COLLABERATIVE LEARNING

Collaborative Education

Order Specifications

This task is for the CLC.

Create a thorough IEP as a CLC that considers the needs of a 13-year-old male student with Duchenne muscular dystrophy and suitable customized education goals in math and English language arts that are supported by research-based instructional practices. Utilize the given IEP template.

Included are the following: 1. Educational objectives and goals
2. Details about the illness and how it develops
3. How the illness affects math and English language arts development
4. Math and English Language Arts accommodations
5. Requirements for accommodations during physical and motor activities
6. Other educational requirements, such as tests, software, and assistive technology
7. Relevant skills that need to be taught
8. Any other special help this pupil could require

While APA style is not necessary, excellent academic writing is.
Individualized Education Plan (IEP) of the Special Education Department
Student Data/Cover Sheet (Form A-1): Student Name Date of IEP Meeting: Student ID: DOB:

Data on the population

number of the pupil
Student Name: Date of Birth: Grade: Gender:
Address of the student’s home: City, State, Zip

Parent 1 Relationship: Parent 1 Name: Parent 1
Parent 1’s address and phone information are as follows:
Parent 1’s work email:

Parent 2 Relationship: Parent 2 Name: Parent 2
Adult 2 Home Phone Number City, State, Zip
Parent 2’s work email:

Home’s First Language: Primary Language Survey Primary Language Survey date Results: Language of Instruction: Attendance District: Home School: Attending School: Service Coordinator:
Results of the vision screening Screening for Hearing: Conclusion: Meeting Date: Possibly IEP’s duration is:
To Reconsider Due:
Current Assessment:
Special Education Primary Category 1: Eligibility for Special Education Category #3: Eligibility for Special Education
Only for students with SLD, the following eligibility criteria were previously established:

Service Level: (A)
the meeting’s type:

Date the parent(s) received notice of the meeting: Date Procedures given to the parent(s) as protections:

Individualized Education Plan (IEP) of the Special Education Department
Student Data/Cover Sheet (Form A-2) with Student Name Date of IEP Meeting:
DOB: Student ID:

The following people took part in the meeting and/or the creation of the IEP. Parents have also received a copy of their legal rights regarding the student’s placement in special education and are aware that they are free to ask for an IEP review for their kid at any time.

Date (MM/DD/YY) of Position/Relation to Student Participant

*The service coordinator must review the IEP with the student and secure their signature, along with the date of this review, if the student turns 16 during the IEP year and is not present at the IEP meeting.

Individualized Education Plan (IEP) of the Special Education Department
Student Data/Cover Sheet (Form B) with Student Name and IEP Meeting Date
Current Level of Academic Achievement and Functional Performance Student ID: DOB

Current IEP Information Section 1

Written goal number:

Give a brief description of the student’s special education services:

Section 2: Evaluation Data Eligibility Areas:

Primary Special Education Category: Eligibility for Special Education Category 2: Eligibility for Special Education Category #3: The following area(s) of eligibility were originally established for students with SLD only:

Section 3: Current Academic Performance
READS, WRITES, AND MATH

Name of Student: Current Academic Performance and IEP Meeting Date:
Functional Performance (Form B) Student ID DOB: Parents’ Comments on Students’ Recent Academic Progress:

Current Data from the Classroom:

State and district evaluations

Section 4: Operational Results
Behavior and Social Emotions:
Present Academic Achievement Level and IEP Meeting Date: Student Name
Functional Performance (Form B) Student ID DOB: Parental Input and Student Functional Achievement at This Time:

Section 5 of the summary of work habits lists the educational requirements.

Individualized Education Plan (IEP) of the Special Education Department
Considerations Form (Form C) Student Name: IEP Meeting Date: Student ID: DOB:

Additional research and consideration of unique factors

Assumed NotIncluded Necessary

Plan for Individual Transition

Transfer of Parental Rights at Majority Age Statement

Positive behavior interventions, methods, and supports have been taken into consideration for students whose behavior interferes with their learning or the learning of others.

Language Needs Statement for a Child with Limited English Proficiency

Statement of Instructional Guidelines for Children Who Are Visually Impaired and Who Use Braille

Needs Expression in the Child’s Language, Direct Peer Communication Opportunities, and Communication Mode

Statement of Required Services and Devices for Assistive Technology

Communication Needs Statement for a Child with a Disability

Concerns Statement for Health

Individualized Education Plan (IEP) of the Special Education Department

Student Name: Student Objectives for Performance Date of IEP Meeting:
Progress Report DOB: Student ID

Skill Area: Basic

Annual Objective
Baseline Intensity of Mastery:
Providers of services for this objective:
Standard:

Annual Objective
Baseline Mastery Level:
Providers of services for this objective:

Student Name: Student Objectives for Performance Date of IEP Meeting:
Progress Report DOB: Student ID

Skill Area: Basic

Annual Objective
Baseline Mastery Level:
Providers of services for this objective:

Student Name: Student Objectives for Performance Date of IEP Meeting:
Progress Report DOB: Student ID

Skill Area: Basic

Annual Objective
Baseline Intensity of Mastery:
Providers of services for this objective:
Standard:

Annual Objective
Baseline Mastery Level:
Providers of services for this objective:

Student Name: Student Objectives for Performance Date of IEP Meeting:
Progress Report DOB: Student ID

Individualized Education Plan (IEP) of the Special Education Department
Accommodations (Form E) Student Name Date of the IEP Meeting: Student ID: DOB: Accommodations
Date provided to General Education Teacher: Accommodations Service Coordinator

Type of Accommodations Location

Type and Location Legend Fields
Type: 1 = Assignments and classwork 2 = Evaluations/tests 3 equals all of the assignments, tests, and classwork.
Location:
A = All Topics B = English and Language Arts C = Reading Spelling are D. Math = E, science = F Social Studies is a G. H for health, and I for electives J stands for physical education.
L = Transition/Vocation K = Lunch L = Library N = Exploratory Parental Communication for Title 1

IEP Team Consideration for an Extended School Year Eligibility Considerations:

Eligibility for ESY: Written justification of whether ESY is required or not

Individualized Education Plan (IEP) of the Special Education Department
Accommodations (Form F) Student Name Date of IEP Meeting: Student ID: DOB:

ASSESSMENT

Reasoning: State Assessments

Typical Accommodations

District Evaluations

Typical Accommodations

CURRENT STATE STANDARDIZED TEST RESULTS (including AIMS, PSSA)

Test Results by Subject Grade Semester Year Reading Math Science

Individualized Education Plan (IEP) of the Special Education Department
Student ID: DOB: Student Name: Services and Environment (Form I) IEP Meeting Date:

SERVICES FOR SPECIAL EDUCATION TO BE PROVIDED
Program(s) for Special Education Required to Meet Special Education Goals and Objectives During the Academic Year. The youngster requires specially created education in the following subjects:
Services for Special Education Location / Setting for Instruction Beginning Date Frequency Provider End Date

PERSONAL SERVICES
Below Special Education Services Are Related Services That Are Educationally Relevant. Location and setting for the lesson, the start and end dates, and the frequency of the instructor.

Clarification: The Following Lists Include Supplementary Aids, Assistive Technology, and Services for Educationally Relevant Students.

SCHOOL PERSONNEL SUPPORTS
The Following Are Supports For School Staff

Clarification:

LARGEST RESTRICTIVE SETTING

Describe the student’s level of participation, if any, in the general curriculum, extracurricular activities, and nonacademic program options when compared to kids who are not impaired. §300.347(a)(4):

300.552(a-b): Take into account any potential negative repercussions of this placement for the child or on the caliber of services that he or she requires.

Different Services School’s Reason: