Individualized Educational Plan Paper Assignment

Individualized Educational Plan Paper Assignment Words: 906

Final Exam IEP William H Dunston Liberty University Course and Section # EDUC 521 201020 Summer Sub-term B; Deadline: 07/21/2010 Dr. Rollen Fowler Date of Submission 07/20/2010 EDUC 521 – Final Exam: IEP Name: Karen Smith |Date of birth: 5/22/1999 | |School: Bywood Elementary |Age: 10 |Grade: 3rd | |Primary language-Student: English |Primary language-Home: English | |Primary classification: Specific Learning Disability |Special ed teacher: William Dunston |

Present Levels of Performance, Goals, and Objectives |Skill Area: Reading | |Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| |Karen is functioning at the 1. 6 grade level in reading. Karen’s learning disability in the areas of reading comprehension and | |reading recognition require accommodations in her in her reading classes.

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Karen’s teachers report that Karen’s communication skills| |favor reception more than expression and that her vocabulary is quite good. | |Annual Goal: Within one academic year Karen will improve her reading skills by 1 full grade level to a 3. 6 grade level as measured | |by a standardized test. | |Short-term objective: Given a list of 20 unfamiliar phonetically spelled words, Karen will read them by decoding them with 95% | |accuracy as measured by teacher made test by May 7th, 2010. |Short-term objective: Presented with a paragraph, Karen will read with 90% accuracy as measured by teacher made test by May 7th, | |2010. | |Short-term objective: With use of kinesthetic and tactile teaching methods in instruction, Karen will be able to identify and read| |at least twenty simple words (consonant/vowel/consonant) with 100% accuracy within four months, as measured weekly by teacher | |recorded observational data. | Skill Area: Spelling | |Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| |Karen is functioning at the 1. 4 grade level in spelling. Karen’s strengths are in math. She is able to quickly grasp the concepts | |and is excelling at a regular rate in this area. | |Annual Goal: Within one academic year Karen will improve writing skills by 2 grade levels to a 3. 4 grade level as measured by | |standardized tests. |Short-term objective: With the use of tactile teaching methods Karen will use knowledge of phonics, word patterns, and slight words| |to improve spelling when writing as observed by teacher. | |Short-term objective: Karen will progress through the developmental stages of spelling from transitional spelling to correct | |spelling in the context of writing as measured by teacher made test by May 7th, 2010. | |Short-term objective: Karen will spell 50 third grade level high frequency words as measured by teacher made test by May 7th, | |2010. |Skill Area: Communication | |Present level of educational performance: Teachers report that Karen has trouble interacting with peers because of difficulty | |verbalizing her thoughts. | |Annual Goal: Within one academic school year Karen will increase social communication skills as measured by teacher’s benchmark. | |Short-term objective: Karen will initiate communicative interactions with others on 4 out of 5 occasions. |Short-term objective: Karen will initiate varied appropriate topics with others on 4 out of 5 occasions as measured by teacher’s | |benchmark. | |Short-term objective: Karen will engage in conversational turn talking with others across 3-4 conversational turns, 4 out of 5 | |opportunities to do so. | |Skill Area: Reading | |Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| |Karen is functioning at the 1. grade level in reading. Karen’s learning disability in the areas of reading comprehension and | |reading recognition require accommodations in her reading classes. Karen’s teachers report that Karen’s communication skills favor | |reception more than expression and that her vocabulary is quite good. | |Annual Goal: Within one academic school year Karen will read 3rd grade material at a rate of 80 words a minute with no more than | |0-2 errors as evidenced by standardized testing. |Short-term objective: By February 10, Karen will read 2nd grade material at a rate of 60-80 words per minute with no more than 3 | |errors. | |Short-term objective: By April 10, Karen will read 3rd grade material at a rate of 40-60 words per minute with no more than 3-5 | |errors. | |Short-term objective: By June 10, Karen will read 3rd grade material at a rate of 60-80 words per minute with no more than 0-2 | |errors. | Special Education and Related Services Type of Service, Aid or Modification | |Time per day/week | | | | |Location | |Begin date |Duration | | Reading Tutor | School | 2 x per week | 9/9/2010 | 12 weeks | | Spelling Bees | Resource Room | 1x week | 9/9/2010 | 16 weeks | | Electronic Reading Lab | Computer Lab | 1 x per week | 9/9/2010 | 8 weeks | |Speech Language Pathologist for |Resource Room |2 x per wk |9/18/10 |16 weeks | |expressive language | | | | | |Individual sessions with school counselor|Counselor’s office |2 x per week |9/18/10 |8 weeks | Instructional modifications/accommodations: Assuming Karen is in a full inclusion school; | |Modifications | |Extended time for completion of assignments or tests | |Additional time for reading assignments | |Time for repeated review or drill | |Accommodations | |Provide on audio tape | |Provide in large print | |Reduce number of items per page or line | |Provide a designated reader | |Present instructions orally | |Response: | |Allow for verbal responses | |Allow for answers to be dictated to a scribe. |Non-participation in the general curriculum | |Regular classes or general curriculum: | |Extracurricular/nonacademic: | |Transition planning (for students age 14 and over) | |N/A_ Transition planning will be addressed through the Student’s Advisement. | |N/A_ Transition planning is addressed on the IEP addendum. | |N/A_ Transition planning is not needed due to the age of the student. |Participation in statewide or district assessments | |X Modified: __timing/scheduling ___setting ___response format ___presentation forms | |__Alternative: | |Reason for alternative: | |Scheduled reports to parents | |Frequency: Monthly | |Method: Parent teacher conference/ Teleconference | Signature |Position |Date | | Karen’s Mom |Parent | 5/16/2010 | | Sally Starr |Special education director | 5/16/2010 | | Dr Psychologist |School psychologist | 5/16/2010 | | William Dunston |Regular education teacher | 5/16/2010 | | Susan Exceptionality |Special education teacher | 5/16/2010 | | Dr. Education |School principal | 5/16/2010 |

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