Individualized Education Program (IEP) for

Granite School District

2500 South State Street Salt Lake City, UT 84115

1. Student Information
Student
DOB 01/03/02
IEP Meeting 02/25/19
IEP Due 02/24/20
Eligibility Date 05/03/16
Next Re-Evaluation 05/02/19
Completed By
Attending School Senior High
Home Language English
Student Language English
Classification Intellectual Disabilities
Grade 11th Grade
2. Present Levels of Academic Achievement and Functional Performance
For school age students, describe how Allison's disability affects her involvement and progress in the general curriculum.
For preschool age students, describe how the disability affects her participation in appropriate activities.
Reading According to the Reading Inventory (RI) Assessment, given on 12/04/18, was able to score
a 544 Lexile. On a Easy CBM reading assessment (3 grade level) given on 1/15/2019, was
able to score a 15/20 correctly, placing her in the 75th percentile. According to an AIMs Fluency
passage given on 1/15/2019, was able to read 76 words per min correctly with 11 errors, on
a benchmark passage. Based on a progress monitoring assessment, given on 2/8/2019,
was able to read 100 words per min correctly with 3 errors on a 3rd grade reading passage.
will need to increase reading comprehension and fluency skills in order to progress in the general
education setting.

Writing According to a Utah Compose Writing Rubric, taken from a writing sample, collected 1/30/2019,
was able to score a 3 out of 5 in the area of Development of Ideas, a 2 out of 5 in the area
of Organization, a 2 out of 5 in the area of Style, a 2 out of 5 in the area of Word Choice, a 2 out of
5 in the area of Sentence Structure, and a 3 out of 5 in the area of Conventions. will need to
increase her understanding of organization in order to progress in the general education setting.

Math Based on School City Math Grade 11 Semester 1 post test 18-19 Assessment given on 12/13/2018
scored 30% on grade level math which is below proficiency. scored 100% on
questions dealing with understanding and analyze situations involving large numbers; was able to
solve 50% of the questions dealing with creating spreadsheets, tables, and charts that represent
personal income and expenses; 0% of the questions dealing with computing and comparing hourly
wages, given commissions or salaries and hours worked. will need to increase her
understanding basic math concepts in order to progress in the general education setting.

Transition According to a Transition Questionnaire given 1/30/2019, indicated an interest in pursuing a

career in Computers. After high school, has indicated she will work a full time job. will
attend a trade school to gain more training for her trade. indicated that she has a hard time
with remembering things and would like support to be successful in a work setting. will need
academic supports in order to make progress towards her transition goal.

3. The IEP Team considered the following Special Factors

Behavior [ ] needs behavioral [X] does not need [ ] needs for
strategies because her behavioral strategies. behavioral strategies are
behavior impedes her learning addressed in her IEP.
and/or the learning of others.
Language [ ] has special language [X] does not have [ ] special language
needs addressed in her IEP special language needs. needs are addressed in

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 because she is a limited her IEP.
English proficient student.
Braille [ ] needs Braille instruction [X] does not need Braille [ ] needs for Braille
because she is blind or visually instruction. instruction are addressed
impaired. in her IEP.
Communication [ ] has special [X] does not need any [ ] needs for special
communication service needs special communication communication services
such as a student who is deaf services. are addressed in her IEP.
or hard of hearing.
Assistive [ ] needs assistive [X] does not need [ ] needs for
Technology technology devices and/or assistive technology devices assistive technology
services without which she and/or services to benefit devices and/or services
would not benefit from special from special education. are addressed in her IEP.
education.

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4. Measurable Annual Goals
1. progress towards her annual goals will be measured using test scores, curriculum based assessment,
grades, behavior observations and work samples.
2. progress will be reported to her parents using progress reports.
3. progress will be reported as often as progress is reported for children without disabilities.

4.1 SE Language - Writing

will when given a prompt, independently construct a paragraph, including a topic
Annual Goal 1 sentence, at least two supporting details, elaborations and concluding sentences, 80% of the
time, on 2 out of 3 trials.

4.2 SE Reading - Reading

will when given a 4th grade reading passage, will read 100 words per min correctly, with
Annual Goal 1
90% accuracy, on one progress monitoring trial.
will when given a 4th grade passage, will answer 12 comprehension questions
Annual Goal 2
correctly, placing her in the 90th percentile on one progress monitoring sample..

4.3 UT Math 7-12 (Secondary Core 2007) - Money

will when asked to compute gross earnings based on commissions, salaries, or hourly
Annual Goal 1
wages, correctly solve 80% of the time, on 2 out of 3 trials..

4.4 Transition - Transition

will when given access to a computer, Allison will research computer jobs, and file
Annual Goal 1
them into her transition portfolio.

5. Services plus Adaptation Support

Special Education services needs to achieve her annual goals and advance in the general curriculum:
Service Location Minutes/Frequency
Math Basic Skills Special Education Class 80 minutes Daily
Reading Basic Skills Special Education Class 40 minutes Daily
Written Language Special Education Class 70 minutes Daily
Transition Services Special Education Class 20 minutes Quarterly
Reading Comprehension Special Education Class 40 minutes Daily

Related Services requires to benefit from her Special Education:

Service Location Minutes/Frequency

Program accommodations, modifications, and supports for school personnel and/or

supplementary aids in his/her general education programs: Frequency
Scheduling: Extended Response Time As Needed
Response Adaptation: use of Calculator As Needed
Procedure Change: Reading Test Aloud As Needed
Response Adaptation: Use of Computer As Needed
use of notes on tests As Needed
Setting Adaptation: Adjusted Grouping As Needed
Setting Adaptation: Minimized Distractions As Needed
Response Adaptation: Alternate Answering Method As Needed

[ ] Check if transportation will be provided as a related service.

[ ] Check if mechanical restraint will be used during transportation. A mechanical restraint or device is used during
student transportation to keep a student injuring or endangering him/herself or others.

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Projected initiation of services: 02/25/19 Anticipated duration: 02/24/20

GoalView has calculated that is receiving an average of 230 minutes of special education services per day.

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6. Participation in State & District Assessment

Resources for All Students: These are features within each assessment that are allowed for all students who are
participating in the specific assessment (RISE, DIBELS, AIMSweb, etc.) lt is recommended that the student have access
to the desired "Resource" throughout the year during classroom instruction so they may become familiar with the feature
prior to the administration of the assessment.

Assessment Definitions:
RISE: Readiness, Improvement, ACT: College/Career Readiness
Success, Empowerment Gr 3-8 Test
DLM: Dynamic Learning Maps EXPLORE: College/Career
(Alternate assessment) Readiness Test
UAA: Utah's Alternate Assessment PLAN: College/Career Readiness
AIMSweb: AIMSweb benchmark Test
assessment ASVAB: College/Career Readiness
NAEP: National Assessment of Test
Educational Progress Approval of accommodations for all
DIBELS: Benchmark Assessment College/Career Readiness Tests
KEEP: Kindergarten Entry Exit are made through each individual
Profile publisher.
Aspire: Utah Aspire Plus Gr 9-10

Grade State Tests District/school wide

tests
RISE RISE RISE RISE DIBELS/ NAEP KEEP Utah
ELA Math Science Writing AIMSweb Aspire
Plus
11
12 SA
Participation Codes:
SA = Standard Administration
AA = Alternate Assessment

Reason(s) for student being assessed through AA:

Approved RISE RISE RISE RISE DIBELS/ NAEP KEEP Utah

Resources ELA Math Science Writing AIMSweb Aspire
Plus
Alternate [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Location
Assistive [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Communication
Devices
Audio [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Amplification
Breaks [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed Allowed
between
Subtests

Calculation [ ] [ ] [X] [ ] [ ] [ ] [ ]
Embedded Embedded
Devices & - -
Computation Depends Depends
Tables on Grade on Grade

Change Order [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
of Activities

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Color [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded Embedded
Adjustments
Descriptive [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded Embedded
Audio
Directions-Oral [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed - Allowed - Allowed - Allowed - ELL Only ELL Only ELL Allowed - ELL ELL ELL
Translation ELL Only ELL Only ELL Only ELL Only Only ELL Only Only Only Only
with with with with with
Restrictions Restrictions Restrictions Restrictions Restrictions

Directions- [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded See DIBELS Embedded
Reread Guidelines
Directions- [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Signed
Environment [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Change
Extended Time [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Some IEP Only Allowed
Subtests
Timed

Graphic [ ] [ ] [ ] [ ]
Organizer
Highlight [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded IEP Only Embedded

Human Reader [ ] [ ] [ ] [ ]
IEP Only

Magnification [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded IEP Only Embedded

Minimize [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Distractions
Scratch Paper [ ] [ ] [ ] [ ] [X] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Embedded Allowed
Spell Check [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded Embedded

Strike Through [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded IEP Only Embedded

Text-to-Speech [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Embedded Embedded Embedded Embedded Embedded

Accommodations: Features that are provided for students with disabilities who require the use of the accommodation to
help them participate in the given assessment. In the graph below, you will see that USOE Verification/notification is
expected when choosing to provide an accommodation. This ensures that the student will be effectively provided the
necessary accommodation.

Grade State Tests District/school wide

tests
RISE RISE RISE RISE DIBELS/ NAEP KEEP Utah
ELA Math Science Writing AIMSweb Aspire
Plus
11
12
Participation Codes:
SA = Standard Administration
PA = Participation with Accommodations
AA = Alternate Assessment

Reason(s) for student being assessed through AA:

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Accommodations RISE RISE RISE RISE DIBELS/ NAEP KEEP Utah
ELA Math Science Writing AIMSweb Aspire
Plus
Attention marker [ ] [ ] [ ] [ ] [ ]
or ruler
Braille/Screen [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Reader: Student Must Must Must Must Must
with Blindness be in be in be in IEP be in IEP be in IEP
IEP IEP

Calculation Device [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
and Computation Must Must
Table (Handheld be in be in IEP
device only IEP
considered an
accommodation
for grades 6-12)
Large Print Paper [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Need USOE Allowed
Must Must Must Must Authorization Must
be in be in be in IEP be in IEP be in IEP
IEP IEP

Scribe [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed IEP Only Allowed
Must Must Must Must Must
be in be in be in IEP be in IEP be in IEP
IEP IEP

Sign Language [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Use Need USOE Allowed
Must Must Must Must Alternate Authorization Must
be in be in be in IEP be in IEP Assessment be in IEP
IEP IEP
Standard Paper [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Size Must Must Must Must Must
be in be in be in IEP be in IEP be in IEP
IEP IEP

Visual [ ] [ ] [ ] [ ] [ ] [ ]
Allowed Allowed Allowed Allowed Allowed
Representation Must Must Must Must Must
be in be in be in IEP be in IEP be in IEP
IEP IEP

7. Regular Curriculum, Extra-Curricular & Non-Academic Activities

Except for special education class times noted in the services section of this IEP the student will participate in the regular
class, regular PE, extra-curricular and non-academic activities to the same extent as children without disabilities, or with
other exceptions (explain and specify below).

8. Transition Plan
Transition Planning is required beginning not later than the first IEP to be in effect when the student is 14 years of age, or
younger if determined appropriate by the IEP Team.

Age appropriate transition assessments conducted:

Assessment Date
Transition Questionnaire 01/30/19

Student's measurable long-range post school goals/outcomes, based on student's preferences and interests:
This goal/outcome meets the following transition area(s):
[X]Education/Training (Required) [ ]Employment (Required) [ ]Independent Living (Optional)
Upon graduation, will attend job training program.

This goal/outcome meets the following transition area(s):

[ ]Education/Training (Required) [X]Employment (Required) [ ]Independent Living (Optional)
Upon graduation, will work in computers.

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Transition Services: What transition services, activities, and or specialized instruction are needed during this
annual IEP for the student to develop the skills and knowledge to facilitate movement towards the student's
postsecondary goals?
Education/Training (Required):
Touring post-secondary programs
Instruction in self advocacy
Managing a budget

Employment (Required):
Applying for vocational rehab
Using public transportation
Attending Jones Center

Independent Living:
[X]Considered, not needed

Are the post-secondary transition services, experiences, and/or specialized instruction listed above likely to be
provided or paid for by other agencies?:
[ ]?
[X] No
[ ] Yes (Requires consent to invite agency/agencies to IEP meeting and documentation of agency invitiation.)

Courses of study leading toward the goals and activities described above (e.g. series of courses, extracurricular
activities, and community-based school experiences):
Over the span of her education with Granite School District, will have the Opportunity to take part in the following
courses of study to meet her transition goals: all classes to satisfy all requirements for a high school diploma, along with
enrolling in pre employment transition services.

May attach the college and careers readiness plan if it contains courses of study.

On or before the student's 17th birthday, inform the student and parent(s) of transfer of rights at age 18 and
attach the Age of Majority form.

If the student did not participate in the IEP meeting, indicate the steps taken to insure the student's preferences
and interests were considered in the planning process.
[X] Student participated in transition planning assessment related to preferences/interests.
[X] Student participated in pre-IEP planning activities.

GRADUATION AND DIPLOMAS IN UTAH

Graduating with a high school diploma or reaching age 22 terminates special education services.

Students who complete graduation requirements, consistent with state and federal law and the student's IEP earn a high
school diploma.

Students who complete graduation requirements earn either a regular high school diploma which terminates special
education services or an alternate diploma which is only reserved for students who participate in the state Alternate
Assessment and access the Essential Elements courses. Students who do not meet graduation requirements may be
awarded a Certificate of Completion, in accordance with school district or school policy. Check the item below that
describes the exit document the student is expected to receive:
[ ] Regular high school diploma with termination of special education services.

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 [ ] Alternate Diploma (Reserved ONLY for those students who take the state Alternate Assessment and access the
Essential Elements courses.)
[X] Certificate of Completion

PLAAFP PLAAFP statements address transition strengths and needs. [ ]No [X] Yes
Original to File _______
Copy to Parent ______
9. Special Requirements for Graduation
9th

10th

11th

12th

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10. Notices & Participants
Extended School Year (ESY) services: Extended School Year (ESY) services are provided to a child with a disability
when the IEP team determines that without ESY services, the educational program would be of little or no benefit to the
child, due to the lack of services during the break between the normal school year and the next. Data will be considered
in determining eligibility for ESY services for your child. The IEP team has determined that:

your child is NOT eligible for ESY services.

Placement Review [ ]? [ ]Initial placement [X]Maintain current placement [ ]Change current placement

Written Prior Notice for Free Appropriate Public Education: The IEP team proposes to implement this program,
based on the student’s needs as documented in the Present Level of Academic Achievement and Functional
Performance section of this document and representing the free, appropriate public education the student will be
provided.

Items Considered: Reasons Refused:

[X] Didn’t refuse anything at this time.

Evaluation procedures, test, reports, and data considered as a basis for the refused action:

You have received and have protection under the Procedural Safeguards and Annual Notifications which were sent to
you upon the student’s referral for evaluation and in conjunction with this meeting. You may request another copy of the
Procedural Safeguards and Annual Notifications from the special education teacher. If you have an questions regarding
this notice or the Procedural Safeguards and Annual Notifications, contact the special education teacher at the student’s
school. Parent/guardian signature on this form indicates that parent/guardian has received a copy of this IEP and a copy
of your Procedural Safeguards and Annual Notifications which includes annual notices for Child Find, Carson Smith
Special Needs Scholarship, Destruction of Records and Medicaid.

Notice in Understandable Language:

Federal regulations require that parents and adult student be provided written prior notice in their native language or
other mode of communication to make the information more understandable each time the LEA proposes or refuses to
initiate or change the identification, evaluation, or educational placement of your child/you or the provision of a free
appropriate public education (FAPE) to your child/you, or upon conducting a manifestation determination.

If the native language or other mode of communication of the parent/adult student requires translation:
[ ] This notice was translated orally or by other means to the parent/adult student in his/her native language or other
mode of communication on: by:
[ ] Parent/adult student verify to translator that he/she understand the content of this notice.

Note: Each teacher and service provider must be informed of his or her specific responsibilities related to implementation
of this IEP for and the specific accommodations, modifications, and supports that must be provided for her in
accordance with this IEP.

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IEP Team Participants:

____________________________________________________ _______________
Student Date

____________________________________________________ _______________
Legal Guardian Date

____________________________________________________ _______________
Heather Hardy, Special Education Teacher Date

____________________________________________________ _______________
LEA Representative Date

____________________________________________________ _______________
General Education Teacher Date

[X]The IEP team has reviewed the previous year IEP in preparation for the development of the current IEP.
Note: If parent signature is missing, provide them with a copy of the IEP and the Procedural Safeguards and Annual
Notifications and indicate a reason:

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