Accommodations and
Supports
Student Data Profile
Parental Input:
• Karen’s father participated by telephone in the parentteacher conference. He was happy with her grades last
year, but concerned about the amount of time it takes
Karen to complete her homework assignments most
nights. He works the evening shift and is not always
home to help her when she needs it.
Identify current skills, knowledge and areas of instructional need:
Karen is a 6th grade student identified as having a disability in the areas of written
expression, reading fluency and comprehension. She has been diagnosed with dyslexia
(clinical) by Dr. Sue Jones, a local psychologist. Karen’s initial evaluation in April 2011
indicated her cognitive ability falls in the average range as does her achievement in
math calculation and applied problems. Karen scored in the mastery range for math
and science on the 5th grade WESTEST 2 assessment, and partial mastery on
reading/language arts and social studies. She receives no related services. Karen
receives instruction in reading and English in the resource room. She attends general
education classes for all other subjects. Karen requires extended time to complete
grade-level reading assignments. Karen’s reading comprehension levels increased from
the 2.5 grade level to the 4.0 grade level during her 5th grade year, as measured by her
Lexile score. The Lexile measure represents a student’s level on a developmental scale
of reading ability. She has progressed in written expression to the level of writing
complete paragraphs consisting of four to five sentences Karen met two of three
reading goals, and three of three written expression goals on her prior IEP. She has not
mastered the goal of accurately identifying the central idea of a text and is unable to
differentiate between essential and nonessential information. Karen demonstrates
good work habits and age-appropriate social skills.
Grade Level Expectations
Sixth grade students provide a summary of
reading without personal opinions or
judgments. They write a variety of pieces,
including research projects, and use technology
to publish the work. When presenting students
place descriptions, facts, and details in logical
order.
Targeted Objective
ELA.6.R.C1.5 determine a central idea of an
informational text and how it is conveyed
through particular details; provide a summary of
the text distinct from personal opinions or
judgments.
Universal Design for Learning
UDL Resource:
http://cast.org/
http://mile.mmu.edu.my/
Strengths and Needs
Goals
• By June 2015 when presented with grade-level
reading passages Karen will read fluently at
125 wpm on 8 of 10 passages.
• By June 2015 given a grade appropriate 4-5
paragraph passage Karen will identify the
main idea of the information text in 4 of 5
work samples.
https://newsela.com/
Join my class as
a student using
Class Code:
LGYCN
Accommodations and Supports
 When possible, reading and writing choices are
correlated with text-dependent responses that connect
to student interest.
 Karen may use graphic organizers to illustrate main
ideas and supporting details from reading assignments.
 Karen will practice comprehension and main idea of
informational text using newsela.com daily and will
track her own progress.
 Karen will work in small groups to produce 4
multimedia documentaries through the school year.
Accommodations and Supports
Groups will use CAST Strategy Tutor to guide
their research and read strategically.
(http://cst.cast.org/cst/guest/SPAGE,whatis)
Karen and her classmates and teacher will use
Edmodo to communicate, share resources and
presentations to authentic audiences.
Accommodations and Supports
Karen will use CAST Book Builder to practice
audio supported reading to increase fluency
and to translate information from her
literature assignments.
http://bookbuilder.cast.org/
Karen will create multimedia Math tutorials
that will be posted online and used by
students in the lower grades.
http://www.showme.com/
Graphic Organizers
• https://www.teachervision.com/graphicorganizers/printable/6293.html
• http://my.hrw.com/nsmedia/intgos/html/igo.
htm
• http://www.sanchezclass.com/downloadcafe.
htm#classmanagement
• http://www.learnalberta.ca/content/ssass/ht
ml/graphicorganizers.html
Multimedia Presentation Tools
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http://scribblitt.com/
PowerPoint Training
http://animoto.com/
http://www.haikudeck.com/
http://www.sliderocket.com/product/
http://www.emaze.com/
Sources for AIM and free eBooks
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https://www.bookshare.org/
https://www.learningally.org/
Priory Woods
http://tarheelreader.org/
http://www.gutenberg.org/
Additional Resources
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http://creativeeducator.tech4learning.com/
https://www.edmodo.com/
http://cast.org/learningtools/index.html
http://www.rubrics4teachers.com/
http://www.readwritethink.org/