Angela Hutchinson IEP Assignment EDUC-230 The Exceptional Child October 25, 2013 IEP Assignment Casey is seven

n years old that makes consistent reading and spelling errors, including: letter (b,d) and word reversal (tip, pit). She has issues copying text from the book and from the board, difficulty remembering and understanding words, and coming up with words to express her thoughts. She leaves parts of words and/or sentences, confuses her left from right, and has difficulty rhyming words. Casey is showing characteristic signs of dyslexia. An IEP would be required for Casey to receive accommodations for this type of learning disability. The required content, IEP process, and benchmarks and objectives for Casey are listed below: Content of the IEP A statement of the childs present levels of academic achievement and functional performance, including how the childs disability affects his or her involvement and progress in the general education curriculum; A statement of measurable annual goals, including academic and functional goals; A description of how the childs progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided; A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child; A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children; An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities; A statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district wide assessments; o (Note: If the IEP team determines that the child must take an alternate assessment instead of a particular regular State or district wide assessment of student achievement, the IEP must include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child; and

The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications (National Dissemination Center for Children with Disabilities, 2010).

IEP Process Step 1. Child is identified as possibly needing special education and related services. There are two primary ways in which children are identified as possibly needing special education and related services: the system known as Child Find (which operates in each state), and by referral of a parent or school personnel. Child Find. Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct what are known as Child Find activities. When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated. Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the childs teacher or other school professional to ask that their child be evaluated. This request may be verbal, but its best to put it in writing.

Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. However, if a States IDEA regulations give a different timeline for completion of the evaluation, the States timeline is applied. Step 2. Child is evaluated. Evaluation is an essential early step in the special education process for a child. Its intended to answer these questions: Does the child have a disability that requires the provision of special education and related services? What are the childs specific educational needs? What special education services and related services, then, are appropriate for addressing those needs?

By law, the initial evaluation of the child must be full and individualwhich is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the childs suspected disability. The evaluation results will be used to decide the childs eligibility for special education and related services and to make decisions about an appropriate educational program for the child.

If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE. Step 3. Eligibility is decided. A group of qualified professionals and the parents look at the childs evaluation results. Together, they decide if the child is a child with a disability, as defined by IDEA. If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision. Step 4. Child is found eligible for services. If the child is found to be a child with a disability, as defined by IDEA, he or she eligible for special education and related services. Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child. Step 5. IEP meeting is scheduled. The school system schedules and conducts the IEP meeting. School staff must: contact the participants, including the parents; notify parents early enough to make sure they have an opportunity to attend; schedule the meeting at a time and place agreeable to parents and the school; tell the parents the purpose, time, and location of the meeting; tell the parents who will be attending; and tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written. The IEP team gathers to talk about the childs needs and write the students IEP. Parents and the student (when appropriate) are full participating members of the team. If the childs placement (meaning, where the child will receive his or her special education and related services) is decided by a different group, the parents must be part of that group as well. Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given. If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a state complaint with the state education agency or a due process complaint, which is the first step in requesting a due process hearing, at which time mediation must be available.

Step 7. After the IEP is written, services are provided. The school makes sure that the childs IEP is carried out as it was written. Parents are given a copy of the IEP. Each of the childs teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP. Step 8. Progress is measured and reported to parents. The childs progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their childs progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled childrens progress. Step 9. IEP is reviewed. The childs IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree with the placement. If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation, or a due process hearing. They may also file a complaint with the state education agency. Step 10. Child is reevaluated. At least every three years the child must be reevaluated. This evaluation is sometimes called a triennial. Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, and what the childs educational needs are. However, the child must be reevaluated more often if conditions warrant or if the childs parent or teacher asks for a new evaluation (National Dissemination Center for Children with Disabilities, 2010). Benchmark and Objectives Reading Comprehension Annual Benchmark: Increase Caseys reading comprehension for narratives. These objectives may be achieved through the following strategies: story prediction, mapping, and connecting the information to personal experiences. Short Term Objectives: Casey will answer inferential questions such as: the characters motivations, personality traits, and feelings. She will answer 4 out of 5 correctly.

Casey will answer negatively stated questions. She will answer 4 out of 5 correctly. Casey will answer questions containing figurative language. She will answer 4 out of 5 correctly. Spelling and Written Comprehension Annual Benchmarks: Casey will improve the quality of her written work. Short Term Objectives: Casey will improve her spelling in essays and papers by increasing knowledge of orthographic knowledge (phonics), phonological awareness (blending and segmenting sounds in words), and semantic knowledge (for spelling homophones) with 95% spelling accuracy. Casey will improve editing for the order of words and punctuation while only showing 3 or fewer errors. Casey will learn to use assistive technology such as software for word processing and text-to-speech. An electronic speller and mnemonic strategies will also benefit her (The Regents of the University of Michigan).

Caseys objectives will be reviewed and tested on a monthly basis. She will spend the majority of her time in a general education setting with her peers. Casey will be given the following accommodations in the classroom to help her succeed: Writing allowed to dictate written work to the teacher or classroom aide; allowed to use speech-to-text software; allowed to respond to questions orally, rather than writing the answers; will be given alternative projects for the more difficult written reports. Spelling reduce the amount of words; split the spelling list into two groups and present one list at the beginning of the week then the next list mid-week. Tests allowed extra time; allow tests to be taken outside of the classroom, in a quiet area with minimal distractions; read instructions orally, and provide written directions. Instructions/Directions break larger tasks down that are to be performed; provide written and oral instructions. Classroom Sit closer to the teacher; Use an agenda to keep assignments and schedules organized. Evaluate Casey periodically to ensure that she is meeting the goals that were set in her IEP. If she is meeting the goals that are set, then encourage her to slowly reduce her accommodations. If she is not meeting her goals then a reevaluation needs to be set to restructure her IEP.

References National Dissemination Center for Children with Disabilities (2010, September). Contents of the IEP National Dissemination Center for Children with Disabilities. Retrieved October 19, 2013, from http://nichcy.org/schoolage/iep/iepcontents National Dissemination Center for Children with Disabilities (2010, September). 10 Basic Steps in Special Education National Dissemination Center for Children with Disabilities. Retrieved October 19, 2013, from http://nichcy.org/schoolage/steps The Regents of the University of Michigan (n.d.). The IEP Process: Everything You Need to Know | DyslexiaHelp at the University of Michigan. Retrieved October 19, 2013, from http://dyslexiahelp.umich.edu/parents/living-with-dyslexia/school/iep-processeverything-you-need-to-know#5