District 11 Public School 290
Individualized Education Program
Individualized Education Program
Student Name: Amanda Rivera
Date of Birth: 3/3/00 Local ID#: 108-239-651 Projected Date IEPs is to be implemented: 11/25/14 |
Disability Classification: Multiple Disabilities
Projected Date of Annual Review: 11/25/15 |
Present Levels of Performance and Individual Needs
Document 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)
Teacher observation, teacher assessment, teacher made checklists, datafolio, portfolio assessment, student work, conferencing notes
Academic Achievement, Functional Performance and Learning Characteristics
Levels of Knowledge and Development in Subject and kill Areas Including Activities of Daily Living, Level of Intellectual Functioning, Adaptive Behavior, Expected Rate of Progress in Acquiring Skills and Information, and Learning Style:
Amanda is able to commmunicate her needs at school using her augmentative communication device. Amanda is able to answer "wh" and "how" questions. Amanda is functioning far below grade level and struggles with cognitively challenging tasks. Amanda needs a great deal of instructional support throughout the school day. Amanda learns at an extremely slower rate than her peers. She also struugles with organization and communication skills.
Student Strengths, Preferences, Interests:
Amanda works at a job supported site. Amanda likes bright colors and can identify and coordinate them. She enjoys music and especially likes to listen to classical and country music. Amanda likes to draw using her ipad. She is social and has several friends in the class. She loves animals and has a pet kitten who she found as a stray and took into her home.
Academic, Developmental and Functional Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda requires her communication device to communicate with peers and adults at school as well as staff and customers at the nail salon. She has great difficulty staying focused at tasks at school. Amanda needs braces and a walker to navigate around school and the nail salon. When Amanda is frustrated or overwhelmed, she bangs on her communication device. Amanda requires continued support, organizational skills, training, intense academic remedial support, and small group task focused instruction. Amanda responds well to encouragement on her academics, small group instruction, and continuous praise to accomplish tasks as well as breaking tasks up step by step for more complicated assignments.
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:
Amanda presents significant cognitive delays in all areas which are being addressed in her current educational setting with support services. Although she has friends in the classroom, she has difficulty maintaining appropriate social relationships with them. Amanda has trouble coping with her frustrations and has problems with cluttered, crowded areas. She has difficulty maintaining conversations with customers and staff at the nail salon, especially if they are unfamiliar to her.
Student Strengths:
Amanda is able to use her communication device to communicate with others either independently or with limited assistance. Amanda enjoys helping classmates, customers, and family members as much as possible. Amanda responds well to praise. Amanda is able to work and pick out colors at the nail salon.
Social Development Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda needs support and instruction on how to make more social connections and to increase and maintain her interactions with others. Amanda needs to work on understanding the social cues, gestures, and body language of her classmates as well as the customers at the nail salon.
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:
Amanda needs a barrier free environment. She has visual impairments. Amanda has Cerebral Palsy causing balance, gross motor, and fine motor difficulties. Amanda has sensory issues that impact her instructional performance. She has braces and a walker to help her navigate throughout the school building and her job site.
Student Strengths:
Amanda is able to navigate around the school and her job site. She is able to ride on a school bus. Amanda has strong spatial awareness skills.
Physical Development Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda requires a barrier free school. She requires a lift bus. She requires braces and a walker. An area of concern is naivigating without causing injury to herself. Amanda requires the 1:1 assistance of a full time paraprofessional to assist her with her mobility needs.
Management Needs
The Nature (Type) and Degree (Extent) to which Environmental and Human or Material Resources are Needed to Address Needs Identified Above:
Amanda requires a barrier free school with ramps and an elevator, a 1:1 health paraprofessional full time, brightly colored materials, latge texts, occupational therapy, physical therapy, an orientation and mobility teacher, and weighted pencils.
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
Amanda cannot participate in physical education due to her physical limitations. Instead, she will participate in adaptive phys. ed.
Evaluation Results (Including for School-age Students, Performance on State and District-wide Assessments)
Teacher observation, teacher assessment, teacher made checklists, datafolio, portfolio assessment, student work, conferencing notes
Academic Achievement, Functional Performance and Learning Characteristics
Levels of Knowledge and Development in Subject and kill Areas Including Activities of Daily Living, Level of Intellectual Functioning, Adaptive Behavior, Expected Rate of Progress in Acquiring Skills and Information, and Learning Style:
Amanda is able to commmunicate her needs at school using her augmentative communication device. Amanda is able to answer "wh" and "how" questions. Amanda is functioning far below grade level and struggles with cognitively challenging tasks. Amanda needs a great deal of instructional support throughout the school day. Amanda learns at an extremely slower rate than her peers. She also struugles with organization and communication skills.
Student Strengths, Preferences, Interests:
Amanda works at a job supported site. Amanda likes bright colors and can identify and coordinate them. She enjoys music and especially likes to listen to classical and country music. Amanda likes to draw using her ipad. She is social and has several friends in the class. She loves animals and has a pet kitten who she found as a stray and took into her home.
Academic, Developmental and Functional Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda requires her communication device to communicate with peers and adults at school as well as staff and customers at the nail salon. She has great difficulty staying focused at tasks at school. Amanda needs braces and a walker to navigate around school and the nail salon. When Amanda is frustrated or overwhelmed, she bangs on her communication device. Amanda requires continued support, organizational skills, training, intense academic remedial support, and small group task focused instruction. Amanda responds well to encouragement on her academics, small group instruction, and continuous praise to accomplish tasks as well as breaking tasks up step by step for more complicated assignments.
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:
Amanda presents significant cognitive delays in all areas which are being addressed in her current educational setting with support services. Although she has friends in the classroom, she has difficulty maintaining appropriate social relationships with them. Amanda has trouble coping with her frustrations and has problems with cluttered, crowded areas. She has difficulty maintaining conversations with customers and staff at the nail salon, especially if they are unfamiliar to her.
Student Strengths:
Amanda is able to use her communication device to communicate with others either independently or with limited assistance. Amanda enjoys helping classmates, customers, and family members as much as possible. Amanda responds well to praise. Amanda is able to work and pick out colors at the nail salon.
Social Development Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda needs support and instruction on how to make more social connections and to increase and maintain her interactions with others. Amanda needs to work on understanding the social cues, gestures, and body language of her classmates as well as the customers at the nail salon.
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:
Amanda needs a barrier free environment. She has visual impairments. Amanda has Cerebral Palsy causing balance, gross motor, and fine motor difficulties. Amanda has sensory issues that impact her instructional performance. She has braces and a walker to help her navigate throughout the school building and her job site.
Student Strengths:
Amanda is able to navigate around the school and her job site. She is able to ride on a school bus. Amanda has strong spatial awareness skills.
Physical Development Needs of the Student, Including Consideration of Student Needs that are of Concern to the Parent:
Amanda requires a barrier free school. She requires a lift bus. She requires braces and a walker. An area of concern is naivigating without causing injury to herself. Amanda requires the 1:1 assistance of a full time paraprofessional to assist her with her mobility needs.
Management Needs
The Nature (Type) and Degree (Extent) to which Environmental and Human or Material Resources are Needed to Address Needs Identified Above:
Amanda requires a barrier free school with ramps and an elevator, a 1:1 health paraprofessional full time, brightly colored materials, latge texts, occupational therapy, physical therapy, an orientation and mobility teacher, and weighted pencils.
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
Amanda cannot participate in physical education due to her physical limitations. Instead, she will participate in adaptive phys. ed.