Rita lEP

Miranda Springer
Introduction to Special Education
lEP Assignment
Tuesday, October 01, 2013

Answer Sheet for lEP

Mrs. Riceberg, Instructor
Name

Miranda Springer

Date 10/1/13

Student's Strengths and Needs:

Areas of Strength
1. Rita has the ability to recognize fourth grade level words in a sentence and can read fluently.
2. Rita is very inquisitive and has a willingness to learn.
Areas of Need
3. Rita has difficulty with reading comprehension independently when higher than second grade
level.
4. Rita needs help with her fine motor skills.
Instructional Accommodations
Writing Skills
5. Write in a highlighter for Rita to trace the words in cursive and manuscript.
6. Allow Rita to use a slmit_bqard during any assignment requiring writing.
Arithmetic
7. Rita should be provided examples of addition, subtraction, and multiplication problems to
reference, in addition to touch math.

\'

8. The use of graph paper would better serve Rita when lining up her numbers for addition and
subtracting problems.
Word Problems
9. Rita would be better accommodated if provided with the written word problem on paper, the

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white board/SmartBoard, or any other form, so that she could follow along.
Reading Comprehension:
10. Reintroduce low vocabulary and high interest books to Rita to improve her reading
comprehension.
11. Allow the use of Text to Audio books for school and at home.

J^K.*-*^ |

Cognitive Learning Skills

12. Provide a generalized step by step list for all her tasks; providing a way for Rita to visualize
problem solving skills.
13. Use PECs whenever possible, in addition to less talking and more Hand over Hand.
Environmental Accommodations
14. When doing classwork, place Rita in a small group so that they can all work together on
problems in class.
15. Place students in small groups of four. Rotate her group mates but keep her seat toward the front
of the class.
Assessment Accommodations
16. Allow Rita to create her own color coded reference sheet to use for assessments. This will
increase her confidence in herself and her learning as her grades improve.
17. Allow Rita the use of a Blinder to avoid distractibility from her environment.
Social Skills

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18. Let Rita join the others in a game by having her direct an activity.
19. Encourage Rita to initiate peer involvement by giving her goals. For example, find out two things
about a person, and on Friday, do something nice for that student.
20. Implement a Show-andJell center in the classroom for all students to participate in, allowing

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5*

Rita to learn about her classmates in a group setting.

Benchmarks:
Manuscript Writing
21. Rita will clearly write 3 sentences in manuscript with 100% accuracy without tracing highlighted
words.
Cursive Writing
22. Rita will write her full name in cursive legibly with 65% accuracy with the assistance of tracing
highlighted words.
ARITMATIC
Benchmarks:
23. Rita will write her addition, subtraction, and multiplication problems in vertical rows on wide
ruled paper with no more than 10% error.

WORD PROBLEMS
Benchmarks:
24. Rita will identify and dictate the proeedures to solve a word problem with 75% accuracy.
READING COMPREHENSION
Benchmarks:
25. Rita will read low vocabulary, high interest books and dictate what she read with 50% accuraey.
COGNITIVE LEARNING SKILLS
Benchmarks:
26. Rita will be allowed her study guide during assessments while referring it less than 50% of the
time allotted.
SOCIAL SKILLS

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Benchmarks:
27. Rita will engage with peers without being encouraged 3 of the 5 school days.
Implementing and Monitoring
28. Inform Rita of upcoming tests two days prior, so that she can recreate a color coded study guide.
Review the study guide one on one the day before to correct any errors.
29. Send Rita home with a list of books her parents can read at home that are best fit for her. Have
Rita dictate to her parents^hat was read. Then have her trace the highlighted words alternating
cursive and manuscript on different days.
30. Keep all of Rita's work in one color coded binder. Then, every weekend have Rita organize her
class binder with parental guidance to maintain order and focus.

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ASSIGNMENT: The lEP (Individual Education Plan) (100 pts.) REVISED

ASSIGNMENT!!!
Read the case study of Rita G. On a separate sheet of paper, number from 1 to 30, Fill in the
blanks from Rita's IE? using your creativity. Think "out of the box" and create what would be
best for Rita G. This lEP can also be downloaded from "files" on the left side of the computer.
Rita G. lEP
Directions: Number your paper from 1 to 30. Fill in the blanks of this lEP with creative
answers that would facilitate learning for Rita and help her become successful in school.
Attach a cover sheet, to the lEP, and then your answer sheet. Due at the beginning of class.

INDIVIDUAL EDUCATION PLAN - Rita G.

Reason for Development of lEP
X Student identified as exceptional by lEP
Student not foimally identified by requires special education
program/services including modified/alternative learning expectations and/or
accommodations

Name;

Rita G.

School:

Rock Star Academy

Student ID#:

Gender:

1234567

Date ofBirth: 2-26-04

Principal: Vlrs. Riceberg

Current Grade/Special Class:

Most Recent LEP Date:

3.6

School Year:

2013

2-26-13 Date Annual Review Waived by

Parent:

No

Exceptionality: Learning Disability

lEP Placement Decision: (check one)
Regular Class With Indirect Support
X Regular Class With Resource Assistance

Special Education Class With Partial

Integration
Special Education Class Full Time

Regular Class With Withdrawal

Assistance

Assessment Data: List relevant educational, detailed medical/health (hearing, vision, physical,
neurological) psychological, speech/language, occupational, physiotherapy, and behavioral
assessments.

Information Source

Date

Summary of Results

Keystone Visual Screening Service

10-01-12

Normal range

Wechsler Intelligence Scale for Children- 10-03-12

Third Edition (WISC-111)

Tested high in verbal, tested low in

test taking while visualizing object in
space

Peahody Individual Achievement TestRevised (PIAT-R) and Brigance

Comprehensive Inventory of Basis
Skills-Revised

10-09-12

Math below grade level. A year and

half to two years behind current grade
level

Brigance Comprehensive Inventory of

Basic Skills-Revised, Woodcock Reading
Mastery Tests-Revised and Gray Oral
Reading Tests, Third Edition

10-11-12

Scored satisfactory in word

recognition performance dropped
considerably when reading
comprehension was required

Brigance Comprehensive Inventory of

Basic Skills-Revised and through
Observation

10-15-12

Handwriting poses a major problem

for her

10-17-12
Spelling: Brigance Comprehensive
Inventory of Basic Skills-Revised,
the Woodcock-Johnson
Psychoeducational Battery-111 (WJ-111),
and the Wide Range Achievement Test111

Scored at second grade level.

Analysis of her spelling errors
showed that she usually spelled
words according to phonics rules

Adaptive Behavior: Vineland Adaptive

Behavior Scales

10-23-12

Lowest scores are in daily living and

socialization

Learning Strengths and Weaknesses visual perception: Developmental Test

of Visual-Motor Integration

10-25-12

Scored three years below

chronological age

Student's Strengths and Needs:

Areas of Strength (add 2)
Areas of Need (Add 2)
Word
recognition
Work
Independently
Areas
that use language
Reading
comprehension
Auditory
discrimination
Cursive
writing
(organization, makes sense of language) Manuscript
writing
1
Word
problems
2
Numerical
reasoning
3

Specialized Health Support Services/Personal Support Required

Below) X No

_Yes (List

Subjects, courses, or alternative programs to which the lEP applies: Identify by placing an "X"
in each box that applies as Modified (MOD) and/or Accommodation (AC)
1. Writing skills

MOD X

AC

6,

2. Arithmetic

MOD X

AC

3. Word problems X MOD X

4. Reading Comp
5. Cognitive LS

Social skills X

MOD

AC

7.

MOD

AC

AC

8.

MOD

AC

MOD X

AC

MOD

AC

MOD

AC

10,

MOD

AC

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

X No
Yes (Education rationale required)

Student is currently working toward the attainment X

of

Secondary School Diploma

Secondary School
Certificate
Certificate of
Accomplishment

Instructional Accommodations
(Add 2)

Environmental
Accommodations
(Add 2)

Writing Skills: (Add 2)

The rate of producing written

work

The volume

Assessment
Accom modations
(Add 2)
Portfolio
assessment

Work in
small
group

settings or pairs
Actively
involve

Shorten tests
Computer
visual

The complexity of the written task

The tools used to produce the
written product
The format of the product
Change the demands of writing
rate
Allow more time for written tasks
including note taking copying and
tests
5

Arithmetic: (Add 2)
Allow extra time on tests
Provide frequent checks for
accuracy when students are doing
classwork
List and color code steps and
procedures
Keep sample math problems on
the board
7
8
Word Problems: (Add 1)
Incorporate smart board for visual
learning
9
Reading Comprehension:
(Add 2)
Provide Rita with a list of
important vocabulary
before reading the test
Provide Rita with a study guide of
the test
Allow her to use sticky notes,
highlighter tape and highlighters
to mark important information
10
11
Cognitive Learning Skills: (Add 2)
Repetition of new concepts
Prompts to remain on task
Positive praise

Rita in lesson plans

Give Rita
credit
for class participation
and effort
Modify
physical
education program
Alter location
of
personal or
classroom supplies
for easier access or to
minimize
distract
ion
Seat Rita
away from doors
and windows
14
15

learning using Smart

Board in group settings
and I Pad for individual
learning
Notes
Additional
test
taking time
Audio Text
Books
Use
positive
reinforceme
nts (rewards)
Use
negative
reinforceme
nts(consequences)
Establish a
weekly
progress report with
signature required by
Rita's mother for
a
accountability of
home/school
communication and
behavior monitoring
Write a
contract for
child behavior
16
17

Study guides for tests

12
13

Social Skills: (Add 3)

Rita will practice working with a

variety of peer tutors for each task

Participate in peer support group

18
.

19

20

Individualized Equipment X Yes (List Below) No

Electronic Dictionary, I Pad, Wii (in Resource Room with Mr. Frank as reward) and a Timer.
Accommodation and Exemptions for Provincial Assessments: N/A
Accommodations:
Yes (List Below)
X No
Exemptions:

Yes (State educational rationale)

No

Accommodations and Modifications:

(Assume common to all subjects unless indicated)
Special Education Program

Student ID# 1234567

To be completed for each subject/course with modified expectations
and/or alternative expectations.
SUBJECT/COURSE/ALTERNATIVE PROGRAM:

Current Level of Achievement:

Current Level of Achievement for Alternative Program:

Below

current 3"" grade level

Curriculum
Letter

Grade Level is 1.5

Grade/Mark is 60%

(Describes starting point for plan development)

Annual Program Goal(s): A goal statement describes what a student can reasonably
be expected to accomplish by the end of the school year in a particular subject, course or
alternative program.
WRITING SKILLS

Annual Goal: Rita will write legibly, using manuscript writing, one paragraph consisting
of 10 sentences with 90% accuracy and compose a one page book report using cursive
writing with 75% accuracy by 1/1/2013

Benchmarks:

Manuscript writing:

Rita will trace 5 letters using

a stencil

Using a white board Rita will

copy 10 letters in upper and lower case

Rita will write 10 words

Writes legibly a paragraph

Rita will compose a 2 paragraph

accuracy

legibly using manuscript form

consisting of 5 sentences
paper using manuscript writing with 90%
21

Cursive writing:

Using a cursive workbook Rita

will trace 5 cursive letters

Using an individual white board

upper and lower case

Rita will write legibly using

papers

Rita will write her name using

Rita will legibly compose a

accuracy

Rita will copy 10 letter using cursive writing in

cursive writing in upper and lower case on her

cursive writing on all her papers
paragraph consisting of 5 sentences with 80%
22

ARITHMATTC
Annual Goal: Rita will be able to solve mathematical problems including multiplication,
subtraction, and addition with 80% accuracy by 6/1/2013

Benchmarks:
Be able to

solve 20 addition problems in 7 minutes

Be able to

solve 20 subtraction problems in 7 minutes

Be able to

solve 20 multiplication problems in 5 minutes

Be 85% fluent

in addition on Reflex Math Game

Be 80% fluent

in subtraction or Reflex Math Game

23

WORD PROBLEMS
Annual Goal: Rita will be able to solve mathematical word problems with 75%
accuracy by 6/1/2013

Benchmarks:
Be able to solve 10

mathematical word problem equations in 30 minutes with the

assistance of

a peer tutor

Be able to incorporate basic

nearest whole number

money solving skills and will learn rounding to the

Will learn rounding to the

Rita will demonstrate common

multiplication, subtraction and

Rita will learn basic knowledge

dollars and a hundreds
chart

nearest whole number

knowledge with the basic symbols for
addition

with place value and decimals by using classroom

^24

READING COMPREHENSION
Annual Goal: Rita will read fiction and non-fiction passages from the third grade reader,
identify who, what, when and why and answer reading comprehension questions with 9% accuracy by 6/1/013

Benchmarks:

Using the SQ3R method Rita will

80% accuracy

explain a passage in a third grade textbook with

After reading a third grade

questions

Using the Inspiration software

Rita will create a story map to compare the
differences between fiction and non-fiction with 90% accuracy

Working in a small group Rita

will discuss a third grade level short story with her
peers and then
paraphrase who, what, where, why, and how of the story

Using music as a topic Rita

will compose a one page fiction or non-fiction short
story using 5 out
of 10 spelling words with 90% accuracy

level story, Rita will answer 4 out of 5 comprehension

25

COGNITIVE LEARNING

SKILLS

Annual Goal: Rita will express verbally basic sentence structure and

understand concepts with 80% accuracy by 6/1/2013

Benchmarks:

Rita will be
assignments
time

able to work independently on modified homework completing

and understanding the importance of turning the assignments in on

Rita will be

allowed to use study guides while taking tests

With use of peer tutors and

assignments

With prompts by the 3"*

Grade Teacher and Resource Teacher, Rita will be able to
answer
questions in classroom discussions

groups, Rita will be able to complete in classroom

26

SOCIAL SKILLS
Annual Goal. Rita will work in small peer groups or in pairs with each assigned
task throughout the day at 75% accuracy by 6/1/2013

Benchmarks:

Rita will show

interaction and initiative while participating in the classroom
learning
setting

Rita will
choose to participate in outside games and activities during recess
and
not sit alone

Rita will
verbally interact with her peer tutor each day while working
on
assignments

Rita will

Rita will
choose a topic of discussion 3 times a week out of 5 school days and
the
other 2 days will participate in non-preferred topic
27

participate in non-preferred discussions

Learning Expectations

Teaching Strategies

Assessment Methods

(Knowledge and/or skills to (List only those that are

be assessed by reporting
different for this student and
period, including Grade level) specific to the learning
expectations for the
subject/course/ program)

(For expectations for each

reporting period)

Color coded workbooks,

list and
color code
steps and procedures

Peer

Teach spot

Modified

Resource
spot
checks

Study guides
tests

Short quizzes

Weekly
reports

Teacher
visually spot
checks work done in
groups and individually
documenting
progres
s and participation

Annual Goal:
Rita
will write legibly, using
manuscript writing, one
paragraph
consisting
of 10 sentences with 90%
accuracy and compose a
one page book
report
using cursive writing with
75% accuracy by
1/1/2013

/knnual Goal:
Rita
will be able to solve
mathematical problems

including
multiplicati
on, subtraction, and
addition with 80%

accuracy by 6/1/2013
Annual Goal:
Rita
will be able to solve
mathematical word

problems with 75%

accuracy
by 6/1/2013

Annual Goal:
Rita
will read fiction and nonfiction passages from the
third grade
reader,
identify who, what, when
and why and answer

reading
comprehensi
on questions with 9-%

accuracy by 6/1/013
Annual Goal:
Rita
will express verbally

basic sentence structure

and
understand
concepts

Modified
Time in class
homework
Use of
mechanical

seating

assistance
checks

for
homework

progress

to start

devices

Provide Rita with a list

of
important
vocabulary before reading
the test
Provide Rita with a study
guide
of the test
Allow her to use sticky
notes,
highlighter
tape and highlighters to
mark important
information
Allow extra time on tests
Keep sample math
problems on
the
board
Use individual dry erase
boards
Reduce the number of

with 80% accuracy by

6/1/2013

Annual Goal.
Rita
will work in small peer
groups or in pairs with
each assigned
task
throughout the
day at 75% accuracy by
6/1/2013

assigned
problems

Incorporate smart board

for
visual learning

Provide dictionary

Reduce the number of

assigned
math
problems
Reduce the number of
assigned
math
problems

I E ? Developed by:
Staff Member

math

Position

Mrs.
Riceberg Principal
Mr.
Mild
Grade Teacher
Mrs.OK
Special Ed Teacher
Mr.
Frank
Resource Teacher
Ms.
Honest
4* Grade Teacher
Ms.
Good
School Psychologist
Mrs. Notsohot
Mother

Sources Consulted in the

Development of the lEP: (check)
lEP Statement of Decision
(if applicable)
Provincial Report Card
Previous lEP
X

Parents/Guardian

Student
Other (List Below)

Other Sources:

Date of Placement in Special Education Program: (select and appropriate option

and provide date)
1) First day of attendance in new special education program
2) First day of the new school year or semester in which the student is continuing in a
placement
3) First day of student's enrollment in a special program that he/she begins mid-year
or mid-semester as
a result of a change in placement
Date of Placement. November 1,2012

Completion Date of TEP Development December 18,2013

Phase.
(Within 30 school days following the Date of Placement)
Transition Plan:
For Student who are 14 years of age or older, unless solely identified as gifted.

Transition Goal
Specific Goal(s) for Transition to Postsecondary Activities:
Due to Rita's strengths and use of language, the team has set goals:

At 12 years

Class readings

Rita will
begin working with two to three peers in a group setting. She
will
gradually work her way toward a group setting with 20 or more peers.

By 6/9/2013,
Rita will maintain communication 75% of the time with two to three
peers
in a group setting.

Actions Required

old Rita will be able to participate in group activities

and discussions

Name of Person(s) Responsible Timelines

Rita will be able to express 1. Mr. Mild

3"^ Grade
with confidence while
participating
2. Mrs.OK
communication skills in a
Special
social setting
Education
3. Mr. Frank

Teacher

Rita will be able

to
communicate in
groups of 5 people 75%
of the time by the end of
year
2013.

Rita is working
toward
communicat
ing with 20 or more
students in a group
setting

teacher

Resource Teacher
4. Ms. Honest
4*Grade Teacher
5. Mrs. G.
Rita's Mom

Rita will complete

her
communication
task 80% of the time by
12 years of age.

Implementation and Monitoring:

Human Resources: (Teaching/non-teaching)

Include service, initiation date,frequencyor intensity, and location.
Mr. Frank will work with Rita once a day for 1 hour beginning November 1* 2012 . Rita
will be in a low stress environment and will be working on her communication skills in a
group setting in the Resource Room.
Mrs.

OK will
(28)

Evaluation
Reporting Dates: 4-30-2013
Reporting Format: (please check)

X School Report Card

Alternative Report

(Required if student
has modified
expectations and/or
accommodations
Log of Parent/Student Consultation and Staff Review/Updating
Date

Activity

Outcome

(Indicate Parent/Student Consultation or Staff Review)

11/7/13 -1/10/13

Rita will be able to tell her

mother everything she did
with appropriate
verbal skills

75% completion outcome

1/15/13 -3/22/13
Rita will

75% completion outcome

29

3/25/13 -6/1/13

Rita will
30

75% completion outcome

The Principal has the legal requirement to implement and monitor the IP.

The plan has been developed according to the lEP standards, addresses the student's strengths
and needs, and the learning expectations will be reviewed and student progress monitored at least
once every reporting period.

Principal's Signature: Janis Riceberg

Date: Today

Parent/Guardian/Student Involvement:
I was consulted in the development of this lEP
I

declined the opportunity to be consulted in the development of this lEP

have received a copy of this lEP

Parent/Guardian/Student Comments.
I feel that Rita's social skills are very important to her long term as well as short term
educational goals. I believe Rita will improve academically if she feels more comfortable
communicating and interacting with her peers.

Parent/Guardian Signature: Mrs. G

Date:

2-26-13

Student Signature:
(If 16 or older)