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Danielle Rogers Mrs.

Henderson EDUC 230 November 4, 2013 IEP Assignment Michael is an eight year old boy with Attention Deficit/Hyperactivity Disorder (ADHD). He is newly diagnosed, but has had the symptoms for several years now, since beginning school at age five. He has difficulty staying focused and paying attention in class, and even doing homework at home. He also has very high levels of activity, his mother describes him as the energizer bunny. Along with these symptoms, Michael also struggles with controlling his behavior. He is only in 3rd grade and has already been suspended, for his continuous bad behavior. Michael would require an IEP because he is eight years old. An IEP would be required for Michael to receive school-based interventions to modify his behaviors. The required components of an IEP are (according to the U.S Department of Education): A statement of the child's present levels of academic achievement and functional performance. A statement of measurable annual goals, including academic and functional goals designed to:

-Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the child's other educational needs that result from the child's disability; Objectives must be stated in measureable terms and: 1. Specify what behavior(s) the child is to perform 2. Describe the conditions under which the child is to perform the desired behavior(s) 3. State the degree to which the child is expected to perform the desired behavior(s) A statement of the special education and related services to be provided to help the child obtain stated goals and objectives. The extent time to which the child will participate with nondisabled children in the general education setting, including participation in district-wide and statewide assessments The projected dates the special education program and other services will begin and the anticipated duration that the services will be provided The criteria that will be used to determine if the goals and objectives have been met. The date for evaluating the childs performance and the effectiveness of the program in meeting the childs short-term instructional objectives(each childs program must be reviewed at least once a year) The IEP process from start to finish (according to the National Dissemination Center for Children with Disabilities): 1. Child is identified as possibly needing special education and related services. 2. Child is evaluated.

3. Eligibility is decided. 4. Child is found eligible for services. 5. IEP meeting is scheduled. Contact the participants, including the parents Notify parents early enough to make sure they have an opportunity to attend Schedule the meeting at a time and place agreeable to parents and the school Tell the parents the purpose, time, and location of the meeting Tell the parents who will be attending Tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child. 6. IEP meeting is held and the IEP is written. 7. After the IEP is written, services are provided. 8. Progress is measured and reported to parents. 9. IEP is reviewed. 10. Child is reevaluated. Benchmarks and Objectives: Michael will have the attention span of a normal eight year old. 1. In October, Michael will be able to keep his focus on a task for 10 minutes at a time. 2. In January, Michael will be able to keep his focus on a task for 15 minutes at a time.

3. In April, Michael will be able to keep his focus on a task for 20 minutes, the average attention span of a normal eight year old. (Ages and Stages: 4 to 8 Year Olds) Michaels behavioral problems will be improved 1. In October, Michael will only get in trouble twice a week at school. 2. In January, Michael will only get in trouble once a week. 3. In April, Michael will only get in trouble once every two weeks. Michael will benefit from a structured general education classroom setting. Michaels progress will be measured by his general education teacher, as well as his special education teacher. He will see his special education teacher once a day, every day for reading (Michaels worst subject). He will be on a strict schedule, along with the rest of the class. The class will do their science, math, and spelling at the same time every day. This will be beneficial not only Michael, but the rest of the class as well. Michael will be allowed extra time on all tests, quizzes, and homework due to his problems, but will do the same work as his peers.

Works Cited Ages and Stages: 4 to 8 Year Olds. (1998) Retrieved November 4, 2013 from The University of Arizona: http://ag.arizona.edu/pubs/family/az1036.html Individualized Education Program (IEP). (n.d.). Retrieved November 4, 2013, from U.S Department of Education: http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,10, 10 Basic Steps in Special Education. (2010). Retrieved November 4, 2013, from National Dissemination Center for Children with Disabilities: http://nichcy.org/schoolage/steps