EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx

EDUC 521
Final IEP Instructions
Review Elli Smith’s Present Level of Academic Achievement
and Functional Performance (PLAAFP) to complete your Final
IEP assignment. To complete this assignment, fill in the Blank
IEP provided (highlighted portions) as if this IEP meeting is
occurring at the beginning of Elli’s 2nd grade year. Look for the
instructions throughout the IEP and review the grading rubric
for this assignment to make sure you complete all areas of the
IEP.
You may use your course notes and textbook materials, but do
not accept assistance from anyone in developing your Final IEP.
Review the feedback from your IEP Goals in Module/Week 3
before completing this assignment. If these goals were
approved, you can use this on this Final IEP assignment.
Read the report carefully. You must base your responses for the
Final IEP on the information provided.
Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday
of Module/Week 8.
EDUC 521
Elementary Individualized Education Program
Complete the Cover Page:
Student’s Name: Elli Smith
Grade: 2
Disability:
Date of IEP meeting:
(Use date at beginning of school year)
The IEP annual review must occur before:
Most recent evaluation date:

(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this
document is meant to support the positive process and team
approach. The IEP is a working document that outlines the
student’s vision for the future, strengths, and needs. The IEP is
not written in isolation. The intent of an IEP is to bring together
a team of people who understand and support the student in
order to come to a consensus on a plan and appropriate and
effective education for the student. No two teams are alike, and
each team will arrive at different answers, ideas, supports, and
services to address the student’s unique needs. The student and
his/her family members are vital participants, as well as
teachers, assistants, specialists, outside service providers, and
the principal. When all team members are present, the valuable
information shared supports the development of a rich student
profile and education plan.
Participants Involved
The list below indicates that the individual participated in the
development of this IEP and the placement decision; it does not
authorize consent. Parent consent is indicated on the “Prior
Notice” page.
Include all participants that are required by IDEA to attend an
IEP meeting.
Note: You can make up the names of the participants but the
position must reflect the required participant positions
according to IDEA.
Name of Participant
Position

Factors for IEP Team Consideration
During the IEP meeting, the following factors must be
considered by the IEP team. Best practice suggests that the IEP
team documents that the factors were considered and any
decision made relative to each. The factors are addressed in
other sections of the IEP if not documented on this page (for
example see PLAAFP).
1. Results of the initial or most recent evaluation of the student:
According to psychological evaluation, Elli demonstrates
overall ability in the average range. She demonstrates
substantially less well developed long-term retrieval,
associative memory, and auditory processing, specifically
phonemic awareness. According to an achievement assessment,
Elli demonstrates average oral language skills, mathematics,
and written expression in the low average range with significant
deficits in reading in the borderline to deficient range.
According to speech language evaluation, Elli demonstrates

weaknesses in phonological awareness and auditory cohesion, as
well as in pragmatic skills.
2. The strengths of the student:
Math: is very good at adding and subtracting and has caught on
well to the strategies she has been taught.
3. The academic, developmental, and functional needs of the
student:
Please refer to the Present Level of Academic and Functional
Performance.
4. The concerns of the parent(s) for enhancing the education of
his/her child:
Parents indicate concerns with reading skills and difficulty with
frustration, attention, and adaptive skills weaknesses.
These are the concerns reported by the parents. The listing of
these concerns in the IEP does not mean that the concerns are
shared by the school division. To the extent the parent concerns
are shared by the school division, they have been addressed in
the IEP.
5. The communication needs of the student:
Elli’s speech and receptive/expressive language skills are
considered to be within the average range.
6. The student’s need for benchmarks or short-term objectives:
Short-term objectives and benchmarks are not required.
7. Whether the student requires Assistive Technology devices
and services:
The IEP team has determined that Elli does not require
Assistive Technology supports and/or services.
8. In the case of a student whose behavior impedes his/her
learning or that of others, consider the use of positive

behavioral interventions, strategies, and supports to address that
behavior:
Elli does not display behaviors that have been determined to be
related to her identified disability that impact her learning or
that of others.
9. In the case of a student with limited English proficiency,
consider the language needs of the student as those needs relate
to the student’s IEP:
Elli is not a student with limited English proficiency.
10. In the case of a student who is blind or is visually impaired,
provide for instruction in Braille and the use of Braille, unless
the IEP team determines after an evaluation of the student’s
reading and writing skills, needs, and appropriate reading and
writing media, including an evaluation of the student’s future
needs for instruction in Braille or the use of Braille, that
instruction in Braille or the use of Braille is not appropriate for
the student. When considering that Braille is not appropriate for
the child, the IEP team may use the Functional Vision and
Learning Media Assessment for Students who are Pre-Academic
or Academic and Visually Impaired in Grades K-12 (FVLMA)
or similar instrument; and
Elli is not a student with a visual impairment.
11. In the case of a student who is deaf or hard of hearing,
consider the student’s language and communication needs,
opportunities for direct communications with peers and
professional personnel in the student’s language and
communication mode, academic level, and full range of needs,
including opportunities for direct instruction in the student’s
language and communication mode. The IEP team may use the
Virginia Communication Plan when considering the student's
language and communication needs and supports that may be
needed.

Elli is not deaf and is not a student with a hearing impairment
12. Extended School Year (ESY)
Elli’s IEP team determined that ESY services are not warranted.
Present Level of Academic Achievement and Functional
Performance (PLAAFP)
Student
Name________________________________________________
__________ Date____/____/____ Page ___of___
The Present Level of Academic Achievement and Functional
Performance summarizes the results of assessments that identify
the student’s interests, preferences, strengths, and areas of need.
It also describes the effect of the student’s disability on his/her
involvement and progress in the general education curriculum,
and for preschool children, as appropriate, how the disability
affects the student’s participation in appropriate activities. This
includes the student’s performance and achievement in
academic areas such as writing, reading, math, science, and
history/social sciences. It also includes the student’s
performance in functional areas, such as self-determination,
social competence, communication, behavior, and personal
management. Test scores, if included, must be self-explanatory
or an explanation must be included, and the Present Level of
Academic Achievement and Functional Performance must be
written in objective, measurable terms, to the extent possible.
There must be a direct relationship among the desired goals, the
Present Level of Academic Achievement and Functional
Performance, and all other components of the IEP.
_____________________________________________________
_________________________
Student’s Strengths, Preferences, and Interests

Elli Smith is an 8-year-old girl currently in the 2nd grade. Elli
was found eligible for service for Specific Learning Disability.
Elli also has asthma and needs access to her inhaler, as well as
regular check-ins with the school nurse.
According to psychological evaluation, Elli demonstrates an
overall ability in the average range. She demonstrates
substantially less well developed long-term retrieval associative
memory and auditory processing, specifically phonemic
awareness. These relative weaknesses coupled with difficulties
in the aspect of auditory processing, such as phonemic
awareness, which is the understanding of the smallest units of
sound (phonemes), might make the acquisition of reading
difficult. Also, the spelling of unfamiliar words might also
prove to be a challenging task. Elli’s social functioning, as
assessed through rating scales, teacher interviews, and direct
observation appears to be a challenging area. According to
achievement assessment, Elli demonstrates average oral
language skills, mathematics, and written expression in the low
average range with significant deficient range. Teacher reports
indicate that Elli demonstrates an independent reading level of
pre primmer 1. Her auditory comprehension is very good, but
her word attack is very poor. She has received PALS
remediation and Title I supports for reading for a period of 6
months and has made very minimal progress despite
supplemental instruction interventions targeting her identified
areas of deficit.
Student’s Areas of Need (Deficits that Require Supports)
Elli’s areas of need resulting from her disability-related deficits
include:
Decoding
Reading
Spelling
Written language
Prolonged or moderate/heavy physical activity (Asthma)

Effect of Disability on Student
Elli demonstrates substantially less well developed long-term
retrieval, associative memory, and auditory processing,
specifically phonemic awareness. These relative weaknesses
coupled with difficulties in aspects of auditory processing, such
as phonemic awareness, which is the understanding of the
smallest units of sound (phonemes), makes the acquisition of
reading difficult as well as the spelling of unfamiliar words.
Academic Performance
Wechsler Individual Achievement Test- Third Edition (WIAT-
III)
Subtests with age-based scores:
Listening Comprehension 90, Early Reading Skills 92, Reading
Comprehension 79,
Math Problem Solving 80, Alphabet Writing Fluency 96,
Sentence Composition 90,
Word Reading 72, Pseudoword Decoding 77, Numerical
Operations 93,
Oral Expression 95, Oral Reading Fluency 63, Spelling 80,
Math Fluency-Addition 83, Math Fluency-Subtraction 89, Oral
Reading Accuracy 61
Oral Reading Rate 78,
Listening Comprehension
Receptive Vocabulary 81 Below Average,
Oral Discourse Comprehension 103 Average,
Sentence Composition
Sentence Combing 98 Average, Sentence Building 84 Below
Average,
Oral Expression
Expressive Vocabulary 85 Average, Oral Word Fluency 107
Average,
Sentence Repetition 97 Average, Oral Language 91 Average,
Total Reading 69 Low, Basic Reading 75 Below Average,
Written Expression 85 Average,

Mathematics 85 Average, Math Fluency 86 Average,
Total Achievement 82 Below Average
Teacher Educational Information
Reading instructional level (1st); independent level (Readiness);
Elli’s comprehension is good as long as it is tested orally. She
can recall story elements and information when the story is read
to her. Her word attack skills are extremely limited. She knows
sounds when they are isolated but has difficulty putting the
sounds together. Her retention of words (sight words) is very
weak. She is currently receiving Title 1 and Pals Remediation,
but she has made very little growth. Language instructional
level (below grade level); she has memorized certain sentence
structures and adapts it to the current topic. Elli is an excellent
speller, but she cannot read the words she is spelling. She
memorizes the spelling features. Math: She is very good at
adding and subtracting and has caught on well to the strategies
she has been taught. She does a great job deciding which
operation should be used and then working out a word problem.
Social Studies and Science: Elli does very well in both classes.
Movement Ed.: she follows directions and does all activities;
seems to get along with everyone during class and seems to
enjoy PE. She does need access to her inhaler during PE and
recess, as well as regular check-ins with the school nurse. She
appears to love Art and Library and works well with other
students.
Elementary Individualized Education Program (IEP)
Measurable Annual Goals, Progress Report
Use the Present Level of Academic Achievement and Functional
Performance (PLAAFP) example of Elli to write 3 standard
based goals. These goals can be the same as the goals developed
in the IEP Goals assignment during week/module 3 if they were
approved. You must include all goal components.
1. MEASURABLE ANNUAL GOAL:

GOAL:
Write the SOL number related to this goal:
How will progress toward these annual goals be measured?
(Check all that apply)
____Classroom Participation
____ Checklist
____ Class work
____ Homework
____ Observation
____ Special Projects
____ Tests and Quizzes
____ Written Reports
____ Criterion-referenced test:_____________________
____ Norm-referenced test: _______________________
____Other:____________________________________
GOAL:
____ Checklist
____ Class work
____ Homework
____ Observation
____Other:____________________________________

GOAL:
____ Checklist
____ Class work
____ Homework
____ Observation
____Other:____________________________________
Accommodations/Modifications
Accommodations/modifications provided as part of the
instructional and testing/assessment process will allow the
student equal opportunity to access the curriculum and
demonstrate achievement. Accommodations/modifications also
provide access to nonacademic and extracurricular activities and
educationally-related settings. Accommodations/modifications
based solely on the potential to enhance performance beyond
providing equal access are inappropriate. Accommodations may
be in, but are not limited to, the areas of time, scheduling,
setting, presentation, and response. The impact of any
modifications listed must be discussed.
ACCOMMODATIONS/MODIFICATIONS
List a minimum of 5 accommodations/modifications that are

appropriate for Elli based on her PLAAFP.
Accommodation(s)/Modification(s)
Frequency
Location
(name of school )
Instructional Setting
Duration
m/d/y to m/d/y
Participation in the State and Division-wide

Accountability/Assessment System
Check the assessment(s) chosen for the student’s participation
in Virginia’s accountability system. (Check if Elli will
participate in Virginia’s SOL State Assessments or if she will
need an alternative assessment of VAAP when she takes the
state assessment in 3rd grade. You should be able to determine
this through your textbook readings and course presentations.)
Identify the Correct State Assessment:
· Standards of Learning (SOL) Assessments Reading Math
Science History/Social Science Writing
· Alternative State Approved Substitute: Virginia Alternative
Assessment Program (VAAP)
Services – Least Restrictive Environment – Placement
Least Restrictive Environment (LRE)
When discussing the least restrictive environment and
placement options, the following must be considered:
· To the maximum extent appropriate, the student is educated
with children without disabilities.
· Special classes, separate schooling, or other removal of the
student from the regular educational environment occurs only
when the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily.
· The student’s placement should be as close as possible to the
child’s home and unless the IEP of the student with a disability
requires some other arrangement, the student is educated in the
school that he/she would attend if he or she did not have a
disability.
· In selecting the LRE, consideration is given to any potential
harmful effect on the student or on the quality of services that

he/she needs.
· The student with a disability shall be served in a program with
age-appropriate peers unless it can be shown that for a
particular student with a disability, the alternative placement is
appropriate as documented by the IEP.
Free Appropriate Public Education (FAPE)
When discussing FAPE for this student, it is important for the
IEP team to remember that FAPE may include, as appropriate:
· Educational Programs and Services
· Proper Functioning of Hearing Aids
· Assistive Technology
· Transportation
· Nonacademic and Extracurricular Services and Activities
· Physical Education
· Extended School Year Services
· Length of School Day
Special Education Services
Identify the service(s), including frequency, duration, and
location that will be provided to or on behalf of the student in
order for the student to receive free appropriate public
education. These services are the special education services and
as necessary, the related services, supplementary aids and
services based on peer-reviewed research to the extent
practicable, assistive technology, and extended school year
services. The student will receive services that will address
area(s) of need as identified by the IEP team.
Complete the Service Page Table: Include at least one
educational service and one medical.
Special Education Service(s)

Frequency
Location
(name of school)
Instructional
Setting
Duration
m/d/y to m/d/y
Effect of Disability on the Student
Elli demonstrates substantially less well developed long-term
retrieval, associative memory, and auditory processing,
specifically phonemic awareness. These relative weaknesses
coupled with difficulties in aspects of auditory processing, such
as phonemic awareness, which is the understanding of the
smallest units of sound (phonemes), makes the acquisition of
reading difficult as well as the spelling of unfamiliar words.
Placement Decision
Based upon identified services and the consideration of Least
Restrictive Environment (LRE) and placement continuum

options, describe in the space below the placement decision.
This explanation of the placement decision should reflect the
services outlined in the Service Page. Additionally, summarize
the discussions and decision around LRE and placement. This
must include an explanation of why the student will not be
participating with students without disabilities in the general
education class(es), programs, and activities.
Explanation of Placement Decision: This section must
narratively explain the services outlined in the Service Page
Table.
Services – Least Restrictive Environment – Placement
Continued
No single model for the delivery of services to any population
or category of children with disabilities is acceptable for
meeting the requirement for a continuum of alternative
placements.
All placement decisions shall be based on the individual needs
of each student. The team may consider placement options in
conjunction with discussing any needed supplementary aids and
services, accommodations/modifications, assistive technology,
and supports for school personnel. In considering the placement
continuum options, check those the team discussed.
Placement Continuum Options Considered (check all that have
been considered):
Check the services considered in the LRE placement. Review
LRE as these services should be reasonable considerations
based on Elli’s PLAAFP.

___ general education class(es) (general education classroom,
inclusion, co-teaching)
___ special class(es) (resource, self-contained)
___ special education day school
___ state special education program / school
___ residential facility
___ home-based
___ hospital
___ other (describe):
Page 1 of 11
Writing Assignment: Research Proposal Letter
For this assignment, you will write your research proposal
letter. You are required to submit
only your final draft for this assignment (though we encourage
all students to take advantage of
the additional feedback a draft can provide). Use the grader’s
feedback and the rubric to make
revisions to your draft before submitting the final. Your second
draft will be graded.
This research proposal letter will be directed to an audience
who can create change
(Congressperson, business administrators, or other similar
audience.) In the proposal, you
need to suggest a change or a solution to a current problem. As
you have already chosen a

topic for your research proposal letter in Topic 6 and conducted
an interview that will
become one of your sources for this letter, you do not need to
choose a topic. You must use
the same topic that you began researching in Topic 6, and you
must use your interview as a
source.
Your research proposal should be presented in a letter format
including the following
information:
• Your mailing address (Note: For privacy reasons, you may opt
to not disclose your
mailing address when you submit your letter to our graders for
review; however,
should you choose to mail your letter to your chosen recipient,
you will need to
include your mailing address, as this is a customary business
letter practice.) Note
that a formal letter does not require your name in the header.
Your name will go at
the end, with your closing.
• The date you wrote the letter

• A name and mailing address for the individual to whom you
are writing the letter
• A greeting or salutation
• A closing and your typed name (Note: A written signature is
optional for your
submission, but should you choose to send your letter, you
would need to include
your written signature between the closing and your typed
name.)
Scroll to the end of these instructions for an idea of how you
should format this
assignment.
To organize this information, follow the format included in the
course site in the
“Assignments” area.
For your proposal, follow this organizational framework:
For your researched proposal, follow this organizational
framework:
• Introduction: The Problem
Identify the problem, including researched information to
explain it fully. You may

devote more than one paragraph to describe the problem if
needed. To determine
the extent of the information you must provide about the
problem, consider the
letter recipient’s understanding of the problem.
• Body: Your Proposal
Explain the specifics of your proposal. What are your solutions
to solve this problem,
step by step? What is the cost? How is this cost incurred? What
ideas do you have for
funding your proposal?
Justify your proposal. How will your proposal solve the
problem? Why is this proposal
feasible?
Concede or refute the counterarguments: Will the letter
recipient have certain
preconceived ideas about the subject? How can you address
these counterarguments
without diminishing your argument? Note: You will lose points
from the rubric if you
do not address the counterargument.

• Conclusion: Your Argument
Take into consideration your chosen audience and his/her
interests. Use persuasive
techniques to align your proposal to the audience’s ideals. You
may use more than
one concluding paragraph if needed.
See the end of this document for more specific information
about formatting your letter
appropriately.
You are required to use source information, including ideas you
learned from the interview
process wherever it will prove your point. In addition to the
interview itself, you should have
at least two other credible sources, for a total of at least three
sources. Note: If you do not
meet the source minimum, the rubric will automatically be
scored down.
Since this is a letter, you will use signal phrases (i.e., “As Fugle
describes...”) and omit
parenthetical citations (“Fugle”). You must include a Works
Cited page for this assignment.

Good, informative signal phrases will be important in order to
make sure your sources are
credited (example: “Fugle, a well-known environmental
researcher, explains the problem
by...”).
As with all college writing, you must include a strong thesis
statement and take care to avoid
logical fallacies while following the other standards for
academic writing.
You might use this as a guideline in crafting your thesis:
Valley City should (add solution suggestion), which (add how it
can be funded) and (add justification),
although (add counterargument focus).
Here is a more specific example:
Valley City should (use its largest abandoned warehouse for a
new recreational center to hold before
and after-school programs), which (can be conveniently funded
by the tax stream that was being
used to construct Main Street until this point), and will (provide
the final element—housing—in order
for local schools to also implement a before-school program(,
and although (some community

members do not believe before- and after-school programs are
necessary(, they should (review the
high number of students apprehended by law enforcement
during the hours before and after-school
programs would operate).
The guidelines for this assignment are as follows:
Length: This assignment should be at least 500 words.
Format:
• This assignment has a special format (letter style), so you will
not use a typical header
• Single-spacing, with a double-space between paragraphs (see
below)
• Standard 12 point font (Arial, TimesNewRoman, Calibri)
• 1” margins on all sides
• Save the file using one of the following extensions: .docx,
.doc, .rtf, or .txt
Since this is a formal letter format, you will not underline your
thesis statement.
Please scroll to the next page to see a sample letter format.

Your own address (or a fake address if
you don’t want to reveal this)
Spacing: 2 lines
Spacing: 2 lines
Spacing: 2 lines
Spacing: 2 lines
Recipient’s
name and
mailing address
Greeting or
Salutation,
followed by a
colon
Notice: Paragraphs are not indented
Spacing: 2 lines between body paragraphs
Spacing: 2 lines
Spacing: 4 lines. This is where you signature would go

EDUC 623
Functional Behavior Assessment Student Scenario
Background
Jill Smith is a 12-year-old girl in 5th grade attending
Washington Intermediate School. Jill has been diagnosed with
Autism Spectrum Disorder (ASD). Jill’s school is a full
inclusion school; there are no pull-out or self-contained
classrooms. All of the special education services and supports
that Jill receives during the day are provided to her in the
general education classroom. Jill participates in the classroom
activities on a modified curriculum. Academically, she
functions at a level much lower than her same age peers. Jill
accesses the standard curriculum on approximately a
kindergarten level. Jill has a part-time paraprofessional
assigned to her to assist with transitions and personal needs. Jill
also receives speech and language services in the classroom 3
days a week for 30 minutes.
Jill was diagnosed with ASD just after her 3rd birthday. Jill is a
healthy child but large for her age. She is 5’3 and weighs
approximately 134lbs. Parents report an uneventful pregnancy
and a normal delivery. Jill’s mother reported that she was a
colicky baby and cried frequently. She was also easily startled
as a child. Yet, Jill met all of her developmental milestones on
time up until about two years old. Her mother reports that Jill
always seems to be distant and appeared to be easily agitated.
Her parents reported that she slowly stopped progressing, as if
she hit a wall. Her hearing and vision are considered to be
normal. Jill can communicate with short phrases such as “Jill,
yes” or “Hi, Jill”. Although she has many phrases in her
vocabulary, Jill prefers not to use these.
Jill is the youngest of three siblings. Her older sisters attend the
local high school. While they report feeling embarrassed by
their sister’s behavior in public, they both agree that their
mother is doing all she can. Jill’s father is in the military and

currently serving a 6 month deployment. The family anticipates
his return in about 5 months. Jill’s face lights up when her
father enters the room. He is very patient and tends to hold
firmer boundaries than Jill’s mother. Jill’s mother works part-
time during the day and one Saturday a month. She earned an
AA degree in general studies at the local college. Her father
earned a bachelor’s degree in engineering from the state college
and entered the military full time just after graduation. He is
currently serving as an officer in the Navy. There is no history
of mental illness in the family.
Jill’s parents have not sought pharmaceutical interventions for
Jill’s ASD symptoms. Instead, they have altered the family diet
to include only organic, all natural foods and dietary
supplements. Jill is only offered healthy, organic food options
at home and school. She has very little access to sweets and
treats. Jill prefers to eat white rice to anything else. She does
not like foods with a loose consistency such as pudding or
sauces.
Jill has her own bedroom on the main floor of the house. She
dislikes climbing the stairs. Jill shares a bathroom with her
parents. Jill’s room is very colorful and she often saves small
tokens such a bottle caps and twist ties. Jill is very protective of
her collections and will carry them with her throughout the day.
Jill will spend hours searching the house for items missing from
her collections, often forgoing sleeping and eating. She
frequently will not rest until she finds the missing item or it is
replaced by a new one. Jill has experience night terrors in the
past, sleeping only a few hours at a time. However, the parents
have allowed her to watch TV in the evenings and she typically
will fall asleep within an hour. She loves watching “The Tom
and Jerry Show” with the sound off. If Jill’s day was
particularly upsetting she may not sleep at all in the evening.
Instead she will rock on the floor and sometimes hits her head
on the bedpost. Yet, her mother states this is a rare occurrence.
A typical morning for Jill begins when the sun rises. She
typically wakes herself and sits at the kitchen counter waiting to

be served breakfast. Her sisters make sure Jill has cereal before
they leave for school. Jill’s mother drives her to school each
morning because Jill dislikes the school bus. On mornings when
there are interruptions to the routine, such as her sisters getting
up late, Jill will cry or moan loudly until someone attends to her
needs. Jill’s teachers feel that she is capable of getting her own
cereal in the morning but her mother reports that it is much
easier and less messy to serve her. Jill often appears confused
on the weekends and repeats the word “school” throughout the
day. Her family members try to ignore her behaviors and tell
her “No school today”.
At school, Jill‘s social interactions are parallel in nature. She
seldom makes eye contact with her classmates. While she will
say hello to students and call them by name, she does not
engage others in play very often. She will sit in a group and
walk with the class most days but seldom talks to her
classmates. Overall Jill appears to enjoy the presence of her
classmates but seldom interacts with them directly. If asked a
specific question on her level, Jill can contribute one word
answers to a group discussion. Yet a great amount of prompting
is necessary. She enjoys going to recess and playing on the
swings. She often wanders the perimeter of the playground area
humming to herself.
Jill is a student obsessed with order and routine. She can
become easily agitated with changes to the routine or
environment. For example, fire drills, classroom visitors, or ½
days tend to frustrate Jill. Jill’s desk is neat and organized. She
will often stop during the day to ensure all of her things are in
order according to color and size. If other students bump her
desk or move her things, she will cry, and say “No, no, Jill”.
Additionally, Jill becomes especially upset if she thinks
something is missing from her desk. Her teachers must show her
all items are present before Jill will move to a new task.
Jill enjoys being outside. She also likes to color and to draw.
She is especially fond of bright colors and shiny objects. Jill’s
teachers have provided her with brightly colored manipulatives

to use throughout the day. They have also allowed her to have
more freedom to move around the classroom. Jill is especially
fond of her paraprofessional.
Events
Recently Jill’s teachers have noticed an increase in several
concerning behaviors. She appears to be developing an aversion
to the cafeteria although she generally enjoys eating her lunch.
Since the weather has turned cooler the students must eat inside.
Her teachers have noticed that when the students are instructed
to prepare for lunch, Jill will sit still and stare at her desk.
When prompted to get her things together for lunch, she often
begins to rock back and forth humming. The paraprofessional
who assists Jill with transitions typically gathers her things and
leads her to the lunchroom. Many days Jill will comply with
little resistance. Yet over the last month, Jill has displayed an
increase in vocalizations and repeats short phrases. When Jill is
particularly upset, she will also rock or sway back and forth
while walking. Once the rocking begins, her teachers note that
Jill typically ignores verbal redirection. Often just outside of
the cafeteria, Jill will begin to slap her leg repeatedly while
humming and rocking. In one observation a teacher noted, “The
look in Jill’s eyes becomes distant and she appears to
disconnect from all communication. It’s as if she has retreated
into herself and closed the door to the world”. Once inside the
cafeteria, Jill will cup her ears, rock and repeatedly cry “No, no
Jill”. Her behaviors are tenacious. At times she may hit other
students when engaged in her slapping behaviors or knock into
small children when rocking. Once Jill is removed from the
cafeteria her behaviors tend to deescalate, although the rocking
and humming may continue throughout the day.
Jill’s mother has noted that she displays similar behaviors when
the family attends church. Jill does not like attending the
children’s service, nor the worship portion of the adult service.
Jill is easily startled when the congregation claps. Volunteers
have offered to sit with Jill in the vestibule while her mother

and siblings attend church. Mrs. Smith reports that she is
reluctant to allow others to assist with Jill because she is easily
upset by change.
This week a guest speaker came to the music classroom to
demonstrate various instruments used in the orchestra. The
paraprofessional accompanied Jill to the classroom. Jill was
hesitant about the stranger and remained on the side of the
classroom, attentive but not looking at the speaker. While
demonstrating the string instruments, Jill seemed to enjoy the
presentation. However, immediately when the trumpet was
sounded, Jill was startled. She began to shout out, “No, no Jill”
and rock violently back and forth. The music teacher tried to
calm Jill but her presence only made things worse. The
paraprofessional tried to coax Jill into the hall but she refused
to communicate and seemed as if she could not hear instruction.
As Jill’s fit continued, her classroom teacher and special
education teacher were called to assist. When they arrived they
reported seeing Jill slapping herself in the head with an open
palm, screaming, “No, no Jill” and rocking violently. With the
assistance of the paraprofessional, the teachers carried Jill into
a private room and spoke quietly to her. They also held her arms
so that she could not hit herself. It took almost an hour to calm
Jill enough for her to return to the classroom. Not long
afterward, Jill’s mother checked her out of school early and
brought her home to rest in her room.
Jill’s mother has noticed that each incident at school and home
seems to be worse than the previous and that the recovery time
is longer each time. She has also noted that Jill seems to
withdraw further into herself after each incident. She is very
concerned that she will lose Jill if things do not change.
Problem
Jill’s teachers are concerned that if her outbursts continue or
become worse she may not be able to participate in the general
education classroom. Jill’s mother is adamant about keeping her
in a general education classroom. All staff members who

interact with Jill and her parents are meeting together to discuss
the change in her behavior and develop an intervention plan to
assist Jill. As a part of the assessment team, you must complete
the Functional Assessment Interview form to facilitate this
discussion.
Page 1 of 3

EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx

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EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx