An Analysis of Richard’s IEP

By: Mikayla Williamson,

Ben Scoville, &

Nichole Valerio

Richard

Introduction

Richard’s Strengths

Positive effort in GENED classes

Seeks out assistance and help as needed

Enjoys the sciences (related to marine biology)

Maintains A’s and B’s in Gen Ed classes

Richard’s Learning Needs & Type of Service Delivery

15 minutes daily weekly of other services

69 minutes daily in GENED class for written language

In Reading, Language Arts & Science Richard is receiving: Extended response

time, as needed Special setting Adjusted grouping

Referral Process

Richard

Pre-referral(SpEd 1 01.11)

Referral (SpEd 2a 01.11)

Evaluation

(SpEd 3a.04.08)

Determination of Eligibility (SpEd 5a-5m

04.08)

IEP Development

(SpEd 6)

Placement (SpEd

6a1 05.08)

Annual Review & Transition (SpEd 6)

Pre-Referral

GENED implements the following interventions and documents all efforts:

Differentiated Assignments

Differentiated Instructions

Provided direct teaching of a skill or concept

Provided peer tutoring

Referral

Document failed efforts.

GENED teacher contacts parents.

Received all appropriate signatures for consent to continue with evaluation/testing.

Assessment

Received written notice & consent for evaluation.

Academic tests such as: Woodcock Johnson, Woodcock Reading Mastery Test, Kaufman Test of Educational Achievement, Test of Written Language, Test of Reading Comprehension.

WJ-III measures a variety of reading and writing fluency skills.

The Implications of Richard’s WJ-IIIStandard Scores

Basic Writing Skills (SS 67)

Basic Reading Skills (SS 75)

Written Expression (SS 84)

Reading Comprehension (SS 88)

Average Standard

How can Richard get A and B grades yet have low test scores in basic writing and reading?

Discussing Assessment

Concerns

Good grades, but low test scores?

Why is Richard being referred so late?

Solutions

Additional tests would clarify this discrepancy between Richards good grades and his low test scores.

Not sure, but this further justifies additional testing.

Eligibility

All members of I.E.P team: LEA representative, special education teacher, general educator, parents, and others are notified of evaluation meeting.

Documentation is presented and reviewed. Documentation justifies decision and requirements

for Rule II.J.4

Richard’s Learning Needs Consensus among IEP team was that Richard

does not need the following special factors: Behavioral Strategies Special language needs Braille instruction Special communication services Assistive technology devices and/or services to

benefit from special education. However, Richard’s test assessments and

classroom data indicate that he does not progress at the same rate as his peers in the core curriculum, and may need additional resources.

IEP Development

Specific Learning Disability

(10) Specific learning disability —(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Disability Category

PLAAFP and IEP Goal Comparison

Annual Goal # 1 Starting 4/6/2006-

4/6/2007 Implemented by student? Use comprehension

strategies before, during, & after reading.

Annual Goal # 2 Richard will write

functional, informational, and literary texts for various purposes, audiences, & situations.

85% current achievement, completed by 4/6/2007

Present Academic Level IEP Goals/Objectives

Reading ObjectivesAnnual Goal # 1 Objective 1.1

Richard will identify or construct main idea and distinguish from detail in the text.

Objective 1.2 Richard will monitor own comprehension and apply

additional strategies when understanding breaks down, skips the word, or phrase and reads on, think of an example; think of a visual image; read ahead; connect information; reread and clarify information; summarize in own words.

Objective 1.3 Richard will share responses to text, i.e., small group and

whole class discussion, book clubs, visual presentation, written response, multimedia.

Writing ObjectivesAnnual Goal #2 Objective 2.1

Richard will use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

Objective 2.2 Richard will describe and use the steps in the

writing process, e.g., brainstorm, free write, rough draft, revision, edit, final draft (additional revision if desired).

Concerns and Solutions

Richard’s progress will be measured in grades. Why? He’s already receiving A’s and B’s in his

Language Arts class. Possible solution is to measure his progress

with specific daily or weekly reading and writing assessments (teacher reviewed worksheets).

Richard is being evaluated as often as his peers without disabilities. Why? Richard should be evaluated more often

than his peers.

Addressing IEP Goals

Transition Plan Strengths Annual Goal # 1: Richard will describe

training and education required for an occupation, as implemented by the student, starting 4/6/2006, completed by 4/6/2007. Objective 1.1 Richard will describe job

skills needed for an occupation. Objective 1.2 Richard will state

educational requirements for an occupation.

Transition Plan

Concerns and SolutionsLong-range goals and

Assessment

Military service and college with interest in science related to marine biology.

Science Related Living arrangements

and leisure activities were not included.

Solutions

More detail in the IEP is needed to prepare Richard for military service or college. Meet academic advisor Attend a career fair Explore fields in

science Meet military recruiters Attend this college.

Addressing Transition Plan

Guidelines for Differentiating Instruction

UT Language Arts: Reading One of Richard’s goals is to

“identify or construct the main ideas and distinguish it from the detail in the text.”

Richard “will use comprehension strategies before, during, and after reading.”

Richard will “apply additional strategies” (i.e. skip the word, summarize, read ahead, connect information).

UT Language Arts: Writing

Richard will write functional responses to text.

Richard will use writing process strategies.

Richard will describe and use the steps in the writing process.

Richard will share responses to texts in groups.

Part 2

Instructional Programming Guide

Implemented core standard and objectives into lesson of Shirley Jackson’s “The Lottery.”

The I.E.P team decided that cubing would be an effective method of differentiating instruction.

Discussed the level of cubing that would be most appropriate for Richard’s learning needs.

Backward Design

BACKWARD DESIGN

English Language Arts Grade 11-12 Reading: Literature Standard 1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Reading: Literature Standard 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Core Standards

Learning Objectives1. What we want every student to know…

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

2. What we want some students to know… Understand narrative techniques such as plot, character,

event, pacing, and reflection.

3. What we want a few students to know… Aware of a variety of literary devices and how those

techniques influences the mood and tone of the story.

Differentiation

Accommodations for Richard Richard will get a cube that is appropriate

for his readiness, interests, and learning profile.

Cube includes questions that address the goals in his IEP.

Extended time to complete assignments and assessments.

Used adjusted grouping to place Richard in his zone of proximal development.

Richard sits near the teachers desk so he can easily ask for assistance as needed.

Given options for formal assessments.

This story begins with a mood that is very different from the mood at the end of the story. How arethese two moods different? Discuss the beginning and end of the story with a partner.

What does it say about the culture of this village that the lottery was conducted in the same manneras “the square dances, the teen club, the Halloween program.”

The Lottery by Shirley Jackson

On the bottom of page 3, Mr. Adams states that in a neighboring village they don’t even have a lottery. Old Man Warner responds that those villagers are a “pack of crazy fools”. In your opinion, why is this ironic?

Create a Story Map in which you outline the main events in the story.

Even though this story deals with a very violent event, there is very little description of the violence.Do you think the story would have been more or less effective if the author had described theviolence more?

The actual lottery happens on page four. The tone of the section is one of anxiety. What specificwords does the author use to show this feeling of worry?

Cube #1

Analyze the different points of view of the story. How do the various points of view affect what we know about the situation? How does it preserve the story's suspense?

Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does Jackson foreshadow the ending? Conversely, how does Jackson lull us into thinking that this is just an ordinary story with an ordinary town?

Write an alternative ending to the story. Compare your ending to Jackson’s. Are they similar or different?

Jackson gives interesting names to a number of her characters. Can you explain the possible allusions or symbolism of some of these?

Delacroix, Graves, Summers, Bentham Hutchinson ,Warner, Martin

This story was published in 1948. Create a Venn Diagram that includes any historical or cultural events that Jackson might be referencing. Is this JUST a story about this particular time and place, or is she trying to say something important about human nature?

What is the significance of Tessie's final scream, "It isn't fair, it isn'tright"? What aspect of the lottery does she explicitly challenge; what aspectgoes unquestioned?

Cube #2

The Lottery by Shirley Jackson

With the exception of the final five paragraphs, are there any indications of violence in the life of the village? What might the absence or presence of violence in other aspects of village life indicate, in light of the story's conclusion?

Do you agree with Mrs. Hutchinson – is the lottery unfair? How or how not? Her friends and neighbors point out that they all take the same risks in participating.

Make an argument justifying why “the lottery” should continue. Are there any clues in the story that might explain how the lottery first started? What might its purpose be? What clues about the origins of this ritual?Is the lottery a collective act of murder? Is it morally justified? Istradition sufficient justification for such actions? How would you respond tocultures that are different from ours that perform "strange" rituals?

How do the commonplace details of life and the folksy languagecontribute to the impact of the story? Why had Jackson chosen commonpeople for her characters? Could she have chosen characters from otherlevels of sophistication with the same effect? What is the irony of the tritedialogue and casual tone of this story?

Some critics insist that the story has an added symbolic or allegorical dimension. Do you agree? Create a movie trailer depicting what Shirley Jackson is trying to tell us about ourselves.

The Lottery by Shirley Jackson

Cube #3

Classroom Assessments

Formative

Ask students questions about stories they have read in the past. Can they identify plot, setting, character, themes, etc?

Evaluates student understanding through observation of work during class.

Evaluates student understanding through discussion.

Peer/partner/self evaluation Compare/Contrast to

other short stories.

Summative

Homework cubes Jigsaw Puzzles Short answer

quizzes Multiple choice

quizzes Write a paper Project portfolio Oral Presentation

Unit Timeline

Day 1 Monday

• Pre-assessment

• Students have read “The Lottery”

• Group Jigsaw discussion

Day 2 Wednesday

• Short film adaptation of “The Lottery”

• Start discussion of first impressions

• Start cubing assignment (teacher observe)

Day 3 Friday

• Continue cubing

• Take a quiz

• Introduce short paper assignment and oral presentation (student choice)

Conclusion

Collaboration is an essential part of the IEP process.

Great teamwork is best for analyzing and rationalizing the decisions we made on Richard’s IEP.

It is important to be able to rationalize Richard’s IEP goals, accommodations, transition plan, and assessments.

It is important to emphasize that Richard’s learning needs are the main priority.

Designing meaningful learning experiences is important to meet students needs.

Careful consideration of core standards is essential for creating effective lesson plans.

Specific attention to the steps of the IEP process is essential.

Resources

http://www.westmorelandschool.org/webpages/bfehlner/files/The%20Lottery%20-%20discussion%20questions1.pdf

http://public.wsu.edu/~campbelld/amlit/lottery.htm http://www.shmoop.com/lottery-shirley-jackson/questions.

html

http://www.mrcoia.com/school/pdf/11/lottery_questions.pdf