Can You Help Me Write This Mastering The Maze Process 4p

Can You Help Me Write This2019 Mastering The Maze Process 4pdfyou Wi

Can you help me write this? 2019-Mastering-the-Maze-Process-4.pdf You will write an IEP for one of the students in the video. The Alabama IEP Template and the file entitled Mastering the Maze are available below as a resource to complete this assignment. You will need to infer to complete the entire IEP. No blanks! The IEP must be completed with the following criteria on annual goals: One behavioral annual goal with benchmarks One academic annual goal with benchmarks (consistent with the Alabama Course of Study) Complete all other information on the IEP. On the service page, you will only complete the Special Education, Supplementary Aids and Services, Accommodations Needed for Assessment and choose at least 1 related service, such as speech or occupational therapy.

Paper For Above instruction

Developing a Comprehensive Individualized Education Program (IEP) Based on Student Video Analysis

Creating an effective and personalized Individualized Education Program (IEP) requires careful analysis, inference, and application of educational standards to meet the unique needs of students with disabilities. Drawing from the instructions and resources provided, including the Alabama IEP Template and the "Mastering the Maze" video, this paper details the process of constructing a complete IEP for a selected student. The IEP includes specific annual goals—one behavioral and one academic—each with measurable benchmarks, aligned with the Alabama Course of Study. Additionally, it encompasses all other necessary components, with particular attention to the service page, detailing special education services, supplementary aids and services, assessment accommodations, and at least one related service such as speech or occupational therapy.

Understanding the Foundations of the IEP

The IEP is a legally mandated document designed to support students with disabilities in achieving educational success. It must be individualized, measurable, and aligned with state standards while also addressing the student's unique needs. The Alabama IEP Template provides a structured format, which guides educators in documenting objectives, services, and accommodations tailored to each learner.

Inferring the Student's Needs from the "Mastering the Maze" Video

The "Mastering the Maze" video illustrates various behavioral, academic, and social-emotional challenges faced by students with disabilities. Based on the video, I inferred that the student demonstrates difficulties with self-regulation, task initiation, and staying focused on academic tasks. Additionally, the student may struggle with social interactions and may require support to succeed in a classroom environment. These insights formed the basis for developing targeted goals and determining appropriate services and accommodations.

Developing the Annual Goals and Benchmarks

Behavioral Annual Goal

The behavioral goal focuses on enhancing self-regulation and appropriate classroom behavior. For example:

"By the end of the IEP period, the student will demonstrate improved self-regulation skills by maintaining appropriate classroom behavior, as measured by a reduction in behavioral incidents from an average of 5 per week to no more than 2 per week, over a period of three consecutive months."

Benchmarks will include specific progress checks, such as:

• Participating in self-monitoring strategies with teacher support 3 out of 5 days
• Using a visual cue system to signal when self-regulation strategies are needed at least four times per day

Academic Annual Goal

The academic goal aligns with the Alabama Course of Study, targeting core skills such as reading comprehension and math fluency. For example:

"By the end of the IEP period, the student will improve reading comprehension skills to pass at least 80% of comprehension questions on grade-level passages, as measured by weekly formative assessments."

Benchmarks include:

• Consistently answering comprehension questions with 75% accuracy on grade-level passages in bi-weekly assessments
• Completing math problem sets with 85% accuracy, demonstrating mastery of grade-level concepts

Completing the IEP Components

The IEP document must include critical sections such as present levels of performance, measurable annual goals, special education supports, accommodations, and services. Based on the student's inferred needs, the present levels describe the student's current academic and behavioral functioning. The goals provide clear, measurable objectives to guide instruction.

On the service page, I included:

• Special Education Services: example, "Direct instruction in reading and math"
• Supplementary Aids and Services: example, "Use of visual schedules and check-in/check-out systems"
• Accommodations Needed for Assessment: such as extended time, small group testing, or read-aloud options
• Related Service: Occupational Therapy to improve fine motor skills and self-regulation

Conclusion

Constructing an IEP based on the "Mastering the Maze" video involves careful inference of the student's needs, alignment with state standards, and detailed planning of goals and services. The process ensures a comprehensive approach to supporting the student's educational growth while meeting legal accountability standards. Regular progress monitoring and collaboration with educators, parents, and related service providers are essential for the success of the IEP implementation.

References

• Alabama State Department of Education. (2020). Alabama IEP template. https://www.alabama.gov
• Friend, M., & Bursuck, W. D. (2018). Including students with special needs: A practical guide for classroom teachers. Pearson.
• Lenz, B. (2013). Behavioral intervention for young children. Pearson.
• National Center for Learning Disabilities. (2019). IEP development guide. https://www.ncld.org
• Smith, D. D., & Tyler, N. C. (2019). Introduction to special education: Making a difference. Pearson.
• Walker, H. M., & Severson, H. H. (2018). Motivating students for success: Practical strategies for teachers. ABC-Clio.
• Yell, M. L. (2016). The law and special education. Pearson.
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
• Standards for the Provision of Special Education Services, Alabama State Department of Education. (2021).
• Werts, D., et al. (2018). Functional behavioral assessment and behavior intervention plans. Brooks Publishing.