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PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE:

 

Compliant

Non compliant

General Introductory Statement

STUDENT is a 12 year old 7th grader at Miller Middle School. He was found eligible in October of 2009 and is receiving special education services in the MMS BEST classroom for an emotional disability.

 

Pertinent Information

STUDENT is lactose intolerant and should remain away from dairy products.  His mother usually sends a lunch with STUDENT.  STUDENT is aware of his condition and tries to make the proper choices, but sometimes will forget.  On those days when he eats a cafeteria lunch, his choices should be looked over.  STUDENT is being treated for ADHD and sees Dr. L (234-5678, Lean Medical Clinic) for both conditions.  His mother administers 50mg. of Vyvance to Jack every morning before school.

 

School Skills/ Work Habits

STUDENT's attendance is poor; he has missed 13 of the last 40 days of school.  When in class, he will try all assignments, but when frustrated will often get out of his seat claiming the need to do things around the room (get a tissue, sharpen his pencil, get some paper, straighten his desk) to avoid the work.  When asked to sit down, STUDENT will argue to the degree it disrupts the entire class, accusing the teacher of always picking at him.  A sure sign that he is struggling with the work is when he’s out of his seat.  When he understands and can complete things on his own, he will usually stay with it until it’s done.  When STUDENT participates in class, he will be able to address the topic but often goes off on, related but definite, tangents.  Teachers should let him finish a thought then gently return him to topic.  If this is done in a harsh manner, STUDENT will become argumentative saying that the teacher is just angry because he knows more about the topic than anyone.  He often engages the class in “voting behavior” about who is right in this situation. His homework is turned in if it was received the day before, if he has missed a day(s) after the homework is assigned, it’s usually not returned.

 

Social Skills/Behavioral/Functional

STUDENT has exceptional personal hygiene. He likes to be recognized by adults and peers.  He does not necessarily need to be the leader, but has a need to let others know he has information about a subject. He will jump into conversations that are started by other students, which will sometimes make his peers angry. STUDENT does have two friends that he appears to talk with on the same level; usually all three are standing while conversing.  STUDENT is very aware of social issues and can relate news topics to class discussions. In whole class discussions, asking for participation by going up and down rows (or in some pattern) appears to be the best strategy for STUDENT.

 

Academic Progress

STUDENT is in the BEST classroom to work on the argumentative tendencies and whole class engagement behaviors that have consistently thwarted attempts to put him in a general education setting. His BIP addresses these behaviors with goals of reducing office referrals to 1 time per month.  In the past 2 years he has had 30 office referrals and 7 out of school suspensions.

STUDENT did not pass either section of the ISTEP for 7th grade; his Language Arts score was 495/556, his Math score was 400/586.  I believe that these scores have a direct correlation to STUDENT's poor attendance (which has been a problem since about 5th grade).   He has emerging skills in writing concepts and an age appropriate vocabulary; his reading comprehension is just under grade level.  He can understand and maneuver most math concepts individually but has very little understanding on how they fit together or are applied to the next step.

 

Cognitive functioning/Language

STUDENT presents as a young man with above average cognitive skills but very poor attendance has put holes in learning. His language and communication skills are somewhat below average as he has not developed the skill to avoid arguments when he feels he knows more than the person speaking.

 

Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

STUDENT is a 7th grade student who qualifies for services with an emotional disability. He is currently receiving service in the BEST classroom for all core classes. STUDENT struggles with the need to show he knows a lot of information about a topic.  When he struggles he avoids the work by getting out of his seat, challenging authority when he feels he is being talked down to, and engaging the entire class in the incident.  This behaviors has kept STUDENT from the general education setting as the constant arguing is costing time and teacher attention, at the cost of other students, in the larger general education classes. A teacher must avoid power struggles with STUDENT.  When he is out of his seat, go over to him and quietly ask what he struggles with that is is taking him away from finishing the task. Taking turns or using some pattern with class discussions will work as well as putting time limits on how long each person can speak.

 

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Goals

Behavior

Compliant

Non compliant

Present Level

STUDENT is in the BEST classroom to work on the argumentative tendencies and whole class engagement behaviors. He becomes easily frustrated, and will argue with the teacher in his attempts to gain control. His BIP addresses these behaviors with goals of reducing office referrals to 1 time per month.  In the past 2 years he has had 30 office referrals and 7 out of school suspensions.

 STUDENT argues with the teacher all the time.

Need

Student needs to use calming techniques to gain control and decrease instances of classroom disruption.

 STUDENT needs to be in class.

Goal Statement

Using calming techniques (deep breaths, pressure pass, write down question, signal to teacher) STUDENT will calm frustrations and gain control to decrease instances of classroom disruptions to 1 time per month by the end of the IEP period.

 Student will take redirection without comment.

This goal has been written to support

Education, Employment

 

Method/Instrument for Measuring Progress

Teacher Observation, Behavior Checklists

 

Progress Monitoring Design

Single Point

 

Standard(s)/Element(s) Aligned to Goal

Applies strategies to manage emotional stress

Uses strategies to manage emotions

Recognizes own feelings

Seeks familiar adult to get needs met

 

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

NA

 

 

 Study Skills

Compliant

Non compliant

Present Level

In class, STUDENT will try all assignments, but when frustrated will often get out of his seat claiming the need to do things around the room (get a tissue, sharpen his pencil, get some paper, straighten his desk) to avoid the work.

STUDENT can’t focus

Need

STUDENT must develop problem solving strategies to help with frustration that leads to off-task behaviors

STUDENT needs to take redirection better

Goal Statement

When working on a task, STUDENT will not leave his seat until he has tried 3 strategies from a problem solving checklist , 80% of the time by the end of the IEP period.

Student will take redirection without arguments

This goal has been written to support

Education, Behavior

 

Method/Instrument for Measuring Progress

Teacher observation
Completed Assignments

 

Progress Monitoring Design

Single Point-Percentage

 

Standard(s)/Element(s) Aligned to Goal

Demonstrates problem-solving: Seeks solutions
Demonstrates responsibility: is accountable for own actions

 

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

NA

 

 

 

 

 

 

 

 

 

 

 

 

 

Study Skills

Compliant

Non compliant

Present Level

Low test scores have a direct correlation to STUDENT's poor attendance (which has been a problem since about 5th grade) and subsequent homework completion. Missing instruction impacts his ability to fit concepts together and apply them to the next step. If he has missed a day(s) after the homework is assigned, it’s usually not returned.

Didn’t pass ISTEP MATH 

Need

Student must make up all work that is missing due to absences as these missing pieces are leaving holes in his learning process and application skills.

Student needs to pass ISTEP

Goal Statement

Using an agenda or assignment sheet, student will write down daily assignments, fill in assignments for any days that were missed, and turn in late work by an agreed-upon due date 100% of the time by the end of the IEP period.

Student should ask for missed work

This goal has been written to support

Academics

 

Method/Instrument for Measuring Progress

Teacher observation, Student participation

 

Progress Monitoring Design

Single Rubric

  • Introduced: Student will write down assignments in an agenda 100% of the time.
  • Emerging: Student will contact teachers to get missing assignments 100% of the time.
  • Developing: Student will fill in assignments for any days that are missed 100% of the time.
  • Applied: Student will turn in late work by agreed upon date 100% of the time.

 

Standard(s)/Element(s) Aligned to Goal

Demonstrates curiosity: investigates and seeks understanding
Demonstrates organization: plans, arranges and implements in an orderly way
Participates in opportunities to learn.

 

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

NA

 

If a student has social skills goals, you can use information/data from your FBA/BIP:

Present Level: Steve has had 4 days of out of school suspension for insubordination including verbal aggression, threats, and profanity towards adult/authority figures. When in less structured environments (arrival/dismissal, cafeteria, halls), he responds inappropriately to redirection from adults about once a week.

Need: Steve has poor impulse control and lacks coping skills necessary to stop and think before acting. When he is upset, he requires time to calm himself in an area away from peers and staff.  This is critical in allowing Steve to participate successfully in the general education curriculum with his nondisabled peers.

Goal statement: Steve will control his impulse to respond inappropriately to adult directions by asking for 3 minutes to calm down in a pre-designated cooling off space 100% of the time throughout the IEP period. 

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Services

Special Education Services:

Description

Initiation
(Date)

Frequency

Length
(Time)

Duration
(End Date)

Location

To Support

Direct Services

Beg. IEP date

 7

 48

End IEP date

 Spec Ed Setting

Narrative: STUDENT will have direct service in BEST classroom for all classes; Reading, Language Arts, Science, Social Studies, Math, and Math Enrichment, and Art.  
7 classes x 48 min. each x 5 days = 1680 min/wk

Description

Initiation
(Date)

Frequency

Length
(Time)

Duration
(End Date)

Location

To Support

Direct Services

Beg. IEP date

 1

 84

End IEP date

 Gen Ed Setting

Narrative: Student will have direct services for all daily transitions to include; supervision to and from the bus to school, breakfast, time before first class bell, all passing periods, lunch hours, time after last class bell, incidental transitions during the day.
84 min/day x 5 days = 420 min/wk.

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