The FIE...
includes specific instructional recommendations linked to the student’s cognitive strength and/or weakness to each academic area(s) the recommendation will support
includes specific instructional recommendations linked to the student’s cognitive strength and/or weakness to each academic area(s) the recommendation will support
includes specific recommendations on how to adapt the content, methodology, and/or delivery of instruction as a result of the disability that supports the students involvement and progress with the general curriculum (Specially Designed Instruction-SDI)
a statement about how the student would perform if not provided SDI (for re-evaluations includes data describing performance with and without particular accommodation and modification)
RECOMMENDATIONS TO THE ARD COMMITTEE
STUDENT meets the state criteria for a Specific Learning Disability in the area of reading comprehension due to a weakness in Comprehension/Knowledge, more specifically his area of General Knowledge. Because of this weaknesses, STUDENT will likely have difficulty with tasks that involve application of his acquired vocabulary and language. He may struggle with writing sentences and paragraphs and using his language to express his ideas orally. STUDENT will benefit from differentiated instruction for tasks that require him to comprehend what he reads or hears. Due to his weakness in Comprehension Knowledge he will benefit from deletion of extraneous vocabulary and simplified sentence structure when learning new information. When he is required to read grade level text for comprehension, embedding support for vocabulary with symbols within the text will support his comprehension of the content.
STUDENT had significant difficulties across the board with processing speed and academic fluency. It is recommended that STUDENT be provided extended time on fluency drills. He will benefit from instructional interventions designed to increase his reading rate and fluency. Because STUDENT struggles working under time pressure, place emphasis on accuracy rather than speed. Provide STUDENT ample time to complete his work or shorten assignments so that they can be accomplished within the same time frame as his peers. Make sure he is allowed this time in a way that does not bring negative attention to him. Opportunities for repeated reading of short passages several times will support his fluency rate and support his comprehension. Providing word lists for writing assignments will support.
These lists are potential recommendations for weaknesses in the corresponding areas. These are meant to be used as a guide. Full and Individual Evaluation reports should be individualized based on the student's needs.