IEP Goals and reflection essay

Individual Education Plan (IEP) Goals and Reflection Instructions This assignment will allow candidates to develop IEP goals using information from a case study. Candidates may seek assistance on this assignment from special education personnel (i.e., teacher, school psychologist, or administrator). The instructor will discuss the assignment during a class session and make themselves available to assist any candidates needing further assistance. Candidates can also utilize free online resources (i.e., IEP goal banks, and sample IEPs) to complete this assignment. Please keep in mind that this case study/assignment is completely fictitious. Candidates will be given sample present levels of an elementary student (K-5) and some insight into what the student’s school offers. The assignment is only a brief case study; as a result, present-level data and school information are limited. Candidates are not writing a complete IEP for this assignment; candidates are only focusing on developing IEP goals and writing a brief reflection. The assignment instructions and case study information are on the pages that follow. The assignment needs to be separated into two separate, distinct parts (i.e., IEP goals, and reflection) utilizing the data in the case study. IEP Goals (Part 1) Candidates will develop IEP goals in the following areas: • Develop one grade-level, measurable IEP goal in the area of reading comprehension. • Develop one grade-level, measurable IEP goal in the area of writing. • Develop one grade-level, measurable IEP goal in the area of mathematics. Reflection (Part 2) Candidates will write a 2-page reflection addressing the following (please divide it up into subheadings): • Why did they choose the IEP goals that they did for Jennifer? How could these IEP goals best assist the student, how are they relevant, etc.? • What potential accommodations and/or modifications could be given to Jennifer to help her meet these IEP goals? • How would progress monitoring occur for these IEP goals? Essentially, would you use any manner/method to follow up? • Are there any other supports/enrichment activities you may suggest for Jennifer (even if not directly listed in the case study information)? Jennifer – Elementary (Grade 5) – Case Study Information Jennifer Present Levels Jennifer is a fifth-grade student who has recently qualified for special education services. The student is currently placed in a co-taught elementary general education classroom for all core (i.e., English, math, science, social science) content areas. The student recently recorded an 850L Lexile score (below grade level). Her Kaufman Test of Educational Achievement, Third Edition (KTEA-3) academic testing data demonstrated the following (simplified for case study purposes): KTEA-3 Subtests Results Reading Composite Letter and Word Recognition – Low (2% Percentile Rank) Reading Comprehension – Below Average (11% Percentile Rank) Math Composite Math Concepts and Applications – Below Average (10% Percentile Rank) Math Computation – Below Average (12% Percentile Rank) Written Language Composite Written Expression – Below Average (14% Percentile Rank) Spelling – Low (3% Percentile Rank) Educator-created assessments demonstrate that Jennifer struggles overall with reading, writing, and mathematics. Work samples provided by her general education teacher further suggest that the student quickly gives up after beginning assignments, and many of her assignments are turned in incomplete. The student currently does not exhibit any overt behavioral/social/emotional concerns; the student prefers working on assignments alone instead of in large groups. Jennifer often does not complete assessments (i.e., tests, quizzes) on time; the student is polite but can sometimes become withdrawn. She has expressed interest in art (i.e., drawing and painting) and has enjoyed working one-on-one with staff members. Jennifer School Information Jennifer’s elementary school contains general education classrooms (not co-taught) and co-taught general education classrooms (taught by both a general education teacher and a special education teacher); co-taught classrooms generally have fewer students than those not co-taught. The school also has resource rooms and separate special education classrooms. In addition to the special education teaching staff, the school employs a reading specialist, social worker, and speech-language pathologist to assist students in need. The school offers students various clubs, sports, and enrichment programs/electives (i.e., music, art). Furthermore, the school offers free before and after-school tutoring programs in all core content areas (i.e., English, math, science, and social studies) to assist students needing extra academic assistance. The assignment should be typed, double-spaced, with default margins, in Times New Roman, font size 12, and submitted in Microsoft Word or PDF format.