Jason's+IEP+Planning+Notes


 * Student:** Jason


 * Areas:** Visual Efficiency, O&M, Reading, Language, Behavior, Shape Discrimination


 * Service Provider:** Teacher of the Visually Impaired


 * Present Level of Performance**

Strengths:
 * Is capable of speaking
 * Uses light perception and peripheral vision when traveling
 * Can visually detect the presence of a wall while trailing

Needs:
 * Concept development skills to relate objects with their name
 * O & M skills in order to ambulate throughout the classroom/school environment
 * Social interaction skills and appropriate use of vocabulary
 * Visual efficiency techniques
 * Multi-sensory activities to promote appropriate stimulation
 * Braille Instruction


 * IEP Recommendations:**

__Goal__: Visual Efficiency: When provided with 2 picture cards, Jason will use his residual vision to engage in a picture exchange to request a preferred choice or item 8/10 times as verified by his desire to follow through with his choice. Objectives:
 * 1) Jason will engage in the picture exchange to gain a preferred item on 8/10 trials.
 * 2) Jason will show visual discrimination by choosing preferred icons over non preferred icons consistently on 8/10 trials.
 * 3) Jason will show visual discrimination by reaching for the actual preferred item after being presented with 2 preferred icons and choosing the desired icon 8/10 trials.

__Goal__: O&M: When traveling in the classroom and between classrooms, Jason will correctly demonstrate cane use 80% of the time by using the correct cane grip and the two-point touch method. Objectives:
 * 1) Jason will use the two-point touch method in detecting obstacles in his path while traveling around school.
 * 2) Jason will use the two-point touch method in detecting width and depth of curbs and navigate both stepping up and stepping down.
 * 3) Jason will use the two-point touch method in detecting the presence of staircases, and then be able to successfully go up and down using the handrail.

__Goal:__ Behavior: Jason will engage in appropriate behavior in a fully included classroom setting and school environments when he is feeling frustrated or over-stimulated 80% of the time.

Objectives:
 * 1) Jason will be included in the daily flow of a classroom with his typically developing peers and be a full participant 4/5 times during daily activities.
 * 2) Jason will exhibit appropriate behavior when transitioning from one task or school environment to another 4/5 times given verbal cues.
 * 3) Jason will exhibit appropriate behavior when experiencing changes to his regular schedule and school routine 4/5 times.
 * 4) As he participates in class activities, Jason will be able to follow classroom rules and directions with verbal cues 4/5 times.

Standard: CO Math Standard 4.1aii __Goal:__ Shape Discrimination: Given a variety of shapes of various sizes, Jason will correctly name shapes (square, circle, triangle, and rectangle) regardless of their orientations or overall size at least 5 out of 5 times.

Objectives:
 * 1) Using his tactile sense, Jason will identify and describe triangles of various sizes 8 out of 10 times.
 * 2) Using his tactile sense, Jason will identify and describe circles of various sizes 8 out of 10 times.
 * 3) Using his tactile sense, Jason will identify and describe squares of various sizes 8 out of 10 times.
 * 4) Using his tactile sense, Jason will identify and describe rectangles of various sizes 8 out of 10 times.

Standard: CO Reading, Writing and Communicating Standard 1.1i __Goal:__ Language: Jason will learn and use correctly 50 new vocabulary words that are taught directly through reading, speaking and listening with 95% consistency by the end of the first semester.

Objective:
 * 1) Jason will learn and use 3 new vocabulary words per week that are taught directly in relation to everyday objects, events, persons, etc… that he encounters with at least 95% accuracy.

__Goal:__ Reading: Jason will develop pre-braille reading skills. Objectives:
 * 1) Jason will demonstrate efficient pre-braille reading readiness skills by positioning fingers and hands correctly for tracking
 * 2) Jason will then track from left to right with the gradual input of braille symbols
 * 3) Jason will use both hands to find consecutive lines.
 * 4) Jason will turn pages and successfully place hands in correct braille reading position 4/5 times

__Goal:__ Reading: Jason will develop reading skills. Objectives:
 * 1) Jason will recognize, and understand the use of the braille alphabet. (insert from choices below).
 * the alphabet
 * punctuation
 * composition signs
 * single letter whole word contractions
 * lower cell whole word signs
 * whole and part word one-cell contractions
 * part word contractions
 * initial letter contractions
 * short form words
 * Dolch words or equivalent
 * literary numbers and number sign

**Service Recommendations:**

 * Jason will need a paraprofessional to assist in the classroom during activities as needed. The paraprofessional will need to consult with the TVI for proper instruction on appropriate materials to be used in the classroom. (ie. tactile materials, Brailled materials, etc.)
 * Jason will need to meet with a TVI 3X's a week for Braille and Nemeth instruction (basic letters/contractions and numbers at this early stage).
 * Jason will need to meet with an O & M 3X's a week to ensure proper traveling and movement inside and outside of the building.
 * Jason's regular education teacher(s) will meet with the TVI prior to teaching him in the classroom for collaboration and additional instruction on how to successfully teach a VI student in a regular education classroom.

**Recommendations for Eye Poking Behavior:**
__Goal:__ Behavior: When Jason engages in eye-poking behavior, he will choose to hold/play with one of three objects that he has previously chosen for this purpose. He will do this 3 out of 5 times for the first semester to receive a reward or activity he has also chosen. By the end of the end of the second semester, Jason will increase this to 4 out of 5 times. Objective:
 * 1) To provide Jason with a socially appropriate outlet to eye poking that will meet his sensory needs.