Individualized Education Program in Chess for Susan Brown
Name: Susan Brown Date of Birth: 3-12-80
Parent/Guardian: NA School: SCSU
Primary Language: English
Disability Classification: Cannot play Chess
(i) a statement of the childís present levels of educational performance, including how the child's disability affects the childís involvement and progress in the general curriculum
Susan can currently name the chess pieces, but still hesitates when placing them on the board. She also has difficulty understanding which directions the chess pieces are allowed to move on the board. Thus, this prevents her from being able to get involved and play the game of chess successfully.
She can be fully involved and can progress normally in the entire general curriculum, except for playing chess.
(ii) A statement of measurable annual goals, including benchmarks or short-term objectives
Chess goal 1: Susan will be able to place all the chess pieces on the board without hesitation, as well as demonstrate in which directions all the pieces can move across the board.
Short term objectives:
Susan will be able to place all the chess pieces on the board without hesitation.
Susan will be able to demonstrate in which directions 2-3 chess pieces of her choice can move across the board.
Susan will be able to demonstrate in which directions at least 4 chess pieces can move across the board.
Chess goal 2: Susan will be able to win at least one game of chess through a checkmate.
Short term objectives:
Susan will be able to capture at least half (8) of her opponentís chess pieces.
Susan will be able to tie a game through a stalemate or request a draw.
(iii) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child
Susan will have one on one individualized instruction at her tutorís home for the next two months. She will participate in the classroomís entire general curriculum except for the game of chess.
(iv) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class
Since Susan is unable to play the game of chess, she will not participate in this activity in the regular classroom. Instead, she will have one on one instruction outside the regular classroom.
(v) A statement of any individual modifications in the administration of State or districtwide assessments of student achievement that are needed in order for the child to participate in such assessment
Since she cannot play the game of chess, she will be assessed individually and therefore, will not participate in state or districtwide assessments.
(vi) The projected date for the beginning of the services and modifications described in clause (iii), and the anticipated frequency, location, and duration of those services and modifications
She will begin services on September 10, 1999 and will meet once a week at her tutorís house over a period of two months.
(vii) (I) Beginning at age 14, and updated annually, a statement of the transition service needs of the child under the applicable components of the childís IEP that focuses on the child's courses of study
Not applicable
(viii) A statement of (I) how the child's progress toward the annual goals described in clause (ii) will be measured
Susanís progress toward her goals will be measured through a rubric (see attached). She will be assessed three times: September 18, October 8, and October 30.
(ix) How the child's parents will be regularly informed
Because Susan is over eighteen, her parents will not be notified.
Susan Brown
Lesson 1
Date: September 10, 1999
Content:
Besides telling me the names of the chess pieces, Darren explained to me and demonstrated to me on the chess board:
How the chess board is set up--where each piece is located at the beginning of a game
How each chess piece can move on the board
What checkmate is
Helpful:
I found it helpful that Darren went through the chess pieces one at a time, naming them, showing me where on the board it is placed, and in what directions it can move across the board. He also stopped to quiz me by taking the pieces off the board and asking me to put the chess pieces back in their proper starting positions. He also quizzed me by asking me to show him how each of the chess pieces can move across the board. His sister, Lisa, also prepared for me a study guide, which listed the names of the pieces, how they can move, the goal of the game, and some helpful hints.
Slowed:
My performance was slowed because Darren tried to give me too much information all at once. I was having a hard time trying to keep straight in my head the different ways each chess piece can move. His sister was also watching the lesson, and both Darren and she would sometimes jump ahead and talk about moves further along in the game, which I wasnít ready to comprehend yet. I think it would have been easier if only Darren was showing me, although Lisa did help to clarify a few things.
Feelings:
I felt both excited and a little bit nervous about my cousin teaching me how to play chess. He is only ten years old, and I hoped that trying to learn the game wouldnít be overwhelming for me. I know I will feel stupid, if I canít learn how to play the game, when he already knows how to play it, and heís only half my age. I also donít want to hurt his feelings if he canít teach me successfully.
When I went over to his house, he already had the chess board all set up in the family room. I was impressed at how slowly he went naming the pieces and showing me how they can move across the board. I also thought his little ìpopî quizzes were wonderful because it gave me a chance to stop and see if I was actually remembering all that he had told me.
It was a little hard with his sister there watching me because I didnít want to hurt her feelings and say she couldnít stay, but sometimes it was difficult because they would both be talking to me at once.
After Darren showed me how the pieces move and explained and showed me on the board what checkmate is, he was ready to start playing a game. However, I didnít feel ready to actually start playing a game because I felt like I was mixing up some of the pieces in my head. Therefore, I told him that I had learned enough for one lesson, and I would go home and look over his sisterís study guide and try to learn how the pieces move for the next lesson.
Darren's evaluation of Susan's performance:
(11 years old)
September 18, 1999
Suzy has improved greatly. On the first day Sue came in not knowing anything about chess. When she left she had learned how the pieces moved and captured. She is improving every week. She is a bright student.
October 8,1999
She has improved greatly. Today we played to a draw, which I requested. As I write this, she is gloating over her to be victory. I give her much credit.
October 30, 1999
She has improved greatly, again. In other words, I am playing at 9:30 p.m. She has finally beaten me in chess. For this I feel ashamed. Curse her king, yes her king. This has been a fun assignment. As the commander of Apollo 13 would say, "This is Apollo 13 signing off!"
