Astrid Ferrell Final IEP assignment Kae Jensen December 12, 2012 Final IEP Part One There

are several components to an Individualized Education Plan (IEP). There must be a statement of the childs present levels of academic achievement and functional performance, it must be stated how the students disability or disabilities affects the involvement and progress in the general education classroom. The IEP must state (for pre-school aged students) how their disability effects their participation in appropriate activities. A statement of measurable annual goals (academic and functional) that meet students needs, enabling the student to be involved and make progress in the general education classroom must be stated in the IEP. It must be mentioned if the student will be taking alternative assessments aligned with the particular achievement standards, benchmarks and short term objectives must also be listed. Any services provided to the student to help that student to achieve the goals listed and related to the students disability/disabilities, including special education and supplementary aids or therapists must be stated in the IEP. Any appropriate advancements and how the student is to be involved in the general education curriculum and if and how they will be participating in non-academic activities should be included, including how the student is to be educated with students that do not have disabilities or those that do. It must be explained to the extent, if any, to which the student will participate with non-disabled students in the regular classrooms.

Any accommodations necessary to measure academic achievement and functional performance on state and district wide assessments must be stated in the students IEP. If needed , it must be stated why alternative assessments are needed and how these assessments will be done. Also mandatory are projected start and end dates of IEP, any modifications to the original IEP and the amount and location of services that will take place. Lastly, the transition services must be included. These are mostly post-secondary goals based on the age appropriate transitions assessments. If appropriate, training, education, employment and life skills will be discussed in this last section. Finally when the student is of legal age under state law they must be made aware of their rights. Although all of these components are very important, I believe the most important is the first component. The statement including how the students disability affects their involvement and progress in the general education curriculum, it is with this statement the entire IEP is based. I believe the second most important component of an IEP is the statement of annual goals and the third, going along with that, are the benchmarks and short term objectives. Both of these statements are the meat of the IEP in my opinion. This meat is what we will follow to ensure the student advances appropriately and continues to have success academically and functionally. An IEP is an important tool used in the education of a student with exceptionality. Collaboration with all parties involved will help make an IEP and the student successful throughout their education.

Astrid Ferrell Final IEP December 12, 2012 Final IEP part 2 IEP ONE Brittany has been diagnosed with curable palsy as well as mental retardation. These disabilities affect her academically and behaviorally as well as physically. Her advancement in general education is limited. Her age by grade is fifth but academically that of a kindergartner.

Brittany will be able to count on from 20 to 50 as well as identify the numbers when pointed to. She will be assessed three times every three months. 3 month benchmark: Brittany will be able to identify numbers 20-50 when pointed to, these numbers will be in given in ascending order starting with 20. Brittany will do this in 10 minutes with fewer than 10 mistakes. 6 month benchmark: Brittany will be able to identify the numbers 20-50 in ascending order in 10 minutes with fewer than 5 mistakes. 9 month benchmark: Brittany will be able to count on from 20, without flash cards and with flash cards. With zero mistakes. Brittany will be places in her least restrictive environment. She will be serviced by a special education teacher or aid in the resource room for this skill one half hour every week, twice a week. Brittany will not take part in state or district wide assessments for her grade due to her disabilities but will be tested accordingly through her annual goals and appropriate advancement.

The practice outline for this goal will also be given to Brittanys parents so that they may work on this goal at home as well. The general teacher may also choose to have a positive peer tutor to help Brittany practice while there is free time in the general education classroom. This IEP will begin immediately and end at the term or if success comes before the end of the term and the IEP will be modified at that time. Brittanys transition into middle school will be structured by collaboration with future administration, her future special education teacher and aids, her general education teachers, the schools speech therapist and her occupational therapist along with her parents. IEP TWO Brittany has been diagnosed with cerebral palsy as well as mental retardation. These disabilities affect her academically and behaviorally as well as physically. Her advancement in general education is limited. Her age by grade is fifth but academically that of a kindergartener. Brittany will be able to read a kindergarten story book without help and answer WH questions about the story. She will be assessed every three months. 3 month benchmark: Brittany will read a kindergarten story book all the way through with prompts. She will answer WH questions about the story with prompts. 6 month benchmark: Brittany will read a kindergarten story book all the way through with limited prompts and answer WH questions with limited prompts. 9 month benchmark: Brittany will read a kindergarten story book all the way through with no prompts and answer WH questions about the story with no prompts. Brittany will be placed in her least restrictive environment. She will work with a positive peer tutor in the general education classroom with this goal and also work with a special education teacher or aid on this goal 30 minutes a week, twice a week.

Brittany will not take part in state or district wide assessments for her grade due to her disabilities but will be tested accordingly through her annual goals and appropriate advancement. Brittanys parents will be given practice instructions for this goal so that they can work on it at home with Brittany. This IEP will start immediately and end at the end of term or when Brittany has mastered her first book. Her IEP will then be modified. Brittanys transition into middle school will be structured by collaboration with future administration, her future special education teacher and aids, her general education teachers, the schools speech therapist and her occupational therapist along with her parents. IEP THREE Brittany has been diagnosed with cerebral palsy as well as mental retardation. These disabilities affect her academically and behaviorally as well as physically. Her advancement in general education is limited. Her age by grade is fifth but academically that of a kindergartener. Brittany will be able to communicate with a group of her classmates, she will be able to act appropriately and be corrected without getting upset. Brittany will be assessed throughout the year in natural settings, ever 3 months observations will be documented and provisions discussed with her speech and occupational therapists. 3 month benchmark: Brittany will communicate effectively in general education groups as well as in groups with other students with disabilities and behave appropriately with fewer than 7 corrections. When corrected, she will re-focus without getting upset in 4 out of the 7 times. 6 month benchmark: Brittany will communicate effectively in general education groups as well as in groups with other students with disabilities and behave appropriately with fewer

than 5 corrections. When corrected, she will re-focus without getting upset in 2 out of the 5 times. 9 month benchmarks: Brittany will communicate effectively in general education groups as well as in groups with other students with disabilities and behave appropriately with zero corrections. Brittany will practice communicating effectively with her speech therapist and her occupational therapist. She will visit both therapists each twice a month for 30 minutes. Her speech therapist will be located at the school and she will be transported by her parents to her occupational therapist. Her appointments will be at the beginning of the day every other week. This IEP will start immediately and continue as long as needed. This IEP will be modified throughout the year as progress or failure is made. Brittanys transition into middle school will be structured by collaboration with future administration, her future special education teacher and aids, her general education teachers, the schools speech therapist and her occupational therapist along with her parents.

Astrid Ferrell Final IEP December 12, 2012 Final IEP part Three IEP One In this IEP I thought the goal to obtain a passing grade in math was a great goal for Anthony to obtain. Although I think that each skill should be completely mastered before the next. For example, the addition, subtraction, multiplication and division of whole numbers should be mastered before moving on to fractions or decimals. This IEP has strong assessment methods for the goal stated. I dont think the behavioral goal should be included in the math IEP however. IEP Two I agree with parts of this behavioral IEP. I think that behavioral charts can be beneficial. Anthony needs to know his behavior plan and understand it. He need to be taight the tools for the appropriate behavior and also how to USE those tools. As far as presenting this IEP, I am not sure who the IEP is written by. It states that the person will be working with the general teacher, as well as other teachers. Is this the school psychologist? I am not sure the negative reinforcement used at recess ( especially the sweeping duty? How does this enforce positive behavior?) will work with Anthony, I think there must be other methods discussed and in place in case there is problems with this . IEP Three I like that this goal includes the gaining of a better self-image through academic success. Id like to know how the testing will take place. Is Anthony going to be doing the same work as the

students in his language arts class? Is there collaboration between his language arts teacher and the person working with Anthony? How will he express his feelings? Are there tools in place to help him manage this?