Functional: (Power struggles) Dylan was making progress towards his functional goal; however currently his behavior problems have escalated since February 2016. He becomes aggressive, disruptive, non-compliant, unmotivated, isolated, engage in off-task behaviors, avoids task; which consistently show concerning levels of regression across his academic settings. He continues to have low frustration tolerance, serious work avoidance issues, and large amount of attention-seeking behavior. According to classroom observation recorded since August 2015 to current; teacher data/report and office referral, the following modification and implementation have been put in to place in order for Dylan meet his academic goals: General learning environment: Dylan receives special education to provide
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Dylan receives many accommodations and additional support from the special education program in order to be successful. As the curriculum becomes more challenging, Dylan’s time in special education support has increased due to an increase levels of behaviors. Dylan’s reading and written language skills are not considered to be at a functional level. According to Mclass data, Dylan’s MOY: Composite Score 367, TRC Level “L” and DORF 107 wpm has significantly regressed since February 2016. When on task, Dylan responds to simple fact-based comprehension questions, but requires more work on applying a variety of reading comprehension strategies. Current standardized testing revealed that he continues to perform below average in reading skills and he has particular difficulty with comprehension. Classroom observation indicated difficulties will participate in whole group discussions and completing assignments, following directions in reading negatively impact Dylan’s ability to independently within the regular education classroom environment without
Dylan receives many accommodations and additional support from the special education program in order to be successful. As the curriculum becomes more challenging, Dylan’s time in special education support has increased due to an increase levels of behaviors. Dylan’s reading and written language skills are not considered to be at a functional level. According to Mclass data, Dylan’s MOY: Composite Score 367, TRC Level “L” and DORF 107 wpm has significantly regressed since February 2016. When on task, Dylan responds to simple fact-based comprehension questions, but requires more work on applying a variety of reading comprehension strategies. Current standardized testing revealed that he continues to perform below average in reading skills and he has particular difficulty with comprehension. Classroom observation indicated difficulties will participate in whole group discussions and completing assignments, following directions in reading negatively impact Dylan’s ability to independently within the regular education classroom environment without