Comments for Alternative IEPs

As we begin the final reporting process of the year, I thought it might be useful to share some of my comments that were written on my alternative IEPs at the end of term one. I borrowed a few of my colleagues reports in the fall to get me started and I used their model to help design clear language that addressed my students’ goals on their IEPs.

That is what we often need, isn’t it? Just an example to get us started. However, for many of us who have been given roles that are unique within our school context, it can be difficult to get examples from amazingly talented individuals with lots of experience.

I am not that amazingly talented person with lots of experience. Not yet anyway. But the comments below might just give you an idea for the perfect way to describe your students in your classroom.

Communication Comments:

_______ is adjusting well to his new classroom at __________. Throughout the day, __ initiates interaction with both staff and students by moving closer to them and making sounds with his voice.  _______ is indicating his needs by motioning his hand in the direction of an object he wants. _____ does that frequently at snack time by motioning to his water bottle or during tech time when ___ would like to watch an iPad. _______will also communicate his frustration and dislike of an activity by crying or hitting others. _______  sometimes responds to his own name by making eye-contact especially when you are talking to him in a small group setting or singing him some of his favourite songs. _______________ will follow one step directions such as sit down, stand up and go to locker.

_______ communicates her needs and wants throughout the day at school to her teachers. _______ has good clarity when speaking and has made progress on her ability to speak slowly so that others can understand what she is trying to say. ________ often uses partial sentences and words to communicate with others and she will be encouraged in term two to add more detail to her sentences when speaking with others.

Life Skills Comments:

________ continues to require assistance to perform self care. He allows staff to brush his teeth and wash his face after lunch. ________ joins the class when we are pouring and stirring our ingredients in our cooking program.

______ continues to brush her teeth every day after lunch. She is really enjoying our cooking program and has helped prepare soup, sandwiches, stir ingredients and cutting vegetables. Now that her menstrual cycle has begun within the last few weeks, a focus will be placed in term two on helping _______ develop a routine where she can independently manage this new part of her life.

_____ actively participates in our cooking program in class. He loves making sandwiches, tacos, pouring ingredients and helping to stir ingredients. In January, he tried the food that we prepared for the first time. _______ continues to brush his teeth and wash his face after lunch with minimal prompting.

Functional Mathematics Comments:

______ is able to sort loonies, toonies and quarters with 100% accuracy but is unable to identify all the coins consistently. ______ can do single digit addition and subtraction using manipulatives  and is able to tell time to the half hour. _______ can recognize numbers and use them in real life contexts within the classroom such as finding the date for a classmates birthday.

Personal and Social Development Comments:

______ has made gains in his positive interaction with his classmates this term. He enjoys eating his snack with his tablemates and will ask them for assistance if he needs help. He also enjoys telling his classmates when they are being kind to him and each other throughout the day. _______ happily enjoys the class and enjoys being part of our whole class activities. The dance routines he can do with four of his classmates are amazing! ________ needs encouragement to choose a friend to do a pair activity and he will continue to be supported with that skill in term two.

_______ is engaging with his peers and staff regularly throughout the day by moving closer to them and making sounds. He smiles when he sees familiar friends and staff. His frequency of hitting others has become much less since the beginning of the year and he seems generally more content with his classmates and new school. ______ will hit others if he is irritated or trying to get there attention since he is unable to speak with his classmates. He can locate the area of his locker in the morning, at snack time and at lunch time.

Fine Motor Comments:

______ continues to enjoy fine motor activities in the class. He enjoys completing puzzles, playing with lego and using Theraputty. He independently zips up his jacket and puts on his snowpants, hats and gloves. ______ has become more comfortable with writing tasks this term and enjoyed writing some of the cards for our Christmas gifts. He has made progress on his ability to open his food wrappers at snack time. Now that ______ has started wearing jeans to school, he will be working on using his fine motor skills to unfasten and fasten his top button in term two.

______ continues to carry his communication bag and lunch bag into the classroom throughout the day. ________ prefers gross motor activities over fine motor activites and will often show his displeasure to doing his fine motor work by sticking his finger in his nose. We have been providing ________ with motivators and rewards such as his favourite shows Toopy and Binoo and positive praise which sometimes motivates him to do his fine motor work.


The Author

Tammy Axt

I am a teacher of students with special needs in the Peel District School Board. This is my third year in the role and I am in the middle of a steep learning curve! I am loving every minute of this new experience with my amazing and awesome students.


Add a Comment
  1. Erin Palleschi says:

    Thank you for sharing!!!

  2. HI Tammy,
    Thank you so much! Your comments for IEP are really great! I will update and apply your comments at suitable places for my students.

    Sarjeet Dhugge

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