Sean

Johnston | EDTL 500 | Student IEP

Student Data

Eric Petersen
Male
Age: 10
Grade: 5

IEP Details

Principal Mr. William Douglas
Special Education Teacher Mrs. Terry Williams
Teacher Mr. Sean Johnston

Time Period: September 2015 June 2016. The duration of Erics grade five year.

Background information

Eric is an only child who currently lives with his mother Sally Petersen.

Eric had a previous IEP for behavioural issues both with other students and with
authority figures. However, Eric has demonstrated considerable progress with these
issues and no longer warrants an IEP about his behavior.

Eric is a student with mild ADHD that appears to be alleviating with age and
intervention. Some symptoms, however, do occasionally appear.

Eric has no known medical issues as of this time.

Student Strengths

Eric demonstrates a slightly-above average aptitude in mathematics. Eric has
put most of the single-digit multiplication table to memory, demonstrating an
ability to commit items to long-term memory. Eric even wins some of the
weekly Times Tables quizzes.

Eric has made significant strides in his behavioural-issues, which he was
subject to in previous IEPs. Eric is responsive to teacher input and is much
quicker in rectifying his behavior and actions when called upon. Eric
demonstrates a much quicker reaction time in completing his tasks and
preparing for the next.

Eric has shown continual improvement in his cooperation and work with
other students. Eric now seldom is a cause for continual disruptions within
groups and is less likely to cause offense to his classmates. As a result, Eric

has become increasingly popular in his class and this dynamic has caused
Erics confidence to appreciably grow.

Student Needs

Eric demonstrates considerably below-level reading ability. Eric seems
unmotivated to read, and, perhaps as a result is continuing to fall further
behind classmates who read more frequently and with active interest. Eric
also tends to read aloud or mouth the words as reads, an uncommon
behavior for a child of his age. During free reading time Eric often selects
reading material that is more appropriate for a grade one or two student.
Eric also appears to struggle with understanding the contextual information
contained in passages of writing. He often can read the words aloud but
struggles to answer simple questions about what he has just read indicating
that the he is either unfamiliar with the words and content he is reading or
may indicate dyslexia. Further monitoring will be required to ascertain if Eric
has some form of dyslexia.

Likely coupled with his below-level reading ability, Eric also demonstrates
below-level writing ability. Eric commonly makes spelling errors,
grammatical mistakes and has sentence structure issues untypical of other
ten-year-olds. Erics writing is also often barely legible. Eric will have to
spend some time improving his penmanship, as other students and the
teacher often struggle to make sense of what is written. There is some
suspicion that Eric purposely writes poorly to obfuscate the responses he
gives on assignments and tests.

While Eric has shown considerable development in his behavioural issues, to
the point where Eric no longer requires an IEP for them, Eric still is often, but
not always, one of the more disruptive and problematic students in the class.
This is particularly apparent near the end of the school day, immediately
prior-to or after lunch hour or on Fridays, particularly in the afternoon. Eric
needs to understand that time in class, regardless of its position in time in
the day or week, needs to be spent productively.

Goals

Reading performance

Eric is often currently unable to correctly answer contextual questions
related to readings provided in class. Erics answers are often unrelated to
the question being posed demonstrating either a carelessness, lack of
thoroughness or difficulty memorizing the meaning of words. Eric also
demonstrates a difficulty spelling common words correctly.


Benchmarks:

Eric will read a paragraph and correctly answer 6 of 10 questions by the end
of the first nine weeks.

Eric will correctly spell and identify the meaning of 25 words by the end of
the first nine weeks.

Eric will read a paragraph and correctly answer 9 of 10 questions by the end
of the school year.

Eric will correctly spell and identify the meaning of 40 words by the end of
the school year.

Methods/strategies

Eric will be provided with the paragraphs to read either the following class to
take home or be given extra time by the teacher to complete his tasks.

Eric will also be provided with a large list of words and their meaning so he
can practice them at home. Some of the words will appear on his test.

Responsible

Erics teacher will also supervise the establishment, measuring and
adjustments of benchmarks. Erics parents will be responsible for ensuring
that Eric does his supplemental readings and completes spelling and word
meaning exercises.

Assessment

The purpose of the initial nine week period for assessing benchmarks is that
it will give us a clearer understanding of where to go after this period. If Eric
demonstrates significant problems and is clearly unable to meet the
benchmarks set forth then it may require further intervention, a more robust
IEP strategy or external resources. However, if Eric is responding well then
we will maintain the current proscribed measures.

Writing performance

As mentioned, Eric has difficulty spelling common words correctly. Eric also
demonstrates an inability to grasp proper sentence structure and grammar.
Erics writing is often very illegible and will require practice to increase
legibility.

Benchmarks

Eric will be able to identify the grammatical or sentence structure issues in 6
of 10 sentences by the end of the first nine weeks.

Eric will be able to write two sentences without grammatical or sentence
structure issues in 2 of 5 instances by the end of the first nine weeks.

Eric will be able to identify the grammatical or sentence structure issues in
18 of 20 sentences by the end of the year.

Eric will be able to write two sentences without grammatical or sentence
structure issues in 8 of 10 instances by the end of the first nine weeks.

Methods/strategies
Eric will have to read more, and more sophisticated material, simply as a
means to better familiarize himself with grammatical usage such as when it
is appropriate to capitalize, when to commas, periods, parenthesis and
apostrophes. Thus, he will be assigned small readings to complete.

Eric will also be assigned worksheets on individual components of grammar
to better familiarize himself with each concept in isolation. Later, the teacher
will provide worksheets that combine concepts in increasingly more
sophisticated ways as a means to get Eric up to level with the rest of his
classmates.

About six weeks in, Eric will be asked to begin exercises will he will
formulate his own sentences. These will be done with the aid of his parents
and submitted to the teacher for review. In time, Eric will be asked to
formulate increasingly more sophisticated sentences.

Responsible

Erics teacher will also supervise the establishment, measuring and
adjustments of benchmarks. Erics parents will be responsible for ensuring
that Eric does his supplemental readings, grammar worksheets and
sentence-forming exercises.

Assessment

The purpose of the initial nine-week period for assessing benchmarks is that
it will give us a clearer understanding of where to go after this period. If Eric
demonstrates significant problems and is clearly unable to meet the
benchmarks set forth then it may require further intervention, a more robust

IEP strategy or external resources. However, if Eric is responding well then

we will maintain the current proscribed measures.

Educational Adaptations

Erics teacher will provide Eric with supplemental time and resources (word
lists, extra reading materials, etc.). There will be a package of worksheets and
activities that the teacher will send home with Eric every Friday afternoon.
Eric will then complete many of the activities at home and will be returned to
the school every second Monday to give the teacher time to review the work
and have an updated schedule and correspondence with Erics parents ready
for the Friday where work is sent home.

Eric will be given tiered-assignments and tests during the year under the
understanding that it would be a detriment to Erics progress to lower his
confidence and discourage him by expecting him to keep up with other
students that are more advanced in their abilities.

Erics mother has indicated that she is looking for a private tutor for Eric to
aid in his learning. If or when this happens the tutor will be kept in
correspondence with the teacher and Erics mother to best utilize their time
and resources and to aid in developing and tracking Erics reading and
writing abilities.

Progress evaluation

As mentioned, Erics homework will be reviewed on two-week rotations to
give the teacher some insight into Erics progress. There should be little in
the way of surprise when Eric is evaluated against his benchmarks. Erics
progress will also be tracked on a daily basis in-class. Ongoing developments,
issues that arise or signs of progress with be documented and communicated
to Erics parents.

Eric will be tested for benchmarks after the first nine weeks by the teacher.
This will indicate if Eric is responding to intervention. If he meets his
benchmarks and there is otherwise a strong sense that Erics abilities are
improving then the IEP will continue as scheduled. If, however, Eric falls well
short of his benchmarks for this period then the IEP will either be revised
and/or specialists will be brought in.