IEP-Cheat-Sheet

.docx

School

University of South Carolina *

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Course

560

Subject

Communications

Date

Jun 12, 2024

Type

docx

Pages

8

Uploaded by ChancellorSnowCobra43

THIS DOCUMENT IS INTENDED TO BE USED AS INSPIRATION. PLEASE DO NOT COPY AND USE FULLY AS YOUR OWN. It is not a legal document and may not include wording or information that is necessary for your own state/district.
IEP Cheat Sheet Strengths: What helps to engage the students in their learning? Consider: interests, passions, engagement with peers, and motivation. Academic Achievement: Name all academic areas. Are they above, below or average compared to peers in all subject areas? Do not just include test scores (e.g., level M). Interpret meaning from these and compare to grade level standards and expectations (see reading level information below). Reference standards when discussing educational impact. Functional Performance: Include information on: routines, activities of daily living, independence, gross and fine motor skills, sensory, organization, self-help, physical needs, school/work habits, home/community orientation, social and emotional development, and behavior and interpersonal relationships. Or, state functional skills are not a concern at this time. Reading Levels: OVERALL STRUCTURE: A student’s instructional reading level is established by determining the level of text where the student can read 90-94% of the words correctly. The classroom teacher’s records indicate that NAME’s instructional reading level is at NUMBER grade. NAME is able to read NUMBER grade text with NUMBER% accuracy (consider including current grade level as well). A typical GRADE student is expected to… General Level Statement At grade level, no concerns Overall, NAME is reading at grade level. Slightly below grade level Overall, NAME demonstrates slight delays in reading however, with accommodations and support, is completing grade level material. Below grade level Overall, NAME demonstrates reading skills below grade level.
Effects of Disability: OVERALL STRUCTURE: NAME’S difficulty with ___________ affects HIS ability to __________. Example: Due to NAME’s behavior, he is often removed from class. Because of this, NAME is not making expected gains. Difficulty with… Affects ability to…. Expressive Language NAME’s difficulty with expressive language affects his ability to orally participate in classroom activities. Receptive Language NAME’s difficulty with receptive language affects his ability to understand and interpret material that he hears in order to complete a variety of tasks independently including following multistep directions and answering comprehension questions about classroom material. Social Communication NAME’s difficulty with social communication skills affect his ability to navigate unstructured social situations and participate in group activities with peers resulting in increased communication breakdowns. Intelligibility or Articulation NAME’s difficulty with articulation affects his ability to be easily understood in all school environments and to confidently speak with staff and peers. Written Language NAME’s difficulty with written language affects his ability to write using grade-level organization and sentence structure. Functional Communication NAME’s difficulty with functional communication skills affect his ability to express his wants, needs, thoughts, and feelings. Because of this, NAME can demonstrate behaviors resulting in being removed from class. Other Effects: understand relationships between words, interpret and carry out spoken directions, answer comprehension questions about stories, retell stories, write stories, converse with peers about personal experiences, and respond appropriately to peers in both academic and social situations.
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