Kim Matias

EDSP 480
April 12, 2015
IEP

Narrative

Jackie is an RSP student in Ms. Montes 5th grade classroom. She attends Oliver Wendell

Holmes Elementary. Under IDEA, she meets the criteria of a student with a Specific Learning

Disability (SLD). She also meets the criteria of a student with Attention Deficit Hyperactive

Disorder (ADHD), under the category of Other Health Impairments. She is considered to be an

ELL student with a Hispanic background. Until recently, she received Speech therapy. She is at

grade level for writing and is a year behind for reading. She has a hard time using text to support

her claims. She also has trouble retelling and comprehending text. However, she has great

creative writing skills. Jackie plays in the school band. Though I didnt ask if she could read

music, I saw that she had sheet music in front of her, and I assume she can decode it. According

to her teacher, Jackie was chosen as the most inspiring student. She was a bully in and out of her

classes when she was two years younger. Since then, shes been a great help to her classmates.

This, along with her strides with her grades made her a great candidate to be the most inspiring

student.

I spoke with the teacher and observed for almost an hour before speaking with Jackie.

Ms. Montes is part of a co-teaching model at Holmes Elementary. This particular class consists

of RSP students and General Education students, so it is also an inclusive environment. There are

a total of four different groups of RSP students that are intermixed with General Education

students throughout the day. When it comes to reading in class, Jackie loves to volunteer. Ms.

Montes showed me her IEP. Jackie struggles with reading comprehension, though she meets the

standards for writing. Jackies parents did not attend a recent IEP annual meeting. She showed
me proof of attempted contacts to the parent. I asked her if they were still going to hold the IEP

because according to Yell et al. (2013), school officials may hold the IEP meeting if they are

unable to convince the parents and there is evidence that school officials made efforts to

involve them (pg. 58). Fortunately for the parents, its far too early to do that yet. After my

conversation with the teacher, the class walked in and was ready for History.

I met Jackie before class started, and she was very friendly. I only told her that I just

needed to speak to one of the students, but Im observing the class as a whole. Though she liked

the class, she sometimes felt that the reading was too hard. I found this weird because she

seemed extremely eager to participate in the class. She responded well with questions about the

Boston Tea Party but hesitated when asked to show where she found her answers. Afterwards she

had a creative writing assignment in the same classroom with a teacher that co-taught the class

with Ms. Montes. All the students were given different pictures to infer from. They were then

asked to write a story based on what they saw. They would first write a description of the picture,

and then write a story using sequencing words like: first, next, then, and last.

Jackie had a picture of two little girls whispering to each other on a grassy field with trees

in the background. She wrote, In this picture, I see to little girls. There is one girl whispering to

another. They are at a park, in the day time. They are haveing a conversation. After writing this,

I asked her to tell me why she thinks it was a park and why it was daytime. She answered quite

well because of the picture. I waited for her to finish the rest of the story before I continue asking

her questions. Her story elaborates on the original description by giving the each of the girls a

name, and she leaves the story open-ended for a sequel. It does contain several spelling and

grammatical errors. The teacher tells me afterwards that the assignment is meant for just writing.

According to Jackie, shes usually the first to finish most of the writing assignments. I brought up
the story I heard from her teacher. Jackie admits to bullying when she was younger. Since she

was in an RSP program, a few of her peers were making fun of her. Instead of talking to an adult,

she redirects this to other students and bullies them instead. This maladaptive behavior finds

itself into the classroom, turning Jackie into a student with behavioral problems. Jackie tells me

that she is still bullied even though she stopped. Though she told me that she chooses to ignore

name-calling and taunts, it still brings her down. Though it doesnt affect her schoolwork, she

felt as if shes far shyer than she used to be. Now that she finally knows what it feels like to be

bullied, she regrets it. She doesnt know how to tell the student that it does hurt her feelings

because she has strong negative feelings towards the student.

Reading/Writing Standards

Present Level of Performance:

Jackie is a 5th grade student who is at her grade level for writing. She can write a short,

creative story using only a single picture to infer from finishing almost four minutes before her

peers and makes one grammatical/spelling error per two sentences. She is able to read at a 4th

grade level. She stays on task throughout most of the class and can answer, with enough

assistance, teacher directed questions correctly using her finger to find and point the evidence.

Jackie remembers at least one key detail about texts that she just read earlier in the day. She is

able to read 136 words per minute with high self-correction and average pacing and decoding

ability. She is also able to, with careful instruction, support a main idea with textual evidence.

Grade Level Standard: ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and

explain how they are supported by key details; summarize the text. (CoreStandards 2015)

Goal:
 Given a 5th grade non fiction text from a school issued textbook within a whole class

setting, Jackie will write a short persuasive essay using two main ideas supported by key details

from the text in a single 55 minute class block in two out of three trials as measured by a teacher

given rubric and the number of in-text citations.

Objectives

Objective #1: ELA-Literacy.RI.4.1 - Refer to details and examples in a text when explaining

what the text says explicitly and when drawing inferences from the text. (CoreStandards 2015)

After reading a 4th grade level text in a one on one setting, Jackie will correctly locate and

highlight text evidence to support her answers in a text based multiple choice question based on

the text correctly answering at least two of the five questions within fifteen minutes for three

consecutive days as measured by student self-correction, student samples, and teacher created

answer keys.

Objective #2: ELA-Literacy.W.5.1 - Write opinion pieces on topics or texts, supporting a point of

view with reasons and information & ELA-Literacy.W.5.1.A - Introduce a topic or text clearly,

state an opinion, and create an organizational structure in which ideas are logically grouped to

support the writer's purpose. (CoreStandards 2015)

Given a choice of two short 5th grade historical texts in a small group setting, Jackie will

read one and write a single paragraph summary using at least two inferences from the text within

20 minutes once every three days as measured by data taken by staff members.

Social/Behavioral

Present Level of Performance:

Jackie is able to comprehend when a student is attempting to be confrontational with her

most of the time. She can physically walk away from taunts. These taunts dont affect her
schoolwork. She is aware of the effects of taunting and wants to learn self-coping and self-

management skills.

Grade Level Standard: ELA-Literacy.W.5.3 - Write narratives to develop real or imagined

experiences or events using effective technique, descriptive details, and clear event sequences.

(CoreStandards 2015)

Goal:

When given a written conflict situation in a one on one setting, Jackie will write out a

minimum of three positive conflict resolutions at least once a week as measured by her school

counselor.

Objective

Objective #1: ELA-Literacy.SL.5.4 - Report on a topic or text or present an opinion, sequencing

ideas logically and using appropriate facts and relevant, descriptive details to support main ideas

or themes; speak clearly at an understandable pace. (CoreStandards 2015)

When watching videos on peer conflicts in a full class setting, Jackie will correctly

identify the sequence of events that lead to the conflict by correctly explaining how at least three

of the presented situations lead to the conflict through sequencing of events at least twice a week

as observed by staff members and student collected data.

Objective #2: ELA-Literacy.SL.5.1.B - Follow agreed-upon rules for discussions and carry out

assigned roles. (CoreStandards 2015)

When partnered with a peer in a full class role-play session, Jackie will practice stress

reduction methods through thirty-second breathing exercises, positive interactions with a friend,

and positive self-talk at least twice a week using teacher provided coping strategies.
Referenced:
English Language Arts Standards Anchor Standards College and Career Readiness Anchor
Standards for Reading. (2015). Retrieved April 14, 2015, from
http://www.corestandards.org/ELA-Literacy/CCRA/R/
Yell, M., Katsiyannis, A., Ennis, R., & Losinkey, M. (2013). Avoiding Procedural Errors in IEP
Development. Teaching Exceptional Children,46(1),5664.
 Education Specialist Credential Program
Signature Assignment for EDSP 480
IEP Writing Assignment

Student Learning Outcome(s) Assessed:

Plans individualized education programs in alignment with student needs/competencies
and California Content Standards

Description of the Signature Assignment

Based on guidelines for effective collaboration for IEP preparation, planning, and meetings,
students will complete the following assignment to demonstrate their knowledge of and
ability to implement these guidelines. The project includes the following elements:
A K-12 student with an identified disability from those listed in IDEA 2004 will be
selected.
A brief narrative description of the student including IDEA eligibility, areas of strength
and need, ELD level if applicable, and a detailed account of interactions with the family
and related professionals in preparation for the IEP will be presented.
Basic assessment information describing the students present levels of performance in
relevant domains (see below) will be described.
Adhering to the guidelines presented in class for writing IEP goals and objectives,
candidates write appropriate goals and objectives for the selected student, based upon
the assessment information provided above, in each of the following domains:
Literacy (Reading/Language Arts)
One additional domain; specifically, one of the following: Technology, Transition,
Movement & Mobility, Communication, Behavior/Social needs or other as
approved by the instructor.
IEP assignments should be an original submission and presented in narrative
form. That is, it should not be an IEP that was already written and goals should
not be standardized from a district or computer program. Each of the IEP goals
must include at least 2 benchmarks.

Directions for Students

1. Write a narrative description of the selected student. Include: IDEA eligibility, areas of
both strength & need, ELD level if applicable, and a detailed account of your interactions
with at least two IEP team members (family/student/teacher, etc). A minimum of at least
one citation from class material related to IEP collaboration.
2. In the area of literacy/reading/language arts, present the following information:
a. Present level of performance assessment information clearly described. Note:
Not just a list of scores, but written in narrative form.
b. Grade level curriculum standard from CA Department of Education.
c. A global goal that is clearly tied to the present level of performance information
and provides access to the curricular standard (a. and b. above).
i. Each goal must include:
1. clearly stated conditions or circumstances
2. clearly stated observable behavior
3. clearly stated criteria for performance level
4. clearly stated criteria for mastery level
5. clearly stated means or method of measurement or evaluation
d. A minimum of two objectives/benchmarks that are directly tied to the goal.

i. Objectives/benchmarks clearly demonstrate continuous progression

toward the goal.
ii. Each objective/benchmark must include all 5 components (c. above)
3. Select one of the following additional domains: Technology, Transition, Movement &
Mobility, Communication, or Social/Behavioral. Complete all elements of step 2 above
(a-d).
4. Assignment will also be graded based on clarity and organization: The assignment must
be well written and well organized, with minimal spelling and grammar errors.

Scoring Rubric for IEP Assignment EDSP 480

Student ID No. ________________________

4 = Exceeds 3 = Meets 2 = Meets minimal 1 = Does not me

Criteria
expectations expectations expectations expectations
1. Narrative Provides a clear and Describes the Two or fewer of the Incomplete studen
description of a professionally written student: IDEA required elements description. The
student with an description of the eligibility, areas of are missing and/or number of missing
identified disability student. Exceeds both strength & need, the description is elements makes th
expectations for this ELD level if applicable not clear. description vague.
component.

9-10 pts 7-8 pts 5-6 pts 3-4 pts

2. Present Levels of Present levels of Present Levels of Present levels of Present levels of
Performance in both performance are performance are performance are performance are
relevant domains operationally defined operational and not clearly not operationally
and measureable; measureable; relevant operational or defined or
relevant assessment assessment measurable; lack of measurable and/or
information is information is relevant assessment the relevant
included. PLP are included information results assessment
directly tied to student in an unclear information is
needs in the description of omitted
appropriate domain present levels
12-13 pts
14-15 pts 10-11 pts
8-9 pts
3. Global goals Goals are directly tied Goals are clearly tied Goals are included Goal for one of the
clearly tied to PLP to present level of to present level of for both domains but domains is not
and CA grade level performance and performance it is unclear as to included. Goal tha
content standards assessment information. how they relate is included either
information. CA grade Grade level curricular either to present does not relate to
level standard is standard is provided levels of student present
included and a brief and is aligned with performance OR levels of
description of how the the goal. Include all 5 access to the grade performance OR th
goals provide access components: level standard. May grade level
to the standards is instructional be missing 1 of the 5 standard. Missing
provided. All 5 conditions and/or components or if all or more of the 5
components are circumstances; 5 components are components.
clearly stated: observable behavior; included, they are
instructional conditions performance level; unclear.
and/or circumstances; mastery criteria;
observable behavior; method of
performance level; measurement.
mastery criteria;
method of
measurement.
9-11 pts
18-20 pts 15-17 pts 12-14 pts
4. Operationalized At least 2 objectives At least 2 objectives At least 2 objectives Two or fewer
and measurable for each goal are for each goal are for each goal are objectives for each
objectives/ included & are directly included and are tied included. Objectives of the goals are
benchmarks that are tied to goals. to goals. Objectives may be related to included but are n
tied directly to the Objectives demonstrate goals but do not tied to goals and/o
global goal demonstrate progression toward clearly demonstrate demonstrate
continuous progression goals. Objectives continuous progression toward
toward goals and include all 5 progression toward the goals. Objectiv
provide instructional or components. the goals. Objectives are missing 2 or
behavioral changes may be missing 1 of more of the 5
related to that the 5 components or components.
progression. All 5 if all 5 components
components of are included, they
objective are clearly are unclear.
stated.
15-17 pts 12-14 pts 9-11 pts
18-20 pts
5. Collaboration with Clear and detailed Clear and detailed Collaboration with Mention of
family and related description of the description of the only one member of collaboration with
professionals in interactions with and interaction and the IEP team is only one individua
preparation for the outcomes of outcomes of discussed. And/or interactions listed
IEP collaboration with at collaboration with at only briefly were not
least 2 members of the least 2 members of discusses literature collaborative in
IEP team. Includes the IEP team. from class nature, or, no
detailed discussion of Discussion of discussion related to mention of literatu
literature from class literature from class collaboration. from class
related to collaboration related to discussion related
and connects to collaboration. collaboration.
interaction with IEP
team members.

14-15 pts
12-13 pts 10-11 pts
8-9 pts
1-5 Total
Quality of Comprehensive, Clearly organized and Some coherence in Poorly organized
Writing concise, and well- comprehensive organization of the assignment, and/o
organized IEP project with few project; several numerous errors in
assignment with grammatical errors errors in grammar grammar and
minimal grammatical and writing writing mechanics
errors. Information is mechanics on so as to interfere
clearly presented and almost every page. with clarity.
formatted. 7-8 pts
3-4 pts
9-10 pts 5-6 pts

Assignment Total
SLO Legend: Parts 1-5
SLO Score: _________
Total Points College of Education Assessment Scale Equivalent
72-80 4 (Exceeds Expectations)
64-71 3 (Meets Expectations)
56-63 2 (Meets Minimal Expectations)
48-55 1 (Does Not Meet Expectations)
47 or below 0 (Unable to Score)