IEP Review Assignment
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Connor is a 9-year-old third grade student classified with a communication impairment who receives special education services. He is mainstreamed for some classes and receives speech therapy twice a week. Connor has shown improvement in reading but still struggles with decoding and spelling. He excels in math. His IEP provides accommodations like extended time on tests and having tests read aloud due to his low reading level. The IEP also includes goals and objectives in various subjects to help Connor progress academically over the school year.
IEP Review Assignment
- 1. IEP Review Assignment Clinical in Special Education - SPED08445 Student pseudo-name: Connor Imhof DOB: December 21, 2003 CA: 9 years old Grade: 3rd grade Program: Multiple Disabilities Classroom (MD), Inclusion/Inclusive setting, Speech therapy Classification: CI (Communication Impaired) Looking into the student’s IEP >>>>>>> 1.) Student’s present level of performance: Connor is a third grade student in a class with eight additional students. The class consists of third and forth grade students with multiple disabilities. Connor is mainstreamed for mathematics, lunch, recess, and specials. He also visits Ms. Sitzler’s Science and Social Studies class one time a week. The following levels were derived from a variety of assessment instruments. *In Language and Literacy, he has become a stronger reader. In Sept 2012 – primer/primer on wordlist/comprehension and in Feb 2013 1st grade/1st grade on the same test. Struggles with decoding new words and still doesn’t know some high frequency words, but improved this year. *In Writing and Language, Connor can write a basic paragraph with support, can generate ideas, draft, revise, edit and publish. It is difficult for him to do spelling and handwriting difficulties. *In Math, Connor is a very strong student. He has a basic understanding if time, money, and management. He sometimes rushes through work and makes careless mistakes. Also, all problems that require reading must be read aloud. 2.) Related Services: Connor goes to Speech therapy two times a week for 30 minutes with a small group of students (3-5 in a group); ideally 1500 min per year. This takes place in the speech room classroom. He started this on 9/15/13 and will continue it until 6/1/14. He will be mainstreamed next year in the general education-setting classroom.
- 2. 3.) Medical Concern: Connor takes 40 mg of Metadote for Attention Deficit Disorder. He needs it to focus and finish his work, which he has been better with according to his teachers. 4.) 2 or 3 Accommodations and/or modifications in IEP In both the General Education Classroom and the Special Education Classroom Connor will be allotted more time to take tests and quizzes as needed. He will also have tests and quizzes read to him as needed due to his low level of reading. In Language Arts, he is to provided with specific guidelines for prewriting and is allowed to utilize spelling tools. In Mathematics, he is allowed to use graph paper for math problems, handwriting, etc. and can use calculators with word problems and long questions as needed. 5.) Goals and Objectives After reading this student’s IEP, I realized that this student has many goals and objectives that will need to be accomplished in this present academic year. These are broken down into multiple benchmarks for each subject that are very lengthy and have their own evaluation procedures. I do not know how to go about giving a brief synopsis of these standards, so I am attaching them with this document. I have already highlighted the major areas of concern with this student, but I do not feel that it is justified to just give one or two things in each subject because they all make him a well-rounded student ready to progress to the next grade. 6.) Eligible for Extended School Year The student continues to make progress towards the general education curriculum from year to year. The child study team fees that he will regress during the summer break to such an extent that he will be unable to recap his losses. The student does not exhibit significant behavioral and or physical needs that require continuous attention. He qualifies for ESY due to regression from July 8 – August 2 during Monday through Friday from 8:45 AM – 1:45 PM. 7.) Brief Reflection a.) Does it match what you know about the student? I found that it does match what I know about the student. This particular student has a very high level of intelligence, but does not show so on a reading level. He is very bright in math and is a very eager student who loves to learn. He has much difficulty with reading and spelling because his current level does not reflect what his capability entails.
- 3. b.) Is there enough information to help you as a teacher? This IEP is very thorough from an academic standpoint. I would like to get to know this student on a personal/observational to see how he learns and interacts with others. He may be a certain type of learner with one subject and a complete opposite in another subject. This gives me a great guideline to start with by getting to know how he has and is being assessed. This will help me establish a base point on how to write lesson plans with the differentiation he needs during my lessons. It is up to me to explore his as an individual and to embellish what his strengths are instead of focusing on his flaws. c.) Are the accommodations/modifications appropriate? I think that they are very appropriate for this student. They align with the type of issues that he is having in the classroom. Since he leaves for inclusion for most of the day, I will have to go in the classroom with him to observe and track his progress. Just from past observations socially and with academic work, I can see where his struggles are present. As stated previously, this information will help me understand him and how he works with certain types of work. I believe that the teachers are very accommodating with providing the tools necessary to fulfill him with the greatest academic potential necessary.