BigCityAccountant
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The IEP was an annual review. (IE: the check box in the annual IEP Development and IEP Review/Revision)
He can do a revision mid-year if he meets his goals early and they don't have to wait until the annual review.
It was to determine where he would best learn... IE: Placement
They were developing a plan to transition him into the workforce.
Every 3 years they have to re-evaluate him...this is mandatory per federal law. (this is with every child)
This was his 3 year re-evaluation.
Amy appears to be his speech therapist. Note, the M.S. CCC/SLP. (stands for Masters of Science, Certificate of Clinical Competence for Speech Language Pathologists)
All of his classes were special ed~~except...Gym. and Vocational Education.
(THERE WAS NO WAY BRENDAN KNEW WHAT WAS GOING ON)
He was getting alot of services...I have to fight like hell to get 45 minutes 2x's a week for anything...
The section with the boxes on page 4 would be if he needed any special equipment. Some special ed students need special equipment such as I-pad’s or similar devices to communicate depending on their disability.
Page 5, He needed oral cues or prompts...that means he didn't understand what he was reading and he needed visuals...IE: http://www.asdvisualaids.com/
His was given 'Un-timed testing (double the time & In a block) The tests had to be read to him and they modified the format to multiple choice instead of essay). He was given the use of 2 note cards for tests~/quizzes.
"individual/small group Instruction” means he learned better in a more structured classroom with fewer students. Basically, this means he was in a special education room or that was the preferred method to teach him.
Avoid penalizing for spelling errors for in class assignments. This means they were more worried that BD was getting the bigger picture.
Quote “Due to the extent and nature of Brendan's deficits in his EXPRESSIVE AND RECEPTIVE LANGUAGE ABILITIES” ( I don’t think this one needs an explanation but this means he had a hard time expressing himself and listening.)
REQUIRES INDIVIDUALIZED PROGRAMMING FROM A SPEECH AND LANGUAGE PATHOLOGIST.
Brendan has difficulties with decoding, comprehension and fluency. He also struggles with understanding and Including vocabulary words. This talks about BD ability to understand what is being said to him.
Speech/Language: He exhibits difficulty responding clearly· and concisely to others, paragraph comprehension, defining vocabulary and understanding age appropriate vocabulary terms remains challenging: Brendan will occasionally ask questions when-he Is unsure, however, eye contact and participation. during discussions with adults and peers Is limited.
"Brendan's memory is affecting all areas of language". I don’t know what this means, but my hubby believes it means he can’t recall the words he’s thinking of related to the circumstances.
When reading ability level materials, Brendan will read with fluency and expression 50% of the time. In this statement, their goal was to read at the 5th grade level, 50% of the time.
He couldn't even read a story and discuss the characters, problems solutions and conclusions with 85% accuracy...that was their goal to get him to that level.
When Brendan doesn't understand something, he will request help from regular/special education teachers, Instructional. aides, or peers 80% of the time. This means when he doesn't understand, he won't ask questions or ask for help...they were trying to get him to ask for help to an 80% level when he didn't understand.
page 15...uhhh...I have no words....
Recall sentences up to 10 words at 80% and up to 12 words at 70% accuracy.
Complete short-term memory. tasks for related and unrelated Items with use of strategies at 70% following a 30 second to 2-minute delay. There is that memory that pops up again.
Recall and utilize various memory tasks in structured tasks and within his classroom activities at least 70% of the time.
Use more consistent eye contact (10 times per class period), body language/facial cues and vocal intonation when speaking or listening to others in the classroom and ST room 70% of the time.
From his old IEP (10/12/04)
Make an Inference about a sentence he has read or a sentence(s) read to him. OH~~he was doing exact THIS when he was talking to Fassbender and Weigert.
Determine appropriate words, affect and body language when presented with social situations during structured tasks, including role playing.
Give Implied meaning of Idioms/slang expressions in structured tasks.
Summarize or paraphrase short stories or paragraphs that are read to him.
Brendan will adapt or change his oral language and pragmatic language to fit the situation by following the rules of conversation with peers and adults.
He can do a revision mid-year if he meets his goals early and they don't have to wait until the annual review.
It was to determine where he would best learn... IE: Placement
They were developing a plan to transition him into the workforce.
Every 3 years they have to re-evaluate him...this is mandatory per federal law. (this is with every child)
This was his 3 year re-evaluation.
Amy appears to be his speech therapist. Note, the M.S. CCC/SLP. (stands for Masters of Science, Certificate of Clinical Competence for Speech Language Pathologists)
All of his classes were special ed~~except...Gym. and Vocational Education.
(THERE WAS NO WAY BRENDAN KNEW WHAT WAS GOING ON)
He was getting alot of services...I have to fight like hell to get 45 minutes 2x's a week for anything...
The section with the boxes on page 4 would be if he needed any special equipment. Some special ed students need special equipment such as I-pad’s or similar devices to communicate depending on their disability.
Page 5, He needed oral cues or prompts...that means he didn't understand what he was reading and he needed visuals...IE: http://www.asdvisualaids.com/
His was given 'Un-timed testing (double the time & In a block) The tests had to be read to him and they modified the format to multiple choice instead of essay). He was given the use of 2 note cards for tests~/quizzes.
"individual/small group Instruction” means he learned better in a more structured classroom with fewer students. Basically, this means he was in a special education room or that was the preferred method to teach him.
Avoid penalizing for spelling errors for in class assignments. This means they were more worried that BD was getting the bigger picture.
Quote “Due to the extent and nature of Brendan's deficits in his EXPRESSIVE AND RECEPTIVE LANGUAGE ABILITIES” ( I don’t think this one needs an explanation but this means he had a hard time expressing himself and listening.)
REQUIRES INDIVIDUALIZED PROGRAMMING FROM A SPEECH AND LANGUAGE PATHOLOGIST.
Brendan has difficulties with decoding, comprehension and fluency. He also struggles with understanding and Including vocabulary words. This talks about BD ability to understand what is being said to him.
Speech/Language: He exhibits difficulty responding clearly· and concisely to others, paragraph comprehension, defining vocabulary and understanding age appropriate vocabulary terms remains challenging: Brendan will occasionally ask questions when-he Is unsure, however, eye contact and participation. during discussions with adults and peers Is limited.
"Brendan's memory is affecting all areas of language". I don’t know what this means, but my hubby believes it means he can’t recall the words he’s thinking of related to the circumstances.
When reading ability level materials, Brendan will read with fluency and expression 50% of the time. In this statement, their goal was to read at the 5th grade level, 50% of the time.
He couldn't even read a story and discuss the characters, problems solutions and conclusions with 85% accuracy...that was their goal to get him to that level.
When Brendan doesn't understand something, he will request help from regular/special education teachers, Instructional. aides, or peers 80% of the time. This means when he doesn't understand, he won't ask questions or ask for help...they were trying to get him to ask for help to an 80% level when he didn't understand.
page 15...uhhh...I have no words....
Recall sentences up to 10 words at 80% and up to 12 words at 70% accuracy.
Complete short-term memory. tasks for related and unrelated Items with use of strategies at 70% following a 30 second to 2-minute delay. There is that memory that pops up again.
Recall and utilize various memory tasks in structured tasks and within his classroom activities at least 70% of the time.
Use more consistent eye contact (10 times per class period), body language/facial cues and vocal intonation when speaking or listening to others in the classroom and ST room 70% of the time.
From his old IEP (10/12/04)
Make an Inference about a sentence he has read or a sentence(s) read to him. OH~~he was doing exact THIS when he was talking to Fassbender and Weigert.
Determine appropriate words, affect and body language when presented with social situations during structured tasks, including role playing.
Give Implied meaning of Idioms/slang expressions in structured tasks.
Summarize or paraphrase short stories or paragraphs that are read to him.
Brendan will adapt or change his oral language and pragmatic language to fit the situation by following the rules of conversation with peers and adults.
