IEP 5

This Child is in a Total Communication program, mainstreamed in First Grade, with emphasis on using his auditory-verbal skills.

This IEP is for the year of 1997-1998, November to November.

Special Education(SpEd): One on One with Certified Teacher of the Deaf(TOD), 30 min. 3x/week

SpEd.:TOD in the Classroom, 45 min once a week

SpEd.: TOD, Small group, 60 min, once a week

Speech-Language Pathologist, small group, 25 min 2x a week.

Student will participate in standardized testing.

If necessary, special media, materials or modifications in special or general education classes: FM System, Sign Language Interpreter/Tutor, closed-caption, audiological services, teacher of the deaf.

No adaptations to PE or Vocational Ed at this time.

Based on current evaluation results and recommendations, and considering any potential harmful effects on the student or ton the quality of services needed, the following placement options were sequentially considered in order to determine the most appropriate program placement to meet the student's IEP goals and objectives.

General education cannot provide enough one to one or small group assistance inside the regular classroom. So the least restrictive environment is SpEd pull-out services to meet the child's needs in goal areas.

Placement Decision:

The recommended program placement is general Ed classroom with SLP and SpEd support. The child and family's preferred mode of communication is spoken English. The child is primarily an Auditory-Verbal child who utilizes Signing Exact English as a visual reinforcement to what is spoken. The child qualifies for SpEd services under the area of hearing impairment, with a severe-profound hearing loss in both ears. The child will be served full-time with an interpreter/tutor who is fluent in SEE. The child will receive support from the SpEd with-in and outside of the general Ed classroom in the areas of auditory training, speech-lang., and reading.

The child is not in his neighborhood school because this school has appropriate services to meet the child's unique needs.

The child will participate in all field trips, extracurricular activities, and non academic activities.

General Education time in regular classroom amounts to: 1555 minutes per week.

Present level of Performance:

As of May 1997, the child's mean length of utterances was 3.7 words. Areas of strength appear to be in the areas of stating categories and identifying functions of items. Emergent skills appear to be in identifying labels, categories, attributes and stating function and definitions of words.

Based on Woodcock Johnson scores the child's word attack reading skills are at a 5.8 age equivalent

Annual Goals:

Child will improve receptive language from present level to 6-8 months growth as per standardized testing.
Develop and improve auditory comprehension
Improve self help skills

Short term Objectives:

Improve understanding of categories of words; such as fruits, vegetables, sports equipment, school items, etc., all with 90-100% accuracy as per data collection by Nov. 98
Improve ability to understand that words have different ways to describe them by function, attribute, and label of the word with 90-100% accuracy as perdata collection by Nov. 98
Understand the use of various structures of language and be able to identify if a sentence is missing key grammatical structures(i.e., is/are plus verb, etc) with 90-100% accuracy by Nov 98
Improve usage of various grammatical structures in conversational speech, plurals, is/are verbing, articles, past tense verbs
Pronouns-regular and irregular, compound sentences with "and", "how, why, and when" questions, 90-100%accuracy as per data collection by Nov 98
Improve usage of various speech sounds (S initials, medial, final sounds t, k, p, b, d, g, initial m, n, l) in the following sequence: words, sentences, stories, conversational speech 90-100%accuracy by Nov. 98
Demonstrate knowledge of letter/sound relationships with 90% accuracy as per teacher observational data: Consonants by 3/98, and Vowels by 6/98
Improve ability to auditorily discriminate between sounds that are phonetically similar in an open set by pointing correctly to a picture 90-100% level of accuracy by Nov. 98
Follow 2-3 step directions with 90% accuracy by Nov. 98
Be able to request help and monitor his needs. (please speak louder I can't hear you. Please say it again. Sorry what did you say? I need a new battery. I don't know who is talking now, please show me?) 9 out of 10 times as occasion arises by Nov. 98