Student & School Information
Parents Guardians
Medical Assistance
Eligibility
John’s progress in the general education curriculum is impacted by his difficulty with utilizing effective reading strategies to read and understand grade level text.
John’s inability to read fluently and comprehend text affects his progress in meeting 3rd grade level Maryland College and Career Ready Standards.
John scored in the below average range in reading when re-evaluated in October 2016 on the Woodcock Johnson IV. with the following results - Passage Comprehension SS: 79, (low performance) Spelling: SS:89 (low average) Letter Word Identification: SS:89 (low average) Broad Reading: SS: 88 (low average)
John’s recent result on the Scholastic Reading Inventory (SRI) administered in September 2016 was 305. This score is significantly below grade level (500-599 is at 3rd grade level range). John is currently reading at a Developmental Reading Assessment (DRA) Level 12 which is at the first grade level. At the beginning of second grade, John was reading at a DRA of Level 8. Running record conducted by the classroom teacher indicates that John makes frequent decoding errors and tends to guess when reading words by identifying the first letter/sound. Woodcock Johnson scores in the area of written language are also below grade level(Standard Score – 81). Weekly progress monitoring from the intervention tool indicates John is making progress toward learning high frequency vocabulary words from a baseline of 20 words to a six-week assessment of 40 words.
John was re-evaluated in October 2016 in the area of mathematics, with result of a standard score of 89, which is below 3rd grade level expectations.
Disability Decision - Based on the results of cognitive and educational assessments, classroom observations/classroom performance, and Response to Intervention data, the IEP Team, (including parent) determined that John qualifies for special education services as a student with Specific Learning Disability.
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.
PARCC
John is currently pursuing a High School Diploma and will take all assessments as mandated by MSDE.
Performance Summary
Academic and Functional Areas Accessed
John was administered the Woodcock Johnson Tests of Achievement IV on 11/03/2016 with the following results - Passage Comprehension SS: 79, (low performance) Spelling: SS:89 (low average) Letter Word Identification: SS:89 (low average) Broad Reading: SS: 88 (low average)
John’s recent result on the Scholastic Reading Inventory (SRI) administered in September 2016 was 305. This score is significantly below grade level (500-599 is at 3rd grade level range).
John is currently reading at a Developmental Reading Assessment (DRA) Level 12 which is at the first grade level. At the beginning of second grade, John was reading at a DRA of Level 8. Running record conducted by the classroom teacher indicates that John makes frequent decoding errors and tends to guess when reading words by identifying the first letter/sound.
Area Discussed
Mr. and Mrs. Wright stated that John likes school and that he is making progress. However, he struggles with completing homework assignments. He enjoys playing baseball after school which enables him to burn off some energy during practice. John shared that his favorite subjects in school are math and PE. They shared that John is personable, friendly and relates well with his classmates. John experiences frustration when reading long passages and he struggles to understand complex text.
John’s teacher stated that John is making progress in his goal to read more fluently and to use more expression in reading. He knows many of the mechanics and rules of writing. He correctly capitalizes and uses appropriate ending punctuation. He was able to do calculations involving addition and subtraction with and without regrouping. John’s teacher shared that John is personable, friendly and relates well with his classmates.
John's progress in the general education curriculum is impacted by his difficulty with using effective reading strategies to read and understand grade level text. John’s inability to read fluently and comprehend text affects his progress in meeting 3rd grade level Maryland College and Career Ready Standards. John's difficulty with reading impacts his ability to comprehend and solve math word problems.
Strengths and Needs Summary – N/A
Special Considerations
John does not have special communication needs.
Results of John's assessments indicate that he does not require AT services to communicate effectively or participate meaningfully in instruction in the general education environment.
Instructional & Testing Accommodations
Spelling and Grammar devices, Visual Organizer, Graphic Organizer will be used to support John's instructional program.
Supplementary Aids, Services Program Modifications & Supports
Due to John's intensive learning needs, he requires supplementary aides, services, program modifications and supports in order to access and make progress in the third grade general education curriculum.
Clarify - John will utilize manipulatives to deconstructed components of the story.
Extended School Year – Deferred - No
Transition – N/A
Goals
Add Goal - Academic - Reading Vocabulary
John will accurately read aloud 80% of the words in a 3rd grade passage on 4 out of 5 CBM probes by the end of the school year.
By November 2016, John will read a list of 30 unfamiliar multisyllabic words with 75% accuracy on 4 out of 5 CBM probes.
By February 2017, John will read 50 3rd grade level vocabulary words with 75% accuracy on 4 out of 5 CBM probes.
By April, 2017, John will read a 100 word passage with 75% accuracy as measured on 4 out of 5 CBM probe.
Services -
Least Restrictive Environment
Audit & Close IEP