Individualized Education Plan For Dillion

Individualized Education Plan (IEP) for Dillion

Student Name: Dillion Miller Date of Birth: 07/15/2012 Grade Level: 6th Date of IEP Meeting: 10/26/2023 IEP Review Date: 10/26/2024 Primary Disability Category: Specific Learning Disability (SLD) - Reading and Written Expression; Other Health Impairment (OHI) - Attention Deficit Hyperactivity Disorder (ADHD), predominantly inattentive type.

1. Present Levels of Performance (PLOP)

Dillion is a 6th-grade student who demonstrates strengths in oral communication, social interaction, and mathematics problem-solving. However, he experiences significant challenges impacting his academic progress, particularly in reading and writing. Standardized assessments administered in September 2023 indicate the following:

• Reading Comprehension: Dillion scored at the 35th percentile on the Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) for Reading Comprehension, placing him in the low average range. He struggles with inferential questions, identifying the main idea in longer passages, and understanding vocabulary in context. Anecdotal observations from his ELA teacher, Ms. Evans, note that Dillion often loses his place when reading independently, rereads sentences multiple times without grasping meaning, and has difficulty summarizing texts even after explicit instruction. His fluency is generally adequate for grade-level text, but comprehension falters significantly beyond simple narrative passages.
• Written Expression: On the WJ IV ACH, Dillion's Written Expression score falls at the 30th percentile (low average). He exhibits difficulties with sentence construction, organization of ideas, spelling, and capitalization. His written work often contains run-on sentences, fragments, and a lack of cohesive transitions. Spelling errors are frequent, impacting readability. Ms. Evans reports that Dillion frequently avoids writing tasks, produces minimal output, and expresses frustration when asked to elaborate on his thoughts in writing. He has difficulty planning and organizing his thoughts before writing, leading to disorganized and incomplete responses.
• Attention/Executive Functioning: Dillion's OHI diagnosis (ADHD, inattentive type) manifests as difficulty sustaining attention during non-preferred tasks, frequent careless errors, disorganization, and forgetfulness. He often appears distracted in class, has trouble following multi-step directions, and struggles with time management for assignments. His organizational skills for materials (e.g., binders, backpack) are inconsistent, leading to lost homework and supplies. These attention challenges exacerbate his difficulties in reading and writing, as he struggles to maintain focus during reading tasks or while working through the steps of the writing process.
• Mathematics: Dillion scores at the 70th percentile on the WJ IV ACH for Math Calculation and at the 65th percentile for Math Problem Solving, indicating average to above-average abilities in this area. He can solve word problems when he understands the text, suggesting his difficulties are primarily language-based rather than conceptual.
• Social/Emotional: Dillion is generally well-liked by his peers and teachers. He participates appropriately in class discussions when engaged. He sometimes expresses frustration or anxiety related to academic tasks, particularly writing.

2. Measurable Annual Goals

Goal 1 (Reading Comprehension): By 10/26/2024, when presented with grade-level informational and literary passages of approximately 500-700 words, Dillion will independently answer 8 out of 10 comprehension questions correctly, with at least 5 questions requiring inferential reasoning or identification of main ideas, as measured by teacher-created assessments and curriculum-based measures.

Goal 2 (Written Expression): By 10/26/2024, when given a writing prompt requiring a multi-paragraph response (e.g., narrative, expository), Dillion will independently produce a written piece that is organized with a clear introduction, body paragraphs with supporting details, and a conclusion, using at least 3 transition words or phrases between ideas, and demonstrating a 50% reduction in sentence structure errors (run-ons, fragments) and a 40% reduction in spelling errors that impede meaning, as measured by rubric-based scoring of writing samples.

Goal 3 (Attention/Organization): By 10/26/2024, Dillion will demonstrate improved attention and organizational skills by: a) Completing 80% of assigned in-class tasks with minimal redirection (no more than 2 prompts per 30-minute work period). b) Submitting 90% of homework assignments on time, using his planner daily to record assignments and due dates, as verified by teacher records and planner checks.

3. Short-Term Objectives/Benchmarks

For Goal 1 (Reading Comprehension):

• Objective 1.1 (by 01/26/2024): When presented with grade-level passages (300-400 words), Dillion will answer 7 out of 10 comprehension questions correctly, including at least 3 inferential questions.
• Objective 1.2 (by 04/26/2024): When presented with grade-level passages (400-500 words), Dillion will answer 7 out of 10 comprehension questions correctly, including at least 4 inferential questions or main idea identification tasks.

For Goal 2 (Written Expression):

• Objective 2.1 (by 01/26/2024): Dillion will independently write a 3-paragraph response (introduction, 1 body paragraph, conclusion) to a prompt, including at least 1 transition word/phrase, with a 25% reduction in sentence structure errors and a 20% reduction in spelling errors impacting meaning.
• Objective 2.2 (by 04/26/2024): Dillion will independently write a 4-paragraph response (introduction, 2 body paragraphs, conclusion) to a prompt, including at least 2 transition words/phrases, with a 40% reduction in sentence structure errors and a 30% reduction in spelling errors impacting meaning.

For Goal 3 (Attention/Organization):

• Objective 3.1 (by 01/26/2024): Dillion will complete 70% of assigned in-class tasks with minimal redirection (no more than 3 prompts per 30-minute work period).
• Objective 3.2 (by 01/26/2024): Dillion will use his planner daily to record assignments and due dates, and submit 80% of homework assignments on time.

4. Special Education and Related Services

• Special Education Services: Dillion will receive direct instruction in reading comprehension and written expression for 3 sessions per week, 45 minutes each, by a certified special education teacher. Instruction will focus on strategies for identifying main ideas, making inferences, summarizing, understanding vocabulary in context, sentence construction, paragraph organization, and using transition words.
• Related Services:
• Speech-Language Pathology: Dillion will receive speech-language services 1 session per week, 30 minutes, focusing on developing narrative structure and understanding complex sentence structures in written text. (Consultation with SLP indicates focus on written output structure).
• Occupational Therapy (Consultation): OT will consult with the special education teacher and parents quarterly to provide strategies for improving fine motor skills related to writing and organizational strategies for managing materials.
• Supplementary Aids and Services: Dillion will receive accommodations and modifications as listed below.

5. Accommodations and Modifications

In the General Education Classroom (Ms. Evans, ELA/Social Studies; Mr. Chen, Math/Science):

• Presentation:
• Provide Dillion with highlighted or graphic organizers for reading passages to aid in identifying main ideas and supporting details.
• Provide Dillion with a copy of teacher notes or outlines for lectures.
• Break down multi-step directions into smaller, manageable chunks. Check for understanding after each step.
• Provide Dillion with a word bank or sentence starters for writing tasks.
• Allow Dillion to use text-to-speech software for reading assignments and writing tasks.
• Provide visual aids and manipulatives for math concepts.
• Response:
• Allow Dillion to respond to questions orally when appropriate.
• Provide preferential seating (e.g., near the teacher, away from distractions).
• Allow Dillion to use a graphic organizer or outline to plan written responses.
• Allow use of a spell checker and grammar checker (with instruction on how to use them effectively).
• Provide extended time (up to 50% additional time) for assignments and tests where reading or writing is a primary component.
• Setting/Behavioral:
• Provide Dillion with frequent opportunities for movement breaks (e.g., delivering a message, sharpening pencil).
• Use positive reinforcement for on-task behavior and task completion.
• Provide a visual timer for work periods.
• Check in frequently with Dillion during independent work.

In Special Education Setting (Ms. Rodriguez, SpEd):

• All accommodations listed above will be implemented.
• Instruction will be delivered in smaller groups with explicit strategy instruction.
• Use of assistive technology (text-to-speech, graphic organizers) will be integrated into instruction.

6. Progress Monitoring and Reporting

• Reading Comprehension: Progress towards Goal 1 will be monitored weekly using curriculum-based measures (e.g., maze passages, short-answer comprehension checks) and bi-weekly through teacher-created assessments aligned with objectives. Data will be graphed and reviewed by Ms. Rodriguez.
• Written Expression: Progress towards Goal 2 will be monitored bi-weekly through analysis of Dillion's writing samples using a rubric that assesses organization, sentence structure, and mechanics. Progress on objectives will be tracked using checklists for transition words and error counts.
• Attention/Organization: Progress towards Goal 3 will be monitored daily through teacher observation checklists for on-task behavior and weekly through checks of Dillion's planner and homework submission records.
• Reporting: Parents will receive progress reports on IEP goals quarterly, in addition to the regular report cards. Ms. Rodriguez will communicate with parents via email or phone bi-monthly regarding Dillion's progress and any emerging concerns.

7. Participation in State/District-Wide Assessments

Dillion will participate in the state-wide standardized assessments (e.g., Smarter Balanced). He will receive the following accommodations during these assessments, as applicable and consistent with district/state guidelines: extended time, use of a scribe (if applicable for written responses), and preferential seating.

8. Transition Services

As Dillion is in 6th grade, formal transition planning is not yet required. However, discussions will begin in 7th grade regarding post-secondary goals and the development of transition services to prepare him for post-secondary education, employment, and independent living.

9. Parental Input

• Parent Concerns/Recommendations: (To be completed during IEP meeting)

10. Extent of Participation with Non-Disabled Peers

Dillion will be educated in the general education classroom for the majority of the school day, participating with non-disabled peers in ELA, Math, Science, Social Studies, PE, Art, and Music. He will receive specialized instruction in a small group setting for targeted support in reading and writing. The IEP team has determined that this placement is the most appropriate setting to meet Dillion's educational needs.

Signatures:

_________________________ Parent/Guardian Signature & Date

_________________________ Special Education Teacher Signature & Date

_________________________ General Education Teacher Signature & Date

_________________________ Administrator Signature & Date

_________________________ Other (e.g., Psychologist) Signature & Date