Educational Needs and Recommendations:
1. Cameron will benefit form continuing to utilize special education support in order to access the general education curriculum.
2. Cameron will benefit from continuing to receive speech/language, physical therapy, and occupational therapy.
3. Cameron will benefit from receiving extended time on tests, assessments, and/or assignments, as deemed necessary.
4. Cameron will benefit from shortened assignments (i.e. fewer problems/questions, fewer multiple choice questions, shortened sentences/essay, etc.) as deemed necessary.
5. Cameron will benefit from alternative assessment (i.e. oral response, test read aloud, etc.)
The IEP team determined that Cameron met the Eligibility Criteria for Learning Disabilities …show more content…
A review of records was conducted since the team believed that the assessments administered at his last re-evaluation were still appropriate.
Data used for this evaluation were a Record Review, Interview, Observation and Testing.
Reading: Teacher Information indicated that Cameron was significantly delayed in reading. Phonic skills for short vowels were still confused. Cameron continued to struggle with many high frequency words. The STAR and the QRI indicated that Cameron was performing on the Pre Primer level of reading.
Writing: Cameron had fun ideas to write about; but his sentences were hard to read because of spacing between words, illogical spelling and grammatical errors. His handwriting was legible when he used spaces. It was recommended that Cameron utilize the COPSS Rubric (Capitalization, Organization of sentence, Punctuation, Spelling and Spacing) when he was expected to write.
Mathematics: Math concepts were easier for Cameron than math facts and computation. He was attempting to add and subtract with regrouping but there were frequent mistakes. He was unable to do multiplication problems over problems multiplied above …show more content…
His writing expectations are modified from his peers in the class. An evaluation was conducted on a narrative written by Cameron this Fall titled “My Childhood Memories” (expectations were modified).
1. The paper was organized correctly
2. Used transition words to connect paragraphs
3. Required support and prompting to initiate the assignment
4. Had good ideas in the paper
5. Needs instructional support in developing his ideas
On a writing Curriculum Based Measurement (CBM) after he was provided a writing prompt; he was given one minute to think and three to write. Cameron used correct writing sequence on this task. He wrote a total of 24 words. Three spelling errors and one punctuation error was noted.
Progress on Current (10/22/14 – Today) IEP Goals:
1. SPEECH/COMMUNICATION:
In one IEP year, when provided a word bank, multi-sensory tool, and frequent verbal cues, Cameron will produce multiple paragraph reports, with 70% accuracy, as measured by a 10-point rubric, in 3 of 4 measured probes. Met on 5/12/2015
- Writing Mechanics
+ Complete sentences (needs to decrease run-on sentences but always includes
1. Cameron will benefit form continuing to utilize special education support in order to access the general education curriculum.
2. Cameron will benefit from continuing to receive speech/language, physical therapy, and occupational therapy.
3. Cameron will benefit from receiving extended time on tests, assessments, and/or assignments, as deemed necessary.
4. Cameron will benefit from shortened assignments (i.e. fewer problems/questions, fewer multiple choice questions, shortened sentences/essay, etc.) as deemed necessary.
5. Cameron will benefit from alternative assessment (i.e. oral response, test read aloud, etc.)
The IEP team determined that Cameron met the Eligibility Criteria for Learning Disabilities …show more content…
A review of records was conducted since the team believed that the assessments administered at his last re-evaluation were still appropriate.
Data used for this evaluation were a Record Review, Interview, Observation and Testing.
Reading: Teacher Information indicated that Cameron was significantly delayed in reading. Phonic skills for short vowels were still confused. Cameron continued to struggle with many high frequency words. The STAR and the QRI indicated that Cameron was performing on the Pre Primer level of reading.
Writing: Cameron had fun ideas to write about; but his sentences were hard to read because of spacing between words, illogical spelling and grammatical errors. His handwriting was legible when he used spaces. It was recommended that Cameron utilize the COPSS Rubric (Capitalization, Organization of sentence, Punctuation, Spelling and Spacing) when he was expected to write.
Mathematics: Math concepts were easier for Cameron than math facts and computation. He was attempting to add and subtract with regrouping but there were frequent mistakes. He was unable to do multiplication problems over problems multiplied above …show more content…
His writing expectations are modified from his peers in the class. An evaluation was conducted on a narrative written by Cameron this Fall titled “My Childhood Memories” (expectations were modified).
1. The paper was organized correctly
2. Used transition words to connect paragraphs
3. Required support and prompting to initiate the assignment
4. Had good ideas in the paper
5. Needs instructional support in developing his ideas
On a writing Curriculum Based Measurement (CBM) after he was provided a writing prompt; he was given one minute to think and three to write. Cameron used correct writing sequence on this task. He wrote a total of 24 words. Three spelling errors and one punctuation error was noted.
Progress on Current (10/22/14 – Today) IEP Goals:
1. SPEECH/COMMUNICATION:
In one IEP year, when provided a word bank, multi-sensory tool, and frequent verbal cues, Cameron will produce multiple paragraph reports, with 70% accuracy, as measured by a 10-point rubric, in 3 of 4 measured probes. Met on 5/12/2015
- Writing Mechanics
+ Complete sentences (needs to decrease run-on sentences but always includes