IEP 2 Special Factors and Participation in State/District Wide Assessments
Name   Date

Does student require assistive technology devices and/or services or low incidence services, equipment and materials to meet educational goals and objectives? (If yes, specify)

Is student blind or visually impaired? Instruction in Braille and/or the use of Braille will be provided
Instruction in Braille and/or the use of Braille is not appropriate because

Is student deaf or hard of hearing?
If yes, address the following areas based on student needs.
Specialized communications strategies, opportunities for direct instruction, communication with peers and adults in the student's language, and mode of communication

Does student's behavior impede learning of self or others? (if yes describe)
Specify positive behavior interventions, strategies, and supports
Behavior Support Plan (BSP) attached Behavior Intervention Plan (BIP) attached

Is the child an English Learner?
If yes, consider the language needs of the child as those needs relate to the IEP:

Program Transition
Activities to support transition (e.g. preschool to kindergarten, special education and/or NPS to general education class) (If yes, describe:)

PARTICIPATION IN STATE/DISTRICT WIDE ASSESSMENTS (STAR)
CAT-6/California Standards Test  
California Alternative Performance Assessment (CAPA) — Level (CASEMIS)
Grade Exempt (before grade 2 and after grade 11)

CAHSEE (California High School Exit Exam)
 
Beginning no later than grade 9 parent(s)/guardian, student has been informed that as of the 2005-2006 school year student must pass the California High School Exit Exam to earn a diploma.
Student NOT working towards diploma Student NOT high school age
Promotion/Graduation Standards  
Other State-Wide Assessments/Accommodations/Modifications
Other District-Wide Assessments/Accommodations/Modifications