Jacob Burns: IEP Portion of Case Study Buettner, Joseph Chapman, Gracia Herrera, Kim Matias, Kourtney Morgan, and Christina Reno Long Beach California State UniversitJACOB SECONDARY CASE STUDY PART 2 2 Jacob Burns: IEP Portion of Case Study Jacob Burns is an 11 grade student with autism in Canyon High School. He has a iybrid schedule of General Education classes and Special Education Present Levels of Performance Ld] Jacob is able to read fictional text, He Ses. -ading below grade level. ‘The team has yet to determine his current reading grade level. Using reinforcements, Jacob will practice reading for pleasure to help increase his reading abilities. With prompting, Jacob can read informational teyssSuch as nutritional labels and bus schedules, Jacob is up to date with current events when audiobooks. Jacob has been successful in following books vocabulary using flash cards. Usi read in class. Based on family interviews. Jacob is learning to read and follow parent-created schedules at home with prompting Writing Jacob is currently learning how to use Microsoft Word to practice his writing skills. With is for his own study material. Jacob mpting and assistance, Jacob writes and creates flashcai is able to write simple sentences with minimal support. Based on assessment observations, Jacob does not exhibit any behavioral problems when faced with frustrating tasks. Math Jacob can add and subtract using a calculator. With minimal to no support, Jacob can igéntify currency. With assistance, prompting, and a calculator, Jacob can calculate the amountJACOB SECONDARY CASE STUDY PART 2 3 Health Jacob is learning to understand nutrition labels in school and at home. A unit in Jacob’s Special Ed classroom will focus on understanding these labels. Behayior a ‘acob is a well-behaved student. He follows directions very well. Some directions may be repeated for understanding Communication Based on family interviews, Jacob prefers to stay indoors and requires a schedule to Prompt him to go outside. Jacob interacts well with close adults. He will need to practice social | fiteractions with peers and those that live in his neighborhood if he is expected to live independently. The team has decided that Jacob’s goals will focus on Math and Transition Skills. The Assessinénts, Ecological Inventory, and the parent interviews show that in order for Jacob to be | fecwmns those two skills should be focused on. Goals and Objectives Goal 1: Mathematics Common Core State Standards: Common Core State Standards MATH PRACTICE, MP2-— LOLZZL son abstractly and quantitatively, Ut oll Dp ‘ommon Core State Standards. MATH.CONTENT.HSN.Q.A.3