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Address: 33821 Apple St, Las Vegas, NV, 89030 Phone No. 704-651-8888
Participants Involved
Assessment Process Used: School Unit Tests, informal & Teacher Report
Broad Reading 80
Letter-Word Identification 76
Reading Fluency 75
Passage Comprehension 76
Sound Awareness 80
Strengths: He reads orally with expression. He is able to decode through unknown words and has a good
sight word vocabulary. He is able to recall details and to answer factual questions about self-read short
passages. His reading comprehension appears to be stronger when the passages are shorter and when he is
Needs: Lucas is in the second grade. His disability prevents his ability to read and write on grade level.
He is able to perform greatly on grade level science and in history when the material is read to him. While
no modifications are necessary for math, his preferred subject. He would benefit from intensive reading
and written language instruction and the services of an occupational therapist to support his handwriting
and balance needs. His parents report they would like to see him become more social with peers as well.
He has difficulties with fine motor skills particularly in handwriting, and dynamic and static balance. He
benefits from taped readings of class material, computer-based books and programs for decoding and
comprehension, repeated readings, and intensive reading instruction provided in the resource room. His
teacher reports that he has advantage from frequent reminders about what he should be doing. He prefers
routines that that allow him to track his own progress such as the computer-reading program. He does not
like to talk much with students; he talks more with the adults then with his peers. His performance on
reading comprehension is inconsistent. He sometimes has difficulty answering questions both orally and
Impact of Disability: His SLD impacts his ability to read with comprehension, which impedes his access
to the general education curriculum, and ability to meet grade level standards.
Annual Goal 1: By the end of the school year, Lucas will increase his reading fluency to
Benchmark 1: Lucas will read a story in 2 minutes with 50 or more words correct when
Benchmark 2: Lucas will read the same story in 2 minutes with 50 or more words correct
Benchmark 3: Lucas will read the same story in 2 minutes with 55 or more correct words
Annual Goal 2: By the end of second grade, Lucas will increase reading comprehension
Benchmark 1: Lucas will read the story independently and answer 10 inferential
questions with 80% accuracy when given a story at first grade level.
Benchmark 2: Lucas will read the story independently and answer 10 factual questions
Benchmark 3: Lucas will read the material using Prediction, Organize, Search,
summarize and evaluate at least 50% of the time when given reading in science, social
Lucas will receive more than 60% of his education in the general education classroom; it
Residential facility
Home-based
Hospital
Other (describe):
Service(s Location
Duration m/d/y
30 min/every 2 to m/d/y
wks Joplin Smith
Physical therapy Elem. 8/30/ 2015 to
8/30/2016
Special 1 hr/5 days wk
education Rm. 53 8/30/2015 to
resource class 8/30/2016
Frequency
Classroom:
Instruction re-read
This will be done at least 3 times a week when needed in room 53. (8/30/2015 to
8/30/2016)
State/District Assessment:
Goldberg, Doug. "IEP Example." Special Education IEP Advisor Site Wide Activity RSS.
Education Program (IEP): An Example. Pearson Allyn Bacon Prentice Hall, 20 July