Running head: SPED 775 IEP Assignment 1

SPED 775 IEP Assignment

Julia Kaufman

University of Kansas
SPED 775 IEP Assignment 2

Student Description

Susan is a ten-year old girl, who is currently in fifth grade. She was diagnosed with

Autism last year, but is identified under the category: Specific Learning Disability. Her father is

active duty army and is currently deployed overseas in Korea. This is her second year at Bradley

Elementary. We re-evaluated her last year in October. She currently qualifies for Speech-

Language services, math direct instruction, and direct instruction in on-task strategies. There

are currently no gross or fine motor concerns at this time.

In terms of academics and communication, Mom reported that the supports used in the

school setting (repeated practice and review) are helpful for Susan when they study at

home. The academic information reported by the team is consistent with what she sees at home.

Susan really has to slow down and think about speaking clearly. Mom reported that both the

Doctor and Orthodontist report that Susan has large tonsils and tongue for her overall size and

age.

Susan's voice, fluency, and overall vocabulary skills are within normal limits when

compared to same-aged peers. Susan initiates and interacts with peers and adults appropriately

within her educational environment. Given formal testing: Susan's articulation skills, expressive,

and receptive language skills are below average when compared to same-aged peers, which

impacts her ability to clearly and effectively express herself and understand information

presented to her within her educational environment. She currently receives speech-language

support 30 minutes, twice a week, in the special education setting.

Academic testing showed that Susan does not require direct services in the area of

reading. She does, however, require accommodations including read aloud of assessments, small

group testing for assessments in all core subjects, and extended time on reading assignments.

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Additionally, chunking of multi-step directions and review of previously mastered concepts

benefit her. Susan has a strength in the area of writing and does not require direct services or

accommodations, beyond that of read aloud for all core assessments.

Assessments show that Susan has deficiencies in the areas of multiplication, division, and

fractions (identifying on a number line, conversion to decimals, comparing). Susan also shows

deficits in the area of math fact fluency and, at the time of testing, was unable to solve 2-step

problems in any addition or subtraction situation within 100. Additionally, she has difficulty

with skip counting within 1000 by fives, tens, and hundreds and comparing two 3-digit numbers

using standard symbols, emphasizing the meanings of hundreds, tens, and one. She currently

receives one hour of direct instruction, per day, in special education setting.

Susan works well with peers. She does best in the small group setting and is most

successful when she is able to write down what is being taught to her. She benefits from CLOZE

notes, example problems and sentences, and the opportunity to show her work.

Susan has shown an inability to stay on task in the classroom. She averages 52% on task

behavior. She is observed looking around and not focusing on the task at hand. Susan often

misses important instruction when she is not focused. She misses important instructions and,

subsequently, classwork. In order to increase her time-on-task in the classroom, Susan receives

20 minutes, twice a week, of direct instruction in the special education classroom. She receives

30 minutes, daily, of para support in the general education setting to generalize the on task and

metacognition strategies she has learned.

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Student Observation

I was able to observe the student from 10:20 11:00 in her fifth grade general education

classroom. During my observation the class was breaking into small groups to read from the

story Frindle. Whole group directions were given, general education teacher did not chunk

instruction or check for Susans understanding, listed accommodations and discussed with

teacher at IEP at a Glance meeting. Susan appeared to enjoy working with her two friends in the

classroom (smiling, said, Im glad we get to work together) and choose them as her group

members. When they were asked to break into small groups, the three came together quickly.

She was doodling pictures of people and shapes on the journal page they were supposed to be

writing notes on as she was listening to her group members read. Although she was doodling,

when it was time for her to read she knew where to start and was able to start without delay.

Susan read with voice, expression, and accuracy. The students were required to write

three things per chapter that they felt were important details for the sequence of the story and one

vocabulary word that they used context clues to define. Susan wrote the wrong definition for

one of the vocabulary words, but had another vocabulary word defined correctly. Susan had

three important and relevant details about the sequence of the story included in her notes, even

with the presence of doodling. Notes were easy to read, but the observer noted three

misspellings. She contributed her sequence notes to the group when they asked what she wrote

down. Group had similar notes taken. Observations are concurrent with students IEP and

evaluation reports dated 10/2015, completed by observer (Kaufman).

During the transition time, approximately ten minutes, Susan was observed transitioning

from small group reading to individual Lexia work time. Lexia is completed on the one-to-one

Chromebook each student is provided in fifth grade. Directions were given to the whole class

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and Susan was observed looking around and not cleaning up for approximately 45 seconds. She

began cleaning up when she was asked to by the teacher, individually. Once she was asked by

the teacher she put away her book and spiral and got out her Chromebook. She did not go to the

Lexia site. Susan sat waiting for approximately one minute, looking around specifically, out

the window.

The teacher prompted Susan to begin Lexia, Susan asked how she gets to Lexia, teacher

asked student what she remembered from logging on to Lexia yesterday. Student said she could

use the bookmark on her chrome browser. Teacher gave positive feedback for Susan coming up

with how to get to Lexia on her own. Student then went to Lexia using the bookmark and used

her technology key ring (with passwords and usernames typed and laminated by observer) to

login. Once she logged on, she was engaged in the reading program when the focus was fluency

and vocabulary.

Observer went and looked at Lexia Core5 results student does well with fluency and

vocabulary, but not passage comprehension. General Ed teacher noted that she sees student

looking off into the distance, appearing unfocused when Lexia is assessing passage

comprehension (large passages on the screen).

The observer noted the following things, that directly relate to the implementation and

creation of the students IEP. We must ensure that general education teacher understands

accommodations built into IEP specifically: read directions aloud and restate directions in all

core classes when written and oral directions are given, Susan will be given initial directions

with all students, then individually asked for understanding. If she does not understand then

directions will be given out loud for her individually and restated for her individually, not to

exceed three times.

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The observer came up with a few plans to ensure the proper implementation and

creation of her IEP. The first plan is to review accommodations with general education teacher

and model accommodation, check for understanding by observing during another transition time.

Ensure that general education teacher understands Susans chunking accommodation and how

it applies to transition and directions.

The second plan is to model chunking (3 or more step directions) into 2 steps at a time for

the . For example: For example: whole class, put away your book, get out your spiral and a

pencil, begin free writing. Chunked for student: put away your book (direction 1, wait for

completion), get out your spiral and a pencil (direction 2, wait for completion), and begin free

writing (direction 3). The student will be provided with direct instruction (during SLANT time)

on how to use her personal visual schedule, as well as the whole class visual schedule. The

teacher will help the the student practice using a visual schedule during math minutes, as well as

SLANT time. Have paraprofessional observe visual schedule lesson on Tuesday, have

paraprofessional practice prompting to use visual schedule in the classroom on Wednesday.

Observe paraprofessional using strategies to ensure they are being generalized.

It is important to note that Susan was observed as being motivated by getting to work

with her friends and also by drawing time. Susan expressed interest in reading ghost stories and

drawing about what she read, versus writing it.

SPED 775 IEP Assignment 7

MAPS Analysis

I conducted an interview with the parent, the student, and the general education teacher

prior to the IEP meeting to determine the goals, hopes, and dreams of the student in order to

compose a complete IEP. We began by discussing the dreams the student has for herself, the

dreams her mother has for her, as well as the dreams the general education and special education

teacher have for the student. Then we discussed the students strengths, needs, goals, and supports

we can put in place for the student to be successful.

The team was clear about the dreams they have for the student. The parent expressed that

she would like to see the student increase focus, ability to follow multi-step directions, and make

inferences in assignments, reading, and real life situations. The general education teacher agrees.

Mom would also like the student to make more friends and feel more comfortable in social

situations. Both mom and the teachers would like to see the student more focused. The student

would like to be more focused in class, get better at math, and be an artist when she grows up.

The students strengths were cohesive among the team. The parent expressed that the

student is a kinesthetic and visual learner, which is congruent with what the student feels are her

strengths. The student noted that she is great at drawing pictures, reading, and writing stories. She

enjoys playing with her friends Celeste and Trent at recess and eating with them at lunch. Art, PE,

science, and writing are her favorite subjects. Per the teachers, mom, and student: she is a great

note taker and benefits from taking notes in all subjects. She grasps concepts easily, when she is

prompted to repeat information.

The team was able to come up with a detailed list of the students needs in order to

determine the best supports and goals for the student. The parent expressed that the student has

deficits in the area of vocabulary and making inferences within assignments. The teachers agreed,

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but feels that focus hinders her ability to make inferences based on information given (she misses

information). Per the special education and general education teacher, as well as mom, the student

struggles with the higher level thinking that comes with completing math problems involving

multiplication, division, and especially word problems. All noted that she has difficulty following

multiple-step directions. The student stated that she has trouble staying focused when directions

are lengthy or the reading is longer than a page or two. She would like to do better in social studies

and math, especially math. While the student has a few good friends; she did note that she has been

teased in the past and would like to make more friends.

The team was able to determine several goals to help teach Susan specific math skills so

that she may be successful in the general education classroom: multiply and divide multi-digit

numbers, add, subtract, and compare fractions with different denominators, solve multi-step

word problems, including elapsed time. For the area of social skills and speech, the team came

up with the following goals: increase on-task behavior, self-monitor on-task behavior, follow

multi-step directions, decrease the time it takes her to solve an in class or homework problem,

make inferences about a sentence, paragraph, or short story, and improve speech sounds.

In addition to goals, the team discussed supports for the student to help her reach the goals

set out. In math, sixty minutes per day in the special education classroom. For social: ten minutes

per day over four days, for speech: thirty minutes twice a week. Several accommodations and

modifications were discussed: checks for understanding, explicit directions, removal of required

inferences in directions and expectations, CLOZE notes, read aloud of test materials, extra time

for assignments and assessments, assistance with organization of desk and notes, multi-step

directions will be chunked, and the use of timer watch. The meeting was productive and

conducive to creating the best possible IEP for the student.

SPED 775 IEP Assignment 9

Reflection

In the past two years as a special education teacher I have learned a lot about what it

means to be a special education teacher and advocate. It is my personal opinion that the purpose

of adaptive special education (resource setting) is to teach students the skills they need in order

to be successful in the general education classroom and curriculum. These skills can be

everything from social skills, to mathematics skills, to decoding, fluency, comprehension skills,

and beyond. I have found that the most difficult part of my job is finding the balance in para

support, pull out minutes, accommodations, and modifications. Personally, I do not feel that

students with high-incidence disabilities can be served in a solitarily co-teaching environment,

but instead require direct, small group instruction in a resource setting in addition to support in

the general education classroom to generalize those skills. It is essential that Individualized

Education Plans look at the balance between settings, have well written present levels and goals,

and have accurate and specific accommodations and modifications.

Susan, my IEP student, requires direct instruction in the area of math and on-task /

organization skills. She is unable to progress in the general education math curriculum because

of her specific learning disability, causing deficits in problem solving and computation. The

direct instruction that she receives in the special education room addresses her deficient and

provides her with the skill arsenal she needs to be successful. In the resource room, my

knowledge of her disability helps me to tailor individual instruction to meet her needs. It is

essential that when a teacher is determining time support for students they keep in mind exposure

to the general education curriculum, as well as ability to generalize the skills theyve learned.

Susan is currently pulled for part of her general education math time, but participates in

the thirty-minute math intervention group in her fifth grade classroom. This provides her

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exposure to the curriculum, which will help reduce the gap between what she knows and what

she will be expected to know. When students do not have access or exposure to the general

education classroom material the gap between what the student knows and what they need to

know will perpetually get wider. In order to ensure that this does not happen, the special

education teacher must create an Individualized Education Plan that has specific present levels or

performance, measurable and appropriate annual goals, and instruction times that will support

the student, but not over support the student.

In order to compose an accurate IEP, that encompasses the aforementioned qualities, the

teacher must start with a thorough evaluation report. A thorough evaluation report comes from a

team approach. While interviews and observations are essential, they are not enough. The

school psychologist must conduct the appropriate testing, the special education teacher must

conduct the appropriate testing, and the general education teacher must provide information

regarding the students day to day abilities. It is extremely frustrating when I receive IEPs with

evaluation reports consisting of only general education grades, district, and state assessments.

While these data points can be included in a report, they do not give me nearly enough

information as to the students abilities and deficits. For my evaluations I complete a variety of

Curriculum Based Measure assessments depending on the students needs. I use ezCBM for

math assessments, fluency, vocabulary assessments. I use the CORE Reading Measures for an

array of measures that assess a students reading ability. I use the Quick Phonics Screener and

Phonological Awareness Skills Test, as needed. By collecting multiple data points I am able to

get a true understanding of the students needs.

When assessing Susan for her annual I assessed her using Curriculum Based Measures

assessing numbers and operations, numbers, operations, and algebras, as well as measurement

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and geometry. I also created assessment to determine her progress towards her specific goals.

These assessments helped me to track her progress, update her goals to match her current present

levels, and determine if her current service times are providing her adequate support to meet her

goals or if we need to re-evaluate.

After collaboration with her general education teacher and collecting observational data, I

was able to write specific and detailed accommodations for Susan. For example: Multi-step

directions will be chunked, anytime two step or more directions are provided they will be

presented in no more than one step chunks. This will be done in all core classes, until all steps of

the task have been completed. These accommodations are what will help Susan generalize the

skills shes learned and provide her the support she needs to make progress in the general

education classroom.

It is my goal that anyone who picks up Susans IEP will know exactly where she is

performing, what we are working on, and how to best support her in any setting. This is

especially important with the population that I work with. My students move every year to three

years. I do my best to ensure that each student leaves with an IEP that gives the next school an

exact picture of the student, so they can hit the ground running.

Feedback

Per grades page: Julia - you are missing the MAPS picture as part of your final product.

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