Individualized Education Program (IEP) Performance

Template
Megan Sanders

SPD 490B

Lindsay McQuerry

© 2019. Grand Canyon University. All Rights Reserved.

Table of Contents
Table of Contents......................................................................................................2
Standard 1: Contextual Factors: School and Community Demographics, Classroom
Demographics, Building Trust Relationships, and Classroom Management............3
Standard 2: Individualized Education Plan – Part 1..................................................4
Standard 3: Individualized Education Plan - Part 2.................................................11
Standard 4: Preparation for IEP Meeting................................................................16
Standard 5: Implementation, Communication, and Progress Reporting.................18
Standard 6: Revised IEP..........................................................................................20
Standard 7: Reflection of the IEP Process...............................................................21

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 25

 Standard 1: Contextual Factors: School and Community Demographics,
Classroom Demographics, Building Trust Relationships, and Classroom
Management

The IEP Performance Standards is the process for preparing and implementing the IEP
process. This template will be used to address specific standards and go through the process
of creating an IEP for a student in your placement.

Part I: Community, District, School, and Classroom Factors

Complete this portion of the IPE Template document using the following link:
Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Part II: Demographic, Environment, and Academic Factors

Complete this portion of the IEP Template document using the following link:
Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

In order to submit this assignment, you must:

1. Complete each section of Standard 1.
Note: Closing your internet browser before the signing process is completed will result in
a loss of your work. If you will be completing this document in multiple sittings, it is
highly recommended to save and back up your work on another document.  When you
are ready to make your final submission, copy and paste your responses into this
document. The data from this electronic document will not be saved until you complete
the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 3 of 25

 Standard 2: Individualized Education Plan – Part 1
Base the IEP on the student you are following throughout your student teaching placement.
All identifiable student information should be replaced with pseudonyms for confidentiality. In
addition, some information has been marked "Do not complete"’ due to confidentiality
concerns.
The present level of academic achievement and functional performance (PLAAFP) will guide
the development of the IEP. Teachers must describe student strengths, interests, and needs
within the PLAAFP. Assessment scores and a description of how the student is performing in
relationship to typically developing peers will provide the rationale for the development of
IEP goals, services, testing accommodations, and supplementary aides and services. It is
important that all sections of the IEP align with the PLAAFP.

Special Education Department

Individualized Education Program (IEP)
Student Name: Andrew Parker Student Data/Cover Sheet (Form A-1) IEP Meeting Date:
02/26/21

Demographic Information

Student Number: Student (Pseudo) Birthdate: Gender: Grade:

0761 Name: 04/24/2008 Male 7
Andrew Parker

Student Address: Home Phone:

3500 West Camelback Road Do not complete
City, State, Zip:
Phoenix, Arizona 85017
Parent 1 (Pseudo) Name: Parent 1 Relationship:
Sarah Parker Mother
Parent 1 Address: Home Phone:
Do not complete. Do not complete.
City, State, Zip: Work Phone:
Do not complete. Do not complete.
Parent 1 Email:
Do not complete.
Parent 2 (Pseudo) Name: Parent 2 Relationship:
N/A N/A
Parent 2 Address: Home Phone:
Do not complete. Do not complete.
City, State, Zip: Work Phone:
Do not complete. Do not complete.
Parent 2 Email:
Do not complete.
Primary Language of Home: Primary Language Survey Date: Language of Instruction:
English Primary Language Survey Results: English
Home District: Huntington Beach Service Coordinator:

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 25

 Attendance District: Nonpublic School Megan Douglas
Home School: Dwyer Middle Attending School: Olive Crest Academy
Vision Screened On: Results: Hearing Screened On: Results:
10/20/2020 Pass 10/20/2020 Pass
Meeting Date: Anticipated Duration of IEP: Re-evaluation Due: 02/10/2022
02/26/2021 From: 10:00am To: 12:30pm Current Evaluation:
Special Education Primary Category 1: Autism

Special Education Eligibility Category 2: Other Health Impairments (OHI)

Special Education Eligibility Category 3: Specific Learning Disability

For Students with SLD only, the following area(s) of eligibility was/were previously determined:
Andrew’s inattentive/impulsive behaviors impact his academic functioning and social/emotional regulation.
Andrew’s limited alertness adversely affects his educational performance. He also presents with multiple
processing deficits which impact his academic skills.
Level of Services: (A)100% of the day in a special
Type of Meeting: Annual Review

Date Meeting Notice Sent to the Date Procedural Safeguards given to the
Parent(s): 02/11/2021 Parent(s): 02/11/2021

© 2019. Grand Canyon University. All Rights Reserved. Page 5 of 25

 This page will not need to be completed because it is a signature page.
Special Education Department
Individualized Education Program (IEP)
Student Name: Andrew Parker Student Data/Cover Sheet (Form A-2) IEP Meeting Date: 02/26/2021

Student ID: 0761 DOB: 04/24/2008

The following persons participated in the conference and/or the development of the IEP. Additionally, parents have
been given a copy of their rights regarding the student’s placement in special education and understand that they
have the right to request a review of their child’s IEP at any time.

Position/Relation to Student Participant Date (MM/DD/YY)

Mother Sarah Parker 02/26/2021
HBCSD Administrator Megan Douglas 02/26/2021
OCA Clinical Director Ross Foster 02/26/2021
OCA DIS Counselor Courtney Adam 02/26/2021
OCA Speech-Language Pathologist Sarah Lopez 02/26/2021
HBCSD School Psychologist Eric Smith 02/26/2021
Compass Center Director of Mental Health Mathew Jacobson 02/26/2021

If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator
must review the IEP with the student and obtain the student’s signature and the date of this review.

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 25

 Special Education Department
Individualized Education Program (IEP)
Student (Pseudo) Name: Andrew Parker Student Data/Cover Sheet (Form B) IEP Meeting Date:
02/26/2021

Student ID: 0761 DOB: 04/28/2008

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

(PLAAFP)

Section 1: Current IEP Information

Summarize special education services the student is receiving:

Andrew receives specialized academic instruction, DIS counseling, behavioral support, speech
and language support.

Section 2: Evaluation Information

Areas of Eligibility:

Special Education Primary Category: Autism

Special Education Eligibility Category 2: Other Health Impairments
Special Education Eligibility Category 3: Specific Learning Disability
For students with SLD only, the following area(s) of eligibility was previously determined:
Andrew’s inattentive/impulsive behaviors impact his academic functioning and social/emotional
regulation. Andrew’s limited alertness adversely affects his educational performance. He also presents
with multiple processing deficits which impact his academic skills.

State and District Assessment Scores: Due to COVID 19, current scores are unavailable.

Section 3: Present Level of Academic Achievement and Functional Performance

A. Cognitive (academic performance in content areas, e.g., ELA/Reading/Writing, Math, Science, Social
Studies, Technology and Fine Arts, as applicable)

Reading: Andrew often will volunteer to read aloud in class and reads with an appropriate tone and
speed. He is able to decode unfamiliar words quickly and with little assistance. Andrew is also able to
highlight or underline key information and details from a text and answer comprehension questions
following a passage.

Written language: Andrew is able to compose a two-paragraph composition that includes an

introductory paragraph with a topic sentence, and a secondary paragraph with details and facts, as
well as a closing statement. Andrew requires regular staff support in or5der to remain focused as well

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 25

 as to edit and revise his work. Andrew benefits from the use of graphic organizer to help him
organize his thoughts and ideas along with a staff to brainstorm ideas with. Andrew demonstrates
excellent spelling skills and penmanship when writing.

Math: Andrew is able to multiply and divide multidigit numbers when presented with an example to
follow. He is currently working on simplifying expressions involving variables and using the order of
operations to solve problems involving parenthesis, exponents, multiplication, division, addition, and
subtraction.

B. Physical (gross motor, fine motor, vision, and hearing)

Andrew is able to perform in physical education without support. He is also able to manipulate small
items such as buttons, shoelaces, and pencils independently.

C. Oral Language and Communication

Andrew’s expressive/receptive language skills as they relate to syntax/morphonology and semantics

fall within the average range for his age. Andrew performed significantly below the average range in
the test involving the interpretation of nonliteral language and in the area of social interactions on the
PLSI. These scores indicate difficulties in the area of pragmatics. Based on all of the data collected
for this assessment, it appears Andrew’s pragmatic language skills continue to fall in the below
average range and affect Andrew’s ability to establish and maintain positive peer relationships at
school.

D. Social and Emotional Behavior

Andrew is a friendly student who actively participates in both individual/peer counseling sessions as
well as group therapy lessons. In the past year, Andrew has made progress in his ability to identify
and verbalize his emotions. However, Andrew would continue to benefit from expressing his
emotions in an expected manner when frustrated or upset. Often times, he will raise his voice towards
staff, yell out, use profanity, and become argumentative. Andrew would also benefit from relying in
his own coping skills to self-regulate when faced with conflict, practice positive ways to establish
friendships, and improve his problem-solving skills. In regard to his behavioral goals, Andrew has
significantly decreased his engagement in acts of physical aggression in the school setting.

E. Adaptive

Andrew is able to take care of his daily living skills independently at school.

Current Classroom-Based Data:

Family’s Input on Student’s Current Performance: Parent is concerned with Andrew’s academic skills and
social-emotional functioning

Summary of Work Habits: Andrew is able to take out his materials when directed too, however, it takes
Andrew 3 to 4 staff prompts to begin his work. Andrew takes his time to complete his work and often
needs staff to prompt him to keep working. Andrew likes to talk through completing his work sharing his
ideas or how he is going to solve the problems. Andrew requires staff support in order to complete his
math. Andrew will often get distracted and will need for staff redirection to remain on task; Andrew is
able to complete his work before the day ends.

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 Section 4: Summary of Educational Needs and General Accommodations

Special Education Department

Individualized Education Program (IEP)
Student Name: Andrew Parker Considerations Form (Form C) IEP Meeting Date:02/26/2021

Student ID 0761 DOB : 04/24/2008

ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

Considered
Not Needed Included

Individual Transition Plan ☐ ☒

Statement of Transfer of Parental Rights at Age of Majority ☐ ☐
Statement of Positive Behavior Interventions, Strategies, and Supports ☐ ☒
Considered for a Student Whose Behavior Impedes his or her Learning,
or That of Others

Statement of Language Needs in the Case of a Child with Limited ☒ ☐

English Proficiency

Statement of Provisions of Instruction in Braille and User of Braille for ☒ ☐

a Visually Impaired Child

Statement of the Language of Needs, Opportunities for Direct ☒ ☐

Communication with Peers in the Child’s Language, and
Communication Mode

Statement of Required Assistive Technology Devices and Services ☒ ☐

Statement of Communication Needs for a Child with a Disability ☐ ☒

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 25

 Special Education Department
Individualized Education Program (IEP)
Student Name: Andrew Parker Accommodations (Form F) IEP Meeting Date: 02/26/2021

Student ID: 0761 DOB: 04/24/2008

ASSESSMENTS
(Rationales for the accommodations that are being chosen specific to assessments.)

Rationale: Andrew will have these accommodations provided to him in order to help him focus and
complete the assessments to the best of his abilities.

State Assessments

Standard Accommodation(s): Andrew will be provided with noise canceling headphones, separate
setting which will provide Andrew will be given additional time, special lighting or acoustics to allow
him to work in a less distracting environment. Andrew will be also be provided with simplified directions.

District Assessments

Standard Accommodation(s): Andrew will be provided with noise canceling headphones, separate
setting which will provide Andrew will be given additional time, special lighting or acoustics to allow
him to work in a less distracting environment. Andrew will be also be provided with simplified directions.

CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS

Testing Area Test Results Grade Semester Year

Reading N/A testing canceled due to COVID 19
Writing N/A testing canceled due to COVID 19
Math N/A testing canceled due to COVID 19
Science N/A testing canceled due to COVID 19

LEAST RESTRICTIVE ENVIRONMENT (LRE)

Provide an explanation of the extent, if any, to which the student will NOT participate with non-
disabled students in the general curricular, extracurricular, nonacademic activities, and program
options. §300.347(a) (4):

Andrew does not participate with non-disabled students in the general curriculum,
extracurricular, or nonacademic activities. Without specialized academic instruction and related

© 2019. Grand Canyon University. All Rights Reserved. Page 10 of 25

services, Andrew would have difficulty receiving educational benefit to meet his goals and
objectives. In addition, at this time due to the frequency, intensity, and duration of Andrew’s
behaviors, the team believes Nonpublic School (NPS) is required to address his unique needs
both academically and behaviorally.

Consider any potential harmful effects of this placement for the child or on the quality of
services that he or she needs §300.552 (a-b):

N/A

Reason for different services at school:

Andrew’s behaviors impede his learning as well as the learning of his peers; he has a difficult
time focusing on lectures, assignments, and has difficulties completely tasks in a timely manner.
Andrew often attempts to engage his peers in off task behaviors (usually by having off topic or
inappropriate conversations). He teases peers and postures towards them on a daily basis leading
to threats of physical harm from his peers. Andrew has also made inappropriate comments and
gestures in class and has poor boundaries with peers that have led to his removal from the
classroom for his own safety.

OR, if the above LRE information does not apply to this student, explain why:

Olive Crest Academy provides services to the students in order to support them going back to
their home school. Through the services provided, Andrew is being taught skills that will help
him learn appropriate social skills and coping strategies in order to go back to his public school.

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 25

 Standard 3: Individualized Education Plan - Part 2

Special Education Department

Individualized Education Program (IEP)
Student Name: Andrew Parker Student Goals and Performance Objectives IEP Meeting Date:
02/26/2021

Student ID: 0761 Progress Report DOB: 04/24/2008

Skill Area: Key Information

Standard: CCSS.RL.6.1

Annual Goal: By January 2022, when reading from a multi-paragraph text Andrew will utilize a
pen or highlighter to mark key details and information in each paragraph in order to answer
questions about the text with 70% accuracy in 4 out of 5 trails as measured by student work
samples.

Baseline Level of Mastery: Andrew is an excellent reader and is able to read fluently from a
grade level text. When presented with a 1-2 paragraph text. Andrew is able to answer questions with 80%.
When reading a multi-paragraph text, Andrew has difficulty recalling details without staff assistance.
When reading from a multi-paragraph text (3 or more), Andrew is able to independently answer questions
with 45% accuracy.

Service Provider(s) for this goal: Education Specialist

Skill Area: Writing

Standard: CCSS.W.7.5

Annual Goal: By January 2022, with guidance and support from peers and adults, Andrew will
develop and strengthen his writing showing at least 5 corrections by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed in 5 out of 5 trials with 90% accuracy as measured by student work sample and/or
teacher charted data.

Baseline Level of Mastery: Currently, with guidance and support from peers and adults, Andrew
is able to develop and strengthen his writing showing at least 5 corrections by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience has been addressed in 5
out 5 trials with 55% accuracy. Andrew will often get off topic when writing and does not always keep
the audience in mind. Andrew will also argue with staff when asked to rewrite or fix a mistake. Andrew
has neat writing and is able to come up with creative ideas but would benefit from editing his work and
keeping the audience in mind in order to better convey his thoughts and ideas.

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 25

 Service Provider(s) for this goal: Education Specialist

Skill Area: Math

Standard: CCSS.7.EE.A.2

Annual Goal: By January 2022, Andrew will access prior knowledge of multiplication and
strategies, including using a multiplication chart, to solve write and evaluate numerical
expressions involving whole number exponents where the base is a number up to 10 and the
exponent is a number up to 5 with 60% accuracy in 4 out of 5 trials as measured by student work
samples.

Baseline Level of Mastery: Currently, Andrew is able to access prior knowledge of multiplication
and strategies, including using a multiplication chart, to solve write and evaluate numerical expressions
involving whole number exponents where the base is a number up to 10 and the exponent is a number up
4 out of 5 trials with 15% accuracy. Andrew needs a visual reminder of how to use exponents each time is
presented with them. He will typically try to add the number multiple times instead of multiplying the
number by itself. Andrew will benefit from continuing to work with exponents in order to better access
future curriculum in mathematics.

Service Provider(s) for this goal: Education Specialist

Skill Area: Math

Standard: CCSS.7.EE.2

Annual Goal: By January 2022, when presented with 10 expressions involving one variable and a
multiplication chart, Andrew will read and evaluate the expression in which letters stand for numbers and
solve for the variable with at least 65% accuracy in 3 trials as measured by student work samples/teacher
records.

Baseline Level of Mastery: Currently, when presented with 10 expressions involving one variable
and a multiplication chart, Andrew is able to read and evaluate the expressions in which letters stand for
numbers and solve for the variable with 15% accuracy in 3 trials. Andrew appears anxious when
presented with math involving variables. He requires an example and guidance when solving for a
variable. Andrew would benefit from becoming more familiar and accustomed for solving for a variable
in math in order to better access future curriculum in mathematics.

Service Provider(s) for this goal: Education Specialist

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 25

 Special Education Department
Individualized Education Program (IEP)
Student Name: Andrew Parker Accommodations (Form E) IEP Meeting Date:
2/26/2021

Student ID 0761 DOB: 04/24/2008

ACCOMODATIONS

Date Given to General Education Teacher: Service Coordinator:

Accommodations Type Location

Copies of notes and outlines 3 A
Graphic organizers 3 A
Preferential seating 3 A
Extra time on tests/assignments 3 A
Shortened assignments, break long assignments into smaller chunks, 3 A
Repeated directions 3 A
2-minute breaks from reading 3 C, B
Graph paper for math assignments 1 E
Lined paper for writing 3 A
Boundaries to write within 3 A
Multiplication tables 3 E
Small group testing 3 A

LEGEND FOR TYPE AND LOCATION FIELDS

Type:
1 = Class work/assignments 2 = Assessments/tests 3 = Both class work/assignments/assessments
Location:
A = All Subjects B = Language Arts/English C = Reading D = Spelling E = Math
F = Science G = Social Studies H = Health I = Electives J = Physical Education
K = Lunch L = Transition / Vocation M = Library N = Title 1 O = Special/Exploratory

Family Communication
How will the family be informed of their child’s academic progress and the extent to which that
progress is sufficient to enable the child to achieve annual goals by the end of the year?
When monitoring Andrew’s progress, it will be important to keep his mother Sarah up to date. This
should be done every quarter throughout the school through benchmarks, teachers should share this
information through progress report. Teachers can also provide work samples sharing the students’
progress also allowing for parents to ask questions.

IEP Team Consideration for Extended School Year

Consideration for eligibility: Due to the intensity of Andrew’s behaviors, the team agrees that
significant regression is likely without ESY.

© 2019. Grand Canyon University. All Rights Reserved. Page 14 of 25

Eligible for ESY: Yes. Andrew will receive 20 days of 220 minutes of services during ESY 4 days a
week.

Written explanation as to why ESY is or is not needed: Andrew will benefit from having ESY in order
to maintain his routine. While maintaining his routine, Andrew will also benefit from continuing to work
on his academic goals as well as his social emotional and behavioral goals. With High School
approaching, guidance during ESY will allow for less opportunities for regression on his goals.

© 2019. Grand Canyon University. All Rights Reserved. Page 15 of 25

 Special Education Department
Individualized Education Program (IEP)
Student Name: Andrew Parker Services and Environment (Form I) IEP Meeting Date:
02/26/2021

Student ID: 0761 DOB: 04/24/2008

SPECIAL EDUCATION SERVICES TO BE PROVIDED

Special education services necessary to meet special education goals and objectives during the school
calendar year.
The child is in need of specially designed instruction in the following areas:
Special Instructional
Education Setting/ Start Date Frequency Provider Duration/
Services Location End Date
Program Nonpublic day 2/26/2021 Daily Education Daily/
Accommodation School Specialist 2/25/2022
s

Clarification: Andrew receives copies of notes and outlines, graphic organizers, preferential seating,
extra time on tests/assignments, shortened assignments, break long assignments into smaller chunks,
repeated directions, 2-minute breaks from reading, graph paper for math assignments, lined paper for
writing, boundaries to write within, multiplication tables, and small group testing.

EDUCATIONALLY RELEVANT RELATED SERVICES

Special Instructional
Education Setting/ Start Date Frequency Provider Duration/
Services Location End Date
Specialized Nonpublic 2/26/2021 240 minutes Nonpublic 2/25/2022
Academic Day School daily, 5 days a School
Instruction week

Clarification: Andrew receives specialized academic instruction to meet his academic needs in a whole
and small group setting.

EDUCATIONALLY RELEVANT SUPPLEMENTARY AIDS/ASSISTIVE TECHNOLOGY and

SERVICES for STUDENTS
.
Special Instructional
Education Setting/ Start Date Frequency Provider Duration/
Services Location End Date
Counseling and Nonpublic 2/26/2021 30 minutes, 1 Nonpublic 2/25/2022
guidance Day School time per week School
Counseling and Nonpublic 2/26/2021 30 minutes, 1 Nonpublic 2/25/2022

© 2019. Grand Canyon University. All Rights Reserved. Page 16 of 25

 guidance Day School time per week School
Language and Nonpublic 2/26/2021 30 minutes, 2 Nonpublic 2/25/2022
Speech Day School time per week School
Behavior Nonpublic 2/26/2021 As needed Nonpublic Day 2/25/2022
supports and Day School throughout his School
accommodations day
Clarification: Andrew does not require assistant technology devices and/or services in order to access
the curriculum. Andrew received individual and group counseling sessions once a week for 30 minutes.
He also receives language and speech services twice a week for 30 minutes. Due to his behaviors,
Andrew has a Behavior Intervention Plan in place and receives behavioral support from the classroom
Behavior Interventionist throughout the day.

SUPPORTS FOR SCHOOL PERSONNEL

Special Instructional
Education Setting/ Start Date Frequency Provider Duration/
Services Location End Date
N/A

Clarification:

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 25

 Standard 4: Preparation for IEP Meeting
The IEP team must cover mandated topics during the IEP meeting. Topics that must be
addressed during the IEP include, but are not limited to, an introduction of team members,
clarifying the type of meeting (initial, review, amendment/addendum to current IEP), the
required components of the IEP, the procedural safeguards, and prior written notice.

IEP Meeting Planning

Required Participants/Roles:

For Andrew’s IEP his team consists of his mother, Compass Center Director of Mental Health,
and Huntington Beach Community School District Administrator and School Phycologist.
From Olive Crest Academy: Clinical Director, DIS Counselor, Speech- Language Pathologist,
and Education Specialist. Due to the students age, he was not required to attend.

Required Agenda Outline:

During the annual review of Andrew’s IEP, in attendance is Sarah Parker, Andrew's mother.
From Huntington school district we have Megan Douglas and Eric Smith the school psychologist.
From Olive Crest Academy we have clinical director Ross foster, DIS counselor Courtney Adam, and
then speech language pathologist Sarah Lopez. And from compass center director of mental health, we
have Matthew Jacobson. The team will determine if they are in agreement to dismiss the general
education teacher due to Andrew’s placement. The team will discuss parent rights with Ms. Parker and
discuss the FAPE and cover services provided to Andrew in order to be successful.

The Education Specialist will discuss the present levels of the student’s goals and whether or
not the goals were met and assessment scores; with COVID-19 causing close closures, the school was
unable to test during the 2020 school year. However, as testing approaches this year, Andrew will be
provided with noise canceling headphones, separate setting which will provide Andrew will be given
additional time, special lighting or acoustics to allow him to work in a less distracting environment.
Andrew will be also be provided with simplified directions. Each team member will discuss Andrew’s
progress on current goals then discuss the possibility for new goals to be presented. Each member will
allow for questions or concerns to be addressed.

The reason for Andrew’s placements at the nonpublic school is important. Olive Crest
Academy provides services to the students in order to support them going back to their home
school. Through the services provided, Andrew is being taught skills that will help him learn
appropriate social skills and coping strategies in order to go back to his public school.

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 25

 Andrew’s behaviors impede his learning as well as the learning of his peers; he has a difficult
time focusing on lectures, assignments, and has difficulties completely tasks in a timely
manner. Andrew often attempts to engage his peers in off task behaviors (usually by having
off topic or inappropriate conversations). He teases peers and postures towards them on a daily
basis leading to threats of physical harm from his peers. Andrew has also made inappropriate
comments and gestures in class and has poor boundaries with peers that have led to his
removal from the classroom for his own safety.

Andrew will benefit from having ESY in order to maintain his routine while working on his
academic goals as well as his social emotional and behavioral goals. With high school approaching
guidance during ESY allows for Andrew to have more opportunities to work on his goals and less
opportunity for regression an academic or behavioral area. Andrew will receive 20 days of ESY for
220 minutes of services per day four days a week.

Once all services, levels and goals have been communicated, it will be important to discuss
what the team would like to see from Andrew in order for Andrew to transition back to his home
school before high school. Having a plan for this transition will be important for Andrew to return back
to his home school. The goals implemented by staff and the family will be important for Andrew’s
success and should be discussed with the entire team during the annual IEP to be on the same page.

Plan for Conflicts:

With planning for conflict, the best thing we can do is keep in mind that our interest our with the
students. Understanding that we all want is best for the student it is important that we are keeping them
in mind when having any type of discussion. It is important to empathize with families during these
meeting because we may be sharing information that they are ready to hear like their student isn’t
meeting their goals or are struggling with behaviors. Teachers should think of all aspects to a
conversation before we attend the meeting because it will allow for planning of how to carefully
address concerns or sensitive subjects with empathy and answers to help ease their minds.

Mock IEP Introduction Video

Now that you have outlined the IEP meeting agenda, you are prepared to conduct the meeting. In order
to prepare for running your first official IEP meeting, record yourself as if you were conducting the IEP
meeting. Your video should not exceed 15 minutes in length.
Focus your practice on the meeting introduction. Include the following components within your
recording:
 An introduction of all parties represented and their roles
 Reason for the meeting (initial IEP or IEP review)
 Meeting norms so all parties are heard and respected
 Review of the PLAAFP including the discussion of test results, present levels, goals, services,
Least Restrictive Environment (LRE) statement, Extended School Year (ESY) services,

© 2019. Grand Canyon University. All Rights Reserved. Page 19 of 25

 procedural safeguards, and prior written notice (PWN).
Conclude your video by providing an explanation of how you would actively listen to and address the
needs of families and other stakeholders throughout the meeting.
After recording yourself, review and reflect upon the video below.

Mock IEP Introduction Video Link:

Video Recording Link: https://www.loom.com/share/f680ca533abc49c09d8849d27d1687f6

Reflection: In 250-500 words, reflect on your IEP meeting practice session. In what areas do you
feel you did well? In what areas would you like to have more guidance and coaching before conducting
your first official IEP on your own? What plan of action do you have for more coaching and guidance?

It was an interesting experience recording myself while giving a mock IEP. It is challenging to
have these conversations without being able to see facial expressions to gage whether they are
understanding or what may need more clarification. For a practice session, I feel like I will always have
room for improvement, but I am able to hold conversation in a professional manner. When talking
about mathematics it can be challenging to explain math without having examples to show. I believe
that with time and practice I will grow to be more confident in explaining academics goals and what
they mean. It is my hope that with more experiences in witnessing IEP and taking about the student
goals that I will be able to explain where the student is standing academically in a way that is
understandable to everyone at the table. I also believe that with this time and practice my confidence
will grow and I will be able to hold myself to a higher standard when speaking during the IEP
meetings; being able to convey myself with confidence will also provide families with confidence in
my abilities while knowing their students’ academic success is in good hands.

Building confidence from myself and conveying that to those around me will be an important
skill to have when I am holding IEP meetings. It is my hope that should talking through IEPs with a
team member or friend it will be a good thing to practice for my future students.

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 Standard 5: Implementation, Communication, and Progress Reporting
Accountability of Free Appropriate Public Education (FAPE) is mandated by the Individuals with
Disabilities Education Act of 2004 (IDEA). IEP teams must have a plan to document the provision of
services as written in the IEP. Appropriate and accurate data must also be collected to document
quarterly progression toward mastery of IEP goals. Teams must have a plan for on-going data
collection, communication, and presentation of data to the parents/guardians during quarterly
progress reports and annual IEP review meetings.

Accommodations Progress and Communication Plan

Complete the Accommodations Table below, demonstrating how you plan to ensure all
accommodations are being met in the general education setting (if applicable). If the student is not in a
general education classroom, indicate how the student will receive accommodations in content specific
areas based on his or her PLAAFP and IEP goals.

On the Accommodations Table, note the dates when you will obtain progress reports from the general
education teacher or related services staff so that you can gather data on progress (if applicable). If no
general education teachers are reporting, indicate the dates of your (special education teacher)
reporting.

In addition, use the Accommodations Table to gather data on the student’s progress for the first
Quarterly Progress Report.

NOTE: Only two dates are included on the Accommodations Table for the purpose of this assignment.
You may not gather data on both dates in the duration of your placement, but dates should be noted.

Accommodations Table

Goal 1: Math
Implemented Accommodations: Student will have access to multiplication Person(s) Responsible:
chart to solve, write and evaluate numerical expressions involving whole- Education Specialist
number exponents where the base is a number up to 10 and the exponent is a
number up to 5.

Quarterly Progress Report 1 Date: 05/2021

Data Results:

Quarterly Progress Report 2 Date: 09/2021

Data Results:

Goal 2: Writing

Implemented Accommodations: Person(s) Responsible:

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 Student is provided with a graphic organizer and a check list for spelling, Educational Specialist
editing, rewriting, editing.

Quarterly Progress Report 1 Date:05/2021

Data Results:

Quarterly Progress Report 2 Date:09/2021

Data Results:

Accommodations Summary:
When working with Andrew during this process, I was able to witness growth with his math goals through the
supports used during math lesson in both guided and independent practice. With Andrew’s IEP just having taken
place, I was not able to see his progress through the upcoming benchmark dates however, I do know he did not meet
his last benchmark in his math exponent goal. He has however been making great progress with his long division
goal and was making a lot of progress. The supports provided for his goals have been helpful to him when he
doesn’t refuse to use them, it takes staff guidance and encouragement but when he uses them; he does really good
work.

Communication Plan for General Education Teachers and Related Services Staff:
When communicating with facility, it is important that parents remain in the loop of their students’
progress, facility should be made aware of the progress their students make throughout the year. Open
communication is essential to building trust with other teachers and staff. While in this case, Andrew does not have
a general education teacher we report his benchmarks to parents and his districts. While collecting data it is
important to provide work samples along with the data to show the students’ progress with examples as well. With
having to communicate this progress to parents, facility and district it is important that we are in constant
communication with the team to continue providing the student with support that will help the student succeed. This
can be done through emails or more formal data tracking on a shared document to ensure everyone is on the same
page and holding each other accountable; when keeping each other accountable, we are also ensuring the most
accurate data possible to report to the families.

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 Standard 6: Revised IEP
IEP teams are expected to regularly analyze and document students’ progress on their IEP
goals throughout the year. This includes identifying when there are changes affecting the
student and presenting evidence of attempts to meet student needs when there is a lack of
progress. To address times when information, services, or goals need to be changed or added
to an existing IEP, the Individuals with Disabilities Education Act of 2004 (IDEA) describes
the regulations and procedures for changing an IEP using an amendment or addendum. An
amendment is used to change something already in the IEP. An addendum is used to add
something new to the IEP, such as goals, services, or accommodations.

After reflecting on your completed Standard 5 content, create a progress report addendum and/or
amendment (based on changes needed) to be added to the initial IEP, or describe why neither an
addendum nor amendment are not needed.

Data Collection and IEP Modifications

Stakeholders involved in special education must be aware of the student progress monitoring
process, keeping the goal of mastering IEP goals and presenting evidence of attempts to meet
said goals in mind. It is vital to keep a record of new information affecting student needs,
including a lack of progress when an IEP is in effect, using an IEP amendment or addendum.
An amendment is a change to the IEP and an addendum is the addition of goals or services and
accommodations to the IEP.

IEP Modification Need

I believe a beneficial a possible addendum could be adding a target behavioral goal for pro social
interactions. While Andrew enjoys interacting with peers and staff, he often engages in non-prosocial
behaviors (i.e., provoking peers, using inappropriate language to be verbally aggressive to peers and
staff). Including this goal can help target Andrew have more positive interactions with peers and staff,
gaining attention in a positive manner rather than engaging in disruptive and non-prosocial ways. At
this current time, Andrew is progressing nicely on his academic goals with the current supports in
place.

Family Communication Plan

When communicating with the goals to the families, it will be important that we remain open and
respectful. I will provide work samples and data to show parents on their students’ progress. If the
student is not progressing in the manner we had hoped for, I will propose possible solutions and how I
will continue to support their student towards meeting their goals. It will be important to show empathy
and to provide families with the information they will need to gain a better understanding of what they
need to do to understand.

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 Standard 7: Reflection of the IEP Process
Reflection is an important part of professional practice. Professional special education
teachers plan and frequently reflect on their delivery of services, instruction, data collection
procedures, and individual student progress. Identification of practices that have worked, and
those that have not, can help the special education teacher adjust instruction and services to
better meet the needs of students.

Continued Learning
After completing the Individualized Education Program (IEP) Performance Template, reflect
upon three best practices you have learned from this student teaching experience in 50-150
words.

1. Being in the classroom has allowed me the opportunity to witness the students accessing their
prior knowledge or lack thereof and allowed me the opportunity to plan for their needs. Having
this information allowed me to better understand the students’ needs and plan my lessons
around what supports they will need to access during this lesson.

2. Differentiation is a tool that allows teachers to teach a whole group lesson while meeting the
student’s needs. While making adjustments to the lessons to meet these needs, I am also
gaining a better understanding of the curriculum in order to make the assignment better meet
those needs for all students in the classroom.

3. Learning to describe how a student’s disability may affect them in a general education setting.
It is important for the success of a student; it is important that we are able to provide a clear
understanding of how the students disability can impact or impede their learning. With this
information we can provide the information necessary to give teachers. Clear understanding
how of how to best support the student.

Improved Practice
Based on your experience of developing and delivering your Individualized Education
Program (IEP) Performance Template, list three implications for your future teaching practices
in 50-150 words. Consider concepts you want to take with you into your own classroom, such
as how you will establish and maintain organization in order to facilitate the IEP process in
your classroom.

1. Goal writing is a task that is going to be something I will have to get use to and practice in
order to get stronger at them. With gaining a better understanding of my student’s academic
goals it will be important that I am writing goals that will reflect my students’ abilities and
allow progress to be made.

2. I would like to practice conducting meetings and holding these meetings. I was grateful for the
opportunity of practicing how to conduct a meeting with the meeting norms along with goal

© 2019. Grand Canyon University. All Rights Reserved. Page 24 of 25

 reporting. This is a skill that will be really important for my future practice as an educator; I
am looking forward to practicing this skill.

3. Finding the correct academic supports will be another thing I would like to gain more
experience with and practice. Finding the correct supports will be crucial for my future
practice; I have learned so much already about the different types of accommodations and
support, I can’t wait to learn more.

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