1,596
13
Essay, 4 pages (1000 words)

Individualized educational plan paper assignment

Final Exam IEP William H Dunston Liberty University Course and Section # EDUC 521 201020 Summer Sub-term B; Deadline: 07/21/2010 Dr. Rollen Fowler Date of Submission 07/20/2010 EDUC 521 – Final Exam: IEP Name: Karen Smith | Date of birth: 5/22/1999 | | School: Bywood Elementary | Age: 10 | Grade: 3rd | | Primary language-Student: English | Primary language-Home: English | | Primary classification: Specific Learning Disability | Special ed teacher: William Dunston |

Present Levels of Performance, Goals, and Objectives | Skill Area: Reading | | Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| | Karen is functioning at the 1. 6 grade level in reading. Karen’s learning disability in the areas of reading comprehension and | | reading recognition require accommodations in her in her reading classes.

Karen’s teachers report that Karen’s communication skills| | favor reception more than expression and that her vocabulary is quite good. | | Annual Goal: Within one academic year Karen will improve her reading skills by 1 full grade level to a 3. 6 grade level as measured | | by a standardized test. | | Short-term objective: Given a list of 20 unfamiliar phonetically spelled words, Karen will read them by decoding them with 95% | | accuracy as measured by teacher made test by May 7th, 2010. | Short-term objective: Presented with a paragraph, Karen will read with 90% accuracy as measured by teacher made test by May 7th, | | 2010. | | Short-term objective: With use of kinesthetic and tactile teaching methods in instruction, Karen will be able to identify and read| | at least twenty simple words (consonant/vowel/consonant) with 100% accuracy within four months, as measured weekly by teacher | | recorded observational data. | Skill Area: Spelling | | Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| | Karen is functioning at the 1. 4 grade level in spelling. Karen’s strengths are in math. She is able to quickly grasp the concepts | | and is excelling at a regular rate in this area. | | Annual Goal: Within one academic year Karen will improve writing skills by 2 grade levels to a 3. 4 grade level as measured by | | standardized tests. | Short-term objective: With the use of tactile teaching methods Karen will use knowledge of phonics, word patterns, and slight words| | to improve spelling when writing as observed by teacher. | | Short-term objective: Karen will progress through the developmental stages of spelling from transitional spelling to correct | | spelling in the context of writing as measured by teacher made test by May 7th, 2010. | | Short-term objective: Karen will spell 50 third grade level high frequency words as measured by teacher made test by May 7th, | | 2010. | Skill Area: Communication | | Present level of educational performance: Teachers report that Karen has trouble interacting with peers because of difficulty | | verbalizing her thoughts. | | Annual Goal: Within one academic school year Karen will increase social communication skills as measured by teacher’s benchmark. | | Short-term objective: Karen will initiate communicative interactions with others on 4 out of 5 occasions. | Short-term objective: Karen will initiate varied appropriate topics with others on 4 out of 5 occasions as measured by teacher’s | | benchmark. | | Short-term objective: Karen will engage in conversational turn talking with others across 3-4 conversational turns, 4 out of 5 | | opportunities to do so. | | Skill Area: Reading | | Present level of educational performance: According to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)| | Karen is functioning at the 1. grade level in reading. Karen’s learning disability in the areas of reading comprehension and | | reading recognition require accommodations in her reading classes. Karen’s teachers report that Karen’s communication skills favor | | reception more than expression and that her vocabulary is quite good. | | Annual Goal: Within one academic school year Karen will read 3rd grade material at a rate of 80 words a minute with no more than | | 0-2 errors as evidenced by standardized testing. | Short-term objective: By February 10, Karen will read 2nd grade material at a rate of 60-80 words per minute with no more than 3 | | errors. | | Short-term objective: By April 10, Karen will read 3rd grade material at a rate of 40-60 words per minute with no more than 3-5 | | errors. | | Short-term objective: By June 10, Karen will read 3rd grade material at a rate of 60-80 words per minute with no more than 0-2 | | errors. | Special Education and Related Services Type of Service, Aid or Modification | | Time per day/week | | | | | Location | | Begin date | Duration | | Reading Tutor | School | 2 x per week | 9/9/2010 | 12 weeks | | Spelling Bees | Resource Room | 1x week | 9/9/2010 | 16 weeks | | Electronic Reading Lab | Computer Lab | 1 x per week | 9/9/2010 | 8 weeks | | Speech Language Pathologist for | Resource Room | 2 x per wk | 9/18/10 | 16 weeks | | expressive language | | | | | | Individual sessions with school counselor| Counselor’s office | 2 x per week | 9/18/10 | 8 weeks | Instructional modifications/accommodations: Assuming Karen is in a full inclusion school; | | Modifications | | Extended time for completion of assignments or tests | | Additional time for reading assignments | | Time for repeated review or drill | | Accommodations | | Provide on audio tape | | Provide in large print | | Reduce number of items per page or line | | Provide a designated reader | | Present instructions orally | | Response: | | Allow for verbal responses | | Allow for answers to be dictated to a scribe. | Non-participation in the general curriculum | | Regular classes or general curriculum: | | Extracurricular/nonacademic: | | Transition planning (for students age 14 and over) | | N/A_ Transition planning will be addressed through the Student’s Advisement. | | N/A_ Transition planning is addressed on the IEP addendum. | | N/A_ Transition planning is not needed due to the age of the student. | Participation in statewide or district assessments | | X Modified: __timing/scheduling ___setting ___response format ___presentation forms | | __Alternative: | | Reason for alternative: | | Scheduled reports to parents | | Frequency: Monthly | | Method: Parent teacher conference/ Teleconference | Signature | Position | Date | | Karen’s Mom | Parent | 5/16/2010 | | Sally Starr | Special education director | 5/16/2010 | | Dr Psychologist | School psychologist | 5/16/2010 | | William Dunston | Regular education teacher | 5/16/2010 | | Susan Exceptionality | Special education teacher | 5/16/2010 | | Dr. Education | School principal | 5/16/2010 |

Thank's for Your Vote!
Individualized educational plan paper assignment. Page 1
Individualized educational plan paper assignment. Page 2
Individualized educational plan paper assignment. Page 3
Individualized educational plan paper assignment. Page 4
Individualized educational plan paper assignment. Page 5

This work, titled "Individualized educational plan paper assignment" was written and willingly shared by a fellow student. This sample can be utilized as a research and reference resource to aid in the writing of your own work. Any use of the work that does not include an appropriate citation is banned.

If you are the owner of this work and don’t want it to be published on AssignBuster, request its removal.

Request Removal
Cite this Essay

References

AssignBuster. (2022) 'Individualized educational plan paper assignment'. 30 September.

Reference

AssignBuster. (2022, September 30). Individualized educational plan paper assignment. Retrieved from https://assignbuster.com/individualized-educational-plan-paper-assignment/

References

AssignBuster. 2022. "Individualized educational plan paper assignment." September 30, 2022. https://assignbuster.com/individualized-educational-plan-paper-assignment/.

1. AssignBuster. "Individualized educational plan paper assignment." September 30, 2022. https://assignbuster.com/individualized-educational-plan-paper-assignment/.


Bibliography


AssignBuster. "Individualized educational plan paper assignment." September 30, 2022. https://assignbuster.com/individualized-educational-plan-paper-assignment/.

Work Cited

"Individualized educational plan paper assignment." AssignBuster, 30 Sept. 2022, assignbuster.com/individualized-educational-plan-paper-assignment/.

Get in Touch

Please, let us know if you have any ideas on improving Individualized educational plan paper assignment, or our service. We will be happy to hear what you think: [email protected]