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PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE:

 

Compliant

Non compliant

General Introductory Statement

STUDENT is a 6th grade student at X Intermediate Center who qualifies for services with a moderate cognitive impairment and speech and language impairment. He is currently receiving services in the Life Skills setting for all of his functional academic classes.

STUDENT is a 6th grade Life Skills student.

Pertinent Information

STUDENT is on a gluten free diet. He brings his lunch.

STUDENT has food allergies.

School Skills/Work Habits

STUDENT works until a task is finished. He works well with his peers – shares materials, waits his turn, is polite.

STUDENT has good school skills.

Social Skills/ Behavioral/Functional

STUDENT is able to manage his locker independently. He transitions with his class and at least one adult when going to breakfast, lunch, library, and pre-vocational jobs in the school setting.
In the cafeteria, STUDENT enters in his ID number by himself. He is independent in his bathroom routine and showering at swimming. He needs help tying his shoes. He helps in preparing simple snacks and serving them. He follows verbal directions but needs minimal prompts and cues when following written directions.

STUDENT is not completely independent in all activities.

Academic Progress

Functional R/LA: STUDENT is working on a functional spelling unit of 15 words every two weeks. He completes activities focusing on vocabulary, spelling and sentence completion, and ABC order. Providing a word box and multiple-choice format are helpful accommodations. STUDENT usually scores 100% on his spelling test. He is reading from the yellow book in Reading Milestone series. He works on reading aloud and increasing fluency. He completes workbook pages that coordinate with the stories with 75% accuracy.
Functional Math: STUDENT uses touch math for his addition, subtraction and money skills. He can rote count by 5’s but is not consistent in applying it. He is able to identify all his coins and dollars and state their value. He knows four quarters equal one dollar. He is working on counting groups of dollars, fives, tens and twenties; counting everything by fives. He needs help with this. He is telling time to the half hour and is starting to work on the quarter hour. He is able to do single digit addition and subtraction but needs either touch points or a number line. He has participated in simple measuring and comparisons and simple pattern building. He is worked on basic calculator skills.
Community: STUDENT participates in community-based instruction one time per week. He goes to various locations in the community such as Walmart, Target, Farmers Market, ND, and grocery stores. He works on asking for assistance, locating items, deciding if he has enough money to make a purchase, comparing the prices of items, using the next dollar strategy. He needs assistance with all skills. He also works on reading basic words in the community such as exit, enter, stop, office.
Adaptive PE/Rec.Leisure/Swimming: STUDENT participates in adaptive physical education, working on following rules and learning new games. He is able to ride the bike and scooter. He enjoys the gym. He also goes swimming one time a week at McKinley therapy pool. STUDENT has no fear of the water, He can float and is working on developing his swimming and water safety skills. During free time STUDENT likes to use the computer with another student in the classroom. He has a great imagination and loves building with Legos, and playing with the cars and trucks.

STUDENT is making good progress on the Life Skills curriclulum.

Cognitive functioning/Language

STUDENT is participating in a functional academic curriculum. He receives speech and language therapy to increase his expressive and receptive language skills. See Speech present level for detailed information.

STUDENT also receives speech therapy. See speech present level.

Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

STUDENT is a student with a Moderate Cognitive Disability. Even when provided access to a modified curriculum with extensive, intensive, pervasive, frequent and individualized instruction, STUDENT is not able to derive educational benefit, acquire, maintain, generalize and apply academic skills across environments with out significant individualized modification to content and performance expectations. Goals are based on functional standards.STUDENT is working to achieve functional skills to live as independently as possible given his disabilities.

STUDENT is in life skills, and does not work on grade level standards.

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Goals

 

Compliant

Non compliant

Present Level

STUDENT is reading from Level 3 –Yellow Reading Milestones Book 6 in the series (1.5 Reading Grade Level). He answers comprehension questions with 75% accuracy at this level.

STUDENT is reading from the Yellow Book in the Reading Milestones series.

Need

STUDENT needs to increase his reading/comprehension level.

STUDENT needs to comprehend what he reads.

Goal Statement

After reading a selection at the 2.0 grade level, STUDENT will answer 5 comprehension questions with at least 80% accuracy by the end of the IEP period.
RM Level 4 – GREEN 2.0 Grade Level

STUDENT will comprehend what he reads by the end of the IEP period.

This goal has been written to support

This goal has been written to support education and employment.

 

Method/Instrument for Measuring Progress

Reading assessments

Student Observation

Progress Monitoring Design

Single Rubric:

Emerging: Read & comprehend Yellow Bks. 7-10, 80% accuracy

Developing: Read & comprehend Green Bks. 1-3, 80% accuracy

Ongoing: Read & comprehend Green Bks. 4-6, 80% accuracy

Descriptive Documentation

Standard(s)/Element(s) AligSTUDENT to Goal

Participates in opportunities to learn.

Follows Directions

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

Emerging: Read & comprehend Yellow Bks. 7-10, 80% accuracy by (date)

Developing: Read & comprehend Green Bks. 1-3, 80% accuracy by (date)

Ongoing: Read & comprehend Green Bks. 4-6, 80% accuracy by (date)

After reading a selection at the 2.0 grade level, STUDENT will answer 5 comprehension questions with at least 80% accuracy by the end of the IEP period.

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Services

Special Education Services:

Level of Service

Initiation (Date)

Frequency

Length (Time)

Duration (End Date)

Location

To Support

Direct Services

IEP Begin Date

1 x day

45 min

IEP End Date

Special Ed setting

Education/Employment

Narrative:

45 min x day= 225 min/ week

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