Editing a IEP paper essay

Editing a IEP paper essay

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Summarize the student’s current educational performance: John Doe is currently a 11th grader at John Doe High School. He participates in the CBI resource room, self-contained classes; adaptive PE class with an adaptive PE teacher and Adaptive Art. He enjoys his classes and interacting with his peers. john loves meeting new friends at school. This school year John is working in the Cafeteria learning new job skills to promote independence and productivity. Parental concerns regarding their child’s education: Mrs. Doe is concern about john not waiting to come to school. Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities): Due to fine and gross motor, speech/language problems, processing, and cognitive delays, Drew has difficulty participating successfully in the regular education curriculum without accommodations and modifications. john continues to present with severe dysarthria which impedes his ability to communicate with teachers and peers. His deficits in language skills also impact his ability to communicate within the general education classroom setting without assistance. Present Levels of Performance and Educational Needs PSYCHOLOGICAL Present Level of Performance based on the recent evaluation results and current functioning: Currently john has eligibility for the Orthopedically Impaired Class and Speech/Language. A comprehensive evaluation was completed inApril2011. John has a diagnosis of cerebral palsy, absence seizures, and expressive language delays. His standard scores fall within the mild intellectual impaired range. Specific areas of concern on the conceptual and practical include: communication, functional academics, self-direction, community use, home living, self-care, and health and safety. According to his psychoeducational report on the UNIT (2/9/11) john is functioning in the Very Delayed Range of cognitive ability. The scores obtained on the UNIT were similar to the sores on his previous abilities test in May 2008. John’s achievement scores on the KTEA-II ranged from 70 (basic reading) to 42 (math reasoning). Adaptive behavior checklists that were completed by his teacher resulted in borderline rating and his parent resulted in very low ratings. The results of this reevaluation demonstrate that John continues to meet the State guidelines for the Orthopedically Impaired Eligibility. John’s severe orthopedic impairment adversely affects his educational performance as documented through his school records, previous evaluations, observations, and Individua l Education Programs(IEP).Here receives direct service from physical therapy, occupational therapy, and adaptive physical education. John currently uses an augmentative communication device and assistive technology. ACADEMIC Present Level of Performance based on the recent evaluation results and current functioning: John’s reading comprehension levels are generally high when he’s reviewed a passage several times. He usually scores between70-90%when answering questions from stories and passages that he has read at his independent level. He is able to sequence excerpts from a story with minimal prompts. John works on his goals and objectives each week. He composing sentences and counting money each week. In math, he uses money calculator or his mobile phone to add, subtract, multiply and divide multi-digit numbers. He does require some prompting to use the calculator, but mainly due to motor difficulties. He is able to count by 5s and 10s with practice and minimal prompts. He has a basic understanding of money and can read dollar amounts with minimal prompting (i.e. $6.87 means six dollars and eighty-seven cents). john continues to practice his dollar up strategy with money and is able to identify coins with minimal prompts. He can count money (1’s, 5’s, and 10’s) He recognizes (5’s , 20’s, 50’s and 100’s) He’s able to compose up to 3 sentences on a teacher chosen topic on his IPAD. Student needs including most recent evaluation results and current functioning: john requires verbal prompts to stay on task and pay attention while working. Drew requires motivation during reading comprehension and answering questions during a lesson. He does complete all assignments with 80% accuracy of 4/5. He can be distracted and takes him a little longer while reading at his independent level due to medical matters, however john is reminded to stay focus on task. Measurable Annual Goals and Short Term Objectives Area of Need: Academic Position(s) Responsible: Special Education Teacher Annual Goal 1: To improve reading from present levels to projected mastery of objectives. Goal/Objective Review Dates: Progress on goals and objectives will be reported on the same schedule as performance reporting for all students. Objectives/Benchmarks: 1) After reading a short passage at his independent level, john will independently answer multiple choice inferential questions about the story, with no more than 1 prompt and 80% accuracy. Method of Evaluation Performance Criteria Work Sample : Twice a Week 80% on 4/5 trials per grading period Objectives/Benchmarks: 2) While reading a story at his instructional level, john will make inferences about the characters or events in the story, with no more than 1 prompt and 80% accuracy. Method of Evaluation Performance Criteria Work Sample : Twice a Week 80% on 4/5 trials per grading period Area of Need: Academic Position(s) Responsible: Special Education Teacher Annual Goal 2: To increase math levels from present levels to projected mastery of objectives. Goal/Objective Review Dates: Progress on goals and objectives will be reported on the same schedule as performance reporting for all students. Objectives/Benchmarks: 1) john will identify the correct operation to use when solving everyday like math problems him with one verbal prompt using all operations (addition, subtraction, multiplication and division). Method of Evaluation Performance Criteria Data Collection : Twice a Week 80% on 4/5 trials per grading period Objectives/Benchmarks: 2) john will identify, compute with units of money values and using mix coins combination ( i.e. pennies, nickels, dimes, and quarters) Method of Evaluation Performance Criteria Work Sample : Twice a Week 80% on 4/5 work samples per grading period. Objectives/Benchmarks: 3) When determining if he has enough money to make a purchase, Andrew will make a purchase up to $20.00 in the community. Method of Evaluation Performance Criteria Data Collection : Once a Month 80% on 4/5 trials per grading period Area of Need: Academic Position(s) Responsible: Special Education Teacher Annual Goal 3: To increase written expression levels from present levels to projected mastery of objectives. Goal/Objective Review Dates: Progress on goals and objectives will be reported on the same schedule as performance reporting for all students. Objectives/Benchmarks: 1) After verbally composing 3 sentences, with 2 or fewer cues per sentence, on teacher given topics, he will type sentences or use assistive technology. Method of Evaluation Performance Criteria Work Sample : Twice a Week 3/4 work samples per grading period Objectives/Benchmarks: 2) john will edit a typed passage for spelling, punctuation, and capitalization using assistive technology with verbal prompting. Method of Evaluation Performance Criteria Work Sample : Twice a Week 80% on 3/4 assignments per grading period for capitalization and 60% on 3/4 assignments per grading period Objectives/Benchmarks: 3) john will independently compose three sentences on student topic using assistive technology as needed. Method of Evaluation Performance Criteria Work Sample : Twice a Week 3/4 work samples per grading period Annual Goal#1 Grading Period 3 To improve reading from present levels to projected mastery of objectives. Goal#1: Status Narrative: john continues to progress in his reading comprehension. john reads a weekly story pertaining to the curriculum reading comprehension. Short Term Objectives Grading Period 3 1) After reading a short passage at his independent level, john will independently answer multiple choice inferential questions about the story, with no more than 1 prompt and 80% accuracy. Objective Status Narrative: 11/6/2018: 70% 9/21/18: john is processing independently with multiple choice inferential questions about reading comprehension stories weekly. Short Term Objectives Grading Period 3 While reading a story at his instructional level, john will make inferences about the characters or events in the story, with no more than 1 prompt and 80% accuracy. Distribution: ECS Parent/Guardian School Sp. Ed. Teacher Objective Status Narrative: 11/6/2018: 80% on 4/5 trials. Annual Goal#2 Grading Period 3 To increase math levels from present levels to projected mastery of objectives. Goal#2: Status Narrative: john continues to progress in all his math goal objectives. john continues to need assistance getting started on his assignment. However, once he gets started he remembers the order of operations of the assignment. John is constantly encourage to continue to complete the assignments. Short Term Objectives Grading Period 3 1) john will identify the correct operation to use when solving everyday like math problems him with one verbal prompt using all operations (addition, subtraction, multiplication and division). Objective Status Narrative: 11/6/2018: 70% with verbal prompts. 9/21/2018: 80% on 4/5 trials with verbal prompting. Short Term Objectives Grading Period 3 john will identify, compute with units of money values and using mix coins combination ( i.e. pennies, nickels, dimes, and quarters) Objective Status Narrative: 11/6/2018: john is able to identify penny, nickels, dimes and quarters. 9/21/2018: 80% on 4/5 work samples. John is progressing daily identifying the penny, nickels, dimes and quarters. Short Term Objectives Grading Period 3 Given a purchase price and amount paid, john will count back the correct change working on jobsite with values up to $10.00, given no more than 2 verbal/gestural prompts. Objective Status Narrative: 11/6/2018: john is working in cafeteria this school year. Drew is learning to count money. 9/21/2018: John is currently learning correct change on jobsite. Distribution: ECS Parent/Guardian School Sp. Ed. Teacher Annual Goal#3 Grading Period 3 To increase written expression levels from present levels to projected mastery of objectives. Goal#3: Status Narrative: 9/21/2018: john is progressing daily in his written expression. john continues to use both assistive technology devices; iPad and cell phone for written expression. Short Term Objectives Grading Period 3 After verbally composing 3 sentences, with 2 or fewer cues per sentence, on teacher given topics, he will type sentences or use assistive technology. Objective Status Narrative: 01032019: john is able to compose a sentence with verbal prompts. 11/6/2018: john is able to compose a sentence with verbal prompts. 9/21/2018: Typically composing up to 2 sentences on a student-chosen topic. Cued for punctuation. Short Term Objectives Grading Period 3 john will edit a typed passage for spelling, punctuation, and capitalization using assistive technology with verbal prompting. Objective Status Narrative: 01032019: john is able to use capitalization at the beginning of a sentence and period at the end of the sentence. 11/6/2018: john is able to use capitalization at the beginning of a sentence and period at the end of the sentence. 9/21/2018: With minimal verbal prompting, john is able to add beginning capitalization and punctuation. Short Term Objectives Grading Period 3 John will independently compose three sentences on student topic using assistive technology as needed. Objective Status Narrative: 01032019: John requires 1 or 2 verbal prompts to compose sentences independently. 11/6/2018: john requires 1 or 2 verbal prompts to compose sentences independently. 9/21/2018: john continues to requires 1 or 2 verbal prompts to compose two sentences independently and sometimes requiring prompts to generate his own topic. john enjoys writing sentences using his IPAD. Distribution: ECS Parent/Guardian School Sp. Ed. Teacher John will increase daily living skills from present levels to mastery of objectives below. Goal#6: Status Narrative: John continues to do well in daily skills each week. Short Term Objectives Grading Period 3 Using visuals, john will identify simple fractions in measurement while cooking (whole, half, 1/3, & 1/4) with no more than 2 verbal/gestural prompts. (i.e. using measurement cups and tsp, tbsp.) Objective Status Narrative: 1/03/2019: 80% on 4/5 trials. 11/6/2018: 80% on 4/5 trials. 9/21/2018: 80% on 4/5 work currently Short Term Objectives Grading Period 3 john will follow the correct steps using a gift card during community day outing and keep a record balance of each purchase. Short Term Objectives Grading Period 3 john will independently identify 20 or more introduced survival/community signs to his current knowledge base of common survival signs while navigating in the school/community (written or verbal). Objective Status Narrative: 1/03/2019: 80% on 4/5 trials 11/6/2018: 80% on 4/5 trials. 9/21/2018: 80% on 4/5 trials.
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