Iep Scavenger Hunt-Brittanyjohnson

IEP Scavenger Hunt
Name: Brittany Johnson
Please answer the following questions using the IEP on Johnny Doe
1. What is the date for the Re-Eval?
02/25/2020
2. Name 3 strengths that were written about Johnny?
Hard worker when on task, Kind and polite to others, adds a lot to discussions.
3. What 5 areas of information will the Health and Physical Status give you?
Vision, hearing, motor, baseline, supplementary aids and support.
4. Looking at the Motor Skills portion, this is mainly if we think they need the
Occupational or Physical Therapist as a resource? Occupational therapist
a. Does this student need either? If so which one, if not how do you know?
All boxes are checked no, so he doesn’t need any therapist for motor
functions.
5. Does this student need Adaptive PE? No, the box is checked regular pe, he runs
around just fine so he doesn’t need adaptive pe.
6. Looking at the Social Emotional Portion does this student need a behavior plan?
Boxes are checked yes, so he does need a behavior plan.
a. What is the baseline? 30%- he is verbally aggressive, flips chairs over and
runs around the room.
b. Will they need accommodations for behavior? Yes self-regulation strategies
taught.
7. In the area of Math what are the main concerns? He is struggling with math
problems involving decimals, he is performing below average of his peers in math.
When taking MAPS he is performing well below classmates.
a. What is the baseline? Decimal survey ⅗ correct or 60% accuracy for decimal
addition problems, 0/5 or 0% accuracy for decimal subtraction, 0/3 or 0%
accuracy for decimal multiplication problems and 0/3 or 0% for decimal division
problems.
b. Does this student need accommodations? Yes, extra time on assignments and
assistance in completing assignments.
8. In the area of Language Arts what are the main concerns? He is performing below
level of his peers, on MAPS he scored in 1% for composite and vocab., for reading
comprehension he scored in 25%.
a. What is the baseline? 2nd grade:44 wpm, 1/4 (25%) comprehension questions
correct. 1st grade: 100 wpm, 60% accurate on comprehension.
b. Does this student need accommodations? Accommodation box is not marked
so no he does not, but he could benefit from extra time and help completing
assignments.
9. Is there a need for Daily Living Skills? No there is no need, box is not checked.
10. Goals and Objectives, what are the two academic goals written for?
By the end of the IEP year, he will read at 2nd grade level and answer comprehension
questions with 80% accuracy. He will also in 36 instructional weeks be able to solve
world problems verbally and written with 80% accuracy or ⅔ attempts.
a. Does the math goal match the concerns? No the goal is over all math
problems in which he must answer verbally and written. He struggles with
decimals, so the goal should be over improving decimals math using different
operations.
i. If it doesn’t what should the topic have been in the goal? (E.g
multiplication) The topic in the goal should be decimals because he
needs to work on all types of math problems involving decimals.
Adding, subtracting, multiplication and division should be listed as
benchmarks for him to improve on throughout the school year.
b. Does the Language Art goal match the concern? Not fully, it only matches
one concern. He also struggles with composite and vocabulary. He has scored
1% on both of these areas. The goal is for comprehension which he performs
at 25% accuracy.
i. If it doesn’t what should the topic have been in the goal? The topic
should have been all three areas with more emphasis on composite and
vocabulary because he struggles more with those. If he can improve
on these it should assist with the comprehension.
c. Looking at the goals they forgot to write a behavior goal, read through the
behavior plan and see what the goal should be focused on? This goal should
be focused on self-regulating.
d. Why do you think this should be the focus? It should be focused on this
because he gets upset and throws chairs, is verbally aggressive and runs
around the classroom. If he can self-regulate these behaviors may reduce.
Time in Service
Special Education and Related Services Portion
1. What subjects will Johnny receive help within the General Education
Classroom? 222 minutes in class support language arts math social studies/ science (4 days a
week), 201 minutes in class support language arts math social studies/ science (1 day a week)
2. What subjects will he be in the Special Education room for?
74 minutes Resource Math/ Resource Literacy alternating days (says 4 days, every week), 67 minutes Resource
Math/ Resource Literacy alternating days (1 day, every 2nd week)
Accommodations
1. List all 7 accommodations that Johnny needs to be successful.
Directions in a variety of ways, alternative setting for exams, instructions given in
multiple format, instructions given step by step, preferential seating, read aloud
questions on assignments, read aloud questions and assessments and taught how to
self-regulate.
Assistive Technology
1. Does Johnny need or require technology? NO
Participation with Non-Identified Peers

1. Briefly write up what he will be able to do with non-identified peers. He will be able
to learn in the classroom with peers and go on field trips with peers.
2. What are the two team considerations that are required for an IEP in your own
words? The team considered prior IEP’s he has had and has considered physical
and developmental needs to see where he was at and what he needs.
3. Will this student participate in District-Wide Assessments? Yes the student will
participate in district wide assessments with accommodations.
4. Will Johnny take the general or alternate state assessment? He will participate in
general state assessment.
Positive Behavior Intervention Plan

1. What is the behavior that needs to be addressed according to the IEP? Aggression
and elopement
a. What is the replacement behavior? self-regulation
b. What will be taught? Self-regulation
c. Who teaches the skill? General Ed and SPED
d. Where will it be taught? In classroom
e. How will the school track data? Positive praise, 10 to 1 ratio, extra recess
and time with preferential staff member
2. What supports are needed within your classroom for this student? Dim classroom
lighting, cool-down spot, visual boundaries, participation in small group or individual
work and provide participation prompt, talk time and building a choice into the
student’s day. Also preferential seating, 10 to 1 staff to student, meaningful or
purposeful work, modified assignments and tests, chunk assignments and sensory
breaks, and visual schedule.
Transitional behaviors:
1. What occurs before? Clinch fists and start walking around the room, then escalate
and start getting aggressive and physical
2. What are de-escalation strategies they will use? Remain calm, do not engage in
conversation, offer peace corner or sensory walk
3. What are the supports for the environment and staff? Refer back to zones
strategies that work for him, validate his feelings, have a second adult in the room, clear
room if physical aggression begins. If he is unable to calm down, call the office for
additional support.
4. What are the corrective procedures?
5. If the room is destroyed, Johnny will clean it up when he is calm, make sure he is in green zone.
6. If he is physical with an adult or student, office referral, they will contact parent.
7. Safe spot in another room.
8. Remind him that you are here for him and validate feelings.
9. How will you know when he is no longer in stress or upset? Johnny will start talking to you
and will begin to cry. Allow him to tell you what led up to the behavior.
ESY
1. Does Johnny receive summer school? No
2. Parent Notifications: What two notifications have to happen? Parents invited to
IEP meeting, invitation to attend is documented in students file and the parents
attend
3. The purpose of the FBA- Functional Behavior Assessment To determine why
behaviors happen and how to address it.
a. Who requested the FBA? Gerleman
b. What does mom think? He’s angry because his dad left them.
c. What does the observation tell you? He was doing okay, then after getting a
partner he tried to elope and was able to de-escalate with the teacher.
d. What behavior are the seeing? Aggressive and eloping from class
e. What is important to know on the health? He had ADHD and depression and
parents do not believe in medicine
4. What skills need to be worked on? Emotional-regulation and self control
a. What is the antecedent (what is happening before the behavior)? A
frustrating situation
b. What is the behavior? Physical and verbal aggression and elopement
c. What is the consequences? Calm area, conversation, admin called and parents
if admin deems.
d. What are the functions of the behavior? Escape avoidance, sensory needs,
attention

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IEP Scavenger Hunt

Name: Brittany Johnson

Participation with Non-Identified Peers

Positive Behavior Intervention Plan

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