Name: Kim Deutsch
Professor’s Name: Prof DelMonico
Date:
Course: CS325
11-30-11
Please refer to the sample IEP to answer the following questions. Submit your recorded answers for
both pages through Chalk and Wire.
1. Who are the members of the IEP team? Are they in compliance with regard to who should be at
a CSE meeting? Who is required to be at a CSE?
The members of the IEP team are School Psychologist, Special Education teacher, Zofia’s
parents, Occupational Therapists, Physical Therapists, School Nurse. I could not find who was in
attendance for this meeting on the sample IEP. The required members for the CSE meeting are
the parents, the special education teacher and the school psychologist.
2. What is the student’s present level of performance?
The student is currently functioning below her age in all areas of the curriculum. The student’s
rate of progress is slow. The student does not socialize with peers or staff in appropriate
manner. The student does not display appropriate social adjustments between school and
family. The student participates in small group settings.
3. Name one long term goal?
Zofia will follow classroom morning routine of unpacking own backpack and putting away
personal belongings and school material. The criterion is 90% over 5 months recorded by
observation daily.
4. Are there any issues noted on the IEP that you would want to pay particular attention to?
I would pay particular attention to the students study skills. Due the students current level of
functioning being below her age with slow progress rate, I would want to challenge the student
with concepts but also set her up for success.
5. Are there any assistive technology devices being used?
The student uses a PECS, an augmentative communicator, pictures are used for communication.
6. Is the student participating with his/her non-disabled peers? In what capacity? If not, then why?
The student is not participating with non-disabled peers. The student has special instruction
with smaller student to teacher ratio with minimal distraction to progress in achieving the
learning standard.
7. What special education and/or related services is the child receiving and is he/she in individual
or group settings?
The student is receiving small group lessons. Her special school is 6:1+2, Occupational Therapy
3:1, Speech Therapy 2:1 and Vocational counseling 2:1
8. What are the dates and the frequency of the services to be delivered?
The dates the services are delivered are 9/1/11 to 6/24/12. The student receives special
instruction 5x week for 6 hours, speech/ language therapy 3 x weeks for 40 minutes,
occupational therapy 2x week for 30 minutes, and vocational counseling 1x week for 45
minutes.
9. Is the student participating in state/district wide testing? If not, why?
The student will participate in an alternative assessment due to the student having severe
disabilities effecting language, communication, behavior and cognitive abilities.
10. Was the evaluation non-discriminatory? What evidence on the IEP supports your answer?
I felt the evaluation was non-discriminatory with questions directed for individual needs in each
category of a disability. This is evidence by questioning if the student has limited English
proficiency and if so do they need special education services to address the language needs as
they relate to the IEP.
Answer the following question and then interview your cooperating teacher and ask her/him the same
question and record the responses. This can be a way to start a dialogue with your cooperating teacher
on a professional level.
Student’s Answer:
1. How important is it to know the multicultural issues and individual differences impacting your
student to effectively address the goals in his/her IEP?
I feel that it is very important to know the individual needs of the students I will be teaching. To
know where they have weakness and addressing the weakness will set the student up for
success. And just as important is the understanding of multicultural issues that may affect the
way lessons are taught.
2. How much of an impact do multicultural issues have on a student’s education?
I feel that multicultural issues have a vast impact on student success in education. A student
who has limited English needs to have additional services to help address the language needs.
Cooperating Teacher’s Answer:
1. How important is it to know the multicultural issues and individual differences impacting your
student to effectively address the goals in his/her IEP?
There are not many multicultural issues that affect our special education students this year.
2. How much of an impact do multicultural issues have on a student’s education?
In Sagamore, we have collaborative classes for the ESL population consisting of 1 academic
teacher and 1 ESL teacher in their English, Science, Math and History class. These students also
have a period in their schedules with the ESL teacher in small group settings for reinforcement
of skills and to meet the needs of each student. The community in general, is not very diverse.
We are primarily a Caucasian grouping.