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SPED K-12 Language Arts Case Study
IEP Plan and Academic Plan
Allysen Kikumoto
Chaminade University of Honolulu
EDUC 668
Inventory Report
Pre-Assessment
DATE OF
ASSESSMENT:
GRADE:
April 29, 2014
DATE OF BIRTH: 10/21/1999
9
AGE: 14
TESTS ADMINISTERED
Word Knowledge Inventory
Informal Decoding Inventory (Administering Part II)
TEST RESULTS/INTERPRETATION
Word Knowledge Inventory
Strengths
Weaknesses










letter/alphabet recognition
sight word recognition
sound/symbol association
phonetic analysis strategies
primer stage
consonant-vowel-consonant
vowel-consonant-vowel
prefixes, suffixes, affixes
initial, medial, final positions
consonant digraphs/consonant blends/rcontrolled words/”th” sounds
Informal Decoding Inventory
Strengths


sight word recognition
sound/symbol association
Weaknesses




phonetic analysis strategies
consonant digraphs/consonant blends/rcontrolled words/”th” sounds
vowel digraphs/vowel diphthongs
syllabication, multi-syllabication, polysyllabication
BEHAVIORAL OBSERVATIONS
Subject #1 sat in an empty classroom with examiner. Distractions were kept to a minimum
and student stayed on task fairly well throughout the testing. He kept repeating, “wait” and
“um” when trying to spell a word from the list. When reading difficult words out loud, he
would pause before the word and then attempt to sound it out. He would also sometimes
attempt to say the word over again. After completing a list he would look at the examiner for
approval to move on to the next list and demonstrated good eye contact. The examiner would
provide positive reinforcement throughout the testing by responding with a “good job” or
“very good”. The student used his right hand to write and had handwriting similar to that of
an elementary school student (sloppy, childish). He was able to complete the testing without
any further assistance.
GOALS/OBJECTIVES
1. When asked to do so, he will demonstrate an understanding of consonant digraphs,
consonant blends, r-controlled words, and “th” sounds in at least 4 out of 5 opportunities.
2. When words at his level are dictated, he will correctly spell at least 8 out of 10 words for
at least 2 out of 3 opportunities.
Inventory Report
Post-Assessment
DATE OF
ASSESSMENT:
GRADE:
May 27, 2014
DATE OF BIRTH: 10/21/1999
9
AGE: 14
TESTS ADMINISTERED
Word Knowledge Inventory
Informal Decoding Inventory (Administering Part II)
TEST RESULTS/INTERPRETATION
Word Knowledge Inventory
Strengths




Weaknesses




letter/alphabet recognition
sight word recognition
sound/symbol association
phonetic analysis strategies

consonant-vowel-consonant
vowel-consonant-vowel
prefixes, suffixes, affixes
syllabication, multi-syllabication, polysyllabication
consonant digraphs/consonant blends/rcontrolled words/”th” sounds
Informal Decoding Inventory
Strengths



sight word recognition
sound/symbol association
phonetic analysis strategies
Weaknesses




consonant digraphs/consonant blends/rcontrolled words/”th” sounds
vowel digraphs/vowel diphthongs
syllabication, multi-syllabication, polysyllabication
morphemic analysis (structure to word
meaning)
BEHAVIORAL OBSERVATIONS
Subject #1 sat in an empty classroom with examiner. Distractions were kept to a minimum
and student stayed on task fairly well throughout the testing. This time, the student was more
relaxed and confident having gone through this process once already. The examiner
reassured that this testing was not a part of his grade and was used to see how much progress
he made. Throughout testing, he would attempt to say the word over again if the word was
difficult for him or he thought he was incorrect. After completing a list, he would look at the
examiner for approval to move on to the next list and demonstrated good eye contact. The
examiner provided positive reinforcement throughout the testing by responding with a “good
job” or “very good”. The examiner also went at a slower pace, which was helpful in slowing
down the student as well. The student used his right hand to write and had handwriting
similar to that of an elementary school student (sloppy, childish). He was able to complete
the testing without any further assistance.
GOALS/OBJECTIVES
3. When asked to do so, he will demonstrate an understanding of morphemic analysis
(structure to word meaning) when reading short passages in at least 4 out of 5
opportunities.
4. When words at his level are dictated, he will correctly spell at least 9 out of 10 words for
at least 2 out of 3 opportunities.
Progress Monitoring Log
Learning Goals:
1. When asked to do so, he will demonstrate an understanding of consonant digraphs,
consonant blends, r-controlled words, and “th” sounds in at least 4 out of 5 opportunities.
2. When words at his level are dictated, he will correctly spell at least 8 out of 10 words
for at least 2 out of 3 opportunities.
Beginning % Scores for:
Work Knowledge Inventory Level B- 20%
Informal Decoding Inventory Review- 55%
(Part II)
Explicit strategies I will implement:
1. Echo Reading to work on reading fluency
2. Creating graphic organizers- semantic maps to increase vocabulary
3. Creating graphic organizers- Timelines and T-charts for comprehension
4. Phonics worksheets
5. Disccovering Spelling Patterns Strategy
1000
80
60
40
20
0
1
2
3
4
5
6
7
8
9
10
Day/Informal Assessment/Percentage Results
1. Word Knowledge Inventory: 20%
6. Phonics Worksheet- Shhhhhhhhh!: 45%
Informal Decoding Inventory: 55%
Silent Consonants
2. Phonics Worksheet- Sam Shrimp: 95%
7. Graphic Organizer- T-chart: 85%
Consonant Digraphs shr, squ and thr
3. Graphic organizer- Semantic Map: 85%
8. Echo Reading: 100%
4. Echo Reading: 95%
9. Discovering Spelling Patterns: 80%
5. Graphic organizer- Timelines : 80%
10.Word Knowledge Inventory: 40%
Informal Decoding Inventory: 65%
Daily Reflection on Tutoring Session
Day
1
Reflection
WORD KNOWLEDGE INVENTORY AND INFORMAL DECODING
INVENTORY: Today we got to know each other and I asked the student questions to get to know
him better. I also administered the Word Knowledge Inventory and Informal
Decoding Inventory. The student seemed open to the process and I was slightly
nervous because I had never administered an assessment like these.
2
PHONICS WORKSHEET- SAM SHRIMP- CONSONANT DIGRAPHS SHR,
SQU, AND THR:
Today we worked on consonant digraphs shr, squ, and thr by completing a phonics
worksheet called Sam Shrimp. This activty asked him to read the story inserting the
correct consonant digraphs. Then, the student had to draw a picture of the story. For
this activity I asked the student to read the story out loud. He was able to complete
the worksheet successfully making one minor mistake, which he corrected when he
looked it over again.
3
GRAPHIC ORGANIZER- SEMANTIC MAP:
Today we created a semantic map graphic organizer to focus on vocabulary. I asked
the student to choose a vocabulary word listed in The Odyssey (which they were
reading in his English Class) and use this word to create a map of words that have
similar meanings or relate to the word. He thought of both simpler words and
complex words to fill in his map.
4
ECHO READING:
Today we did a session of echo reading using The Odyssey (which they were
reading in his English Class) in order to improve reading fluency. We read a couple
of sentences at a time in which I would read first then he would immediately repeat.
He enjoyed this activity because he was able to hear what it is supposed to sound
like. He also commented on how this will help him read aloud in class.
5
GRAPHIC ORGANIZER- TIMELINES:
Today we created a timeline graphic organizer to work on comprehension of The
Odyssey (which they were reading in his English Class). We used the timeline to
arrange the times and events of the story together in the sequence in which they
happened. He used the textbook to help him arrange the main events, but struggled
with the exact sequence.
6
PHONICS WORKSHEET- SHHHHHHHHH!- SILENT CONSONANTS
Today we worked on silent consonants by completing the Shhhhhhhhh! Phonics
Worksheet. This activity asked him to underline the silent consonants and then find
and circle the hidden words items in the picture. He struggled with idenifying the
silent consonants, but with a little assistance was able to complete the assignment.
7
GRAPHIC ORGANIZER- T-CHARTS:
Today we created a T-chart graphic organizer to further his comprehension of The
Odyssey (which they were reading in his English Class). We used the T-chart to
clarify phrases, concepts, and ideas in The Odyssey. He did pretty well with this
assignment despite the slight confusion at the beginning of the session.
8
ECHO READING:
Today we did another session of echo reading using The Odyssey (which they were
reading in his English Class) in order to improve reading fluency. He really enjoys
echo reading and likes reading the parts he might have to read in class because he is
able to read it better. He does well with this activity.
9
DISCOVERING SPELLING PATTERNS:
Today we did the discovering spelling patterns activity. Using The Odyssey (which
they were reading in his English Class) we explored some common spelling patterns
together. We looked for various spelling patterns and created word families based on
their spelling. We also focused on their pronunciation. He did fairly well with this
activity, but struggled a little with some of the pronunciations.
10
WORD KNOWLEDGE INVENTORY AND INFORMAL DECODING
INVENTORY:
Today I administered the Word Knowledge Inventory and the Informal Decoding
Inventory. It was a lot more relaxed than the first time we administered these
inventories. The student made great improvements in the last 10 weeks. He was
happy to see that he had moved up a level in both inventories. I could see a change
in his confidence.
STATE OF HAWAII
DEPARTMENT OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
(IEP)
IDEA/CHAPTER 60
IEP Meeting Date(s):
1. Student’s Name:
2. Date of Birth:
Subject #1
October 21, 1999
3. ID #:
l
4. Grade: l9
5. Current School: lMililani High School
6. IEP Annual Review Date: l
9.
7. Reevaluation Date: l
8. Care Coordinator: Allysen Kikumoto
CONSIDERATIONS WHEN DEVELOPING AN IEP
The following factors must be considered:
a. Strengths of the student and concerns of parents for enhancing the education of the student
b.
Results of the initial or most recent evaluation
c.
As appropriate, performance on any general State or district-wide assessment
d.
Age of the student and the age-appropriateness of the setting
e.
Special Factors (see items 1-6 below)
1. Does the student's behavior impede the student's learning or the learning of others?
If yes, team must consider, if appropriate, strategies to address the behavior (including positive behavioral interventions,
strategies and supports).
2. Is the student limited in English proficiency?
If yes, the team must consider the student’s language needs as these needs relate to the IEP.
3. Is the student blind or visually impaired?
If yes, team must provide for instruction in Braille and the use of Braille, unless it determines, after an appropriate
evaluation, that instruction in Braille or use of Braille is not appropriate.
4. Does the student have any communication needs?
If yes, team must consider and address these needs.
5. Is the student deaf or hard of hearing?
If yes, team must consider and address the full range of academic, language, communication and instructional needs, including
the need to provide opportunities for communication and instruction in the student’s language and communication mode.
6. Does the student require assistive technology devices and services?
If yes, team must consider and address these needs.
When reviewing an IEP, these additional factors must be considered:
a. Lack of progress towards annual goals and in the general curriculum, if appropriate
b. Results of any reevaluation
c. Information about the student provided to or by the parents
d. Information about student’s anticipated needs
e. Other IEP matters
For Agency Use Only:
_____ Parent was provided an explanation and copy of the procedural safeguards.
_____ Parent was provided copy of IEP at no cost.
Student’s Name: Subject #1
10. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE l
Reading Assessment Used:
Word Knowledge Inventory
Informal Decoding Inventory (Administering Part II)
BEHAVIORAL OBSERVATIONS
Subject #1 sat in an empty classroom with examiner. Distractions were kept to a minimum and student
stayed on task fairly well throughout the testing. He kept repeating, “wait” and “um” when trying to spell a
word from the list. When reading difficult words out loud, he would pause before the word and then attempt
to sound it out. He would also sometimes attempt to say the word over again. After completing a list he
would look at the examiner for approval to move on to the next list and demonstrated good eye contact. The
examiner would provide positive reinforcement throughout the testing by responding with a “good job” or
“very good”. The student used his right hand to write and had handwriting similar to that of an elementary
school student (sloppy, childish). He was able to complete the testing without any further assistance.
Strengths:
He could accurately read compound words and closed syllable words.
He was able to quickly recognize words that were familiar to him.
Needs:
He was unable to spell words at his grade level.
He had difficulties demonstrating an understanding of consonant digraphs, consonant blends, r-controlled
words, and “th” sounds.
He does not demonstrate a full understanding of open syllables, vowel-consonant-e syllables, r-controlled
syllables, vowel team syllables, and consonant + le syllables.
IMPACT STATEMENT:
Student’s current levels of reading impair his involvement to progress in the general education setting. He
would need special education services for reading to meet his needs.
Student’s Name: Subject #1
INDIVIDUALIZED EDUCATION PROGRAM
ANNUAL GOAL
16. STANDARD(S)
l
Reading Literature: Key Ideas and Details: 9-10.RL.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
17. MEASURABLE ANNUAL GOAL
Will increase reading skills in the areas of phonemics and comprehension in order to
analyze and draw inferences from various texts.
18. How will progress toward the annual goal be measured?
Teacher-made Tests, Observations, Portfolios, Rubrics
19. BENCHMARKS / SHORT-TERM OBJECTIVES
1. When asked to do so, he will demonstrate an understanding of consonant digraphs,
consonant blends, r-controlled words, and “th” sounds in at least 4 out of 5
opportunities.
2. When words at his level are dictated, he will correctly spell at least 8 out of 10
words for at least 2 out of 3 opportunities.
Academic Plan Matrix
Reading:
Key Ideas and Details: 9-10.RL.1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Knowledge
Create and fill out
a K-W-L Chart
Comprehension
Summarize each
Act (Written and
visually drawn)
Application
Construct and
write a theory of
who you think is
to blame for
Desdemona’s
death.
Analysis
Conduct an
investigation
and compare
who your
classmates
choose as the
one who was to
blame.
Synthesis
Develop a new
plan on how the
plot could have
been modififed
to keep
Desdemona
alive.
Evaluation
Choose
which plan
would prove
to be most
successful
and make
revisions, as
needed
Unit Plan: “Othello”
Short-Term Objectives
Objective 1:
When asked to do so, she will
demonstrate an understanding of
consonant digraphs, consonant blends,
r-controlled words, and “th” sounds in
at least 4 out
of 5 opportunities.
Objective 2:
When asked to do so, she will
demonstrate an understanding of vowel
digraphs/vowel diphthongs by reading
unfamiliar words in at least 7 out of
10 opportunities.
Objective 3:
When asked to do so and after reading
a story at her level, she will
appropriately answer 4 out of 5 simple
'wh-' questions in at least 4 out of 5
opportunities.
Assessment Plan
Observations,
Spelling quiz
Oral/Writing
Rubrics, checklist
to fill-in-blanks
Writing Rubric,
use correct
consonant blends
and digraphs
Written
reflection,
Student will
retell classmates
strategy using
the new words
in their
vocabulary
Product quality,
criteria for
expressive
speech
Observation
of process,
Product
quality,
criteria for
expressive
speech
Observations,
Spelling quiz
Observations,
Spelling quiz,
Writing rubric
Writing rubric,
use correct
spelling
Written
Reflection,
writing rubric
Correct spelling
on writing,
Writing rubric
Correct
spelling on
writing,
Writing
rubric
Observations,
Spelling quiz
Observations,
Spelling quiz,
Writing rubric
Writing rubric,
use correct
spelling
Written
Reflection,
writing rubric
Correct spelling
on writing,
Writing rubric
Correct
spelling on
writing,
Writing
rubric
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