Jennifer Christensen

Sample IEP
Dominican University
SWK 664
Professor Pascarella
November 29, 2023
 Sabrina Spellman is a high school student at Creek Park High School; she struggles with

impulse control and motivation to complete her assignments. Along with those struggles Sabrina

can become easily stressed and frustrated within the school setting when it comes to completing

assignments and staying on task. Her IEP goal is, when she is feeling frustrated and/or stressed

she will pick a coping strategy to use (taking breaks, talking to an adult, or using a fidget) for

four out of five instances. Taking breaks during class can look like stepping into the hall to do

some breathing exercises or to step away from a stressful environment or taking a walk around

the hall accompanied by an adult to ensure Sabrina returns to class. Talking to an adult could

look like pulling a teacher aside to discuss current situations that could be causing frustration or

stress or asking for clarification on an assignment that she is struggling with. Lastly, using a

fidget could look like squeezing a stress ball, using a fidget cube or other fidget toys to help

focus. This becomes broken down throughout the semester with an increase of instances at each

quarter. At the end of each quarter Sabrina will meet with her social worker or IEP case manager

to discuss how she feels about her progress with the interventions and compare her thoughts to

what her teachers and peers have noticed. This ensure that if the interventions aren’t producing

effective results they could be modified to help her.

Sabrina is also working with a therapist outside of school to focus on her issues with

maintaining a regulated state of emotions and decreasing the frequency at which she becomes

stressed and frustrated. Sabrina’s goal to work on coping skills to intervene her strong emotions

is beneficial to her and her academics. While maintaining a regulated state she will be able to

concentrate on her work more effectively and complete assignments in a timely manner. This

approach follows along with the evidence-based process for interventions in schools. The
problem has been identified and specific interventions along with a goal are being put in place to

best help the student succeed (Sosa, et. al., 2017).

 References

Villarreal Sosa, L., Cox, T., & Alvarez, M.E. (2017). School social work: National

perspectives on practice in the schools. New York: Oxford University Press.