Your Name: Heather Beaver

Your Name: Heather Beaver IEP / 504 At-A-Glance: Due Mon. Jan. 31st Review an actual IEP (or 504 plan) of a student and complete this form. It is worth 10 points. Do NOT use real names.

IEP or 504 plan? IEP Student’s Disability: Speech/communication delays; visual-perception, visual-motor, and fine motor skill delays Grade Level: 2 nd

Strengths, Interests, Areas in need of improvement Accommodations, Preferences or attention modifications, supports, services provided (includes instruction, testing, environment, assignments)  Sweet, caring child with  Her disabilities have  In all instructional a bright smile severely impacted her locations, the student will  Very involved in social involvement in general receive: interactions and gets education curriculum o Alphabet and along very well with her  Severely below grade level number lines peers and adults in all academic areas, o Clarification of  Always attempts work especially in all directions and tries very hard reading/language arts o Extended time  Student is involved in social for all class interactions that are not work, projects, necessarily appropriate for assessments her age group o Ability to make marks on testing materials o Read aloud tests o Daily small group instruction as well as direct instruction in the general education classroom o Use of letter/sound tiles for classes and reading or written work o Daily use of math manipulatives  The student will receive occupational therapy for visual perception, visual- motor, and fine motor skill development  The student will receive speech therapy twice a week for 30 minutes IEP Goals/Objectives & special education services provided (briefly list the goals, how often, WHERE, and by whom services are provided) Fine Motor Skills  Present level of functioning: Student has difficulty cutting accurately, copying shapes with diagonal lines, and locating grade-appropriate words from competing backgrounds  Long-term goal: Improved visual-motor skills as evidenced by mastery of the stated objectives in 4 out of 5 opportunities by the Occupational Therapist  Objectives: Identify pictures and grade-level words from a rival background; Improved visual discrimination as related to objects in space; Will cut pictures and forms with 1/16 in. accuracy  Assessment will take place by the occupational therapist  Student will work with the Occupational Therapist 30 minutes a week in the Resource Room with a related service provider Expressive Language  Present level of functioning: Student has difficulty naming pictures or related items by semantic features. The student also has problems using correct grammar when formulating sentences.  Long-term goal: By April 2011, the student will increase expressive language skills as evidenced by mastery of objectives in 4 out of 5 trials, measured by verbal responses provided by a speech therapist.  Objectives: Formation of grammatically correct sentences of at least 5 words; given two items, the student will tell how they are similar or different; student will define curriculum words and familiar vocabulary, giving at least three semantic features; Given an item, the student will give its category, and will distinguish at least three other items that belong in that category; The student will correctly use regular/irregular past tense verbs and auxiliary verbs.  Assessments will take place by the speech therapist. Instruction will occur 60 minutes per week in the Resource Room. Reading  Present level of functioning: The student is unable to decode short vowels.  Long-term goal: By April 2011, the student will decode CVC short vowel words through the use of a phonetic based reading program at the 80% level through formal and informal assessments and class work, which will be conducted by a Special Education teacher. Direct Instruction will occur in the Resource Room by the Special Education teacher for 50 minutes daily.  No short-term goals are listed. Written Language  Present level of functioning: The student cannot produce a paragraph.  Long-term goal: By April 2011, the student will be able to write a paragraph of 3-4 sentences on a given topic in 4 out of 5 trials, as evidenced through written reports and class work. Direct instruction and assessments will be administered by the general education teacher and by the Special Education teacher in the general education classroom on a daily basis for 30 minutes.  No short-term goals are listed. Math  Present level of functioning: The student is able to count from 1-20.  Long-term goal: By April 2011, the student will compute basic math facts from 1-18 in addition or subtraction without the use of a number line with accuracy 80% of the time, through drill and practice and class work. Direct instruction and assessments will be administered by the Special Education teacher in the Resource Room for 45 minutes daily. OVER Remediation Strategies (HOW are they addressing the weaknesses and/or goals?) Brainstorm your own if none are listed! What would YOU do if this was a student in your class? The IEP team is taking a number of steps to remediate the student’s academic performance, which has been adversely affected by her various disabilities. To accommodate her needs, the student is receiving pull-out instruction on a daily basis in the Resource Room for math, reading, and writing. The student’s program provides her with various resources to assist in her reading, communication, and math development, including the use of manipulatives in math and reading, alphabet charts, and number lines. To address her delay in motor skills and speech/communication, the student is receiving occupational and speech therapy. The IEP also provides for Extended School Year (ESY) Services during the summer, by providing her with 4 hours of instruction a week during the summer, which will occur in the student’s home. Thus, the student is receiving Special Education services in the following locations: in the general education classroom with modifications, in the student’s home, in the Resource Room with a Special Education teacher or related service provider, and in the therapy room (for occupational and speech therapy). I believe that this was a very comprehensive IEP for the student’s various disabilities. It provides the student with a number of accommodations, as well as interaction with Special Education and resource teachers on a daily basis, and weekly work with an occupational and speech therapist. The IEP sets a number of long-term goals for the student’s development, including short-term objectives for a number of areas. I was pleased to see that the program also includes extended services into the summer in the student’s home.

Transition needs or concerns:  No specific transitional needs or concerns are addressed at this time. However, the IEP team and the student may elect at any time for the student to receive a Modified Standard Diploma option. At such a time, it will be important to discuss the student’s occupational readiness.

Other (medical, related services, behavioral notes or behavioral intervention plan, etc.)  None indicated