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M8:IEP ASSIGNMENT 1

M8: IEP ASSIGNMENT

Student Information

Taleshia Hester-Arnold

University of Kansas
M8:IEP ASSIGNMENT 2

Table of Contents

Student Information ........................................................... Error! Bookmark not defined.

Developmental Characteristics ........................................................................................... 3

Academic ...........................................................................Error! Bookmark not defined.

Communicative ..................................................................Error! Bookmark not defined.

Behavioral ..........................................................................Error! Bookmark not defined.

IEP Analysis and Needs .................................................................................................... 12

IEP MAPS ......................................................................................................................... 13

Figure 1: IEP MAPS Document ....................................................................................... 14

IEP Recommendations ...................................................................................................... 15


M8:IEP ASSIGNMENT 3

M8: IEP ASSIGNMENT

Student Information

Jonah Hertz is a Hispanic, twelve-year-old male new to Kansas that lives with mom, dad

that speak no English and older brother who is gang affiliated. Jonah can communicate his basic

needs and wants to adults and his peers. Jonah is in the 6th grade and is currently working on

improving behavior. He also is an English language learner who needs supports such as visual

aids, signs, and gestures.

Developmental Characteristics

Jonah is currently in middle school and can respond and function as a sixth-grade student

in a general education setting. He is showing that he can use school appropriate language

throughout the day to peers and adults. Jonah demonstrates typical sixth-grade behavior when he

chooses to. He can start and maintain relationships with peers and assist them when they

struggle.

Academic. Jonah has adequate Reading skills in phonics, fluency, and vocabulary. Jonah

can follow along with a read aloud, sound out and read most words. Jonah will ask a teacher for

assistance with the pronunciation or meaning of a word if unsure. However, Jonah reading is at

the fourth-grade level. In Math knowledge and application, Jonah can understand multiplication

and division. He can complete three-digit multiplication problems, long division, word problems

and identify the numbers needed in the equation and identify the type of equation needed with

some assistance. Jonah’s written language does not appear to be an issue currently.

Communitive. Jonah communicates with respect and school appropriate language when

addressing peers and adults across all settings when he chooses to do so. For example, when
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Jonah wants to have free time at the end of the day, he will ask, “Can I have free time at 2:00 pm

if I get my work completed?” When speaking to his peers and wants to engage he will say,

“Would you like to work together so we can help each other. When we are finished, we can have

free time?” He is fluent English but will pretend not to understand when he is facing

consequences or avoid work. An example, when he is asked to do an assignment that appears to

be more work or harder, he will start speaking in Spanish saying he does not understand. The

types of assignments Jonah would consider hard would be, math that is a multiplication but set

up as word problems. Also, when given assignments in the form of a packet he will refuse the

work and shutdown.

Behavior. Jonah requires close adult supervision. He uses racial slurs when addressing

peers and when confronted about his language he will lie and repeat a word that sounds like the

inappropriate word. The behavioral concerns come with the interactions with his peers. Jonah

mimics others bad behavior resulting in redirection and consequences. Jonah is easily distracted

during work activities and forgets the tasks assigned. During transitions or unstructured

activities, Jonah engages in inappropriate choices and has trouble engaging with peers. Jonah is

playful but does not know when to stop, resulting in redirection. He blurts out randomly to gain

attention or makes noises such as whistling. Jonah will respond to a few preferred adults, the

others he will respond with a disrespectful tone if he feels they hold less authority.

IEP Analysis and Needs

Jonah began his first day in the classroom with another student he knew from his home

school and the same student he got in trouble with. He started off with playful behavior that

needed redirection. As other students come in from the bus, Jonah starts acting tough and trying

to intimidate the other students with him behavior. He uses foul language towards the youth and
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staff as he is redirected. In the building there are two individual programs in place. One on the

first floor is for high school students doing credit recovery. The other program in which Jonah is

attending is on the second floor and it is for middle and high school students who have been long

term suspended from their home schools.

After being redirected for his behavior, Jonah runs down the stair case into the first-floor

program. The officer had to be called to recover him from downstairs. Once he was brought back

to the second floor, he sat in the café area outside the classroom to gather himself. After a few

minutes of speaking to Jonah and going over the expectations of the program he was allowed to

enter the room with his peers.

Once in the room with peers he remained calm until an older student came in the room.

Jonah started getting loud and moving around the classroom messing with many of the random

classroom items that were sitting out. He then sat into the teachers rolling chair and rolled around

the room. During this time, he was escorted out of the room back in to the café. At this time a

community mentor for another youth came in and observed the behavior and asked to talk with

him. The community mentor is Hispanic and spoke Spanish. I allowed the interaction and we

both found a common connection with Jonah and it was that we all came from the same

neighborhood.

After getting Jonah in a better place for the moment we tried going back into the

classroom until it was time to go. Because Jonah is a newer student the bus has not been

arranged therefore, his mother is picking him up. When mom came to the classroom, she asked

how he did. As I start explaining to her in my best Spanish, Jonah told his mom I was not being

truthful and begin to lie about his behavior. Fortunately, the community mentor was still in the

classroom. The mentor assisted me with communicating with Jonah’s mom about his day. I then
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asked him to explain the expectation of the program while he is in attendance. Overall, it was not

the best start for a new student, but he will get the consistency and structure needed to work on

his behavioral needs.

Jonah’s schedule for today has been adjusted based on previous behaviors during class.

All the students will be separated into groups, leaving Jonah to work with one other student in a

separate room. The students will rotate each hour and remain with the same adult. Jonah has

expressed a dislike with doing computer work. Jonah received his work in the form of

worksheets. It was discovered that when allowed to use the computer, Jonah was not as

productive and would avoid work to play games or watch music videos instead.

Jonah is sat a table away from the computers to do paper/pencil work. Jonah asks for

math worksheets and prefers working on multiplication. Jonah is given five worksheets that

should take him to complete in 30 minutes. After 10 minutes, Jonah hands in the worksheets and

says he is complete and ready for free time. Prior to the class being split up, the students were

offered 30 minutes of free time at the end of the day, if the scored 70% or higher on all

completed assignments required for the day. However, Jonah lost his free time for the week due

to his extreme behaviors previously. Jonah had become verbally abusive to staff and peers, he

walked out of class multiple times during a 30-minute block of time. Jonah has been using racial

slurs towards peers and staff and has hit peers. This is the behaviors that have cause Jonah to lose

free time.

IEP MAPS
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Student attends class during the afternoon hours of 11:50am-2:50pm. During this time

frame the information to be collected will be surrounding behavior. It appears that this student’s

behavior is a struggle and interferes with his academic process. When the student enters the

building from the bus, his behavior will be documented: How he responds to transitioning from

the bus with peers, Is he using appropriate language when entering the building, while eating

lunch, is student engaging in appropriate language and keeping hands to himself, how many

times does staff have to redirect student before entering the classroom, and once in the

classroom, is student on task and remains on task; if not how many times is he redirected.

Jonah’s current behavior patterns will require him to have an adult chose to him to

reinforce positive behaviors. There will need to be a token board system to encourage Jonah to

remain on task and display positive interactions with peers and staff. Jonah will need at least 30

minutes of one on one time to complete assignments. It appears he works will without the

distraction of his peers.

Before Jonah arrives, lead teacher and para with brief on strategies to be used once

students arrive for the afternoon. The communication will take place face to face and through

email if necessary. Both staffs will also set up a Google classroom to share worksheets and

lesson ideas.

For this student, direct instruction and occasional small group instruction will be

provided. Jonah appears to work well with teachers one on one. Also, with certain peers. Each

day will be different depending on the climate of the room and interaction of the students. Jonah

will also be given structure lessons to help him with behavior. Observation will be the main form

of assessment to evaluate what behavior is impeding Jonah’s learning or the learning of others in

his classroom space.


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Strengths

Jonah is a strong reader, however, only enjoys reading one on one with teacher. He is

confident in his ability to succeed and make friends. Jonah enjoys math more than reading and

especially like doing multiplication over any other form of math. Jonah can communicate well,

when he chooses to. He has the ability to use his words appropriately when he has a clear goal in

place. He also can be a good leader with peers when he chooses to. An example of the would be,

if he saw another student feeling down or upset, he would check on them to make sure they are

ok.

Weakness

Jonah struggles with allowing anyone to think he is not smart enough.

J.H’s Day

Jonah is in a small classroom setting with four other peers, one from his home school.

Jonah went enrolled into the long-term suspension program due to behaviors displayed at his

home school with another student who is also in the program. The first few days with Jonah was

challenging. In the classroom, he was loud and extremely disrespectful to peers and staff. Upon

getting settled, one on one Jonah was able to share his thoughts about why he was sent to the

program. Jonah communicates well. During a class reading session, Jonah took the lead and

displayed excellent reading skills. A few concerns, lack of respect for adults or authority figures

and speaks out of turn often.

Jonah enjoys playing Fortnite with friends online, watching videos on YouTube, and

listening to music. While at school he is able to earn these during free if class work is complete.

Jonah says that he wants to be a famous rapper and make a lot of songs. He says that he does not
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enjoy school much unless he is able to hang with friends who are there. Jonah expressed that he

likes when people pay attention to him. At home he has a sister and three brothers, and they get

all the attention. Jonah is originally from California and does not like living in Kansas because it

is boring.

Parent Thoughts

Jonah’s parents hope that he could improve with his academic and behavior. They would

also like to see Jonah working on behavior strategies. The parents concern is that his current

placement will limit his exposure to positive peer interaction and modeling, causing him to rely

only on adult support. Because of his behavior and fighting, Jonah has been long termed

suspended and placed in an alternative program to meet his special education needs. Jonah does

not do well with rejection or being told “No” when he is being redirected or asking for

something. Jonah’s parent wants him to have better behavior at home and at school.

MAPS Form
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Figure 1. IEP MAPS Document. This figure is information gathered during encounters with staff,

parents, and the student. The information present will be used to help create an appropriate plan

for J. H. moving forward.

IEP Recommendations

Jonah is a student who requires a lot of redirection and adult support. Currently,

Jonah has had several phone calls home and multiple redirections that involve officer support. To

minimize the calls home, we will use the family mental health case manager assist with support

to keep from calling home each time. The case manager is willing to come to the school and take

phone calls anytime.

Jonah’s behaviors get I the way of his ability to stay on task and be respectful to other;

including his peers. Jonah well need to be rotated into separate peer groups. The peer groups will
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include students who he would be more mature and students who he does not typically work

with. The rotation will take place in three sessions to avoid him getting comfortable in each

group. By doing this it will reduce the acting out and time off task.

However, Jonah has shown that he can speak appropriately with adult and peers when he

chooses to. Jonah has that ability to start and maintain relationships with peers and adults of his

choosing. Jonah does show remorse when his behavior has caused a peer to feel sad or if the staff

must redirect him multiple times. He likes to be to center of attention and will over talk anyone

getting in the way of that, including adults. Jonah’s parents speak very little English which

makes it difficult to communicate issues in the moment. The parents want Jonah to improve his

behaviors so he can continue to improve academically.


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References

Last Name, F. M. (Year). Article Title. Journal Title, Pages From - To.

Last Name, F. M. (Year). Book Title. City Name: Publisher Name.


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Footnotes
1
[Add footnotes, if any, on their own page following references. For APA formatting

requirements, it’s easy to just type your own footnote references and notes. To format a footnote

reference, select the number and then apply the Footnote Reference. The body of a footnote,

such as this example, uses the Normal text style. (Note: If you delete this sample footnote, don’t

forget to delete its in-text reference as well.)]


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Tables

Table 1

[Table Title]

Column Head Column Head Column Head Column Head Column Head
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789

Note: [Place all tables for your paper in a tables section, following references (and, if applicable,

footnotes). Start a new page for each table, include a table number and table title for each, as

shown on this page. All explanatory text appears in a table note that follows the table, such as

this one. Use the Table/Figure style to get the spacing between table and note. Tables in APA

format can use single or 1.5 line spacing. Include a heading for every row and column, even if

the content seems obvious. To insert a table, on the Insert tab, tap Table. New tables that you

create in this document use APA format by default.]


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Figures
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Figure 1. [Include all figures in their own section, following references (and footnotes and

tables, if applicable). Include a numbered caption for each figure. Use the Table/Figure style for

easy spacing between figure and caption.]

For more information about all elements of APA formatting, please consult the APA Style

Manual, 6th Edition.