Liberty EDSP525 IEP Assignment Latest 2021 September

EDSP525 Transition and Assessment for Exceptional Learners

IEP Assignment

Directions: Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information from a provided case study to develop an IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use the provided case(s), the information below, and theIEP template to develop an IEP for the student.Be sure toreview the IEP evaluation rubric carefully to ensure each section of the IEP fully addresses the required criteria.

Complete the following in the IEP template:

1.            Present Levels of Academic Achievement and Functional Performance

a.            Use the assessment data provided in the selected case study to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. 

b.            Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

2.            Measurable Annual Goals(at least 3)

a.            Develop measurable and observable annual goals for each area where the student’s disability affects his or her progress in the general curriculum. There must be a direct relationship between the goals and the PLAAFP. Be sure to include:

i.              The student’s name

ii.             The condition under which the behavior will be performed

iii.            The specific observable behavior to be performed

iv.           The criterion to which the level of performance at the goal will be achieved

v.            The target date/timeline for goal attainment.

3.            Short Term Objectives(at least 3)

a.            Develop measurable and observableshort-term objectives for each goal. Be sure to include:

i.              The student’s name

ii.             The condition under which the behavior will be performed

iii.            The specific observable behavior to be performed

iv.           The criterion to which the level of performance at the goal will be achieved

v.            The target date/timeline for goal attainment.

4.            Instructional Modifications/Accommodations

a.            Develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. Identify frequency, location, setting, and duration.

b.            Identify supports for school personnel (e.g., equipment, consultation, or training for school staff to meet the unique needs for the student)

5.            Participation in State and District Assessments/Accountability Systems

a.            Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.

b.            If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guidance.

c.             If the student WILL NOT participate in the state or division wide assessments, include a statement of justification.

6.            Placement (LRE), Services, and Supplementary Aids and Services

a.            Based on the principle of Least Restrictive Environment (LRE), identify all special education and related services the student will receive, including frequency, location, and duration.

b.            Include a statement of justification for each/all services provided and how your placement decisions reflect the principles of LRE with respect to the student’s PLAAFP.

7.            Reflection on the IEP and Professional Learning and Ethical Practice

a.            Reflect on the foundational knowledge in the field of special education that informed your development of this IEP and answer the following questions:

i.              Understanding the significance of life-long learning, ongoing professional growth, and the importance of ethical practice, identify professional knowledge or skill areas related to quality IEP development that you would like to develop further as you advance in the profession.

ii.             Review information on the Council for Exceptional Children’s (CEC) webpage on Special Interest Divisions and identify one division you would considering joining and fully articulate why. Example divisions include but are not limited to Council for Children with Behavioral Disorders; Council for Educational Diagnostic Services, Division on Career Development and Transition, Division for Culturally and Linguistically Diverse Exceptional Learners.

iii.            This reflection must be 400 – 500 words.

Alignment: This IEP assignment and each assignment component is aligned with CEC 2012 Initial Preparation standards:

•             CEC 3.3: Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

•             CEC 4.2: Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

•             CEC 4.3: Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

•             CEC 5.1: Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

•             CEC 6.1: Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

•             CEC 6.4: Beginning special education professionals understand the significance of lifelonglearning and participate in professional activities and learning communities.

•             CEC 7.3: Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.