Individualized Educational Plan: Social Studies, Science, and Social-Emotional Goals Assignment

Name: Kai Smith

Date of birth: 2/21/2011

School: Haven Elementary School

Age: 10

Grade: 3

Primary language-Student: English

Primary language-Home: English

Primary classification: Learning Disability

Special Ed teacher: Elizabeth Thompson

Skill Area: Reading Decoding

Present level of educational performance:

Based Upon:

Wechsler Intelligence Scale for Children IV Woodcock Johnson Test of Achievement Informal Assessments

Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words. She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts.

Annual Goal: Given a list of grade level multi-syllabic words, Kai will decode with 100% accuracy by the end of the school year.

Short-term objective: Given a list of 15 syllables, Kai will identify each of the six syllable types in the English language with 100% accuracy at the end of the first quarter.

Short-term objective: Given a list of 10 multi-syllabic words, Kai will divide each word into syllables, identifying the syllable types, and decoding the words with 85% accuracy at the end of the second quarter.

Short-term objective: Given a list of 10 multi-syllabic nonsense words, Kai will divide each word into syllables, identifying the syllable types, and decoding the words with 85% accuracy at the end of the third quarter.

Skill Area: Reading Fluency

Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words. She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts.

Annual Goal: Given a story from a grade level text, Kai with read fluently with 90% accuracy by the end of the school year.

Short-term objective: Given a list of 100 sight words, Kai will pronounce with 90% accuracy by the end of the first quarter.

Short-term objective: Given a list of 100 frequently read phrases, Kai will pronounce with 90% accuracy by the end of the second quarter.

Short-term objective: Give a 100-word grade-level reading selection, Kai will read fluently at 90% accuracy by the end of the third quarter.

Skill Area: Spelling

Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts.

Annual Goal: Given a list of 20 grade level spelling words, Kai will spell with 80% accuracy by the end of the school year.

Short-term objective: Given a list of 20 spelling words, Kai will identify closed syllable spelling, open syllable spelling, and silent e spelling with 90% accuracy by the end of the first quarter.

Short-term objective: Given a list of 20 spelling words, Kai will identify vowel team spelling, consonant LE spelling, and r-controlled spelling with 90% accuracy by the end of the second quarter.

Short-term objective: Given a list of 20 grade-level spelling words, Kai will use the Simultaneous Oral Spelling (S.O.S.) strategy to correctly spell with 95% accuracy by the end of the third quarter.

Skill Area: Reading Comprehension

Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts.

Annual Goal: Given a grade-level reading selection, Kai will answer comprehension questions with 90% accuracy by the end of the school year.

Short-term objective: Given a list of 10 content specific vocabulary words, Kai will determine the definition in context by illustrating the words in a notebook with 80% accuracy by the end of the first quarter.

Short-term objective: Given a list of 10 content specific vocabulary words, Kai will determine the definition in context with 80% accuracy by the end of the second quarter.

Short-term objective: Given a selection containing the previously learned vocabulary words, Kai will answer comprehension questions with 85% accuracy by the end of the third quarter.

Type of Service, Aid or Modification

Location

Time per day/week

Begin date

Duration

Oral reading practice

Resource Room

Weekly

3/9

1 year

Comprehension strategy practice

Resource Room

Weekly

3/9

1 year

Instructional modifications/accommodations: Classroom reading partner, shortened reading selections, oral reading support

Scheduled reports to parents

Frequency: Weekly

Method: Progress Report and notes

Signature

Position

Date

Joe Smith

Parent

3/8/2021

Mac Holt

Special education director

3/8/2021

Sue Reims

School psychologist

3/8/2021

Mary Tulip

Regular education teacher

3/8/2021

Elizabeth Felts

Special education teacher

3/8/2021

Hue McDonald

School principal

3/8/2021