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Student Information
Taleshia Hester-Arnold
University of Kansas
M8:IEP ASSIGNMENT 2
Table of Contents
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
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
M8:IEP ASSIGNMENT 4
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
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
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.
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
M8:IEP ASSIGNMENT 5
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
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
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
M8:IEP ASSIGNMENT 6
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
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
M8:IEP ASSIGNMENT 7
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
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
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
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
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
M8:IEP ASSIGNMENT 9
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
M8:IEP ASSIGNMENT 10
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
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
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
M8:IEP ASSIGNMENT 11
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
References
Last Name, F. M. (Year). Article Title. Journal Title, Pages From - To.
Footnotes
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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
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format can use single or 1.5 line spacing. Include a heading for every row and column, even if
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Figures
M8:IEP ASSIGNMENT 16
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tables, if applicable). Include a numbered caption for each figure. Use the Table/Figure style for
For more information about all elements of APA formatting, please consult the APA Style