Académique Documents
Professionnel Documents
Culture Documents
Rachel Swenson
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?
Woodcock-Johnson tests of Achievement-III. Reading skills are a beginning 5th grade
level, written language skills are at an 4 grade level. His math skills are his area of
strength.
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.
He can answer comprehension questions, read material, such as stories that are read by
his teacher. He is a little slow and hesitant when reading out loud, he struggles with
words that contains multi-syllable words. Has difficulty recalling details.
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
written in a narrative format that addresses how typical students should perform and why
the particular student is unable to perform? Select one paragraph and rewrite it.
Yes, Can understand topic sentences, detail sentences, and concluding sentences. Has
difficultly stringing sentences together to form a paragraph on any given topic. Shows
spelling errors of some basic sight words, invented spelling and has limited punctuation
skills.
Leytham 2014
Parent Conferences
Other:
2. How often will the parent be notified of the student's progress?
Quarterly
Semester
Trimester
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
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: Counseling
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.
Yes, 60 min weekly counseling, 45 min daily reading, 45 min daily writing, 30 min daily
social/ emotional/ behavioral support.
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?
Yes
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes
Yes
No