Assessment 5: Individualized Education Plan (IEP)
A brief description of the assessment and its use in the program
Through the gathering of relevant background information, (including the effects of
cultural and linguistic differences on growth and development) and the interpretation of
information from formal and informal assessments, teacher candidates prepare a case
study on a student selected for the development of an IEP document. The purpose of the
assignment is to assess candidate proficiency in measuring the effect of his/her
instruction on student learning.
A description of how this assessment specifically aligns with the standards
The key assessment aligns with the standards in the following ways:
Key Assessment Tasks
1. Conduct a functional behavior assessment
(BD8S1) by administering the following informal
assessments (CC8S2) and interpreting the
results (CC8S5):
-An “A-B-C” assessment
-“Driekurs Mistaken Goals Analysis”
-McIntyre’s “Readiness for Change Checklist”
-McIntyre’s “Developmental Audit Checklist” and
-Durand’s “Motivation Assessment Scale”.
Include other informal assessments (e.g.,
anecdotal notations of events, work products,
contacts with parents, conversations with the
student, IEP records, etc.) as available and
appropriate.
2. From the information gathered, identify
influences on learning and social-emotional
state, including identification of DSM diagnosis,
risk-factors for EBD, and the effects of:
-characteristics and effects of cultural and
environmental factors (CC2K3)
-medications (CC2K7)
- other physical and health exceptionalities
(BD2K2)
-variations in beliefs, traditions, and values
(CC3K3)
-cultural and linguistic differences (CC6K1)
-differing ways of learning, including those from
that match commonly found preferences in
various culturally diverse backgrounds (CC3K5)
-family support in development (CC2K4).
3. Interpret the information gathered (CC8S5),
Alignment with Standard
BD8S1, CC8S2, CC8S5
CC2K3, CC2K4, CC2K7, BD2K2, CC3K3,
CC3K5, CC6K1, CC8S1
BD8S2, CC8S5
identify behaviors that disrupt the teaching and
learning process (BD8S2).
4. Present and interpret for others (CC8S5), the
prior Education History (CC8S1) based on
information from formal and informal
assessments
5. Create a record (CC8S9) of the student’s
strengths and weaknesses in both the
behavioral-social-emotional areas,
times/subjects/periods/activities when behaviors
are most likely to be appropriate and/or
inappropriate, and formulate appropriate goals
and objectives in these areas.
6. Create a record (CC8S9) of the student’s
strengths and weaknesses in academic areas,
and formulate appropriate goals and objectives
in these areas.
7. Design a Preliminary Behavior Management
Plan that:
-uses non-aversive techniques to facilitate
integration into various settings (CC4S1,
BD4S1)
-identifies effective management of teaching
and learning (CC5K3)
-identifies varied behavior management
strategies (CC5K10)
-sets realistic expectations (CC5S2)
-sequences, implements, and evaluates
individualized learning objectives (CC7S6)
-helps the student use self-assessment,
problem-solving, and other cognitive strategies
to meet his/her needs (CC4S2)
-helps the student increase self-awareness, selfmanagement, self-control, self-reliance, and
self-esteem (CC4S5)
-helps student exhibit self-enhancing behavior in
response to societal attitudes and actions
(CC7S14)
-uses assessment information to make eligibility,
program, and/or placement decisions (CC8S6)
-adapts to characteristics related to culture,
language, religion, gender, disability,
socioeconomic status, and/or sexual orientation
of the student (CC9S6)
10. Develop an IEP document that
-gathers relevant background information
CC8S1, CC8S5
CC8S9
CC8S9
CC4S1, CC4S2, CC4S5, BD4S1, CC5K3,
CC5S2, CC5S10, CC7S6, CC7S14,
CC8S6, CC9S6
CC5S6, CC7S4, CC8S1, CC8S6, CC10S2
(CC8S1)
-uses performance data and information from
relevant stakeholders to make or suggest
modifications in learning environments (CC5S6)
-information from functional assessments to
develop intervention plans (CC7S4)
--uses assessment information to make
eligibility, program, and/or placement decisions
(CC8S6)
-involves families (CC10S2)
8. Review Case Study in Oral Presentation that
addresses
-student history and influences (family, culture,
religion, linguistic, neighborhood, etc.) (CC2K3,
CC6K1)
-co-occurring exceptionalities, such as physical
disability and/or health impairments (BD2K2)
-strengths & weaknesses in both the behavioralsocial-emotional areas
-behavior(s) of concern
-effects of the behavior upon the individual’s
learning in school (CC3K2)
-effective management of teaching and learning
(CC5K3)
-strategies used by to cope with a legacy of
former and continuing racism (CC5S10)
-services & supports provided
-goals (CC7S6)
-planned interventions & materials
-how the plan was developed in collaboration
with team members (CC7S2)
-models and/or theories that best explain the
display of the behavior pattern (CC7K1)
11. Engage in the interventions identified on the
initial IEP, including evaluating instruction,
monitoring progress of student (CC8S8), and
monitoring/recording results (CC8S9)
12. Collect data during the monitoring period,
and based upon that data (CC8S1), evaluate
the impact of the interventions (CC8S8), and
report on results (CC8S7).
9. Report on planned interventions, including
description of:
-events and related theories (CC7K1)
-responsive adjustments made to instruction
(CC7S13)
CC2K3, BD2K2, CC3K2, CC5K3, CC5S10,
CC6K1, CC7S2, CC7S6, BD8S1
CC8S8, CC8S9
CC8S1, CC8S7, CC8S8
CC7K1,CC7S13, CC8S8
-student’s progress and how it was monitored
(CC8S8)
13. Prepare an updated IEP based on analysis
of interventions following the initial IEP
(CC7S13, CC8S4)
14. Present analysis of success/progress by
conducting a self-evaluation of instruction and
reflecting on ways to improve instruction
(CC9S9, CC9S11)
15. Maintain audience interest during oral
presentation (CC9S8)
16. Use written language that follows the rules
of Standard English (CC9S8)
CC7S13, CC8S4
CC9S9, CC9S11
CC9S8
CC9S8
The assessment tool or description of the assignment
Teacher candidate: Please view the rubric for this assignment before undertaking the
project. On the rubric, you will find the criteria for scoring various aspects of your
assignment, and a designation of which CEC professional standards are addressed by the
scoring criteria.
The various assessment instruments and readings on important cultural and socioeconomic markers can be found on the Blackboard site for your course and/or the Behavior
Disorders Program.
Through the gathering of relevant background information, (including the effects of cultural
and linguistic differences on growth and development) and the interpretation of information
from formal and informal assessments, you will prepare a case study on a student selected
for the development of a hypothetical IEP document. Use the checklist found at
http://www.1edweb.com/misc%20forms%20and%20presentations/behavior%20templates/s
ped%20605/pdf/Functional%20Assessment%20and%20Behavioral%20Intervention%20Ch
ecklist.pdf to determine if you have completed the assessment and prescription process.
The case study will include:
1. The history of the student’s prior educational placement. (CC8S1, CC8S5)
2. Identification of inappropriate behaviors that interfere with the teaching-learning process.
(BD8S2). This requirement includes completion of a behavior checklist ( found at:
http://www.d619.org/sces/619/forms/placementforms/classroombehavioralchecklist.pdf )
and social skills checklists (Found at:
http://www.chironeuroindy.com/PDF/assesstools_socialobserver-6181.pdf and
http://www.creativespeechsolutions.com/docs/socialskills_checklist.pdf)
3. Identification of behaviors that resulted in the student’s behavior disorder classification (if
that designation has already been made). (BD8S2)
4. Identification of influences on the student’s learning and social-emotional state. This
requirement includes administering a functional behavior assessment (BD8S1) which
includes the following information assessments (CC8S2): an “A-B-C” assessment,
“Driekurs Mistaken Goals Analysis” (found on your course Blackboard site), McIntyre’s
“Readiness for change checklist” (found on your course Blackboard site), McIntyre’s
“Developmental Analysis checklist” (found on your course Blackboard site), and Durand’s
“Motivation Assessment Scale” (found at:
http://www2.monacoassociates.com/masontheweb/index.aspx). In your report, identify
which information came from which assessments.
5. Identification of family factors, cultural and individually specific learning styles and
preferences, that influence the student’s social-emotional and academic learning
performance, including the effects of:
-characteristics and effects of cultural and environmental factors (CC2K3)
-medications (CC2K7)
-other physical and health exceptionalities (BD2K2)
-variations in beliefs, traditions, and values (CC3K3)
-cultural and linguistic differences (CC6K1)
-differing ways of learning, including those from that match commonly found
preferences in various culturally diverse backgrounds (CC3K5)
-family support in development (CC2K4).
6. Your record of the student’s strengths and weaknesses in the behavioral-socialemotional areas, times/subjects/periods/activities when behaviors are most likely to be
appropriate and/or inappropriate, and formulation of appropriate goals and objectives in
these areas. (CC8S9)
7. Your record of the student’s strengths and weaknesses in academic areas, and
formulation of appropriate goals and objectives in these areas. (CC8S9)
8. A preliminary behavior management plan for the specific student you have selected that:
-uses nonaversive techniques to facilitate integration into various settings (CC4S1,
BD4S1)
-identifies effective management of teaching and learning (CC5K3)
-identifies varied behavior management strategies (CC5K10)
-sets realistic expectations (CC5S2)
-sequences, implements, and evaluates individualized learning objectives (CC7S6)
-help the student use self-assessment, problem-solving, and other cognitive strategies
to meet his/her needs (CC4S2)
-helps the student increase self-awareness, self-management, self-control, selfreliance, and self-esteem (CC4S5)
-helps student exhibit self-enhancing behavior in response to societal attitudes and
actions (CC7S14)
-uses assessment information to make eligibility, program, and/or placement decisions
(CC8S6)
-adapts to characteristics related to culture, language, religion, gender, disability,
socioeconomic status, and/or sexual orientation of the student (CC9S6)
9. Presentation to your class of the plan of instruction (with narrative justification) for the
selected student
Following the student evaluation and presentation of the plan of instruction, you will prepare
an initial IEP for that pupil, and provide samples of his/her classroom work, representing an
area of focus for intervention. (No identifying names or information should appear on the
IEP or work samples. Create a false name for this student). You will identify short and
long term goals, and an instructional plan necessary to meet these markers and will
include:
-Relevant background information (CC8S1)
-Performance data and information from relevant stakeholders to make or suggest
modifications in learning environments (CC5S6)
-Information from functional assessments (CC7S4)
-A specific behavior change plan with as much detail as necessary to place it effectively
into action, given the student characteristics and needs, the class composition, and the
classroom setting (CC8S6).
-Classroom modifications that may be necessary
-The role of family involvement (CC10S2)
-Support services (such as counseling, speech and language instruction, one-to-one
paraprofessional, etc.).
You will make an oral presentation of the case study and preliminary IEP to your fellow
teacher candidates during the first few weeks of class, which addresses:
-student history and influences (family, culture, religion, linguistic, neighborhood, etc.)
(CC2K3, CC6K1)
-co-occurring exceptionalities, such as physical disability and/or health impairments
(BD2K2)
-strengths & weaknesses in both the behavioral-social-emotional areas
-behavior(s) of concern
-effects of the behavior upon the individual’s learning in school (CC3K2)
-effective management of teaching and learning (CC5K3)
-strategies used by to cope with a legacy of former and continuing racism (CC5S10)
-services & supports provided
-goals (CC7S6)
-planned interventions & materials
-how the plan was developed in collaboration with team members (CC7S2)
Following that presentation, you’ll collaborate with them regarding prevention and
intervention strategies, approach, and procedures.
For the next 7 to 8 weeks, you will plan and implement age-appropriate and abilityappropriate instruction (based on relevant theories and research) (CC7K1) and evaluate
the individualized learning objectives (CC8S9) by reporting on results (CC8S7). You will
select, adapt, and utilize instructional strategies and materials according to the needs,
strengths, and characteristics of the student. Goals and procedures for teaching various
social skills/behaviors can be found at: http://www.cccoe.net/social/skillslist.htm You will
evaluate instruction, the impact of the interventions (CC8S8), and monitor progress
(CC8S8) by keeping a daily journal and thus creating and maintaining records(CC8S9),
indicating subjects taught, your role in the teaching process, and progress (if any) with
respect to your IEP objectives and goals.and report on results (CC8S7). Make responsive
adjustments to instruction based on your continuing observations (CC7S13).
Approximately eight weeks after the initial evaluation and IEP, an updated IEP is to be
developed (CC8S4), focusing on the changes that occurred in the student’s academic and
social-emotional-behavioral areas of functioning and additional adjustments that need to be
made to instruction (CC7S13). Identify realistic expectations for personal and social
behavior in various settings.
Along with the finalized completed IEP, an oral summary accompanied by a 3-5 page
written paper is to be submitted to the seminar class at the time of presentation. The
teacher candidate should maintain audience interest through the presentation (CC9S8).
The paper, describing the selected student’s behavior(s) and progress toward prosocial,
appropriate actions and which analyzes success/progress by conducting a self-evaluation
of instruction and reflecting on ways to improve instruction (CC9S9, CC9S11), should be in
narrative format and use written language that follows the rules of Standard English
(CC9S8). The teacher candidate will provide additional student work that documents
changes that have occurred since the initial evaluation and IEP.
The scoring guide for the assessment
PART 1: WRITTEN PROJECT
The following scoring criteria are used to indicate the extent to which the teacher
candidate provided information regarding the student.
Unacceptable (Below Standard)
Developing (Below Standard)
Proficient (At Standard)
Exemplary (Above Standard)
PAPER SUB-SECTION
Administration of formal
and informal assessments
BD8S1, CC8S2, CC8S5
Identification of influences
on learning & socialemotional state
CC2K3, CC2K4, CC2K7, BD2K2
CC3K3, CC3K5
CC6K1
Identification of behaviors
that disrupt the teaching &
learning process
BD8S2
Prior Education History
CC8S1
Record of strengths and
weaknesses
CC8S9
(1 to 1.9 points): Information is absent, lacking
inadequate. Application & analysis are missing or inadequate.
(2 to 2.9 points): Information is adequate, but lacking
detail & support. Application & analysis are general & superficial.
(3 to 3.7 points): Information is descriptive, accurate, & relevant.
Application & analysis of information are well supported by
evidence.
(3.8 to 4 points): Includes all the criteria for “proficient”, and
information is comprehensive, highly detailed, descriptive,
accurate & relevant. Application & analysis are reflective,
thoughtful, critically analytic, and perceptive.
Areas to be investigated, documented & described by the
teacher candidate.
Conduct a functional behavior assessment (BD8S1) by administering an
“A-B-C” assessment; -“Driekurs Mistaken Goals Analysis”; McIntyre’s
“Readiness for Change Checklist”; McIntyre’s “Developmental Audit
Checklist” and; -Durand’s “Motivation Assessment Scale”. Include other
informal assessments (e.g., anecdotal notations of events, work products,
contacts with parents, conversations with the student, IEP records, etc.) as
available and appropriate (CC8S2). Interpret results (CC8S5).
Candidate presents information about the DSM diagnosis; identification as
having a disability; at risk of EBD; Health and/or medical conditions
(BD2K2); Medication & medical issues (CC2K7); Achievement scores;
Academic strengths & weaknesses; Family contact & cooperation with the
school (CC2K4); Cultural markers (CC2K3); Immigration status &
adaptation to USA (CC2K3); Cultural considerations regarding
“appropriateness” of behaviors, Family background & issues (CC2K4);
Socio-Economic status (CC2K3); Neighborhood considerations &
influences (CC2K3);
Childrearing philosophy, approach & practices of home (CC3K5); Religion
(CC3K3);
English language ability & home language usage (CC6K1);
Skill of teachers; Availability of support systems; etc.
Candidate presents information about the Behavior patterns; Response
patterns to frustration, positive recognition, etc.; Social skill strengths &
weaknesses; Length of concerns about behavior; Source, function, or
benefit of inappropriate actions; Description of how the behaviors interfere
with the educational process. (BD8S2)
Candidate presents information about the Prior academic & behavioral
performance; Services provided previously; Interventions attempted by
educators; Assistive or augmentative communication methods needed;
Continuity of education; Other countries in which student attended school;
etc. (CC8S1)
Create a record of: the student’s strengths and weaknesses in the
behavioral-social-emotional areas, times/subjects/periods/activities when
behaviors are most likely to be appropriate and/or inappropriate; strengths
and weaknesses in academic areas; formulate appropriate goals and
objectives in these areas.
Score
Preliminary Behavior
Management Plan
CC4S1, CC4S2, CC4S5, BD4S1
CC5K3, CC5S2, CC5K10
CC7S6, CC7S14
CC8S6
CC9S6
Completion of IEP
document
CC5S6
CC7S4
CC10S2
CC8S1, CC8S6
Candidate presents information about objectively-stated behavioral goal
related to self esteem, self reliance, self-management of behavior, conflict
resolution, or problem solving (CC4S2, CC4S5); Description of evidencebased, non-aversive interventions (& any indicated adaptations) that are
appropriate for this student’s integration into various settings (CC4S1,
BD4S1);
the identification of realistic, objectively-stated behavioral goal (CC5S2);
Identification of varied behavior management strategies and teaching
learning strategies (CC5K3, CC5K10);
identification of realistic, objectively-stated behavioral goal (CC7S6) related
to self esteem, self reliance, self-management of behavior, conflict
resolution, or problem solving (CC7S14);
Use of assessment information to make eligibility, program, and/or
placement decisions (CC8S6);
Plan for student to use self-assessment; Plan for student to use selfenhancing behavior (CC9S6);
Identification of realistic expectations; Identification of materials &
resources; Reinforcement system to be used; Identification of a review
date; relevant and sensitive to cultural markers, religion, gender, disability,
socioeconomic status, and/or sexual orientation of the student.
The IEP document is fully complete and reflects the collected information
(see above) from other professionals & agencies (CC5S6) ;
personal observations/assessments (CC7S4);
family (CC10S2);
from records (CC8S1); Information is used to plan meaningful and
challenging learning (CC8S6).
Comments regarding candidate’s performance on written part of case study:
PART 2: Oral Presentation of Case Study
Part of Presentation Candidate’s Oral Presentation includes the following aspects
Candidate presents information about the Student history & influences (family,
Review of Case
culture, religion, neighborhood, etc.) (CC2K3); Co-occurring exceptionalities,
Study
BD2K2, CC2K3
CC3K2
CC5K3, CC5S10
CC6K1
CC7S2, CC7K1
Report on
intervention
CC8S8
CC7K1, CC7S13
Report on results
CC8S7, CC8S8
Updated IEP
CC7S13, CC8S4
Analysis
CC9S9, CC9S11
Score
such as physical disability and/or health impairments (BD2K2);
Strengths & weaknesses; Behavior(s) of concern; Effects of the behavior upon
the individual’s learning in school (CC3K2);
Effective management of teaching and learning (CC5K3); Strategies used by
teacher to cope with racism (CC5S10);
Student history & influences (family, culture, religion, neighborhood, etc.)
CC6K1);
Services & supports provided; Goals; Planned interventions & materials
(CC7S2); Models and/or theories that best explain the display of the behavior
pattern; etc (CC7K1).
Candidate reports on what occurred since the start of intervention (up to the
present day); Description of events, responses, interactions, comments;
Student progress and how it was monitored(CC8S8);
Level of student motivation, participation; Changes made in intervention
procedures (CC7S13); Theories and/or models under whose umbrella the
interventions would fall (CC7K1); etc.
Present level of performance reported (CC8S7); Data & evidence presented;
Evaluate the impact of the interventions (CC8S8); etc.
Prepare an updated IEP based on analysis of interventions following the initial
IEP (CC7S13, CC8S4)
Conduct self-evaluation of instruction (CC9S9) with reflections upon the level
of success/progress and influences upon it (e.g., cultural, attendance,
motivation, influence of peers) (CC9S11); Etiology; health and/or medical;
Objectively stated behavioral long term goals and short term objective for the
future; Proposed changes, adaptations, & supports in the program,
intervention, or materials that might enhance chances of school social
success; etc.
Comments regarding candidate’s performance on oral part of case study:
OTHER:
a. Oral Report:
Interest level
among audience
CC9S8
b. Written Report:
Writing Style &
Mechanics
CC9S8
The candidate’s
presentational
style needed to be
more vivid &
attention grabbing.
The candidate’s
writing style &
mechanics are not
yet acceptable for
graduate work
The candidate’s
presentational
style was
adequate for the
purpose of
communication
of material.
The candidate’s
writing style &
mechanics are
adequate, but
need
improvement.
The
candidate’s
presentational
style was
interesting to
the audience.
The candidate’s
presentational style
created a high level
of interest &
maintained audience
attention throughout.
The
The candidate’s
candidate’s
writing ability is at a
writing style & high level.
mechanics are
generally
correct.
* The scores for the stated criteria are provided as feedback on your project. The final
score (found below) is NOT a sum of those points. It is an overall assessment.
TOTAL SCORE (Based on instructor’s overall impression): ________ of 100 points