Study the case studies? below (1st grade or 11th grade) 2. Then read Table 2-3 (IEP Requirements-Content of the IEP) on pages 38-39 of the textbook. 3. Us
Instructions
Directions: If possible, please indicate your contributions to the IEP by using a different color font or highlighting. Some students have done this, and it makes access & grading easier on my end.
1. Study the case studies below (1st grade or 11th grade)
2. Then read Table 2-3 (IEP Requirements-Content of the IEP) on pages 38-39 of the textbook.
3. Use the information from a given a case study evaluation to write a Standards-aligned IEP, including:
- Measurable goals to address the student’s learning needs
- The interventions to remove the barriers caused by the student’s disability in the learning environment
- The supports and the additional services to be provided
- A transition plan.
•
ON ASSf~MENT lON TO SJ'[CIAL rouc,m •
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JA/ILt 2-J JIJP Rrquirrr!lt'nll
C,nu11rojrh<IEP (.~300.320(t1)) . d 1 • pro""ttmor IEP means a written St
• d: ·Juttlrt tar1c11flon I)" . • atell)
rmm1I As used in rhis parr, rhe rerm ,n ,v, ~ _J and revised in a meermg m accordance wi· L erit fr..
(i) v, • • d lo""d reviCWl-u, t,
1 vc
r:u.h d11ld wirh a d1sabiliry 1h3t 15 eve ,,. '. I de- 324 d that musr me u
§§300.320 throu.i:h 300. 'an d . al achievement and functional perforll'I
. , fevds of e ucat 10n ance
( J) A mremen1 of the cl11ld s presrnr ,
includins- h'fd' • olvemenc and progress in the general cur .
d d• bT affects rhe c • 5 mv r1cl!J
(i) ] low tht' chil 's ,sa r ,ry d' blt'd children); or lllll
• • lum as for non isa . . .
(i.e., the same cumcu . h he disability affects rhe child s part1ciparion .
'Jd appropriare, ow r in
(ii) For pmchool du ren, as
appropriate activities; .
al oals including academic and funcuonal goals designed
2 (') A smement of measurable annu g ' . to….._
( )
1 J from the child's disability to enable the child to be i
(A) Meet the child's needs_ chaht resu :ra1 education curriculum; and nvolv~
in and make progress m r e gen . , .
f h h'fd' her educational net'ds that result from the child s disability·
(B) Meer each o r e c • s or . . ,
. 'h d' b'I' • who rake alcernace assessments aligned to alternate achrevernenr
(ii) For cluldren wrc isa r mes b' . .
d • • £benchmarks or shorr-cerm o iecuves, srandards, a esmpnon o
(3) A descriprion of- . .
(i) How the child's progress coward meeting the annual goals described rn paragraph (2) of this SCctio11
will be measurt'd; and .
(ii) When periodic reporrs on the progress the child is making toward ~eetrng_ the annual goals (such
through the use of quarterly or ocher periodic reporrs, concurrent WJ(h the issuance of report tards)as
will be providt'd;
(4) A sraremenc of che special education and related services ~d supplement'.'1f aids and services, based on
peer-rr'iewt'd research to rhe extent practicable, ro be provided co the child, or oo be~ of the child,
and a smemeoc of the program modifications or supporrs for school personnel that will be provided to
enable tl1e child-
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved io and make progress in the general curriculum … and co participate in
exuarurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nooclisabled children in the
activities described in chis section;
(5) An explanation of the extent, if any, co which the child will DOC participate with nondisabled children in
the regular class and in the activities described pmgraph (aX4) of this section;
(6) (i) A scarement of any individual appropriate accommodations dw are necessary co measure the academic
achievement and funaional pern>nnance ri the child oo State and disttictwide assessments. …
(ii) If cbt IEP Team dttermincs chat the child shall take an almnate assessment on a particular Stace or
disuirnvidc assessment ri student achievement, a statement of why-
(A) Tbt child annot participate in the regular assessment; and
(B) Tbt particular alter11m messmeot selected is appropriate for the child; and
(7) The ~roj~ed dare for the ~~iooiog of the services and modifications described in paragraph (a)(4)
of th_u sec::r•on, and the antmpaced frequency, location, and duration of chose services and
modaficauons.
J
TABll 2 3 contin11td
Tramition (§300.320(b)) •f . . . . l 1 • 16 r ,·ounger ,
(b) Transiuon services. Beginning not lam thm th( first IEP to be in dfect ,i.•hen the du u 1s_ • 0 1
determined appropriate by the IEP Team, and upd.ucd annu.llly, thereafter, the IEP roust mclude- • bl · • • assessments rcl:ued (1) Appropriate mcasura e postsccond,uy goals based upon age-appropm.te tr.umt10n.
to training, education, employment, and, where appropriate, independent living skills; and
(2) the transition services (including co~ of srudy) needed to assist the child in l'C3Ching those goals..
Considtratio,i of Sp,,:ial Factors (§300.324(2))
(i) In the case of a child whose behavior impedes the child's learning or tlw of others, consider ~he use of positive behavioral interventions and suppons, and other strategies, to address that behaVJor;
(ii) In the case of a child with limited English proficiency, consider the language needs of the child 35
such needs relate to the child's IEP;
(iii) In the case of a child who is blind or visually impaired, provide for instruction in Br:ulle and the use of Braille unless the IEP Team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;
(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opporrunitics for direct communi cations with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and
(v) Consider whether the child needs assistive technology devices and services.
Source: Building the Legacy US Department of Education.
Specific guidelines govern the content of the IEP. According to current federal laws, the IEP must contain information about:
1. The student's present levels of educational achievement and functional performance;
2. Measurable annual goals; 3. Needed special education and related services,
supplementary aids and services, and pro gram modifications and supports;
4. The extent to which the student will not par ticipate with nondisabled students in the general education classroom and other school activities;
5. Procedures for the student's participation in state- or districtwide assessments of student achievement;
6. Strategies for measuring progress toward annual goals and informing parents of that progress;
7. Transition services for older students; and
8. When appropriate, special factors such as behavioral needs, language needs, instmction in Braille, communication needs, and assis tive technology devices and services.
Table 2-3 presents excerpts from the Final Regulations for IDEA 2004 that address the con tent of the IEP.
Although federal laws mandate the compo nents of the IEP, the IEP form itself is not. The form is developed by individual school dimicts or other educational agencies, causing some variation from one locale to another.
Several components of the lEP focus on the general education curriculum and the student's access to and participation in that curriculum. In describing the student's present levels of educa tional performance, the team must address the effects of the disability on the scudent's ability to
participate in the genera curriculum. TI,e team must develop annual goals relate<l to invoh•ement
,
Student: Alex Brown Williams Date: 02/02/2018
Data Review and Documentation of Eligibility
Date: 02/02/2018 Grade: 11
Re-evaluation: INITIAL Examiner: Linda M. Cylc, MS
Date of Birth: 11/11/2000 School: Delaware High School
Student: Alex Brown Williams Evaluation Date(s): 12/19/2017
Guardian(s): Ms. Kiera Williams
To review recent assessments and evaluation measures to determine:
* whether the child is a child with a disability as defined by the IDEA and state regulations: and
* the educational needs of the child.
SECTION A: REVIEW OF INFORMATION (Complete for ALL disability categories)
(1) Information and Evaluations Provided by Parents:
REASON FOR REFERRAL: Alex was referred for evaluation via the child study process as well as parent request, due to concerns with academic performance and progress.
EVALUATION TECHNIQUES:
Behavior Assessment System for Children – Third Edition Structured Developmental History (BASC-3 SDH)
Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
Wechsler Individual Achievement Test, Third Edition (WIAT-III)
Behavior Assessment System for Children – Third Edition (BASC-3)
Conners 3
Student/Parent Input
Teacher Progress Reports
Classroom Observations
Review of Records
BACKGROUND INFORMATION:
Alex is a seventeen year old, eleventh grade student at Delaware High School. He participates in the CNAP career area. Alex lives at home with his mother, brother (age 23) aunt, and cousin. He sees his biological father about once or twice per month, and his grandparents weekly or more often. Alex’s mother, Ms. Kiera Williams, shared via the BASC-2 Structured Developmental History Form (SDH) that Alex was the product of a full term, healthy pregnancy and delivery. He weighed seven pounds, eight ounces at birth. Ms. Williams did not indicate any areas of developmental delay. As a toddler, Alex suffered from ear infections. Family history is significant for special education and high blood pressure. Alex wears glasses and no past or current health issues were described. He sees a physician for preventative care yearly. Current school nurse report indicates that hearing is within normal limits. Alex’s vision was not screened, as his glasses were broken. He was asked to return after his glasses are fixed. A history of migraines is indicated, and he takes prescription medication (Ibuprofen 800mg) at home. Nurse’s office visits are rare, and immunizations are up to date.
Alex has attended Delaware High School since ninth grade. Prior to that, he attended Charter School for fifth through eighth grades, Elementary School for fourth grade, and Elementary School B for kindergarten.
Ms. Williams shared that Alex enjoys playing football and computers, and he would like to be a police officer when he grows up. He participates in social activities with his family, including sports, meals, attending church, and visiting with relatives. Outside of school, he participates in a drum line.
Alex was referred for evaluation via the school’s child study process. Due to a significant number of missing assignments, failed tests, and failed classes, teachers, parents, and school staff are concerned about his academic progress. Ms. Williams shared that Alex thinks he knows the information and will not ask questions or ask for help. She shared that he struggles in math, and he does not catch on as fast. He is good with hands-on work, and he has to try things himself – he does not learn by ‘looking.’ Ms. Williams is concerned as to where to go from here.
Alex’s mother, Ms. Kiera Williams, attended the child study meeting (11/30/17) and the eligibility meeting. She shared that she saw Alex’s strengths as being funny, caring, and endearing, and that he doesn’t have any ‘real’ problems, and he’s a good kid overall. Ms. Williams shared that Alex helps at home and does housework. Ms. Williams shared that Alex is not a great test taker. He has had a job at the daycare at which she works, and he did well. He is good a hands-on activities, and he is well spoken. Ms. Williams shared that she has been concerned about his academic performance since seventh grade.
(2) Current Classroom-Based and/or State Assessments, and Classroom-Based Observations, including information acquired from the Child’s Response to Scientific, Research-Based Intervention (i.e., “RTI”):
Report Cards
While at Delaware High School, Alex has made up any failed classes by repeating them or taking them during the summer or via adult education. Based on current standing, he has two classes to make up – health and Integrated Math 3.
11th Grade
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Integrated Science |
51 |
52 |
66 |
67 |
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62 |
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Spanish 1 |
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Integrated Math 3 |
47 |
48 |
56 |
52 |
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50 |
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ELA 3 |
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U.S.History |
63 |
54 |
38 |
53 |
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Computer Network Admin 2 |
93 |
84 |
41 |
38 |
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Global Studies |
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10th Grade
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Physical Education 2 |
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93 |
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90 |
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92 |
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Economics |
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73 |
60 |
38 |
46 |
52 |
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Computer Network Admin 1 |
91 |
91 |
56 |
63 |
