IEP Project Brooke Atlas - SP2017 - MTL537

Context for Learning:

John (Name changed for privacy) is in 6th grade. He is in a self-contained classroom for all of his core academic classes. John is a very nice and like-able student. He wants to do well in school and please others. He has a great sense of humor and loves to laugh. John is very responsible with his hearing aide and FM unit when he is at school. He has had a good transition into middle school form elementary school.

John is in a General Education classroom with no supplementary aids for library, lunch, recess, bathroom, advisory, extra-curricular activities, and PE activities. He is in the following General Education classroom with supplementary aids for PE tests, his exploratory classes, field trips, assemblies, and health. In addition to his self-contained classes, he sees a Hearing Itinerant, a Speech and Language Pathologist, an Occupational Therapist, and a Social Worker.

John would be unable to stay on task and complete assignments in a general education classroom without supports due to his developmental delay. Impaired receptive and expressive language skills affects John's ability to express himself clearly when presenting academic information and when interacting with peers and adults.

Present Levels of Academic Achievement and Functional Performance:

Academic Performance:

John currently receives reading instruction in the self contained special education classroom. There is a small class size. He has support by a teacher assistant. He uses an alternate curriculum from the general education. John is a strong oral decoder. His weakness is in comprehension. He tends to answer questions with unrelated information that is not presented in reading. He needs prompting to answer comprehension questions.

John’s spelling and punctuation are below his grade level and it shows in his writing. He receives instruction for spelling. His handwriting is sloppy but when given paper with larger lines, he produces clearer writing. He has difficulty starting so he needs to be prompted to write.

John struggles with basic math facts like addition, subtraction and multiplication.

Functional Performance: John has documented hearing loss and wears hearing aids. He has moderate hearing loss in both ears. John is seen in speech and language because of moderate to severe learning delays. He has a hard time following multi-step directions, recalling information and staying on topic during structured tasks. John has a short attention to tasks and needs reminders to listen to information. He often needs information repeated, re-worded, or broken down further. Socially, John is respectful, has a gentle demeanor, and works hard in school. He enjoys attention from adults and likes to please others. He is currently working on demonstrating appropriate social and classroom behaviors. He has immature social schools compared to others his age.

Parental Concerns: The student’s mother is concerned about her son’s progress in math. She also brought home the IEP from their meeting to look over with the student’s father.

Health Concerns: John's hearing impairment affects his ability to communicate in learning and social situations without appropriate amplification and accommodations.

The Team, Decision Making, and Data Provided

IEP Team: Mother, Special Education Teacher, General Education Teacher, Speech/Language Pathologist, Hearing Itinerant, Occupational Therapist, Assistant Principal. (Names are not included for privacy purposes).

Team Decision Making: Overall as a team, they discussed ways to make John more independent so he can be successful in life-long skills. These decisions will follow him into some classroom goals. There were certain elements of goals from the past that they want to change in the next IEP meeting to better meet the needs of John. Overall, from what I gathered from the Special Education teacher I spoke to about John, they would like to focus on being responsible with age-appropriate social behaviors, responsibility, and listening skills. These are goals I am focusing on in this presentation.

Data: Testing scores, teacher, specialist, and family testimonials and benchmarks/short term objective results from the past year. (I was able to take notes from the Special Educator about this student who will

Goals and Benchmarks/Short Term Objectives

Date of IEP: March 2017

Social Emotional Goal #1

Learning Standard: 1C.3a. Set a shortterm goal and make a plan for achieving it.

Annual Goal: John will come prepared to music class by having all necessary materials including a pencil, and folder by using his folio to keep his music. He will put his instrument in the proper place.

Goal Area: Functional

Title of Goal Implementer: Ms. Atlas (Music Teacher)

Evaluation Procedures: Daily Checklist (Pencil, Folder, Music, Instrument, 4 items)

Evaluation Criteria: Average out of 4 items

Schedule for Determining Progress: Quarterly

Benchmark Schedule:

Benchmark 1: May 2017 (6th Grade)

Benchmark 2: September 2017 (7th Grade)

Benchmark 3: December 2017 (7th Grade)

Social Emotional Goal #2

Learning Standard: 3B.3b. Evaluate strategies for resisting pressures to engage in unsafe or unethical activities.

Annual Goal: John will be able to make decisions at an age-appropriate level with peer social situations in the classroom 8 out of 10 times. He will be able to have a productive conversation evaluating strategies to improve his immature behaviors in the classroom.

Goal Area: Functional

Evaluation Procedures:Student weekly feedback (verbal or written) with his teachers and social worker. Teacher observation.

Schedule for Determining Progress: Weekly

Short-Term Objective 1 (May 2017): John will be able to understand that there are pressures to engage in unethical activities. He will be able to make decisions at an age-appropriate level with peer social situations in the classroom 5 out of 10 times.

Evaluation Procedure: Student weekly feedback (verbal or written) with his teachers and social worker. Teacher observation.

Schedule for Determining Progress: Weekly

Short-Term Objective 2 (September 2017): John will be able to understand that there are pressures to engage in unethical activities. He will be able to make decisions at an age-appropriate level with peer social situations in the classroom 7 out of 10 times.

Evaluation Procedure: Student weekly feedback (verbal or written) with his teachers and social worker. Teacher observation.

Schedule for Determining Progress: Weekly

Short-Term Objective 3 (December 2017): John will be able to understand that there are pressures to engage in unethical activities. He will be able to make decisions at an age-appropriate level with peer social situations in the classroom 8 out of 10 times.

Evaluation Procedure:Student weekly feedback (verbal or written) with his teachers and social worker. Teacher observation.

Schedule for Determining Progress: Weekly

Reflective Practice

I enjoyed working on this IEP project for this class. Reviewing some of the websites from our class modules, I found “The Short-and-Sweet IEP Overview” was helpful for me to have a general understanding of the steps that are taken to create an IEP. First being sure that the IEP states reasonable and measurable goals for a student, and to be sure that services will be provided to reach these goals. Reading this overview was helpful for me to ask practical questions when I spoke to a Special Educator about a specific student (John) to help me complete this project and learn about writing IEPs. When beginning to design goals and benchmarks/short term objectives, I used resources including a MAST module about developing Standards-Based IEPs called Elements of Standards-based Educational System, along with meeting with a Special Education teacher in my school. These resources provided necessary information to help me write goals. I especially looked at the seven step process to help create a Standards-Based IEP (Holbrook, 2007). Using these resources helped me approach creating goals in a more realistic and effective way. I realize how important it is to use resources (educators, peers, reliable resources from the internet, books) to continue to grow in developing IEPs and goals.

Citations

The Short-and-Sweet IEP Overview. (n.d.). Retrieved March 12, 2017, from http://www.parentcenterhub.org/repository/iep-overview/

Elements of Standards-based Educational System. (n.d.). Retrieved March 12, 2017, from http://mast.ecu.edu/modules/siep/concept/#2

Holbrook, M. (2007). Standards-based individualized education program examples. Alexandria, VA: Project Forum at National Association of State Directors of Special Education. Retrieved April 2, 2010

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