Richard

Improvements

Richard is improving in his general education classes.

He is on his way to meet his annual goals and objectives.

Richard’s IEP needs some changes in order to better meet his needs.

The IEP is going to meet up to look at implementing the changes.

Richard

Creating a Pathway to Sucess

Conclusion

by: Chelsea, Allison, Mari, Julie

IEP

Steps that brought him here

Sophomore Year

He will receive support from the resource department

Richard will spend fifteen minutes a week in another location

(i.e. a meeting to see how Richard is doing during the school week)

Sixty-nine minutes a day are spent in general education classes.

He struggles with reading comprehension and writing.

Richard is receiving poor grades class.

Interventions

Differentiated instruction

Peer tutoring.

Direct teaching of a skill or concept.

Richard showed minor improvement with some of these interventions.

Other Factors

Richard works hard in class.

He is able to focus on assignments.

He does not have any behavior issues.

Regardless of his efforts, attitude, and interventions he is unable to find success.

Assessment Improvements

Richard's team needs to meet to evaluate his IEP goal progress, his grades, and his test scores.

Richard needs progress monitoring done by either his general education or special education teachers.

Additional intellectual/cognitive testing could be beneficial to determine if Richard has any impairments related to memory, problem-solving skills, or the rate of learning.

What are his goals

•Richard needs to obtain 100% in the following Utah State Language Arts Standards:

Reading Comprehension

Determining Theme

Share responses with peers

Write functional, informational and literary texts for various purposes, audiences, and situations

Use writing process strategies to construct information text

Long Term Goals

College, vocational training, continuing and adult education, and/or military service.

Employment interests are science related, specifically marine biology.

Richard prefers independent living.

Richard’s leisure activities will include community participation.

Assesments

Who is Richard

Assessments used for eligibility/re-evaluation.

Woodcock Johnson-III tests for cognitive/intellectual abilities and academic skills

Richard qualifies for services based on these scores.

State assessment participation.

Richard participates in state CRT testing.

He has accommodations for CRT Reading, CRT Language Arts, and CRT Science.

The accommodations are extended time, special seating, and adjusted grouping.

Progress toward annual goals.

Measured by his grades. This is not adequate, as he has performed well with support from the resource department.

•Richard is a 12th grade student diagnosed with a specific learning disability.

•Reading & writing skills range from below average to low average based in the WJ-III.

• Richard attends class in the general education setting.

• When necessary, Richard seeks out the resource department for assistant.

• He receives extended response time for testing.

• He has preferred seating in the classroom.

• Richard is not attending any special education classes.

Steps to achieve long terms goals

Additional accommodation and modification improvements.

Access to writing tutor for essays

Additional science tutoring and support.

College/military navigation assistance,

Meet with school counselor to assure Richard will graduate

Explore possible services that may be available to Richard in college and military.