Miguel A.

Beach Seattle Public Schools

Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Review Individualized Education Program (IEP) Invitation (Amendment)

PURPOSE:This invitation requests your attendance at a meeting concerning the educational program/needs of your child. You have
the opportunity to participate in any meeting regarding the identification, evaluation, educational placement, and the provision of a free
appropriate public education for your child.

To: Tami Beach Date Sent to Participants: 05/29/2017

This meeting has been scheduled for: 06/05/2017

Date _______________ 8:30 AM
Time _____________
John Hay Elementary
Location __________________________________________________________________________________________________

If you have any questions or would like additional information or assistance to help you prepare for this IEP meeting, please contact
Laura Robinson at 206-252-2060 e-mail lirobinson@seattleschools.org.

This is to notify you that a/an IEP meeting has been scheduled for this student. Your participation and attendance at this meeting are very
important. This Review meeting must be scheduled at a mutually agreed upon time and place. The purpose of this meeting is to (check
all that apply):

___ Develop an Initial IEP X

___ Review / Annual IEP
___ Discuss Transition Services ___ Discuss Graduation
___ Discuss Annual Goal Progress ___ Review Instructional Needs
___ Consider Termination of Services ___ Determine Placement
___ Develop ESY ___ Discuss Attendance Issues
___ Manifestation Determination ___ Behavioral Intervention Plan
___ Other:

The following are invited to attend and participate in the Review meeting:
Michael Berkenwald , Administrator/Designee
Katie Kaiser , General Education Teacher
Tami Beach , Parent/Guardian
Laura Robinson , Special Education Teacher
Misa Nakamura , Special Education Teacher
Rebecca Mostofi , Speech Language Pathologist
Kim Cook , Instructional Assistant
Keisha Harvey , Student Teacher

The parent/adult student or school may invite individuals who have knowledge or special expertise regarding the student, including
related services personnel, to participate. The determination of the knowledge or special expertise shall be made by the person/party
extending the invitation. You may also request, by contacting the individual named below, that a birth to three service coordinator be
invited to participate in an initial IEP meeting if your child was previously served through an Individualized Family Service Plan (IFSP).
If you, the parent or adult student, are bringing other individuals to the meeting, please let us know. This will ensure that the meeting
space will accommodate all team members.
Notice of Procedural Safeguards for Special Education Students and Their Families has been provided to parents.

Review Individualized Education Program (IEP) Invitation (Amendment) Page 1

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Contact Attempt Report (Amendment)

Notification Area: Plan

Meeting Date: 06/05/2017
Time: 8:30 AM
Location: John Hay Elementary

Method Contact Date Response Date Response Contact Name

Letter 05/29/2017 06/02/2017 Can Attend
Tami Beach

Contact Attempt Report (Amendment) Page 2

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Individualized Education Program (IEP) Cover Page (Review Amendment)

Student's Name: Miguel A. Beach

Grade: 05 Age*: 11 Disability (if identified): Specific Learning Disabilities
Parent/Guardian/Adult Student: Tami Beach Primary language at home: English
Parent interpreter needed? Yes No Surrogate parent: Yes X No If yes, name:
Home Address: 4822 BROWNS POINT BLVD, TACOMA, WA, 98422
Phone # (H): 425-394-3031 Phone # (W): 206-252-2105
Attending School:John Hay Elementary Is this student's neighborhood school? X Yes No
Most Recent Evaluation Date 09/24/2014 IEP Start Date 06/06/2017
Next re-evaluation must occur before 09/24/2017 Next IEP Start Date must occur on or before 09/28/2017
IEP Meeting Date 06/05/2017 Date parent notified of meeting 05/29/2017
Next IEP Meeting must occur before 09/28/2017 Date student notified of meeting
(if transition will be discussed)

Primary Staff Contact: Laura Robinson, Teacher-Special Education-XG

Phone Number: 206-252-2060

The list below indicates that the individual participated in the development of this Plan and the placement decision; it does not
authorize consent.

Excused Title Participant Name Signature

Administrator/Designee , Michael Berkenwald

General Education Teacher , Katie Kaiser

Parent/Guardian , Tami Beach

Special Education Teacher , Laura Robinson

Special Education Teacher , Misa Nakamura

Speech Language Pathologist , Rebecca Mostofi

Instructional Assistant , Kim Cook

Student Teacher , Keisha Harvey

* The student must be informed at least one year prior to turning 18 that the IDEA procedural safeguards (rights) transfer to
him/her at age 18 and be provided with an explanation of those procedural safeguards.
Date informed: _________________________ Projected Graduation/Exit Date:

Individualized Education Program (IEP) Cover Page (Review Amendment) Page 3

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Individualized Education Program (IEP) Cover Page (Review Amendment)

Comments:

If the parent did not attend, what method was used to ensure their participation:

Individualized Education Program (IEP) Cover Page (Review Amendment) Page 4

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Team Considerations (Amendment)

Meeting Date: 06/05/2017
PURPOSE:During the IEP meeting the following factors must be considered by the IEP team. Best practice suggests that the IEP team
document that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP
if not documented on this page. (for example: see Present Levels of Academic and Functional Performance)

X The strengths of the student and the concerns of the parents for enhancing the education of their child.
Fall 2016
Miguel is a pleaser and a leader! He genuinely wants his classmates and teachers to be happy and is natural
peace-maker. He's very compassionate and he can read people well, often re-assessing how people are feeling and
going out of his way to make sure everyone is calm and happy. His academic stamina has really increased and he's
never complained about coming and going between classes, often showing great flexibility when the schedule
changes and being a cheerleader for the Star Center. He is responsive to instruction and puts forth his best effort in
small group settings even when the work is particularly challenging. He is a joy to work with and a true friend to his
classmates.

Parent reports that Miguel loves school and coming to the Star Center, where he receives his specially designed
instruction. Mom also stated that Miguel is "really good at pretending he understands, even when he doesn't and will
have a hard time getting started on some tasks."

Spring 2017
Miguel is very sweet, thoughtful and fun to be around. He always comes to school with smile on his face, motivated to
work. Miguel has many friendships throughout the school at various age levels. Lower elementary students look up to
Miguel as a role model and seek to be around him. Miguel is a strong advocate for his own learning. He can express
to his general education teacher when he needs additional help and is not afraid to seek help from the resource
room. All of his teachers have reported that Miguel is a joy to have in class.

X The results of the student's performance on any general state or district-wide assessments.
Spring 2016 SBA Scores:

ELA Level 3 (2505)

Math Level 3 (2487)

X The communication needs of the student. In the case of a student who is deaf or hard of hearing, consider the student's language
and communication needs, opportunities for direct communications with peers and professional personnel in the student's
language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the
student's language and communication mode.
Miguel requires speech-language pathology services as a related service to address expressive language deficits.

X The student's assistive technology devices and services needs.

None at this time but Miguel should be allowed to word process his writing whenever possible. He can use the
computers in the Star Center whenever he needs them.

X In the case of a student whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies,
including positive behavioral interventions, strategies, and supports to address that behavior.
Miguel does not have behaviors that impede his learning or the learning of others and does not need any behavior
interventions at this time.

X In the case of a student with limited English proficiency, consider the language needs of the child as such needs relate to the
child's IEP.
Miguel is fluent in English.

X In the case of a student who is blind or has a visual impairment, provide for instruction in Braille and the use of Braille unless the
IEP team determines, after an evaluation of the student's reading and writing skills, needs, and appropriate reading and writing

Team Considerations (Amendment) Page 5

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Team Considerations (Amendment)

media (including an evaluation of the student's future needs for instruction in Braille or the use of Braille), that instruction in
Braille or the use of Braille is not appropriate for the student.
N/A

Team Considerations (Amendment) Page 6

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Present Level of Educational Performance (Amendment)

Meeting Date: 06/05/2017
PURPOSE:The Present Level of Educational Performance describes the effects of the student's disability upon the student's involvement
and progress in the general curriculum and area(s) of need. This includes the student's performance in academic achievement (reading,
math, communications, etc.) and functional performance (behavior, social skills, daily life activities, mobility, extra-curricular activities,
etc.) in objective terms. Test scores, if appropriate, should be self-explanatory or an explanation should be included. For preschool
students this section should include how the student's disability affects the student's participation in appropriate activities. There should
be a direct relationship between the present level of educational performance and the other components of the IEP.

General Education Teacher Report

Fall 2016
Miguel will participate with his typically developing peers at all times except when he is receiving specially designed
instruction outside of his general education classroom as outlined in this IEP.

Spring 2017
Miguel is a fifth-grade student who is included in general education classes with accommodations and supports.
Miguels home room teacher, Katie Kaiser, states that he needs small group instruction for reading and math. Miguel is
very sweet thoughtful and fun to be around and is good teammate to work with. He enjoys to talk and interact with peers
and adults. He is engaged in lessons that he is interested in, which can include science, social studies, writing, reading,
and math. Miguel is more confident in a small group setting versus whole group discussion.

Adverse Impact Summary

Miguel qualifies for special education services under the category of Specific Learning Disabilities and requires IEP
services in order for him to participate in and make progress in the general education curriculum with his typically
developing peers.

Communication

At the time of this IEP, Miguel Beach was 11;1 and in the 5th grade at John Hay Elementary School. His latest
evaluation in September 2014 found he was eligible to receive speech-language pathology services as a related service
to address expressive language deficits. In his first few sessions with the speech-language pathologist where probe
data was collected, Miguel remained on task, focused. and was very polite.

This past IEP year focused on goals relating to use of conjunctions, discourse organization, and rate of speech.
Progress is as follows:

*Conjunctions: Miguel was asked to produce a grammatical sentence when given the following conjunctions: when; if;
before; because; instead; until; unless. On 09/16 and 09/22/16 Miguel was given each of these conjunctions verbally
and asked to create a sentence. Initially he began each utterance with the conjunction. With further instruction, he was
able to demonstrate an ability to use these conjunctions to join ideas. Miguel demonstrates an ability to use these
conjunctions with 65% accuracy over two sessions. He will benefit from ongoing focus on conjunctions to join ideas,
versus using them for other purposes in the sentence (e.g., We are at school until 3:00 does not join ideas. I cant
go outside, until I finish my homework joins ideas).

*Discourse: When given a graphic organizer, Miguel was asked to re-tell a story or a personal narrative, which was to
include three key elements of narratives (beginning, sequential events, and an ending). On 09/16 and 09/22/16 Miguel
was able to describe the three key components to narrative. He was able to outline what goes in to each part of a story
(e.g., beginning has the setting and characters; middle tries to solve the problem; end wraps things up). With a graphic
organizer outlining these parts, Miguel was asked to re-tell a story he had just read. He was able to include all key
details needed for listener comprehension in the middle and end of the story. However, when asked to begin, he moved
very quickly through the beginning of the story, and therefore the scene was not set as thoroughly as should have been
to ensure listener comprehension. Miguel will benefit from further work on discourse organization.

*Rate of Speech: When given the opportunity to read aloud or tell a story, Miguel was to use a slowed rate of speech in

Present Level of Educational Performance (Amendment) Page 7

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Present Level of Educational Performance (Amendment)

Meeting Date: 06/05/2017

an effort to improve intelligibility in discourse. His teacher reported that she does at times have difficulty understanding
him in class, due to this increased rate of speech. During a 1:1 conversation with the speech language pathologist on
09/16/16, Miguel was 100% intelligible and demonstrated an appropriate rate of speech given the context. Additionally,
Miguel demonstrated awareness of at times being misunderstood by adults and peers. He was able to explain how he
knows when this occurs, through facial cues or verbal requests to repeat. During a reading sample taken on 09/22/16,
he demonstrated an appropriate rate of speech and was 100% intelligible to the speech-language pathologist.
As Miguel has demonstrated an increased awareness relating to his rate of speech, it is recommended that this next
IEP year focus on other areas of expressive language. However, rate of speech will incidentally be targeted through
goals relating to discourse.

Summary and Recommendations:

Miguels expressive language deficit negatively impacts his ability to effectively communicate with adults and peers for
social and academic purposes. He continues to require speech-language pathology services as a related service to
address expressive language. He will receive speech-language pathology services for 30-minutes, three times monthly.
Services will be delivered in the 3:1, or ACT (Assess Collaborate Team), model. Miguel will receive direct therapy or
related therapy services for three weeks. During the fourth week, he may receive indirect services in an effort to help
him generalize and meet his goals within the classroom environment, which may include, but are not limited to:
classroom observation, consultation, research, and collaboration.
It is recommended that therapy for this next IEP year focus on the following:

*Syntax: Use of the following subordinating conjunctions (when; if; before; because; instead; until; unless; although;
after), within the context of a story re-tell from grade-level texts. Miguel will use these conjunctions following a prompt
by the speech-language pathologist. From 20% accuracy to 80% accuracy.

*Discourse: Use of a self-created visual reminder to include the three key elements of discourse (clear beginning,
sequential and logical events/ideas, and clear ending) in a story-retell, personal narrative, or classroom response. From
including all three elements in 1/5 opportunities to including all three elements in 4/5 opportunities.

-Rebecca Mostofi, M.S., CF-SLP

September 2016

Math

Fall 2016
According to Miguel's most recent evaluation he continues to qualify for special education services in the area of
mathematics.

Last year Miguel's goals focused on multi-step math problems and using an appropriate strategy for figuring out his
basic math facts. He made tremendous progress on these goals and met both of them by the end of his fourth grade
year.

Miguel used a multiplication chart for the majority of the times he was working in his math workbook. He resisted it at
first because he truly wanted to figure out how to solve the problems independently but realized after some coaching
that his math facts were getting in the way of him being able to solve more complicated math problems. Using the chart
really helped bring his anxiety down when he'd see a multi-step problem and also allowed him to practice those facts
without even realizing it. By the end of the year Miguel could answer at least 40 multiplication facts in a minute orally
and in writing.

Last year Miguel would often misidentify the first step of a multi-step math problem which would lead to him doing the
entire thing incorrectly or simply giving up and asking for help. He would often say that he was "stuck" when really he
just needed support in figuring out the very first step of the problem. When given a 4th grade word problem at the end
of last year Miguel was able to identify the first step and move forward independently which increased his overall
independence and confidence.

This year Miguel will be working with Ms. Robinson in a small group math intervention class. Ms. Robinson is a certified
Present Level of Educational Performance (Amendment) Page 8
 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Present Level of Educational Performance (Amendment)

Meeting Date: 06/05/2017

special education teacher and her group will be a mix of students with and without IEPs. An Instructional Assistant will
be working alongside Ms. Robinson to serve our students with IEPs in this small group General Education setting.

Miguel's new goals will focus on identifying 2 step math word problems at a 5th grade level as well as checking his math
work after completion to see if his answers are reasonable.

Spring 2017
Miguel is more confident in his math abilities when compared to the beginning of 5th grade. Measure by assessments
and curriculum-based assessment, Miguel is able to add and multiply fractions, add and subtract decimals, find the
volume of a three dimensional prism, as well as solve two-step problem equations. Despite this success, his math
teacher Laura Robinson and his home room teacher Katie Kaiser, still believe that he needs to continue math in a small
group setting. He requires more support and attention when compared to his peers. His teacher Laura Robinson said
he is eagered to learn new math strategies and willing to put in the hard effort. His base line will be to re-work the
problems that are not reasonable improving math problems solving from 30% of measurable opportunities to 95% of
measurable opportunities as measured by systematic observations and teacher created assessments. Miguel has meet
his goal of identifying two step problems at a fifth grade math level. He is also more consistent at checking his answers,
but sometimes forgets to do this independently. He will keep the goal of self checking his answer. As he transitions into
6th grade math, the rigger and academic challenge will increase. The skill of self checking that he has made great
progress in will still be applicable and beneficial for him.

His next goal will be of accurately multiplying 3 digit by 3 digit numbers. This is a skill applicable for him as he moves
into middle school. He has a base line will be to accurately solve the problems in writing improving math calculation
skills from 0% to 95% accuracy as measure by teacher created assessment or curriculum bases assessment.

Reading

Fall 2016
According to Miguel's most recent evaluation report he continues to qualify for special education services in the area of
reading.

Miguel made incredible progress last year in reading! He went up 6 reading levels in one school year and this is
something he is incredibly proud of. In the Fall of his 4th grade year he started at an independent reading level M
(grade level equivalency of roughly 2.8) and by the end of 4th grade he moved up to level R (grade level equivalency
roughly 4.0). His goals last year focused on reading narrative and expository texts and answering questions about
implied details rather than those explicitly stated in the text. Miguel has become quite strong when it comes to looking
back into the text to find information that might help him. He has been working on using these details to help him dig
deeper into the text and although he is able to do so at an early 4th grade level now he would benefit from continued
instruction on how to do so as the text increases in complexity. At a 5th grade level text Miguel was able to answer
10% of comprehension questions accurately and his reading accuracy was below the target 95% required to
demonstrate mastery.

Instruction last year also focused on helping Miguel stop and ask for clarification when he was reading and something
became unclear. He would often power through texts reading quickly only to realize at the end that he lost the thread of
the story somewhere along the way or that he was misreading a key word for the entirety of the passage and it altered
the meaning. By the end of 4th grade Miguel was stopping to ask when a word was unclear or he lost track of the story
at least 80% of measurable opportunities in small group settings. He would benefit from continuing this goal at a higher
reading level.

This year Miguel will continue to work in a small literacy group with two other 5th graders. The texts that he will be
reading will be the same as his typically developing peers in his General Education classroom. Although the reading
level may be higher than his own independent level (at least at the start of the school year) he will receive a much
higher level of support and instruction in order for him to comprehend the text. Miguel benefits from pre-teaching of
difficult vocabulary, visualization strategies before reading so he has a context for what's to come, structured and
specific questions throughout the reading to guide his thinking, and clear directions around what he will be asked to do
with the information from the text once he's finished reading.

Miguel's incredible motivation and focus has been a joy to be around and he's going to have a great final year at John

Present Level of Educational Performance (Amendment) Page 9

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Present Level of Educational Performance (Amendment)

Meeting Date: 06/05/2017

Hay!

Spring 2017
Miguel has made huge improvements throughout the year. He is determined and focused on becoming a better reader.
Often times providing support to other students in a small group setting. He is able to comprehend text with support
from teacher. Types of assessment and report formats were considered for Miguel in the area of reading;
curriculum-based assessment, teacher/test assessment and state assessments. When compared to the beginning of
the year, Miguel is able to read with more confidence. His home room teacher, Katie Kaiser, still identifies him a choppy
reader when reading out loud. She also thinks that grade level text and reading without support can be intimidating for
him. When Miguel is in the resource center he is excited to participate and will volunteer to read. He is social and
confidence in a the small group setting. However, when he is in the general education classroom, he is not willing to
participate and/or volunteer to read. The goal of having Miguel read out loud in non-core education classes is a means
to have him feel as confident as he does in the resource room. This is a means to have him eventually transition full
time in the general education classroom. His base line for this goal is improving is participation skills in large group
setting from 0% of measurable opportunities to 100% measure opportunities as measured by systematic observations.

Miguel is currently reading at a mid 5th grade level as measured by Fountas & Pinnel Benchmark assessments. To
keep him on track with his reading progress, he will be expected to read at a mid 6th grade level this time next year. His
base line will be to improve reading comprehension from 30% accuracy to 100% accuracy as measured by Fountas &
Pinnell Benchmark assessments or Teacher's college Assessment.

Suggested recommendations for next year included:

Special education services: The special education teacher will provide intensive reading instruction using a
research-based reading program.
Suggested supplementary aids and services: Miguel will be allowed additional time for classroom assignments.
Related services: The speech and language pathologist will consult with the general education teacher and provide
strategies for the classroom.
Accommodations needed for assessment: Miguel will be allowed additional time for classroom and state assessment.

Written Language

According to Miguel's most recent evaluation report he continues to qualify for special education services in the area of
written language.

Miguel's writing has improved greatly in the past year but continues to be an area in which he does not particularly
enjoy. Last year his 4th grade classroom spent a lot of time working through the writing process and Miguel received
both in class and out of class support on these class projects.

Miguel would often struggle to organize his thoughts prior to writing and just as in other areas, would jump right in
quickly, often leading to more confusion later on. When he was given a specific graphic organizer before writing and
told that it would help him he would use it and complete it with relative ease. Making sure that the information from the
graphic organizer was transferred over to his first draft, however, was something that required extra prompting from a
trusted adult. At a 4th grade level Miguel was able to implement an appropriate pre-writing strategy 75% of the time. In
5th grade his writing practice and instruction will be imbedded into other subjects such as social studies, science and
his literacy block in the Star Center.

Miguels spelling and handwriting can often get in the way of him being able to re-read his own work and although very
mild, this could often lead to the most outward displays of frustration that wed see from Miguel (e.g. heavy sighs or
avoidance of the task). He would ask for help to get started or work through these frustrations at least 80% of the time
at the end of the year but his effort was tied more to his general mood or level of alertness (he would often say he was
tired, but mostly during writing time) than it was to his ability to get the help he needed from a trusted adult.

This year, Miguel will need to continue practicing his typing. At the end of 4th grade he was able to word process 9
words per minute which is not quite fast enough for him to feel the benefits of typing his work rather than hand writing it.
Miguel will be highly encouraged to practice his typing using Typing Agent or another problem that he can use at home
each night. When he types more fluently some assistive technology can be explored and this will be a big motivator for
him. Another writing goal this year will be on helping him orally state what he wants to write, repeating it a second

Present Level of Educational Performance (Amendment) Page 10

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Present Level of Educational Performance (Amendment)

Meeting Date: 06/05/2017

time, and then making sure that the very same though makes it down on paper. Miguel will often share a great idea
with the group but by the time he tries to write it down it comes out jumbled and this frustrates him greatly. At this time,
during a baseline assessment given at the start of 5th grade he was able to correctly copy down his thoughts 10% of
measurable opportunities.

Spring 2017
Miguel has meet both of this goals set at the beginning of the year. His new goal will be to write a 5 paragraph essay.
Each paragraph should have at least 3 sentences. Currently he is able to write one sentence per paragraph. This is
important for Miguel to achieve as he transitions into middle school. His base line for this achivemet for this goal is 0 out
of 10.

In addition, his next goal is being able to identify errors and edit his own work. Items he should focus on are spelling,
paragraphs structure, punctuation, grammar and hand writing legibility. His base line skills should be improved from
10% of errors identified and corrected to 90% of errors identified and corrected as measured by teacher created
assessments.

Present Level of Educational Performance (Amendment) Page 11

 Seattle Public Schools
Miguel A. Beach John Stanford Center for Educational Excellence
Student ID: 8118857 2445 3rd Avenue South
WA SSID: 2922715621 Seattle, WA 98134
Date of Birth: 06/15/2005 (206) 252-0000

Measurable Annual Goals (Amendment)

Meeting Date: 06/05/2017

PURPOSE:IEPs must include a statement of measurable annual goals, including academic and functional goals, designed to meet each of
the student's educational needs that result from the student's disability to enable the student to be involved and make progress in the
general education curriculum. In order to be measurable, the goal should include a baseline ("from"), a target ("to"), and a unit of
measure.

Annual Goal: COMMUNICATION

Supports the student's post secondary goals: Yes No

Skill: Subordinating Conjunctions

By 09/27/2017, when given a prompt by the speech-language pathologist to use the following conjunctions: when; if; before;
because; instead; until; unless; although; after Miguel will produce a grammatical sentence connecting two ideas within the
context of a story re-tell or personal narrative improving syntax from 20% accuracy to 80% accuracy in each of two sessions,
as measured by SLP data collection.

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: COMMUNICATION

Supports the student's post secondary goals: Yes No

Skill: Discourse Organization

By 09/27/2017, when given a self-created visual reminder to include all three elements of discourse (clear beginning,
sequential and logical events/ideas, and clear ending, Miguel will produce an organized story retell, personal narrative, or
classroom response, improving discourse organization from including all three elements in 1/5 opportunities to including all
three elements in 4/5 opportunities as measured by SLP data.

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: READING

Supports the student's post secondary goals: Yes No

Skill: Comprehension

By 09/27/2017, when given a mid 6th grade narrative or expository passage, a prompt to read it out loud, and a set of
comprehension questions regarding implied information from the text Miguel will answer the comprehension questions orally
or in writing using 1 stated detail from the text to support the answer improving reading comprehension skills from 30%
accuracy to 100% accuracy as measured by Fountas & Pinnel Benchmark assessments or Teacher's College Assessment

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: READING

Measurable Annual Goals (Amendment) Page 12

 Seattle Public Schools
Miguel A. Beach John Stanford Center for Educational Excellence
Student ID: 8118857 2445 3rd Avenue South
WA SSID: 2922715621 Seattle, WA 98134
Date of Birth: 06/15/2005 (206) 252-0000

Measurable Annual Goals (Amendment)

Supports the student's post secondary goals: Yes No

Skill: Participation

By 09/27/2017, when given a teacher identified passage to read out loud in during non-core subject areas in the general
education classroom Miguel will read it out loud when called on with no delay improving his participation skills in large group
setting from 0% of measurable opportunities to 100% measurable opportunities as measured by systematic observations

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: MATH

Supports the student's post secondary goals: Yes No

Skill: Self Check

By 09/27/2017, when given a 6th grade completed math assignment Miguel will determine if the answers are reasonable, and
re-work the problems that are not reasonable improving math problem solving from 30% of measurable opportunities to 95%
of measurable opportunities as measured by systematic observations and teacher created assessments

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: MATH

Supports the student's post secondary goals: Yes No

Skill: 3 Digit

By 09/27/2017, when given a 6th grade level 3 digit by 3 digit multiplication problem Miguel will accurately solve the problem
in writing improving math calculations skills from 0% accuracy to 95% accuracy as measured by teacher created assessment
or curriculum based assessment

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester
Annual Goal: WRITTEN LANGUAGE

Supports the student's post secondary goals: Yes No

Skill: 5 Paragraphs

By 09/27/2017, when given a 6th grade narrative or expository writing prompt Miguel will write a 5 paragraph essay including
Intro/3 body/Closing and/or Intro/Problem/Events/Solution/Close and three sentences in each paragraph improving written
expression and organization from 0 out of 10 measurable opportunities (only able to 1 sentence per paragraph) to 9 out of 10
measurable opportunities as measured by teacher-created tests.

How will progress toward this goal be reported?

X Written in Progress Report

Measurable Annual Goals (Amendment) Page 13

 Seattle Public Schools
Miguel A. Beach John Stanford Center for Educational Excellence
Student ID: 8118857 2445 3rd Avenue South
WA SSID: 2922715621 Seattle, WA 98134
Date of Birth: 06/15/2005 (206) 252-0000

Measurable Annual Goals (Amendment)

Report of Student Progress: Trimester

Annual Goal: WRITTEN LANGUAGE

Supports the student's post secondary goals: Yes No

Skill: Editting

By 09/27/2017, when given a piece of his own 6th grade writing and a writer's checklist Miguel will identify errors and edit his
work for correct spelling, paragraph structure, punctuation, grammar and hand writing legibility improving written language
skills from 10% of errors ID and corrected to 90% of errors ID and corrected as measured by teacher-created assessments

How will progress toward this goal be reported?

X Written in Progress Report
Report of Student Progress: Trimester

Measurable Annual Goals (Amendment) Page 14

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Program Accommodations/ Modifications and Support for School Personnel (Amendment)

Meeting Date: 06/05/2017
PURPOSE:The purpose of this page is to document the modifications and/or accommodations that the student requires, based on the
student's assessed needs, in order to advance appropriately toward attaining the identified annual goals, to be involved and make
progress in the general education curriculum, and to be educated with non-disabled peers to the maximum extent appropriate.
Accommodations may be in, but not limited to, the areas of presentation, timing/scheduling, setting, aids, and format. The impact of
any modifications listed should be discussed. This includes the earning of credits for graduation.
This student will be provided access to the general education, special education, other school services and activities including
non-academic activities and extracurricular activities, and education related settings:
with no accommodations/modifications
X with the following accommodations/modifications

Accommodations Frequency Location Duration m/d/y to

m/d/y

Alternate Response Options During Testing Testing 06/06/2017 to

environment 09/27/2017

Calculator During Testing Testing 06/06/2017 to

environment 09/27/2017

frequent checks for understanding Daily GenEd and SpEd 06/06/2017 to

Environments 09/27/2017

Multiplication Table During Testing Testing 06/06/2017 to

environment 09/27/2017

Preferential seating throughout the GenEd and SpEd 06/06/2017 to

school year Environments 09/27/2017

Print on Demand During Testing Testing 06/06/2017 to

environment 09/27/2017

Read-Aloud - English During Testing Testing 06/06/2017 to

environment 09/27/2017

Scribe During Testing 06/06/2017 to

environment 09/27/2017

Text-to-Speech During Testing Testing 06/06/2017 to

environment 09/27/2017

Modification(s) Frequency Location Duration m/d/y to

m/d/y

Behaviorally Related:use of positives to encourage behavior 5 positive General Education 06/06/2017 to

and performance and use of individual incentive plans feedback to 1 and Special 09/27/2017
perceived Education classes
negative

Program Accommodations/ Modifications and Support for School Personnel (Amendment) Page 15
 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Program Accommodations/ Modifications and Support for School Personnel (Amendment)

Modification(s) Frequency Location Duration m/d/y to

m/d/y

General Use-Testing:preteach content area vocabulaty Weekly General Ed and 06/06/2017 to

Special Ed 09/27/2017
classrooms
Grading Modifications:Assignments modified by Special All assignments General Education 06/06/2017 to
Education teacher required of environment 09/27/2017
student at his
frustration level
Grading Modifications:Modification of homework and use of Weekly School and home 06/06/2017 to
an individual homework contract 09/27/2017

Supports for School Personnel (training, professional development, etc):

Support(s) Frequency Location Duration m/d/y to

m/d/y

Program Accommodations/ Modifications and Support for School Personnel (Amendment) Page 16
 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

State or Districtwide Assessments of Student Achievement (Amendment)

Meeting Date: 06/05/2017

PURPOSE:The IEP team makes the determination of what type of assessment the student will take and what individual
accommodations are necessary. Accommodations provided on state and districtwide assessments should be those that are provided as
part of the regular instructional program.
For Measurement of Student Progress (MSP), High School Proficiency Exam (HSPE), Smarter Balanced, and End-of-Course (EOC) see
Guidelines on Tools, Supports, & Accommodations.

Assessment Participation Accommodations If YES, List Accommodation(s) by Assessment

Yes No Yes No
Current Grade Tests

State Assessment
State-Measurement of Student Progress (MSP)
Science X X
Smarter Balanced
ELA X X Alternate Response Options, Preferential seating, Print on Demand,
Read-Aloud - English, Scribe, Text-to-Speech
Math X X Alternate Response Options, Calculator, Multiplication Table,
Preferential seating, Print on Demand, Read-Aloud - English, Scribe,
Text-to-Speech

Science X X Alternate Response Options, Calculator, Multiplication Table,

Preferential seating, Print on Demand, Read-Aloud - English, Scribe,
Text-to-Speech

WA-AIM
Math X X
Science X X
ELA X X
English Language Proficiency Assessment
English Language X X
Proficiency Assessment

Next Grade Tests

State Assessment
Smarter Balanced
Science X X
Math X X Alternate Response Options, Calculator, Multiplication Table,
Preferential seating, Print on Demand, Read-Aloud - English, Scribe,
Text-to-Speech

ELA X X Alternate Response Options, Calculator, Multiplication Table,

Preferential seating, Print on Demand, Read-Aloud - English, Scribe,
Text-to-Speech

WA-AIM
Math X X
Science X X
ELA X X
English Language Proficiency Assessment
English Language X X
Proficiency Assessment

State or Districtwide Assessments of Student Achievement (Amendment) Page 17

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Special Education and Related Services (Amendment)

Meeting Date: 06/05/2017
PURPOSE:The information on this page is a summary of the student's program/services, including when services will begin, where
they will be provided, who will be responsible for providing them, and when they will end.

Services 06/06/2017 - 09/27/2017

Concurrent Service(s) Service Provider for Monitor Frequency Location (setting) Start Date End Date
Delivering Service
Related
No Speech SLP SLP 30 Minutes / 3 Times Special Education 06/06/2017 09/27/2017
Language Monthly
Pathology
Special Education
No MATH Instructional Assistant
Special 30 Minutes / 2 Times General Education 06/06/2017 09/27/2017
Education Weekly
Teacher
No READING Special Education Special 30 Minutes / 4 Times Special Education 06/06/2017 09/27/2017
Teacher Education Weekly
Teacher
No WRITTEN Special Education Special 30 Minutes / 4 Times Special Education 06/06/2017 09/27/2017
LANGUAGE Teacher Education Weekly
Teacher
Total minutes per week student spends in school: 1750 minutes per week
Total minutes per week student is served in a special education setting: 262.5 minutes per week
Percent of time in general education setting: 85% in General Education Setting

Special Education and Related Services (Amendment) Page 18

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Special Education and Related Services (Amendment)

PURPOSE:The purpose of this page is to document the extent to which the student will be involved and progress in the general
curriculum, participate in extracurricular and nonacademic activities and be educated and participate with other special education
students and non-disabled students. Other education-related factors that may impact the student should also be considered.
Least Restrictive Environment (LRE):
When discussing least restrictive environment and placement options, the following must be considered:
- To the maximum extent appropriate, the student is educated with children without disabilities.
- Special classes, separate schooling, or other removal of the student from the regular educational environment occurs only if the
nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be
achieved satisfactorily.
- The student's placement should be as close as possible to the child's home and unless the IEP of the student with a disability requires
some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability.
- In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she
needs.
- The student with a disability is not removed from education in age-appropriate regular classrooms solely because of needed
modifications in the general curriculum.

Placement Options:
Setting 1: 06/06/2017 - 09/27/2017

Placement Options for LRE SELECTION OR...REASONS REJECTED

Considered Selected (only Academic benefit Non-academic Effect student will
1) cannot be benefit cannot be have on teacher and
satisfactorily satisfactorily other students
achieved achieved
80%-100% in Regular Class X X
40%-79% in Regular Class
0-39% in Regular Class
Public/private separate day school
Public/Private residential
Correctional Facility
Private/Home School Placement by
Parents
Homebound/Hospital

An explanation of the extent, if any, to which the student will not participate with nondisabled students in the general education class,
and in nonacademic and extracurricular activities, including a description of any adaptations needed for participation in physical
education:

Miguel will participate with his nondisabled peers in the general education classroom 85% of his school day. He will not
participate with his typically developing peers if he is receiving specially designed instruction in a special education setting
with only other students who have IEPs. This year, Miguel will participate in a mixed group of students with and without
IEPs for math and will receive support in this setting from a member of the special education staff. For reading and written
language services he will be in a group of students who all have IEPs.

Miguel will participate fully in all nonacademic and extracurricular activities and does not need any adaptations for physical
education at this time.

Transportation: X Regular Special

General PE: X Yes No

Parent Notification Procedures:

The district has a procedure for notifying parents regarding the use of restraint or isolation. A copy of the districts procedure
is attached to this IEP.

Special Education and Related Services (Amendment) Page 19

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Special Education and Related Services (Amendment)

Other Considerations:
Extended School Year: Yes X No If Yes, must complete ESY form.
Emergency Response Protocol: Yes X No

Special Education and Related Services (Amendment) Page 20

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Prior Written Notice (Amendment)

To: Date:
Re: Student's Name: Miguel A Beach
PURPOSE:As a parent/guardian of a special education child or child suspected of needing special education services, the school district is
required to provide you with prior written notice whenever it proposes or refuses to initiate or change the identification, evaluation,
educational placement, or provision of a free appropriate public education to your child. This notice should be given to you after a district
makes a decision and before action is taken on the decision. The notice should be given to you in a reasonable amount of time before the
district takes action.

The purpose of this prior written notice is to inform you that we are:
1. proposing refusing to 2. initiate change continue discontinue a/an
(mark one of the above) (mark one of the above)
Mark all items below that apply:
3. Referral Initial Evaluation Eligibility Category
Educational Placement IEP Reevaluation
Disciplinary action that is a change of 504 Plan Other:
placement
Description of the proposed or refused action:

The reason we are proposing or refusing to take action is:

Description of any other options considered and rejected:

The reasons we rejected those options were:

A description of each procedure, test, record, or report we used or plan to use as the basis for taking this action is as follows:

Any other factors that are relevant to the action:

The action will be initiated on:

Your child has procedural protections under IDEA. These protections are explained in the Notice of Procedural Safeguards for Special
Education Students and Their Families. If this prior written notice is given to you (1) as part of your child's initial referral for evaluation,
(2) as part of a request for reevaluation or (3) notice to you regarding disciplinary action that constitutes a change of placement the
procedural safeguards accompanies this notice. If a copy of the Notice of Procedural Safeguards for Special Education Students and
Their Families is not enclosed and you would like a copy or you would like help in understanding the content, please contact:
at
The district has a policy for notifying parents regarding the use of restraint or isolation. A copy of this policy is attached to this IEP.

Notice of Procedural Safeguards for Special Education Students and Their Families has been provided to parents/guardians.

Prior Written Notice (Amendment) Page 21

 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Notification for the Disclosure of Student Information to the Washington State Health Care Authority (Amendment)

Seattle Public Schools (the School District) currently provides necessary school-based health services to your child at no cost to you, the
parent/guardian. The School District is participating in Washington State Health Care Authority (HCA) program through which Federal
Medicaid funds are made available to school districts in the State to help cover the costs of providing necessary school-based health
services to students. By participating in this program, the School District is allowed to seek Federal Medicaid funds to help cover the costs
of the health services the School District provides to your child. In order to seek the Federal funds, the School District must disclose
information from your childs education records to the HCA regarding the health services the School District provided to your child.

NOTIFICATION OF PARENT/GUARDIAN RIGHTS AND PROTECTIONS

To ensure that your child has access to a free appropriate public education, as required by Federal law, the School District must
obtain your written consent prior to disclosing your childs health information to the HCA,
may not require you to sign up for or enroll in any public benefits or insurance programs,
may not require you to pay any out-of-pocket expenses such as a deductible or co-payment for the costs of the health services the
School District provides to your child, and
may not use your childs Medicaid or other public benefits if that use would
decrease available lifetime coverage or any other insured benefit,
result in you or your family paying for services that would otherwise be covered by Medicaid or other public insurance program and
that are required for your child outside of the time that your child is in school,
increase your insurance premiums or lead to the discontinuation of any public benefits or insurance, or
risk the loss of your eligibility for home and community-based waivers, based on aggregate health-related costs.

Giving your consent will cost you, the parent guardian, nothing, but will allow the School District to seek Federal financial support
needed to better provide services to students. Whether or not you give your consent or if you withdraw your consent, the School District
will continue to provide services to your child at no cost to you, the parent/guardian.

If the district is requesting an updated consent from you, or has asked you to provide initial consent to verify Medicaid eligibility and seek
reimbursement from Medicaid for necessary school based services, a consent form is attached to this notification.

Notification for the Disclosure of Student Information to the Washington State Health Care Authority (Amendment) Page 22
 Miguel A. Beach Seattle Public Schools
Student ID: 8118857 John Stanford Center for Educational Excellence
WA SSID: 2922715621 2445 3rd Avenue South
Date of Birth: 06/15/2005 Seattle, WA 98134
(206) 252-0000

Medicaid Consent (Amendment)

Date: 06/05/2017
PURPOSE:This form asks for your consent to share the necessary information to verify Medicaid eligibility and bill for school-based
Medicaid reimbursement with the Washington State Health Care Authority, Health and Recovery Services Administration. Billing HCA
does not affect individual benefits under Medicaid or require a co-pay or deductible. If you have questions regarding this request, call the
school district's Director of Special Education or designee for an explanation as to why the request is being made.

Student's Name: Miguel A. Beach Student's SSID: 2922715621

Current School: John Hay Elementary Date of Birth: 06/15/2005

State law requires the school district to submit claims for health-related services provided to special education students or students referred
for special education. These services include physical therapy, occupational therapy, speech-language therapy, audiology, nursing,
counseling, and psychological evaluation.

With your permission, Seattle Public Schools, will submit your student's name and birth date to the Washington State Health Care
Authority (HCA) to verify Medicaid eligibility. Such a request will in no way negatively impact services included in your child's
individualized education program (IEP).

With your permission, we will share necessary identifying information from your child's education record to access federal Medicaid
reimbursement from the Washington State Health Care Authority (HCA). If any additional Medicaid reimbursement services are added to
the IEP, the school district will request additional consent. If my child no longer is served by this school district, this consent does not
transfer to a new district.

This authorization will begin on 06/05/2017 .

By giving consent, you are acknowledging that (1) you have been fully informed of all information relevant to the activity for which
consent is sought; (2) you understand that the granting of consent is voluntary on your part and may be revoked at any time; and (3) if you
revoke consent, the revocation is not retroactive; which means that it does not negate any activity that has already taken place.

X I give my consent to verify Medicaid eligibility with HCA and to submit claims for allowable services.

I do not give my consent to verify Medicaid eligibility with HCA and to submit claims for allowable services. I understand that my
refusal does not affect my child's access to services under the Individualized Education Program.

Signature of Parent Date

Medicaid Consent (Amendment) Page 23