Tadashi is an 13 year-old student with a specific learning disability in the area of math computation. His IEP Team, including his parents, developed annual goals to address his math computational needs. Short-term objectives were also written that outlined how Tadashi would accomplish his annual goals and how progress would be measured. The services that Tadashi would need to have to make progress on his goals were then agreed upon by the IEP team. The beginning and end dates, duration, persons responsible, and the location of the services were determined and written into the IEP. The IEP team also determined the amount of time Tadashi would participate in the general education curriculum and listed this in the IEP. Finally, the IEP team determined that Tadashi would participate in state and district-wide assessments with the use of a calculator on items requiring math computation skills. They noted that Tadashi's progress would be shared with his parents every 6 weeks when report cards goes home to all parents. This would be in the form of an IEP report card attached to the regular report card. Based on what you read in this scenario, does it appear as though the school is in