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Section 1
A statement of present levels of academic achievement and functional performance
1. List all of the assessments used. Briefly state the name and purpose of each assessment.
Why would these assessments be good to use for this student?
- Student participation-district assessment. The student will participate in the districts
assessments with the following accommodations: Science and social studies text read
to him, and directions given on or two steps at a time. Johny should repeat directions
in his own words. This assessment would be good for this student to see the progress
hes made and to learn how to do things better on his own.
2. When writing about the students current performance, it is good practice to start with
positive statements, followed by deficit statements, then a statement about why the deficit
is important to address, and finally a statement about what will be done. For example,
Billy can count to 10. However, he is still having difficulty with skip-counting. This skill
is important to learn because it will help him understand the number system. Billy will
need to work on skip-counting by 2s and 5s. This provides his current performance,
where he needs to go, and why. Find this section in the IEP that you are critiquing. How
does the narrative address the students performance? In a positive light? Mostly negative
comments? Select one paragraph and rewrite it using the format given above.
- In this paragraph, the narrative addresses the students performance beginning with
deficit statements, then positive statements. The narrative does not state why it is
important, nor what will be done. However, later on you will see the students
strengths, needs, and goals.
Johny performs well in social studies and science activities and assignments
when materials are read to him. He experiences success in following directions
when instructions are broken down and accompanied by modeling. However,
based on Woodcock-Johnson Psychoeducational Battery, Johny performs at a KGrade level 1 achievement in reading. These results represent significant
discrepancies from his expected performance based on his cognitive ability.
Johnys instructional level for decoding and fluency are at Grade 1 level. Johny
knows 30 sight words on a first grade list. When reading, Johny demonstrates
difficulty discriminating between similar and dissimilar sounds, particularly in
medial and final positions in words. Johny will need to work on demonstrating
phonological awareness skills by blending and segmenting syllables in 2-4
syllable words and individual phonemes in 3-4 phoneme words.
3. When writing about the effect of the students involvement in the general education
curriculum, it is good practice to begin with a description about what typical students in
that grade level are expected to do. This information can be found on the state department
of education website. After stating what typical students can do in that grade level, a
statement about why the student is unable to access the general education curriculum
should follow. Look at this section in the IEP that you are critiquing. Is it thoroughly
Leytham 2014
Leytham 2014
Parent Conferences
Quarterly
Semester
Trimester
Other:
Written language
Math
Reading
Social skills
Organization Skills
Other:
2. Are the special education services indicated on this IEP discussed in the present levels of
academic achievement and functional performance section?
-
Yes, they are discussed at the end of the report of progress on annual goals section
under Special Education/ Related Services.
3. What types of related services does this student receive? Check each service that is
indicated on the IEP.
Occupational Therapy
Physical Therapy
Audiology Services
Psychological Services
Transportation
Other:
4. Look at the amount of time the related service(s) is/are provided. Do you think it is
enough? If, "No", explain why you think it is not enough.
- The amount of time is twice a week for thirty minutes. I believe it is not enough time,
because speech and language is very important, and that should be their primary
focus. I understand that they have to follow a curriculum and it does not permit any
more time, but the amount of time provided seems to be working for Johny.
Section 5
Resource Room
Separate Classroom
Separate School
Residential School
Homebound
Hospital
2. Look at the justification paragraph. Read it and try to see if the following questions are
answered. Select, "Yes" or "No" for each question.
What specialized instruction, modifications of the curriculum, or
Yes
No
Describe how this student's needs impact the teaching and learning in the
Learning Disabilities
Speech or Language Impairments
Other Health Impairment
Intellectual Disability
Emotional Disturbance
Autism
Multiple Disabilities
Developmental Delay
Hearing Impairment
Orthopedic Impairment
Visual Impairment
Traumatic Brain Injury
Deaf-Blindness
2. Who is required to attend an IEP meeting? Check each required member. Remember, just
because someone is invited to the IEP meeting doesn't mean that he/she is "required" to
be there. Read carefully p. 60.
listed above).
Other individuals who have been invited by the parents or the local education
agency.
Whenever appropriate, the child with a disability.
3. In looking at the special education and related services section, do the projected dates
cover an entire year?
- There is no projected beginning or end date noted on my IEP.
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
The special education and related services should be provided in a resource room or
wherever seems appropriate for the child. It should be at least twice a week for about
half an hour to an hour.
Yes
No