Scenario: A 10-year-old student, Alex, struggles with reading comprehension. He's in 5th grade, but his reading level is closer to 3rd grade. He's easily frustrated during reading activities and often avoids them. He excels in math and science, demonstrating a high level of engagement and understanding in those subjects.
1. Development of the IEP:
* Eligibility Determination: Alex has been assessed by a school psychologist and reading specialist. Their assessments confirm a significant discrepancy between Alex's potential and his current reading achievement, qualifying him for special education services under the category of Specific Learning Disability (SLD) in reading.
* Team Meeting: A team composed of Alex's parents, his general education teacher (Ms. Jones), a special education teacher (Mr. Smith), the school psychologist, and the reading specialist meets to develop the IEP.
* Present Levels of Performance (PLP): The team documents Alex's current strengths and weaknesses.
* Strengths: High performance in math and science, strong problem-solving skills, positive attitude towards learning in non-reading subjects.
* Weaknesses: Below grade-level reading comprehension, difficulty with vocabulary, struggles with decoding multisyllabic words, avoids reading tasks, low reading fluency.
* Goals: Based on the PLP, the team sets measurable, achievable, relevant, and time-bound (SMART) goals. Examples include:
* Goal 1 (Reading Comprehension): By the end of the semester, Alex will increase his reading comprehension score on standardized assessments by two grade levels. This will be measured using [specific assessment name].
* Goal 2 (Reading Fluency): By the end of the semester, Alex will demonstrate improved reading fluency by reading 100 words per minute with 90% accuracy on grade-level passages. This will be measured using [specific assessment name and passages].
* Goal 3 (Reading Strategies): By the end of the semester, Alex will demonstrate the ability to use three different comprehension strategies (e.g., summarizing, questioning, predicting) independently during reading activities. This will be observed and documented by his teachers.
* Services and Supports: The team outlines the specific services and supports that will help Alex achieve his goals. This might include:
* Specialized reading instruction: One-on-one or small group instruction from Mr. Smith, focusing on phonics, vocabulary, comprehension strategies, and fluency.
* Assistive technology: Use of audiobooks or text-to-speech software to support reading comprehension.
* Differentiated instruction in the general education classroom: Ms. Jones will modify assignments and provide additional support in reading-related activities.
* Accommodations on assessments: Extra time, use of a graphic organizer, or oral testing.
* Positive reinforcement and motivational strategies: A reward system for completing reading tasks and demonstrating progress.
* Evaluation: The team determines how progress toward goals will be monitored and evaluated. This might include regular progress monitoring through curriculum-based measurement, teacher observations, and review of assessment data. The IEP will be reviewed and updated at least annually, or more frequently if necessary.
2. Implementation of the IEP:
* Collaboration: Ms. Jones and Mr. Smith collaborate closely to ensure consistent implementation of the IEP across both general education and special education settings. They communicate regularly about Alex's progress and adjust strategies as needed.
* Data Collection: Mr. Smith and Ms. Jones regularly collect data on Alex's progress towards his goals (e.g., reading fluency scores, accuracy rates, comprehension scores on assessments).
* Progress Monitoring Meetings: The team meets regularly (e.g., every 3-6 weeks) to review Alex's progress, adjust interventions as needed, and celebrate successes.
This example demonstrates a collaborative and data-driven approach to developing and implementing an IEP. Remember that each IEP is individualized and tailored to the unique needs of the student. The specific goals, services, and supports will vary depending on the student's strengths, weaknesses, and learning style.