School System Individualized Education Program (IEP) ✓ Solved

School System Individualized Education Program (IEP)

Prepare an Individualized Education Program (IEP) document for a student. The IEP should include the student's present levels of academic achievement and functional performance, consideration of special factors, transition service plan, measurable annual goals, student supports, assessment determination for district and statewide assessments, special education services, and documentation of parent participation in the IEP process.

Paper For Above Instructions

An Individualized Education Program (IEP) is a critical tool designed to ensure that children with disabilities receive an appropriate education that addresses their unique needs. This document outlines the necessary components for drafting an IEP for Jay Raven, a 7-year-old second-grade student exhibiting behavioral challenges. The information gathered from his teachers and parents, along with assessment results, will guide the IEP team in developing goals and services tailored to Jay's requirements.

I. Present Levels of Academic Achievement and Functional Performance

Jay has demonstrated a mix of academic strengths and behavioral challenges. According to his teacher, Mrs. Bird, Jay is a capable student with adequate academic skills but struggles to manage his behavior, leading to disruptions in class. Academic assessments reveal that Jay's reading recognition is at a standard score of 89, indicating some difficulty, while his mathematical skills are on par with his peers at a standard score of 100. Therefore, his functional performance relates significantly to his behavior, impacting his social interactions and academic functioning.

His disruptive actions, including yelling and aggression towards peers, hinder his ability to engage positively in cooperative learning environments. Jay's parents confirm that while he displays some difficult behaviors at school, he does not exhibit aggressiveness at home, suggesting a potential context-specific behavior issue tied to the school environment. This discrepancy necessitates a careful analysis of his behavioral triggers.

II. Consideration of Special Factors

In reviewing special factors pertinent to Jay's educational needs, the team notes the consistency of his disruptive behavior across different settings. Interventions, including a Behavior Intervention Plan (BIP), should be considered given the extent of his behavior which impedes his and others’ learning. His teacher's feedback emphasizes the need for strategies to help Jay manage his anger and engage appropriately with peers.

III. Transition Service Plan

As Jay is in the second grade, a transition service plan is not yet required. However, it is essential that the IEP team considers future needs as he progresses in his education, particularly focusing on social skills development and resilience to peer interactions.

IV. Measurable Annual Goals

Goal 1: Jay will demonstrate increased self-control by reducing incidents of disruptive behavior from an average of 6 times a day to 2 times a day, as monitored by teacher reports and behavioral logs.

Criteria: Observed behaviors documented in a behavioral chart.

Method of Evaluation: Monthly check-in with parents and teachers to assess progress.

Goal 2: Jay will improve his reading skills to achieve a standard score of 95 or higher on the Peabody Individual Achievement Test within the year.

Criteria: Improvement shown through bi-weekly assessments.

Method of Evaluation: School-based progress monitoring assessments every two months.

V. Student Supports

To support Jay's achievement of these goals, the IEP team recommends several accommodations. These include personalized behavior interventions, regular check-ins with a school counselor, and time for individual instruction during class activities. Additionally, creating a supportive classroom environment incorporating structured activities can help Jay reduce anxiety and improve social interactions.

VI. Assessment Determination for District and Statewide Assessments

Jay will participate in all required district assessments, with specified accommodations like extended time and a quiet testing environment. Given his behavioral challenges, accommodations aim to provide a setting that minimizes distractions to enhance focus and overall performance.

VII. Special Education: Instruction and Related Services

Jay will receive special education services through collaborative teaching in his general education classroom. His services will include support from a special education teacher and related services such as counseling to facilitate his emotional and behavioral growth.

VIII. Parent Participation in the IEP Process

The parents of Jay, particularly his mother, have actively participated in the IEP process. They provided valuable insights concerning his behaviors at home and expressed a willingness to collaborate with school staff to cater to Jay's educational needs. All documents were shared with them, emphasizing the importance of their involvement in monitoring Jay’s progress.

Conclusion

The collaborative nature of crafting an IEP for Jay Raven outlined above emphasizes the necessity for tailored educational strategies focusing on his behavioral and academic needs. Continuous engagement with his parents, effective data collection on his behaviors, and regular monitoring of his academic progress will be essential in ensuring Jay receives the support he requires to improve his educational outcomes.

References

  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400

  • Georgia Department of Education. (2007). Model Forms for IEPs.

  • Peabody Individual Achievement Test-Revised (PIAT-R). (n.d.).

  • National Association of School Psychologists. (2017). Functional Behavioral Assessment: A Guide for Educators.

  • California Department of Education. (2020). Understanding the IEP Process.

  • Smith, J. (2018). Special Education Law and Practice. New York: Educational Publishers.

  • Gupta, A., & Jones, M. (2019). Strategies for Managing Behavioral Issues in Children with Disabilities. Journal of Special Education, 45(3), 201-214.

  • Rogers, C. (2016). Effective Intervention Strategies for Children with Emotional and Behavioral Disorders. School Psychology Review, 45(2), 256-273.

  • Smith, T., & Brown, L. (2021). Measuring Academic Performance of Students with Disabilities: Tools and Techniques. Educational Assessment, 23(4), 385-399.

  • U.S. Department of Education. (2019). A Guide to the Individuals with Disabilities Education Act.