Jennifer Hetrick
CRINE10/E22 Characteristics of Exceptional Populations
IEP / 504 At-A-Glance
IEP plan
Student’s Disability: Developmentally Delayed Grade Level: First
Strengths, Interests,Preferences / Areas in need of improvement or attention / Accommodations, modifications, supports, services provided
- Home support
- Class participation
- Eager to learn
- Wants to please
- Alphabet recognition
- Recognizes letter sounds
- Fractions / - Attentiveness/remaining on task and focused
- Following directions
- Writing expression/ handwriting
- Spelling
- Number sense / - Least restrictive environment (Level I-Resource)
- Will participate in 300 minutes of Integrated Language Arts per week in the special education classroom setting
- Will participate in 300 minutes of collaborated ILA instruction in the general education setting
IEP Goals/Objectives & special education services provided
- Will improve her social skills with 80% accuracy to the age appropriate level. She will follow classroom rules with minimal reminders daily, raise hand to gain teacher attention, refrain from touching others during interactions, listen to directions before beginning a task, and complete all classwork on time.
o Measured by: participation, checklist, observation
- Will improve her writing skills with 80% accuracy to the first grade level by demonstrating growth in writing, initiating and completing writing assignments independently, explaining her writing, using a two finger space between words, and by using proper capitalization and punctuation.
o Measured by: participation, checklist, observation, journal/writing samples, homework, special projects, classwork
- Will improve math skills with 80% accuracy to the first grade level by writing the numerals 1-30, identifying the numerals 1-30, identifying the numerals that come before and next, counting to 30, and counting backwards from 10.
o Measured by: participation, checklist, observation, homework, special projects, classwork
- Will improve reading skills with 80% accuracy to the first grade level by identifying all 26 letter sounds, identifying the sounds made by digraphs and blends, identifying rhyming words, identifying beginning, middle, and ending sounds of words, identifying 30 sight words, retelling a story with beginning, middle, and end, answering comprehension questions based on stories she has read independently and ones she has heard.
o Measured by: classroom participation, checklist, observation, homework, special projects, classwork
OVER
Remediation Strategies (HOW are they addressing the weaknesses and/or goals?) Brainstorm your own if none are listed! What would YOU do if this was a student in your class?
Will participate in all academics (except ILA), resources, family life, field trips, and assemblies as scheduled in the general education classroom. She will receive a variety of supplemental instruction including pullout instruction and collaborative co-teaching. It is important for the general education instructor, special education instructor, and supplemental teachers to simplify, repeat, and clarify directions. It is also important to check for understanding of a task and provide positive feedback whenever possible.
Transition needs or concerns
Defiance and inconsistency in writing skills stand out as ongoing concerns from the initial (kindergarten) version of this IEP to the revisited first grade IEP. It is important for this student to develop a sense of accomplishment in the classroom while maintaining her focus. Continued Special Education services will help her transition from one classroom setting to another.
Other (medical, related services, behavioral notes or behavioral intervention plan, etc.)
WISC-IV results:
- 86 (standard score) in working memory and percentile ranking 18 (low average range)
- 103 (standard score) processing speed index, 58 percentile (average range)
- 93 (standard score) verbal comprehension index, 32 percentile (average range)
WIAT-II
- Total reading standard score: 72, percentile rank 3 (below average range)
- Basic reading standard score: 82, percentile rank 12 (below average range)
- Math fluency: 92, percentile rank 30 (average range)
- Sentence composition standard score: 79, percentile rank 8 (below average range)