The artifact that best represents the course EDU 614 Advanced Individual Education Assessment is an Individual Education Program (IEP) that was developed from a case study of a fictional student (Jerry) who was diagnosed with Bipolar Disorder and Attention Deficit Hyperactivity Disorder. Jerry qualified for special education services under the categories of Emotional and Behavioral Disorder (EBD) and Other Health Impairment (OHI). Jerry's plan was developed from four short testimonies of Jerry's behavior in school. The testimonies did not contain information on Jerry's academics or any testing that was previously done that aided in the diagnosis of his disabilities or his placement in special education. The missing information from the case study was implemented using inferencing from the rest of the information within the case study. This IEP showcases the time spent on learning major components of an IEP including assessments and behavior that are needed for present level of performance, goal writing, and services from special education. Completed and written as best practice, this IEP exemplifies the cyclical nature of education, more specifically, an IEP in special education. This plan reflects the strengths of Jerry as well as his weaknesses to ensure that each teacher he encounters is able to understand how he learns, what his needs are, and what his social and academic goals entail while still being challenged with academic rigor and the same opportunity for social and academic growth that each student deserves.
Attached to Jerry's IEP and acting as a second artifact is a summary that supplements Jerry's IEP. Due to the lack of information (especially academic information) on Jerry, this summary highlights the decisions that were made in order to develop his educational plan. It also explains how inferences were made in order to develop his plan. Under normal circumstances, there would be additional information on a student including, but not limited to, data from assessments, learning styles, academic achievement data, behavior data, and an IEP team that would contribute to the decision making of an educational plan. Since many of these components were missing, the information that was given was minimal and made the task of inferencing necessary to develop a plan for Jerry in order for his success.
Professional Growth: The course, Education 614 Advanced Individual Assessment has provided me with the knowledge and tools to write compliant and best practice Individual Education Plans for special education students. From the beginning of the course discussing appropriate assessment tools to the end of the course on writing an entire IEP to reflect the overall learning, each week brought new resources and information that has empowered me to become a better special educator. More specifically, I feel comfortable reading assessment and student work performance data, designing instruction related to curriculum goals, and building supports based on results of instruction in order for my students to be successful in the general education curriculum. Additionally, the time that was spent on learning the new IEP forms for special education was very beneficial to me. I'll not only be confident and compliant while writing an IEP using the new forms but I will also act as a resource for the rest of the special education team here at Bayfield School District. Through collaboration and peer resource sharing, this course has given me the confidence needed to develop student plans that reflect the academic and social/behavioral needs of each student.
Prior to this course, I thought I was writing compliant IEPs. I know they were not considered best practice. By discussing and taking an in-depth look at the purpose of each section separately as well as its purpose as a whole, (connecting present levels to goals and then reflecting those goals by giving them a special education service) I am able to better understand the process of an IEP in its entirety. During the second to last day of the course I had a 'light bulb' moment where I realized these connections.
​As a member of the Bayfield School District Special Education Team, it was brought to my attention that there needed to be a document that included information on how to write an IEP using the new forms. One of the assignments for the course was to develop an IEP writing guide in the format of either the old forms or the new forms. Because I have not spent enough time understanding the new forms, I decided to write a guide for the (near) future. After completion of the guide, I have shared it with other special education teachers within my school district and plan on discussing it in detail during our next in-service meeting. The outcome of this document will serve my team members as it will be a quick reference when switching from the old forms to the new forms in the next school year.
CEC Initial Preparation Standard #1 Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities The majority of this course focused on the Individual Education Plan (IEP) which reflects this standard's emphasis on developing a challenging learning environment for students with disabilities. Through discussion forums on progress monitoring tools to writing the entire IEP, the focal point was always on the learner, how they learn, understanding their strengths and weaknesses in academics as well as socially, and how to help that individual learner reach the desired skills that are set (standards). The artifact that I have provided for this course exemplifies a plan for an individual with more than one disability with appropriate steps that need to be taken in order for him to be academically and socially successful.
​CEC Initial Preparation Standard #4 Assessment: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. One learning outcome from EDU 614 was to design instruction, intervention, and/or supports based upon the results of assessments (EDU 614 Advanced Individual Education Assessment Syllabus). It is essential for special educators to understand what deficits their students have in each of the core academic areas and/or how their behavior affects their ability to learn effectively in the general education setting. This course provided the tools to be successful in assessing (using multiple assessment tools) students in their academic ability, understanding where individual needs are, and making decisions based on those results.
Viterbo Standards: Stewardship and Service. This course provided me the opportunity to grow professionally and lead others within my school district. As an act of integrity, I chose to lead fellow special educators during meetings on learning the new IEP forms. This has helped me learn as well as others feel comfortable in the changing process. Throughout the cross-categorical program, I have been able to share many resources that were given to me by Viterbo staff and peers from my courses to my co-workers in order to help them grow as professionals.
Impact on Student Learning: The course, EDU 614 Advanced Individual Assessment, has impacted students in my classroom because I am able to write more meaningful IEP goals that are individualized to each student's disability needs. Through collaboration with peers in EDU 614, I have put together a toolkit from many online goal banks that help make the goal writing process more effortless. This toolkit consists of goals that are specifically designed for students with disabilities and ranges from academic, social, emotional, independent living skills, and self-care needs goals. The toolkit proved to be so helpful throughout the course that it has been shared with the rest of the special education team at Bayfield School District.
Goal writing is not the only area that students will benefit or have impact due to this course. Again, through collaboration with peers on open discussion forums, I was able to compile multiple progress monitoring assessments into a Google folder to have as a resource for myself and other special education teachers. Because of this collaborative effort of goal bank and progress monitoring resource sharing, I will be able to customize and monitor goals appropriately for each one of my students so they can develop the skills needed to be successful in the general education environment and curriculum.
Prior to this course, many of my students were unaware of their own academic and social/emotional goals. However, I have included my students to be their own progress monitoring system (supplemental to my own progress monitoring tools). During this course, each student was given a binder with their goals, transition plans, and behavior plans to carry with them throughout the day. Not all of my students have carried them around but within the past few weeks, a handful of students have engaged in conversation with me regarding progress on their goals and what they are actively doing to make progress toward that goal. It has been my experience, historically, that students are removed from the plans that are put in place (for them). As high school students who will leave the school environment in a few years, self-efficacy and self-awareness skills should be building alongside academic, social, and emotional skills.