2. Who is this Guy?
• Guy is a 17 year old Senior who has a “special learning
disability”.
• His related services need one-on-one attention
• His reading and math skills are below average
• He understands fewer words than his peers
• He struggles with writing expression
• He attends General Education classes
• Though his math skills are low, he has been having
success in geometry.
3. What are his Goals?
• Language:
• Guy will write a composition as implemented by the
student, starting 4/11/2006- 4/11/2007
• Guy will write an expository paragraph which includes a
topic sentence, three supporting details and a concluding
sentence.
• Guy will list ideas and information as a prewriting activity.
• Guy will write a composition of more than one paragraph
using an appropriate organizational pattern and logical
transitions
• Guy will demonstrate effective comprehension strategies
with 80% target achievement by 4/11/2007
4. • Reading:
• Guy will demonstrate effective comprehension strategies
with 80% target achievement by 4/11/2007
• Guy will answer who, what, where, how, which questions
about a selection of reading.
• Guy will describe the meanings of words using context
clues, examples: synonym, antonym, and comparison and
contrast.
• Guy will employ continuous self-monitoring strategies to
ensure that the text is clear. Examples: previewing, self-
questioning, making predictions, comparing to prior
knowledge.
•
5. • Language and Speech
• Guy will improve the ability to understand and use words
and word relationships
• Guy will improve the ability to understand figurative
language (metaphors) with 80% accuracy in two
consecutive sessions
• Guy will learn strategies for and increase knowledge for
reading labels, filling out forms, applications, schedules,
brochures, newspapers, telephone, book, dictionaries,
and menus with a 80% in 2 consecutive sessions
6. Steps that Brought Him Here
• It seems as though Guy has struggled throughout his high
school classes with math, language arts courses and
communication with his peers and teachers
• Interventions:
• -Differentiated Instruction
7. IEP
• Guy will receive support from the resource department
• People Involved:
• - LEA representative - Special Education Teacher
• - Regular Education Teacher - Student
- Legal Guardian -Speech Therapist
• Areas For Improvement:
• - For additional goals, we would like a more detailed
identification of assignments and necessary time that
needs to be spend per day, and per week on each
assignment.
8. Improvements for Reading
• Guy has a harder time progressing with the core
curriculum than his peers.
• Reading skills are below average to low average
• Basic reading skills- SS66
• Comprehension –SS65
• He needs a goal for improving basic reading skills as well
as comprehension
• In order for Guy to succeed, he will have to pair up with a
classmate to practice his skills. He will then speak with a
teacher to show understanding or comprehension of what
was read that week.
9. Improving for Writing
• Guy has struggled with writing expression though he has
had success in his LA classes and with support in his
study skills class
-Guy needs to get a tutor for his writing expression
10. Improvements for Math
• Guy’s broad math skills are below average, though his
success in geometry has potential to be at the average
level.
• It is debatable whether or not he needs a tutor at this time
for his math skills.
11. Improvements for Speech
• Guy’s expressive language range is from 67-77. This
impacts his communication with other students and
teachers in the classroom.
• Guy’s pragmatic language is an area of strength
• Guy will need to meet with a speech therapist to help with
his communication skills
•
12. Long Term Goals
• Guy wants to work for the railroad after high school.
• Guy is interested in graduating early.
• Guy may consider college training and playing basketball
at the college level.
• See speech pathologist to ensure that he works on his
communication skills
• Guy will need training for railroad work.
13. Steps to Achieve Long Term Goals
• Pair Guy with a reading, writing and math tutor
• Meet with school counselor to ensure that Guy with
graduate on time (or earlier).
• Explore future services in the college that he wants to
attend.
14. Conclusion
• Guy is improving in his General Education classes as he
shows strength in geometry and pragmatic speech.
• He is on his way to meet his annual goals, however he
will need extra help from a tutor in order to do so.
• Considering that this is Guy’s senior year, our hope is that
he can graduate on time and with the necessary skills for
college or his goal of working for the railroad.
