Running head M7: IEP ASSIGNMENT 1

M7: IEP ASSIGNMENT

Alison Ball

University of Kansas
Running head M7: IEP ASSIGNMENT 2

Table of Contents

Student Information.3

Developmental Characteristics3

Social3

Behavioral.3

Academic4

Communicative...5

IEP Analysis and Needs...6

IEP MAPS..9

Strengths..9

Weaknesses9

A Day in D.D.s Life...10

Parental Concerns11

Hopes and Dreams..11

Figure 1: IEP MAPS Document.....12

IEP Recommendations.13
Running head M7: IEP ASSIGNMENT 3

M7: IEP ASSIGNMENT

Student Information

D.D. is 9 years old and is in the 3rd grade at Indian Elementary. He was

retained during the 2015-16 school year. He lives at home with his mother and two

siblings. English is his primary language. D.D. met eligibility criteria to be identified

as a student with specified learning disabilities in the areas of basic reading skills,

reading comprehension, reading fluency, and written expression, as well as math on

02/02/2017.

Developmental Characteristics

D.D. shows developmental characteristics far below peers his age. Adults

contributing to his learning will need to assist in the areas of behavior and all

academics. They will need to get to know D.D. and his personality in order to be

successful.

Social and Behavior. In the classroom D.D. struggles to stay on task unless

the work involves the computer. He disrupts the class by shouting out, refusing to

work, walking around the room or walking out of the classroom. He constantly asks

to go to the resource room. D.D. struggles to build appropriate relationships with

peers and teachers. He doesnt seem to be aware of how rough he plays. His facial

expressions are not appropriate and are hard for others to understand. D.D.

struggles to understand when other children dont want to play anymore or think he

is playing too rough. However, he is able to follow simple directions in the

classroom.
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Academic. D.D. was administered the Wechsler Intelligence Scale for

Children, Fifth Edition (WISC-V). He obtained a Full Scale IQ standard score of 79,

which is considered to be very low compared to peers. He obtained a Nonverbal

Index standard score of 87, which is considered Low Average and felt to better

reflect his overall intellectual ability. However, he demonstrates difficulty using

learned vocabulary and formulating sentences in the correct word order, which

makes it difficult for others to understand what he is trying to convey while working

in groups or in the classroom. Deondre struggles with completing tasks that rely on

listening skills. He demonstrates difficulty responding to questions appropriately

after listening to a short passage and struggles with organizing words into

meaningful sentences. He needs vocabulary and instructions repeated to him in

order to be successful. The students math skills are higher than ELA. He enjoys

math and likes to practice his fluency skills on the computer. D.D. was administered

the Kaufman Test of Educational Achievement, 3rd edition. He obtained the following

scores:

Reading Composite-SS 80; 9%ile

Math Composite-SS 80; 9%ile

Written Language Composite- SS 70; 2%ile

Sound-Symbol Composite- SS 74; 4%ile

Decoding Composite-SS 75; 5%ile

Reading Understanding Composite- SS 82; 12%ile

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Communicative. Speech: D.D. is able to produce age-appropriate sounds as

same age peers. No support is needed in this area. However, he had a limited

vocabulary and struggles to use appropriate facial expressions. He cannot

verbally express what he is feeling or thinking. He cannot hold a

conversation with peers without being inappropriate. He has told the teacher

he does not like school and would rather be home playing his video games.

When frustrated, D.D. will walk out of classroom yelling, I dont care!

When asked what he likes to do outside of school, he said he only plays video

games. Deondre needs a modified grading scale for reading and written language.

He would also benefit from a behavior sheet and possibly a check in system. During

the observation the student only seemed to be engaged when working on the

computer. He only liked the computer programs he wanted to be on. When

redirected he argues, walks around and asks to leave. The teacher showed him the

schedule and reminded him about what time he goes to the resource room.

Deondre continued to ask to leave or go to the restroom.

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IEP Analysis and Needs

In D.D.s IEP, he does not have behavioral needs addresses. While observing I

noticed that the class as a whole is a high behavior class with D.D. having a negative

impact on the climate of the classroom. He may benefit from a social support group

that focuses on appropriate body and verbal language and understanding

boundaries of others. I would reevaluate and add a behavior goal to his IEP.

D.D. will participate in special education 280 out of 2100 minutes during the

school week. Full participation in the regular education room is not appropriate

because of D.D.s need for a small-group setting with individualized instruction,

which cannot be achieved satisfactorily in the regular classroom. The student will

participate in regular physical education. D.D. will be on a modified grading system

in the areas of reading and written language. This will be collaboration between

grade level tasks presented in the regular education classroom setting and

instructional level tasks completed in the resource room.

D.D. has academic IEP goals in the areas of Basic Reading Skills, Reading

Comprehension, Reading Fluency, and Written Expression.

Baseline: D.D. is able to read the Frist grade 100 Fry sight words with at

least 50% accuracy.

Annual Goal #1.1

By the annual IEP review, D.D. will increase his basic reading skills b reading

200 words from the First and Second 100 Fry sight words lists with at least 80%
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accuracy on 3 out of 4 data collection days, as measured by teacher observation and

data collection.

Baseline: D.D. is able to read a passage at grade level and answer

comprehension questions with 50% accuracy.

Annual Goal #2.1

By the annual IEP review, D.D will increase reading comprehension by

reading a passage or text at the end of first grade level and answer comprehension

questions with at least 80% accuracy on 3 out of 4 data collection days, as measured

by teacher observation and data collection.

Baseline: D.D. demonstrates the ability to read a passage at the beginning of

first grade level with at least 20% accuracy.

Annual Goal #3.1

By the annual IEP review, D.D. will increase reading fluency by reading

passage at the end of first grade level with appropriate intonation and expression

with at least 90% accuracy on 4 out of 5 data collection days, as measured by

teacher observation and data collection.

Baseline: D.D. is able to write a simple sentence without correct punctuation

or capitalization.

Annual Goal #4.1

By the end of the annual IEP review, D.D. will increases his written

expression skills by writing a 3 sentence paragraph that tells about an event, uses

correct capitalization, and punctuation with at least 80% accuracy on 3 out of 4 data

collection days, as measured by teacher observations and data collection.

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The IEP shows the goals assessed and measured four times in a school year,

once per quarter. The goals are measured through teacher observation and data

collected through district assessments.

D.D. will spend 40 minutes per week in the resource room for specialized

instruction over basic reading skills. D.D. will spend 40 minutes per week received

specialized instruction over reading comprehension in the resource room. He will

spend 40 minutes per week in the resource room receiving specialized instruction

over reading fluency. D.D. will spend 120 minutes in the resource room receiving

specialized instruction over written expression. D.D. will spend 40 minutes per

week in the speech resource room for specialized instruction for language therapy.

D.D. will be allowed extended time for test completion, tests read to him and

alternative seating.

The IEP states the parents will be informed of progress towards annual goals

by providing a progress report on a quarterly basis. The case manager is

responsible for maintaining communications with regular education teachers and

related service providers regarding the services, accommodations, and

modifications. The classroom teacher is going to have to have a strong working

relationship with the special education teachers in order for D.D. to successfully

reach his goals.

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IEP MAPS

This MAPS was completed after interviewing the schools special education teacher,

J.R. She has worked with D.D. for two years. I am his current third grade teacher so

I used what knowledge I have gained after spending several months with D.D. I

spent time talking with D.D. as well as with his mother. This process includes all

those close to the student. The MAPS interview takes place before the official IEP

meeting.

Anyone close to the student that is invited to attend collaborates to put a

visual plan on paper for all to review together. Those who attend may include

parents, other family members, teachers, principal, coach, etc. The visual plan

includes the students dreams, needs, goals, strengths and supports.

Strengths

D.D. Is very organized with his belongings, more than the average third

grade boy. He has excellent computer skills including video games. He can be

redirected in very small or one on one setting. D.D. excels in math.

Needs

D.D. needs help with school appropriate behavior. He needs assistance to

complete tasks that rely on listening skills. D.D. need help establishing healthy peer

relationships.
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A Day in D.D.s Life

D.D.s mother did not want to share much about their life at home. I know

that D.D. has two younger siblings. His mother is single but has a boyfriend. The

boyfriend has a nephew in the same grade as D. D., which causes some behavior

problems when they are together. Mom works a lot leaving D.D. unsupervised and

too much time playing video games. D.D. struggles to be successful especially on

Mondays. D.D. spends a great part of his day trying to be funny for the class. The

class gets very irritated with D.D.s behavior therefore hurting his peer

relationships. D. D. spends most of his day acting out in order to be sent to the

resource room. When he is bored in the resource room he will try and make his way

back into the regular classroom. D.D. makes his way to the buddy room or care

room at least once a day. Due to D.D.s behavior interrupting his day he is not

getting consistent instruction.

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Parental Concerns

D.D.s mother is concerned for his relationships. She is aware that his facial

expressions are not appropriate. She does not know how to fix the problem. She is

worried that his behavior is going to keep him from progressing towards his goals.

Hopes and Dreams

D.D.s mother wants him to establish healthy relationships with peers and

teachers. His teachers want the same thing for him. Everyone wants D.D. to be

productive in school and lower his trips to the buddy room and care room. His

teachers and mother would like D.D. to develop appropriate facial expressions and

to be able to successfully participate in specials, i.e. art, music and gym. His mother

and teachers would like him to spend more time working on content in the

classroom.
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INTERVIEW QUESTIONS

What are the students strengths and needs?

What are possible parental concerns or requests?

What is a day or week in the life of this child like?

What are the students hopes and dreams?

What are the familys hopes and dreams for this student?

MAPS FORM Figure 1(The form provided was a PDF and I couldnt get it to

work.)

GOALS
DREAMS -Increase basic reading skills
-Establish healthy relationships with peers and including fluency and
teachers comprehension
-Productive during school -Increase language skills
-Appropriate facial expressions -Increase written expression
-Participate in Specials i.e. art, music, gym

STRENGTHS NEEDS
-Organized -Help with school appropriate
-Video games behavior
-Computer skills -Help to complete tasks that rely on
-Able to be redirected in small listening skills
settings -Help with establishing peer
-Enjoys math relationships

SUPPORTS
- Nurse to administer asthma medicine
-Mentor to role-play appropriate school behavior
-PBIS behavior chart
-Check in/check out system
-Time with SPED teacher to reteach material and teach
interventions
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IEP Recommendations

As I previously mentioned, if allowed, I would reevaluate the IEP and add at

least one behavior goal. I feel a lot of what is hindering D.D.s education is his

behavior. I also feel learning some social skills will help him establish much needed

peer relationships. At this time, there is no behavior concern mentioned or

behavior goal listed in his current IEP. I have observed D.D. acting out in order to

avoid work that may be a struggle for him. Teaching him others ways to deal with

his frustration, perhaps a private signal to ask help, will keep his behavior under

control.

It is clear D.D. has a strong desire to gain friendships but does not know how

to do so appropriately. Students push away from him in fear of getting in trouble. I

would suggest a social skills group with the counselor to learn social stories for

specific situations. Later on I would suggest a peer model to befriend D.D. in order

to work on skills learned.

I would like to implement a behavior sheet that shows whether or not D.D.

complied with the requested task. I would also ask another teacher do a check

in/check out routine with D.D. in order for him to review his behavior good or bad.

He could work on a private lunch with a mentor and possibly a new friend he has

made.

As far as academics go, I would continue with the established IEP goals. I

would try to regulate how much time is spent on the computer since he is on

electronics the majority of the time he is at home. The computer could be used as an
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incentive. I would like to seat him next to a peer helper that can help him with

reading and writing if needed. I would also like to spend more time giving D.D.

feedback on his progress throughout the day.

As his classroom teacher, I enjoy having D.D. in the room when he is on task.

I would like him to be able to stay in our room longer and be a member of our

community. I feel working with the special education teacher I can come up with a

plan to help D.D. become more successful socially and academically. I think more

time in the classroom will boost his self-esteem, therefore, increase relationships

and academics.

In conclusion, I feel the current IEP the school has in place for D.D. meets his

needs academically at this time. With that being said, I feel there is a major

disservice occurring by not having a behavior goal listed for D.D.

1. What are your recommendations to improve the current instruction

(supports, classroom setting, academics and so forth)?

2. In reviewing the experience in working with this child, if the classroom was

yours and you could create/provide an ideal program for this child, what

might it look like?

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