1. “[Intellectual Disability Student] has grown and matured a lot this past year. He is exploring his world and the world of the internet. He is diligent in his work and has an enthusiasm for learning. [Student] has the drive to tackle problems, and address issues bugging him. At times, [Student] is challenged by negative thoughts, but he can turn it around and build upon positive thoughts and good behavior. [Student] will develop that focus on the coming year.”

2. “[Multiple Disabilities Student] loves music and loves dance in his chair. He smiles for yes, shakes his head for no and frowns for dislike of activity. He can say ‘mama’ and loudly makes sounds and laughs. He can shake hands, and wave ‘bye’ and ‘hello.’ He loves 1:1 attention when completing tasks. He enjoys using the iPad by attending to tasks with assistance. He is sweet and tries to ability level when attending to tasks.”

1.“[Student] has an [Intellectual Disability] and demonstrates deficits in cognitive function, adaptive, academic ability, communication, and motor skills with additional support to address his social/emotional and behavioral needs. He requires additional support to address his expressive, receptive, and pragmatic language deficits that are impacting his ability to communicate effectively in the academic environment. These deficit areas impact student’s ability in all academic areas and his ability to access regular education curriculum. Due to student’s disability, he needs specialized instruction which focuses on fluency, maintenance and generalization of life and work skills in addition to academic skills. The [Student’s] educational needs cannot be appropriately addressed in a general education classroom.”

2. “Based on previous formal evaluations, due to [Student’s] identified multiple disabilities, specifically [Orthopedic Impairment], [Intellectual Disability], and [Other Health Impairment], that impacts his progress and performance in all academic areas, social skills, communication skills, functional/adaptive skills, gross motor development, fine motor development and attention to task which impacts his ability to meet academic standards in the general education classroom. These deficits may impact his classroom performance in the following ways: inability to perform academic tasks on grade level, difficulty independently performing daily living activities, trouble keeping up with his peers on tasks, difficulty communicating with adults and peers, and he may struggle negotiating his environment without support. [Student] requires specific, direct one on one or small group instruction to compensate for delays.”

1. “Within a year, [Student] will match colored red and yellow while printing his name and phone with 50% accuracy, as assessed by the data collection form.”

2. “Within one year’s time in a small group setting using a multi-sensory structured literacy program, [Student] will “apple decode program” to be able to read single syllable words that contain initial consonant diagraphs ‘sh,’ ‘th,’ ‘ch,’ and ‘wh’ to comprehend text read with 80% accuracy as measured by classroom assignments, teacher observation or formative assessments.”

1.“After a review of present levels of performance and the IEP team input, the team agrees that because [Student] has an [Intellectual Disability] along with significant deficits in cognitive processing, academic achievement in all areas, adaptive behavior, communication skills, daily living skills, and fine motor/visual motor that he requires research-based programs and specialized instruction at the appropriate level and pace that cannot be properly addressed in the regular setting 100% of the time. [Student] requires a change of content, methodology and/or delivery of instruction, in an environment that allows for more one-on-one attention and time for repetition of skills and mastery of concepts, using a multi-sensory, researched based curriculum delivered at a slower pace to process information with more frequent instructional opportunities than would be provided in the general education setting for his typically developing peers. The District Intensive Global Support Level 1 setting in combination with a small group cross-cat setting is required to address his identified unique learning needs most appropriately address his identified unique learning needs.”

1.“Due to [Multiple Disabilities], [Student] shows deficits that require research-based programs and specialized instruction at the appropriate level and pace that cannot be properly addressed in the regular setting because he needs small and specialized instruction, differentiation in methodologies, and materials using multi-sensory research-based programs in all academic areas. Students’ require specific, direct, one-on-one, or small group instruction to compensate for delays. The instruction cannot be appropriately or adequately addressed in a general education or cross-categorical classroom because intensive intervention is needed to support [Student’s] global delays.”

2. “[Student] has an [Intellectual Disability] and demonstrates deficits in cognitive functioning, adaptive behavior, academic ability, motor skills expressive, receptive and pragmatic language, and behavior/social skills that require research based programs and specialized instruction at the appropriate level and pace that can not be properly addressed in the regular setting because he needs small group and specialized instruction, differentiation, in methodologies, and materials using multi-sensory research based programs in all academic areas. Due to the [Student’s] disability, he needs specialized instruction which focuses on fluency, maintenance and generalization life and work skills in addition to academic skill. [Student] receives special education services in a combination of the Intensive Global Supports, Level 1 setting and the cross-cat setting all academic areas – Reading, Match, and Life/Work Skills.”