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.