This is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability an IEP and IEP meetings for a student with a disability. (MLO: B, C)
Individualized Education Program (IEP) Overview
Appendix A: Individualized Education Program (IEP) Student Profile
Appendix B: IEP Supporting Information and Resources
IEP Development Assignment Instructions
IEP DevelopmentGrading Rubric
IEP Development Template
Individually or through group collaboration develop a completed IEP for the target student. All sections highlighted in yellow on the IEP must be considered and addressed.
If you choose to work in a group, meet at the mutually agreed upon time during week 1 to conduct your IEP meeting for “Bryan Jones” . The meeting can be held via Skype, WebEx, or another e-conference system. Previous student reported that WebEx worked best. Prior to the meeting, share the IEP goals and accommodations you developed for the student with the group via the group discussion board.Review each group member’s goals and accommodations prior to the meeting.
Duringyourdiscussion, fully consider the perspective of each of the meeting participants. You could even ask questions or making comments that you would anticipate the individual would make in a real IEP meeting. Use the IEP Meeting Checklist below to structure the meeting.
At the conclusion of the meeting:
This assignment should be completed using the IEP: IEP Development Plan by 11:59 p.m. (ET) on Sunday of the Module/Week 2.
Complete IEP Checklist and Peer Group Evaluation Template
|Name of student: Bryan Jones||Date of IEP meeting: October 4, 2019|
|Special Education Teacher: Jane Smith||Time of IEP meeting:7:00pm ET|
|Parent: Sarah Davis||General Education Teacher: William Black|
|Administrator: Alex White||Other role (if 5 members): (Role and name of student in EDSP 524)|
IEP MEETING CHECKLIST
|TASK||Completed? Y or N|
|Welcome and Introductions (discuss)||Y|
|Review Purpose of Meeting& Agenda (discuss)||Y|
|Review Rights and Procedural Safeguards (discuss)||Y|
|Review Special Factors (discuss)||Y|
|Review the PLAAFP(discuss)||Y|
|Discuss and finalize measurable annual goals (develop collaboratively)|
|Determine progress report schedule and how progress toward goals will be measured (discuss)|
|Discuss parents will be informed of student’s progress (discuss)|
|Short term objectives/benchmarks?(discuss)|
|Participation in state/district assessments (discussand develop any relevant accommodations in yellow highlighted sections)|
|Accommodations/modifications (develop collaboratively)|
|Services and placement (discuss)|
|Projected date of initiation of services and duration of services (discuss)|
|Participation in general curriculum, extra-curricular, and non-academic activities (discuss)|
|Timeline of services (discuss)|
|Determine if student needs ESY services (discuss)|
|Obtain Parental Consent (RE.)|
|Identify how staff will be informed of their responsibilities for implementation of the IEP(discuss)|
Review theinformation needed on the cover pageof an IEP. Note that every IEP must be reviewed each calendar year, and a full re-evaluation must be completed every 3 years. Fill in the names of the students in your group and the position each person is role playing in the mock meeting.
The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective, measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.
Use your drafted goals and collaborate as a group to complete all yellow highlighted elements of the Measurable Annual Goals pages.
Review the determination concerningwhether or not the student will participate in the Standard or Alternative form of the state assessment. For the two areas in which the student will participate in the Standard administration, please identify any accommodations that will be provided. Note that any accommodations identified here must be based on the accommodations listed in the previous section for general use in classroom instruction and assessment.
The transition plan is part of the IEP, but given the age of the student thiswould not have to be completed for his IEP.
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