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Data-based IEP Collect and examine data.

Data-based IEP Collect and examine data. . Current assessment data • State assessments • Classroom assessments (curriculum-based) • Eligibility data (if current and related to learning the standards) Student work samples Previous year’s IEP

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Data-based IEP Collect and examine data.

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  1. Data-based IEPCollect and examine data. Current assessment data • State assessments • Classroom assessments (curriculum-based) • Eligibility data (if current and related to learning the standards) Student work samples Previous year’s IEP Other information (e.g., grades, discipline referrals, attendance reports)

  2. Analyze data to create general statements regarding: • Student strengths • Student needs • How does the student’s disability affect his/her involvement/progress in the general education curriculum? • Assessment/Evaluation • Progress on prior IEP goals • IEP Team input Student Profile

  3. Jon is a fourth grader who is working below grade level in some areas of Math and ELA. He receives assistance from the Resource Room teacher in these areas. Jon used to receive speech services for pragmatics and stuttering, but is now on a consultant basis as needed. • He has difficulties when working in groups. He becomes highly annoyed with other students when they talk or make noises that distract him. • He does not like other students working with him, because he is not open to their suggestions or ideas. Jon likes to do things his own way and at his own pace. He does not like unexpected changes in his life or schedule. • When taking assessments or classroom tests he becomes easily frustrated when he cannot answer a problem. He finds it extremely difficult to move on to the next question. • Jon has read 6 Accelerated Reader books at his instructional level since the beginning of the year, but only 1 this marking period. He has passed all of his written tests on the books he has read with 100%. He is currently performing with 100% accuracy. Jon has read other books in the library, but they are not AR books so I am not able to track them. • STAR – Sept. = 2.7, Oct.=3.3, Jan. = 2.8, March= 3.3 • A.R. instructional level 3.3 – 4.6 Student Data Sample

  4. Orally Reading DRA at level - 13 with 98% accuracy and good comprehension/oral retelling. • He does not like to do written retellings. Leaves a lot of information out, just because he doesn’t want to have to write it. • Spelling level 2 core words at 97% • Reading Level 2 core words at 99% • Jon is a reluctant writer when he has to write by hand. He becomes frustrated and we only get a minimal amount of work from him. Jon has been using the Co-writer program in the resource room and appears not to mind having to write when using it. • He needs to continue working on the formation of complete sentences, capitalization and punctuation. • Jon has been working on strategies such as; numbering paragraphs, using graphic organizers, and shared writing. • Jon should continue practicing his reading with an adult or peer to help build fluency and comprehension skills. Student Data Sample

  5. Data collected from the Brigance, MI-Access Fall F.I. assessment and classroom work. • Jon can correctly read numbers through the millions place value and write numbers through the hundred thousands place value. • He was only able to correctly write 2/5 of the numbers in the millions place value • He could also identify the greatest and least of these numbers when asked. • Jon can correctly add 2-digit and 3-digit numbers with andwithout regrouping. • Jon can correctly subtract 2-digit and 3-digit numbers without regrouping, but is still having difficulties with subtraction with regrouping. • Jon can correctly identify the name and value of coins and a dollar bill. • Jon still needs to practice figuring equivalent amounts such as: $1.00 = 10 dimes, $1.00 = 20 nickels or $1.00 = 100 pennies. • Jon can write amounts of money using decimal notations with 95% accuracy. • Jon can measure to the inch using a ruler 90% accuracy. • Jon is still working on multiplication facts. He knows the 0’s 1’s 2’s and 5’s, but is having difficulty with the 3’s, 4’s, 6’s, 7’s, 8’s, and 9’s. • Jon is having difficulty making the connection that multiplication can be thought of as groups of a number of objects. Such as 5 groups of 2 is the same as 5x2. • Jon is able to name, and write commonly used unit fractions with denominators 12 or less; model 1/2 , 1/3 , and 1/4 with 95% accuracy. • Jon can correctly identify, name, classify and draw circle, square, rectangle, triangle, polygon, cube, pyramid, prisms, cone, cylinder, and sphere based on their component parts (faces, surfaces, bases, edges, vertices) with 75% accuracy. Student Data Sample

  6. The PLAAFP Statement of the… Student’s present levels of academic achievement and functional performance --how is the student’s disability affecting involvement in the general education environment (preventing access) and impacting progress in the general education curriculum?

  7. Areas of disability preventing access to general education environment /impacting progress in general education curriculum… • In what way does the student’s disability affect his/her ability to participate and make progress in the general education environment and/or curriculum? •Ability to Participate in Instruction •Socialization Skills •Communication •Independence Skills •Transition Issues •Ability to Manage Stress / Anxiety •Behaviors PLAAFP Statement

  8. Based on teacher observations, standardized assessments and student work, Jon’s ability to apply academic skills is low average. His performance is average in reading and low average in written expression. Jon is performing very low in areas of math reasoning, and math calculation skills. Jon is performing well below his grade level peers in the areas of mathematics and written expression. Hisdifficulties in language arts are interfering with his performance in the general education classroom, in the area of written expression and work completion. Accommodations will have to be implemented in the classroom and general education curriculum will need to be adapted to his level. Jon requires supports/ interventions services for language and math instruction in the resource room. I am recommending the use of a calculator as a standard accommodation for Jon to use on a regular basis. Jon would also benefit from services to support his difficulties with transitions, anxiety management and social skills. PLAAFP Statement

  9. Least Restrictive Environment This student will: Fully participate with students who are non-disabled in the general education setting except for the time spent in separate special education programs/services provided outside of the general education classroom as specified in this IEP Yes Be fully involved in and make progress in the general education curriculum. Yes Have the same opportunity as general education students to participate in nonacademic and extracurricular activities Yes Supplementary Aids/Services/Personnel Supports   *Speech and Language Consult with teacher on monthly basis * Autism Consultant Consult with teacher on monthly basis *Visual schedule/daily agenda, use of calculator, quiet setting for test taking, small group or individual testing conditions, use of the computer for writing assignments. Programs  Resource Room R340.1749a 4-10 hours per week SSW R340.1701c 30-40 min. 2-4x’s monthly  Special education hours per week 4-10hrs General education hours per week 26-31 Total hours per week 35 Individualized Programs & Services

  10. Annual Goal (AG): By February 2011, Jon will improve his Mathematics skills by one grade level (based on the following 3rd /4th Grade Content Level Expectations and performance criteria) in the areas of: Numbers and Operations, Data/probability, and Measurements, Math Goal & Objectives

  11. Annual Goal (AG): By February 2011, Earl will improve his ELA skills by one grade level (based on the following 4th/5th Grade Content Level Expectations and performance criteria) in the areas of: Reading and Writing. ELA Goal & Objectives

  12. Annual Goal Remember…! The IEP goal is NOT the content standard. Do not copy the content standard word for word to become an IEP goal. The IEP goal is part of a plan to make the content standard immediate and individualized for the student.

  13. This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning. Winston S. Churchill

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