Court filing
Exhibit C - IEP Mava — USA v. Qureshi (Dkt. 60-3, D. Md.)
Filed August 27, 2024 in USA v. Qureshi; one of 59 filings from this case.
Record facts
| Court | U.S. District Court for the District of Maryland |
|---|---|
| Filed | 2024-08-27 |
Full text
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student Information
Draft
Approved
Amended
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
STUDENT AND SCHOOL INFORMATION
Name: Mava Ayaz
Address: 573 Richard Way
City: Severna Park
State: MD
ZipCode: 21146
Grade: 09
Unique Student Identification Number (State): 3789053842
Student Identification Number (Local): 670972
Date of Birth: 02/07/2008
Age: 15
Gender:
Male
Female
Non-binary
Ethnicity: Hispanic or Latino:
Yes
No Race Codes: Asian
Student identified as English Learner:
Yes
No
Student's native language: English
Residence County: Anne Arundel
Residence School: Severna Park High School
Service County:Anne Arundel
Service School: Severna Park High School
Does the student require a specific accommodation for an emergency
evacuation?
Yes
No
Which jurisdiction is financially responsible?: Anne Arundel
Is the student currently under the care and custody of a state agency?:
Yes
No
Does the student require a parent surrogate?:
Yes
No
Parent Surrogate Name: Surrogate Phone:
Parent/Guardian 1 Name: Sarwat Naheed
Home Phone: (443)858-3530
Cell: 443-858-3530 (Mom)
Email: yazee1169@gmail.com
Parent native language, if not English: Urdu
Interpreter needed?:
Yes
No
Parent/Guardian 2 Name: Ayaz Hussain Qureshi
Home Phone: (443)761-9102
Cell: 443-858-3530 (Dad)
Email: yazee1169@gmail.com
Parent native language, if not English: Urdu
Interpreter needed?:
Yes
No
Case Manager: Noelle Cruder
IEP Team Meeting Date(s): 05/04/2023
IEP Annual Review Date: 05/04/2023
Parent was provided a copy of the Procedural Safeguards Parental Rights document.
The parents were provided a verbal and written explanation of the parents’ rights and
responsibilities in the IEP team process.
Parents were provided verbal and written information about access to habilitative services,
including a copy of the Maryland Insurance Administration’s Parents’ Guide to Habilitative
Services.
Native Language Translation:
N/A
Projected Annual Review Date: 05/03/2024
Most Recent Evaluation Date: 05/08/2023
Projected Evaluation Date: 05/08/2026
Primary Disability: Autism
Areas affected by disability: Reading - Vocabulary, Reading - Comprehension, Written
Expression, Math Problem Solving, Behavior, Cognitive/Intellectual, Adaptive Skills, Receptive
Language, Social Pragmatic Language
IEP TEAM PARTICIPANTS
Name
Position
Name
Position
Kathleen McNemar
Administrator/Designee
Noelle Cruder
Special Educator
Nicholas Marks
General Educator
Sarwat Naheed
Parent/Guardian
Ayaz Hussain Qureshi: not in attendance
Parent/Guardian
Mava Ayaz: not in attendance
Student
Tarinee Gilbertson
Speech/Language Pathologist
Alexandra Meyer
School Psychologist
Individualized Education Program (IEP)
I. Meeting And Identifying Information
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022))
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
CONTINUED ELIGIBILITY DATA (Required for reevaluation at least once every three years)
Specify the area(s) identified for reevaluation: Cognitive/Intellectual
Adaptive Skills
Discussion to support decision: The team reevaluated Mava in the areas above to see if there were other contributing factors affecting Mava outside of her diagnosis of autism. At the time
of the referral, Mava was exhibiting explosive temper tantrums in both the home and school environment.
Evaluation Date: 05/08/2023 (This is the most recent date on which the IEP team completed a full and comprehensive review of all assessment materials.)
Does the student continue to have a disability and such educational needs that require the continued provision of special education and related services?
Yes
No
Are any additions or modifications to special education and related services needed to enable the student to meet the measurable annual goals set out in the student's IEP and to
participate, as appropriate, in the general education curriculum?
Yes
No
Eligible as a student with a disability?
Yes
No
Document basis for decision(s): Mava's cognitive skills remain in the extremely low range in the areas of verbal comprehension, visual spatial, fluid reasoning, working memory, and
processing speed. Adaptive skills measured to be within the extremely low range for conceptual skills, social composite, and practical skills. Mava's frequent behaviors of emotional
meltdowns have diminished since the time of the referral.
Indicate primary
disability:
Autism
Individualized Education Program (IEP)
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE)
DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
I. Meeting And Identifying Information
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
STUDENT PARTICIPATION ON DISTRICT/STATEWIDE ASSESSMENTS AND GRADUATION INFORMATION
Graduation requirements explained to parents
Yes
No
State graduation requirements can be found at www.marylandpublicschools.org.
Record any additional local graduation requirements:
Projected Category of Exit
The student will exit with:
Certificate of Program Completion at the end of the school year the student turns 21
Projected Date of Exit:
The student is participating in a 6 year program and is projected to exit/graduate school: 06/01/2028
At exit the student will receive a Maryland Summary of Performance (MSOP) that includes academic achievement, functional performance, accommodations, and progress on
postsecondary goals.
Have the student and parents been informed that rights under IDEA do not transfer to students with disabilities on reaching age of majority, except under limited circumstances, as
described in Education Article §8-412.1, Annotated Code of Maryland?
Yes
N/A
PLAN FOR PARTICIPATION IN THE MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM (MCAP) TO BE ADMINISTERED DURING THE TERM OF THE CURRENT IEP
The student is not eligible to participate in statewide/district testing. Statewide/District testing is administered beginning in first grade.
The student will participate in the Maryland Comprehensive Assessment Program (MCAP) for grades 3 through 8
- English Language Arts/Literacy:
Yes
No Mathematics:
Yes
No Social Studies::
Yes
No
The student will participate in the Maryland Comprehensive Assessment Program (MCAP) for high school:
- English Language Arts/Literacy:
Yes
No Algebra I:
Yes
No Geometry:
Yes
No Algebra II:
Yes
No
The student will participate in the Maryland Integrated Science Assessment (MISA) aligned with Next Generation Science Standards (NGSS) in assessed grade - (Grades 5 and 8)
Yes
No
The student will participate in the High School Maryland Integrated Science Assessment (MISA) aligned with Next Generation Science Standards (NGSS) in assessed grade
Yes
No
The student will participate in the Maryland High School Assessment (HSA) in assessed course - Government:
Yes
No
Has the School-based IEP team determined that the student should participate in an alternate assessment based on alternate academic achievement standards?
Yes
No
(Complete the required Appendix A (Alternate Checklist) of the Guidance for IEP Teams: Participation Decisions for the Alternative Assessments and Instruction Using Alternate Standards
document annually and file in the student’s electronic IEP folder.)
Does the parent consent to the student participating in an alternate assessment based on alternate academic achievement standards in assessed grade in • English Language Arts
(Grades 3-8, 11) • Mathematics (Grades 3-8, 11) • Science (Grades 5, 8, 11, only)?
Yes- Date of written consent: 07/07/2022
PLAN FOR PARTICIPATION IN INSTRUCTION USING ALTERNATE STANDARDS
Has the School-based IEP team determined that the student will be instructed using alternate standards, which, if continued, will result in not earning credits toward a Maryland High
School Diploma?
(Complete the required Appendix A (Alternate Checklist) of the Guidance for IEP Teams: Participation Decisions for the Alternative Assessments and Instruction Using Alternate Standards
document annually and file in the student’s electronic IEP folder.)
Yes
No
Does the parent consent to the student being instructed using alternate standards?
Yes- Date of written consent: 05/11/2023
Document basis for assessment decision(s): Mava has a severe disability that significantly impacts cognitive functioning and adaptive behaviors. Mava is learning skills that focus on
emerging, readiness, and/ or functional application of the general curriculum and requires extensive modification and instruction to learn and generalize skills across multiple settings. In
addition, Mava requires ongoing instruction in functional skills and requires extensive support to participate meaningfully in daily activities. Mava meets the criteria to participate in Alt-
Assessment. See attached criteria.
Student is pursuing a:
Maryland High School Diploma
Maryland High School Certificate of Program Completion
PLEASE NOTE: A STUDENT MAY BE ASKED TO PARTICIPATE IN NATIONAL OR INTERNATIONAL ASSESSMENTS. ONLY ALLOWABLE ACCOMMODATIONS ON
NATIONAL/INTERNATIONAL ASSESSMENTS ARE PERMITTED.
Complete for high school seniors that may be eligible for an HSA waiver
IEP team has discussed the criteria of the waiver decision-making process for the student and supports an HSA waiver recommendation to the local superintendent.
Yes (If yes, specify date recommended)
No
Anne Arundel County Public Schools | Division of Special Education
Severna Park High School 60 Robinson Road at Benfield Road Severna Park MD 21146 410-544-0900
PARTICIPATION CRITERIA AND CHECKLIST--Alternate Assessments
Student Name: Mava Ayaz
Student ID#:
670972
Date of Birth: 02/07/2008
Grade:
09
Gender:
Female
Disability:
Autism
Native Language: English
SASID#:
3789053842
LEA#:
02
IEP Teams are required to use this Participation Criteria and Checklist when determining eligibility for students with a “significant cognitive disability” for participation in the alternate
assessments and/or alternate instructional standards. In order for the student to be eligible to participate, the IEP Team must answer AGREE to ALL of the criteria items. If the IEP Team
disagrees, responding with a DISAGREE for one or more questions, the IEP Team should consider the student eligible for participation in the general assessments with or without
accommodations. The IEP Team must use multiple sources of information, such as the current IEP, results from formal and informal assessments, data gathered from classroom
assessments, and information gathered from parent/guardian/student that document academic achievement to guide the decision-making process for participation in the appropriate
instructional framework and statewide assessment. This form must be stored in the student’s electronic file.
Date of Meeting: 05/04/2023
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
Maryland Alternate Assessment
Participation Criteria
Agree
Or
Disagree
Description of Evidence
Sources of Evidence [check if
used]
1. The student has an Individualized Education
Program (IEP). that includes specially
designed instruction comprised of
accommodations, evidence-based practices,
program modifications, personnel support,
and evidence the student cannot access the
general education despite ongoing
interventions.
Agree
Disagree
Mava accesses academics in the school setting
utilizing structured supports identified in her IEP. Mava's
disability of autism impacts her ability to learn in the
areas of reading, math, and written expression in the
general education curriculum. Mava requires adult
support throughout the school day in all school
settings for behavior support and to encourage
appropriate behavior as well as on-task behavior (work
completion), and to help Mava access material in
classes and participate in activities with peers.
Weaknesses in social pragmatic and receptive
language make it difficult for Mava to understand orally
presented information and clearly and efficiently
express her thoughts and ideas across academic and
social settings.
IEP progress notes
Teacher reports
Impact statement
Other:
2. The student has a significant cognitive
disability that impacts intellectual functioning
and adaptive behavior. A significant cognitive
disability is pervasive and affects learning
across all content areas, independent
functioning, community living, leisure, and
vocational activities.
Agree
Disagree
Information collected from both cognitive assessments
and Adaptive measures of functioning note that Mava's
scores are significantly below those of same age
peers.
Results of Individual Cognitive Ability Test
Results of Adaptive Behavior Skills
Assessment
Results of individual and group
administered achievement tests
Results of informal assessments
Results of individual English Language
Arts, Science, and Mathematics
assessments
Results of district-wide assessments
Results of language assessments
including English Learner (EL) language
assessments if applicable
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
Maryland Alternate Assessment
Participation Criteria
Agree
Or
Disagree
Description of Evidence
Sources of Evidence [check if
used]
3. The student is learning content derived from
the Maryland College and Career-Ready
Standards (MCCRS). In English/language arts
and the Next Generation Science Standards
with grade-level curriculum significantly
modified in order for the student to access
knowledge and skills that allow the student to
make progress.
Agree
Disagree
Mava is accessing the essential elements in order to
access academic instruction and modifications to
address her needs. Adult support, supports Mava by
providing specialized instruction and modified content
in academic tasks as well as throughout school
settings. Mava is currently accessing content derived
from MCCRS in ELA through the Unique Curriculum.
Examples of curriculum, instructional
objectives and materials, including work
samples
Present levels of academic and functional
performance, goals and objectives from
the IEP
Data from scientific research-based
interventions
Progress monitoring data
4. The student requires extensive, direct,
repeated, and individualized instruction and
substantial supports to achieve measurable
gains in the grade-and age- appropriate This
instruction is not temporary or transient in
nature. The student uses substantially
modified materials and individualized
methods of accessing information in
alternative ways to acquire, maintain,
demonstrate, and transfer skills across
academic content.
Agree
Disagree
Mava requires adult support in school settings to
support positive behavior and help her access grade-
level content and connect/interact with grade-level
peers in general education encore classes. Mava
requires repetition of directions to ensure she stays on
task or understands what is being asked of her. Mava
uses a token chart throughout her school day to
reinforce positive behavior and earn preferred breaks.
Mava requires a consistent schedule and needs
advanced preparation for schedule changes. Mava
needs frequent reminders of class rules and adult
support to encourage or reinforce behavior in
academic and non-academic settings so Mava can be
successful in the school environment. Mava requires
modified content with picture support so she is able to
access content.
Examples of curriculum, instructional
objectives, and materials including work
samples from both school and
community-based instruction
Teacher collected data and checklists
Present levels of academic and functional
performance, goals and objectives, and
post school outcomes from the IEP and
the Transition Plan for students age 14
and older unless State policy or the IEP
team determines a younger age is
appropriate
The criteria for participation in the alternate assessments and/or alternate instructional standards reflect the pervasive nature of a significant cognitive disability. All content areas
should be considered when determining who should participate. A student who participates in the Alternate Assessments participates in the assessment for all content areas of
English/Language Arts, Mathematics, and Science.
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
Evaluation Review of Cognitive/Adaptive Ability:
Individual Cognitive Ability Assessment:
Name and Title of Examiner: Alexandra Meyer
Most Recent Test Date: 04/17/2023
Assessment: WISC V
Score(s): Verbal Comprehension 50
Visual Spatial 61
Fluid Reasoning 58
Working Memory 45
Full Scale IQ 45
Assessment Comments: Mava was given the Wechsler Intelligence Scale for Children- Fifth Edition (WISC-V), an individually administered test of cognitive ability. The WISC-V has 10 core
subtests and there are five main composites Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. Mava’s overall Full-Scale IQ fell within the
extremely low range (Standard Score = 45).
Educational Assessment:
Name and Title of Examiner: Sara Hayden
Most Recent Test Date: 06/06/2022
Assessment: Brigance
Score(s): Geometry: Mava was given an assessment on identifying congruent figures. Mava scored a 2/5 or 40% accuracy. Mava was also given an assessment assessing her ability to
identify similar solid figures with same shape. Mava scored 100% or 5/5 on the given assessment indicating mastery.
Number Sense: Mava was given an assessment that measured her ability to find the sum for addition problems with up to two-digit numbers. Without a calculator, Mava was able to solve
0/5 problems using regrouping. With calculator, Mava was able to solve 5/5 problems with 100%. Mava was given an assessment assessing her ability to compare or order a pair or group
of two- or three- digit numbers. Mava scored 3/5 or 60% on comparing numbers. Mava scored 0/5 on finishing a given number pattern.
Number Patterns: Number pattern assessment was given to Mava to assess her ability to extend number patterns. When required to write a missing number within a given pattern (2's, 5s,
10s, 100s), Mava was unable to do so (0/5 = 0%).
Given a word recognition grade placement test, Mava scored 9/10 on the 3rd grade word list and 3/10 on the 4th grade list. Mava scores place her at the 3rd grade level for word recognition.
Mava was given an oral reading assessment to asses the level that she is able to read material with an accuracy of at least 97% accuracy. Mava was able to read a 4th grade passage with
at least 97% accuracy independently. Mava struggled with harder vocabulary in the 5th grade text and scored a 92% accuracy.
Assessment Comments: Reading
Abilities: Mava was able to read and identify 90% of words from the 3rd grade word placement assessment. Mava was able to go back and self-correct when originally mispronouncing a
word. Mava was given an oral reading assessment to asses the level that she is able to read material with an accuracy of at least 97% accuracy. Mava was able to read a 4th grade
passage with at least 97% accuracy independently. While Mava struggled with more difficult vocabulary from a 5th grade text, she was able to read the text aloud with a 92% accuracy.
(Brigance does require student to get at least 97% accuracy for grade placement). Mava was given a a comprehension assessment that assessed Mava's ability to read a short passage
then answer a series of comprehension questions. Mava was able to score at least 80% accuracy on comprehension assessments up to an upper 2nd grade level.
Difficulties: When given the 4th grade word recognition placement assessment, Mava was only able to identify and read 30% of words. Mava struggled with harder vocabulary in the 5th
grade text and scored a 92% accuracy on oral reading assessment. Mava struggled when given a 3rd grade comprehension assessment after a short passage and was only able to score
a 40% (2/5 questions correct).
Math:
Abilities: Mava was able to identify similar figures with solid shapes with 100% accuracy on given assessment. Mava was able to solve 5/5 problems (100%) of 2-digit numbers using a
calculator.
Difficulties: Mava struggled when asked to identify congruent figures. She was only able to do so with 40% accuracy. Mava showed difficulty with comparing two-digit numbers and was only
able to do so with 60% accuracy. Mava struggled with finishing number patterns (2's, 5's, 10's, 100's); 0% accuracy.
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
Adaptive Skills Assessment:
Name and Title of Examiner: Alexandra Meyer
Most Recent Test Date: 04/26/2023
Assessment: ABAS-3
Score(s): General Adaptive 52
Social 66
Conceptual 54
Social 66
Assessment Comments: The General Adaptive Composite (GAC) reflects the individual’s overall adaptive skills and is based on a sum of the scores from the skill areas. The results of the
ABAS-3 Teacher Form reveal many adaptive skills deficits in Mava. Mava’s weakest area of functioning was observed regarding her Conceptual skills. Specifically Mava’s self-direction,
community use, health and safety, and self-care skills are significantly weaker when compared to same age peers.
Please use this space to include any additional assessment data/scores that guide the IEP Team discussion (optional):
*All Standard and Composite Scores shall be considered when reviewing multiple sources of data. If documentation in one of the requested areas is not available, a detailed explanation
is required below. Please include any medical or other information that may have prevented administration of the assessment in the requested areas.
Evidence shows that the decision for participating in the Maryland Alternate Assessments was not based on the list below.
To consider a student eligible for participation in alternate assessments, The IEP Team must also answer AGREE to ALL of the items listed below. NOTE: A DISAGREE
response indicates the student did not meet the eligibility criteria for Maryland Alternate Assessments and, therefore, the student will participate in the general curriculum
and the MSA or GENERAL ASSESSMENT assessments with or without accommodations, as appropriate, based on her IEP. Please refer to the Maryland Assessment,
Accessibility & Accommodations Policy Manual for more information about accommodations and Maryland assessments.
1. A disability category or label
2. Poor Attendance or extended absences
3. Native language/social/cultural or economic differences
4. Expected poor performance on the general education assessment
5. Academic and other services the student receives
6. Educational environment or instructional setting
7. Percent of time receiving special education services
8. English Learner (EL) status
9. Low reading and mathematics achievement level
10. Anticipated disruptive behavior
11. The impact of test scores on accountability system
12. Administrator decision
13. Anticipated emotional stress
Agree
Disagree
14. Need for accommodations, e.g. assistive technology/AAC to participate in the assessment process
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
IEP Team Statement of Assurance: Our decision was based on multiple pieces of evidence that, when taken together, demonstrated that the Maryland Alternate Assessments are
appropriate for this student; that her academic instruction will be based on the CCCs linked to the MCCRS; that the additional considerations listed above were not used to make this
decision; and that any additional implications of this decision were discussed thoroughly, including that participation in the Maryland Alternate Assessments will not qualify a student for a
regular high school diploma. 34 CFR § 300.160.d.
Name
Position
Kathleen McNemar
IEP Facilitator
Noelle Cruder
Special Education Teacher
Nicholas Marks
Special Education Dept. Chair
Tarinee Gilbertson
Speech/Language Pathologist
Alexandra Meyer
School Psychologist
Sarwat Naheed
Parent
Eligibility Criteria:
As documented through the eligibility criteria and additional criteria listed above, it has been determined that the student is being instructed with modified grade-level content standards,
which do not fully represent grade level content. Therefore, the student may not earn proficient scores on the general assessments even with the provision of accommodations.
Agree
Disagree
If the IEP Team checked Disagree above, the student does not meet the eligibility criteria for the alternate assessments and/or alternate instructional standards as listed above and,
therefore, the student will participate in the general assessments, with or without accommodations, as appropriate, based on her IEP. Refer to the Maryland Assessment, Accessibility, &
Accommodations Policy Manual for more information about accommodations and Maryland’s assessments.
Assessment Participation:
The IEP Team agreed that the student met all criteria listed on this eligibility tool; therefore, the IEP Team determined the student eligible to participate in the alternate assessments and/or
alternate instructional standards.
Agree
Disagree
The historical data (current and longitudinal across multiple settings) justify the IEP Team’s decision for the student to participate in the Maryland Alternate Assessments?
Agree
Disagree
Agree
Disagree
Student Name: Mava Ayaz
Student ID#: 670972
Date of Birth: 02/07/2008
Date of Meeting: 05/04/2023
Please use the space below to provide justification of the IEP Team decision:
Based on a comprehensive review of all relevant standardized assessments, curriculum based performance, and discussion of the eligibility tool, the team determined that Mava meets the
eligibility criteria to qualify with participation in an alternate curriculum program and to take the Maryland Alternate Assessments at the appropriate grade levels.
Please use the space below to document any disagreement with this decision by any IEP Team member:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
I. MEETING AND IDENTIFYING INFORMATION
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency:Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
ENGLISH LANGUAGE PROFICIENCY SUMMARY
Is the student an English Learner?
Yes
No
What was the student’s performance on the English language proficiency assessment?
Assessment Date: Overall Composite Score:
Entering
Emerging
Developing
Expanding
Bridging
Reaching
OR
What was the student’s performance on the alternate English language proficiency assessment?
Assessment Date: Overall Composite Score:
Initiating
Exploring
Engaging
Entering
Emerging
STATEWIDE MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM (MCAP) PERFORMANCE SUMMARY
What was the student’s performance, if applicable, on the Kindergarten Readiness Assessment (KRA) as of ?
Overall Peformance
EMERGING
APPROACHING
DEMONSTRATING
OTHER (one or more assessment items not accessible due to disability resulting in a Not Scorable rating)
IMCOMPLETE ASSESSMENT (some or all items were not complete)
Domain Level Performance
Score
Range
Language and Literacy
202-298
Mathematics
202-298
Social Foundations
202-298
Overall Score
(Range: 202-298)
Physical Well Being and Motor Development
202-298
What was the student's performance on the Grades 3-8 MCAP assessments as of ?
Current Scale Score
Last Year's Scale Score
Most Current Proficiency
Levels
MCAP
Grade
Scale Score
Grade
Scale Score Level
1
Level
2
Level
3
Level
4
Level
5
English Language Arts
Mathematics
Algebra I, as applicable
Social Studies
(Grade 8)
MISA
Grade
Scale Score
Grade
Scale Score
Level
2
Level
3
Level
4
Level
5
Science (Grade 5, 8 only)
What was the student’s performance on the High School MCAP Assessments as of ?
MCAP
Most
Current
Scale
Score
Previous
Scale
Score
Most Current Proficiency
Level
Meets Standards Bridge Plan Participant Substitute Assessment
Level
1
Level
2
Level
3
Level
4
Level
5
English
Language
Arts/Literacy
(Grade 10)
Yes
No
Yes
No
Yes
No
Algebra I
Yes
No
Yes
No
Yes
No
Geometry
Yes
No
Yes
No
Yes
No
Algebra II
Yes
No
Yes
No
Yes
No
What was the student's performance, if applicable, on HSAs as of ?
High School
Assessments
(HSAs)
Passing
Score
Student's
1st Score
Student's
2nd Score
Student's
Highest
Score
Meets
Standards
Bridge Plan
Participant
Substitute
Assessment
Algebra/Data
Analysis
Mod
412
Yes
No
Yes
No
Yes
No
Biology
Mod
400
Yes
No
Yes
No
Yes
No
English
Mod
396
Yes
No
Yes
No
Yes
No
Government
Mod
394
Yes
No
Yes
No
Yes
No
Combined
Score with
Gov't
1602
Yes
No
Yes
No
Yes
No
Combined
Score w/out
Gov't
1208
Yes
No
Yes
No
Yes
No
High School
MISA
Yes
No
Yes
No
Yes
No
What was the student’s performance, if applicable, on alternate assessment
as of 03/15/2022?
Most Current Proficiency Levels
DLM
Scale
Score
Level 1
Level 2
Level 3
Level 4
English Language Arts
1231
Mathematics
1237
Alt-MISA (DLM)
Scale
Score
Emerging Approching
the Target
Target
Advanced
Science (Grade 5, 8, 11 only)
Individualized Education Program (IEP)
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL
EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July
01, 2022)
II. Present Level of Academic Achievement and Functional Performance
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
Reading - Vocabulary
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Brigance Comprehensive Inventory of Basic Skills II
Work Samples Classroom Teacher Reports Progress Reports
Current Instructional Grade Level Performance: Approximately the first
grade level
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Instructional Grade Level Performance Trend Data (document the
student’s rate of growth over the past two years):
School
Year
Instructional Grade Level Performance
2021-2022 Approx. grades 2-3 when backmapping common core
curriculum
2020-2021 Approx. grades 2-3 when backmapping common core
curriculum
Summary of Assessment Findings (Including dates of administration): Mava was given two sections of the
Brigance Comprehensive Inventory of Basic Skills II on 4/24/23. The first section was the word recognition
section where she had to read a list of 10 words. She was successful to the 4th grade level on this section. The
next section was the reading vocabulary section.
Strengths: Mava is able to follow along when a story is read aloud on the Smartboard with prompting. She will
begin her reading classwork assignments with minimal prompting. Mava is able to read sight words to the 4th
grade level. Mava is able to read her monthly vocabulary words after they are modeled with a high degree of
accuracy. She is able to follow a classroom routine with minimal prompting. Mava will come up to the
Smartboard to answer questions when asked.
Needs: In the reading vocabulary section, Mava was presented with a list of 5 words and she had to determine
what word didn’t belong ( ex: white, five, blue, yellow, brown). She was unable to complete the first-grade
section. Mava has difficulty identifying the meaning of content vocabulary as well as functional vocabulary words.
She also struggles with using context clues to help her determine meaning of unknown words. Mava also
requires prompting to stay on task and attend to lessons presented to her.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Reading - Comprehension
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Brigance Comprehensive Inventory of Basic Skills II
Work Samples Classroom Teacher Reports Progress Reports
Current Instructional Grade Level Performance: Approximately the first
grade level
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Instructional Grade Level Performance Trend Data (document the
student’s rate of growth over the past two years):
School
Year
Instructional Grade Level Performance
2021-2022 Approx. grades 2-3 when backmapping common core
curriculum
2020-2021 Approx. grades 2-3 when backmapping common core
curriculum
Summary of Assessment Findings (Including dates of administration): Mava was given sections of the
Brigance Comprehensive Inventory of Basic Skills II on 4/24/23. These 3 sections were all related to reading
comprehension. The first section was the listening comprehension section. A short paragraph was read to
Mava and questions were asked about the text. She was successful to the lower 1st grade level. The next 2
comprehension sections were the long and short passage comprehension where she had to read a paragraph
and answer questions about the text. The long passage she scored below the 1st grade level and the short
passage she scored at the lower 1st grade level.
Strengths: Mava is able to follow along when a story is read aloud on the Smartboard with prompting. She will
begin her reading classwork assignments with minimal prompting. She is able to follow a classroom routine
with minimal prompting. Mava will come up to the Smartboard to answer questions when asked. She is able to
answer simple, basic, "Wh" multiple choice questions about a text when presented with picture choices and
simple words. .
Needs: Mava still has difficulty identifying what word from a story completes a sentence. When she is presented
with a higher level of "Wh" questions with no picture supports, she has difficulty answering the questions
correctly. Mava also has difficulty identifying a sequence of events of a story. Mava needs to be prompted to stay
focused when a story is read aloud and when completing her classwork.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Written Expression
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): informals, work samples, progress reports
Summary of Assessment Findings (Including dates of administration): Area of strength: Taken from the
Current Instructional Grade Level Performance: mid 2nd grade
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Instructional Grade Level Performance Trend Data (document the
student’s rate of growth over the past two years):
School
Year
Instructional Grade Level Performance
2021-2022 2nd-3rd grade with backmapping
3/31/23 progress report "Mava is able to respond to an opinion writing prompt by writing 2-3 details or reasons
to support her opinion or point of view with 88% accuracy (3/23/23, 3/24/23, 3/24/23) in the 3 out of 3 trials
presented when given several staff prompts to continue working, sentence starters, and a preferred topic of
interest. Mava is able to respond to an opinion writing prompt by writing a 3-4 sentence paragraph and
conclude her paragraph with a closing sentence summarizing her opinion or point of view with 75% accuracy
(3/23/23, 3/24/23, 3/24/23) in the 3 out of 3 trials presented when given a sentence starter and prompting to
reference her introductory sentence. Mava is able to respond to an opinion writing prompt by writing a 3-4
sentence paragraph and can independently check her work using a self-checklist with 66% accuracy (3/23/23,
3/24/23, 3/24/23) in the 3 out of 3 trials presented when given 1:1 and faded prompting to reference model.
Mava is able to correctly identify most of her personal information (first name, last name, no middle name,
street address, parents names, phone number) and place it in the corresponding spots on a velcro chart.
Areas of need: Mava continues to need to work on filling out a job application utilizing a reference chart with
fading. Mava continues to work on identifying her zip code, state, and city consistently when asked to place them
in the correct spot on her velcro chart. Mava is working on identifying and creating a list of references that she
can use on a job application as well as special skills or interests she has. Mava continues to work on proof
reading and editing her work for mistakes such as capitalization, any punctuation, and spacing.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Math Problem Solving
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Math informal assessments, work samples, progress reports
Current Instructional Grade Level Performance: 2nd-3rd when back
mapping common
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Instructional Grade Level Performance Trend Data (document the
student’s rate of growth over the past two years):
School
Year
Instructional Grade Level Performance
2021-2022 Approx. grades 2-3 when back mapping common
Summary of Assessment Findings (Including dates of administration): Areas of strength: Taken from 3/31/23
math problem solving progress report "Mava is able to identify elapsed time to the nearest 1/2 hour with 100%
accuracy (3/8/23) in the 4 out of 5 trials presented when given a 'Judy clock,' prompting to continue, and
pictures. Mava is able to identify the elapsed time to the nearest 1/4 hour with 83% accuracy (1/26/23, 2/8/23) in
the 4 out of 5 presented trials when given a 'Judy clock,' staff modeling, several prompts, and large visuals."
Taken from the 1/24/23 number sense progress report "Mava has achieved this goal on 1/24/2023 based on
100% accuracy when independently completing worksheets with missing numbers for 2s,5s,10s skip counting
(12/1/22, 12/9/22, 12/22/22, 1/17/23,1/19/23)." Taken from the 3/31/23 geometry progress report "When given
manipulatives and a calculation device, Mava is able to use appropriate formulas to identify the area of a 2D
shape in the context of a real-world scenario with 93% accuracy (3/13/23, 3/21/23) in 4 out of 4 trials presented.
When given manipulatives, calculation device and fading teacher support, Mava is able use appropriate
formulas to identify the volume of a 3D shape in the context of a real-world scenario with 100% accuracy in the 1
out of 1 trial presented (2/13/23) with a cube shape and staff modeling. Mava will move on to other 3D shapes
for the next progress report." From the informal math assessment on 4/25/23, Mava was able to read a single
step word problem and create an equation with 1 prompt and solve independently using a calculator, add
multiple numbers, use a calculator to multiply, and using a calculator to divide. When given a model step by
step in real time, Mava is able to mimic solving expressions with multiple steps in the correct order. Mava was
also able to identify the hundredth and tens place value with a given decimal.
Areas of need: Mava continues to need to work on solving word problems across areas of addition, subtraction,
multiplication and division. Mava struggles identifying the first step in a 2 step word problem and identifying the
order numbers should be calculated in or set up within an equation. Mava struggles to identify a pattern within a
given group of numbers without a field of 3 choices and prompting. Mava struggles to write ratios and identify
multiplication and division within a problem. Mava was unable to identify prime or composite numbers and
utilize order of operations without step by step modeling. Mava continues to work on the concept of fractions.
Mava continues to work on making a list of needed items, using a budget to purchase those items, and
identifying what to do if she does not have enough money.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Behavior
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): data sheets, progress reports
Current Instructional Grade Level Performance: Below age level norms
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Strengths: Taken from the 3/31/23
progress report "When frustrated or upset, given visual supports and no more than 1 gestural prompt, Mava is
able to go to a calm-down area in 8/10 opportunities with 100% accuracy. Mava requires prompting, a calm
down strategy, and modeling in order to request her calm down spot independently. Mava is able to choose an
appropriate social greeting (wave, verbal hello, high-five, fist-bump) to communicate with staff within encore
settings with 100% accuracy. Mava requires a social story and staff monitoring to ensure she is choosing a
social appropriate greeting with peers in the encore changing room. Based on staff observations, Mava has
achieved this goal with staff monitoring. At times, Mava may choose a calm down strategy and is working on
implementing that strategy until calm down.
Needs: When frustrated or upset, given visual supports and no more than 1 gestural prompt, Mava is able to
choose a regulation strategy or calm down strategy to use in 3/10 opportunities after raising her voice. Mava
requires staff prompting, reduced distractions, a visual, and modeling in order to make a choice. Mava is
unable to re-regulate herself using these strategies in same location as when she became upset. Mava
requires a separate location away from staff/peers/environment in which she initially became upset. Mava
continues to work on controlling her emotions when in a state of upset. When Mava becomes upset or does not
want to do an assigned activity or transition, she will repetitively scream and seek reassurance while upset. At
times, Mava's screaming can last up to 2 hours. Mava requires a safe space of her own, minimal language use
during this time, and social stories that she repeats to herself. Mava has a list of strategies that she utilized
including going to her calm down spot and a breaking exercise prompted by her smart watch. When in the
moment, Mava struggles to use her strategies effectively until she has calmed herself. She continues to work
on all of these skills.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Cognitive/Intellectual
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Wechsler Intelligence Scale for Children 5th ed.
Developmental Profile-4
Observations
Current Instructional Grade Level Performance: Below age level norms
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Strengths: Mava's relative cognitive
strength was demonstrated in visual spatial area. She is able to manipulate blocks to understand basic part to
whole relationships with abstract designs. Mava was able to complete simple adding using concepts of
matching, and qualitative reasoning using math to use inductive and deductive reasoning skills. Mava is also
able to memorize songs, movie clips and repeat them over with voice inflection. With visual and auditory modes
of input, Mava is likely to pick things up more quickly than scores on standardized tests might reflect.
Areas of Need: Mava needs a curriculum that stresses daily living skills, readiness for employment, and more
repetition of basic skills. She will need both visual and auditory modes to help her learn more complex cognitive
skills.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Adaptive Skills
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Parent Interview
Adaptive Behavior Assessment System 3rd edition
Current Instructional Grade Level Performance: Below level as same
age peers
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Strengths: Mava is a truly engaging
young lady who wants to please and do well in the environment she is in. She has a high interest in make-up
and reading teen fashion, health and beauty magazines. She has a sweet, kind nature with her peers and
trusted adults. She makes an effort to know everyone's name and makes the effort to get to know people so
when she sees them the next time she remembers to ask about the things she learned about the person. She
loves music and uses that interest to relate to people. She loves doing makeup and looking at fashion and
beauty magazines. Her mother indicated that she is very social and remembers details of people's lives who
she meets and this is similar to how she interacts in school. Although, not the proper use of calling for police to
come to her house when she was upset, she would often remember the police officer's names, members of
their family and details about the last time they came out to have a conversation with her. Mava is friendly when
working as a barista for the coffee cart at school and addresses people by their name if she knows them. Mava
interacts socially and gets along with others such as making friends, expressing affection, showing, and
recognizing emotions and assisting others and using manners. Mava has been demonstrating with
assistance, more independence when crossing the street and walking to her house.
Areas of Need: Mava needs prompting and repetition to complete tasks that require multiple steps, and when
she gets distracted with her own thoughts and recedes into her own world of scripting. She needs help
anticipating and paying attention to activities that might be unsafe or not appropriate. Mava needs prompting
and skill building in the area of communication and social skills that will be needed in her transition to
employment opportunities.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Receptive Language
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): SLP Data Sheets
Progress Reports
Current Instructional Grade Level Performance: Below age level
expectations
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Strengths: Presented with single-step
directions with the spatial concept "over," Mava independently completes tasks with 80% acc. With 1-2
repetitions and visual supports, Mava improves executing single-step directions to include "over" with greater
than 70% acc. When presented with two-step directions with spatial concepts, Mava independently completes
tasks with >70% accuracy. Provided repetition and visual cues, Mava is able to execute two-step directions with
spatial concepts with varying accuracy. Mava has improved with following directions including spatial concepts.
Mava requires less visuals and is becoming more independent with tasks that include more than 1 step.
Needs: Mava follows a 2 step direction involving the same location concept on 2 different items with varying
accuracy (2 repetitions needed with 50-70% accuracy). Mava needs to work on following multi-step directions
during functional tasks (e.g., sorting, cleaning , coffee cart). She continues to work on working at the coffee cart
with less prompts and more independence. Mava continues to be distracted much of the time when following
directions, or responding to questions, Mava still requires direct cues to gain her attention, addressing her by
name, repetition. Mava still has difficulty with attending to orally and visually presented information to complete
more than1 step directions independently.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Social Pragmatic Language
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): SLP Data Sheets
Progress Reports
Current Instructional Grade Level Performance: Below age level
expectations
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Strengths: Mava greets SLP upon
clinician's arrival most of the time. Mava engages in activities and comments appropriately given verbal prompts
or models. Mava wants to engage with others and is happy in speech sessions. She is making more
appropriate comments spontaneously. In real or contrived academic or social situations, Mava uses
appropriate language to gain the attention of her listener given fading prompts in 3/5 trials with modeling during
structured conversations (during speech).
Needs: Areas of pragmatic weaknesses continue to include maintaining/engaging/concluding in a
conversation, perspective-taking of others/situational settings, using/understanding non-verbal cues, and using
an appropriate tone of voice. Mava also demonstrates difficulty with appropriately accepting/expressing
apologies, adjusting her conversation according to the listener, using appropriate strategies to gain
attention/interrupt, and avoiding repetition. Mava continues to use scripts and it is often difficult to engage in
more than 1 conversational turn with her. Mava's response is often delayed. She has difficulty attending to
others when they are speaking especially in a group setting. Mava becomes distracted and needs multiple
prompts to attend. Per observations and teacher report, Mava still struggles with regulating her tone of voice
and behavior throughout the day, especially when she does not get what she wants. In real or contrived
academic or social situations, Mava distinguishes/uses appropriate vs inappropriate communication/prosodic
cues (e.g., comments, tone of voice, volume, spatial awareness) given fading prompts in 3/5 trials. In real or
contrived academic or social situations, Mava produced or identified appropriate responses or solutions to
social problems given fading prompts on 2 out of 5 targeted trials. Mava has difficulty identifying problems and
giving solutions.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Secondary Transition Employment, Education/Training, Independent
Living ,Self-Determination, Travel Skills
Document student’s academic achievement and functional performance levels in academic areas, as
appropriate.
Source(s): Life Skills Transition Interview
Picture Transition Interview
Current Instructional Grade Level Performance:
(Consider multiple data sources including: Individualized assessment results,
classroom based assessments, district assessments, classroom based
observations, parent information, student input and general education teacher
input in relevant areas.)
Summary of Assessment Findings (Including dates of administration): Mava was interviewed by her case
manager on 4/27/2023 with the “Life Skills Transition Interview” and “Picture Transition Interview”. Given the “Life
Skills Transition Interview”, Mava is interested in attending the OCTP College Program through AACC. She is
motivated by Taylor Swift and she feels she is able to advocate for herself. Teachers can make learning easier
for her by “talking with her friends” and she plans to get a drivers license. If she can’t drive, she said she could
ride the bus but would never do that. Mava shared that her support network is made up of the school principal,
Mrs. Abruzzo, a teacher’s assistant, Mrs. Crum, her mom, dad, and sister Hadia. When interviewed with the
“Picture Transition Interview”, Mava shared that she feels her strengths are art, science, and reading. When
given pictures of several career paths, Mava chose that she would like to sit at a desk and use a computer.
Areas of need: Mava was interviewed by her case manager on 4/27/2023 with the “Life Skills Transition
Interview” and “Picture Transition Interview”. Mava needs to work on clocking in and out of a timesheet for
practice. Mava needs to be able to make a list of basic toiletries. Mava needs to work on following 2 step
directions consistently. Mava needs to participate in community based instruction in order to practice daily living
skills. When asked what she would like to study, she stated “official program”. When asked what type of job she
would like upon completion of college, she stated “advertising agency science and do makeup”.
Does this area impact the student’s academic achievement and/or functional performance?
Yes
No
Individualized Education Program (IEP)
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION
SERVICES (Form approved by MSDE for use July 01, 2022)
II. Present Level of Academic Achievement and
Functional Performance
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
SCHOOL AGED – PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
What is the parental input regarding Mava's educational program? (including academic, functional, social/emotional, behavioral, and secondary transition)
Mrs. Naheed that Mava is pretty much good. She has been calm. The psychiatrist gave her a medication for Mava and that's the first step. It used to be two or three hours and maybe now
it's only thirty minutes. I'm the only one handling her behavior at home.
What are Mava's strengths, interest areas, significant personal attributes, and personal accomplishments? (Include preferences and interests for post-school outcomes, if
appropriate.)
Mava continues to be outgoing and friendly to classmates and staff. She enjoys singing and particularly loves to listen to Taylor Swift. Mava enjoys looking at various make up magazine or
fashion magazines. She also enjoys asking questions about peers/teachers and clarifying that information such as "What are your daughter's names?". When Mava is unfamiliar with
someone (classmate or peer), she may ask questions about their name, ask to see their badge if they are an AACPS employee, and interests. Mava enjoys watching YouTube videos
including songs that she enjoys, Sponge Bob parody's of her favorite songs, and make up tutorial videos, roller skating and going to the park. Mava is able to follow morning and afternoon
routines independently including unpacking her backpack at her locker, bringing appropriate materials to class, changing her clothes for gym, and attending lunch. With minimal prompts,
Mava is able to follow her visual schedule independently. She is able to navigate the school building appropriately and independently and work the coffee cart with minimal assistance.
Mava has a strong memory for people's names and will often say "hello" or "goodbye" to 10+ peers when waiting to be picked up at the end of the day during dismissal. Mava enjoys
completing tasks at school related to SPHS's ACC business such as making earrings on the Cricut machine, washing laundry, and making bath bombs. Mava enjoys scripting phrases
from her favorite videos and songs.
How does Mava's disability affect her involvement in the general education curriculum?
Weaknesses in attention and receptive language make it difficult for Mava to attend to orally presented information and efficiently execute tasks, complete expectations and follow
directions. Pragmatic language weaknesses impact her ability to engage with peers and adults appropriately in social and academic settings as well as communicate her needs
efficiently and adjust her response/behavior appropriately to return to participating in academic, social, or community-based activities. Mava's diagnosis of Autism affects her ability to
attend to instruction. Mava has difficulty attending to task and exhibits interfering behaviors that can affect her ability to complete her work. Mava's disability impacts her ability to learn and
demonstrate her learning in the areas of reading, math, and written expression in the general education curriculum. Mava has difficulties following multi-step directions and appropriately
asking for help when needed. Mava requires multiple verbal/gestural prompts to initiate and maintain on-task engagement during small and large-group work and within the school
setting.
Individualized Education Program (IEP)
III. Special Considerations And Accommodations
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
SECONDARY TRANSITION (To be completed annually, beginning at age 14 or younger, if determined appropriate.)
The postsecondary goal(s) are to be based on the student’s preferences, interests, skills and age appropriate transition assessment(s).
Date of Annual Student Interview: 04/27/2023
Discussion of Mava’s preferences, interests, skills and age appropriate transition assessments:
When she is not in school, she enjoys watching TV, playing on her phone, watching youtube, putting on makeup, and going to the park to swing. Mava would like to continue to live with
her family after high school. She would enjoy working with computers, music and videos. Mava enjoys reading makeup magazines and participating in dance. Mava likes to be up and
moving with the opportunity for breaks. When asked what her strengths are, Mava shared eyeshadow and swinging.
Post Secondary Goals (Outcomes): Postsecondary goal(s) are to be recorded here. One goal must be indicated for employment and one goal must be indicated for education and/or
training.
Employment:
Upon exiting high school and with DDA support, Mava will be employed in computers.
Related IEP Goal(s):
Math Problem Solving: Mava will use targeted skills to solve problems involving money.
Math Problem Solving: Mava will read digital time and apply it to a real world activity
Behaviors: Mava will utilize her strategies in order to regulate herself.
Reading - Comprehension: Mava will demonstrate comprehension of the text.
Pragmatic Language: Mava will engage in both structured and unstructured conversations, engage in social problem-solving activities and follow directions during functional life skills
tasks with no more than 2 visual or verbal prompts.
Transition Activity:
Mava will research and identify careers within the computer/technology field.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Mava will practice filling out personal information on a job application.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Training:
Upon exiting high school and with support from DDA, DORS, & the employer, Mava will participate in on-the-job-training.
Related IEP Goal(s):
Math Problem Solving: Mava will use targeted skills to solve problems involving money.
Math Problem Solving: Mava will read digital time and apply it to a real world activity
Behaviors: Mava will utilize her strategies in order to regulate herself.
Reading - Comprehension: Mava will demonstrate comprehension of the text.
Pragmatic Language: Mava will engage in both structured and unstructured conversations, engage in social problem-solving activities and follow directions during functional life skills
tasks with no more than 2 visual or verbal prompts.
Transition Activity:
Mava will receive instructions and follow through up to 2 steps.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Mava will use a timesheet to keep track of her hours in the school setting.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Independent Living:
Upon exiting high school, Mava will practice activities of daily living.
Related IEP Goal(s):
Math Problem Solving: Mava will read digital time and apply it to a real world activity
Behaviors: Mava will utilize her strategies in order to regulate herself.
Reading - Comprehension: Mava will demonstrate comprehension of the text.
Pragmatic Language: Mava will engage in both structured and unstructured conversations, engage in social problem-solving activities and follow directions during functional life skills
tasks with no more than 2 visual or verbal prompts.
Transition Activity:
Mava will identify basic toiletries needed for everyday use when given a shopping list.}
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Mava will participate in Community Based Instruction.}
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date 06/13/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date 10/31/2023
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date 01/18/2024
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 5
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Transition Activities
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
TRANSITION ACTIVITIES
Transition Services/Activities:
Transition services are a coordinated set of activities for student with a disability that is designed within a results oriented process that will facilitate the student's progression from school to
post secondary activities. These activities/services will support the student's post secondary goals. This list may include ongoing activities.
ACADEMICS:
Mava will receive instructions and follow through up to 2 steps.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Mava will use a timesheet to keep track of her hours in the school setting.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
EMPLOYMENT TRAINING:
Mava will research and identify careers within the computer/technology field.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Mava will practice filling out personal information on a job application.
Responsible Party: Student, School Staff, Case Manager, Parent
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Employment Activity Involved:
Career Exploration
Unpaid Work Service
Paid Work Experience
INDEPENDENT LIVING:
Mava will identify basic toiletries needed for everyday use when given a shopping list.
Responsible Party: Student, School Staff, Case Manager, Parent
Identify the postsecondary goal that this activity supports (Services/Activities added here will populate in the IEP below the corresponding postsecondary goal):
Employment
Education
Training
Independent Living
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Mava will participate in Community Based Instruction.
Responsible Party: Student, School Staff, Case Manager, Parent
Identify the postsecondary goal that this activity supports (Services/Activities added here will populate in the IEP below the corresponding postsecondary goal):
Employment
Education
Training
Independent Living
IEP Planning for Emergency Conditions:
Can this Secondary Transition activity be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Progress Report 1
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 2
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 3
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
Progress Report 4
Date
Progress:
Completed
Partially Completed
Not Yet Initiated
Not Completed
Description of Progress
SECONDARY TRANSITION/COURSE OF STUDY
Course of Study The student is enrolled in courses that will prepare her for a career or postsecondary education in the career cluster selected below.
Arts, Media and Communications
Business Management and Finance
Construction and Development
Environmental, Agricultural and Natural Resources
Health, and Biosciences
Consumer Services, Hospitality and Tourism
Human Resources Services
Information Technology
Manufacturing, Engineering and Technology
Transportation Technologies
List the courses the student is taking that align with their Postsecondary Goals:
English 9-12, Math 9-12, Unified PE & Leadership, Community Skills 9-12
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Transition Activities
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
SECONDARY TRANSITION AGENCY LINKAGE
AGENCY LINKAGE:
Annual date student and parent were provided a copy of the Maryland Transition Planning A Family to Secondary Transition Planning in Maryland 05/04/2023
Agency
Anticipated Services in Transition:
Signed Consent for
Communication
Signed Consent
for
Referral/Student
referred by the
LSS to:
Signed Consent to invite for Agency
Representative(s) to the IEP Team
meeting:
Agency Representatives were
invited to the IEP Team
meeting:
Division of Rehabilitation
Services(DORS)
Yes
No Receiving Pre-
Employment Transition
Services
Yes No
Vocational Rehabilitation (VR)
Student meets the initial eligibility criteria
for the agency published in the Maryland
Transition Planning Guide for Individuals
with Disabilities.
Yes No
Student is not the correct
age/grade to refer.
Yes No
Student is not the
correct age/grade
to refer to DORS.
Yes No
Student is not the correct age/grade
to invite the agency representative.
Yes N/A
Student is not the correct
age/grade to invite an agency
representative.
Developmental Disabilities
Administration (DDA)
Yes No
Student meets the initial eligibility criteria
for the agency published in the Maryland
Transition Planning Guide for Individuals
with Disabilities.
Yes No
A DDA application was
given to the family but has
not yet been returned
and/or submitted.
Agency does Not
have a Referral
process
Yes No
Student has not yet submitted an
application to DDA, therefore consent
to invite the agency representative
was not needed.
Yes N/A
Student has not yet submitted
an application to DDA, therefore
an agency representative was
not invited.
Behavioral Health
Administration (BHA)
Yes No
Student does not meet initial eligibility
criteria for the agency published in the
Maryland Transition Planning Guide.
Services are not
anticipated for this student.
Agency does Not
have a Referral
process
Services are not anticipated for this
student.
Services are not anticipated for
this student.
Department of Workforce
Development & Adult
Learning Maryland
Department of Labor (MDL)
Yes No
Student meets the initial eligibility criteria
for the agency published in the Maryland
Transition Planning Guide for Individuals
with Disabilities.
Yes No
Student is not the correct
age/grade.
Agency does Not
have a Referral
process
Yes No
Student is not the correct age/grade
to invite an agency representative.
Yes N/A
Student is not the correct
age/grade to invite an agency
representative.
Discussion to support decision:
Parent maintains educational rights.
Mava shared interests and post-secondary goals.
Case Manage shared Mava’s interests and preferences at today’s IEP meeting.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
III. Special Considerations And Accommodations
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
COMMUNICATION (required)
Does the student have special communication needs?
Yes
No
(if yes, describe the specific needs.)
Mava does have special communication needs in the area of receptive language where she requires speech services to support her comprehension of language by following directions.
Mava also demonstrates weaknesses in her pragmatic language skills that impact her participation in reciprocal conversation and appropriately expressing her wants and needs.
Does the student require a feeding protocol OR mealtime plan of care?
Yes
No
ASSISTIVE TECHNOLOGY (AT) (required)
Consider the AT device(s) and service(s) that are needed to increase, maintain or improve functional capabilities of a student with a disability.
Decision(s)
Requires an AT device(s)
Requires an AT services(s)
The student requires AT device(s), but does not require AT service(s)
Yes
No
Document basis for decision(s) on AT device(s) including description of devices(s): Mava needs access to a calculator to assist with basic calculation skills to solve real life math
problems due to Mava's weaknesses with working memory and processing speed.
SERVICE FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED
Is the student blind or visually impaired?
Yes
No
SERVICES FOR STUDENTS WHO ARE DEAF OR HEARING IMPAIRED
Is the student deaf or hearing impaired?
Yes
No
BEHAVIORAL INTERVENTION
In the case of a student whose behavior impedes the student's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to
address that behavior.
Functional Behavior Assessment (FBA)
Yes
No
Assessment Date: 05/19/2022
Behavioral Intervention Plan (BIP)?
Yes
No
Document basis for decision(s):
An FBA was completed because Mava had exhibited more frequent instances of Verbal aggression which were disruptive to the classroom from five minutes to an hour. It looked like
screaming, arguing, name calling, yelling, crying, inappropriate language (cursing or adult themes). The function was motivated by attention of staff and peers. Mava also touched other
students and staff by squishing student's faces, grabbing student's mid section, grabbing or rubbing students/staff's hair, hitting, grabbing arms to walk with in the hallway. The purpose
of these behaviors were to fill sensory needs and receive attention. As of 5/3/2023, Mava has not exhibited any touching of students and staff since her transition to Severna Park High
School in August of 2022. Mava continues to require behavior goals on her IEP but will not continue with a BIP as function of behavior has changed and behaviors in IEP are not present
in current environment.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
III. Special Considerations And Accommodations
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
INSTRUCTIONAL AND ASSESSMENT ACCESSIBILITY FEATURES
FEATURES FOR ALL STUDENTS
Instruction
MCAP
HSA Government
HSA MISA
MISA (Grades 5,8)
Alt-MISA (DLM)
ELA and Mathematics DLM
ACCESS for ELLs
Kindergarten ACCESS for ELLs
Alt-ACCESS for ELLs
NAEP
1g: General Administration Directions Clarified
yes
yes
yes
yes
yes
yes
yes
yes
1h: General Administration Directions Read Aloud and Repeated as Needed
yes
yes
yes
yes
yes
yes
yes
yes
1o: Redirect Student
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
1p: Spell Check or External Spell Check Device
yes
yes
yes
yes
yes
1u: Graphic Organizer
yes
This reflects allowable features and accommodations in our current testing programs. Please check your Test Administrators’ Manual for the most up to date information.
*Consult assessment specific guidelines for detailed information
Document basis for decision: Mava may require general administration directions clarified, read aloud and repeated as needed. Mava can be easily distracted and get off task and may
need directions clarified or repeated so she understands what she needs to do.
Mava can easily become distracted and/or off-task and may need to be redirected during instruction and assessments.
Mava requires a graphic organizer when working on extended writing so she is able to organize her thoughts.
ACCESSIBILITY FEATURES
FOR ALL STUDENTS
Instruction
MCAP
HSA Government
HSA MISA
MISA (Grades 5,8)
Alt-MISA (DLM)
ELA and Mathematics DLM
ACCESS for ELLs
Kindergarten ACCESS for ELLs
Alt-ACCESS for ELLs
NAEP
2f: Frequent breaks
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
2g: Reduce distractions to self
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
This reflects allowable features and accommodations in our current testing programs. Please check your Test Administrators’ Manual for the most up to date information.
*Consult assessment specific guidelines for detailed information
IEP Planning for Emergency Conditions:
Can Instructional and assessment accommodations be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
If no, describe the changes needed to existing Instructional and assessment accommodations
Because Mava will not be in the physical presence of school personnel, it will be difficult to accurately monitor her responses on tests. Teachers can ask Mava to show her work to them
during virtual instructional time.
Document basis for decision: Mava can become easily distracted by outside stimuli and/or other staff or peers in the classroom. Mava requires reduced distractions so she is able to
better focus on the task at hand.
RESPONSE ACCOMMODATIONS
FOR STUDENTS WITH DISABILITIES
Instruction
MCAP
HSA Government
HSA MISA
MISA (Grades 5,8)
Alt-MISA (DLM)
ELA and Mathematics DLM
ACCESS for ELLs
Kindergarten ACCESS for ELLs
Alt-ACCESS for ELLs
NAEP
4e: Calculation device and mathematics tools (on NON Calculation Sections of the
Mathematics Assessments)
yes
yes
yes
yes
4g: ELA/Literacy Selected Response Human Scribe
yes
yes
yes
4o: ELA/L, Constructed Response Human Scribe
yes
yes
yes
yes
4r: Monitor Test Response
yes
yes
yes
yes
yes
yes
yes
yes*
yes*
yes*
yes
This reflects allowable features and accommodations in our current testing programs. Please check your Test Administrators’ Manual for the most up to date information.
*Consult assessment specific guidelines for detailed information
Document basis for decision: Mava continues to work on math calculation and needs a calculation device to help her solve any calculation problems that may be on assessments.
When Mava is focused and attending to task she is more likely to give more information via scribe than writing it down herself or typing it on the computer.
Mava requires monitoring of test response to ensure she is filling in her answer choices. Mava can become distracted and may skip over a question without meaning to.
TIMING ACCOMMODATIONS
FOR STUDENTS WITH DISABILITIES
Instruction
MCAP
HSA Government
HSA MISA
MISA (Grades 5,8)
Alt-MISA (DLM)
ELA and Mathematics DLM
ACCESS for ELLs
Kindergarten ACCESS for ELLs
Alt-ACCESS for ELLs
NAEP
5a: Extended Time
1.5x
2x
yes
yes
yes
yes
yes
yes*
yes
This reflects allowable features and accommodations in our current testing programs. Please check your Test Administrators’ Manual for the most up to date information.
*Consult assessment specific guidelines for detailed information
Document basis for decision: Mava can get off-task easily and requires redirection. Mava needs extended time for processing.
Instructional and assessment accommodations were considered and no instructional and assessment accommodations are required at this time.
Individualized Education Program (IEP)
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE)
DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022) III. Special Considerations And Accommodations
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
SUPPLEMENTARY AIDS, SERVICES, PROGRAM MODIFICATIONS AND SUPPORTS
Service Nature
Service Description
Anticipated Frequency
Begin Date
End Date
Duration
Provider(s)
P = Primary, O = Other
Instructional Supports
Allow use of manipulatives.
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Monitor independent work.
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Picture Schedule
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Provide alternative ways for student to demonstrate
learning
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Use of word bank to reinforce vocabulary and/or when
extended writing is required
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Repetition of directions
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Allow use of organizational aids
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Check for understanding.
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Monitor technology use (computer, iPad) for on task
behavior
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Clarify location and manner:
Mava benefits from the use of manipulatives during math instruction. Mava's independent work should be monitored to ensure she is on task. Mava should be given a word bank during
writing activities to allow her to reference to when writing. Mava should be given alternative ways to demonstrate her knowledge or learning. Mava can get off-task at times and may require
repetition of directions so she knows what she needs to do. Mava requires a picture schedule so she understands the tasks she needs to complete throughout her day or work period.
Program Modification
Altered/modified assignments
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Modified content
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Modify grading system
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Use pictures to support reading passages whenever
possible
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Chunking of texts
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Delete extraneous information on assignments and
assessments when possible
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Clarify location and manner:
Mava participates in a modified curriculum and should have access to modified content and a modified grading system. When in general education classes (encores), Mava needs
assignments modified in order to be able to access grade-level content. Pictures should be used to support Mava's comprehension of text when possible.
Social/Behavior Supports
Adult Support
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Encourage/reinforce appropriate behavior in academic
and non academic settings
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Advance preparation for schedule changes
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Frequent reminder of rules
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Provide frequent changes in activity or opportunities for
movement.
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Provide manipulatives and/or sensory activities to
promote listening and focusing skills.
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Reinforce positive behavior through non-verbal/verbal
communication
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Social Skills training
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Strategies to initiate and sustain attention
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
O General Education Teacher
Clarify location and manner:
Mava requires adult support during encores to allow her to interact appropriately with grade-level peers and access content. Mava needs to be reminded of the rules in class frequently
(quiet voices, work first, etc.) to stay successful and on-task. Mava also benefits from advance preparation for schedule changes to relieve anxiety. Mava may need to be encouraged at
times to raise her hand and ask for help when she does not understand something. Mava benefits from the use of a token chart in the classroom setting to earn a preferred activity such
as computer time or preferred music. The token chart helps Mava to stay motivated to be on-task and keep her voice at an appropriate level in the classroom setting. Mava also requires
social skills training to aide her learning in how to appropriately interact in different social situations. Social skills training should also aide in teaching Mava appropriate behaviors at
school, at home and in the community. As Mava can easily get off-task, she requires different strategies to sustain attention and keep her focused on the task at hand.
Physical/Environmental Supports
Specific calm down spot within room during times of
upset
Daily
05/04/2023
05/02/2024
34 weeks
P Special Ed Teacher
O Instructional Assistant
Clarify location and manner:
Mava requires an area that is specifically labeled for her during times of upset in order to regulate herself.
School Personnel/Parental Supports
Speech/language pathologist consult
Periodically
05/04/2023
05/02/2024
34 weeks
P Speech/Language Pathologist
Clarify topics, participants, location and manner:
Mava will receive consultative speech-language services to support the generalization of social skills across her educational day.
Documentation to Support Decision: Mava will receive consultative speech-language services to support the generalization of social skills across her educational day.
IEP Planning for Emergency Conditions:
Can Supplementary Aids, services, Program Modifications and Supports be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more
days?
Yes
No
If no, describe the changes needed to existing Supplementary Aids, services, Program Modifications and Supports:
Social/Behavior supports will need to be modified because staff will not be able to provide environmental changes if Mava is not in school such as providing manipulatives and sensory
activities to maintain Mava's focus and opportunities for movement, and encourage appropriate behavior. Adults will be able to provide verbal reminders to Mava about how she can
maintain attention and also verbally give her permission to take a break for movement, and praise her for remaining on task.
Individualized Education Program (IEP)
III. Special Considerations And Accommodations
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
EXTENDED SCHOOL YEAR (ESY)
The IEP Team should determine if any of the factors below will significantly jeopardize the student's ability to receive some benefit from the student's educational program during the
regular school year, if the student does not receive ESY services. ESY services are the individualized extension of specific special education and related services that are provided
beyond the normal school year of the public agency, in accordance with the IEP, at no cost to the parents.
ESY Decision Deferred
When considering ESY, answer YES or NO and document the decision:
1. Does the student's IEP include annual goals related to critical life skills?
Yes
No
Discussion to support decision: Mava's IEP includes annual goals in reading, writing, and math.
1a. Is there a likely chance of substantial regression of critical life skills caused by the normal school break and a failure to recover those lost skills in a reasonable time?
Yes
No
1b. Is the student demonstrating a degree of progress toward mastery of IEP goals related to critical life skills?
Yes
No
Discussion to support decision: Mava is demonstrating a degree of progress toward mastery of IEP goals related to critical life skills.
2. Is there a presence of emerging skills or breakthrough opportunities?
Yes
No
3. Are there significant interfering behaviors?
Yes
No
4. Does the nature and severity of the disability warrant ESY?
Yes
No
5. Are there other special circumstances that require ESY?
Yes
No
After considering all of the above questions, will the benefits that the student receives from her educational program during the regular school year be significantly jeopardized if the
student is not provided ESY?
Yes, student is eligible for ESY service.
No, student is not eligible for ESY service
Document basis for decision(s): After considering all of the above questions, the team determined Mava’s educational program will not be significantly jeopardized without extended
school year services.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Goals and Objectives
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
GOAL
Instruction Area: Math Problem Solving
Does this goal support a Postsecondary Transition Goal?
Yes
No
If yes, identify:
Employment
Education
Training
Independent Living
Goal: When given a real or contrived scenario and the use of a calculator when needed, Mava will use targeted skills to solve problems involving money.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 80% accuracy in 3 out of 4 trials
Method of Measurement: Classroom Assessment: work samples and data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Objective 1: When given a real or contrived scenario, the use of a calculator when
needed, a budget of $30.00, and a list of 3-4 items, Mava will select items
to stay within her budget
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 2: When given a real or contrived scenario and the use of a calculator when
needed, Mava will problem solve what to do if she does not have enough
money to make the purchase (i.e. put back an expensive item) with no
more than one verbal prompt
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 3: When given a real or contrived scenario, the use of a calculator when
needed, and the use of no more than $30.00, Mava will determine the
amount of change she will receive/distribute with no more than 1 verbal
prompt.
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 4:
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Math Problem Solving
Does this goal support a Postsecondary Transition Goal?
Yes
No
If yes, identify:
Employment
Education
Training
Independent Living
Goal: Given a schedule and digital representations of clocks, Mava will read digital time and apply it to a real world activity
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 80% accuracy in 3 out of 4 trials
Method of Measurement: Classroom Assessment: work samples and data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Goals and Objectives
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
GOAL
Objective 1: When given a digital clock and a schedule, Mava will associate a
schedule event with an "on time" start time with no more than one verbal
prompt
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 2: When given a digital clock, a schedule, travel time, and no more than 2
prompts, Mava will identify from a field of 3 what time she must leave in
order to arrive on time to a scheduled event
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 3: When given a digital clock and a schedule, Mava will identify when her
scheduled break times are and demonstrate how to clock in and out
correctly (ex. using google forms) with no more than 2 prompts
Timeframe: by 05/02/2024
Criteria: 80% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 4:
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Written Expression
Does this goal support a Postsecondary Transition Goal?
Yes
No
Goal: Given a velcro personal information chart and faded use, Mava will obtain a job application form and complete personal data information, including name, address, telephone
number, 2 references and birth date.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 90% accuracy in 3 out of 4 trials
Method of Measurement: Classroom Assessment: work samples and data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Objective 1: Given a velcro personal information chart and faded use, Mava will
accurately place her personal information in the correct labeled location
Timeframe: by 05/02/2024
Criteria: 100% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 2: Given a velcro personal information chart and faded use, Mava will
accurately write in her personal information including name, address,
telephone number, 2 references and birth date.
Timeframe: by 05/02/2024
Criteria: 90% accuracy in 3 out of 4 trials
Method of measurement: Classroom Assessment: work samples and
data sheets
Objective 3:
Objective 4:
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Behaviors
Does this goal support a Postsecondary Transition Goal?
Yes
No
If yes, identify:
Employment
Education
Training
Independent Living
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Goals and Objectives
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
GOAL
Goal: During times of escalation given a choice of 3 calm down strategies with visuals, Mava will utilize her strategies in order to regulate herself.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 95% accuracy per month
Method of Measurement: Classroom Assessment: data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Objective 1: During times of escalation given a choice of 3 calm down strategies with
visuals and no more than 3 gestural prompts, Mava will select (verbally or
gesturally) 1 of the 3 strategies to complete
Timeframe: by 05/02/2024
Criteria: 95% accuracy per month
Method of measurement: Classroom Assessment: data sheets
Objective 2: During times of escalation given a choice of 3 calm down strategies with
visuals and no more than 3 gestural prompts, Mava will participate in 1 of
the 3 listed calm down strategies until completion.
Timeframe: by 05/02/2024
Criteria: 95% accuracy per month
Method of measurement: Classroom Assessment: data sheets
Objective 3:
Objective 4:
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Reading - Vocabulary
Does this goal support a Postsecondary Transition Goal?
Yes
No
Goal: Given a content or functional vocabulary word, Mava will identify the meaning of the word.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 80% accuracy
Method of Measurement: Classroom Assessment: work samples Informal Procedures: data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Objective 1: Given a picture representing a vocabulary word, Mava will match the
vocabulary word to the picture representing the word.
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 2: Given a definition of a vocabulary word, Mava will match the vocabulary
word to its definition.
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 3: Given a text with unknown vocabulary words, Mava will use context clues
to determine the meaning of the unknown word.
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 4:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Goals and Objectives
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
GOAL
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Reading - Comprehension
Does this goal support a Postsecondary Transition Goal?
Yes
No
If yes, identify:
Employment
Education
Training
Independent Living
Goal: Given a modified grade level text, Mava will demonstrate comprehension of the text.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 80% accuracy
Method of Measurement: Classroom Assessment: work samples Informal Procedures: data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Objective 1: Given a sentence with a missing word, Mava will select the correct word
(from a text) that completes the sentence.
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 2: Given a multiple choice question about a text, Mava will identify the correct
answer.
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 3: Given a modified grade level text, Mava will sequence events from the
story (what happened first, in the middle, at the end)
Timeframe: by 05/02/2024
Criteria: 80% accuracy
Method of measurement: Classroom Assessment: work samples
Informal Procedures: data sheets
Objective 4:
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
GOAL
Instruction Area: Pragmatic Language
Does this goal support a Postsecondary Transition Goal?
Yes
No
If yes, identify:
Employment
Education
Training
Independent Living
Goal: In a small-group and/or a large group setting, Mava will engage in both structured and unstructured conversations, engage in social problem-solving activities and follow
directions during functional life skills tasks with no more than 2 visual or verbal prompts.
Timeframe: by 05/02/2024
Criteria (Mastery and Retention): With: 3 out of 4 targeted trials
Method of Measurement: SLP Data sheets
ESY Goal? No
IEP Planning for Emergency Conditions:
Can this Goal be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Goals and Objectives
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2023)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
GOAL
Objective 1: During a real-life situation or a contrived scenario (e.g. restaurant, job,
store), Mava will engage in a conversation by taking 2 conversational
turns (commenting, asking questions, remain on topic).
Timeframe: by 05/02/2024
Criteria: 3 out of 4 targeted trials
Method of measurement: SLP Data Sheets
Objective 2: Given a social situation picture, Mava will identify the problem given
choices.
Timeframe: by 05/02/2024
Criteria: 3 out of 4 targeted trials
Method of measurement: SLP Data Sheets
Objective 3: In a small-group setting when there is a group discussion, Mava will
attend to the speaker.
Timeframe: by 05/02/2024
Criteria: 3 out of 4 targeted trials
Method of measurement: SLP Data Sheets
Objective 4: In a large or small group setting, Mava will follow 2 steps during
functional life skills tasks/role play and will respond appropriately during
functional life tasks/role play activities (e.g., restaurant, interview, coffee
cart) given verbal models.
Timeframe: by 05/02/2024
Criteria: 3 out of 4 targeted trials
Method of measurement: SLP Data Sheets
How will the parent be notified of the student's progress toward the IEP goals? Written Progress Report
How often? QUARTERLY
Individualized Education Program (IEP)
V. Services
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
Special Education Services
Service Nature
Location
Service Description
Start Date
End Date
Duration (weeks)
Provider(s)
P=Primary O=Other
Summary
of Service
Number
of
Sessions
Length
of Time
Frequency
Classroom
Instruction
Outside General Education
21hrs 0mins Weekly
05/14/2023 05/02/2024 34 weeks
P Special Ed Teacher
O Instructional Assistant
21Hrs. Weekly
Discussion of Service Delivery
Reading, Math, Written Expression, Behaviors and Functional Skills:
Mava will receive 21 hours of service outside of general education in the alternative curriculum classroom to address her reading, math, written expression, behavior goals and objectives
and functional skills.
IEP Planning for Emergency Conditions:
Can this Service/ESY Service be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Classroom
Instruction
In General Education
6hrs 0mins Weekly
05/14/2023 05/02/2024 34 weeks
P Special Ed Teacher
O General Education Teacher
O Instructional Assistant
6Hrs. Weekly
Discussion of Service Delivery
Electives:
Mava will receive six (6) hours of direct services each week in the general education environment to support her goals and objectives in all academics and functional life skills.
IEP Planning for Emergency Conditions:
Can this Service/ESY Service be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Classroom
Instruction
In General Education
4hrs 0mins Monthly
05/14/2023 05/02/2024 34 weeks
P Special Ed Teacher
O Instructional Assistant
4Hrs. Monthly
Discussion of Service Delivery
Functional Skills:
Mava will receive 4 hours each month out in the community to support her classroom goals and objectives and her functional/community skills.
IEP Planning for Emergency Conditions:
Can this Service/ESY Service be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
If no, describe the changes needed to this Service/ESY Service:
When school is closed, community based instruction will need to be provided virtually rather than physical trips within the community.
Related Services
Service Description
Service Nature
Location
Start Date
End Date
Duration (weeks)
Provider(s)
P=Primary O=Other
Summary
of Service
Number
of
Sessions
Length
of Time
Frequency
Transportation
05/14/2023 05/02/2024
Discussion of Service Delivery
including description of Transportation services, if provided
Transportation:
Mava needs transportation to and from school on a daily basis
IEP Planning for Emergency Conditions:
Can this Service/ESY Service be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
If no, describe the changes needed to this Service/ESY Service:
Transportation will not be needed when school is not in session.
Speech/Language
Related Service
Outside General Education
3
30mins
Monthly
05/14/2023 05/02/2024 34 weeks
P Speech/Language Pathologist 1Hrs. 30Min. Monthly
Discussion of Service Delivery
Speech/Lang. Therapy:
Mava will receive 3 direct 30-minute sessions outside the general education setting per month.
IEP Planning for Emergency Conditions:
Can this Service/ESY Service be implemented as written in emergency conditions resulting in the physical closure of school for 10 or more days?
Yes
No
Individualized Education Program (IEP)
VI. Placement Data
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE) DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
LEAST RESTRICTIVE ENVIRONMENT (LRE) DECISION MAKING & PLACEMENT SUMMARY
A student with disability is not removed from general education in an age-appropriate instructional setting solely because of needed modifications to the general curriculum.
What placement option(s) did the IEP Team consider?
Inside General Education (between 40 – 79% of the school day)
Inside General Education (Less than 40% of the school day)
If removed from the regular early childhood program/general education environment, explain reasons why services cannot be provided in the general education environment with
the use of supplementary aids and services:
Because of Mava's significant academic, behavioral, and communication needs, she requires specialized instruction in a highly structured, small group environment with a highly modified
alternative curriculum. Mava will receive speech services for 3 sessions for 30 minutes each per month outside the general education setting.
Document basis for decision(s):
Mava's disability of autism impacts her ability to learn and demonstrate her learning in reading, math and written expression activities in the general education curriculum. Mava requires
access to an alternate curriculum based on alternate achievement standards for all academic content areas and a small teacher to student ratio. Mava's significant needs in the area of
communication impact her ability to understand and engage in social and academic settings requiring direct speech therapy support.
Special education placement: Inside General Education Less than 40% of the school day
Special education placement as of October 1: Inside General Education Less than 40% of the school day
Average33%/day
Total time in school week: 32 hours 0 minutes - Total time in General Education: 10 hours 38 minutes/week = Total time outside of General Education: 21 hours 22 minutes/week
In selecting the LRE are there any potential harmful effects on the student or quality of services he or she needs?
Yes
No
Document basis for decision(s):
The selected Least Restrictive Environment (LRE) may cause Mava to have limited interaction with non-disabled peers when receiving services outside the general education
environment.
Are the services in the student's home school (the school the student would attend if not disabled)?
Yes
No
Consideration of Transportation Needs: Is the Related Service Transportation needed based on the unique needs of the student or to allow student access to special education
services?
Yes
No
If yes, consider:
Does the student have an Emergency Action Plan?
Yes
No
Does the student have a Transportation Emergency Exit Plan?
Yes
No
Is specialized equipment needed to assist the student during transportation?
Yes
No
Are personnel needed to accommodate the student during transportation?
Yes
No
Are there unique behaviors of which Transportation personnel should be aware?
Yes
No
Is a parent or parent designee required at drop off?
Yes
No
Are other supports needed to assist the student during transportation?
Yes
No
Discussion of consideration of age and disability, time and distance involved in travel, and unique needs of the student in determining the need for the Related Service
Transportation:
Due to Mava's disability, she is unable to walk to and from school safely. Therefore she requires a bus.
Provide an explanation to the extent, if any, the student will not participate with non-disabled peers in academic, non-academic, and extracurricular activities?
Mava will not participate with non-disabled peers during all academics (English, Math, Science, and Social Studies) and when receiving Speech/Language services. Mava will have access
to non-disabled peers during electives, lunch, and extracurricular activities.
SSIS Resident County: Anne Arundel
SSIS Resident School: Severna Park High School
SSIS Service County: Anne Arundel
SSIS Service School: Severna Park High School
Child Count Eligibility Codes:
(1) Eligible Student with a disability served in a public school or placed in a nonpublic school by the public agency to receive FAPE.
Individualized Education Program (IEP)
MARYLAND STATE DEPARTMENT OF EDUCATION (MSDE)
DIVISION OF SPECIAL EDUCATION/EARLY INTERVENTION SERVICES (Form approved by MSDE for use July 01, 2022)
VII. Authorization(s)
Name: Mava Ayaz
Agency: Anne Arundel County Public Schools
IEP Team Meeting Date: 05/04/2023
MEDICAL ASSISTANCE (MA)
Parental consent must be obtained before the provider agency discloses, for billing purposes, their child’s personally identifiable information to the Maryland Department of Health (MDH), the State agency
responsible for the administration of the Medical Assistance Program, consistent with the Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA). By providing
consent, you understand and agree in writing that the public agency may access your child’s Medicaid to pay for services provided to your child.
In order to provide a free appropriate public education (FAPE) to your child, the provider agency may not:
Require you to sign up for or enroll in State’s Medical Assistance in order for your child to receive FAPE under IDEA,
Require you to incur an out-of-pocket expense such as the payment of a deductible or co-pay amount incurred in filing a claim for services,
Use your child’s benefits under Medical Assistance if that use would:
Decrease available lifetime coverage or any other insured benefit;
Result in your family paying for services that would otherwise be covered by Medical Assistance and that are required for your child outside of the time your child is in school;
Increase premiums or lead to the discontinuation of benefits or insurance; or
Risk loss of eligibility for home and community-based waivers, based on aggregate health-related expenditures.
You have the right to withdraw your consent to disclosure of personally identifiable information to State’s Medical Assistance Program at any time.
If you withdraw consent for the provider agency to disclose your child’s personally identifiable information it does not relieve the provider agency of its responsibility to ensure that all required services are
provided to your child at no cost to you.
Is the student eligible for MA?
Yes
No MA Number: 41503860600
I agree to Service Coordination for Children with Disabilities and that the Service Coordinator(s) identified on this IEP may be appointed as MA Service Coordinator(s). (COMAR 10.09.52)
I understand that I am free to choose an MA Service Coordinator for my child. At this time, I accept the following Service Coordinator(s).
MA Service Coordinator Name: Noelle Cruder
MA Service Coordinator Name: Nicholas Marks
I understand that if I wish to change the MA Service Coordinator in the future, I can call the school to make a change.
I understand that the purpose of this service is to assist in gaining access to needed medical, social, educational, and other services.
I give my consent for the provider agency to disclose my child’s personally identifiable information to the State’s Medical Assistance Program in order to access Medical Assistance benefits.
I give permission to the provider agency to recover costs from Medicaid for service coordination, as well as health-related services, related to the implementation of my child's IEP goals.
I understand that if I refuse to allow the provider agency access to MA funds, it does not relieve the provider agency of its responsibility to ensure that all required services are provided to my child at no cost to
parent.
I understand that this service does not restrict or otherwise affect my child's eligibility for other MA benefits. I also understand that my child may not receive a similar type of case management service under MA if
she qualifies for more than one type.
Parent Signature:
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