Iep Observation

From my two observations, I found Mike to behave comfortable among his peers. During a writing assignment that asked students to write about their weekend, several students depending on their IEP, were allowed to complete it in different formats. For example, some students were able to draw and colored, write one sentence or a paragraph, and cut and paste sentence strips. For this assignment, I observed Mike write more then one sentence and draw a picture. I also observed that Mike was frustrated at times during this assignment. Yet, I noticed that Mike was proud of his final product and shared it with me, he commented to me, “Look look, I went to the park with my family. I was play on the mnki br.”
To reiterate, prior to making my field observations
According to Mike’s IEP, he has a communication impairment due to significant receptive and expressive language deficits. Moreover, Mike is diagnosed as developmentally delayed and receives additional support in communication, social/emotional needs, and motor skills. Mike is currently in a substantially separate classroom where 60% of the time he is receiving services outside the general classroom by a special education teacher. He receives educational support services in the academic areas of English Language Arts, History and Social Studies, Science and Technology, and Mathematics. His IEP, also, indicates that he has seven academic goals: (1) using correct grammatical forms 80% of the time, (2) reading aloud fluently with appropriate intonation and expression with no more than 5 errors, (3) solving stories with one step solutions in math using basic addition/subtraction facts with 50-80% accuracy, (4) improving motor, visual motor and visual perceptual skills to increase independence, (5) behavior to be 70% safe regulated, (6) learning and using words with /s/, /r/ /l/ blends and (7) writing 3 sentences 80% of the
In regards to modifications Mike has the following: (1) Content (Instruction provided at instructional level, provide a variety of teaching strategies, vary activities and the learning experience), (2) Methods (multisensory, small group, highly structured, therapeutic/clinical component, language based, fine motor skills and visual perception based, social skills instruction in class, and school counseling), and (3) Performance Criteria: objectives, benchmark assessments, teacher created assessments, progress notes, SLP data logs, observations, behavior logs, OT data logs, IEP goals/benchmarks. In short, Mike’s extensive list of accommodations and modifications indicate the academic challenges Mike faces in the educational