Student’s Name: Anthony / District ID: 12345 / State ID: 1111111 / Grade: 1 / Sex: M
Native Lang: English / Ethnicity: White / Birth Date: / Age: 7
District: / School:
Skill Area: Reading Fluency
1. Present Level of Performance: Anthony is making progress in reading at the first grade level and expresses a desire to read in class and at home. Anthonyis able to correctly read 36 of the first 40 high frequency words. He had difficulties differentiating between the vowels andidentifying the correct vowel sound to use in a word. His most recent AIMSweb reading fluency probe showed a rate of 40 cwpm with 5 errors. He is able to correctly tell 42 correct letter sounds in a minute and name 58 correct letter names in a minute. All of Anthony’s mistakes in letter sounds occurred when he was naming vowel sounds. He missed 12 vowel sounds in a minute. Anthonywas also test on vowel sounds using the Vowel Sounds Phonics assessment and he scored 75% on the short vowel sound, 60% on the long vowel sound, and 40% on the silent final e sound.
2. General Education Content Standard(s):
1.LA. 1.7.2 Read aloud Grade 1 text fluently with at least 54 correct words per minute
1.LA. 1.7.1 Read at least 150 regular and irregular sight words fluently
3. Annual Goal (target skill and conditions): When given a list of the first 200 high frequency words, Anthony will read 120 of them at a rate of 3 seconds or less by 11/2011. I f a word is read correctly on 3 consecutive probes, it will considered mastered and testing on that word will not continue.
4. Evaluation Procedure (criteria, procedure, and schedule): correct words in 3 seconds or less, on high frequency word prode, to be tested bi-weekly
5. Assistive Technology (if needed): None needed
Enter report card dates in the 1st line below.
6. How and When Progress Toward Goals Is Reported:
Graph included with quarterly report card,
Skill Area: Phonics
1. Present Level of Performance: Anthony is making progress in reading at the first grade level and expresses a desire to read in class and at home. Anthony is able to correctly read 36 of the first 40 high frequency words. He had difficulties differentiating between the vowels and identifying the correct vowel sound to use in a word. His most recent AIMS web reading fluency probe showed a rate of 40 cwpm with 5 errors. He is able to correctly tell 42 correct letter sounds in a minute and name 58 correct letter names in a minute. All of Anthony’s mistakes in letter sounds occurred when he was naming vowel sounds. He missed 12 vowel sounds in a minute. Anthony was also tested on vowel sounds using the Vowel Sounds Phonics assessment and he scored 75% on the short vowel sound, 60% on the long vowel sound, and 40% on the silent final e sound.
2. General Education Content Standard(s):
1.LA. 1.4.1 Match vowel and consonant sounds to all letters
3. Annual Goal (target skill and conditions): When given a nonsense word test, Anthonywill correctly identify the short vowel, long vowel, and silent final e sound by 11/2011.
4. Evaluation Procedure (criteria, procedure, and schedule): 95% accurcy for short and long vowel sounds and 85% accuracy on the silent final e sound, using the Vowel Sounds Phonics Assessment, to be tested bi-weekly
5. Assistive Technology (if needed): None needed
Enter report card dates in the 1st line below.
6. How and When Progress Toward Goals Is Reported:
Graph included with quarterly report card
*Progress Codes: / Progress Projection Codes:
1 = Completed
2 = In progress / 3 = Not started
4 = Other: / A = Progress is adequate to meet target dates.
B = Progress is inadequate to meet target date.
*Note: If the student is not progressing according to target dates, parents will be informed.
January 2007Form 410b
Copy to the confidential folder, each service provider, and the parent or adult student.