Need access to these items in order to do the assignment which is attached IEPs: Guide to Writing Individualized Education Programs. 4th Ed. Gibb & Taylor, 2022, Pearson Maine State Special Ed
SED 682 Special Education Regulations, Procedures, and the IEP Team University of Southern Maine Walter H. Kimball Summer 2023 #1120 3 credits May 15, 2023 – June 30 Module Six Overview Individualized Education Programs (IEP) Part II June 19 – 25 MO 6.1: Practice analyzing and writing an IEP using a tutorial. Textbook reading: Gibb and Taylor book, IEPs: Guide to Writing Quality Individualized Education Programs. Pages 1 – 16: IEP Information Pages 17 – 54: IEP examples Pages 55 – 127: IEP practice The IEP represents a student’s program centered on IEP goals. In Module Five we examined IEP sections and reviewed some sample IEP’s. For Module Six, we will practice with standards-based IEP goals using the textbook and other materials. Click here for an overview of IEP goals. The goals are based on the present level of performance. Click here for an example of the connection between the current level of functioning and the IEP goals: The IEP goals for students for disabilities are connected to the content standard expectations for any student in Maine. Click here for the state special education required forms procedural manual. See starting p. 13 bottom for IEP. Standards Based IEPs Click here for an overview of standards based IEPs. Click here for information the state of Virginia uses for standards based IEP’s. Click here for information the District of Columbia uses for standards based IEPs. Click here for information on Common Core based IEP goals. Sidebar for a previous module four topic: Click here for supplemental material from Wisconsin referring back to our look at dispute resolution in Ch 101: http://dpi.wi.gov/sped/dispute-resolution Module Six Assignment The activity is completing the practice exercises for steps 1 – 7 in the textbook, p. 55 – 127. The practice exercises are labeled with words like “Now it’s your turn” or “Time to Practice”. Step One 1A: p. 63 – 64 Now it’s your turn 1B: p. 65 Now you try some Step Two 2A: p. 75 Now it’s your turn 2B: p. 81 – 82 Time to Practice 2C: p. 83 We had better practice this Step Three: p. 89 – 90 Time to Practice Step Four: p. 103 Let’s Practice Step Five: p. 108 – 109 Your Turn! Step Six 6A: p. 113 – 114 Practice choosing appropriate accommodations for students 6B: p. 116 Let’s practice choosing appropriate modifications 6C: p. 118 Let’s practice choosing appropriate alternate assessments Step 7: p. 126 – 127 Your Turn The entry for each Step will have two parts: (a) your responses to the parts of the Step (b) reflection comparing your responses for each Step to the Answers to Exercises in the Appendix (pages 128 – 132). Compare your answers with the authors and what you learned about this Step through the practice. There is one reflection paragraph for each of the seven steps. It is not necessary to write a reflection for each substep, eg, 1A and 1B. Create a Google Doc titled [Last Name] Module Six IEP Practice SED 682 Summer 23 #1120 The document will have the following format using these headings: Step One 1A: 1B: Step One Reflection: Step Two 2A: 2B: 2C: Step Two Reflection: Step Three: Step Three Reflection: Step Four: Step Four Reflection: Step Five: Step Five Reflection: Step Six 6A: 6B: 6C: Step Six Reflection: Step 7: Step Seven Reflection: The assignment will be submitted in two ways. Share the document with me with editing permission, [email protected] *Click on the blue SHARE button in upper right corner of the Google Doc. *See the Share with People and Groups area *In the Add People text line, insert [email protected] make sure permission is set to edit. Click Send *Reopen the Share button. Click on the link at the bottom of the window reading Change to University of Maine System *Click Done Submit the link to the document in the submission section of the Module Six area in the SED 682 Brightspace course shell To get the Share link: click on the blue SHARE button in the upper right corner of the Google Doc. Click on the Copy link button. Click Done. This is the link you will paste in the Module Six IEP Tutorial Assignment section per the instructions. There is no module six discussion forum. Module Six Assignment document shared with instructor and link submitted in Assignment area due Sunday, June 25, end of day.
Need access to these items in order to do the assignment which is attached IEPs: Guide to Writing Individualized Education Programs. 4th Ed. Gibb & Taylor, 2022, Pearson Maine State Special Ed
Create a Google Doc titled [Last Name] Module Six IEP Practice SED 682 Summer 23 #1120 The document will have the following format using these headings: Step One: PLAAFP for Samuel 1A: Samuel can add and subtract one- digit numbers. He can say simple sentences. He can identify things like his backpack. He can independently use the bathroom and can follow requests of two-steps. Samuel cannot add or subtract more than one number. He cannot compose sentences. He cannot place things into his backpack. He cannot button his pants and does not wash hands. He does not wait his turn and interrupts his friends. Samuel needs to understand properties of mathematics to be able to add and subtract more than one digit. With adult support Samuel should develop writing and social skills. 1B: Error in Kingston’s PLAAFP is that there is a can-do statement but no cannot do. We need more information about the skills in order to correct this. Error in Evangeline’s PLAAFP is that there is information that does not need to be included. Her PLAAFP talks about her penmanship, which does not need to be included. Error in McCoy’s PLAAFP is the description does not have enough information. They are discussing his social skills and behavioral skills but there is barely any information on either skill. Step One Reflection: I think I did pretty well with 1A. I touched on most of what the appendix answers showed. I did not list the standards for what I talked about, which I should have known to do, because I have been doing these all year as case manager. For Samuel’s writing I failed to mention that he should plan, revise and edit his writing and that he should improve his self-help skills in order to wash his hands and be able to button his pants when he leaves the bathroom. As Far as 1B goes, I was able to pick out what was wrong in each PLAAFP but feel I should have added more information for each. For example, I could have provided for Kingston an example of a correct can do statement. For Evangeline, I could have provided a statement talking about her reading skills. And lastly for McCoy, I could have stated how his behaviors are a problem in his academics, which is important. Step Two 2A: PLAAFP for Maddie- Conditions: When given a grocery list with five or fewer items and a $10.00 bill Behavior: Maddie will select and purchase Criteria: all the items on the list with fewer than five prompts Generalization: in three different grocery stores Maintenance: over a three-week period PLAAFP for Suraj- Conditions: When directed by the teacher to be seated Behavior: Suraj will sit quietly at his desk Criteria: within 60 seconds 90% of instances Generalization: in each of his classes Maintenance: over a six-week period Page 81-81 2B: Page 83 2C: Step Two Reflection: Page 89-90 Step Three: Step Three Reflection: Page 103 Step Four: Step Four Reflection: Page 108-109 Step Five: Step Five Reflection: Page 113-114 Step Six 6A: 6B: 6C: Step Six Reflection: Page 126-127 Step 7: Step Seven Reflection:
Need access to these items in order to do the assignment which is attached IEPs: Guide to Writing Individualized Education Programs. 4th Ed. Gibb & Taylor, 2022, Pearson Maine State Special Ed
Create a Google Doc titled [Last Name] Module Six IEP Practice SED 682 Summer 23 #1120 The document will have the following format using these headings: Step One: PLAAFP for Samuel 1A: Samuel can add and subtract one- digit numbers. He can say simple sentences. He can identify things like his backpack. He can independently use the bathroom and can follow requests of two-steps. Samuel cannot add or subtract more than one number. He cannot compose sentences. He cannot place things into his backpack. He cannot button his pants and does not wash hands. He does not wait his turn and interrupts his friends. Samuel needs to understand properties of mathematics to be able to add and subtract more than one digit. He can do this with place value. With adult support Samuel should develop writing and social skills. 1B: Error in Kingston’s PLAAFP is that there is a can do statement but no cannot do. We need more information about the skills in order to correct this. Error in Evangeline’s PLAAFP is that there is information that does not need to be included. Her PLAAFP talks about her penmanship, which does not need to be included. Penmanship is unrelated to the skill we are interested in which is reading. Error in McCoy’s PLAAFP is that the description does not have enough information. They are discussing his social skills and behavioral skills but there is barely any information on either skill. It would be helpful to know what behavior we are worried about, is it yelling or talking out of turn? Does McCoy this behavior hinder his academic performance? Step One Reflection: I think I did pretty well with 1A. I touched on most of what the appendix answers showed. I did not list the standards for what I talked about, which I should have known to do, because I have been doing these all year as case manager. For Samuel’s writing I failed to mention that he should plan, revise and edit his writing and that he should improve his self-help skills in order to wash his hands and be able to button his pants when he leaves the bathroom. As Far as 1B goes, I was able to pick out what was wrong in each PLAAFP but feel I should have Step Two 2A: Maddie- Condition:When given a grocery list with less than 5 items and $10.00…Behavior: Maddie will select and purchase…Criteria: all of the items on a list with less than 5 prompts…Generalization: in 3 different grocery stores…Maintenance: over a three week period Suraj- Condition:When asked by a teacher to sit down…Behavior: Suraj will sit at his desk quietly…Criteria: within 60 seconds in 4 out of 5 instances…Generalization: in all classes…Maintenance: over a 6 week period. 2B: 2C: Step Two Reflection: Step Three: Measuring Mikiah’s Goals: Measurement Method: A skill checklist- I think and use this regularly to track progress and to see if a student has met their goals. Measuring Alonzo’s Goals: Measurement Method: Formal Assessment or Curriculum Based- I think Formal Assessment or Curriculum have more choices so that would be best for Alonzo. Step Three Reflection: I thought Alonzo’s Goals were harder to pick a measurement method for. I did fine with Mikiah’s and was on track compared to the answers in the back of the book. Step Four: 1.Special Education Services for Cadence- Cadence needs services in both regular and special education classes. She need SDI 2. What related services does Cadence require- Cadence should also receive Speech 3.What supplementary services in the regular education classroom does Cadence require?- I think that Cadence could benefit from a 1-1 support person. 4. What program modifications and supports do Cadence’s teachers require?- I think more training would be needed 5.What special factors did the IEP team choose?- Language because she is getting Speech services 6.Explain why you think the team recommended these services- I think all of these services will help Cadence meet her goals that will be stated in her IEP. Step Four Reflection: I was able to determine that Cadence needed SDI in both regular and special classrooms and I was accurate in determining she should also receive Speech services. In number three I put a 1-1 for Cadence but the answer section specifies it as a paraeducator. I did not talk about where she would need this person, but the appendix stated she only needs them in the regular education classroom. In number four I did not talk about consultative services only training. Consultation services would be great for both teachers and paraeducators to have for Cadence’s needs. In numbers 5 and 6 I was pretty accurate in my reasonings for special factors and why the team chose the services they did. Step Five: Boston- Does require a statement of nonparticipation- His statement should say something like The student will participate in the regular class, extracurricular, and non-academic activities except as noted. Asher- Does not require a statement of nonparticipation. Step Five Reflection: I should have noted a nonparticipation statement for Boston and not just said as noted. Being more specific is best. Asher was easy because he did not need a statement. Step Six- 6A: 6B: 6C: Step Six Reflection: Step 7: Josh’s Transition Goals Josh would benefit from Training to reach his goal, Employment- Josh would need a job to meet this goal, and Independent Living Skills- Josh would need help with getting to and from work. Post-Secondary Education is not mentioned in Josh’s IEP so we do not need to consider this at this time. This goal is about a job so we do not need to consider daily living. Step Seven Reflection: Transition goals are one of my favorite things to write so I was pretty comfortable with doing this. I chose some different wording than that of the book but I think the meaning of my words was still the same.