Valle Verde Unified School District
Individualized Education Program · Annual Review
DRAFT, not signed, not filed
1 · Present levels of academic achievement and functional performance §56345(a)(1)
Reading. Most recent i-Ready diagnostic places overall reading at a Grade 6 level, with vocabulary the lowest domain and phonics at grade level. Growth across three windows this year is +31 scale points, above the typical growth line for the starting placement.i-Ready · windows 1–3
Mathematics. Grade 10 course marks are C− and D+ across two terms. The assessment record shows accuracy holding on procedures and dropping on multi-step problems.Aeries · marks · i-Ready
Functional. Attendance is 91% year to date, with 14 of 17 absences clustered in October and November.Aeries · attendance
Progress on prior goals. Three of five prior annual goals were met. The two reading-fluency goals were partially met, with the last progress note recorded in January.Prior IEP · progress reports
2 · Measurable annual goals §56345(a)(2)
- Reading comprehension. Given a Grade 8 informational passage, the student will answer inferential questions with 80% accuracy across 4 of 5 consecutive trials. Baseline present · 52%, January probe
- Written expression. The student will produce a five-paragraph argumentative response scoring 3 or higher on the district rubric in 3 of 4 trials. Baseline present · rubric score 2, December
- Mathematics problem solving. The student will solve multi-step linear equations… Baseline missing. Nothing in present levels states where the student is starting, so this goal cannot be measured. Quilt will not invent a baseline. The case manager supplies it.
- Self-advocacy. The student will request accommodations… Baseline missing. No current data in the record for this skill. The team decides how it is measured.
- Reading fluency. The student will read Grade 8 text at 130 words per minute with 95% accuracy in 3 of 4 trials. Baseline present · 104 wpm, January probe
3 · Special education and related services §56345(a)(4), (a)(7)
| Service | Frequency | Duration | Location | Provider |
|---|---|---|---|---|
| Specialized academic instruction | 5× weekly | 50 min | Resource setting | Ed. specialist |
| Specialized academic instruction · math | 3× weekly | 30 min | General ed. classroom | Ed. specialist |
| Speech and language | “As needed” will not survive review. §56345(a)(7) requires frequency, duration, location and start date to be stated. Carried forward from the prior IEP unchanged. The team sets the actual minutes. | |||
Start date, frequency, location and anticipated duration are stated for every service above except the one flagged.Prior IEP · service grid
4 · Participation with nondisabled peers §56345(a)(5)
The student participates in general education for 84% of the instructional day, computed from the current master schedule. Removal occurs only for the resource period.Aeries · master schedule
5 · Assessment participation and accommodations §56345(a)(6)
Participates in CAASPP with accommodations, extended time, text-to-speech for non-reading passages, separate setting, and a calculator on designated items. Each is carried from the prior IEP and is on the CDE matrix for these assessments.Prior IEP · CDE accessibility matrix
6 · Transition services §56345(a)(8)
This section is required at this IEP and is currently blank. The student turns sixteen on March 9, so the IEP in effect must include measurable postsecondary goals based on age-appropriate transition assessment, and the transition services needed to reach them. No transition assessment appears in the record. Quilt cannot write postsecondary goals for a student. That conversation belongs to the student, the family and the team.
7 · Notices and signatures
Prior written notice, procedural safeguards and the parent invitation are located and attached, all in the language on file (Spanish).Prior IEP · district notice templates
