Part 1 below:
Individualized Education Plan (IEP) (40 points for Childhood) This Individualized Education Plan (IEP) will be based on a case-study on a student whose grade level is within your licensure area (i.e., grade 1-6,) provided by the instructor. You will use a blank NYS IEP form and fill in all the sections, including:
a) Present level of performance (academic achievement, functional performance, learning characteristics, transition for a student who is 15 years old or older)
b) Measurable postsecondary goals and transition needs (only for a student who is 15 years old or older). You will not have to do this.
c) At least 3 measurable annual goals (must include both academic and non-academic goals);
d) At least 4 measurable short-term objectives for each annual goal.
e) Recommended programs and services (need to include at least one assistive technology).
f) Testing accommodations for statewide testing that align with classroom accommodations (it can be one accommodations).
g) Coordinated set of transition activities (only for a student who is 15 years old or older) You will not have to do this.
h) All the dates aligned with the Individuals with Disabilities Education Improvement Act (IDEIA).
i) You will complete a peer evaluation of a classmate’s IEP and personal reflection on collaboration for this assignment. They will be reflected in your scores for this assignment.
Develop a COMPLETE IEP for Susie using a blank IEP form (attached below). The case description for Susie is in the Overton textbook on pages 298 to 305.
The IEP should include:
- Present Levels of Performance and Individual Needs (including Evaluation Results, Academic Achievement, Functional Performance, and Learning Characteristics, Social Development, Physical Development & Management Needs. For a student who is 15 years old or older, make sure you include postsecondary/transition assessment results)
- At least 3 Measurable Annual Goals (must include both academic and non-academic goals).
- At least 4 Short-Term Instructional Objectives for each annual goal (the last STO can be the same as the Annual Goal, but it must include all the required components for STO)
- Recommended Special Education Programs and Services (need to include at least one Assistive Technology Devices and/or Services).
- Testing Accommodations (for statewide testing) that align with Program Accommodations (under the Recommended Special Education Programs and Services).
Note. All the dates must be aligned with the Individuals with Disabilities Education Improvement Act (IDEIA).
Part 2 below:
Complete BOTH sections (peer evaluation & self-reflection) of the document above.
IEP Report Peer Evaluation & Collaboration and Professional Learning Self-Reflection
For the evaluations you can write generic comments such as: We all contributed to each group assignment. We collaborated each assignment together and gave each other suggestions which helped us grow as teachers. I couldn’t have gotten better group members.
2. Collaboration and Professional Learning Self-Reflection (the last item on the rubric: worth 8 points)
Please write and answer all the questions below:
- Regarding your group collaboration process throughout the semester, reflect on all of the following: 1) how the collaboration among all IEP team members (including the target learner and families) in developing an IEP that benefits the target learner & attempts candidate made to promote collaboration during the IEP development process with specific examples; 2) in-depth self-evaluation of own work style and performance (strengths & weaknesses) as a novice special educator (weakness cannot be “a lack of experience as a teacher”); and 3) specific future plan to engage in the IEP development process based on self-reflection with a particular focus on struggles and weaknesses.
