M2: Student IEP Project

M2: Student IEP Project

Cory Rizvi
University of Kansas Online

M2: Student IEP Project

Student Information
T.C. is a 19 year old male attending Riverton High School in Riverton, IL. His Ethnicity
is white and English is the primary language in T.C.s home. He is a senior that has already
graduated, but chose to attend school for another year. He is able to attend school up until his 22
birthday. This year he turns 20; therefore, he could legal attend for another two years.
T.C. is a twin. He has a brother, his same age, and an older sister that is a nurse in St.
Louis, MO. T.C. lives in Riverton, IL with his brother and mother. T.C.s parents are divorced,
but T.C.s family appears to be very loving and supportive of T.C. and his education as it
prepares him for the future. T.C. speaks often about talking on the phone with his father who
lives in a different town.
At school, T.C. is in a self-contained Life Skills Classroom. There are currently 6
students in the class at varying academic levels.
T.C. is a young man with Cerebral Palsy, Executive Functioning Disorder, ADHD, poor
social skills, poor self-care, Cognitive Impairment, language delays, and poor adaptive skills.
His academics are each adversely effected and require support.
It is reported by his teacher that T.C. has increased the amount of time he is able to focus
on academic tasks and has made progress in his reading and math skills. He also has had a great
year behaviorally. He knows his routine and does what is expected of him. He prefers to
socialize with adults more than students. In general, T.C. does not talk with students or children
younger than him unless directed to do so. At those times, T.C. is respectful and interacts

M2: Student IEP Project

according to prompts. He socially interacts with many of the staff members in the morning
before class.
T.C.s mother explained that she would like to see T.C. start working more on the
concept of money, but that she is not sure if he will ever truly grasp the concept.
Academically, T.C. continues to work on a Real-Life curriculum that is reinforced by
apps on his IPad with the assistance of a personal aide.

T.C.s academic studies mostly consists

of independent seat work on the IPad at his desk. During second hour, though, he participates in
Health and Vocational skills classes. T.C.s job responsibilities consist of working at Walgreens
during the school day and vocational jobs around the classroom and school. (T.C. receives PT
services at various times during the week as well.) T.C. earns breaks as he completes activities
without displaying disruptive behaviors without too many reminders or redirects. He has made
progress in both Reading and Math. Current grades are all passing. Most days, T.C. is a very
hard worker and tries hard to do what is expected of him.
Functionally, T.C. has a good memory for information, behavior has continued to
improve. He knows the rules of the classroom and notices when others are not following them,
recognizes his own inappropriate behaviors better, and will apologize for them most of the time.
T.C. has been able to increase his focus time and is becoming better at being pushed to keep
trying. In the past he would have exploded in frustration; he is coping well with frustration, now.
He has adjusted well to his routine at Riverton and his vocational program in the afternoon
(working at Walgreens).
T.C.s areas of improvement are in social skills, academic skills, vocational skills, and
behavioral skills.

M2: Student IEP Project

Last year, T.C. received OT services. Delayed fine and visual motor skills remain, but
T.C. compensates well for most of his challenges. Therefore, further direct OT services are not
indicated at this time.
T.C. will continue with PT receiving direct (individual), consultation PT for 40 minutes
every week. He works on coordination/balance activities, gait activities, strengthening activities,
stretching exercise, developmental sequence activities, and gross motor skills.
Last year, Tony worked in the Noll Caf of the Noll Vocational Training Center in the
caf cleaning up after costumers. This year he works at Walgreens as a greeter. He has worked
with a job coach at both places.
T.C. goals include:
T.C. will ask/answer questions that are appropriate to the current situation.
T.C. will use turn taking skills to maintain topic of discussions using appropriate detail
for three to four different topic exchanges.
T.C. will improve reading skills by applying word analysis and vocabulary skills to
comprehend reading passages.
In order to improve daily living math skills for academic and employment opportunities,
T.C. will increase his real-life understanding of math concepts with 70% accuracy over
the next 36 weeks as evaluated by his performance on daily work, quizzes, tests, and
community experiences and teacher observation.
In order to improve written expression skills for academic and employment opportunities,
T.C will write complete sentences, using standard punctuation, grammar and structure

M2: Student IEP Project

with 70% accuracy over the next 36 weeks as evaluated by his performance on daily
assignments, tests, quizzes, and teacher observation.
T.C. will complete work assignments and tasks within the classroom or school setting
according to verbal instructions.
T.C. will follow through and complete tasks given to him within the school setting and
his vocational placement.
T.C. will improve fine and visual motor skills/speed as exhibited by his ability to type a
paragraph (in typing program), 15 wpm, 95% accuracy, transfer a paragraph from paper
to word processor, 12+wpm, 90% accuracy, and independently type/transfer punctuation
90%.
T.C. will demonstrate increased bilateral upper extremity function and lower extremity
weight-shift skills.
T.C. does have access to an extensive list of accommodation for quizzes, classwork, tests,
moving through the school, etc. He participates in the state assessment through IAA, Illinois
Alternative Assessment.
Data Collection

Introduction: The student observed for the IEP study was T.C., a 19 year old male student. He
certainly is very busy throughout his school day with academics and job responsibilities. T.C.s
academic studies mostly consists of independent seat work on the IPad at his desk. During
second hour, though, he participates in Health and Vocational skills classes. T.C.s job
responsibilities consist of working at Walgreens during the school day and vocational jobs
around the classroom and school. (T.C. receives PT services at various times during the week as

M2: Student IEP Project

well.) T.C. earns breaks as he completes activities without displaying disruptive behaviors
without too many reminders or redirects.
IPad learning: T.C. enjoys working on the IPad for his reading, language arts, Spanish, and
math instruction. T.C.s aid explained that the activities on the IPad provide T.C. instant
gratification and the opportunity of quick repetition. T.C. has trouble staying focused during
lessons and IPad educational apps hold his attention while he learns, T.C.s aid reported in a way
that a worksheet or packet never could.
T.C. began his day working on the IPad practicing phonics. T.C. was to read the whole word
before tapping the screen for the reading of the word. During the phonics app., T.C. became
frustrated and tried to speed through the section -ology that was hard for him. During -ology
(frustration level words) T.C. would not attempts the words before tapping the screen. T.C.s aid
had to tell Tony to try to say the word before tapping the screen. This annoyed T.C. -Or was
much easier for him and he read and defined each word ending in -or with examples of what
they meant.
After several phonic families oi, oo, ogy, and ology T.C. moved right into working on
Coin Math. It is actually included in his IEP that he will be able choose the correct amount to
pay for an item with 70% accuracy. This seemed to be an area of math in which T.C. requires
further practice and instruction because T.C.s aid repeatedly had to remind and question T.C. of
how to make a dollar, which coins to use and so forth.
T.C. did well with a clock reading app. In the beginning, he needed to be reminded that if the
hour hand isnt all the way to the next number then it is the hour before. T.C. would try to wait
and see the answer options before reading the clock which led him to guessing without reading

M2: Student IEP Project

the clock. Once he got past these issues he did very well, even when correct responses included
answers such as ten past 6 or half past 3.
During a reading matching game T.C. refused any grade below 100%. He started over several
times after each mistake because he wanted to get a perfect score. Then, T.C. worked on
unscrambling sentences. He struggled with this. He was able to locate the first word each time
easily because of the capital letter, but T.C.s aid needed to give clues as to what the verb of each
sentence was. (For example: What is something you can do?) T.C. never gave up and kept
trying. Spell the Word typing activity was next as part of the reading app where he reviewed
the soft g sound as in the word gem and c sound as in the word ice. He had to type to spell
out words he heard.
In the middle of Spanish cursive practice T.C. needed to use the bathroom. (As part of T.C.s
IEP, T.C.s aid assists him in the bathroom.) The observer walked with them down the hallway
because T.C. wanted to point out his family members that have graduated from Riverton High
School. It was very touching to see his grandfather, father, and older sister that have all
graduated from Riverton High School. It was very excited to see the legacy of education carry
on in T.C.
Job responsibilities: T.C. starts his day with classroom jobs. Each day along with taking part in
class calendar time whether it be recording the day, the weather, reading the lunch menu, or
reciting to the class the date in Spanish, depending on his assigned weekly job, T.C. is to
complete three classroom jobs. Classroom jobs include wiping off counters, feeding and
watering the class pets, sorting papers, wiping out the refrigerator, wiping out the microwave, or
sharpening class pencils. On the day of the data collection observation for T.C.s IEP, he was to

M2: Student IEP Project

wipe off the teachers lunch table and take the laundry out of the dryer before lunch. Later, when
T.C. was to return from his job in the community, he was to empty the dryer.
T.C. has a job in the community working at Walgreens in Springfield, IL. T.C. works at
Walgreens each day from 12:00pm to 12:45pm as a greeter. In order to be on time for his job in
the community, T.C. leaves for lunch a little bit earlier than the others. As a greeter, T.C. is
supposed to welcome customers to the Walgreens store and to wish them a good day as they
leave.
Break time: Throughout the day, T.C. earns break time. During these breaks he has the option
to watch his movies, listen to music, or talk with friends or staff. T.C. earns breaks by
completing two activities or one class without displaying disruptive behaviors such as talking
while teacher is teaching, making comments or asking questions that are off topic, or shouting
with no more than two reminders or redirects. During these break times, T.C. enjoys listening to
songs, especially songs from Toy Story.

He really loves to sing along to the song, Youve got

a Friend in me.
On this day of observation, one of his morning breaks lasted 10-15 minutes. While T.C.s oneon-one aid worked with another student from the class, T.C. had his break. T.C. stayed at his
desk doing a preferred tasks on his IPad with headphones in. As this break was ending, T.C.
asked to speak with observer. He wanted to talk about Six Flags in St. Louis, MO (one of T.C.
favorite topics to discuss) with the observer. He started the conversation by inviting the observer
to come to his birthday party at Six Flag on June 18. (This was a deviation from his regular
script about Six Flags.) He did revert to his standard dialogue, though, Do you like Seis
Banderas? That is Six Flags in Spanish. Which is your favorite Looney Toons character? Mine
is Bugs Bunny. But, then he added, I am saving my money in my wallet for Looney Toons

M2: Student IEP Project

glasses. This addition to his dialogue is quite an improvement. He is working to carry on a

conversation successfully.
During a later break, T.C. earned another 10 minute break and chose to play around on a Spanish
speaking app. He really enjoys Spanish and teaching others about it. T.C.s aid has quite a
collection of apps on T.C.s IPad that foster T.C.s interest in Spanish from Spanish speaking
cartoons to a Spanish picture dictionary.
As T.C. took a break to watch movies again, T.C.s aid and observer talked about what T.C. did
in the past for school because this Life Skills class was just organized at the high school this year
and T.C. is nearly 20! T.C.s aid said that last year T.C. would go to a classroom to participate in
the Pledge of Allegiance and would walk the steps in the gym as part of PE. Other than that T.C.
would work all alone with aid every day, all day, in the corner of the cafeteria! This was very
disturbing to hear.
Conclusion of Data Collection: T.C. got ready to go home. T.C. rides the bus home. He
catches it in the back off the fine arts building. He gets into his locker using a key and lock
instead of a combination lock. (This is one of his adaptation written up in his IEP.)
Overall, T.C. had a very good day. He certainly is very busy throughout his school day with
academics and job responsibilities and earned break times. It is a joy to be around him and to
talk with him. One may need to answer the same few questions several times, but T.C. is very
interesting and friendly.

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Analysis of Student and IEP

T.C.s IEP goals are as follows:
1. T.C. will listen and speak effectively, using language appropriate to the setting and his
audience.
a. Evaluation procedures are teacher observation with 60% accuracy with quarterly
assessments.
2. T.C. will improve reading skills by applying word analysis and vocabulary skills to
comprehend reading passages.
a. Evaluation procedures include tests and daily performance with 70% accuracy
with quarterly assessments
3. In order to improve daily living skills for academic and employment opportunities, T.C.
will increase his real-life understanding of math concepts with 70% accuracy over the
next 36 weeks as evaluated by his performance on daily work, quizzes, tests, community
experiences and teacher observation.
a. Evaluation procedures include tests and daily work with 70% accuracy with
quarterly assessments
4. In order to improve written expression skills for academic and employment opportunities,
Tony will write complete sentences, using standard punctuation, grammar and structure
with 70% accuracy over the next 36 weeks as evaluated by his performance on daily
assignments, tests, quizzes, and teacher observation.
a. Evaluation procedures include daily work with 70% accuracy with quarterly
assessments.

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5. T.C. requires on the job training and supportive employment to continue gaining job
skills.
a. Evaluation procedures include teacher observations with 70% accuracy with
quarterly assessments.
6. T.C. will improve fine and visual motor skills/speed as exhibited by his ability to type a
paragraph (in typing program), 15wpm, 95% accuracy, transfer a paragraph from paper to
word, 12+ wpm, 90% accuracy, and independently type/transfer punctuation 90%.
a. Evaluation procedures include observation log noting 4 out of 5 accurate attempts
with quarterly assessments.
7. T.C. will demonstrate increased bilateral upper extremity weight-shift skills.
a. Evaluation procedures include data charts noting 3 out of 5 attempts for the first
quarters assessment, 2 out of 3 attempts for the second quarters assessment, and
1 out of 2 attempts for the third quarters assessment.
Within T.C.s IEP the effects of his individual disabilities on involvement and progress in
the general education curriculum and the functional implication of his skills are explained. T.C.
has cerebral palsy, executive functioning disorder, ADHD, poor social skills, poor self-care,
cognitive impairment, language delays, and poor adaptive skills. All of T.C.s academics are
adversely effected. In addition, all aspects of post-secondary expectations will be impacted and
will require support.
I do feel that T.C.s IEP goals are stated clearly enough for me to be able to plan
instruction (except for goal #7). I also feel that they are achievable within a variety of classes
and activities as well. In other words, I feel that we can incorporate goals 1 -6 within a variety of

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subject areas. (T.C. could certainly use his favored Spanish studies and activities to meet or
address several of these goals.)
Goal number 7 about increased bilateral upper extremity weight-shift skills is a goal
that I would need to do further research on simply because I am unaware of what it means. I
would need to talk with the PT specialist to discover what this means and for ideas of how we
can address this goal and incorporate it within the classroom.
Within T.C.s IEP, it is stated that because of T.C.s cognitive impairment he is to receive
special education services outside the general education setting. He is to receive direct
instruction for Life skills curriculum; therefore, T.C.s educational experience is currently
supported within Riverton High Schools special education program. He is in their Life Skills
class taught by Mrs. Kuizin and has a one-on-one aid, Mr. Bjerk. In addition to the support and
instruction that Mr. Bjerk and Mrs. Kuizin provide T.C. in the classroom, T.C. receives further
support from a job coach in order to be successful in his part-time job at Walgreens, and an PT
therapist.
Accommodations that T.C. has available to him include, preferential seating, additional
time, modified assignments, rephrase directions, oral response to test/quizzes, provide
study guides/outlines, peer assistance, reduced paper and pencil tasks, utilization of
manipulatives, daily/weekly organizers, test/quizzes read, alternate setting, modified
tests/quizzes, use of calculator, adaptive PE (no undressing in locker room), key lock for
hallway locker, reminders to not get in others personal space, and aide with him at all
times (including restrooms).

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Within the IEP, it is stated that in the past, accommodations to state academic assessments for
T.C. were that T.C. would participate in the IAA (Illinois Alternate Assessment) in grades 3-8
and 11 grade, though T.C. is now a returning 12th grade student. It also states that it was
determined that of 5/10/2014, further direct OT services were not indicated at this time.
T.C.s team could meet for a variety of reasons. Such reasons include meeting in which
to discuss: initial eligibility, transition, initial IEP, graduation, reevaluation, manifestation
determination, annual review termination of placement, IEP review/revision, or other reason
unspecified. It is not indicated within T.C.s IEP how his team, specifically, will communicate
or how often other than for T.C.s annual review. However, it is written at the top of his goals
that anyone responsible for implementing the IEP must be notified of their specific
responsibilities.
MAPS
For the completion of the MAPS graphic organizer, T.Cs mother was contacted by
phone on the afternoon of April 29, 2015. T.C.s mother, Kate, was very excited and obliging as
the interview took place. The interviewer explained to her that while the interview was solely
for the purpose of the KU graduate student to gain experience in completing a MAPS graphic it
was an important learning tool.
T.C.s Strengths
T.C.s mother cited several strengths of T.C. It was said that T.C. is very friendly and
enjoys talking with others. T.C. is cute and handsome with a good memory. Kate explained that
once T.C. has truly learned something he always remembers that piece of information. Kate
went on to say that T.C. is much neater than his twin brother and that he is a good reader.

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Finally, Kate brought up the fact that T.C. is doing so very well with his Spanish language study.
She explained that many phrases that he knows in Spanish he will only allow family members to
say in Spanish, Six Flags, for instance.
Dreams
T.C. is determine to someday become a chef. Kate said that they have gone round and
round at home that a cook is very similar to a chef, but that being just a cook was unacceptable
to T.C. Kate explained T.C. has many of the same dreams that she has for him. Their dream is
for T.C. to live at home with the Mom and Dad for as long as he can and that he can have some
small 3-4 hour daily job that they can take him to each day.
Right now, T.C. has a small part-time job where he works for an hour each day at
Walgreens as a greeter. This job is only possible for the length of time that he is in school,
which appears to be just one to two more years. Nevertheless, T.C. would like a job that he can
work and feel productive in society.
Needs
We all have things that we need to work on and T.C. has a few that stand out. T.C. could
use some work on reducing inappropriate outbursts. Currently, especially when he is tired, T.C.
can easily become annoyed and has been known to shout at his teacher or aide, though he is
always quit to apologize.
T.C. needs to work on not interrupting others and himself as he works by talking and/or
asking questions that are off topic. This also goes along with T.C.s need to work on paying
attention. Most times, T.C.s attention can be derailed by one word or one picture. T.C. needs to
work on staying focused, Kate explained.

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T.C. also needs to work on his ability to carry on a conversation. For example, most of
the time, T.C. talks about the same things all the time, Six Flags and Looney Toons. Kate
explained that it would be nicer to talk with T.C. if he was willing to talk on a more varied list of
topics.
Goals and Supports
Goal #1) Independence: T.C.s mother said that she would like for T.C. to become more
independent in areas of cooking with a microwave or crockpot. She explained that while that she
wants him to learn how to cook and do for himself, she is not comfortable with him working
around an open flame. It was discussed that she would be fine with him learning to cook using a
microwave or crock pot as part of some cooking classes.
Kate also said that she would like T.C. to learn how to wash dishes and sweep floors.
These goals and supports could be supported through vocational studies and classroom jobs.
Goal #2) Part-Time job: The second goal for T.C. might be T.C. securing a part-time job
after school. T.C.s and his parents dream is for T.C. to have some small 3-4 hour daily job that
they can take him to each day. Such a goal could be supported by the job coach and the STEP
coordinator.
Goal #3) Increase socially acceptable behaviors: The goal here is for T.C. to increase his
conversation skills and to decrease disruptive behaviors. This goal on increasing socially
acceptable behaviors can be supported with the use of social stories and role playing with
classmates.
The accompanying graphic is a visual representation of the aforementioned goals, needs,
and dreams of T.C. and his family members. T.C. has many strengths that lend themselves to

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T.C.s hopes and dreams. It will be a lot of hard work to reach these goals, but they are
attainable with dedication and hard work on everyones part.

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