Student IEP

Student Information:
   

District of Attendance	Aurora Public Schools
School of Attendance	Laredo Elementary
Primary Disability ,if any	Autism Spectrum Disorders
Secondary Disability	None
Primary Educational Environment	General Education class - 80% of the time

      Grade: 5th
      Age: 11
      Gender: Male
      Race: White
      Primary Language: English

Student Strengths, Preferences, Interests:

• Student demonstrates above grade level math abilities.
• Student demonstrates grade level written language abilities.
• Student demonstrates high average grade level reading skills.
• Student demonstrates receptive and expressive language skills that are age appropriate.
• Student demonstrates fluency, voice, and articulation skill that are functional at this time.
• Student has made progress towards some social communication skills.
• Student demonstrates spatial and nonverbal reasoning skills, as measured by a cognitive assessment, in the above average to high range.
• Student demonstrates functional visual motor and fine motor skills
• Student demonstrates functional handwriting legibility utilizing organization strategies
• Student demonstrates improved attention to task and participation when motivated and utilizing coping/sensory strategies 
• Student has learned coping strategies that, if utilized will calm him down. 

Goals:

1. Communication

Student will express himself using a voice volume level appropriate to the scenario with fading cues from an adult in 7/10 opportunities as measured by the SLP. 

2. Behavior

Student will be redirected to appropriate tasks and comply with requests from adults when he is upset/frustrated in the classroom/school setting through visual and/or verbal prompts, with 90% accuracy, as measured by observation and/or data collection. 

3. Writing

Student will independently write one structured, 3-paragraph opinion essay on a topic of his choice, including a thesis, supporting details, and a conclusion, as monitored by progress notes taken by the special education teacher every 4 weeks. 

4. Organization

Student will independently utilize organization related accommodations and strategies from 20% of pretaught strategies to 80% of pretaught strategies, as measured by school staff and monitored by OT every 4 weeks. Such strategies can include but not limited to: graphic organizer, writing checklist, labeled-color coded folders/binder, and modified seating (i.e. therapy ball, wiggle cushion). 

5. Communication
Student will choose an appropriate topic of conversation, and remain on topic without interrupting his communication partner for 8-10 conversation exchanges (4-5 turns each) with minimal cues in 7/10 opportunities as measured by the SLP.


Accommodations/Modifications

•   Allow acceptable sensory self-regulation strategies
  
•   Prepare for changes in schedule and routine in advance
  
•   Provide positive reinforcement/reward daily
  
•   Predictable structure and routine
  
•   Break lengthy assignments into smaller segments
  
•   Access to headphones
  
•   Sensory input to be determined by Occupational Therapist
  
•   Changes in rules, prompts and cues in P.E. and Recreation
  
•   Daily home-school communication for social/behavior goals
  
•   Access adaptive items to support pencil grasp and legibility during writing activities
  
•   Graphic organizers to assist with writing tasks
  
•   Access to organizational tools such as binders and folders
  
•   Modified seating to assist with attention and core strength (i.e. therapy ball, wiggle cushion) 
  
  

State/District Assessments
Ben takes all grade-level assessments for both state and district level, but is allowed accommodations on all, including small group environments, redirect prompts, and the use of pencil grips or large pencils.