IEP Final Project Kathy Campbell Instructor: Kurt Scheffler EDUC 205: Development/Individual Differences Fall 2013

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IEP GOALS-OBJECTIVES/BENCHMARKS
Student Information Name: Brittney Wilson Grade: 5th DOB: 01/03/2003 Sex: Female IEP Meeting Date: 11/13/2013 School: Harrison Elementary District #: 478 Ethnicity: White Student’s Age as of IEP Date: 10 years 10 months

Eligibility Statement Brittney is an Extended Resource Room student that has been diagnosed with Cerebral Palsy and is cognitively impaired. Her cerebral palsy causes her to fatigue easily and miss several school days each month for doctor appointments and physical therapy sessions. Due to these factors, Brittney is struggling academically. While she is currently in the 5th grade, she is cognitively functioning at a kindergarten level. Area of need: Math Gen Ed Content Standard: 1.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones and tens to 100, by counting backward by ones from 20, and by counting with ordinal numbers. 1.M.1.2.1 Use objects, pictures, and symbols to add up to 10 and subtract from up to 9. Present level of Performance: Brittney can currently count up to the number 25 by ones. She can also perform simple addition and subtraction problems that only add or subtract the numbers one or two (i.e. 4-1, 3+2). Brittney is also able to visually recognize numbers up to 25 but struggles with writing them in order correctly. Annual Goal: Brittney will be able to count to 100 by ones with 90% accuracy and will be able to count to 100 by tens with 100% accuracy. She will be able to count up from a target number for up to 5 numbers (i.e. beginning at 66 and counting up to 71). Brittney will also be able to perform addition and subtraction problems up to the number 10 with 90% accuracy in 4 out of 5 trials. Evaluation Procedure / Assessment Method: Brittney will complete weekly math worksheets that will gradually increase in difficulty as the weeks progress throughout the year in the ERR. Every two weeks she will perform a “mad minute” timed addition or subtraction worksheets and her teacher or aide will chart her progress. Assistive Technology: Assistive technology is not needed due to the availability of blocks, units, wall charts and other devices, which are used to aide in the memory and learning by students who are at this current level of learning.

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Objectives / Benchmarks: Target Date Goal Brittney will be able to count up to the number 40 with 90% accuracy in 4/5 trials. Brittney will be able to add and subtract up to the number 3 with 90% accuracy (i.e. 4-3, 5+3). Brittney will also be able to count by tens the numbers up to 100 when shown a visual prompt with 90% accuracy. Brittney will be able to count up to the number 75 with 90% accuracy in 4/5 trials. 05/31/2014 Brittney will be able to add and subtract up to the number 5 with 90% accuracy. Brittney will also be able to count by tens up to 100 without any visual prompts with 75% accuracy. Brittney will be able to count up to the number 100 with 75% accuracy in 4/5 trials. 09/13/2014 Brittney will be able perform addition and subtraction “mad minutes” at a rate of 8 problems per minute. Brittney will also be able to count by tens up to 100 with a 100% without any visual prompts with accuracy in 4/5 trials.

03/13/2014

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IEP GOALS-OBJECTIVES/BENCHMARKS
Student Information Name: Brittney Wilson Grade: 5th DOB: 01/03/2003 Sex: Female IEP Meeting Date: 11/13/2013 School: Harrison Elementary District #: 478 Ethnicity: White Student’s Age as of IEP Date: 10 years 10 months

Eligibility Statement Brittney is an Extended Resource Room student that has been diagnosed with Cerebral Palsy and is cognitively impaired. Her cerebral palsy causes her to fatigue easily and miss several school days each month for doctor appointments and therapy sessions. Due to these factors, Brittney is struggling academically. While she is currently in the 5th grade, she is cognitively functioning at a kindergarten level. Area of need: Reading Gen Ed Content Standard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Present level of Performance: Brittney can currently sound out CVC words with 90% accuracy. She knows the following kindergarten sight words: A, I, the, in, is, on, for, up, and, today, big, yes, no, look, see, you. Brittney struggles to recall and segment single syllable spoken words when asked audibly to segment the selected word. Annual Goal: Brittney will be able to read and decode words at a First Grade level by 11/12/2013 at a rate of 35 CWPM. She will be able to segment and blend CVC, CCVC, CVCC type words with a 90% accuracy. By November 2014, Brittney will be able to read words with the following long vowel combinations: a_e, e_e, i_e, o_e, u_e, ay, ee with 75% accuracy. Evaluation Procedure / Assessment Method: The Resource Room Aide, using AIMS Web curriculum, will assess Brittney weekly and her progress will be charted. She will begin assessments at the kindergarten level but will advance to the first grade level by the Fall of 2014. Assistive Technology: Assistive technology is not needed due to the availability of computer games, recorded book readings and other devices, which are used to aide in the memory and learning by students who are at this current level of learning.

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Objectives / Benchmarks: Target Date 03/13/2014 Goal Brittney will be able to sound out and decode CVC, CVCC and CCVC words with 75% accuracy. Brittney will be able to read 25 cwpm at a kindergarten level with 75% accuracy Brittney will be able to sound out and decode CVC, CVCC and CCVC words with 75% accuracy at a rate of 40 cwpm. Brittney will be able to read 35 cwpm at a kindergarten level with 75% accuracy. Brittney will be able to sound out and decode CVC, CVCC, and CCVC words with 90% accuracy. 09/13/2014 Brittney will be able to decode long vowel words (a_e, e_e, i_e, o_e, u_e) with 75% accuracy in 4 out of 5 trials. Brittney will be able to read 30 cwpm at a first grade level with 75% accuracy.

05/31/2014

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IEP GOALS-OBJECTIVES/BENCHMARKS
Student Information Name: Brittney Wilson Grade: 5th DOB: 01/03/2003 Sex: Female IEP Meeting Date: 11/13/2013 School: Harrison Elementary District #: 478 Ethnicity: White Student’s Age as of IEP Date: 10 years 10 months

Eligibility Statement Brittney is an Extended Resource Room student that has been diagnosed with Cerebral Palsy and is cognitively impaired. Her cerebral palsy causes her to fatigue easily and miss several school days each month for doctor appointments and therapy sessions. Brittney struggles with muscle coordination for both her fine motor skills and her gross motor skills. Additionally, due to her cognitive impairment, she lacks appropriate attention holding skills and participates in inappropriate self-stimulatory activities when she is no longer entertained by an activity. Area of need: Fine and Gross Motor Skills / Occupational Therapy Gen Ed Content Standard: Gross Motor Skills: Balance, Movement, and Coordination Goal 17. Children demonstrate strength and coordination of large motor muscles. Fine Motor Skills: Prehension, Reaching, and Manipulation Goal 18. Children demonstrate strength and coordination of small motor muscles. Pragmatic Behavior Goal 31. Children participate positively in group activities. Present level of Performance: Brittney is currently able to use a tripod grasp to write her name but struggles to write her letters correctly without the aid of a visual model. Brittney has a short attention span (less than 5 minutes), which hinders her ability to participate in group oriented activities that take longer than that. It has been observed that when Brittney is no longer entertained by an activity that she resorts to rocking or head banging. Annual Goal: Brittney will be able to use a tripod grasp effectively and will be able to write all upper and lower case letters with correct sequencing, orientation and placement on the lines with minimal verbal or visual cues with an accuracy of 90% by November 2014. Brittney will be able to participate in group learning activities and group physical education games with peers of her same ability. She will increase her attention span capability toward an activity for a period of 20 minutes without episodes of head banging. Evaluation Procedure / Assessment Method: Brittney’s classroom work will be evaluated by teacher, aide and occupational therapist observation. Every 4 weeks her performance will be charted in regards to her length of attention span and the ability to write her letters correctly. Assistive Technology: None needed

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Objectives / Benchmarks: Target Date Goal Brittney will be able to correctly write the uppercase letters A-Z with correct sequencing, orientation and placement on the lines with minimal verbal or visual cues with an accuracy of 75%. Brittney will be able to positively attend to a classroom group learning activity for a period of 10-12 minutes without any head banging. Brittney will be able to correctly write the uppercase letters A-Z and lower case letters a-k with correct sequencing, orientation and placement on the lines with minimal verbal or visual cues with an accuracy of 75%. Brittney will be able to positively attend to a classroom group learning activity for a period of 15 minutes without any head banging. Brittney will be able to correctly write the uppercase letters A-Z and lower case letters a-z with correct sequencing, orientation and placement on the lines with minimal verbal or visual cues with an accuracy of 90% for uppercase letters and an accuracy of 75% for lower case letters. 09/13/2014 Brittney will be able to positively attend to a classroom group learning activity for a period of 15 minutes without any head banging. Brittney will be able to positively attend to a physical education activity for a period of 20 or more minutes without any head banging.

03/13/2014

05/31/2014

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IEP Services and Considerations Service Responsible Person
Special Education Teacher or Aide Special Education Teacher or Aide Occupational Therapist and Certified Occupational Therapy Aide

Location

Minutes / Week
150.00

Frequency
150 minutes each week, 4 weeks per month During normal in-service school days 90 minutes each week, 4 weeks per month During normal in-service school days 60 minutes each week, 4 weeks per month During normal in-service school days

Reading

Resource Room

Math

Resource Room Resource Room, Therapy Room, Physical Education Gym

90.00

Occupational Therapy

60.00

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Other Considerations A. Transportation a. Brittney will utilize special education transportation services to accommodate her cerebral palsy and cognitive impairment needs. B. Classroom Environment a. Brittney will be placed in the least restrictive environment during the school day. b. She will receive her reading and math services in the Extended Resource Room for approximately 60 minutes per day. c. She will receive her Occupational Therapy in her general education classroom, Extended Resource Room and in the OT room as needed. d. Brittney will be placed in her general education classroom for at least 50% of her school day with the additional aid of a Special Education Aide. C. Assessments a. Brittney will not take part in state or district wide assessments for her grade due to her disabilities. She will be tested accordingly through an alternate assessment to insure progress toward her annual goals and educational advancement. D. Course of Time a. This IEP is effective immediately and will be in effect for one calendar year. If Brittney reaches success before the annual goal date, the IEP will be modified at that time. b. If Brittney is not progressing toward benchmarks/goals by target due dates, her parents will be informed. E. Transition Services a. Brittney’s transition into middle school will be structured by collaboration with the future administration, current and future special education and general education teachers, her speech therapist, her occupational therapist and her family. !

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