Individualized Adaptations and Support Plan The purpose of individualized adaptations and support plans is to tailor the students educational plan to fit the in

Running head: ADAPTATIONS/SUPPORT PLAN 1

Individualized Adaptations and Support Plan

ADAPTATIONS/SUPPORT PLAN 2

Individualized Adaptations and Support Plan

The purpose of individualized adaptations and support plans is to tailor the student’s

educational plan to fit the individual student. Each student has individual needs based on their

strengths and weaknesses; this is especially true of students with disabilities. By providing a

detailed adaptation and support plan all person’s working with the student to have a better

understanding of the students’ needs therefore providing the student with the best possible

education.

Present Level of Performance

Frieda is currently 12 years old and entering the sixth grade. She has been identified as

having global delays. According to the WISC-II Frieda’s Full-Scale IQ is considered below

average for her age at 44. Her verbal skill IQ of 50 and nonverbal skill IQ of 46 also both are

below average for her age. Her achievements in academics are below average of that of her peers.

Her scores are as follows: reading comprehension 26, math calculation skills 26, and she refused

to do the written expression. On the Connor’s Rating Scale which measures behavior

characteristics and adaptive behavior she showed abnormal scores in areas such as: oppositional,

cognitive problems/inattention, anxious-shy, social problems, along with other areas of attention.

Forms were completed by her special education teacher and her grandmother. Parents are

concerned that too much time is spent repeating work that has been done for years. Their major

concerns are for her to develop independence and social acceptance while gaining academic

skills. Impact of Exceptionality:

Frieda gets along with peers and teachers and is well liked. Frieda has functional abilities

ranging from 3 to 5 years with some social skills up to about 6 or 7 years. She has limited verbal

language abilities, but communicates using signs, gestures, and recently a communication board.

ADAPTATIONS/SUPPORT PLAN 3

The limited communication plays a large part in her interactions with her peers. Other students

are reluctant to approach and/or reach out to her. Her limited ability to communicate makes it

hard to know what Frieda’s capabilities are and what she is thinking. Her refusal to do things she

does not like such as the written expression testing adversely affects her education. Her lack of

motivation and interest also plays a role in her ability level both in educational endeavors and

with peer interactions. She needs to overcome her lack of interest and be motivated to learn to

improve in any area.

Annual Goal: (functional academic)

Frieda will use her functional reading skills to help her identify signs and people in her

community to assist her 85% of the time by the end of the school year.

Objective/benchmarks:

1. Frieda will use her functional reading skills to help her read signs when she is out in

the community 75% of the time by the end of the semester.

2. Frieda will use her functional reading skills to help her identify community helpers

(police, firefighters) to assist her 80% of time by the end of 3rd nine weeks.

3. Frieda will use her functional reading skills to help her identify signs and community

helpers to assist her 85% of the time by the end of the school year.

Annual Goal: (Communication)

Freda will use a communication board to communicate her needs and wants to the

teacher and her peers by 80% by the end of the school year.

ADAPTATIONS/SUPPORT PLAN 4

Objective/benchmarks:

1. Frieda will use her communication board to communicate her needs to her peers 70%

of the time by the end of the 1st nine weeks.

2. Frieda will use her communication board to communicate her needs and wants to her

teacher 75% of the time by the end of 3rd nine weeks.

3. Frieda will use her communication board to communicate her wants and needs to her

teacher and peers 80% of the time by the end of the school year.

Annual Goal: (Interpersonal)

Frieda will interact with her peers by participating in cooperative activities 75% of the

time by the end of the school year.

Objective/benchmarks:

1. Frieda will work with a peer on a project related to an assignment scoring 70% by the

1st semester.

2. Frieda will work with a group of three other students on a project related to a class

assignment scoring 75% by the end of the school year.

3. Frieda will work with other students in her class to present a PowerPoint on a topic

chosen and score 75% by the end of the school year.

ADAPTATIONS/SUPPORT PLAN 5

Individualized Adaptations and Support Plan

Student: Frieda Class/Grade: Sixth grade Date: April 12, 2025

Classroom Teacher: Gates Special Educator: Gates

Curriculum Adaptations • Frieda’s curriculum goals will be modified to develop her functional reading skills to

enable her to recognize places such as restrooms and persons to assist her such as police and firefighters.

• Frieda has additional goals in interaction and communication skills.

General Instructional Adaptations to Use Throughout the Day • Frieda will only be given assistance on an as needed basis. She will gain independence

using her communication board. • Encourage Frieda to seek out peers for assistance when appropriate to build peer

connections and interactions. • Give visual prompts and verbal cues when needed to gain Frieda’s attention or to

redirect. • Throughout the day refer to signs that are necessary skills or represent places and/or

people such as: police, fire department, hospital, and restrooms.

Adaptations to the Class Schedule and Activities

Class Activity IEP Goals General Adaptions (instructional and alternative)

Specific Adaptations

7:59-8:45 Morning Routine: Role, Stand for pledge, Bell work, Language Art

• Independent morning routine.

• Work on communication

skills. • Work with

peers • Work in small

groups

• Frieda reads the sign on the restroom that indicates it is

the girl’s restroom before going

inside. • She returns to

the classroom for role.

• She does bell work that is geared to helping her recognize

• Visual Aids will be on classroom walls that indicate safe people or people to go to for help.

• Frieda will do lessons with a different partner as assigned to help her learn

to

ADAPTATIONS/SUPPORT PLAN 6

symbols of emergency person’s. • Lessons will

be adapted for Frieda to build communication skills with her

peers.

communicate with her peers.

• Group work will include

Frieda. • Frieda will

communicate her ideas to the group or her peer partner using her communication board when possible.

8:45-9:35 Reading

• Work on communication

skills. • Work with

peers • Work in small

groups

• Lessons will be adapted for Frieda to build communication skills with her

peers. • Provide visual

supports and manipulatives to support mathematical learning.

• Frieda will do lessons with a different partner as assigned to help her learn

to communicate with her peers.

• Group work will include

Frieda. • Frieda will

communicate her ideas to the group or her peer partner using her communication board when possible.

(Brown, F., McDonnell, J., Snell, M.E., 2016) ADAPTATIONS/SUPPORT PLAN 7

References

Brown, F., McDonnell, J., Snell, M.E. (2016). Insturction of students with severe disabilities,

eigth edition. Boston: Pearson Education, Inc.

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Individualized Adaptations and Support Plan

Overview:

The purpose of adaptations is to enable the student with disabilities to participate as much as possible in all class activities while also pursuing individual learning goals. Graduate Candidates will use the assessment information gathered from Frieda’s case study posted below, to create an individualized adaptations and support plan. This plan will summarize the curricular, instructional, and any alternative adaptations Frieda will need.

Guidelines

1. Based on information provided, write a general Present Levels of Performance (PLP or PLOP) for Frieda. This is based on what Frieda does now; it should summarize Frieda’s current performance and provide the foundation upon which all other decisions in the her adaptaion and support plan will be made; specifically for generating goals, supports and services that are specifically designed to meet her individual needs.

The PLOP includes an Impact of Exceptionality statement which describes how the exceptionality affects Freida’s involvement and progress in the general curriculum. Include as much specific information as you can from the case study, that clearly describes how her exceptionality impacts (or manifests itself) within the general educaiotn curriculum that prevents her from appropriately accessing or progressing.

2. Based upon the PLOP, create 3 Annual Goals and write 3 benchmarks or objectives to support the attainment of each goal for Frieda based on the following Skills:

➢ Functional Academic: 1 goal, 3 benchmarks

➢ Communication: 1 goal, 3 benchmarks

➢ Interpersonal (social): 1 goal, 3 benchmarks

3. Create an Individualized Adaptations and Support Plan for Frieda using the 3 goals and benchmarks as a guide to the adaptations for her class schedule and activities (see Figure 6-9 in Chapter 6 of textbook).

a. Include a summary of the general adaptations used for each type of instructional activity and routine

b. Notes indicating the times/activities for each adaptation

c. Links to stated goals

d. Information regarding who is responsible for the adaptation and when

Examples of PLOP/PLP

Current Academic Achievement and Functional Performance: Jeremiah is a 9 year old fourth

grade student with average ability, whose achievement testing shows relative strength in reading

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and weakness in math. Jeremiah is reading at grade level and has good comprehension. He likes

to read and he also enjoys science activities. His most recent CBM testing showed that he read

111 words per minute, which is at the 65 percentile on local norms. Math CBM testing showed

that he scored 9 digits correct in a two minute timing, which is at the 17 percentile on district

fourth grade norms. Mom reports that he brings home assignments requiring reading, but he

forgets his math homework.

Impact of Exceptionality: Jeremiah has difficulty paying attention during class time. His

inability to stay on task and follow directions is negatively affecting his classroom performance.

When asked to begin work, he often looks around as if he does not know what to do.

Observations indicate he often looks to peers for directions, rather than attending to the teacher.

This occurs in both classes that he likes and in those he does not like. When the teacher goes to

him to provide individual help, he refuses help and insists he understands what to do, but then he

often completes the assignment incorrectly. Jeremiah also needs to work on staying in his

personal space and not invading others’ personal space. This is exhibited when he swings a

backpack or his arms around in a crowded room or while walking down the hall. Observations of

Jeremiah show this is also an issue during games in PE class and in unstructured activities during

recess, such as playing tag. He is unable to appropriately interact with others. He sometimes

stands very close to other students, squaring up to them, in a posture that is intimidating to

younger students, and challenging to those his own age. He has also been observed to

inappropriately touch other students. These behaviors have been especially problematic during

special out-of-school activities, and Jeremiah has not been allowed to attend the last two class

field trips, because of the severity of problems on earlier field trips.

ANNUAL GOAL: A statement that identifies what knowledge, skills and/or behaviors a student is

expected to be able to demonstrate within the year during which the IEP will be in effect.

1. Is the goal clear and understandable?

A. not vague?

B. avoids educational jargon?

C. not too specific?

2. Is the goal positively stated?

3. Can the goal be justified on the basis of the information in the PLEP?

4. Is the goal practical and relevant to the student's academic, social, and vocational needs?

5. Is the goal practical and relevant when the student's age and remaining years in school are

considered?

6. Does the goal reflect appropriate growth within the instructional area?

7. Can the goal be accomplished within one year?

Example: Given a 4-function calculator, Kay will solve ten one-step word problems using

addition and subtraction with 90% accuracy on three consecutive weekly trials as evaluated by

scoring of teacher made assessments every two weeks.

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Blue – conditions, accommodations; Red – do what; Green – to what extent; Pink – over

what period of time

Writing objectives

A goal defines the end toward which effort is directed.

Benchmarks/Objectives indicate measurable intermediate steps (think task analysis).

Objectives define an outcome for a specific behavior; they should be effective and measurable.

Learning objectives generally include:

1. Performance or behavior. What is the learner expected to be able to do or produce? This reflects competencies that will be learned in terms of performance. Performances and

behaviors should be overt, observable, and measurable.

2. Conditions. How will the competency or knowledge be demonstrated? This may include the specific information the learner should use, or listing the tools, references or aids that

will be available to the student in demonstrating accomplishment of the objective.

3. Criterion or degree. What specific set of criteria must be met to demonstrate mastery? This signifies a level of performance.

How to write learning objectives:

1. Include a definite, measurable verb that signifies a demonstrable learning outcome.

2. Make sure that each objective contains an intended performance/behavior, conditions

for demonstrating competence, and a criterion/degree of performance.

3. Strive for higher order thinking (analysis, synthesis and evaluation levels) when

applicable.

Example

Annual Goal:

Student will increase assertive behavior when feeling victimized by peers by May 2018, as

measured by observation and data collection.

Objective/benchmarks:

1. S will identify verbally assertive responses when presented with alternatives, as measured by

data collection. (This is the easiest level of performance)

2. When presented with a role play, S will state calmly what is bothering him, as measured by

data collection. (This is a more difficult level of performance, as student must demonstrate the

skill)

3. When feeling victimized, S will state calmly what is bothering him x% of the time, with one

verbal prompt, as measured by observation and data collection.

4. When feeling victimized, S will state calmly what is bothering him x% of the time, as

measured by observation and data collection. (This is the most difficult level of performance, as

student must use the skill in a natural environment [such as a classroom or playground], rather

than an Artificial counseling setting)

Case Study

Student’s Name: Frieda Current age: 12

Frieda is a 12 year-old student with global delays. She has been served in a variety of special education settings. Her parents are very educated and advocate for her and other children with

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disabilities. Frieda is about to enter the sixth grade and her parents want to begin a more functional curriculum for her. Their major concerns are independence and social acceptance while at the same time gaining as many academic skills as possible.

Frieda is a very likable student and gets along well with teachers and peers. As she gets older her parents realize that social acceptance will become more of a concern. Especially, as she gets into junior and senior high school, peer relationships will be harder to maintain. Frieda has functional abilities ranging from 3 to 5 years with some social skills up to about 6 or 7. She has limited verbal language abilities but is able to communicate through signs and gestures. She recently starting using a communication board and it has helped with schoolwork.

Her parents are concerned that too much time is spent repeating the same work that she has done for several years. For example, Frieda has demonstrated that she can distinguish between colors and shapes. Worksheets sent home consistently have her completing these skills. She has been working on writing her name and can complete her first and part of her last name. She can identify letters and numbers up to 20. They would like for her to develop functional reading skills so she can recognize appropriate places like restrooms, and persons who can assist her like police and fireman. They are also interested in her learning basic mathematic skills, understanding money, etc. Socially they want to her continue being friendly but be able to understand who to trust and who not to trust. Finally they are concerned as she goes through puberty that she learn the appropriate hygiene and social skills of an adolescent.

Several evaluations were preformed on Frieda , including two behavioral observations; a speech/language checklist; a hearing and vision screening; a Conner’s’ Teacher Rating Scale; a Conner’s’ Parent Rating Scale; the Wechsler Intelligence Scale-Third Edition (WISC-III); the Woodcock-Johnson II Tests of Achievement (WJ III ACH); and an Adaptive Behavior Inventory (ABI).

According to the WISC-III Intelligence Test Frieda’s Full Scale IQ of 44 exceeds <0.1 percent of her normative age group, thus she is considered below average for her age in her cognitive ability.

The WISC-III Verbal Scale IQ of 50 again corresponds to a percentile ranking of <0.1 and suggests below average verbal skills for her age. The Verbal Scale measures verbal comprehension, including application of verbal skills and information to the solution of new problems, ability to process verbal information, and ability to think with words. It provides information on language processing, reasoning, attention, verbal learning, and memory.

Frieda’s nonverbal skill IQ of 46 is also in the percentile ranking of <0.1 and below average for her age, according to the WISC-III Performance Scale. This test measures perceptual organization, including the ability to think in visual images and to manipulate these images with fluency and relative speed, to reason without the use of words (in some cases,) and to interpret visual material quickly, The four point discrepancy in favor of Frieda’s WISC-III Verbal Scale IQ is not statistically significant at the .05 probability level and suggests in this respect that she functions on about the same level whether expressing herself verbally or dealing with concrete objects in problem solving situations.

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Frieda’s academic achievement skills in reading, math, and writing were consistent with the other tests scores with a percentile ranking of <0.1, suggesting below average school achievement compared to her peers. Her reading comprehension was scored at 26, her math calculation skills at 26, and there is no score at all for the written expression because she refused to do it.

Frieda’s behavior characteristics and adaptive behavior were measured on the Connors’ Rating Scale, by both her special education teacher and her grandmother. She showed abnormal scores in such areas as A. oppositional, B. cognitive problems/inattention, D. anxious-shy, F. social problems, and other areas of inattention.

Frieda also took an Adaptive Behavior Inventory or ABI. Her ranking was at 4 or below in all areas of social skills, where a ranking of 5 is considered a weakness.

All of these tests can be affected by such factors as motivation, interests, cultural opportunities, natural endowment, attention span, and the ability to process verbal information. As noted in some of Frieda’s behavioral observations a lack of motivation and interest may have very well affected her scores.

Assignment: Individualized Adaptations and Support Plan

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Tasks



Exemplary Acceptable Unacceptable

Present Level of Performance

Graduate candidate includes a detailed statement of the student’s present level of academic achievement and functional performance, including: how the student’s disability affects her involvement and progress in the general education curriculum, self-help skills, and participation in social activities.

PLOP includes specific information regarding how Frieda’s exceptionality impacts (or manifests itself) within the curriculum.

(up to 15 points)

Graduate candidate includes a statement of Frieda’s present level of academic achievement and functional performance, including: how the disability affects her involvement and progress in the general education curriculum, self-help skills, and participation in social activities.

PLOP includes information regarding how Frieda’s exceptionality impacts (or manifests itself) within the curriculum.

(up to 10 points)

Graduate candidate fails to include an accurate (or missing relevant details) statement of the student’s present level of academic achievement and functional performance, including: how the student’s disability affects her involvement and progress in the general education curriculum, self-help skills, and participation in social activities.

AND/OR

PLOP does not include accurate or enough information regarding how Frieda’s exceptionality impacts (or manifests itself) within the curriculum.

(up to 5 points)

Annual Goals

Candidate provides 3 measurable annual goals which directly relate to meeting Frieda’s needs that result from her exceptionality; there is a direct relationship between the measurable annual goals and the needs identified in the PLOP.

All components are correctly included within each goal as prescribed in the guidelines.

(up to 15 points)

Candidate provides 3 measurable annual goals which relate to meeting Frieda’s needs that result from her exceptionality; there is a direct relationship between the measurable annual goals and the needs identified in the PLOP.

All components are correctly included within each goal as prescribed in the guidelines.

(up to 10 points)

Candidate provides 3 annual goals that loosely relate to meeting Frieda’s needs that result from her exceptionality; there is a direct relationship between the measurable annual goals and the needs identified in the PLOP.

There are some components missing from one or more goals.

(up to 5 points)

Benchmarks / Objectives

Candidate includes 3 exceptionally well- written benchmarks per goal.

Objectives are broken into smaller tasks directly related to stated goal. Objectives are measureable, includes a

Candidate includes 3 benchmarks per goal.

Objectives are broken into smaller tasks related to stated goal. Objectives are measureable, includes a performance/behavior, conditions, and criterion.

Candidate fails to include 3 benchmarks per goal.

AND/OR

Objectives are not broken into smaller tasks directly related to stated goal.

AND/OR

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performance/behavior, conditions, and criterion.

(up to 30 points)

(up to 25 points)

Objectives are not measureable, and/or does not include a performance/behavior, conditions, and criterion.

(up to 20 points)

Adaptations Chart Plan

Candidate created a detailed well-developed adaptations and plan chart specific to Frieda’s needs. Chart includes all identifying information for: curriculum / instructional adaptations, functional skills, and social skills.

Candidate includes Frieda’s objectives for each activity and adaptations (general and specific).

(18 points)

Candidate created adaptations and plan chart specific to Frieda’s needs. Chart includes all identifying information for: curriculum / instructional adaptations, functional skills, and social skills.

Candidate includes Frieda’s objectives for each activity and adaptations (general and specific).

(up to 13 points)

Candidate created a basic adaptations and plan chart loosely based on Frieda’s needs.

AND/OR

Chart missing identifying information for: curriculum / instructional adaptations, functional skills, and social skills.

AND/OR

Candidate failed to include Frieda’s objectives for each activity and adaptations (general and specific).

(up to 8 points)

Components

Submitted Adaptations

and Support Plan

includes all components

as prescribed in the

guidelines and

instructions. Each

question or part of the

assignment is addressed

thoroughly.

(12 points)

Submitted Adaptations

and Support Plan

includes all components

and meets all

requirements indicated in

the instructions. Each

question or part of the

assignment is addressed.

All attachments and/or

additional documents are

included, as required.

(10 points)

Submitted Plan is

missing some

components and/or does

not fully meet the

requirements indicated

in the instructions. Some

questions or parts of the

assignment are not

addressed. Some

attachments and

additional documents, if

required, are missing or

unsuitable for the

purpose of the

assignment.

(8 points)

Submission

Graduate candidate

submitted assignment on

time.

Graduate candidate

submitted project after

deadline.

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(10 points) (5 points)

Individualized Adaptations and Support Plan

Student: Class/Grade: Date:

Classroom Teacher: Special Educator:

Curriculum Adaptions

General Instructional

Adaptations to Use

Throughout the Day

Adaptations to Class Schedule and Activities

Class Activity IEP Goals General Adaptations

(Instructional and

Alternative)

Specific Adaptations

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