Individual Education Program (ESE 123)
Outcomes - The teacher candidate will:
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Design an individualized education program that is in compliance with the Individuals with Disabilities Education Act (IDEA) and takes
into consideration an individual's abilities and needs, the learning environment, and a myriad of cultural and linguistic factors.
Design and reflect on an individual educational plan and a unit of instruction that include instructional goals based on State content
standards, an assessment plan, and technology.
Procedures:
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Developing the Individual Education Program (IEP). Design an IEP that will comply with the components prescribed by IDEA.
Complete the following steps:
o Gather data to determine present levels of performance of identified student.
o Develop goals based upon national, State and local standards.
o Determine appropriate learner objectives with measurable performances for benchmarking.
o Identify the appropriate learning environment based upon student needs.
o Identify appropriate personnel.
o Identify appropriate accommodations and use of technologies.
o Identify the need for alternative assessments.
Planning a Unit of Instruction. Using the IEP in step 1, design an instructional unit.
o List instructional goals based on student(s) IEP and State or district content standards.
o Write 10 lesson overviews that will delineate instructional strategies and resources that support the goals. Each overview
should include the goal and objective of the lesson, major instructional strategies to be used, and resources including
technological ones that will be used.
o Write an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment)
and after (post-assessment) the unit of instruction, and an analysis/reflection on the instructional design, educational context
and learning gains demonstrated by the students.
o The unit should incorporate the use of technology for both instruction and assessment as appropriate.
 Assessing students' learning/instructional needs to identify the appropriate technology to meet those needs.
 Evaluating technology materials and media to determine their most appropriate instructional use.
 Selecting and applying best practices for integrating technology into instruction.
 Using technology tools appropriate to the discipline and students' ability levels.
Applying a variety of instructional strategies in the use of technology in the classroom that provide for an ongoing analysis of the student's
learning progress.
Course Prefix/Name: ESE 123
Assignment: Individualized Education Program (IEP)
SPA Standard
Standard
Performance
Indicator
Approaches
Meets
Exceeds
CEC Standard
4
Individual
learning
differences
Intervention strategies used
with young children and their
families are appropriate in
terms of affirming and
respecting family, cultural,
and linguistic diversity.
Intervention strategies used with
young children and their families
are exceptional in terms of
affirming and respecting family,
cultural, and linguistic diversity.
CEC Standard
5
Learning
environments
for individuals
with ELN
Design of learning
environment fosters some of
the following: cultural
understanding, safety,
emotional well-being, positive
social interactions, and/or
active engagement of
students.
Design of learning environment
intentionally fosters cultural
understanding, safety, emotional
well-being, positive social
interactions, and active
engagement of students.
CEC Standard
5
Valuing
diversity
Instruction addresses how to
live harmoniously and
productively in a culturally
diverse world.
Instruction actively addresses how
to live harmoniously and
productively in a culturally diverse
world.
CEC Standard
7
Incorporation
of shorterrange goals
and objectives
Intervention strategies
used with young
children and their
families are weak,
inappropriate, or not
addressed in terms
affirming and respecting
family, cultural, and
linguistic diversity.
Design of learning
environment is weak in
one or more of the
following: fostering
cultural understanding,
safety, emotional wellbeing, positive social
interactions, and/or
active engagement of
students.
Instruction is weak in
addressing or does not
address how to live
harmoniously and
productively in a
culturally diverse world.
Individualized plans are
poorly translated into
shorter-range goals and
objectives and these
goals are weakly
Individualized plans are
translated into shorter-range
goals and objectives taking
into consideration an
individual’s abilities and
Individualized plans are
systematically translated into
carefully selected shorter-range
goals and objectives taking into
consideration an individual’s
incorporated or not
incorporated into the
instruction.
CEC Standard
7
Explicit
modeling and
efficient guided
practice
Modeling and guided
practice strategies are
weakly included or not
included in the
instruction.
CEC Standard
7&8
Technology
integration
Use of technology
demonstrates poor
integration by the
special educator for
planning purposes
and/or to support and
assess the
individualized needs of
learners.
needs and cultural and
linguistic factors and these
goals are incorporated into
the instruction.
Modeling and guided practice
strategies are included in the
instruction to assure
acquisition and fluency
through maintenance and
generalization.
Instruction demonstrates
integration of technology by
the special educator for
planning purposes and/or to
support and assess the
individualized needs of
learners.
abilities and needs and cultural
and linguistic factors and these
goals are effectively incorporated
into the instruction.
Explicit modeling and efficient
guided practice strategies are
explicity included in the instruction
to assure acquisition and fluency
through maintenance and
generalization.
Instruction demonstrates effective
integration of technology by the
special educator for planning
purposes and to support and
assess the individualized needs of
learners.
Instruction includes formative
and summative assessments
of behavior, learning, and/or
achievement that support the
growth and development of
individuals with ELN.
Instruction includes effective,
creative formative and summative
assessments of behavior, learning,
and/or achievement that support
the growth and development of
individuals with ELN.
OR
CEC Standard
8
Multiple types
of assessment
information
No technology
integrated into
instruction.
Instruction is weak in
terms of formative and
summative assessments
of behavior, learning,
and/or achievement or
does not include
assessments.