scott presents moderate management needs to address academic goals. Also, Scott displays a  dire need for the management of his social skill and moderate management need to address physical goals. 
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     SCOTT EXHIBITS DIFFICULTY IN PAYING ATTENTION AND SELF-REGULATION. AS A RESULT HE IS AGGRESSIVE TO HIS PEERS AND TEACHERS WHEN HE CANNOT COMPREHEND WHAT IS HAPPENING. THIS AFFECTS HIS INTERACTION AND RELATIONSHIP WITH PEERS, THE ABILITY TO CONCENTRATE AND ACHIEVE THE DESIRED ACADEMIC GOALS. STUDENT NEEDS RELATING TO SPECIAL FACTORSBASED 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  0 No Does the student need a behavioral intervention plan?   0 No  0 Yes:  
For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP? 0 Yes  0 No   Not Applicable
For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille?  0 Yes  0 No  Not Applicable
Does the student need a particular device or service to address his/her communication needs?  0 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? 0 Yes  0 No  Not Applicable
Does the student need an assistive technology device and/or service?  0 Yes  No If yes, does the Committee recommend that the device(s) be used in the student's home?  0 Yes  0 No
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  GOALSLONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULTEDUCATION/TRAINING: Scott expects to receive college education and training in future 
EMPLOYMENT. INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):  TRANSITION NEEDSIn 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: preschool, school, post-schoolScott will require the following transition:   guidance and career counseling from professional counselors                                                                       college-entrance courses with the relevant assistance from teachers                                                                       Regent courses
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 GOALSWHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIAMEASURE TO DETERMINE IF GOAL HAS BEEN ACHIEVED METHODHOW PROGRESS WILL BE MEASURED SCHEDULEWHEN PROGRESS WILLBE MEASURED1. Improve social skills and reduce aggression towards Scott’s peers      observation     Class discussion and small groups, therapy Quarterly&...