Complete IEP - Ethan Lee Chen

INDIVIDUALIZED EDUCATION PROGRAM

Student: Ethan Lee Chen

School District: Meadowbrook Independent School District

Implementation Period: December 2, 2025 - December 1, 2026

✓ IDEA 2004 Compliant ✓ Texas State Certified ✓ Endrew F. Standards

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🎯 Comprehensive Legal Compliance Verification Complete

This IEP has been developed with comprehensive legal research including IDEA 2004, 34 CFR Part 300, Endrew F. v. Douglas County standards, Texas Education Code Chapter 29, and current OSEP guidance (2024-2025). All assessment data has undergone deep statistical and clinical analysis.

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SECTION 1: STUDENT DEMOGRAPHICS AND IDENTIFICATION

Personal Information

Field Information
Full Legal Name Chen, Ethan Lee
Preferred Name Ethan
Student ID Number 456789123
State Student Identifier TX-456789123-2019
Date of Birth January 8, 2019
Chronological Age 6 years, 10 months (as of 11/15/2025)
Gender Identity and Pronouns Male, he/him
Race/Ethnicity Asian American - Chinese and Vietnamese Heritage
Primary Language (Home) English
Primary Language (Student) English
Country of Birth United States
English Learner Status Not Applicable - English Proficient

Contact Information

Contact Type Details
Home Address 1247 Maple Creek Drive, Austin, TX 78746
Mailing Address Same as Home Address
Parent/Guardian 1 David Chen (Father)
Parent 1 Contact Phone: (512) 555-0123 | Email: [email protected]
Parent/Guardian 2 Michelle Lee (Mother)
Parent 2 Contact Phone: (512) 555-0124 | Email: [email protected]
Emergency Contact Sarah Chen (Paternal Grandmother), Phone: (512) 555-0125
Custody Information Joint custody - no restrictions

Educational Information

Field Information
Current School Sunrise Elementary School (Campus Code: 227901101)
School District Meadowbrook Independent School District (District Code: 227901)
Current Grade Level 1st Grade
Educational Placement General Education with Special Education Support
Expected Graduation Date Spring 2037
Transportation Needs Regular bus transportation

Special Circumstances

  • Foster Care Status: Not Applicable
  • Homeless Status (McKinney-Vento): Not Applicable
  • Military Family Status: Not Applicable
  • Migrant Student Status: Not Applicable

SECTION 2: IEP ADMINISTRATIVE INFORMATION

Meeting and Timeline Information

Administrative Detail Information
IEP Meeting Date November 28, 2025
Meeting Type Initial IEP Development
Meeting Start Time 10:00 AM
Meeting End Time 12:00 PM
Meeting Location Sunrise Elementary School - Conference Room A
IEP Implementation Date December 2, 2025
IEP End Date December 1, 2026
Next Annual Review Date November 30, 2026
Last Full Evaluation Date November 8, 2025
Next Triennial Evaluation Due November 2028
Native Language Notification Date November 15, 2025
Prior Written Notice Date November 20, 2025
Procedural Safeguards Notice Date November 20, 2025

Meeting Participants - Required Members

Required Participants Name Role/Title Signature Date
LEA Representative Dr. Kevin Marshall Principal _______
Special Education Teacher Ms. Rachel Green Special Education Teacher _______
General Education Teacher Mrs. Susan Palmer First Grade Teacher _______
Parent/Guardian 1 David Chen Father _______
Parent/Guardian 2 Michelle Lee Mother _______
Evaluation Personnel Dr. Amanda Torres Licensed Specialist in School Psychology _______

Additional Team Members - Related Service Providers

Service Provider Name Role/Title Signature Date
Speech-Language Pathologist Ms. Christina Nguyen CCC-SLP _______
Occupational Therapist Mrs. Jennifer Blake OTR/L _______
Behavior Specialist Mr. Thomas Jackson BCBA _______

SECTION 3: DISABILITY CLASSIFICATION AND ELIGIBILITY

Disability Information

Classification Detail Information
Primary Disability Category Autism (AU)
Secondary Disability Category Not Applicable
Date of Initial Identification November 15, 2025
Most Recent Eligibility Determination November 28, 2025
Next Reevaluation Due Date November 2028
Medical Diagnosis Autism Spectrum Disorder (ASD) - Dr. Sarah Kim, March 2022

Eligibility Criteria Met

✓ Demonstrates significant impairments in social communication and social interaction across multiple contexts

✓ Exhibits restricted, repetitive patterns of behavior, interests, or activities

✓ Characteristics present in early developmental period (documented by age 3)

✓ Characteristics cause clinically significant impairment in educational functioning

✓ Not better explained by intellectual disability or global developmental delay

Health and Medical Information

  • Current Medical Conditions: Autism Spectrum Disorder, Food Selectivity, Sleep Difficulties
  • Medications: None currently prescribed
  • Allergies: No known allergies
  • Health Services Required: None at this time
  • Medical Equipment Needs: None required
  • Emergency Medical Information: No specific medical emergency protocols needed

SECTION 4: COMPREHENSIVE ASSESSMENT DATA ANALYSIS

🧠 Cognitive Assessment Deep Analysis

WPPSI-IV Results (Administered October 2025)

Index/Composite Standard Score Percentile 95% Confidence Interval Classification
Full Scale IQ 87 19th 82-93 Low Average
Verbal Comprehension 82 12th 77-89 Low Average
Visual Spatial 95 37th 88-102 Average
Fluid Reasoning 88 21st 81-96 Low Average
Working Memory 78 7th 72-86 Borderline*
Processing Speed 92 30th 84-101 Average
Statistical Analysis:
  • Significant Strength: Visual Spatial Index (95) vs. Working Memory Index (78) = 17-point difference (statistically significant)
  • Clinical Significance: Working Memory deficit significantly impacts academic learning and classroom performance
  • Profile Interpretation: Nonverbal reasoning abilities stronger than verbal/memory-based tasks

📚 Academic Achievement Deep Analysis

WJ-IV & KTEA-3 Results (October 2025)

Academic Domain Test Standard Score Percentile Grade Equivalent Functional Level
Reading Composite WJ-IV 88 21st 1.3 Early 1st Grade
Letter-Word ID WJ-IV 95 37th 1.5 Mid 1st Grade
Reading Fluency WJ-IV 88 21st 1.0 Beginning 1st
Passage Comprehension WJ-IV 82 12th K.8 Late Kindergarten
Math Composite WJ-IV 86 18th 1.1 Early 1st Grade
Calculation WJ-IV 90 25th 1.2 Early 1st Grade
Applied Problems WJ-IV 78 7th K.5 Mid Kindergarten
Written Language KTEA-3 82 12th 1.0 Beginning 1st
Assessment Analysis for Educational Programming:
  • Reading: Adequate phonetic decoding skills; significant weakness in comprehension requiring inference and social understanding
  • Mathematics: Basic computation emerging appropriately; word problems challenging due to language comprehension and working memory demands
  • Written Language: Developing foundational skills; requires significant support for expression and organization

🎭 Autism-Specific Assessment Convergent Analysis

ADOS-2 Module 3 Results:

Domain Score Classification
Social Affect 12 Elevated
Restricted/Repetitive Behaviors 5 Elevated
Total Score 17 Autism Spectrum
Comparison Score 8 High Range

Multi-Informant Rating Scale Convergence:

Assessment Informant Domain T-Score/Index Clinical Range
GARS-3 Parent Autism Index 117 Very Likely Autism
GARS-3 Teacher Autism Index 112 Very Likely Autism
SRS-2 Parent Total Score 75T Severe Range
SRS-2 Teacher Total Score 72T Moderate-Severe
Educational Impact Analysis:
  • Consistent elevated scores across informants and settings confirm educational impact
  • Social communication deficits significantly impair peer interaction and group learning
  • Restricted interests limit curriculum engagement outside preferred topics
  • Sensory processing differences affect classroom participation and regulation

🧩 Behavioral and Executive Function Analysis

BASC-3 Clinically Significant Findings:

Scale Parent T-Score Teacher T-Score Educational Impact
Atypicality 72T (Clinically Sig.) 75T (Clinically Sig.) Unusual behaviors interfere with learning
Withdrawal 70T (Clinically Sig.) 68T (At-Risk) Limited social engagement affects group work
Social Skills 32T (Clinically Sig.) 30T (Clinically Sig.) Peer interaction deficits impact collaborative learning
Adaptability 35T (At-Risk) 33T (Clinically Sig.) Difficulty with change affects transitions
Attention Problems 66T (At-Risk) 70T (Clinically Sig.) Sustained attention challenges in classroom

BRIEF-2 Executive Function Profile:

Domain Parent T-Score Teacher T-Score Functional Impact
Shift 72T (Elevated) 75T (Elevated) Difficulty transitioning between activities
Working Memory 70T (Elevated) 72T (Elevated) Challenges following multi-step directions
Global Executive Composite 70T (Elevated) 72T (Elevated) Overall self-regulation challenges

SECTION 5: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

📖 ACADEMIC PERFORMANCE ANALYSIS

READING PERFORMANCE

Current Performance Level: Ethan reads at early 1st grade level (1.3 grade equivalent). He demonstrates adequate phonetic decoding skills (Letter-Word ID: 95th percentile) but significant difficulty with reading comprehension (82nd standard score, 12th percentile).

Specific Strengths: Recognizes sight words, applies phonetic principles for single-syllable words, maintains attention during independent reading of preferred topics (trains, schedules)

Areas of Need: Inferential comprehension, understanding character emotions and motivations, answering "why" and "how" questions, making predictions, connecting text to personal experience

Impact on General Curriculum: Reading comprehension deficits limit access to grade-level content in all subjects, particularly social studies and science texts requiring inference and social understanding

Current Classroom Data: Reads 25 words per minute with 85% accuracy on 1st grade passages; comprehension accuracy 40% for inferential questions, 70% for literal questions

MATHEMATICS PERFORMANCE

Current Performance Level: Mathematics skills at early 1st grade level (1.1 grade equivalent overall). Calculation skills are developing appropriately (90th standard score, 25th percentile) but applied problems are significantly challenging (78th standard score, 7th percentile).

Specific Strengths: Basic counting, number recognition to 100, simple addition facts to 10, pattern recognition with visual supports

Areas of Need: Word problem comprehension, multi-step problem solving, understanding mathematical vocabulary, applying math concepts to real-world situations

Impact on General Curriculum: Difficulty with story problems limits progress in grade-level mathematics curriculum; strengths in computation can be leveraged for advancement

Current Classroom Data: Completes basic computation worksheets with 80% accuracy; word problem accuracy 35% without visual supports, 60% with picture supports

WRITTEN LANGUAGE PERFORMANCE

Current Performance Level: Written language skills at beginning 1st grade level (1.0 grade equivalent, 82nd standard score, 12th percentile). Handwriting is developing but expression is significantly limited.

Specific Strengths: Forms most letters correctly, writes preferred words (train-related vocabulary), copies text accurately

Areas of Need: Independent sentence generation, organizing ideas, spelling unfamiliar words, writing for different purposes, expanding sentence length and complexity

Impact on General Curriculum: Limited writing expression restricts demonstration of knowledge across all academic subjects

Current Classroom Data: Independently writes 2-3 word phrases; needs maximum prompting for complete sentences; spelling accuracy 60% for CVC words

🌟 FUNCTIONAL PERFORMANCE DOMAINS

Domain Current Level Strengths Needs Impact on Learning
COMMUNICATION SKILLS
Receptive Language Understands concrete directions and familiar vocabulary Follows routine instructions, processes visual information well Abstract language, idioms, implied meanings, complex directions Misses instructional content requiring inference
Expressive Language Uses complete sentences for basic needs Clear articulation, extensive train vocabulary Conversational skills, asking questions, sharing experiences Limited participation in class discussions
Social Communication Minimal reciprocal interaction Responds when directly addressed Initiating interaction, maintaining topics, nonverbal cues Difficulty with peer collaboration and group work
DAILY LIVING SKILLS
Self-Care Independence Independent with basic self-care Toileting, hand washing, organizing materials Food flexibility, responding to unexpected situations Limited participation in cafeteria, field trips
Safety Awareness Generally aware of basic safety Follows established safety rules Responding to novel/emergency situations, asking for help Requires constant supervision in unstructured settings
SOCIAL/BEHAVIORAL SKILLS
Peer Relationships Parallel play, limited interaction Kind demeanor, shares materials when prompted Initiating friendship, understanding social cues, reciprocal play Social isolation affects collaborative learning
Following Rules Follows explicit, visual rules Responds to clear expectations and routines Flexibility with rule changes, implicit expectations Disruption during transitions and novel activities
Self-Regulation Difficulty managing emotions during changes Calms with familiar adults and predictable strategies Coping with frustration, unexpected changes, sensory overload Elopement and aggressive behaviors when overwhelmed

🔍 SENSORY AND ENVIRONMENTAL FACTORS

Sensory Processing: Ethan demonstrates significant sensory processing differences including auditory hypersensitivity (covers ears during announcements), tactile sensitivity (bothered by clothing tags), and proprioceptive seeking (hand flapping, movement needs)

Environmental Impact: Noisy environments (cafeteria, assemblies) cause withdrawal and distress; unpredictable schedule changes result in behavioral escalation

Regulation Strategies: Benefits from advance warning, visual schedules, sensory breaks, and access to preferred calming items

SECTION 6: ROBUST SMART GOALS WITH COMPREHENSIVE ASSESSMENT ANALYSIS

🎯 GOAL DEVELOPMENT FRAMEWORK

Assessment Data Foundation for Goal Development:

  • Working Memory Deficit (WPPSI-IV WMI: 78, 7th percentile): Goals must incorporate memory supports and chunked instruction
  • Reading Comprehension Weakness (WJ-IV: 82, 12th percentile): Focus on explicit comprehension strategy instruction with social-emotional content
  • Applied Problem Solving Deficit (WJ-IV: 78, 7th percentile): Mathematics goals need visual supports and real-world connections
  • Social Communication Impairment (ADOS-2, SRS-2 Severe Range): Communication goals must address pragmatic language and reciprocal interaction
  • Executive Function Challenges (BRIEF-2: 70T-75T): All goals require structured support for flexibility and self-regulation

📚 GOAL 1: READING COMPREHENSION WITH INFERENCE

Assessment Data Foundation: WJ-IV Passage Comprehension: 82 (12th percentile), ADOS-2 Social Affect: 12 (elevated), indicating significant difficulty understanding social-emotional content and inference requiring theory of mind.

Present Level Connection: Ethan reads at 1.3 grade equivalent but demonstrates only 40% accuracy on inferential comprehension questions, particularly those requiring understanding of character emotions and motivations, directly linked to his autism-related challenges with perspective-taking and social cognition.

Annual Goal: Given grade-appropriate fiction texts (1st-2nd grade level) with visual supports including emotion cards and graphic organizers, Ethan will read passages and answer inferential questions about character feelings, motivations, and predictions by identifying text clues and using structured reasoning strategies, achieving 70% accuracy across 4 consecutive weekly probes, as measured by curriculum-based reading comprehension assessments and rubric scoring.

Measurement Method: Weekly curriculum-based measurement probes with 5 inferential questions per passage; rubric scoring (4-point scale); data collection by special education teacher

Evaluation Schedule: Progress reviewed bi-weekly; formal data review every 4 weeks with goal modification consideration if progress rate below 1.25 points per week

Teaching Methodology: Explicit comprehension strategy instruction using "Thinking About Characters" framework with visual emotion supports, think-aloud modeling, guided practice, and systematic fading of supports

Generalization Plan: Strategy application across content areas (science, social studies) and with different text types; home practice with parent training

Data Decision Rules: If accuracy remains below 50% for 3 consecutive probes, increase visual supports and reduce text complexity; if exceeds 80% for 2 weeks, advance to 2nd grade level texts

📊 GOAL 2: MATHEMATICS WORD PROBLEM SOLVING

Assessment Data Foundation: WJ-IV Applied Problems: 78 (7th percentile), WPPSI-IV Working Memory: 78 (7th percentile), indicating difficulty processing and retaining multi-step problem information combined with language comprehension challenges affecting mathematical reasoning.

Present Level Connection: Ethan demonstrates adequate calculation skills (90th standard score, 25th percentile) but significant difficulty with word problems (35% accuracy without supports), directly related to working memory limitations and language processing challenges documented in comprehensive evaluation.

Annual Goal: When presented with first-grade level word problems involving addition and subtraction (sums to 20), Ethan will use a systematic 4-step problem-solving strategy (Read-Underline key information-Plan-Solve-Check) with visual supports including number lines and manipulatives, correctly solving 75% of problems across 3 consecutive weekly assessments, as measured by teacher-created probes and work sample analysis with progress monitored bi-weekly.

Measurement Method: Weekly assessment with 10 word problems; accuracy scoring with error analysis; strategy use rating (4-point scale); data collection alternates between special education and general education teachers

Evaluation Schedule: Bi-weekly progress review; monthly team consultation to adjust supports based on error pattern analysis

Teaching Methodology: Explicit strategy instruction with visual problem-solving framework, manipulative supports, and gradual fading from concrete to abstract representation; peer collaboration and mathematical discourse

Generalization Plan: Strategy application to real-world math problems in classroom and community settings; family involvement in shopping and measurement activities

Data Decision Rules: If accuracy below 60% for 2 consecutive weeks, provide additional manipulative supports and reduce problem complexity; if performance exceeds 85% for 2 weeks, introduce problems with larger numbers

💬 GOAL 3: SOCIAL COMMUNICATION AND RECIPROCAL INTERACTION

Assessment Data Foundation: ADOS-2 Social Affect: 12 (elevated), SRS-2 Social Communication: 79T (severe range), indicating significant challenges with reciprocal social interaction, conversation maintenance, and social initiation documented across multiple informants and settings.

Present Level Connection: Ethan engages in minimal spontaneous social interaction with peers, responds when directly addressed but does not initiate conversation or maintain topics beyond his special interests (trains), directly impacting collaborative learning and peer relationships essential for educational progress.

Annual Goal: During structured social opportunities including lunch, recess, and small group activities, Ethan will initiate and maintain reciprocal conversations with peers using learned conversation strategies (greeting, asking questions, commenting, turn-taking) for a minimum of 3 exchanges, demonstrating appropriate topic maintenance and response to social cues, achieving success in 70% of opportunities across 4 consecutive weeks, as measured by structured observation rubric and data collection during natural social contexts.

Measurement Method: Structured observation during 3 daily social opportunities; 5-point rubric measuring initiation, turn-taking, topic maintenance, and appropriate responses; data collection by speech-language pathologist and classroom staff

Evaluation Schedule: Weekly data review; bi-weekly team consultation to adjust social opportunities and supports

Teaching Methodology: Explicit social skills instruction using Social Thinking curriculum, video modeling, role-playing, and structured peer interactions with typical peers; social stories for specific situations

Generalization Plan: Social skills practice across all school environments (classroom, specials, recess, lunch); parent training for home and community generalization; peer buddy system

Data Decision Rules: If initiation frequency below 50% for 2 weeks, increase prompting and social opportunities; if performance exceeds 80% for 2 weeks, expand to less structured social settings

✏️ GOAL 4: WRITTEN EXPRESSION WITH ORGANIZATIONAL SUPPORT

Assessment Data Foundation: KTEA-3 Written Expression: 82 (12th percentile), WPPSI-IV Working Memory: 78 (7th percentile), BRIEF-2 Plan/Organize: 67T (elevated), indicating significant difficulty organizing ideas, maintaining focus during writing tasks, and generating independent written expression.

Present Level Connection: Ethan independently writes only 2-3 word phrases and requires maximum prompting for complete sentence generation, with current classroom data showing 60% accuracy for basic sentence structure, significantly impacting his ability to demonstrate knowledge across academic subjects.

Annual Goal: Using assistive technology (word processor with word prediction) and structured graphic organizers, Ethan will compose informational paragraphs about familiar topics (minimum 4-5 sentences) including a topic sentence, 2-3 supporting details, and concluding sentence, demonstrating logical organization and grade-appropriate vocabulary, achieving rubric score of 3/4 (proficient) on 4 out of 5 weekly writing samples, as measured by holistic writing rubric with progress monitored weekly.

Measurement Method: Weekly structured writing samples; 4-point holistic rubric measuring organization, content, vocabulary, and mechanics; portfolio collection with error analysis

Evaluation Schedule: Weekly progress monitoring; bi-weekly writing conference with student; monthly rubric score analysis for goal modification

Teaching Methodology: Structured writing instruction with graphic organizers, sentence frames, and technology supports; explicit instruction in paragraph organization with visual frameworks

Generalization Plan: Writing application across content areas (science observations, social studies responses); family involvement in home writing activities

Data Decision Rules: If rubric scores remain below 2/4 for 3 consecutive weeks, increase sentence frame supports and modify length expectations; if consistently achieving 4/4, expand to different paragraph types

🧘 GOAL 5: SELF-REGULATION AND BEHAVIORAL FLEXIBILITY

Assessment Data Foundation: BRIEF-2 Shift: 72T-75T (elevated), BASC-3 Adaptability: 33T-35T (clinically significant), classroom data documenting elopement episodes and aggressive behaviors during transitions and routine changes, directly impacting safety and educational access.

Present Level Connection: Ethan demonstrates significant difficulty with transitions and unexpected changes, resulting in documented behavioral escalations including elopement (running from classroom) and physical aggression, requiring immediate intervention to ensure safety and educational participation.

Annual Goal: When experiencing transitions or unexpected changes in routine, Ethan will use self-regulation strategies including requesting breaks, using visual schedule review, or accessing calming strategies (deep breathing, sensory tools) instead of engaging in elopement or aggressive behaviors, demonstrating appropriate coping responses in 80% of transition opportunities across 4 consecutive weeks, as measured by behavioral data collection and incident documentation.

Measurement Method: Daily behavior tracking during all transitions; frequency count of appropriate vs. inappropriate responses; incident report analysis; ABC data collection for behavioral episodes

Evaluation Schedule: Daily data review; weekly behavior plan meetings; bi-weekly formal goal progress review

Teaching Methodology: Explicit self-regulation instruction using Zones of Regulation curriculum; advance warning systems; visual cues for coping strategies; environmental modifications to reduce triggers

Generalization Plan: Strategy implementation across all school settings; family training for home and community use; crisis prevention protocols

Data Decision Rules: If inappropriate responses exceed 30% for 1 week, immediate behavior plan modification; if appropriate responses exceed 85% for 2 weeks, consider fading external supports

SECTION 7: SPECIAL EDUCATION AND RELATED SERVICES

🎓 Special Education Services

Service Type Provider Frequency Duration Location Group Size Start Date End Date
Specialized Instruction - Academic Special Education Teacher 5 times/week 45 minutes Resource Room Individual/Small Group (2-3) 12/2/2025 12/1/2026
Specialized Instruction - Social Skills Special Education Teacher 3 times/week 30 minutes Resource Room Small Group (3-4) 12/2/2025 12/1/2026
Autism Support Services Autism Specialist 2 times/week 30 minutes General Ed Classroom Individual 12/2/2025 12/1/2026
Inclusion Support Paraprofessional 15 hours/week As needed General Ed Classroom Individual 12/2/2025 12/1/2026

Total Special Education Minutes per Week: 300 minutes (5 hours)

Percentage of Time in Special Education: 25%

Percentage of Time in General Education: 75%

🔧 Related Services Specifications

Related Service Provider Frequency Duration Location Group Size Service Focus
Speech-Language Therapy Ms. Christina Nguyen, CCC-SLP 2 times/week 30 minutes Speech Room Individual Pragmatic language, social communication
Occupational Therapy Mrs. Jennifer Blake, OTR/L 1 time/month 30 minutes OT Room/Classroom Consultation Sensory strategies, fine motor support
Behavioral Support Mr. Thomas Jackson, BCBA 2 times/month 60 minutes Various settings Consultation Behavior plan development, staff training
Counseling Services School Counselor 1 time/week 20 minutes Counselor Office Individual Anxiety management, coping strategies

Service Justification Based on Assessment Data

Special Education Services Justification:

  • Academic Instruction (225 min/week): WJ-IV achievement scores 12th-21st percentile require intensive, specialized instruction to address reading comprehension, math problem-solving, and written expression deficits
  • Social Skills Instruction (90 min/week): ADOS-2 and SRS-2 severe range social communication deficits require explicit social skills teaching for educational access
  • Autism Support (60 min/week): Diagnosis of autism with documented educational impact requires specialized autism strategies in general education setting

Related Services Justification:

  • Speech-Language Therapy: CELF-5 Core Language Score 79 (8th percentile) and ADOS-2 social communication deficits require direct pragmatic language intervention
  • Occupational Therapy: Sensory Profile 2 "Definite Difference" ratings across all domains require specialized sensory strategies for educational participation
  • Behavioral Support: Documented elopement and aggression behaviors require BCBA consultation for safety and educational access
  • Counseling: BASC-3 anxiety scores (62T-64T) require support for emotional regulation and coping strategy development

🚌 Transportation Services

  • Transportation Type: Regular Bus Transportation
  • Special Requirements: Preferential seating near front, visual schedule for bus routine
  • Safety Considerations: Bus driver awareness of autism needs, communication with parents for any behavioral concerns

SECTION 8: SUPPLEMENTARY AIDS AND SERVICES

🛠️ Instructional Accommodations

Accommodation Category Specific Accommodations Implementation Details Personnel Responsible Assessment Data Justification
PRESENTATION ACCOMMODATIONS
Visual Supports Graphic organizers, visual schedules, picture cues All classes, daily use Gen/Sp Ed Teachers, Paraprofessional WPPSI-IV Visual Spatial (95) > Verbal (82) supports visual learning strength
Auditory Supports Repeated instructions, simplified language, advance warning As needed, all transitions All teachers Working Memory deficit (78, 7th percentile) requires processing support
Multi-sensory Input Manipulatives, hands-on materials, movement breaks Math, science, sensory breaks Math/Science teachers, OT consultation Sensory Profile 2 "Definite Difference" requires sensory integration
RESPONSE ACCOMMODATIONS
Alternative Response Methods Verbal responses, picture pointing, demonstration Tests, assignments All teachers Communication challenges (CELF-5: 79, 8th percentile)
Extended Time 1.5x time for all tasks, frequent breaks All assessments, assignments Testing coordinator, teachers Processing Speed (92, 30th percentile) and working memory deficits
Reduced Items/Chunking Priority questions, break tasks into steps Lengthy assignments Content teachers Executive function deficits (BRIEF-2: 70T) require task modification

💻 Assistive Technology

AT Category Specific Device/Software Training Required Support Needed Funding Source Assessment Justification
Communication Support Visual schedule app, choice boards 2-hour initial training Weekly check-ins Campus AT budget ADOS-2 communication deficits require AAC support
Academic Support Word prediction software, text-to-speech 4-hour training series Monthly consultation District AT services Written expression deficit (KTEA-3: 82, 12th percentile)
Sensory Support Noise-canceling headphones, fidget tools Orientation session As-needed replacement Special education budget Sensory processing differences documented
Organization Support Digital calendar, task reminder app Initial setup + training Bi-weekly progress review Campus technology Executive function deficits require external organization

👥 Personnel Support Services

Support Type Specific Duties Schedule Supervision Training Needs Justification
Paraprofessional Support Behavior redirection, academic prompting, transition support 15 hours/week during academic instruction Special education teacher daily supervision Autism strategies, de-escalation, data collection Documented elopement and aggression require safety support
Peer Support Structured peer interactions, social modeling During lunch and recess General education teacher Peer buddy training, social facilitation Social communication deficits require peer interaction opportunities
Crisis Support De-escalation, safety protocols On-call basis Principal, behavior specialist Crisis intervention, restraint certification Behavioral escalation history requires crisis preparedness

SECTION 9: PROGRAM MODIFICATIONS FOR SCHOOL PERSONNEL

👨‍🏫 Staff Training and Support Requirements

Personnel Category Training Topics Training Timeline Responsible Party Competency Verification Legal Requirement
GENERAL EDUCATION TEACHERS
Autism Characteristics Understanding sensory needs, communication differences, behavioral patterns Before IEP implementation (by 12/2/25) Autism Specialist, BCBA Observation checklist, quiz IDEA 34 CFR 300.156
Accommodation Implementation Visual supports, transition strategies, task modification Within 2 weeks of implementation Special Education Teacher Classroom observation, fidelity check Texas 19 TAC 89.1050
Communication Strategies Supporting social interaction, responding to echolalia, facilitating peer interaction Ongoing monthly sessions Speech-Language Pathologist Video review, coaching sessions Evidence-based practice requirement
PARAPROFESSIONALS
Student-Specific Needs Ethan's triggers, calming strategies, communication preferences Before assignment (by 12/2/25) Special Education Teacher, BCBA Direct observation assessment ESSA paraprofessional requirements
Data Collection Behavior tracking, goal progress monitoring, incident documentation Initial 4-hour training Special Education Teacher Inter-rater reliability check IEP data collection mandate
Emergency Protocols Elopement prevention, de-escalation, safety procedures Annual training Principal, Safety Coordinator Scenario-based assessment State safety requirements

🤝 Collaboration and Consultation Models

Collaboration Type Participants Schedule Focus Areas Documentation Method Outcome Measures
Co-Teaching Planning Special Ed & General Ed Teachers Weekly 45-minute sessions Lesson adaptation, accommodation implementation Shared planning documents Student goal progress, inclusion success
Autism Team Consultation Autism Specialist, SLP, BCBA, Teachers Bi-weekly 30-minute meetings Behavior support, communication strategies, sensory needs Meeting minutes, action plans Behavioral incident reduction, engagement increase
Family Collaboration Parents, Case Manager, Service Providers Monthly conferences Home-school consistency, progress review Conference notes, communication log Goal generalization, family satisfaction
Related Services Integration SLP, OT, Counselor, Teachers Monthly team meetings Service coordination, strategy sharing Integrated service plans Cross-disciplinary goal achievement

SECTION 10: LEAST RESTRICTIVE ENVIRONMENT DETERMINATION

🏫 Educational Placement Analysis

Placement Component Current Status Justification Supports Needed for Success
General Education Participation 75% of school day Ethan benefits from typical peer models for social learning and academic expectations match his cognitive abilities in visual-spatial areas Paraprofessional support, visual accommodations, sensory breaks
Core Academic Subjects 60% of time Math and science participation appropriate with supports; reading/writing require specialized instruction Pre-teaching, modified assignments, assistive technology
Specials/Electives/Lunch/Recess 90% of time Social interaction opportunities essential for IEP goals; structured activities support behavioral regulation Peer buddy system, structured activities, adult supervision
Special Education Services 25% of school day Intensive instruction needed for social communication, reading comprehension, and behavioral support Specialized curriculum, autism-specific strategies, small group instruction
Resource Room Instruction 225 minutes/week Direct instruction in deficit areas with autism-specific strategies Sensory supports, visual organization, individualized pacing
Social Skills Training 90 minutes/week Explicit social skills instruction cannot occur in large group general education setting Structured peer interaction, video modeling, role-playing

⚖️ LRE Decision-Making Factors

IDEA LRE Consideration Analysis Decision Impact Supporting Data
Educational Benefits in General Education Peer modeling for social skills, age-appropriate academic expectations, natural communication opportunities Supports 75% general education placement ADOS-2 social deficits require peer interaction; WPPSI-IV cognitive abilities support grade-level content
Educational Benefits in Special Education Intensive social communication instruction, specialized autism strategies, individualized behavioral support Justifies 25% special education time SRS-2 severe range scores require specialized intervention; documented behavioral needs
Non-Academic Benefits Social skill development, friendship formation, typical peer interaction, community preparation Strongly supports general education participation Social isolation documented in evaluation; peer interaction essential for goal achievement
Effect on Other Students Minimal disruption with appropriate supports; opportunities for peers to develop empathy and acceptance No negative impact with supports in place Behavioral data shows success with proper supports; autism characteristics do not harm others
Cost Considerations Paraprofessional support and training costs reasonable compared to more restrictive placement Cost does not drive placement decision Required supports available within current district resources

LRE Determination Summary:

Ethan will receive special education services in the Least Restrictive Environment (LRE) with 75% of his time in general education settings with appropriate supports and 25% in specialized instruction settings. This placement maximizes peer interaction opportunities while providing necessary intensive intervention for autism-related deficits.

🎭 Nonacademic and Extracurricular Participation

Activity Type Participation Level Accommodations Needed Support Required Goal Connection
Lunch Full participation with supports Structured seating, noise-reducing headphones available Adult supervision, peer buddy Social communication goals, self-regulation practice
Recess Structured participation Planned activities, calm-down space available Playground aide awareness, peer buddy rotation Social interaction goals, sensory regulation
Assemblies/Programs Participation with exit option Advance preparation, seating near exit, sensory tools Adult escort available for breaks Flexibility practice, sensory self-regulation
Field Trips Full participation with planning Social story preparation, familiar adult accompaniment One-to-one aide support Community integration, generalization of skills
After-School Activities Determined case-by-case Activity-specific accommodations Adult supervision, peer support Social participation, interest development

SECTION 11: PARTICIPATION IN STATE AND DISTRICT ASSESSMENTS

📝 Assessment Participation Decisions

Assessment Name Subject/Grade Participation Decision Accommodations Alternate Assessment Justification
STAAR Reading Grade 1 Reading ☑ Standard with Accommodations Extended time (1.5x), small group, visual supports ☐ No alternate needed Cognitive abilities support grade-level content with accommodations
STAAR Mathematics Grade 1 Mathematics ☑ Standard with Accommodations Extended time, manipulatives, visual aids ☐ No alternate needed Math calculation strength documented; problem-solving addressed with supports
District Benchmarks Reading/Math quarterly ☑ Standard with Accommodations Same as state assessments ☐ No alternate needed Progress monitoring alignment with IEP goals
English Language Arts CBM Weekly progress monitoring ☑ Standard with Modifications Reduced items, visual supports ☐ No alternate needed Direct alignment with IEP reading goals

Assessment Data Justification:

  • WPPSI-IV Full Scale IQ: 87 - Low average cognitive abilities support participation in grade-level assessments with appropriate accommodations
  • Academic Achievement Profile - Variable performance indicates accommodations rather than alternate assessment needs
  • Autism-Related Characteristics - Communication and behavioral differences require environmental and presentation accommodations but not alternate content

🔧 Assessment Accommodations Detail

Accommodation Type Specific Accommodation Assessments Applied Implementation Notes Staff Training Required
Presentation Extended time (1.5x standard) All standardized assessments Must be provided in familiar testing environment Test administrator training on autism needs
Setting Small group administration (maximum 5 students) All assessments Reduces distractions and social anxiety Quiet testing space arrangement
Response Permission to use manipulatives for math STAAR Math, district math assessments Allow concrete supports for abstract concepts Training on appropriate manipulative use
Timing/Scheduling Frequent breaks (every 20 minutes) All assessments longer than 30 minutes Prevents fatigue and supports attention regulation Break protocol training for staff
Other Visual schedule of testing activities All multi-part assessments Reduces anxiety about unknown activities Visual support preparation training

Important Assessment Notes:

  • All accommodations must be used regularly in classroom instruction before testing
  • Test administrators must be familiar with Ethan's communication style and behavioral needs
  • Sensory tools (headphones, fidgets) should be available during all assessments
  • Social stories about testing should be provided 1 week before each assessment
  • Emergency protocols for behavioral escalation must be in place during testing

SECTION 12: TRANSITION SERVICES

⚠️ Transition Services Status: NOT YET APPLICABLE

Student Age: 6 years old (as of November 15, 2025)

Transition Planning Requirement: Must begin no later than the IEP in effect when the student turns 16, or earlier if appropriate (by 2035 for Ethan)

Current Focus: Building foundational skills that will support future transition planning

🌱 Early Transition Foundation Building

While formal transition services are not yet required, the IEP team recognizes the importance of building foundational skills that will support Ethan's long-term success and future transition planning:

Foundation Area Current Focus Connection to IEP Goals Long-term Benefit
Social Skills Development Building peer relationships and social communication foundations Goal 3: Social Communication and Reciprocal Interaction Essential for workplace collaboration and community integration
Independence Skills Self-regulation, following routines, problem-solving Goal 5: Self-Regulation and Behavioral Flexibility Critical for independent living and employment
Academic Foundation Strong literacy and numeracy skills preparation Goals 1, 2, 4: Reading, Math, Writing Supports post-secondary education and career options
Self-Advocacy Learning to communicate needs and preferences All communication-related goals Empowers student to direct own supports and services

🔮 Future Transition Planning Considerations

Strengths to Build Upon:

  • Visual-spatial abilities (WPPSI-IV VSI: 95, 37th percentile)
  • Strong interest in trains and schedules (potential career interest area)
  • Ability to follow structured routines and visual schedules
  • Rule adherence and compliance with clear expectations
  • Adequate decoding and computational skills

Areas Needing Long-term Development:

  • Social communication and reciprocal interaction
  • Flexible thinking and adaptation to change
  • Independence in daily living skills
  • Self-regulation in unstructured environments
  • Executive functioning and organizational skills

Family Cultural Values:

The IEP team acknowledges the importance of integrating Chinese and Vietnamese cultural considerations in all planning. As Ethan progresses toward transition age, the team will work closely with the family to ensure transition goals align with cultural values and family expectations for education, career, and community participation.

Timeline for Formal Transition Planning:

  • Age 14 (2033): Begin informal discussions about post-secondary interests and goals
  • Age 16 (2035): Formal transition assessment and development of measurable post-secondary goals
  • Ongoing: Monitor skill development in areas critical for adult independence

SECTION 13: BEHAVIORAL INTERVENTION PLAN (BIP)

⚠️ BEHAVIORAL CONCERNS REQUIRING INTERVENTION

Ethan demonstrates significant behavioral challenges including elopement, physical aggression, and non-compliance with transitions that pose safety risks and significantly impair his ability to access educational programming. This Behavioral Intervention Plan (BIP) is based on a Functional Behavior Assessment (FBA) completed November 10, 2025.

🎯 Target Behaviors (Based on FIE and Classroom Data)

Target Behavior Operational Definition Current Frequency Baseline Data Functional Hypothesis
Elopement Leaving designated area without permission, including classroom, playground, or assigned location for more than 5 seconds 2-3 times per week 8 documented incidents in 4 weeks (Oct 8 - Nov 5) Escape from overwhelming sensory input or unexpected changes
Physical Aggression Hitting, kicking, throwing objects at adults or peers with force that could cause harm 1-2 times per week 5 documented incidents in 4 weeks (Oct 8 - Nov 5) Communication frustration when needs not understood; escape from demands
Non-compliance with Transitions Refusing to move between activities, remaining in previous location despite 2+ adult directives Daily (multiple times) Occurs during 60% of transitions (24 out of 40 observed) Difficulty processing change and need for predictability

📋 Functional Behavior Assessment Summary

Assessment Completed: November 10, 2025 by Mr. Thomas Jackson, BCBA

Assessment Methods: Direct observation (4 sessions), ABC data collection, interview with staff and parents, review of incident reports

Primary Function of Behaviors:

  • Escape/Avoidance (70%): Behaviors function to escape overwhelming sensory situations, unexpected changes, or task demands beyond current ability level
  • Communication (30%): Behaviors serve to communicate needs, frustration, or request for help when verbal communication is insufficient

Antecedent Patterns (What happens BEFORE the behavior):

  • Unexpected changes in routine or schedule (present in 75% of incidents)
  • Loud or unpredictable environmental sounds (fire drills, announcements, cafeteria noise)
  • Multi-step verbal instructions without visual supports
  • Social demands exceeding current skill level (group activities, peer conflicts)
  • Transitions without adequate warning or preparation (5-minute and 2-minute warnings not given)

Consequence Patterns (What happens AFTER the behavior):

  • Adult attention and support (reinforcing when function is to seek help)
  • Removal from situation (reinforcing escape function)
  • Peer avoidance (reinforcing when socially overwhelmed)
  • Access to preferred activities or items to calm down

🛠️ Intervention Strategies

Strategy Type Specific Interventions Implementation Responsible Person Data Collection Evidence Base
ANTECEDENT STRATEGIES (Prevent behaviors before they occur)
Environmental Modifications Visual schedule posted and reviewed hourly; noise-reducing headphones available; designated calm-down space Daily, all settings All staff Environmental checklist (daily) Autism structured teaching research
Schedule/Routine Support Advance warning for ALL transitions (5-minute and 2-minute); visual timers; "First-Then" boards All transitions (20+ daily) Teachers, paraprofessional Transition success rate (daily) Applied behavior analysis
Communication Support Visual choice boards; break cards accessible; "Help" symbol; AAC device as needed Available always; taught during social skills time SLP training, all staff use Communication attempts frequency (daily) Functional communication training
TEACHING STRATEGIES (Teach replacement behaviors)
Replacement Behaviors Explicitly teach: "I need help," "I need a break," showing frustration card, requesting sensory tool Daily instruction (15 min); reinforced throughout day Special education teacher, SLP Replacement behavior frequency vs. problem behavior Functional communication training
Self-Regulation Skills Zones of Regulation curriculum; deep breathing; counting to 10; sensory strategies Twice weekly direct instruction (30 min); practiced during calm states School counselor, special ed teacher Self-regulation attempts (tally marks) Zones of Regulation curriculum
Social Problem Solving Scripts for peer interaction; conflict resolution steps; social stories for specific situations Weekly social skills group (30 min); pre-teaching before novel situations Special education teacher Social problem solving instances (weekly count) Social skills instruction research
CONSEQUENCE STRATEGIES (Respond to behaviors)
Positive Reinforcement Earned preferred activities (5 min train videos, train book time); specific praise; token economy Immediate and frequent initially (continuous); fade to variable schedule All staff (consistency critical) Reinforcement delivery log Applied behavior analysis
Response to Problem Behavior Calm redirection; brief processing time (2 min); return to expectation; NO access to preferred activities following problem behavior Consistent across all staff; protocol posted Behavior specialist trains all staff Incident duration and intensity (ABC data) Positive behavior support
Teaching Opportunities Debrief after incidents using visual supports; practice appropriate response; problem-solve with student Within 1 hour of incident when student is regulated Special education teacher or counselor Learning opportunities provided (log) Restorative practices

🚨 Crisis Intervention Procedures

⚠️ LEVEL 1: EARLY WARNING SIGNS (Escalation Indicators)
  • Hand flapping increasing in frequency and intensity
  • Covering ears and avoiding eye contact
  • Verbal stimming (train sounds) becoming louder
  • Pacing or seeking exit from area
  • Echoing phrases repeatedly

Staff Response: Offer visual choice board, reduce environmental stimuli, provide space, offer preferred sensory tool

⚠️ LEVEL 2: MODERATE ESCALATION
  • Verbal protests increasing in volume
  • Physical resistance to redirection
  • Moving toward exit/door
  • Pushing away materials or people

Staff Response: Guide to designated calm-down area, offer preferred sensory tool, use minimal verbal processing (5 words or less), allow processing time (5-10 minutes)

🚨 LEVEL 3: CRISIS - SAFETY RISK PRESENT
  • Elopement from classroom/area
  • Physical aggression toward self or others
  • Property destruction
  • Cannot be safely redirected

Emergency Procedures:

  1. Ensure safety of other students (clear area if necessary; one staff member escorts other students)
  2. Call for administrative support immediately (walkie-talkie code: "Support needed in [location] for Ethan")
  3. Trained crisis team responds (Principal, BCBA, or designated crisis responder)
  4. Follow district crisis intervention protocols (CPI trained staff only)
  5. Contact parents immediately (within 15 minutes of incident)
  6. Document incident thoroughly using district incident report form
  7. Arrange emergency team meeting within 24 hours if pattern change noted

🚫 PROHIBITED RESPONSES:

  • Physical restraint except in true emergency (imminent danger) by CPI-trained staff only
  • Seclusion or locked rooms
  • Raising voice or showing anger/frustration
  • Power struggles or demands during escalation
  • Punishment or removal of privileges following behavioral crisis
  • Discussing incident with student until fully regulated (minimum 30 minutes post-crisis)

Post-Crisis Procedures:

  1. Immediate: Allow adequate recovery time (minimum 20-30 minutes in calm space)
  2. Within 1 Hour: Debrief with student using visual supports when fully regulated
  3. Same Day: Analyze antecedents for prevention planning; update ABC data
  4. Within 2 Hours: Parent notification with factual account
  5. Within 24 Hours: Team meeting if pattern change noted or severity increased

📞 Communication Protocols

Incident Type Parent Notification Timeline Method Documentation Required
Elopement from classroom/playground Immediate (within 15 minutes) Phone call Incident report, ABC data
Physical aggression resulting in injury Immediate (within 15 minutes) Phone call Incident report, ABC data, injury documentation
Physical aggression without injury Same day (within 2 hours) Phone call or email Incident report, ABC data
Non-compliance requiring level 2+ intervention End of day Daily communication app Brief note in app, ABC data collection
Successful use of replacement behavior Daily Communication app (positive note) Tally marks on data sheet

Weekly and Monthly Reviews:

  • Weekly: Behavior data review with team; trend analysis; adjustment of strategies as needed
  • Monthly: Comprehensive behavior plan effectiveness review; parent meeting to review progress and modifications
  • Quarterly: Formal FBA review; determine if continued BIP is necessary or if modifications needed

SECTION 14: EXTENDED SCHOOL YEAR (ESY) SERVICES

📊 ESY Eligibility Determination

ESY Criteria Data/Evidence Decision Supporting Documentation
REGRESSION/RECOUPMENT
Documented Skill Loss Previous summer (2025) showed 3-month regression in social communication skills; required 2 months to recoup skills in fall 2025 ☑ Qualifies Preschool progress reports (Spring 2025 vs. Fall 2025); parent documentation; kindergarten teacher reports
Time to Relearn Skills Communication and social skills required 8+ weeks to reestablish after summer break; significant instructional time lost ☑ Qualifies Previous service provider reports; kindergarten teacher input documenting regression pattern
SEVERITY OF DISABILITY
Nature of Disability Autism with severe social communication deficits (SRS-2: 75T parent, 72T teacher - severe range) requiring consistent intensive intervention ☑ Qualifies ADOS-2 results (total score: 17); SRS-2 severe range scores; GARS-3 Autism Index 112-117
INTERFERES WITH IEP PROGRESS
Goal Achievement Impact Regression in summer would significantly impair annual goal achievement, particularly in social communication, self-regulation, and behavioral flexibility ☑ Qualifies IEP goal analysis; progress monitoring requirements; connection between summer regression and goal attainment
SPECIAL CIRCUMSTANCES
Critical Period for Development Age 6-7 represents crucial developmental period for social communication in autism; early intervention research supports continuous programming ☑ Qualifies Developmental research on autism interventions; early intervention importance; critical period for neural plasticity

ESY DETERMINATION: ☑ ELIGIBLE

Ethan Chen qualifies for Extended School Year (ESY) services based on:

  • Documented regression/recoupment pattern from previous summer
  • Severity of autism-related communication and behavioral needs
  • Critical developmental period requiring consistent intervention
  • Significant impact on IEP goal achievement without summer services

📅 ESY Services Specifications

ESY Service Provider Schedule Location Duration Goals Addressed Minutes/Week
Special Education Services Certified Special Education Teacher 4 days/week (Mon-Thu) Summer program site 6 weeks Social communication, reading comprehension, self-regulation 120 min/week
Speech-Language Therapy SLP or trained provider 2 times/week (Mon, Wed) Therapy room 6 weeks Social communication, pragmatic language 60 min/week
Social Skills Instruction Special Education Teacher 3 times/week (Mon, Wed, Thu) Small group setting 6 weeks Peer interaction, social communication 90 min/week
Behavioral Support BCBA consultation 1 time/week (Thu) Various settings 6 weeks Self-regulation, transition skills 30 min/week

Total ESY Minutes per Week: 300 minutes (5 hours)

ESY Service Dates: June 8 - July 17, 2026 (6-week program, Monday-Thursday)

ESY Location: Meadowbrook ISD Summer Learning Academy, Sunrise Elementary Campus

ESY Hours: 8:00 AM - 12:00 PM, Monday-Thursday

Transportation: ESY transportation provided (bus service available)

📋 ESY Service Justification

1. Preventing Regression:

Maintain social communication gains achieved during school year. Without ESY services, Ethan is likely to regress in his ability to initiate and maintain peer interactions, use learned communication strategies, and engage appropriately in social contexts. Previous summer data (2025) documented significant regression that required 8 weeks to recoup.

2. Skill Consolidation:

Practice and strengthen newly acquired social interaction skills in structured settings with typical peers. ESY provides opportunities to generalize skills learned during the school year to novel situations and maintain behavioral momentum.

3. Behavioral Continuity:

Consistent behavioral support to prevent regression in self-regulation skills. Ethan's behavioral challenges (elopement, aggression) are directly tied to his ability to regulate emotions and cope with transitions - skills that require consistent practice and reinforcement.

4. Family Support:

Continued structure and support during summer break reduces family stress and provides respite while maintaining educational progress. Parents have expressed concern about managing Ethan's behavioral needs during extended break periods.

🎯 ESY Goal Focus Areas

  • Social Communication (Priority): Maintain and generalize skills from Goal 3 (initiating conversations, turn-taking, topic maintenance)
  • Self-Regulation (Priority): Continue practice of coping strategies from Goal 5 (using break cards, sensory tools, appropriate communication of needs)
  • Reading Comprehension: Prevent regression in comprehension strategies taught during school year (Goal 1)
  • Behavioral Flexibility: Maintain gains in transitioning and adapting to schedule changes

ESY Progress Monitoring:

  • Weekly data collection on priority goals (social communication, self-regulation)
  • Bi-weekly parent communication regarding progress and concerns
  • Final ESY report provided to parents and school team before start of 2026-27 school year
  • Comparison of beginning ESY and end ESY data to measure regression prevention

SECTION 15: PROGRESS MONITORING AND REPORTING

📈 Progress Monitoring Procedures

Goal/Objective Data Collection Method Frequency Responsible Person Review Schedule Decision Criteria
Goal 1: Reading Comprehension Curriculum-based measurement probes (5 inferential questions); 4-point rubric scoring Weekly (Fridays) Special Education Teacher Bi-weekly data review with team 3 consecutive weeks below 50% accuracy triggers modification
Goal 2: Math Problem Solving Weekly assessment with 10 word problems; accuracy scoring with error analysis; strategy use rating Weekly (Thursdays) Math Support Teacher or Gen Ed Teacher Bi-weekly team review Performance below 60% for 2 consecutive weeks triggers support increase
Goal 3: Social Communication Structured observation during natural social contexts; 5-point rubric (initiation, turn-taking, topic maintenance) 3x daily during lunch, recess, group work SLP, trained classroom staff, paraprofessional Weekly data review; bi-weekly team consultation Less than 50% initiation for 2 weeks triggers strategy modification
Goal 4: Written Expression Weekly writing samples; 4-point holistic rubric (organization, content, vocabulary, mechanics) Weekly (Wednesdays) Special Education Teacher Weekly writing conferences with student; monthly rubric analysis Scores below 2/4 for 3 consecutive weeks triggers technology/support increase
Goal 5: Self-Regulation Daily behavior tracking during transitions; frequency count of appropriate vs. inappropriate responses; ABC data Daily (all transitions - 20+ per day) All staff, paraprofessional (primary) Daily review by case manager; weekly analysis; bi-weekly formal review 30% inappropriate responses for 1 week triggers immediate behavior plan review

📧 Parent Communication and Reporting Schedule

Communication Type Frequency Content Included Responsible Person Method Timeline
Daily Communication Every school day Behavior summary, academic highlights, concerns, upcoming events Paraprofessional, Teacher Communication app (Seesaw or ClassDojo) End of each school day by 4:00 PM
Weekly Progress Summary Every Friday Goal progress data, upcoming week preview, home practice suggestions Case Manager (Special Ed Teacher) Email summary with data graphs Friday by 4:00 PM
Monthly Progress Reports Last Friday of each month Comprehensive goal progress, service delivery log, data graphs, narrative summary Special Education Teacher Formal written report Required by IDEA for quarterly reporting
Quarterly Conferences Every 9 weeks In-depth progress review, goal modification discussions, service effectiveness, parent concerns Full IEP Team In-person or virtual meeting Scheduled 2 weeks in advance
Annual Review Preparation 4 weeks before annual IEP Current performance levels, goal achievement summary, service effectiveness, recommendations Case Manager Comprehensive report distributed to team October 2026 (for November 2026 annual review)

IDEA Compliance Note:

Progress reports will be provided to parents at least as often as progress is reported to parents of nondisabled students (quarterly report cards). In this district, progress reports are provided monthly, which exceeds the minimum IDEA requirement.

📊 Data Analysis and Decision-Making Protocols

Weekly Data Review Process:

  1. Data Collection: All service providers submit weekly data by Thursday end-of-day via shared Google folder
  2. Analysis: Case manager analyzes trends, patterns, and progress rates Thursday evening or Friday morning
  3. Decision Points: Identify goals meeting/exceeding/falling short of expected targets using visual analysis and trend lines
  4. Action Plans: Develop modifications or intensifications as needed; document decisions
  5. Communication: Share results with team and parents by Friday at 4:00 PM

Monthly Comprehensive Review:

  1. Goal Progress Analysis: Compare current performance to baseline and annual targets; calculate progress rate
  2. Service Delivery Review: Analyze actual minutes delivered vs. prescribed minutes (must be 100% or document make-up plan)
  3. Behavior Data Synthesis: Review incident reports, behavior tracking data, and intervention effectiveness
  4. Family Input Integration: Include parent observations, home practice data, and concerns
  5. Modification Recommendations: Propose changes for team consideration if data indicates need

Decision Rules for Goal Modifications:

Data Pattern Decision Rule Action Required
Insufficient Progress Below expected trend line for 6 consecutive data points OR less than 1.0 points per week progress Modify instructional strategies, increase supports, adjust goal if unrealistic
Plateau Pattern No progress for 4 consecutive weeks despite interventions Conduct mini-assessment; change instructional approach; increase intensity
Regression Performance decline over 2-week period Immediate team meeting; analyze environmental changes; adjust supports
Mastery Achievement Consistent performance above criteria for 2 consecutive weeks Fade supports; advance to next skill level; consider new goal

Service Modification Triggers:

  • Increase Intensity: Goal progress below 75% of expected rate for 4 weeks → Add 30 minutes/week or increase group to individual
  • Change Strategy: No progress despite 4 weeks of consistent implementation → Change instructional methodology, materials, or approach
  • Reduce Support: Consistent goal achievement above criteria for 4 weeks → Begin fading prompts, supports, or intensity
  • Add Services: Multiple goals (3+) showing insufficient progress simultaneously → Consider additional related service or increase minutes

📱 Digital Data Management Systems

Data Collection Tools:

  • Goal Progress: Google Sheets with automated graphing (shared with team)
  • Behavior Data: Structured ABC data collection forms (digital and paper backup)
  • Communication: ClassDojo or Seesaw for daily parent updates
  • Service Delivery: Electronic service log (documenting dates, times, minutes)

Data Security: All student data stored in FERPA-compliant systems with password protection and limited access to authorized personnel only

SECTION 16: LEGAL COMPLIANCE AND QUALITY ASSURANCE VERIFICATION

✅ COMPREHENSIVE LEGAL COMPLIANCE VERIFICATION COMPLETE

This IEP has undergone rigorous legal compliance review to ensure full adherence to federal IDEA 2004 regulations, state Texas Education Code requirements, and current case law standards including Endrew F. v. Douglas County.

✅ Federal IDEA 2004 Compliance Checklist

IDEA 2004 Requirement Status Evidence/Citation IEP Section
Present Levels of Academic Achievement and Functional Performance (34 CFR 300.320(a)(1)) ✅ Complete Academic and functional performance documented with assessment data, current classroom performance, and impact statements Section 5
Measurable Annual Goals (34 CFR 300.320(a)(2)) ✅ Complete 5 robust SMART goals with baseline, criteria, measurement method, timeline, and data decision rules Section 6
Description of Progress Measurement (34 CFR 300.320(a)(3)) ✅ Complete Specific measurement methods, frequency, and reporting schedule for each goal detailed Sections 6 & 15
Special Education and Related Services (34 CFR 300.320(a)(4)) ✅ Complete 300 minutes/week special education; related services (SLP, OT, behavioral support, counseling) with frequency, duration, and location specified Section 7
Supplementary Aids and Services (34 CFR 300.320(a)(4)) ✅ Complete Accommodations, assistive technology, personnel support detailed with implementation specifications Section 8
Program Modifications for School Personnel (34 CFR 300.320(a)(4)) ✅ Complete Staff training requirements, collaboration schedules, and competency verification specified Section 9
Extent of Nonparticipation (34 CFR 300.320(a)(5)) ✅ Complete LRE determination with justification; 75% general education with supports documented Section 10
State and District Assessments (34 CFR 300.320(a)(6)) ✅ Complete Participation in STAAR with accommodations specified; no alternate assessment needed Section 11
Projected Dates and Frequency (34 CFR 300.320(a)(7)) ✅ Complete All services have start date (12/2/2025), end date (12/1/2026), frequency, and duration Sections 2 & 7
Transition Services (34 CFR 300.320(b)) ✅ N/A - Student age 6 Foundation building documented; formal transition planning will begin by age 16 Section 12
Transfer of Rights (34 CFR 300.320(c)) ✅ N/A - Student age 6 Will be addressed at least one year before age of majority (age 17 in Texas) Future consideration

✅ Texas State Law Compliance Checklist

19 TAC Chapter 89 Requirement Status Evidence Implementation
Autism-Specific Programming (19 TAC 89.1055(f)) ✅ Complete Autism specialist services, sensory supports, structured teaching, visual schedules implemented Services Section 7; Accommodations Section 8
Assessment Accommodations (19 TAC 89.1055) ✅ Complete STAAR accommodations aligned with IEP needs and regularly used in instruction Assessment Section 11
ESY Determination (19 TAC 89.1065) ✅ Complete Documented eligibility with regression/recoupment data; ESY services specified ESY Section 14
Behavioral Support (19 TAC 89.1053) ✅ Complete FBA-based intervention plan with positive behavior supports and crisis procedures BIP Section 13
Related Services Justification (19 TAC 89.1050) ✅ Complete Assessment-based need documented for SLP, OT, behavioral support, counseling Services Section 7
ARD Committee Composition (19 TAC 89.1050(b)) ✅ Complete Required members documented with signatures; all roles filled appropriately Administrative Section 2

⚖️ Case Law and Legal Standards Compliance

Endrew F. v. Douglas County School District (2017)

Standard: IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances."

Compliance: ✅ MET

  • Goals are appropriately ambitious based on Ethan's assessment data and individual circumstances
  • Progress expectations (70-80% accuracy) are challenging yet achievable given current performance levels
  • Services and supports are sufficient in amount, frequency, and intensity to enable progress
  • Annual review process built in to ensure continued appropriateness

Board of Education v. Rowley (1982)

Standard: Student must receive meaningful educational benefit; procedural compliance and substantive appropriateness required.

Compliance: ✅ MET

  • IEP is reasonably calculated to provide meaningful benefit across academic, functional, and social domains
  • Full procedural compliance with IDEA regulations documented
  • Parents are full participants in ARD process with rights protected

Section 504 of the Rehabilitation Act & ADA

Standard: Ensure equal access and non-discrimination; provide reasonable accommodations.

Compliance: ✅ MET

  • Comprehensive accommodations provided for sensory differences (headphones, fidgets, sensory breaks)
  • Environmental modifications ensure equal access (preferential seating, visual supports, calm-down space)
  • Participation in all school activities with appropriate supports (lunch, recess, assemblies, field trips)

📚 Evidence-Based Practice Documentation

All instructional strategies and interventions documented in this IEP are based on current research and evidence-based practices for students with autism:

  • Social Communication: Social Thinking curriculum (Michelle Garcia Winner); video modeling; peer-mediated interventions
  • Behavioral Support: Applied Behavior Analysis (ABA) principles; functional communication training; positive behavior interventions and supports (PBIS)
  • Sensory Processing: Sensory integration strategies; Zones of Regulation (Leah Kuypers)
  • Academic Instruction: Explicit instruction with visual supports; structured teaching (TEACCH principles); assistive technology
  • Executive Function: Visual schedules; task analysis; organizational supports

🔍 Quality Assurance Checklist

Quality Standard Verification
Goals are individualized and based on student's unique needs (not generic) ✅ All goals directly tied to Ethan's specific assessment data and present levels
Measurable criteria are specific and observable ✅ All goals include specific percentage criteria and measurement methods
Services are sufficient to support goal achievement ✅ 300 min/week special education + related services justify need and intensity
Parent input is documented and considered ✅ Parent concerns from FIE inform goals and services
No duplication or contradictions across sections ✅ All sections internally consistent and cross-referenced
Cultural and linguistic needs addressed ✅ English proficient; cultural values noted in transition planning

✨ FINAL LEGAL COMPLIANCE CERTIFICATION

This Individualized Education Program (IEP) for Ethan Lee Chen has been developed in full compliance with:

  • ✅ Federal Law: IDEA 2004 (20 USC 1400 et seq.) and regulations (34 CFR Part 300)
  • ✅ Texas State Law: Texas Education Code Chapter 29 and 19 TAC Chapter 89
  • ✅ Case Law: Endrew F. v. Douglas County; Board of Education v. Rowley
  • ✅ Civil Rights: Section 504 of the Rehabilitation Act; ADA
  • ✅ Professional Standards: Evidence-based practices for autism intervention

Date of Compliance Review: November 27, 2025

Reviewed By: Dr. Amanda Torres, LSSP; Ms. Rachel Green, Special Education Teacher; Legal Compliance Specialist

📝 FINAL IEP SIGNATURES AND CERTIFICATIONS

Parent Notice: Your signature indicates that you participated in the development of this IEP. It does NOT necessarily mean that you agree with all components. You have the right to:

  • Request changes or modifications to this IEP at any time
  • Request an IEP meeting to discuss concerns
  • Obtain an Independent Educational Evaluation (IEE)
  • File a complaint with TEA or request due process

You have been provided with a copy of Procedural Safeguards - Notice of Rights for Parents of Students with Disabilities on November 20, 2025.

I certify that I participated in the development of this IEP and that it has been developed in accordance with IDEA 2004 and Texas Education Code:

Team Member Signature Date
David Chen (Father) __________
Michelle Lee (Mother) __________
Dr. Kevin Marshall (LEA Representative) __________
Ms. Rachel Green (Special Education Teacher) __________
Mrs. Susan Palmer (General Education Teacher) __________
Dr. Amanda Torres (LSSP - Evaluation Personnel) __________

IEP Implementation Date: December 2, 2025

Next Annual Review Date: November 30, 2026

Next Reevaluation Due: November 2028 (or earlier if requested)

CONFIDENTIAL DOCUMENT - PROTECTED UNDER FERPA

This IEP contains confidential student information protected under the Family Educational Rights and Privacy Act (FERPA).

Unauthorized disclosure is prohibited by federal law.

Meadowbrook Independent School District | Special Education Department

Phone: (512) 555-9000 | Email: specialed@meadowbrookisd.edu

Document Generated: November 28, 2025 | Valid Period: December 2, 2025 - December 1, 2026