spediepcriticalanalysis

"DJ - Secondary, Cognitive Disabilities, 11th Grade"
A Blackboard Assignment Using IEP Case Studies
Produced for:
Assessment in Special Education, Special Education 471
Dr. Drecktrah
Fall 2001
CEC categorical area: Assessment, Diagnosis and Evaluation

The IEP used for this case study was posted on Blackboard by the professor. It was an actual IEP of an 11th grade student whose identity was kept confidential. The purpose of this activity was to evaluate the existing IEP and add improvements and modifications. Due to the size of the IEP and other factors, it is not available for download from this web site.

Clink on any of the links below to view the components of the IEP Case Study:

Critical Analysis	Lesson plan example	Checklist of Components of the IEP
Downloadable worksheet: Other Educator Monitoring System (pdf)	Downloadable worksheet: Parent Weekly Monitoring System (pdf)	Downloadable worksheet: Hours Worked and Pay (pdf)
Strategies	Eligibility Criteria for Cognitive Disabilities	Grading rubric
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Critical Analysis:

Page #

Category

Page #
in IEP

Notes

Eligibility

See CD Eligibility sheet included. The IEP states that the current IEP is IEP development, review, and/or revision and that the IEP team considers the results of the initial or most recent evaluation. The test results for this student are not included.
Alludes to eligibility requirements for CD, stating that the student "performs significantly below grade level peers and requires modification/adaptations of curriculum" and that the student "needs instruction in daily living skills and functional academics".
A DETERMINATION AND NOTICE OF CONTINUING PLACEMENT, implying that the student has previously qualified for CD eligibility.
Eligibility requirement should accompany this IEP or be included in this student's file for reference.

Checklist

See Checklist of the Components for the IEP

Formal & Informal Assessments

2, 4, 5, 6

Student is not required to participate in statewide assessments because of age and grade level.

Student has elected to not participate in districtwide assessments. The waiver has been approved in the IEP.

Informal Assessments: Graded assignments, worksheets, quizzes/tests, and quarterly progress reports.

Informal Assessments: Written assignments, worksheets, article reviews, resume and data sheet, quarterly reports.

Informal Assessment: Observation, time card, contact with agencies, quarterly progress reports

Additional Testing: The student is receiving adequate informal testing in academic subjects. There is no evidence of a need for additional formal testing in academic subjects. Recommend informal testing in adaptive behavior areas: home living skills, social skills, health and safety, and leisure. These informal tests could include demonstration of skills such as cooking, fire/home safety, public etiquette, or discussion of these skills.

State Assessment

Student is not required to participate in statewide assessments due to age and grade level.

PLOP

3 - 10

Student's strengths, parental concerns, and involvement and progress in the general curriculum are addressed adequately. Student's most recent evaluation is addressed by informal measures but not with formal testing. Annual goals are addressed in the PLOP.

STO

4 - 6

STO are adequate to plan lessons; most of the STO's contain the criterion and behavior, but not the condition.
IEP states that student "needs instruction in daily living skills", but there are no STO's for this area. IEP should be modified to include goals for daily living. EX:

Given a recipe, DJ will prepare the item following the necessary steps 90 percent of the time.
Given a written and rehearsed emergency 911-call plan, DJ will follow the plan with 90 percent accuracy.
Given a mock restaurant scenario, DJ will use appropriate table manners 90 percent of the time.

Parent participation

Cover, 1 - 3

None

Modifications

Student will use modified texts, materials, worksheets, and tests as needed in regular education classes.
Modification suggestions: Training for daily living skills is not specifically mentioned as a part of student's schedule; such skills should be part of the curriculum in the special education classroom.

Additional Assignments:

#	Category	Location	Notes
1	Lesson Plan	Attached	STO goal: Given a worksheet, student will be able to figure time worked and what his pay will be with 75 percent accuracy. STO located on pg. 4 of the IEP
2	Monitoring Systems	Attached	Educator monitoring system is for use by the job coach or student's employer.
3	Strategies	Attached	None

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