Student & School Information
Parents Guardians
Medical Assistance
Eligibility
Based on Walters assessment scores, formative assessment, parent and student input the team determined that the areas impacted by the student's suspected disability are reading and comprehension. This impacts his ability to be successful in all academic subject areas as reading and comprehension are part of each academic subject.
Walter’s decoding skills significantly impact both reading accuracy and speed (fluency). Walter does not like to read out loud in front of his peers, and will become easily frustrated if teachers who are not aware of his unique learning needs push him to do so.
He struggles with academic vocabulary, informational texts, word relationships, prefixes, suffixes and comprehending word roots. Given multiple repetitions and opportunities to practice skills in multiple settings, he is increasing his recognition of new vocabulary words.
Walter was able to recognize all of the letters and phonemes but had difficulty with decoding multi-syllable words, prefixes, suffixes, digraphs and diphthongs on the assessment, and is decoding at the 2nd grade level.
Walter scored in the below average range on the Woodcock Johnson in the area of Broad Reading when assessed in September 2016. Walter was also assessed using the adaptive iReady Assessment on October 1st, 2016, and was identified as having a Significant Reading Deficiency.
Participation Planning
The Training Schools graduation requirements are consistent with the state of Maryland's graduation requirements. A copy of the high school graduation requirements was provided to the parent.
The team determined that Walter will participate in the PARCC and MSA Science assessments with the provision of allowable accommodations.
Performance Summary
Academic and Functional Areas Accessed
Walter scored in the below average range on the Woodcock Johnson IV in the area of Broad Reading when assessed in September 2016.
Walter was also assessed using the adaptive iReady Assessment on October 1st, 2016, and was identified as having a Significant Reading Deficiency.
Walter is reading at the 3rd grade level as measured on the iReady assessment. He struggles with academic vocabulary, informational texts, word relationships, prefixes, suffixes and comprehending word roots. Given multiple repetitions and opportunities to practice skills in multiple settings, he is increasing his recognition of new vocabulary words. Utilizing the interventions developed based upon the formative assessments in iReady, Walter increased his vocabulary by 2 grade-levels last academic year.
Area Discussed
Mother really supports Walter and has encouraged him to continue with her support. She assists him at home with reading during homework time which helps him complete assignments and comprehend the subject area.
Walter is an excellent basketball player. He is interested in learning to read so he will be able to keep up with the coaches’ playbook. He wants to play in the NBA when he grows up.
Walters delay in reading effects his ability to read information on grade level and therefore he needs supports to help him learn the material on the 6th grade level. With appropriate intervention, accommodations, and minor modifications, Walter will meet with more success and show growth.
Strengths and Needs Summary – N/A
Special Considerations
Walter needs no more than 1 verbal prompt per text. Walter requires extensive repetition and practice to learn new skills and information.
No AT devices or services are required.
Instructional & Testing Accommodations
Discussion - Walter W is a 6th grade student diagnosed with a Learning Disability. Walter’s diagnosis of Learning Disability impacts his comprehension of grade-level content and the pace at which he acquires new information. Because of his learning disability, Walter requires instructional level text read aloud.
Spelling and Grammar devices, Visual Organizer, Graphic Organizer will be used to support Walter's instructional program.
Supplementary Aids, Services Program Modifications & Supports - Yes
Walter will be provided with discrete trials and multiple repetitions during small group instruction in the classroom and individualized instruction in the Resource Room.
Extended School Year – No Deferred
Transition – N/A
Goals
By June, 2017, given multiple repetitions, discrete trials to initially learn the new words, and a word bank, Walter will answer contextual questions about 50 grade-level reading vocabulary words, with 90% accuracy on a CBM tool, across 5 different texts written at instructional level and no more than 1 verbal prompt per text.
By November 2016, Walter will read 25 new grade-level vocabulary words through discrete trials, with 100% accuracy in 4 out of 5 sessions.
By February 2017, Walter will answer contextual questions about the 25 new grade-level vocabulary words with 90% accuracy on a CBM tool, across 5 different texts written at instructional level and no more than 1 verbal prompt per text.
By April 2017, Walter will read an additional 25 words through discrete trials, with 100% accuracy in 4 out of 5 sessions.
Services
Least Restricted Environment
Audit & Close IEP