EXCEPTIONALITYCHARTASSIGNMENTINSTRUCTIONS Using the Exceptionality Chart Templat

EXCEPTIONALITYCHARTASSIGNMENTINSTRUCTIONS
Using the Exceptionality Chart Template provided with this assignment, complete the chart by
filling in the remaining sections. You may use information in the Kirk, et al text and other
credible sources to complete the chart areas with missing information. There are several sections
of the chart already completed; they are there for review, as well as to set an example for the
content and formatting of the entire chart.
You are encouraged to work on this chart at the beginning of the course and throughout the time
leading up to the due date.
FINALIEPASSIGNMENTINSTRUCTIONS
OVERVIEW
Special education teachers are responsible for developing and implementing Individualized
Education Programs (IEPs) for students with exceptionalities. Individual abilities, interests,
learning environments, and cultural and linguistic factors should be fully considered in the
development of the IEP to ensure it meets the academic and functional needs of the student. This
assignment allows you to demonstrate your ability to use multiple types of assessment
information from a provided case study to develop an IEP for a student with an exceptionality.
INSTRUCTIONS
1. Review Elli’s information in the provided Present Level of Academic Achievement and
Functional Performance (PLAAFP) for Elli Smith document.
2. Using the IEP Project: Final IEP Template provided with this assignment, develop a
finalized version of Elli’s IEP. The template document is a modified version of the Virginia
Department of Education’s IEP Form. Complete only the portions highlighted in yellow.
The information you will provide in Elli’s IEP includes the following:
 Present Levels of Academic Achievement and Functional Performance
o Use the assessment data provided in the Present Level of Academic
Achievement and Functional Performance (PLAAFP) for Elli Smith
document to identify Elli’s interests, preferences, strengths, and areas of need,
including assistive technology and/or accessible materials.
o Fully describe the effect of Elli’s disability on her involvement and progress in
the general education curriculum, including her performance in academic as well
as functional areas.
 Measurable Annual Goals (at least 3)
o List measurable and observable annual goals for each area where Elli’s disability
impacts her progress in the general curriculum. These goals are to be the ones you
submitted for your IEP Project: IEP Goals Assignment, with any instructor
feedback implemented. There must be a direct relationship between the goals and
the PLAAFP. Be sure to include:
 The student’s name (Elli)
 The condition under which the behavior will be performed
 The specific observable behavior to be performed
 The criterion to which the level of performance at the goal will be
achieved
 The target date/timeline for goal attainment (note that for an ANNUAL
goal, this should be at the next annual review meeting for the IEP).
 Instructional Accommodations/Modification
o Develop accommodations/modifications that will allow Elli equal opportunity to
access the curriculum and demonstrate achievement. Accommodations/
modifications also provide access to nonacademic and extracurricular activities
and educationally related settings. Accommodations may include but are not
limited to time, scheduling, setting, presentation, and response, including assistive
technology and/or accessible materials. Identify frequency, location, instructional
setting, and duration.
o Identify school personnel supports (e.g., equipment, consultation, or training for
school staff to meet the student’s unique needs).
 Participation in the State and Divisionwide Accountability/Assessment System
o Based on Elli’s PLAAFP, determine if Elli will participate in state and/or
division-wide assessments or if Elli meets the criteria for an alternative
assessment program.
o If Elli will participate in statewide assessment, determine if accommodations will
be provided. For the accommodations that may be considered, refer to the
Virginia Department of Education’s Students with Disabilities: Guidelines
for Assessment Participation link provided with this assignment.
o If Elli will not participate in the state or division-wide assessments, include a
statement of justification.
 Least Restrictive Environment Services and Placement
o Based on the Least Restrictive Environment (LRE) principle, identify all special
education and related services Elli will receive, including frequency, location, and
duration.
o Include a statement of justification for each/all services provided and how your
placement decisions reflect the principles of LRE with respect to the student’s
PLAAFP.
Be sure to carefully review the IEP Project: Final IEP Grading Rubric to ensure each section of
the IEP fully addresses the required criteria.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Alignment: This IEP assignment and each assignment component is aligned with CEC 2012
Initial Preparation standards:
 CEC 3.3: Beginning special education professionals modify general and specialized curricula
to make them accessible to individuals with exceptionalities.
 CEC 4.2: Beginning special education professionals use knowledge of measurement
principles and practices to interpret assessment results and guide educational decisions for
individuals with exceptionalities.
 CEC 4.3: Beginning special education professionals, in collaboration with colleagues and
families, use multiple types of assessment information in making decisions about individuals
with exceptionalities.
 CEC 5.1: Beginning special education professionals consider individual abilities, interests,
learning environments, and cultural and linguistic factors in the selection, development, and
adaptation of learning experiences for individuals with exceptionalities.
 CEC 6.1: Beginning special education professionals use professional ethical principles and
professional practice standards to guide their practice.
 CEC 6.4: Beginning special education professionals understand the significance of lifelong
learning and participate in professional activities and learning communities.
 CEC 7.3: Beginning special education professionals use collaboration to promote the well-
being of individuals with exceptionalities across a wide range of settings and collaborators.