IEP Component

Matthew is a fourteen-year-old seventh grader at Smith Middle School. Based on the Iowa Test of Basic Skills taken at the end of 6th grade, Matthew is reading independently at the middle of second grade. He also participates in a Read Naturally program four times a week for 25 minutes to increase reading fluency and comprehension. Last year he was at a 3.0 level and this year he is at a 3.2 level. He appears to be able to get information through listening, but becomes easily overwhelmed by assignments that require him to work independently or to produce written output.

He is in regular classes but there is a special education teacher or aide in every mainstream class to assist students with disabilities. Although it is only September, the number of loud, aggressive outbursts have increased since last year, especially in the afternoon. Currently, Matthew is having outbursts and leaving the classrooms approximately 3-4 times per week.

Teachers report that Matthew stands up, tells them “This is stupid!” or “I’m not doin’ this junk” and will leave the room. He walks away from teachers who confront him on his behavior. At first, other students seemed appalled, but now may of them appear to be entertained by Matthew’s outbursts. In-school suspensions are ineffective in changing behavior and staff avoids sending him home because of the violence and the abuse from those who live in the home.

Matthew is social, has friends, is athletic, is popular with the girls and attends school regularly.

Questions:

1. Based on what has been described about Matthew’s academic and behavioral issues what would you add to the conversation about how he should be classified in order to qualify for special education? What questions might you ask to help determine eligibility for Matthew and what data should you (the teacher) collect to help?

Matthew has an IEP and his annual review is coming up. Please complete the following sections of the IEP:

2. Present Levels of Academic and Functional Performance:

Student’s Strengths:

Parental Educational Concerns/Input

Student’s Present Levels of Academic Achievement (Include strengths and areas needing improvement)

Student’s Present Levels of Functional Performance (Include strengths and areas needing improvement)

Describe the effect of this individual’s disability on involvement and progress in the general education curriculum and the functional implications of the student’s skills.

· For a preschool child describe the effects of this individual’s disability on involvement in age appropriate activities.

· By age 14 ½ describe the effect of this individual’s disability on the pursuit of post-secondary

expectations (living, learning, and working)

Do any of these pertain to Matthew?

3. Write one behavioral and one academic goal for Matthew:

ACADEMIC GOAL:

Indicate Goal Area: ____ Academic ______Functional _____Transition

Annual Goal: Matthew will:

S

M

A

R

T

Write three short term objectives to help Matthew achieve this goal:

1.

2.

3.

BEHAVIORAL GOAL:

Indicate Goal Area: ____ Academic ______Functional _____Transition

Annual Goal: Matthew will:

S

M

A

R

T

Write three short term objectives to help Matthew achieve this goal:

1.

2.

3.

4. Educational Accommodations and Supports:

Supplementary Aids, Accommodations, and Modifications: Specify what aids, accommodations, and modifications are needed for this child to make progress toward annual goals, to progress in the general education curriculum, participate in extracurricular and other non-academic activities, and to be educated and participate with other children with disabilities and/or nondisabled children.

Support for School Personnel: Program trainings and/or supports for school personnel are needed for the student to advance appropriately toward attaining the annual goals, participate in the general curriculum, and be educated and participate with other students in educational activities. If yes, specify what trainings and/or supports are needed, including when appropriate, the information that clarifies when the trainings and/or supports will be provided, by whom, in what location, etc.

5. RECOMMENDATION FOR SPECIAL EDUCATION PLACEMENT AND SERVICES:

Participation in General Education Classes:

General Education with NO supplementary aids:

General Education with Supplementary Aids (as specified in the Supplementary Aids section)

Special Education Services and Related Services within the General Classroom:

Participation in Special Education Classes:

Rationale for Placement outside of home school or district:

6. Participation in Assessment: Describe how Matthew will participate in one of the following choices for each category:

A. Classroom-Based Assessments: Matthew will

· Accommodations required to participate in classroom-based assessment:

· Alternate Assessment/methods required to participate in classroom-based assessment:

B. District Wide Assessments: Matthew will

· Participate with no accommodations:

· Participate with accommodations:

· Participate in part(s) of the district wide assessment:

C. State Academic Assessments: Matthew will

· Participate with no accommodations:

· Participate with accommodations:

· Participate in the state alternate assessment: If this is your recommendation for Matthew please describe how he meets criteria for participation in alternate assessment:

Assessment Accommodations: (HINT: You can repeat what you wrote in an earlier section)

CONGRATULATIONS, YOU HAVE JUST WRITTEN YOUR FIRST IEP!