This document provides an analysis of Richard's IEP (Individualized Education Program). It describes Richard's strengths in general education classes and enjoyment of science. It also notes needs in reading, writing, and language arts where he requires accommodations like extended time. The document outlines the referral, assessment, eligibility determination, and IEP development process. It analyzes Richard's test scores, discusses appropriate goals and services, and proposes guidelines for differentiating instruction in an English language arts class focusing on the short story "The Lottery".

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)
Richard
Placement 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 Development
Richard’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 Category
Specific 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 Objectives
Annual 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 Objectives
Annual 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 Goals
Concerns 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
Plan
Transition 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 Plan
Concerns 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 2
Guidelines for
Differentiating Instruction
UT 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 Design
Instructional 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.

22. Core Standards
English 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.

23. Differentiation
Learning Objectives
1. 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.

24. 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.

25. Cube #1
This story begins with a mood
that is very different from On the bottom of page 3, Mr. Adams The Lottery
the mood at the end of the states that in a neighboring village by Shirley Jackson
story. How are they don’t even have a lottery. Old
these 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?

26. Cube #2
Analyze the different points The Lottery
of view of the story. How do Write an alternative ending
the various points of view to the story. Compare your by Shirley Jackson
affect what we know about ending to Jackson’s. Are
the situation? How does it they similar or different?
preserve the story's
suspense?
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.
Tessie's final scream, "It isn't Create a Venn Diagram that includes
fair, it isn't 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

27. Cube #3
With the exception of the final five Do you agree with Mrs.
paragraphs, are there any indications Hutchinson – is the lottery The Lottery
of violence in the life of the village? unfair? How or how not? by Shirley Jackson
What might the absence or presence Her friends and neighbors
of violence in other aspects of village point out that they all take
life indicate, in light of the story's the same risks in
conclusion? 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.

28. 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.

29. Unit Timeline
Day 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)

30. 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.

31. 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