Individualized Education Program

Throughout this course you have been developing your skills in aspects of curriculum design and delivery to create meaningful classroom instruction that aligns with curriculum, standards, and individualized education program goals. In this program, we have located and evaluated evidence-based instructional strategies and curriculum design, including collaboration with service providers to best meet the academic needs of students with mild to moderate disabilities. We have examined assessment-driven instruction, background and cultural influences, and factors of maintenance and generalization of skills.

The purpose of this assignment is the culmination of the learning achieved in this course through a real-world application of the content. This summative assessment supports your achievement of Course Learning Outcomes 1, 2, 3, and 4 and the MASE Program Learning Outcomes 1, 3, 4, 5, 7, and 8.

For this assignment you will be assuming the role of a special educator working with Mr. Franklin and will create important components of an IEP. As you have read in the Instructor Guidance and throughout this course and the MASE program; an IEP

• Consists of a legal document outlining an assessment-based measurable goals and objectives.
• Provides more intensive intervention and services.
• Specifies supports around the student’s specific needs.
• Involves active collaboration with teachers, support staff, the student, and parents.
• Dictates progress measurement and monitoring.

Bridging this real-life experience with the theories of instruction in the virtual course environment, this assignment mirrors a career building experience.

In this course and in previous coursework you have learned about the process of developing an IEP document and the participation in a multidisciplinary team to, in part, plan and collaboratively develop key goals around the student’s areas of strengths and weaknesses. It is important to access previous video examples, discussions, and other coursework as your develop this plan. You have been collecting these web addresses in your link library. This would be a perfect time to access them.

In this example, you will focus on components of an IEP that are written by the team and that support the assessment-based functional performance skills.

A student in Mr. Franklin’s class has been assessed for special education eligibility and services. This young man, Huang, was determined to be eligible under the primary handicapping condition of high-functioning autism spectrum disorder (ASD) and the secondary handicapping condition of speech/language impairment. A full comprehensive individualized evaluation (including a summative assessment report) has been completed and it is now time for the IEP team, including you serving as the special educator, Mr. Franklin, Huang’s parents, the diagnostic team, and the district administrator to develop an appropriate IEP for him.

Instructions
Using support from your assigned reading, the Instructor Guidance, and the discussions, as well as a scholarly search for peer-reviewed sources, submit the following for evaluation:

Using the provided full Comprehensive Individualized Evaluation Report and summative assessment information, you will create an assessment-driven IEP document for Huang.

Use the below guidelines and attached template, create the components of the IEP. If you have questions about the assignment or the rubric, please contact your Instructor using the Ask Your Instructor discussion before the due date.

Content Expectations: (Note: There are two parts to this assignment.)

Part One: IEP Document. Using the attached template, complete the IEP Document, save your work, and attach the final product to your assignment submission in Waypoint, (13 pages) to include:

• Demographic & Participant Information (1 point). Complete the highlighted sections of the IEP document for Huang (i.e., Grade, Case Manager (you), IEP Meeting Date (today’s date), Special Education Teacher (you), any other participants you deem necessary).
• PLAAFP (4 points). Identify present levels of academic achievement and functional performance (PLAAFP) based on assessment information provided to you, as well as the PLAAFPs you developed in Week One.
• Statewide Assessment Participation (3 points). List the level of participation and accommodations or modifications recommended in the information provided to you in the assessment report.
• Annual Academic and Functional Goals and Objectives (4 points). Write two annual measurable goals with objectives on an area recommended in the information provided to you in the assessment report.
• Services and Participation (2 points). Name the services to include and the level of participation recommended for the student based on what is listed in Huang’s information provided to you in the assessment report.

Part Two: Narrative. Submit a separate document (two to three pages) that includes:

• Evidence-Based Instructional Strategies (2 points). Explain evidence-based materials and strategies that might be used to support the goals you developed in this assessment-driven IEP.
• Relevancy (1.5 points). Analyze how the process of creating an IEP is relevant to your current profession or future professional goals.
• Reflection (1 point). Compose a reflection summarizing the process of creating an IEP, including elements of observation, assessment, collaboration, EBP strategies, parent engagement, and student input.

The Individualized Education Program Final Project

• Must be 15 to 16 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Must include a separate title page with the following:
  • Title of Final Project
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least five scholarly sources in addition to the course text.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.