68 of 68
Practice 1
IEPs
Practice 1 for Developing Standards-based IEPs
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
Javascripting is either turned off or is not recognized by your browser.
1.
Discuss why (a) parents might want their child to be found IDEA-eligible, (b) parents might not want their child to be found IDEA-eligible, (c) why the child´s teacher might want the child to be found IDEA-eligible, and (d) why a teacher might not want a child to be found IDEA-eligible.
example:
(a)Parents might want their child to be found IDEA-eligible in order to obtain special education and related services as well as any modifications or accommodations that the child needs in order to be able to succeed in the general curriculum. The special education services would involve instruction that was specially designed to meet the child´s individual and unique needs. Such services are not available if a child is not IDEA-eligible.
(b)Parents might not want their child to be found IDEA-eligible because they view special education as stigmatizing. Parents may not want their child to be labeled or to be viewed as different by other students or by teachers. As children reach middle school and high school, they themselves often become very conscious of being perceived as ´different´ by their peers, and they may resist special education services. Some parents do not want their child to be found eligible for IDEA services because they see the door into special education as one way - once a child is labeled special education, the child never loses that label.
(c)A teacher might want a child to be found IDEA-eligible so that the child can receive special education and related services that are not available to the child in the regular classroom. The teacher may not feel adequately trained to meet all of a child´s needs in the regular classroom. There are, unfortunately, teachers whose only reason for referring a child for special education services is the hope that the child will be removed from the teacher´s classroom.
(d)A teacher might not want to have a child found IDEA-eligible if the teacher believes that child truly doesn´t need special education and related services. Some teachers might not want a child to be labeled with a disability because the teacher believes that it will adversely affect the child´s self-esteem and standing with the child´s peers.
2.
Jeremy´s 2
nd
grade teacher says Jeremy really needs to learn to keep his hands to himself, to be quiet during work time, to cooperate rather than pout, push, and fight during small group activities, to use appropriate language during show and tell, and to use a handkerchief appropriately and when needed.
Write
2 PLOPs
for Jeremy´s IEP. You may have to make up some details, but that´s okay if the details are reasonable given what we know about Jeremy.
Describe, as you would on the IEP, the
services
you would want to provide to address these two PLOPs.
Write an
annual goal
and
one objective
for each of the two PLOPs.
example:
Your answers will, of course, be different depending on which behavior you chose to target. The critical element in all three parts to this question is ´measurability´. Are your PLOPs, goals, and objectives measurable, and are your service statements specific?
2 PLOPs (each PLOP should specifically describe the current behavior including some indication of frequency of the behavior)
PLOP #1: Jeremy pokes his classmates at least once during every independent work period (work periods occur an average of 3 times a day) and talks out loud to one of his desk mates (4 students at a table) at least once during every work period.
PLOP #2: During small group (4 or 5 students) activities, Jeremy argues with the other students in the group, pouts when the group does not follow his directions, and if his behavior is not redirected, escalates to pushing and fighting with at least one person in the group. This small group behavior occurs approximately once a week.
Statement of Services (statements should be very specific)
Service for PLOP #1: Jeremy will receive training from a district behavior specialist on how to use a personal monitoring device which consists of a small tape player with headphones and a prerecorded tape that contains beeps at 1 minute intervals. Jeremy will use the tape and headphones during independent work periods. Jeremy will be given a recording card that has numerous small squares printed on it. Jeremy will be trained, by the behavior specialist, to make a checkmark in one of the squares on the card if he is working quietly whenever he hears a beep on the tape. Initially, the goal will be for Jeremy to earn a reward whenever he is able to mark 8 squares in a 10 minute work period. If Jeremy pokes a classmate during this 10 minute period, he will lose 2 checkmarks. Once Jeremy has successfully earned 8 checkmarks in a 10 minute period for 10 consecutive days, the time interval will be increased to 2 minutes, then to 3 minutes, and eventually to 5 minutes.
Service for PLOP #2: This service consists of 2 parts. The first part involves having the special education teacher come into Jeremy´s classroom to co-teach cooperative learning and negotiation techniques to all of the students in Jeremy´s class. The students will learn how to negotiate work assignments within a small group when given a group activity to complete. They will also learn how to positively state their individual ideas, listen to other students´ ideas, and arrive at a group consensus when there is disagreement within the group. The second part involves developing a behavior intervention plan. Jeremy, his teacher, and the school´s behavior specialist will develop a behavior intervention plan which specifies the ´triggers´ (antecedents) which seem to set off Jeremy´s pouting and fighting behaviors during group work, the behavior (which has already been identified), and the consequences that the teacher will implement when Jeremy engages in the target behavior.
Annual goal and objective for each PLOP. (Both must be measurable.)
PLOP #1
Annual Goal: By the end of the year, Jeremy will work quietly by himself during all independent work periods (approximately 3 per day) without poking any classmates or talking out loud.
Obj. 1: By the end of the first marking period, Jeremy will work quietly by himself for a 5 minute period, 3 times a day, without poking a classmate or talking out loud.
PLOP #2
Annual Goal: By the end of the year, Jeremy will be able to work with a small group of classmates on a group project without arguing, pushing, pouting, or fighting with any group member.
Obj. #1: By the end of the first marking period, when engaged in small group activities, Jeremy will engage in arguing, pushing, pouting, or fighting behaviors no more than once every two weeks.
