Present Level of Academic Achievement and Functional Achievement

STUDENT is receiving special education in the special education classroom for 20 minutes a week for reading comprehension support and to practice specific concepts pertaining to STUDENT'S IEP goals. STUDENT is in the general education classroom for all general education instruction.

Curriculum accommodations required by STUDENT are too extensive to be met in the general education program without the support of special education services. His lower math and written expression skills affect him in the general education classroom as he struggles beyond the average student to keep up with grade level content without support and continued instruction on specific skills. He will need more direct instruction on academic concepts with remediation on skills during the school year.

**make it individual and describe the "how the student struggles"

Describe the student’s academic performance.

How is the student performing in the general curriculum across all subject areas?

Is he/she advancing toward attaining his academic measurable annual goals?

• How does the demonstrate knowledge of standards?

  • • What actual skills can the student do?

    • What actual skills is the student behind on?

• Describe ACTUAL DATA - the levels at which the student is performing. Give qualitative and quantitative levels.

• Assessments - Classroom; District; State

  • • Not just numbers but describe strength areas and needs areas

Strengths:

STUDENT is able to decode CVC words. When given an independent reading passage that is at the 1st grade level, the student is able to read aloud to a small group and identify characters and sequence events while discussing the reading passage. STUDENT can retell 70% of information from the text.

STUDENT is able to write her name. STUDENT is able to print all letters as dictated by the teacher. STUDENT can draw her ideas to write about. STUDENT is starting to use words to describe her drawn picture. She can phonetically spell some words. She can write sight words, "I", "me", "and".

STUDENT is able to write numbers 0 - 10. She can recite to 100 and pair objects to a given number 0 - 10. STUDENT is count objects under 10 and combine objects to one group under 10 and write out in a math sequence using a math organizer for addition.

Needs:

STUDENT is starting to decode long vowels in a CVCV words. STUDENT will still use short /e/, instead of long /e/. She struggles to make inferences or make predictions to reading passages. She does need to have a discussion about what she has read to be able to make more comprehension connections to her reading.

STUDENT struggles to write simple sentences with sight words. Her spelling is below grade level. She should be able to write 10 of 1st grade sight words, but in only able to write 3. Most of her writing is not understandable without asking her what she wrote.

STUDENT should be able to write numbers to 30, but can write to 10. She has not been able to calculate an addition problem from just written numbers, she needs to have manipulatives to count addition problems.

Accommodations:

What accommodations/modifications/assistive technology HAS been used and how is it working for the student?

Other:

Anything else that may need to be included pertaining to student’s academic performance in Reading, Writing, and Math.

STUDENT is in the 1st grade and has not taken state assessments.