IEP

Assignment

SPED 775 IEP Assignment

Maurice Upshaw
University of Kansas

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Table of Content
IEP Assignment..3
Student Information3
Figure 1: Pre-intervention Snapshot4
Developmental Characteristics4
Social & Behavioral....5
Academic.5
Communicative6
IEP Analysis and Needs..6
IEP MAPS...7
Figure 2: IEP MAPS Document..8
Strengths..9
Weaknesses..9
Parental Concerns 11
Hopes and Dreams ...11
Shadowing Observation12
IEP Recommendations..13
Figure 2: Post-intervention Snapshot....13
References.16

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IEP Assignment
An IEP should better be known as an Individual Education Plan., not required for all students
who have a disability. The IEP is part of a program developed to ensure that students with disabilities,
identified under the law and attending an Elementary or Secondary level educational institution,
receives specialized instruction and related services (University of Washington). This is different from
a 504 Plan, also developed for students who have a disability, but not as much involvement is need as
with the IEP. Notable difference is a student with a 504 does not need specialized instruction. Instead
they are more so given an assurance that they will receive equal access to public education and services
under Section 504 of the Rehabilitation Act. Note the student focused on in this study is in-need of
specialized instruction to some extent.
Student Information
K. Evans is a Female freshmen (9th grade) student in Mid-Del Public Schools, attending
Midwest City High school in the state of Oklahoma. This young 15 year-old female was born in 2000.
Adorable, yet complicated; Evans lives in a blended family home. English seems to be the primary
language. Parental support does not seem to be strong in this young ladies life.
Father chose to abandon her, and mother is working had to build a relationship, but has only had
her daughter for the last two years. Last year, from what her freshmen level counselor shared, was
extremely troublesome. Evans was suspended multiple times for different circumstances. Her
attendance played a role in her horrible grades, and Evans struggled making and maintaining positive
relationships with her peers.
Evans grades are dropping at rapid speed. Below is a snapshot of her current standings per
course. If Miss Evans is to have any opportunity to bring those grades up to passing percentages, for
the first semester of her freshmen year, she will be in need of a replacement behavior.

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Course
English 1
Drama
Spanish 1
Algebra 1
Computer Application 1
Personal Financial Literacy
Environmental Science

Letter Grade
(D)
(C)
(D)
(F)
(F)
(B)
(F)

Percentage
66%
74%
63%
42%
54%
86%
46%

Figure 1. Pre-intervention Snapshot. This is a reflection of the students grades before an

intervention takes place to correct the a targeted behavior.

In reviewing her last IEP, this young lady is categorized under Emotional Disturbance. That
category is explained to be a typical area of the special education realm where conditions that generate
behavioral issues fall (Fenell, nd). On a broad spectrum an Emotionally Disturbed (ED) student can
exhibit an inability to learn, which is hard to explain from their intellectual, sensory, or health factors.
They may have an inability to build or maintain satisfactory interpersonal relationships with peers and
teachers. They can experience inappropriate types of behaviors or feelings, depression, and tend to
develop fears associated with their own personal and school related problems.
Developmental Characteristics
Developmental characteristics could best be characterized by the stages of the adolescent life
cycle. Normally the age between 10 and 15 years of age, there is said to be significant growth for many
in a physical, mental, emotional, and sometimes even social developmental change (Caskey & Anfara
Jr, 2014). In high school students tend to go through more developmental changes especially those of
social, behavioral, and academic areas. Most of this information comes from observations by those
around the student.
Social & Behavioral
From observation most of her behavior is unbeneficial when it comes to an academic
surrounding. Although Evans symptoms suggest she would be socially awkward, she seems to be

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constantly working to make connections with her same sex. She is often touching, making
inappropriate gestures, and even attempting to make close physical contact with other girls in her
classes. There are rarely any observations of her interacting with boys in her class. She can become
chameleon like, her teachers seem to lose sight of her in class when she is not engaging in the negative
behavior with the other students like, playing on her cell phone, or talking to classmates in an excessive
manner that engulfs the class of 2019 at Midwest City High.
Academic
Evans is smart. Based off of her Woodcock-Johnson III report that she took in 2012, all of her
standard scores (ss) are at a 91 or above, which indicates her proficiency in all testing areas. At
Midwest City each student has a quick lookup grade report that displays his/her grades in real time.
From that report you can see a list of completed and non-completed assignments. From the average
score of the assignments that the student completed, there is proof that the student is more the capable
of completing the work that is assigned to her.
Her Oklahoma Core Curriculum Tests (OCCT) scores, from 2011 to 2014, would give the
impression that she has an ability to read fluently and listen well to instructions, but can struggle with
comprehending what she is reading, and spelling bigger words when attempting to express herself, yet
there are no accommodations designed for her academic success in her last IEP.
Communicative
Evans is said to have strong written communication or expression. Listening to her speak,
would lead one to think she struggles finding the right words when talking to peers. As stated before
she tends to rely on gestures of the inappropriate nature.

IEP Analysis and Needs

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Miss Evans IEP is different from others I have observed. In 2012 she was given the WJ III test, all
of her standard scores came back in the 90s. This would suggest she has just the right levels in Basic
Readiness, Reading Fluency and Reading comprehension, yet all of her middle school OCCT scores were
unsatisfactory. Her Mathematics Problem Solving form 2010 to 2012, in the OCCT, went from proficient to
unsatisfactory, yet her standard score for the WJ III was in the 90s as well. The only academic goal she has
is to maintain a 60% in her classes.
What her IEP focused on was her behavior issues. Many of the lashing out that is presented in her
files has not been displayed on campus at all. Her IEP teams in April of 2015 choose not to reevaluate. I do
not feel I have the adequate information to plan instruction from, which implies a reevaluation was
warranted. The student is hindered by distractions and boredom. I am not sure what evidence-based
resources are available to her, nor do I think an educational evaluation will be helpful, because other than
Spanish she generally understand all of her assignments to the point she helps others. To better assist me
with developing the correct plan I would need to get with her parents and find out more of what Miss Evans
is like at home. Does her behavior fall in suit with her school life?
From the short conversation I had with a family member, Evans has been through a lot. It is said she
has been in and out of some psychiatric facilities that are not mentioned in her files. One thing that was
confirmed in her file was a sexual abuse allegation Evans made on a family member that she later recanted.
This has caused her to be shipped from father to mother.
The only assessment system used in Evans case is the schools progress and report card dates. Her
goals are based off of her grade percentages when the appropriate progress report or end of semester grade
comes out. Due to distractions I think allowing the student to separate from her peers is to her best interest.
This means making a separate location, like our resource room or faculty lounge, available to her may allow
her to focus more on her task, quizzes, and test. Also Evans could use extended time limits to makes sure

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her work is done correctly and does not panic from assignment deadlines.
There are no individualized instructions needed for this young lady. She truly needs monitoring in
all classes. If she can be placed in a collaborative instructed environment, than it only benefits her to have
another person in the room to help her stay on task, but at some point and time she will need to learn how to
monitor her own behavior. She should also be given preferred seating close to the instructor so that person
has a better opportunity to redirect her when appropriate.

IEP MAPS
MAPS, Making Action Plans Student centered, is as planning process some IEP teams use to
help allow the student identify their futures and construct a road map to achieve their dreams and/or
goals (Paul V Sherlock Center on Disabilities, 2001 (Figure 2)). This person-centered approach builds
upon the students dreams by understanding their strength, needs, possible fears and interest. In an
attempt to gain a true image of who the student is; the best additional source of information should
come from those close to the student i.e. family, teachers, and possibly those in administration.
Attempting to get everyone together was difficult. The students parents were unattainable;
mothers phone is not working. I also sent an email, that I was told she has received by her daughter,
but there has been no response to it. All of her teachers are on different planning periods. To gather the
information in a time, I had to visit with each teacher individually for their input.

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Figure 2. IEP MAPS Document. This figure shows a comploation of the information gathered for Evans, and will be used to create her
IEP for her subsequent/Annual meeting.

If this was in an actual meeting for the people present would consist of one of miss Evens close
friends (who is also a classmate), six of her seven general education teacher, her teacher of record
(special education teacher), and miss Evans herself. Since I had trouble communicating with her
parents, as previously sated, there was not an opportunity to gather their views and or input, which will
have an effect on the process.
I spoke to both her grade level counselor and principal, who have not had any dealing with her
at all this school year. They reviewed her records from middle school where she was suspended more
times than not for breaking every rule under the sun, and were impressed with the significant
turnaround of her disciplinant and behavior. They were concerned with her number of tardies, and
grades and her lack of production in her classes, and suggest I visit with some of the teachers to see

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exactly where she needs to be next semester. Then I spoke to the teachers I was able to get a hold of to
have their reply.
Strengths
Evans was said to be outgoing and have a lovely personality. She loves music and is becoming
social, which is different than in the past. She loves math and has synthesis information abilities. She is
pleasant to have in class and never causes problems. Loves to draw and is very creative. She is more
than capable of doing much of the work that is given, well behaved, follows instructions, and works
well in small groups. Evans friend described many of the qualities that her teachers and I shared about
her, but also identified her as an amazing drawer, and loyal, which Evans even stated is a must have
personality trait.
Weakness
In all honesty, it was to no surprise that all six of Evans teachers only had two weaknesses to
shed light on. The first weakness being her lack of focus. Focus in this case is simply Evans ability to
pay particular attention to aspects of the course curriculum, and lessons being presented. The second
was her inability to complete the assignments that are being given to her for a grade. Her friend
presented it in an interesting way. She said Evans could be so much more if she would stop choosing to
not do the work, because she is so smart and capable. The only other weakness presented was her
tardiness, the fact that Evans will not seek assistance or ask from help even when she does not
understand the information being presented, and her forgetting to take her medications, which is
starting to become apparent from her mood and disposition in the mornings.
Since this was not done in a traditional format, I was given an opportunity to relay the
information I found with Evans after the fact. The setting was perfect because there was a lack of

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distractions. In attendance at the time was Evans, I and her best friend. I invited her classmate so she
could hear some insight from someone she knows and is comfortable talking around, other than me.
I explained the MAP and its goal. She identified her Dreams. First on her list is to attend the
University of Central Oklahoma and obtain a degree in performing Arts and music. After that she wants
to be a mixer for a production company. She would also like to work with art of some kind. She
mentioned not really wanting to live her mothers dream, which had something to do with her mothers
bridal shop, but she would not mind helping her mother out. Without being able to talk to her mother to
get a better understanding I could not proceed with that bit of information. As far as strengths and
weaknesses were concerned, I started with the weakness so we could end on a high note. There was a
difference from Evans hearing her weakness described by her friends from hearing me explain what her
teachers though. This was the first time Evans output or disposition was that of shame and not
disinterest, as it was to hear what her teachers had said. It was enjoyable to see the interaction between
the two girls. You could tell by looking at Evans face she enjoyed the verbal praise from someone she
feels is close to her and has respect for her.

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Parental Concerns
Parents were not available for this event. From an earlier conversation that I had with Evans
mother, the father chose to vacate from the picture in 2012. He was not able to understand what his
child was going though and chose either the mom would take her or Evans would become a ward of the
state, but she will no longer be living with him. Mother wants her child to be challenged. She claims
when Evans is not challenged she becomes bored and zones out. She wants to know how the school can
help make sure her daughter is medicating. Evans medication helps her maintain focus and wakes her
up, or givers her energy to make it thought the day. Finally the only other issue her mother mentioned
was her daughter to become a leader and not a follower.
Hopes and Dreams
Evans hopes to pass all her classes. She wants to pass all required tests, EOI or End of
Instruction, by Mid-Del Schools, for her to walk across that stage in May of 2019. After that she will
attend the University of Central Oklahoma, and achieve a degree in Performing arts or the area which
allows her to become a recording/sound engineer. That degree will gain her acceptance into a program
to join a production team. Ultimately, she will produce music and then venture on. She has not thought
about live outside of that desire. She is still debating on if she wants to live at home of live on campus
when the time comes.

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Shadowing Observation
While watching the student she can appear in a daze. I requested permission to not only watch
her in her English habitat, but also her math and computers course that she is struggling in, on paper,
with 42 and 54 percentage. There are times in all classes where she is working without being prompted
to, because she see the assignment when she comes in or there was a mentioned of what they will be
doing for the day, so she get right on it. But on average that is not the case.
In English she is constantly seeking something or has her head down. She has to be redirected
to participate and some times that does not work. While in math there are two sides of her. One side
seems challenged to figure out the process of the equation. The other one does not wish to be bothered
with trivial assignments. Could that be a correct observation? Since I do not know what she is thinking
I cannot say for sure. It could be possible that just does not fully grasp the assignment and does not
wish to seek help. She does tend to stay to herself. In Computers she plays games until a teacher comes
into her vicinity. Once that happens, she pulls up whatever the class is working on. This allows me to
see she is aware of the game she is playing with her educator. I was allowed to see some of what she
turns in. Work that has been rushed though or emojis for responses to questions posed on assignments.
Screaming for attention? Not sure!

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Recommendations
Course
English 1
Drama
Spanish 1
Algebra 1
Computer Application 1
Personal Financial Literacy
Environmental Science

Letter Grade
(D)
(C)
(D)
(F)
(F)
(B)
(F)

Percentage
66%
74%
63%
42%
54%
86%
46%

Figure3 . Post-intervention Snapshot. This is a reflection of the students grades after the
intervention took place to correct the targeted behavior.

Evans is a sweet young lady, with dreams of making it big in the music industry. She is also a
loving daughter, who wishes to have a better relationship with her mother. Academically the student is
proficient enough to grasp a mastery level in all classes, mastery level means student has a Cs or
higher in all courses of studies. Her outgoing and lovely personality makes her pleasant to have in class
and never causes problems. Yet her lack of focus and her inability to complete the assignments that are
being given to her create a persistent problem if not resolved. With the correct supports Evans will be
successful. Above is a snap shot of Evans grades that will be used to reinforce the need for
interventions, goals and supports (Figure 3).
During the course of the study, I worked directly and indirectly with the student. Although none
of the aspects of her previous BIP are being displayed, Midwest Citys School Phycologist August
Carver, feels it should be continued, and not rewritten. Her reasoning is that many times you see middle
schools that have different supports than the high school has. Also many incoming freshmen go through
periods when they do not display qualities of a BIP, and over time those conditions resurface. Although
I do not agree whit her in this case, she does not see any evidence to make her reconsider her position
on the matter.

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There was a discrepancy between Evans OCCT and her WJ-III standard scores. One set of
scores make her to be proficient in all areas while the others categorize her as unsatisfactory, and she
would need goals in every factor from comprehension to problem solving. Operating under the notion
Evans is capable of obtaining mastery levels, academically there is really only one thing Evans needs to
do. She will need to work hard in maintaining at least a 70% in all courses.
Evans also needs to become discipline in not only completing, but also tuning in her work. Two
other goals that will assist Evans in her process to maintain a C average, or 70% would be in on-task
behavior organizational of materials. To help Evans become more responsible in executing this task,
Evans will demonstrate on task-behavior in her classes for 75% of intervals during a 15minuet period,
with one reminder by an instructor in 4/5 trials, as measured by observation or data. Also, Evans will
need to organize her materials in a binder or folder and bring them to and from school with 80%
accuracy as measured by grade checks and teachers records.
To support Evans in the classroom, her teachers would need to give her preferential seating. The
area where Evans is placed should be either closest to the instructor, co-taught instructor, or in a high
traffic area of the class, this is where the teacher travels in most in the class room. Next
recommendation would be to modify her grading by allowing her to correct and/or retake/redo
assignments, quizzes, and test that are lower than 65%. It would be better to make her cutoff score a
70% to give her the best chance to maintain that 70%, but she must have some responsibility in
obtaining that grade. Another support is access to the resource room. Based on her environment Evans
can be extremely distracted. Giving her an opportunity to leave and do her work elsewhere will present
her with a more relaxing environment.
A major support for the student would be Extended Time Limits. Having this support will allow
Evans two additional days to turn in an assignment for full credit. That same support will also allow her

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to have more time for quizzes and testing. I thought about breaking her assignment up into smaller
assignments, but I cannot think of any reason to give her that support, unless it is at the teachers
discursion. Finally the last support should be should be a bi weekly form for her parents to review and
sign. This will allow the parent to know about any assignments sent home that Evans did or did not
complete and/or turn in.

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References
Caskey, M., & Anfara Jr, V.A. (2014). Developing characteristics of young adolescents. Association for
Middle Level Education. WEB. Retrieved from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/45
5/Developmental-Characteristics-of-Young-Adolescents.aspx
Fenell, Z. (nd). Emotional Disturbance. Special Education Guide.com. Retrieved from
http://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
Paul . Sherlock Center on Disabilities. (2001). Making action plans student centered transitional
planning. WEB. Retrieved from http://pealcenter.org/conferences/2015%20jorgensen%20maps
%20for%20school%20to%20adult%20life%20planning.pdf
University of Washington. (Updated 2015). What is the difference between an IEP and a 504 Plan?
Disabilities, Opportunities, Internetworking, and Technology. WEB. Retrieved from
http://www.washington.edu/doit/what-difference-between-iep-and-504-plan