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Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
Analysis of Richard's IEP Case
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Analysis of Richard's IEP Case

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  • Student: RichardD.O.B: 1989 Age: 17 years oldIEP Meeting: 4/6/2006IEP Due: 4/6/2007Attending School: UnknownClassification: Specific Learning Disability Grade: 12th
  • This is an overview of the next few slides. The first three steps of the process were not included in the original IEP so we redid the IEP and added what should have been in the IEP that was missing.
  • Richard’s assignments/tests indicate that he has problems with reading and writing. GENED checks Richard’s available school records General Educator meets with SPED teacher, who recommends a series of interventions and document effort. GENED teacher tries to contact Richard’s parents and makes an effort to communicate (documents effort)
  • Academic disability hence the Woodcock Johnson test was used.
  • Even though Richards grades are good, his performance on the Woodcock Johnson test indicates that he has a severe academic disability with writing, and a moderate disability with reading and written expression.
  • Test scores could show that he could have just been having a bad day. Although he had good grades, his reading and writing skills ranged from below average to low average.
  • Present Level of Academic Achievement and Functional performance.
  • Teacher should come up with a sheet for Richard to monitor progress on his goals.
  • Although, there is an annual vocational goal with objectives outlined in the IEP, Richard’s transition plan is too general for a senior in high school.
  • These are the things we are keeping in mind as we create our backwards design sheet
  • Decided to focus on the writing because of his low testing scores.
  • Green is for lower/easier Blooms Taxonomy Tasks
  • Medium cube
  • Advanced Cube
  • Transcript

    • 1. An Analysis of Richard’s IEP By: Mikayla Williamson, Ben Scoville, & Nichole Valerio
    • 2. Richard
    • 3. Introduction Richard’s Strengths Richard’s Learning Needs & Type of Service Delivery Positive effort in GENED classes  15 minutes daily weekly Seeks out of other services assistance and  69 minutes daily in help as needed GENED class for written language Enjoys the sciences  In Reading, Language (related to marine Arts & Science Richard biology) is receiving: Maintains A’s and  Extended response time, as needed B’s in Gen Ed Special setting classes   Adjusted grouping
    • 4. Referral Process Pre-referral (SpEd 1 01.11) Annual Referral Review & (SpEd 2a Transition 01.11) (SpEd 6) RichardPlacement Evaluation(SpEd 6a1 (SpEd 05.08) 3a.04.08) IEP Determination of Eligibility Development (SpEd 5a-5m (SpEd 6) 04.08)
    • 5. Pre-Referral GENED implements the following interventions and documents all efforts:  Differentiated Assignments  Differentiated Instructions  Provided direct teaching of a skill or concept  Provided peer tutoring
    • 6. Referral Document failed efforts. GENED teacher contacts parents. Received all appropriate signatures for consent to continue with evaluation/testing.
    • 7. Assessment  Received written notice & consent for evaluation.  Academic tests such as: Woodcock Johnson, Woodcock Reading Mastery Test, Kaufman Test of Educational Achievement, Test of Written Language, Test of Reading Comprehension.  WJ-III measures a variety of reading and writing fluency skills.
    • 8. The Implications of Richard’s WJ-III Standard Scores Reading Comprehension (SS 88) How can Richard get A Written Expression and B grades yet have (SS 84) low test scores in basic writing and reading? Basic Reading Skills (SS 75)Basic Writing Skills (SS 67) Average Standard
    • 9. Discussing Assessment Concerns Solutions Good grades, but  Additional tests would clarify this low test scores? discrepancy between Richards good grades and his low test scores. Why is Richard  Not sure, but this being referred so further justifies late? additional testing.
    • 10. Eligibility All members of I.E.P team: LEA representative, special education teacher, general educator, parents, and others are notified of evaluation meeting. Documentation is presented and reviewed. Documentation justifies decision and requirements for Rule II.J.4
    • 11. IEP DevelopmentRichard’s Learning Needs Consensus among IEP team was that Richard does not need the following special factors:  Behavioral Strategies  Special language needs  Braille instruction  Special communication services  Assistive technology devices and/or services to benefit from special education. However, Richard’s test assessments and classroom data indicate that he does not progress at the same rate as his peers in the core curriculum, and may need additional resources.
    • 12. Disability CategorySpecific Learning Disability(10) Specific learning disability —(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
    • 13. PLAAFP and IEP Goal Comparison Present Academic Level  IEP Goals/Objectives  Annual Goal # 1  Starting 4/6/2006- 4/6/2007  Implemented by student?  Use comprehension strategies before, during, & after reading.  Annual Goal # 2  Richard will write functional, informational, and literary texts for various purposes, audiences, & situations.  85% current achievement, completed by 4/6/2007
    • 14. Reading ObjectivesAnnual Goal # 1 Objective 1.1  Richard will identify or construct main idea and distinguish from detail in the text. Objective 1.2  Richard will monitor own comprehension and apply additional strategies when understanding breaks down, skips the word, or phrase and reads on, think of an example; think of a visual image; read ahead; connect information; reread and clarify information; summarize in own words. Objective 1.3  Richard will share responses to text, i.e., small group and whole class discussion, book clubs, visual presentation, written response, multimedia.
    • 15. Writing ObjectivesAnnual Goal #2 Objective 2.1 Richard will use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles. Objective 2.2  Richard will describe and use the steps in the writing process, e.g., brainstorm, free write, rough draft, revision, edit, final draft (additional revision if desired).
    • 16. Addressing IEP GoalsConcerns and Solutions Richard’s progress will be measured in grades.  Why? He’s already receiving A’s and B’s in his Language Arts class.  Possible solution is to measure his progress with specific daily or weekly reading and writing assessments (teacher reviewed worksheets). Richardis being evaluated as often as his peers without disabilities.  Why? Richard should be evaluated more often than his peers.
    • 17. Transition PlanTransition Plan Strengths  Annual Goal # 1: Richard will describe training and education required for an occupation, as implemented by the student, starting 4/6/2006, completed by 4/6/2007.  Objective 1.1 Richard will describe job skills needed for an occupation.  Objective 1.2 Richard will state educational requirements for an occupation.
    • 18. Addressing Transition PlanConcerns and Solutions Long-range goals Solutions and Assessment  More detail in the IEP Military service and college with interest is needed to prepare in science related to Richard for military marine biology. service or college. Science Related  Meet academic advisor  Attend a career fair Living arrangements and leisure activities  Explore fields in science were not included.  Meet military recruiters  Attend this college.
    • 19. Part 2Guidelines forDifferentiating InstructionUT Language Arts: Reading UT Language Arts: Writing One of Richard’s goals is to  Richard will write functional “identify or construct the main responses to text. ideas and distinguish it from the  Richard will use writing process detail in the text.” strategies. Richard “will use  Richard will describe and use comprehension strategies the steps in the writing process. before, during, and after  Richard will share responses to reading.” texts in groups. Richard will “apply additional strategies” (i.e. skip the word, summarize, read ahead, connect information).
    • 20. Backward DesignInstructional Programming Guide Implemented core standard and objectives into lesson of Shirley Jackson’s “The Lottery.” The I.E.P team decided that cubing would be an effective method of differentiating instruction. Discussed the level of cubing that would be most appropriate for Richard’s learning needs.
    • 21. Core StandardsEnglish Language Arts Grade 11-12 Reading: Literature Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Reading: Literature Standard 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.  Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.  Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).  Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
    • 22. Differentiation Learning Objectives1. What we want every student to know…  Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.2. What we want some students to know…  Understand narrative techniques such as plot, character, event, pacing, and reflection.3. What we want a few students to know…  Aware of a variety of literary devices and how those techniques influences the mood and tone of the story.
    • 23. Accommodations for Richard Richard will get a cube that is appropriate for his readiness, interests, and learning profile. Cube includes questions that address the goals in his IEP. Extended time to complete assignments and assessments. Used adjusted grouping to place Richard in his zone of proximal development. Richard sits near the teachers desk so he can easily ask for assistance as needed. Given options for formal assessments.
    • 24. Cube #1This story begins with a moodthat is very different from On the bottom of page 3, Mr. Adams The Lotterythe mood at the end of the states that in a neighboring village by Shirley Jacksonstory. How are they don’t even have a lottery. Oldthese two moods different? Man Warner responds that those villagers are a “pack of crazy fools”.Discuss the beginning and end In your opinion, why is this ironic?of the story with a partner. What does it say about the culture of this village that the lottery was conducted in the same manner as “the square dances, the teen club, the Halloween program.” The actual lottery happens on Create a Story Map in page four. The tone of the which you outline the section is one of anxiety. main events in the What specific story. words does the author use to show this feeling of worry? Even though this story deals with a very violent event, there is very little description of the violence. Do you think the story would have been more or less effective if the author had described the violence more?
    • 25. Cube #2Analyze the different points The Lotteryof view of the story. How do Write an alternative endingthe various points of view to the story. Compare your by Shirley Jacksonaffect what we know about ending to Jackson’s. Arethe situation? How does it they similar or different?preserve the storyssuspense? Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does Jackson foreshadow the ending? Conversely, how does Jackson lull us into thinking that this is just an ordinary story with an ordinary town? What is the significance of This story was published in 1948. Tessies final scream, "It isnt Create a Venn Diagram that includes fair, it isnt any historical or cultural events that right"? What aspect of the Jackson might be referencing. Is this JUST a story about this particular lottery does she explicitly time and place, or is she trying to say challenge; what aspect something important about human goes unquestioned? nature? Jackson gives interesting names to a number of her characters. Can you explain the possible allusions or symbolism of some of these? Delacroix, Graves, Summers, Bentham 
Hutchinson ,Warner, Martin
    • 26. Cube #3With the exception of the final five Do you agree with Mrs.paragraphs, are there any indications Hutchinson – is the lottery The Lotteryof violence in the life of the village? unfair? How or how not? by Shirley JacksonWhat might the absence or presence Her friends and neighborsof violence in other aspects of village point out that they all takelife indicate, in light of the storys the same risks inconclusion? participating. Make an argument justifying why “the lottery” should continue. Are there any clues in the story that might explain how the lottery first started? What might its purpose be? What clues about the origins of this ritual? Is the lottery a collective act of How do the commonplace details of life and the folksy language murder? Is it morally justified? Is contribute to the impact of the story? Why tradition sufficient justification had Jackson chosen common for such actions? How would you people for her characters? Could she have respond to chosen characters from other levels of sophistication with the same cultures that are different from effect? What is the irony of the trite ours that perform "strange" dialogue and casual tone of this story? rituals? Some critics insist that the story has an added symbolic or allegorical dimension. Do you agree? Create a movie trailer depicting what Shirley Jackson is trying to tell us about ourselves.
    • 27. Classroom Assessments Formative Summative Ask students questions about stories they have  Homework cubes read in the past. Can they identify plot, setting,  Jigsaw Puzzles character, themes, etc? Evaluates student  Short answer understanding through quizzes observation of work during class.  Multiple choice Evaluates student understanding through quizzes discussion.  Write a paper Peer/partner/self evaluation  Project portfolio Compare/Contrast to other  Oral Presentation short stories.
    • 28. Unit TimelineDay 1 Monday Day 2 Day 3 Friday Day 4 Monday Wednesday • Pre- • Short film • Continue • Compile assessment adaptation cubing portfolio • Students of “The • Take a quiz • Peer/self have read Lottery” • Introduce assessment “The Lottery” • Start short paper • Paper turn in • Group discussion of assignment or oral Jigsaw first and oral presentation discussion impressions presentation • Start cubing (student assignment choice) (teacher observe)
    • 29. Conclusion Collaboration is an essential part of the IEP process. Great teamwork is best for analyzing and rationalizing the decisions we made on Richard’s IEP. It is important to be able to rationalize Richard’s IEP goals, accommodations, transition plan, and assessments. It is important to emphasize that Richard’s learning needs are the main priority. Designing meaningful learning experiences is important to meet students needs. Careful consideration of core standards is essential for creating effective lesson plans. Specific attention to the steps of the IEP process is essential.
    • 30. Resources http://www.westmorelandschool.org/webpages/bfehlner/fil es/The%20Lottery%20-%20discussion%20questions1.pdf http://public.wsu.edu/~campbelld/amlit/lottery.htm http://www.shmoop.com/lottery-shirley- jackson/questions.html http://www.mrcoia.com/school/pdf/11/lottery_questions.pdf

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