Fowler 1

Kevin L. Fowler

Dr. Schratter

IEP Exercises

November 13, 2007

1) complete the Introduction to the IEP Process; 2) answer the Guiding and Follow

up Questions for two sample IEPs (20 points)

Guiding Questions for IEP # 1

1. Some special education teachers report that they alone write IEPs for their students. What is wrong with such practices? Why must the IEP process be collaborative?

It is vital to be a part of a diverse team of professionals when drawing up an IEP. These professionals should be representative of each step of the child’s transition in the IEP process, such as family members (who are the most knowledgeable of the student’s abilities), teachers representing both general and special education, a representative of the school district (who will provide knowledge on the implications and the availability of resources), and preferably a school psychologist who has taken part in the multifactored evaluations. It would be folly to write an IEP alone not only because of the huge implications it has on students and families, but also because it is crucial to incorporate each of these areas of expertise in order to find the perfect learning environment for the IEP recipient.

2. If you found yourself facing the development and monitoring of an IEP alone, what could you do to make the activity more collaborative?

I would first arrange an IEP team as listed above. Once assembled, it is crucial for the IEP Team Coordinator to “facilitate discussion of team members’ roles and responsibilities” and ensure that each meeting is conducted effectively through increased organization and communication.

3. Who should take the lead role in the IEP process?

As suggested by the CD-ROM’s “Introduction to the IEP Process” an IEP Team Coordinator should be selected at the first organized IEP meeting. Ideally, this person should be chosen due to their constant “contact and rapport with the student and his or her parents or guardians.”

Follow up questions for IEP #1:

1. Did this IEP meeting, co-led by Mrs. Crangle and Mrs. Maheady, comply with the IDEA requirements for the makeup of an IEP team? Why or why not?

Required participants:

Fowler 2

- Family members - At least one general education teacher - At least one special education teacher - Representative of school district - Individual who understands “instructional implications” of evaluation results: ? - (Suggested) Family advocates - The student (when appropriate) X

Yes, all members were present except the child. However, it may have not been appropriate to have the student at this particular IEP meeting. The only questionable absence was our textbook’s insistence on an individual who “can determine the instructional implications of the evaluation results.” I suppose that this can be accomplished by the aforementioned classroom teachers.

2. Seating arrangements can affect the perceived social dynamic between the teacher/professional and the student’s parents or guardians. How does the seating arrangement in this meeting affect the atmosphere?

I think that the seating arrangement is fantastic in how it placed the parent/guardian at the right hand of IEP Team Coordinator. This symbolizes that the important decisions being made involves two very important individuals—the child’s teacher and their parents. I understand the importance of this “seating dynamic” and I appreciate how it is considered during this meeting.

3. The term “collaborative culture” is used to describe adherence by educators to the values of teamwork and professionalism. Is a collaborative culture apparent in the behavior of this group of professionals? Why or why not?

It appears that there is not only a reasonable amount of professionalism but also a comfortable atmosphere found within this meeting. It is difficult to discern the partnership and the collaborative contributions from each team member during this short clip, yet it does appear that only two individuals are contributing: Mrs. Crangle and Mrs. Crabbs. Though these women should play a major role in this IEP (as they are the student’s teachers), it does seem that they are dominating the meeting.

Guiding Questions for IEP #2

**Same as guiding questions for IEP #1**

1. Would it have been appropriate to include Nicki, the student, in this meeting? Why or why not?

As far as I could immediately see there should have been no problems with having Nicki

Fowler 3

present. The film, however, failed to give an age/grade so it is actually quite hard to completely decide. When some uncomfortable items arise I could see there being a problem; however this meeting seemed to be free of any potentially embarrassing moments for the child. Nevertheless, perhaps the reason that Nicki was not invited could be due to a young age and thus perhaps her mother and the IEP Team saved her from any unnecessary boredom.

2. Imagine yourself as a first-year teacher observing this IEP team meeting. How would you evaluate the way the professional conveyed information to the other professionals and to the parent? Was the information given succinctly and in a noncondescending way? Did all parties have time to discuss their concerns? Was the information conveyed clearly enough to be useful to both the professionals and the parent in terms of Nicki’s progress and status?

Unlike the first video where the IEP Team coordinator dominated the conversation along with her colleague, it seems here that a proper introduction and hand-off was given to each professional and they spoke in adequate time. (Despite the fact that it is clear that this is only “snippets” of an IEP team meeting and the short video is not in elapsed time.)

It was also encouraging how the professionals were relating so well to the mother. The positive comments that the mother gave the school and the faculty were very encouraging. I wish that every IEP experience was similar.

3. Now imagine yourself as the parent. What emotions did you experience as the only nonprofessional at the meeting? Did the professionals express empathy, either explicitly or implicitly, for the emotional and practical difficulties you might be experiencing? Did they make accurate assumptions about your understanding of Nicki’s academic progress and status?

The professionals seemed very empathetic and happy to share positive experiences with the mother. The team, indeed made accurate assumptions to Nicki’s progress as Mrs. Maheady, for example, discussed Nicki’s achievement and detailed communication that she and the parent have been having through her homework journal. It appeared that this particular IEP Team would have been accommodating in relating to any sort of emotional or practical issues that may arise.

Though these were only snippets, it was clear that the mother was indeed confident with the progress that her child was making and the IEP process as a whole.

3) answer the Follow-up questions for one case studies (Darius or Allison) regarding writing annual goals (10 points)

Allison Follow-Up Questions:

Fowler 4

1. In what organized, structured ways might you use selected peers to help Allison develop social relationships?

Just as in the film Educating Peter it may be beneficial to sit down with the selected peers to briefly explain to them Allison’s conditions and special areas that she needs assistance in. I think that students (especially at Allison’s age) would be very receptive to such an arrangement and view it as a special way to assist the teacher.

However, there is a noted difference between Peter’s disability and Allison’s. According to the opening vignette, it is not confirmed whether or not Allison has autism. The video, in fact, makes it clear that she does have autistic tendencies (i.e. she rarely makes eye contact, slight cognitive delays, ungainly social interactions, etc.) but these are disabilities that do not need to be discussed with the class as a whole. This means that Allison’s special situation should be described just to the selected peers.

A “buddy group” for Allison may be instrumental in serving as a front door to various social situations and events. Allison may be more comfortable at lunch and recess with these friends by her side. Also, it is important to keep in mind that Allison is a kindergartener and thus she will be placed in various situations where cooperative instruction will take place. Allison may be better suited working with her buddy group partners who are full aware to her slight cognitive deficiencies. I truly think that placing Allison in a buddy group is an ideal step in this prereferral process. However, just as our textbook eludes,

2. How does Allison demonstrate some relative strengths in terms of her social awareness? Is she, for example, amenable to peer interactions? Would you regard her as antisocial? Why or why not?

I would not consider Allison antisocial in the least. I would believe that there are many who would disagree with me on that point due to her slight ineptitude in social interactions. In spite of this, just because a student is a bit awkward in social situations and forthwith flees from them due to criticism from their peers should not give one the impression that these children are antisocial. Yes, Allison did not know how to play the memory game that her peers were playing and she was unable to sing “Ms. Mary Mack” like the other little girls but it was evident that she was indeed enjoying herself.

I would be led to believe that she possessed an antisocial nature if she outright refused to interact as she was instructed by her teacher. However, her social strengths were evident due to her full willingness to participate in the social activities of her peers.

3. How could Allison’s eventual development of letter and number skills help with her social skill development?

It would, in fact, help her immensely. Think of almost all of the cooperative learning implemented in kindergarten to third grade. You have students matching uppercase letters with lower case letters and playing number games like Hi-Ho Cherry. The occasional recess games of Hide-and-Seek, hopscotch, and point-related sports would require a student to have a sufficient understanding of numbers. A student who is not well versed with the rules due to slight deficiencies in their cognitive development will choose to sit out of these social games.

Fowler 5

Just as being unable to read and calculate would hamper an adult’s social life, it would certainly be no different in Allison’s.

4. How might Allison’s cognitive difficulties affect her learning of social awareness and social skills? What accommodations could you make in your teaching?

Cognitive difficulties could hamper Allison in all areas from counting ice cream money to learning her home address. Some accommodations that may need to be considered would be the books suggestions of “individualize curricular goals,” “varying the levels of difficulty of the content address,” “and having student demonstrate their mastery in different way” (Pg 326-327). In this very important prereferral stage it is important for an educator to consider how he/she will be evaluating Allison academically. Especially during this prereferral, RTI stage, evaluations and methods of instruction may need to be altered for Allison’s sake.

It may also be beneficial to consider curriculum overlapping and tiered assignments with Allison in mind when drawing up curriculum during this particular stage

5. Although Allison’s annual goals would not require benchmarks, do any of the goals you have selected appear to need two or three benchmark statements? Give an example

Selected Goal Benchmark needed?

Why?

Within thirty-six weeks, Allison will consistently play the “chip-flip” game during gametime according to all of its rules and without the need for prompts by teachers.

No This goal already provides all of the necessary evaluations to gauge Allison’s progress. A benchmark, such as: Allison must learn the rules of the game by week 9 and play without aid by week 10 may be placing unnecessary burdens on her natural learning abilities.

By the end of the school year, Allison will verbally initiate conversations of three to five minutes in length with Stephanie, Janey, or Tameka during snacktime and other appropriate times at least once per day.

No Allison’s progress for this role may need constant evaluation through observation but it may be suitable to do so without a stringent benchmark. It may also be beneficial to shy away from a place where you are intervening in Allison’s day to day social interactions if they are indeed occurring. This goal is pretty broad and if she is socializing appropriately then it would be safe to say that this goal will be met.

By the end of the school year, given access to the classroom computer, Allison

Yes I think a benchmark may indeed be beneficial to this particular goal. This is due in part to the multifaceted nature of the goal. Not only will

Fowler 6

will participate in “number match” and “letter match” computer games with Tameka for a minimum duration of five minutes per game, for four of the five school days per week for three weeks

she have to participate in two separate computer games but she must also do so with her friend for a set amount of time, for 4-5 days of the week, for three weeks. Again, there are multiple facets here that may be approached more carefully if benchmarks are made.

4) answer Follow up questions for the case study (Marty) involving establishing present levels of performance (5 points);

1. In what ways, if any, would the writing of Marty’s present levels of educational performance be different if you had personally tested and interacted with him and his parents?

I must say that the author of this evaluation did an exceptionally thorough job in my opinion. I will say that there are particular areas that could be stated a bit more kindly, just as the tutorial to this chapter suggests. If Marty is going to be involved in the IEP meeting (which at age 12 he most likely will be) it could be a bit uncomfortable for him when the last paragraph of page 1 is being read. I realize that in such a meeting it is entirely necessary to discuss weaknesses but incorporating the words “annoying” and “fails” (even in the context of an interview) could possibly be a bit trite.

2. How did the specification of Marty’s strengths help you respond to the other four aspects of his present levels of educational performance?

The strengths revealed avenues for individualized instruction. If there was not such a precise record of attributes it would be very difficult to adapt one’s instruction to fit his needs. For instance, now that we know that he works more comfortably on the computer, perhaps it would be expedient to assign more webquest activities to accommodate Marty’s strength. And since he is “very verbal,” perhaps, if testing format allows, it would be effective to offer an oral portion to an exam. Instead of writing essays, give students the opportunity to go out into the hall and explain the concept orally.

3. What information from the Interest Inventory section of Marty’s Evaluation Report could be exceedingly helpful in the development of Marty’s IEP?

I think the anecdotal observations and even the detailed duration recordings.(i.e.”During this time, students work independently or in groups to complete their assignments. Martybegan to work on his math assignment. After approximately five minutes, he began toplay with a gadget that was in his desk.”) These sections reveal a part of Marty’s short-lived attention span and other personality characteristics. This places the teacher inside the learner’s shoes and creates the opportunity to base the learning off of their personalities.

Fowler 7

4. As a writing teacher, who would you find to be more challenging in terms of program planning, a student who has many good ideas but limited strategies for effectively expressing them, as is the case with Marty, or a student with adequate writing skills but little in the way of ideas to express?

I must admit that this is a difficult one, as it appears to be a Catch-22 scenario. I suppose that it is much more fitting to speak as an educator. Though it is ideal for a student’s education to positively inspire their imaginations and personal beliefs, an educator’s main directive (strictly speaking) is to teach a student a needed task. Thus, a writing teacher’s goal would be to teach Marty effective writing. What goes on to the paper (creative or not) is only vital in the sense that it is written orderly and correctly. Thus, Marty could be the most imaginative and creative student in the whole school, yet an IEP would still be needed if he shows serious discrepancies in crafting this creativity into structured paragraphs. It is not, necessarily, a writing teacher’s goal to expand creativity and imaginations. A creative writing teacher on the other hand…

My answer is that it would be much more challenging to program planning for a child who failed to write constructively than one who fails to write creatively.

5) complete customized forms (present level of performance, annual goals, general educational participation, services, transition), necessary related forms (see link for list related forms), and Followup Questions for one case study (Jeremy, Derek, Mwajabu, Leanna, Marty, or Seth) (15 points)

Fowler 8

Notice of IEP Meeting

IEP Date: November 10, 20__

To: Parent/Legal Educational Decision Maker/Guardian

Date: October 13, 200_

On Behalf of: Seth P. Ashlynne

Address: 1232 Stanley Ave. New Haven, CT

Proposed meeting date: November 10, 20__

Proposed meeting time: 3:25PM

Proposed meeting place: Main office conference room 4

This meeting was scheduled with you by Mr. Newberry on October 13. This notice is being sent to you to confirm the time and location indicated above.

MEETING TO REVIEW THE EVALUATION AND DETERMINE ELIGIBILITY(ten-day notice not required)

The results of the evaluation or reevaluation of your child are now available. By law, we must meet with you to review the evaluation results for your child, including any evaluations or information you wish to provide, current classroom-based assessments and observations, and teacher or other staff observations, to determine, with your input:1. Your child’s present levels of educational performance and educational needs;2. Whether your child has an exceptionality; and3. Whether your child needs special education and related services.

MEETING TO DEVELOP THE INDIVIDUALIZED EDUCATION PROGRAM (IEP)

As the parent of an exceptional child, you are entitled to a ten-day prior written notice of any meeting to discuss the needs of your child and develop an Individualized Education Program (IEP). You may consent to hold the meeting with less than ten days written notice.

If it is determined that your child is eligible for special education and related services, we will develop an IEP for your child and determine the appropriate placement.

Fowler 9

The team will make its decisions based on the results of the evaluation procedures which we previously told you we would administer in the Notice of Proposed Evaluation and Request for Consent, which you signed. The team will also consider your child’s strengths and the recommendations you have for enhancing your child’s education.

Discuss possible changes in your child’s Individualized Education Program (IEP). Conduct an annual review of your child’s Individualized Education Program

(IEP). Transition needs and/or services for your child will be discussed at our meeting. If

your child is at least fourteen years old, the local school district will begin to consider educational needs related to his or her future plans after leaving school. In addition, if your child is at least sixteen years old, the local school district will begin to consider transition services to promote movement from school to post-school activities. Transition needs and services can be considered at a younger age if determined appropriate by the IEP Team. Your child is invited by the school to attend the meeting.

Other

As required by federal and state law, in addition to yourself, we will have the following people at our IEP meeting:

1) A general education teacher of your child2) A special education teacher3) A school representative4) Student

As required by federal law, the district invites your son/daughter to attend the IEP meeting when transition needs and/or services will be considered. Transition needs and/or services can be considered at any age, but are to be considered by at least age fourteen.

Other(s) who can help explain the evaluation results or who have knowledge or special expertise regarding your child or services that may be needed.

Member Name Member PositionMrs. Betsy Riley School PsychologistMr. Rick Newberry Teaching Assistant

Fowler 10

If necessary, staff from other agencies that may be able to provide appropriate transition services will be invited to our meeting. Their names and the agencies they represent are shown below. N/A

It is very important that the parents, or the student if he/she is age eighteen or over, attend this meeting. Parents may invite their minor child to this meeting. Students age eighteen or over may invite their parents. Also, you have the right to bring one or more persons with you who are knowledgeable about the needs of the student. If an evaluation has been conducted, you may review all of the evaluation results before we have our meeting. A copy of the evaluation report will be given to you.

If the above date, time or place is not agreeable to you, or if you would like to schedule an appointment to review the evaluation results, please contact

Main office at Rodger’s elementary immediately

School Contact Phone (555) 555-1234Address: 1232 Stanley Ave. New Haven, CT

PROCEDURAL SAFEGUARDS TO PROTECT PARENTS’ RIGHTS

Both state and federal laws concerning the education of children with exceptionalities include many parental rights. Receiving notices of action the school wants to take in regard to your child and being a part of your child’s educational planning team are examples of the rights these laws give you. These laws also require that the school follow certain procedures to make sure you know your rights and have an opportunity to exercise those rights.

A copy of your rights is provided with any Notice of an IEP Meeting. You should read them carefully and, if you have any questions regarding your rights, you may contact:

ADDITIONAL INFORMATION

You may contact any of the following resources to help you understand the federal and state laws for educating children with exceptionalities and parental rights (procedural safeguards) granted by those laws: http://idea.ed.gov

Fowler 11

You may also contact the Principal of the school in which your child is enrolled:

ACKNOWLEDGMENT

I plan to attend the meeting as scheduled I am unable to attend the meeting as scheduled and I would like to schedule the

meeting at another date, time, or place. I am available to attend a meeting on the following dates and times:

Date: Time: Date: Time:

I consent to waive my right to ten-day prior written notice of the meeting to develop, review, or revise the IEP for my child.

_____________________________________________ _________________(Parent/Legal Education Decision Maker/Guardian) Date

_____________________________________________ _________________(Parent/Legal Education Decision Maker/Guardian) Date

This meeting was scheduled with you by telephone on October 9th. This notice is being sent to you to confirm the time and location indicated above.

Not Selected

Fowler 12

IEP Team Members

Student Name: Seth P. Ashlynne

IEP Date: November 10, 20__

Grade: 5th

School: Rodger’s elementary

The following persons have participated in the development of this IEP and were in attendance at the IEP meeting.

Parent/Legal Education Decision Maker/Guardian

Student

Special Education Teacher

General Education Teacher

School Psychologist/Person to Interpret Evaluations

Local Education Agency Representative/Designee

Federal law requires school districts to notify a student’s parents at least one year prior to the student’s eighteenth birthday that at age eighteen all rights afforded under special education law will transfer to the student unless he or she has been legally adjudicated to be an incapacitated person or a child in need. This means that in the absence of a court directive, the student will become the educational decision maker.

Not Applicable Notice provided to:

Special education records for each child with an exceptionality are maintained by the school district until no longer needed to provide educational services to the child. This notice is to inform you that the special education records for this student will be destroyed after five (5) years following the program completion or graduation from high school, unless the student (or the student's legal guardian) has taken possession of the records prior to that time.

o Parents were provided a copy of IEP o Parents were provided a copy of Parents’ Rights

Fowler 13

Present Levels of Educational Performance

Student Name: Seth P. Ashlynne

IEP Date: November 16 200_

HEALTH STATUS

Vision Screening Date: Passed Yes No Recheck

Next Vision Screening Date:

Is this student blind or visually impaired? Yes No

If yes, does the student need instruction in Braille? (Explain)

Hearing Screening Date:

Passed Yes No Recheck

Next Hearing Screening Date:

Is this student deaf or hard of hearing? Yes No

Does the student have a medical or mental health concern or diagnosis that impacts his or her education?

Yes: Neurologists have referred Seth to a neuropathologist to determine the extent of the accident’s effect on his cognitive processing skills.

No

Does the student have a Health Care Plan? Yes If yes, see attached. No

Fowler 14

PARENT/GUARDIAN INPUT AND CONCERNS_______________________________________________________________________Seth’s parents have noted some particular changes in Seth’s usual personality. Among them being “lack of patience,” “low frustration tolerance,” as well as a degree of “impulsivity.” Reportedly, these symptoms were not apparent before the accident.

Seth’s teachers have also noted a difference in the social interactions among his peers. One incident that seems to occur everyday is Seth’s morning routine of laying in front of the classroom door in order to make it difficult for his fellow students to enter. This, and other reported instances are causing Seth’s friends to back off relationally.

STRENGTHS RELATED TO EDUCATIONAL PERFORMANCE

Seth did well on tasks requiring verbal comprehension and expression and knowledge of word meanings.

Social exchanges are also in fine working order. He successfully initiated, maintained, and closed the conversation. He seems very polite and has a high level of self-awareness.

COGNITIVE STATUSImpact of Cognitive Skills on Educational Performance: Seth, according to his mother, is on his way to a speedy recovery. However, as aforementioned, Seth has been referred to a neuropathologist to evaluate any neuropsychological difficulties.

Test observation: Seth opted to do three exams and yet during the sentence writing (seemingly the most challenging for him) he put his head down and began crying in protest. Seth scored below his peers in examinations testing his short term memory and social reasoning. Because of Seth’s previous performance as an excelling student, this leaves one to deduce that these recent developments are due in part to his accident.

Noted academic difficulties: Since the accident, Seth has been having difficulty in math. In particular, there have been some noted memory loss in his computation of single-digit multiplication. Both in speaking and writing, Seth seems to be unable to use conjunctions to connect sentences. These are all peculiarities that appeared after his accident.

Fowler 15

Have the student’s strengths listed above been utilized to address needs on the IEP? Yes No

Areas Relevant to Educational Needs: Early Childhood

Readiness Language Arts Math Content

Area Social/

Emotional Personal

Management/ Functional

Motor Communication

Areas not marked above were considered, but do not require specialized instruction or modifications

READINGSeth is located in the 20th percentile compared to his peers.

Student’s present performance including strengths and needs: Strong verbal comprehension/Needs improvement in working memory and sequencing

LANGUAGE ARTS

Seth is located in the 20th Percentile compared to his peers (79th before the accident)Student’s present performance including strengths and needs: Masterfully forms sentences yet has trouble with conjunctions (therefore, whereas, etc.)

MATHSeth is located in the 33rd percentile (79th before accident)Student’s present performance including strengths and needs: Strongly understands simple mathematical concepts, yet is having trouble remembering multiplication tables.

Baseline: (score before/after injury ) Measurement / Method Used: 115/90 WISC-IV

Baseline: Measurement/Method Used: 112/90 WJ-III

Baseline: Measurement/Method Used: 110/95 WJ-III

Fowler 16

Does the student have a need for Adaptive Physical Education? Yes No

Have the needs that were identified in the most recent evaluation, including observed needs and performance on district-wide and statewide assessments, been considered in the development of this IEP?

Yes

CONTENT AREAS

Seth is in 33rd percentile (88th prior to accident)Student’s present performance including strengths and needs: Remembers general knowledge information (George Washington first President) yet has trouble remembering trivial information (why we put a stamp on a letter)

SOCIAL/EMOTIONALIn a self-evaluation checklist, Seth ranges in the 85th and 95th percentile

Student’s present performance including strengths and needs: Stays on topic and listens to other’s ideas. Yet, seems to stray from the social norm during social activities like recess.

Baseline: Measurement/Method Used: 130/101 Iowa Test of Basic Skills (ITBS)

Baseline: Measurement/Method Used: N/A Devereux ESB-II.

MOTOR

How does this student’s performance differ from same-age peers? N/A Student’s present performance including strengths and needs:

Baseline: Measurement/Method Used:

COMMUNICATION

Seth communicates well and is a terrific listener. He is, however, speaking and writing in choppy sentences.

Baseline: Measurement/Method Used: 130/101 K-TEA

Fowler 17

Annual Goals(with Benchmarks and Short-Term Objectives, if appropriate)

Student Name: Seth P. Ashlynne

IEP Date: November 20___

Parents will receive reports of progress at the same intervals and in the same manner as general education reports.

Annual Goal 1

Standard: Within the school term, Seth will use conjunctions to connect dependent and independent clauses in the formation of complex sentences as evidenced by biweekly spoken language samples and quarterly administration of the Formulated Sentences subtest of the CELF-R.

Present level of educational performance: Difficulty in connecting dependent and independent clauses

Method: Language pathologistAnnual goal: Seth will be able to carry on a 9 minute (prompted) conversation effectively using conjunctions.Benchmarks/Short-Term Objectives

Benchmark/Short-Term Objective 1: A successful completion of a conjunction worksheet every three weeks with progressive degrees of difficulty.

Is progress toward annual goal adequate to achieve goal?

___Yes ___No Date: ________________Comments:

___Yes ___No Date: ________________ Comments:

___Yes ___No Date: ________________ Comments:

___Yes ___No Date: ________________Comments:

Fowler 18

Annual Goals(with Benchmarks and Short-Term Objectives, if appropriate)

Student Name: Seth P. Ashlynne

IEP Date: November 20___

Parents will receive reports of progress at the same intervals and in the same manner as general education reports.

Annual Goal 2

Standard: As soon as possible, and no later than the end of the school year, Seth will respond correctly (orally and in writing) within three seconds to each of the facts contained in a standard multiplication table.

Present level of educational performance: Unable to calculate single digit multiplication problems beginning with the 5th times table.

Method: In-class weekly drills with worksheets and flashcardsAnnual goal: By the end of the school year, Seth will masterfully answer a series of flash cards (6-12) orally and written and take no more than three seconds for computation.Benchmarks/Short-Term Objectives

Benchmark/Short-Term Objective 1: By week 6 he will have memorized the 9th table of multiplication.

Is progress toward annual goal adequate to achieve goal?

___Yes ___No Date: ________________Comments:

___Yes ___No Date: ________________ Comments:

___Yes ___No Date: ________________ Comments:

___Yes ___No Date: ________________Comments:

Fowler 19

General Education Participation

Student Name: Seth P. Ashlynne

IEP Date: November 20___

How does the student’s exceptionality affect his or her involvement and progress in the general curriculum (K–12) or developmentally appropriate activities for preschool children?

During normal classroom activity, Seth will be constantly monitored by both teacher and teacher’s assistant to see if he needs special attention in written and arithmetic exercises.

Explain the extent, if any, to which this student will not participate in general education classes:

Seth will only be out of the classroom during his speech/fluency sessions and multiplication drills.

The IEP team considered and identified potential harmful effects of the placement of the child (educational and social consequences), or on the quality of services that he or she needs. They include: None

List the nonacademic or extracurricular school-sponsored activities in which the student plans to participate: BETA Club; YoungLife

Program Modifications and Adaptations

Does the student require accommodations or modifications to participate in the general curriculum?

Yes No

If yes, describe:

Fowler 20

Need for a Behavior Intervention Plan

Does the student need a Behavior Intervention Plan? Yes No. Although teachers will be advised of Seth’s “door blocking” behavior and be

instructed to remind him of its inappropriateness.

If yes, note timeline for its development and whether a Functional Behavioral Assessment is needed.

Need for Extended School Year

A review of the student’s educational program indicates that extended school year services are required.

Yes No. Despite his two month absence, all of Seth’s educators believe that he will be

able to catch up as it is still early in the semester.

If yes, provide justification:

Description of services to be provided during extended school year:

The team needs to collect further data before making this determination and will meet again by March 20__

Fowler 21

Participation in Statewide Assessments

Student Name: Seth P. Ashlynne

Grade: 5th grade

IEP Date:

Student will participate in statewide assessments with accommodations Student will participate in statewide assessments without

accommodations. Student will participate in alternative assessments

Explanation: The student will not need accommodations during his statewide exam.

Assistive Technology Plan

Student Name: Seth P. Ashlynne

IEP Date: November 20__

Does the student require assistive technology devices or services to be educated in the least restrictive environment?

Yes No

If yes, describe Assistive Technology Plan:

Fowler 22

Services

Student Name: Seth P. Ashlynne

IEP Date: November 20__

Describe: Seth will receive supplemental instruction in the areas of speech and fluency and mathematics in order to regain his conjunction use and times table knowledge

Special Education Services: Speech and fluency services with Mrs. Hicks

Related Services: N/A

Supplementary Aids and Services: Multiplication drills with Mr. Newberry

Program Modifications: N/A

Support for School Staff Members: N/A

Annual Goal Service Educational Setting

Minutes/Days

Time Frame and Provider(s)

Within the school term, Seth will use conjunctions to connect dependent and independent clauses in the formation of complex sentences as evidenced by biweekly spoken language samples and quarterly administration of the Formulated Sentences subtest of the CELF-R.

Speech and Fluency Services

Rodger’s Elementary Room 123

Tuesdays and Thursdays | 45 mins | Time: TBD

Start Date: January 16End Date: May 28Weeks: 18Fiscal Year: 200_Attending School: Rodger’sProvider(s): Mrs. Hicks and Ms. Stenson

Fowler 23

Annual Goal

Service Educational Setting

Minutes/Days Time Frame and Provider(s)

As soon as possible, and no later than the end of the school

year, Seth will respond correctly

(orally and in writing) within three seconds to each of the facts contained in a

standard multiplication

table.

Multiplication drills

Regular classroom

Drills will occur during math time on Mondays and Fridays (10:45am)

Start Date: January 16End Date:May 19Weeks: 18Fiscal Year: 200_Attending School: Rodger’sProvider(s): Mr. Newberry (Teacher’s assistant)

Does this student require special transportation? Yes No

Fowler 24

Statement of Needed Transition ServicesNotice: Transition services will only be needed if annual goals are not met by the IEP Team’s next meeting. If the goals are then unmet then transition services to Seth’s new Junior High School must be made. Student Name: Seth P. Ashlynne

IEP Date: November 20__

Functional Vocational Evaluation

Student does not need a functional vocational assessment. Student needs a functional vocational assessment and will take or has taken a

career interest or aptitude test. List the test below; be sure to consider both formal and informal assessments.

Course of Study:

Students attending ________________schools are required to have completed ____ credits to graduate. _________ currently has earned _____ credits toward completing graduation requirements.

To meet the future goal(s) of _______ __________ will need to complete courses in the area(s) of:

Other comments:

Vocational Rehabilitation

Notification has been or will be sent to Vocational Rehabilitation by the IEP team. Vocational Rehabilitation information has been considered by the IEP team, but a

referral is not desired at this time.

Exit recommendations:

INSTRUCTIONAL SERVICES

I would like to pursue training/education in:Student’s current experiences:

Our plan for this year: Person/Agency Responsible:RELATED SERVICES

I may need to continue to have these related services:Current related services provided:

No services needed in this area. Student has adequate skills.

Our plan for this year: Person/Agency ResponsibleEMPLOYMENT

I am interested in the following career options:Student’s current level of employment readiness skills:

Our plan for this year: Person/Agency Responsible

DAILY LIVING SKILLS

I see myself living:Student’s current level of daily living skills:

No services needed in this area. Student has adequate skills.

Our plan for this year: Person/Agency ResponsibleCOMMUNITY INVOLVEMENT

I would like to be involved in my community in the following ways:Student’s current community involvement/experiences:

No services needed in this area. Student has adequate skills.

Our plan for this year: Person/Agency Responsible

Fowler 25

IEP FOLLOW-UP QUESTIONS

1) What difficulties, if any, did you encounter in translating students’ present levels of educational performance into annual goals? If short-term objectives or benchmarks are not required, do you see any value in including them on a student’s IEP?

There was tremendous difficulty translating these current levels to annual goals. In Seth’s review there were about ten pages not only citing data from standardized tests but much of his academic history. It was difficult trying to summarize all of this on the same page. (Especially when the IEP writer does not really know Seth.) However, the preview was pretty specific in the two areas that Seth needed most help in.

I think benchmarks were vital in Seth’s instance. When you are giving a student a large goal (e.g. learning the entire times table) which may take a whole school term to master, there has to be a reasonable benchmarks to be met just for organization sake.

2) What major component of the IEP serves as a safeguard to ensure that the IEP team doesn’t lose sight of the relationship between the special education and related services the team has specified in the IEP and the student’s progress toward attainment of his or her annual goals?

I would think that there are multiple safeguards to ensure that the IEP Team does not put an unachievable task on special education and related services but the primary safeguard is representation. An IEP Team is strongly advised to include the head of special education and any type of special services the student may need. Their delegation is crucial in finding a plan that is achievable by all parties.

3) At what age does a student require transition goals and services? Can these goals and services be designated for students below that age?

If the transition extends to postsecondary education, vocational, or career goals, then these goals are usually discussed with a student who is 14 years old or older. Nevertheless, vocational transitions can be discussed at any time. However, there are other types of transition scenarios listed below in question 4.

4) Are there other transitions, in addition to that of school-to-adult life and work, that should be addressed in a student’s IEP? What would be the benefit of addressing multiple kinds of transitions in an IEP?

Yes, as we read in chapter 6 many time transition programs are produced relating to the student’s transition into the general education classroom and a new school (whether that means transferring into another district or even into junior high/secondary).

5) Is it frustrating or enlightening for you that each of the students for whom you’ve developed an IEP has a unique background and idiosyncratic performance patterns and test data? How so? Did you expect that these students would be alike in terms of

Fowler 26

their strengths and needs?

It is reassuring to know that there does not exist a textbook plan to invoke on a student who has had a traumatic brain injury. Instead, one considers his test data, strengths in the classroom, and special circumstances that the injury has placed him in. It would not surprise me in the least to know that there exists many distinct differences in the area of academic strengths. The whole purpose of an IEP is to appeal to these strengths due in appeal to the child’s disabilities.