NAU Student Name: Kimberly Glass

Mock Individualized Education Program/Annotated Transition Plan

Required Note: this is a mock IEP and was created as part of an assignment for ESE
426 by the student whose name appears above. It is NOT a legal or working IEP/ATP
document and is created as an assignment submission for a University course.

DEMOGRAPHIC INFORMATION

IEP/ATP Date: April 15, 2014 Prior IEP Date: April 16, 2013

Eligibility Category/ies: Specific learning disability in math, reading and written expression

Name: John Andrews

Birth Date: November 28, 1998 Gender: Male Grade: 9

Primary Language of Student: English

Primary Language of Instruction: English

School of Attendance: Valley of the Sun High School

Parent/Guardian Name: Pamela Andrews

Additional Demographic Information:

DOCUMENTATION OF PARTICIPATION

Name Position Date

__John Andrews____________________ _Student____________ _4/14/14____
__Pamela Andrews__________________ _Mother____________ _4/14/14____
__Kimberly Glass___________________ _Special Education case
manager____________ _4/14/14____
__Stephanie Anderson_______________ _English/Reading teacher _4/14/14____
__Rachel Smith_____________________ _Math teacher________ _4/14/14____
__Sandi Matthews___________________ _Academic Counselor__ _4/14/14____
IEP PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE (PLAAFP)/ ATP PRESENT LEVEL OF EDUCATIONAL
PERFORMANCE (PLEP)

IEP PLAAFP:
John is a well-adjusted high school freshman. He is quiet during class, but actively participates
when asked to by his teachers. John appears to make friends quickly and easily.

Strengths:
John shows perseverance in completing assignments. When given an assignment or task, John
takes his time and completes it to the best of his ability. John is contentious and asks for help
whenever he is uncertain about directions or how to proceed with a task. This semester John
found a genre of books he enjoys reading. After reading A Dogs Purpose John decided that he
likes to read fictional animal humor books. This discovery has improved Johns appreciation for
reading. He now enjoys his reading class.

Weaknesses
John still struggles with his writing conventions such as grammar and punctuation. John also
needs help identifying important details and appropriate supports for his writing. This could be
part of Johns difficulty in reading comprehension. John still needs to work on his attention to
precision in math. He continues to make errors in his math calculations.

Johns most recent standardized test scores from his Spring 2013 AIMS tests are as follows:
Math- Approaches
Reading- Falls Far Below
Writing Falls Far Below
John has been making progress on his academic performance in math. With accommodations,
John is performing at grade level in his team taught Algebra 1 class.
During his freshman year, John has made a complete years growth in his reading ability while
enrolled in the Scholastic Read 180 program.

ATP PLEP:
John has discovered he has a gift for working with his hands. Currently John is working with a
family friend to rebuild an engine. After high school, John wants to go to college. He currently
shows interest in working in the culinary, automotive, or construction field. John is presently
working part-time at the school cafeteria before school.

Strengths
John continues to show responsibility for completing tasks he is given. John shows up on time to
work each day of the week. Johns new-found propensity for mechanics has found him taking
apart small appliances to see how they function. He has been successful in putting the appliances
together without assistance.

Weaknesses
John has difficulty initiating tasks on his own. He has yet to develop a sense of when tasks
should be started unless he is instructed to do so. At this time, John is uncertain about his chosen
career path.


IEP CONSIDERATION OF SPECIAL FACTORS

The need for assistive technology devices and services has been considered. (high and/or
low tech)
{} Needed
{X} Not needed

The communication needs of the student have been considered. {} Needed
{X} Not needed

Transition service (school to adult life) needs of the student have been considered. {X} Needed
{X} Not needed

For a student whose behavior impedes his/her learning or that of others, positive
behavioral interventions, strategies and supports have been considered.
{} Needed
{X} Not needed
For a student who is an English Language Learner, the effect(s) of his/her language
needs on the content of the IEP have been considered.
{} Needed
{} Not needed
{X} Not ELL

For a student who is deaf or hard of hearing, his/her language and communication needs
in his/her mode of communication has been considered.
{} Needed
{} Not needed
{X} Not HI
For a student who is blind or visually impaired, an evaluation, the need for instruction,
and the use of Braille have been considered.
{} Needed
{} Not needed
{X} Not VI
Comments:


IEP & ATP MEASURABLE ANNUAL GOALS

Postsecondary Transition Goals
Measurable Postsecondary Goal
{X} Training/Education {} Employment {} Independent Living
After leaving high school, John will enroll full-time in a general academic program at an in-state
university.

How and when will progress toward meeting the goal be measured?
Progress will be monitored twice a year with enrollment records and completed semester grades.
Measurable Postsecondary Goal
{} Training/Education {} Employment {X} Independent Living
John will live with a roommate in an on-campus dorm room at the state university.

How and when will progress toward meeting the goal be measured?
Progress will be monitored yearly when John receives his dorm room assignment.
Measurable Postsecondary Goal
{} Training/Education {X} Employment {} Independent Living
John will secure an on-campus work study position at the state university.

How and when will progress toward meeting the goal be measured?
Progress will be monitored bi-weekly through review of his time sheet with his supervisor.


Measurable Annual Goals and Benchmarks or Short Term Objectives

Measurable Annual Goal ESY needed for this goal? {}Y {X}N

John will complete each math unit test competency with a passing score.

How and when will progress toward meeting the annual goal be measured?
John will earn a 70% or higher for each test competency. Individual competencies may be
retaken to obtain a passing score. Math unit tests are taken approximately every 3 weeks.
Measurable Annual Goal ESY needed for this goal? {}Y {X}N

By April 2015, John will be able to answer reading comprehension questions within his reading
level (Lexile 500-760).

How and when will progress toward meeting the annual goal be measured?
John will pass a multiple choice test with 70% accuracy when given 10 multiple choice
questions. John is expected to read and pass comprehension test for 3 books per academic
quarter.
Measurable Annual Goal ESY needed for this goal? {}Y {X}N

By April 2015, John will be able to write a three paragraph argumentative essay with 3 text
based quotes to support his stance.

How and when will progress toward meeting the annual goal be measured?
John will pass the district Performance Based Assessment with an average of 3.5 points on a
grade level based six trait rubric in March of 2014-2015 school year.
Measurable Annual Goal ESY needed for this goal? {}Y {X}N

John will explore career choices through elective courses during the 2014-2015, 2015-2016, and
2016-2017 school years.

How and when will progress toward meeting the goal be measured?
John and his parents will meet with his academic counselor in March of 2015 to pick two
elective courses for the following year. John will choose if he wants to continue his current
electives as progress toward his post-secondary goals, or he will choose one new elective to
replace his current elective course.
Measurable Annual Goal ESY needed for this goal? {}Y {X}N

For school year 2014-2015, John will enroll in the dual enrollment option for his Culinary class.
This will allow him to begin earning college credits for the high school course he is already
enrolled in.

How and when will progress toward meeting the annual goal be measured?
John will complete and turn in his enrolment form and grant application be September 12, 2014
(Glendale Community College deadline).
John and his case manager will review his grades every quarter.
John and his case manager will review his grades and completeness of course one month before
the end of the 2
nd
semester. Both semesters must be passed with a grade of C or better in order to
receive dual enrollment credit.
Measurable Annual Goal ESY needed for this goal? {}Y {X}N

John will work part-time in the school cafeteria before school each morning.

How and when will progress toward meeting the annual goal be measured?
John will check in with the cafeteria manager each Friday morning. They will review the hours
John worked for the week and verify Johns schedule of hours for the upcoming week.

IEP PROGRESS REPORTING

When will periodic reports on the students progress toward meeting annual goals be provided
to parents?

Johns grades will be posted weekly to the Parent Portal, an online service for parents to monitor
their students grades.
A quarterly progress report or report card will be sent home after every nine week grading
period.
Transition goals will be discussed twice a year.


IEP INSTRUCTIONAL AND ASSESSMENT ACCOMMODATIONS

Accommodation {X} Use for Instruction {} Use for assessment
John will be given a copy of teachers notes to copy whenever students are instructed to take
notes.
Accommodation {} Use for Instruction {X} Use for assessment
John will be allowed to use his notes and text books on all tests.
Accommodation {} Use for Instruction {X} Use for assessment
John will be allowed to take his tests and quizzes in his Special Education classroom.
Accommodation {X} Use for Instruction {X} Use for assessment
John will be given extended time to complete assignments and tests.
Accommodation {X} Use for Instruction {X} Use for assessment
John will have test and assignment questions read aloud.
Accommodation {} Use for Instruction {X} Use for assessment
John will be allowed to retest math competencies as many times as needed to pass each
competency.
Accommodation {X} Use for Instruction {X} Use for assessment
John will be provided with a teacher-made outline for any writing assignments.
Accommodation {X} Use for Instruction {X} Use for assessment
John will be allowed to word process any writing assignments.
Accommodation {X} Use for Instruction {} Use for assessment
John will be provided with a checklist of his daily duties in the cafeteria.

IEP PARTICIPATION IN STATE/STANDARDIZED ASSESSMENTS

Check one for AIMS/PARCC Participation:
{} The student will participate in the AIMS or PARCC assessment with no accommodations.
{X} The student will participate in the AIMS or PARCC assessment with the accommodations
listed in this IEP.
{} The student will participate in the state assessment through an alternate assessment*.
*If the student participates in an alternate assessment, explain why the student cannot
participate in the regular assessment:



IEP SPECIAL EDUCATION AND RELATED SERVICES

Special Education
Services
Initiat-
ion
Date
End
Date
Frequency/
Amount
Location
(LRE)
Provider
Position
Team taught math class
(general education class
taught by a general
education teacher and a
special education teacher)
8/15/13 5/30/15 55 minutes per
week
General
education
classroom
Special
Education
teacher
Team taught English/
reading class
8/15/13 5/30/15 55 minutes per
week
General
education
classroom
Special
Education
teacher

Related Services
None








Supplementary Aids
and Services

Word processing
program for all written
assignments
4/15/14 4/16/15 All written
assignments
General
education
classroom



Program Modifications
or Supports for School
Personnel

Copy of teachers written
notes
4/15/14 4/16/15 As often as
needed
General
education
classroom





IEP REGULAR CLASS, EXTRACURRICULAR, AND NONACADEMIC ACTIVITIES

Provide an explanation of the extent, if any, to which the student will NOT participate with
nondisabled children in regular class, extracurricular, and nonacademic activities:

John will be have a full inclusive schedule that places him with nondisabled peers during all of
his classed.
John will test in the Special Education lab so he can have access to notes and have questions read
aloud. This is the only time John will be separated from his nondisabled peers.


IEP LEAST RESTRICTIVE ENVIRONMENT

1. Is this placement as close as possible to the childs home school? {X} Yes {} No

2. Does this IEP require that the student be placed in a school other than the one he or she
would attend if nondisabled? {} Yes {X} No

3. What are the potential harmful effects of this placement on the child or on the quality of
services that he or she requires?
John could possibly face a stigma from having to leave class during testing, but he seems to
have many grade level friends and has not encountered any stigmatization.


ATP SECONDARY TRANSITION

- Reminder: MPG & Transition Goals listed with IEP Goals above -

ATP TRANSITION SERVICES ACTIVITIES
Coordinated Set of Activities and Services

**Key for Activity Area Codes:
EI-Education/Instruction
CE-Community Experience
E-Employment
AL-Adult Living
DLS-Daily Living Skills
FV-Functional/Vocational
RS-Related Service
O-Other: (Describe it)

Goal #1
Goal #1: John will explore career choices through elective courses during the 2014-2015,
2015-2016, and 2016-2017 school years.
Activity
Area**
Transition Activity/Strategy Person and/or agency
responsible
Start End
Date
FV Johns chosen elective courses will
expose him to a variety of hands-on
job fields. John will take a variety of
elective courses to experience many
different career choices to find one
that is a good fit for him.
John, Academic
counselor, Special
education case manager
8/11/14 -
5/29/15
EI John will learn the basics of many
career fields through his variety of
elective courses. Currently, John has
planned to explore choices in
culinary, firefighting, automotives,
building, and media production.
Arizona highly
qualified teachers for
appropriate elective
subjects
8/11/14 -
5/29/15





Comments: At the end of each school year, John and his parents will meet with Johns
academic counselor. John will decide if he would like to continue with his previously planned
electives or if he would like to change his electives to continue with a course he has been
taking or if he would like to explore new electives as a career options.

Goal #2

Goal #2: For school year 2014-2015, John will enroll in the dual enrollment option for his
Culinary class. This will allow him to begin earning college credits for the high school course
he is already enrolled in.
Activity
Area**
Transition Activity/Strategy Person and/or agency
responsible
Start End
Date
EI Johns Culinary class will give him
the necessary skills of safety in a
kitchen and preparing meals. John
Career & Technical
Education (CTE)
certified Culinary
8/11/14 -
5/29/15
will also learn the importance of safe
food handling and proper clean up
procedures.
teacher
FV Johns Culinary class will further his
understanding of the food industry. A
second year in Culinary will allow
John to further explore this as a career
opportunity.
CTE certified Culinary
teacher
8/11/14 -
5/29/15
DLS The cooking and safety skills John
learns in his Culinary class will allow
John to provide nutritious meals when
he is living independently.
CTE certified Culinary
teacher
8/11/14 -
5/29/15





Comments: At the end of 2014-2015 school year, John will have the option of continuing in
the Culinary curriculum for a third year if he so chooses.

Goal #3
Goal #3: John will work part-time in the school cafeteria before school each morning.

Activity
Area**
Transition Activity/Strategy Person and/or agency
responsible
Start End
Date
E John will keep a daily and weekly
schedule at his part-time job in the
cafeteria. This will give him the
accountability necessary for
maintaining a job. It will also teach
John the social skills needed to form
relationships in a workplace.
School Cafeteria
manager
1/6/14-
5/29/15
FV Working in the school cafeteria
affords John an additional opportunity
to see the inner workings of the food
industry. John will also be exposed to
a variety of individuals needed to
make a working kitchen functional.
School Cafeteria
manager
1/6/14-
5/29/15






Comments:


ATP COURSES OF STUDY

School Year:
2014-2015
School Year:
2015-2016
School Year:
2016-2017
School Year:
2017-2018
Language Arts English 1-2 English 3-4 English 5-6 English 7-8
Mathematics Algebra 1 Geometry Algebra 2 Personal Finance
Science/ Foreign
Language
Thinking Science Biology Environmental
Science

Social Studies/
Humanities

US History World History/
Geography
US Government/
Economics
Health & PE/
Elective
Physical
Education

Elective Culinary 1-2 Culinary 3-4 3D Design Media
Productions
Elective Spanish Spanish Fire Science Stage Craft
Elective Automotives at
GCC
Additional Educational Opportunities:
John may change his elective courses at the beginning of any school year.
Dual enrollment opportunities are available through Glendale Community College for the
following planned courses:
Culinary
Fire Science
Automotives

Rationale for Course of Study Listed Above:

A minimum of 22 credits is the Arizona State Department of Education requirement for high
school graduation beginning with the 2018 graduating class. One-half credit is earned for each
semester course completed with a passing grade. John is currently planning to complete 24
credits.
Four years of English is the state requirement for graduation. English 1-2, 3-4, 5-6, and 7-8 are
the appropriate English courses for John to take given his current level of academic
performance.
Four years of mathematics is the state requirement for graduation. Algebra 1, Geometry, and
Algebra 2 are courses all students take who do not require and inclusive setting for
mathematics. These are the appropriate course for John to take given his current level of
academic performance. Personal Finance is the math course John has chosen to take during his
senior year of high school.
Three years of science is the state requirement for graduation. Thinking Science and Biology
are the typical science classes for freshmen and sophomores. These are the appropriate course
for John to take given his current level of academic performance. John has chosen to take
Environmental Science as his third science course.
Three years of social studies is the state requirement for graduation. US History, World
History/Geography, and US Government/Economics are the appropriate social studies courses
for John to take given his current level of academic performance.
One year of physical education is a state requirement for graduation. Physical education is
typically completed during a students freshman year unless adaptive PE is necessary.
Two years of a foreign language is a state requirement for graduation. John has chosen to study
Spanish as his foreign language since it will be most beneficial in the Arizona community.
John has chosen to explore possible job opportunities with his elective courses.
o John has enjoyed Culinary his freshman year, so he has chosen to continue with another
year of Culinary.
o For Johns junior year, he has decided to participate in the schools Fire Science program
that is supported by Phoenix Fire Department. This class will give him an opportunity to
experience some of the basics of firefighting so he can decide if this is a career choice he
would like to delve into after high school.
o John will also explore a 3D Design art class during his junior year.
o John has chosen to study Media Productions his senior year so he can get an
understanding of the logistics of directing and producing a daily news show. The Media
Productions class at Johns school produces a daily program with the schools
announcements.
o Taking Stage Craft during his senior year will allow John to the opportunity to plan and
build the backdrops and props for the school theater productions. John would like to
explore the carpentry aspect of construction as a possible career after high school.
o The Automotives class taken in conjunction with Glendale Community College will
provide John with functional skills of routine maintenance on vehicles and give him
another option to consider for a career choice.


ATP STATEMENT OF TRANSFER OF RIGHTS AT THE AGE OF MAJORITY
Beginning not later than one year before the child reaches the age of majority (age 18 in
Arizona), the child and his/her parents were informed of the transfer of rights under Part B of
IDEA (except for a child with a disability whose rights remain with a court appointed guardian).

{X} Yes Date: _April 14, 2014__