EXPLORING THE IEP

SAN YSIDRO HIGH

Disability & Transition plan

• Triennial Meeting
• Student is noted as having working memory and auditory processing delays
• Transition goals of attending community college level courses with hopes of becoming a Science teacher
• He will also work part time at a retail store upon graduation
• He will further explore career options

Social & academic performance

• Student is friendly and prefers to work alone, but works well in groups
• He does well in math
• He needs a graphic organizer to organize his writing
• His writing is simplistic with spelling and grammatical errorrs
• He is in generally good health

aSESSMENTS & annual goals

• Requires CST Testing in Math, Science and History with accommodations
• CAHSEE with accomodations
• Reading Goals: Identify the plot, tone and author's intent with 90% mastery in 3 of 4 trials
• Writing Goals: A thesis-based three part essay with 80% mastery in 2 of 3 trials

ACCOMMODATIONS & Educational setting

• Seat near teacher during lessons
• Allow additional time on tests
• Consultation by RSP Staff
• Specialized Academic Instruction
• 83% of time he is in regular class
• 17% of time he is outside the regular class
• Attend co-teach English, US History and CAHSEE Essentials classes

winter gardens elementary

disability & accommodations

• Annual Meeting
• Speech or Language Impairment
• Consultation by SLP & SLI
• Simplify complex directions verbally
• Read instructions and test items
• Allow additional time to complete tests
• Specialized Academic Instruction

social & academic performance

• Sweet, cheerful, cooperative and confident
• Social and has a lot of friends
• He is far below basic in ELA and Math
• Writing has improved, but spelling is a challenge
• Able to add & subtract with few errors
• Comprehension is weak
• Difficulty completing work & paying attention

annual goals

• Expressive Language Goals: Identify main idea with three details with 80% accuracy
• Reading Goals: Correctly decode target words with 80% accuracy
• Writing Goals: Compose a paragraph with teacher assistance with 80% accuracy
• Math Goals: will calculate addition and subtraction problems with 80% accuracy

assessment & educational setting

• CMA with testing accommodations in ELA & Math
• 24% outside of regular class
• 76% inside regular class

analysis

Commonalities & differences

• Both schools covered all of the federally mandated areas
• No transition plan in elementary IEP
• Elementary had more goals and accommodations possibly due to type of disability

strengths & weaknesses

• High School did not have as many accommodations as the elementary, but could be due to disability
• Not enough history for student in the high school IEP
• Elementary student's history was not as accessible as high school
• More comments in the elementary IEP gave more insight into what took place in the meeting.
• Use of standardized testing to gauge project

suggestions

• Provide more accommodations for high school student if needed
• Both IEPs could include more direction for the teacher in regard to differentiated learning related to student's disability
• IEP could include more accessibility related to demographic; language accessibility and taking cultural differences into account

Fin