Tracy Young 5/8/11 Practicum Summer 2011 IEP Narrative Assess Students: I would first do a preference assessment of potential

reinforcers through parent interviews and forced choice in order to see what each student may be willing to work for. I would also do a forced choice preference assessment of each domain; job skills, leisure activities, domestic, and hygiene skills. I would see what skills each student was interested in and assess their ability to complete the skill using a task analysis. I would then use the skills that they selected in the preference assessment as the skills that would potentially be taught throughout the school year. I would also use a teacher made CBM to assess each students ability to identify personal information. I would use a different CBM to assess each students communication abilities to see which phase of PECS each student was currently on and if the student had any form of functional communication. If possible I would observe the students in their previous school settings in order to get to know the students. Throughout these assessments, I would take note on each students strengths and areas of need. Develop the IEP Document: I would develop the IEP document by filling in the students personal information based on the information provided by the school and from parent interviews. I would then fill in section II based on the task analyses that I created for each domain: hygiene skills (putting on deodorant), leisure skills (playing catch with another person), domestic skills (sweep the classroom floor, collect trash in the classroom, fold shirts, and fold towels), job skills (sort silverware, case CDs, and roll silverware). I would also fill in the students percent of accuracy for identifying personal information. Then I would fill in the students ability to request for food and drink items based on the CBM. I would describe in this section how each skill is assessed, how often it is assessed, when it was assessed and the students current level of performance for the skill. Next, I would then fill in section III and state that due to Kevins disability he needs a structured environment with instruction tailored to meet his individual needs. I would also state here that Kevin requires a functional curriculum that focuses on his strengths and needs. The curriculum includes communication, domestic skills, job skills, hygiene skills, and leisure skills. Then I would fill in his goals and objectives in section IV. I would be sure to have all goals and objectives have the following: student, behavior, conditions, and criteria. I would make sure to state that mastery criteria for each goal and objective met at 100%. Again, these goals and objectives come from the preference assessment done at the beginning of the skill year and based on parent interview forms that asked what they wish their student could do; communication was a big thing the parent wanted Kevin to improve upon. I would also include the method for assessment and criteria for mastery. Next I would fill in the rest of the sections based on previous knowledge of the student and the previous IEP. I would use that to see if the student receives related services and if so how often. I would fill in the amount of time spent on each area of

service and how instruction would be provided for that service area. I would mark that the student participates in the SC-Alternative assessment due to his modified curriculum and cognitive ability. Conduct/Implement/Monitor the IEP meeting: Prior to the actual meeting, I would sent home reminders, make phone calls, and sent out emails to most importantly the parent and all the other people involved in attending the IEP meeting. I would make sure that everyone was able to make the meeting. The following people would be at the IEP meeting: parent(s), myself, a general education teacher, LEA (local education agency representative-an administrator), speech therapist, occupational therapist, and adaptive PE teacher. The meeting would be conducted in my classroom in order to make the parents and everyone involved comfortable. We all would sit at a table, again to make everyone comfortable and make sure the parent does not feel inferior to anyone involved in the meeting. I would begin by introducing the parent to everyone, then introduce myself, and have everyone go around the table and introduce themselves and what they do for Kevin. I would remind the parent and everyone that their input is greatly appreciated and to feel free to ask questions throughout the meeting. I would reinforce that fact that theses are all suggested goals and the IEP is a working document. None of the goals are set in stone; I would tell the parent that anything can be changed in order for her to feel that her son is being provided with the most meaningful services at school. I would follow the IEP section to section. I will always use general terms and avoid all technical terms. Again, I want the parent to feel comfortable, understand what we are discussing, and not feel that anyone is superior in the meeting. First I would make sure all personal information is correct and up to date. Next, I would give an overview of Kevins strengths which are following directions, responding to receptive language correctly, and helping out around the classroom. His areas of need are in his ability to communicate. Then I would discuss present levels of performance in each domain. I would discuss what skills I assessed and how I assessed them. For example I would say, I assessed Kevins ability to complete domestic skills using a task analysis which is a break down of the skill. I assessed him on sweeping, collect trash, folding shirts, and folding towels. He is currently able to sweep with 50% accuracy independently, he can independently collect the trash with 54% accuracy, he can fold shirts with 82% accuracy and he can fold towels with 69% accuracy. Here are the graphs to show his progress over time. When discussing present levels of performance I will display graphs and I will provide the actual task analysis steps if the parent is interested in seeing them. I would do this for each domain. As a team we would all take turns explaining our parts of the IEP and discuss the IEP section to section. I would be sure to ask the parent for her input and make sure she understands what we are discussing. I would explain that my goals and objectives for Kevin came from what skills he selected from a preference assessment that I conducted and were created around his strengths and areas of need and current levels of performance. For the preference assessment, I provided Kevin with options of what skills to do and he selected the following, therefore I made those skills part of his IEP goals and objectives in order to develop the skill to 100% independence. I would inform

that parent and team of how I will teach Kevin through the use a task analysis which involves Kevin actually performing the skills and myself or another teacher providing positive reinforcement for the desired behaviors. I would discuss how the class runs on rotations through the various stations with a student at each station performing their individual skills. During this time myself or assistants are working one-on-one with Kevin to teach him the various skills addressed in his IEP. I would inform the team that he is assessed weekly and his progress is reported on a graph to ensure that he is progressing. I would inform the parent the progress reports would be sent home every 9 weeks to inform her of Kevins progress. I would discuss the fact that teaching would change if progress was not being made; things would be adjusted in order to ensure that Kevin was progressing throughout the school year in order to reach his goals. I would close the meeting by asking for any questions or input on any of Kevins goals and objectives. I would thank everyone for their time and remind the parent that she can call another IEP meeting if she feels that Kevins needs are not being met.