Activity 3.8
INDIVIDUALIZED EDUCATION PROGRAM
__________________ COUNTY
Student’s Full Name: Karen Shaw
Page
of
Date: August 13, 2013
PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Narrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP
Instructions) Add pages as needed.
English Language Arts:
Grade- Level General Education Curriculum 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 a logical order.
Present Level:
Karen uses extensive background knowledge in order to develop new meaning through inference; but often does not
use information directly from the text to support her conclusions. While she can understand small segments of text, she
has difficulty synthesizing those small bits of information into a comprehensive understanding of the text as a whole
due to her lack of fluency. Although Karen is able to answer multiple-choice questions about the text, she is unable to
adequately identify the main idea of the text or provide a summary. Karen received a 560 Lexile (beginning 4 th grade
level), as measured at the end of grade reading test, through her computerized reading program. This is an increase
from her beginning year score of 400 (3 rd grade level). The Lexile score for the end of 6th grade is in the 925-950 range.
Karen’s DIBELS oral reading fluency rate is 90 words per minute, which is beginning 4 th grade fluency expectation.
The expected fluency rate for beginning of 6th grade is 109 wpm.
Impact Statement:
Karen’s deficit in reading fluency causes her to have difficulties in summarizing and identifying the main idea of a text.
This adversely affects her in classes when she has to read lengthy text materials, summarize them, and provide a
central idea of the text.
Targeted NxG 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.
Activity 3.8
INDIVIDUALIZED EDUCATION PROGRAM
__________________ COUNTY
Student’s Full Name: Karen Shaw
Page
of
Date: August 13, 2013
PART VIII: ANNUAL GOALS, Part A (For students who are taught the WV NxGCSOs)
* Denotes critical skill(s) to consider for extended school year.
Critical
Skill
Timeframe
Behavior
Evaluation
Procedure with
Criteria
By June 2014
when presented
with grade-level
reading passages
Karen will read fluently
at 125 wpm
on 8 of 10
passages.
(ELA.6.R.C1.5)
By June 2014
given a grade
appropriate, 4-5
paragraph
passage
Karen will identify the
main idea of the
informational text
in 4 of 5 work
samples.
(ELA.6.R.C1.5)


Condition
Mastery/Progress
Codes (optional)
(per Grade Period)


 Progress
How and when will the student’s progress toward the IEP goals be reported to the parent(s)? Specify.
How? Progress Reports
When? Each grading period
Record dates on which Progress Reports have been provided to parents.


Mastery Code:
0 = Regression
1 = Maintained
Student Progress Code:
P = Progress Sufficient
IP = Insufficient Progress
2 = Recouped
A = Achieved
NA = Not Applicable