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Based on information attained in Billy’s FIE and his Edugence Data, Billy is demonstrating strengths in reading including author’s purpose for writing the text, describing characters internal and external strengths and identifying patterns such as chronological order and cause and effect.  In math, Billy demonstrates strengths in using place value to compare and order whole numbers up to 1,200, adding and subtracting two-digit numbers, and reading and writing time to the nearest one-minute increment.  Billy’s specific learning disability, along with his ADHD, hinders his ability to follow directions, decode words when reading, complete mathematical computations, as well as his written expression, in the following ways:  Billy has weaknesses in remembering pertinent information in order to process it for understanding, his short-term working memory and processing speed.  It is noted that Billy is experiencing difficulty with staying on task, as well as basic reading and math skills, as evidenced by his Edugence data and FIE.  Billy needs all assessments read aloud orally to him, written directions, and extra time for completion of tasks, assignments, and assessments.

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Texas Essential Knowledge and Skills Standard:

The student will decode words with short, long, or variant vowels, trigraphs, and blends; (TEK2.4i)

This standard is appropriate for the following grades: K, 01, 02

Goal: English Goal 1

Within 36 instructional weeks, using extra time and reminders to stay on task, Billy will decode words with short, long, or variant vowels, trigraphs, and blends. Success will be measured using daily work/tests/observations at a rate of 70%.

Responsible for Implementing Goal: Gen/Spec. Ed. Teacher

Frequency of Progress Reporting: Concurrent w/report cards

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Based on FEI date, Junior’s functional strengths are the he responds appropriately to praise and correction, that he is pleased with good work, can work cooperatively with others, and makes and keeps friends.  He also generally cooperates or complies with the teacher, and adapts to new situations without getting upset.  His functional needs are accepting responsibility for own actions, having an even disposition, initiating activities independently and being able to resist becoming discouraged by difficulties or minor setbacks.  Junior has academic strengths in comprehending read material and math concepts and applications. He had academic needs in written expression (writing mechanics and paragraph development).

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Within the 36 week instructional school year, using shown coping skills, Junior will deal with frustration positively to avoid physical and verbal altercations at school.  Success will be measured using school discipline records and teacher observation, at rate of zero referrals per six weeks.

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Freedom Week Activity: US Constitution
(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer
historical questions;
The student will be able to identify and describe the first 5 Bill of Rights.

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Based on the information obtained from data collection Spiderman is working on a modified curriculum using various accommodations in the FALS classroom for reading and writing. Unique learning system reports that Spiderman is functioning at a differentiated level 3 and is classified as an emergent reader. With teacher assistance Spiderman can read grade 3 level reading materials and answer comprehension questions. With some prompting and some level of guidance, he can ask and answer pertinent questions relating to what he reads. However, he does require assistance to interpret and answer comprehension questions such as (who, what, when and why). Identifying the characters in the story. Giving text evidence and stating the main idea). Spiderman is working on can identifying commas, periods, exclamation marks, and question marks and learning how and when they are used in his writing. He is able to follow directions for writing to complete logical sentences when given prompts to do so. He can spell some everyday one and two syllable words, but struggles with some unfamiliar multiple syllable words at that level. Also he is working on decoding skills to help him with spelling and reading. 

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Junior Taylor
Behavior
Juniors teachers in Language Arts, Math, and Science classes says that he generally cooperates or complies with their requests, adapts to new situations without getting upset, and works cooperatively with others. Junior was observed in Biology class for a 15-minute time period. He was attentive to instruction, participated in classroom discussion, responded appropriately, appeared organized for the activity, followed instructions readily, made transitions easily, worked at an appropriate rate, and interacted with peers appropriately. During the observation, Junior was on task during 8 of 15 intervals, which is a rate of 53%. Junior’s classroom teachers noted the following behavioral concerns: poor attention and concentration, excessively high activity level, difficulty following directions, easily frustrated, extreme mood swings, difficulty working with peers, and difficulty staying on task.  Junior’s teachers indicted that Junior typically begins tasks only with verbal reminders and teacher interventions and typically stays on task with prompts from the teacher. Junior typically asks for teacher help in his classes. Junior has some difficulty making transitions from one activity to the next during his classes.These problems behaviors are associated with Juniors disability (ADHD) have been reported to occur when Junior is in his Biology class about 47% of the time he is in there for a 90min class period. Junior has trouble following school rules and respecting his teachers and peers. Junior has had four behavior referrals this year. Junior’s referrals for the 2019-2020 school year include fighting, stealing, and inappropriate behavior. Junior had eight behavior referrals during his 8 th grade year and two referrals during his 7th grade year at Texas Middle school. Junior is capable of following the Student Code of Conduct. At this time, there are noted behavior or emotional concerns impacting Junior’s performance in the classroom associated with ADHD. Behavior strategies should be considered to support him in the educational environment. Future goals will focus on positive behavior supports that address off task behaviors and conflicts with other students.

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Based on teacher input, STAAR data, Kaufman test of educational achievement, and Curriculum Based Assessment (CBA) Junior is in the average range (58th percentile) in letter and word recognition and reading comprehension. Junior also scored in the average range (63rd percentile) in vocabulary. Junior also displays the ability to edit short paragraphs for capitalization errors and some punctuation errors. Junior’s disability in written language hinders his written expression and spelling. It is noted he is experiencing difficulty with editing, revising, structuring sentences, spelling and punctuation as evidenced by Kaufman Test of Educational Achievement. In the areas of spelling Junior is in the 12th percentile which is below average of his peers and a standard score of 74 in written expression which is in the 4th percentile and below average of his peers. Junior requires full verbal prompting to produce writing assignments and initiate independent activities, a grammar and punctuation anchor chart to assist with writing mechanics,  graphic organizers to assist with organizing information and paragraph development, positive behavior supports to encourage acceptance of responsibility for behavior and to resist becoming discouraged by difficulties or setbacks.

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Based off of the given information in the FIE, Thor is currently in the FALS setting and is making slow progress towards graduation and transition. He can follow verbal and visual prompts, speak clearly and distinctively, looks at others when talking to him, read and write his name legibly, and states the days of the week in order. Thor is still developing skills to end conversations, look both ways before crossing the road, locate important dates on a calendar, work quietly in the classroom while others are working, call for help when necessary, and tie his own shoes.

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The information received from data collection Spiderman is using different accommodations in the FALS classroom for reading and writing. Student is classified as an emergent reader. When having teacher assistance, Spiderman can read on a 3rd grade reading level when it comes to comprehension and reading skills. The student requires assistance to answer comprehension questions such as (who, what, when and why). Giving text evidence and stating the main idea). Spiderman is working on using the appropriate grammar rules when writing independently. He is capable of reading one and two syllable words, but struggles with some unfamiliar multiple syllable words.

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Behavior PLAAFP Based on teacher observations, STAAR data, Kaufman assessment and input from various sources, Junior is performing below the average norm of a student his age.  Based on an in-class observation, (8 of 15 intervals) he exhibits inattentiveness in class, has to be redirected frequently, has difficulty working with peers, and struggles following directions.  Junior tested below average on written language and spelling with the Kaufman assessment.  Junior is scoring average in reading and math based on the norms for students his age. Accommodations most useful for Junior include extra time for assignments and tests, small group testing, and check for understanding.     

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Behavior PLAAFP Based on teacher observations, STAAR data, Kaufman assessment and input from various sources, Junior is performing below the average norm of a student his age.  Based on an in-class observation, (8 of 15 intervals) he exhibits inattentiveness in class, has to be redirected frequently, has difficulty working with peers, and struggles following directions.  Junior tested below average on written language and spelling with the Kaufman assessment.  Junior is scoring average in reading and math based on the norms for students his age. Accommodations most useful for Junior include extra time for assignments and tests, small group testing, and check for understanding.     

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When given verbal reminders and prompts, Ironman is able to comply with teacher requests to remain on task (completing a modified multiple-choice quiz when provided with a copy of notes).  Inconsistency with this skill occurs when verbal reminders and prompts are not provided.  Reinforcers include help from the teacher, frequent breaks, and edibles included in a token system.  20 minutes is the current amount of time Ironman will stay on task before problem behaviors arise (refusal, laying down head).  The problem behaviors connected to his disability occur twice a week and last from 10 to 15 minutes.  Ironman’s attentiveness to task is likely to appear when given if-then statements.  For example, if you give 20 minutes of continuous work, you can have a 10-minute break.  Helpful approaches include verbal redirection and a reward system.  Future goals will concentrate on increasing the amount of time Ironman works independently and decrease problem behavior by giving frequent breaks.

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Based on information gathered from teacher input, STAAR data,  Kaufman test and CBA's Junior is in the 58h percentile, which is considered normal range for letter and word recognition and reading. He also scored in the 63 percentile for vocabulary.  From his teachers reports Junior is often distracted in class and repeatedly must be reminded to resume his task. Accommodations that are most successful for Junior include reminders to stay on task, preferential seating, scaffolding and graphic organizers.

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Behavior PLAAFP

Based on teacher input and information gathered from the FIE Junior showed average receptive and average expressive levels of language proficiency when discussing interests and school experiences. Based on teacher observations, STAAR data, and the Kaufman assessment, Junior is performing below the average norm of a student his age. Based on in class assignments Junior is currently scoring average in reading and math based on the norms for students his age.

Based on an in-class observation, Junior he exhibits inattentiveness in class, has to be redirected frequently, has difficulty working with peers, and struggles following directions. Junior’s classroom teachers noted the following behavioral concerns: poor attention and concentration, excessively high activity level, difficulty following directions, easily frustrated, extreme mood swings, difficulty working with peers, and difficulty staying on task

Given Junior’s challenges with off task behavior and conflicts with other students, provide positive behavioral supports such as silent signals, quiet corrections, and positive phrasing.

Accommodations most useful for Junior include extra time for assignments and tests, small group testing, and check for understanding.

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Based on the information given, Junior is a 9th grade student who qualifies for special education services for ADHD. Juniors receptive and expressive language skills are mainly in the average range for math and science. He is below average in science in the area of following oral directions. He did score above average in language arts for adequate vocabulary and organizing and relating ideas and factual information. Junior does exhibit a lack of accepting responsibility for his own actions in language arts and science class during observations. Given Junior's challenges with being off-task and issues with other students, behavioral supports for Junior should include positive feedback, and hand signals for positive or negative behavior. Accommodations most used and beneficial for Junior would include: behavioral supports, extra time for assignments and tests, small group testing or individual work, and positive reinforcements, and checks for understanding.

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V. TAYLOR
Based on teacher input and information gathered from the FIE Junior showed average receptive and average expressive levels of language proficiency.  Based on teacher observations, STAAR data, and the Kaufman assessment, Junior is performing below the average norm of a student his age. Junior has difficulties  with being off-task and issues with other students, behavioral supports for him should include positive feedback, and hand signals for positive or negative behavior cooling off area in extreme cases.  Accommodations most used and beneficial for Junior would include: behavioral supports, extra time for assignments and tests, small group testing or individual work, and positive reinforcements, and checks for understanding.

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Thor is a 12th grade student in a Mansfield high school FALS class. Based on data obtained from his most recent FIE, he is able to follow classroom routines and participate in classroom activities. He enjoys working on the computer and participating in cooking activities.  He can spell new words, answer comprehension questions, count to 100, and perform simple mental math.  He is also able to follow simple instructions to complete tasks, and can take care of his personal needs independently. Thor’s cognitive deficits affect his academic outcomes across all settings, while emotional/behavioral deficits in verbal and non-verbal communication and reciprocal social interaction skills affect his communication skills, requiring intensive individualized instruction with specialized supports. For Thor to be successful he requires one-on-one support, redirection, teacher prompting, frequent check-ins, familiar routines, and a structured environment. Educational needs to be addressed include functional and independent living skills. These needs include money management, housekeeping, and food preparation skills, along with working on communication and social skills.

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Based on information gathered from Thor’s FIE, he is make slow but measurable progress.  Thor is in the FALs setting at Mansfield HS and participates in Partners in Art as well as PE.  Thor is successful in naming 20+ familiar objects, shake head and say “yes” or “no” in response to simple questions, spelling simple new words, answering comprehension questions. Thor is able to read his name when printed or written, combines coins to produce the correct amount of money and reads and follows instructions for completing classroom projects. Areas of need for Thor communication and social skills; seeking friendships with others his age, working on one school activity for the entire class period, telling time correctly using watch or a clock with hands.  For Thor to be successful in the academic and community setting, he needs a structured environment, clear and familiar routine, redirections, teacher/staff prompts, one-on-one support, and frequent checks for understanding.

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Based on the information I have read the student struggles with expressing himself when frustrated. I would recommend incorporating a tally system where for every thirty minutes if he is able to complete work, talk in a nice manner, and ask for help when needed he gets a tally mark. At the end of the day if he gets a set amount of tally marks he gets some one-on-one time with a person of his choice.

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Based on the information I have read the student struggles with expressing himself when frustrated. I would recommend incorporating a tally system where for every thirty minutes if he is able to complete work, talk in a nice manner, and ask for help when needed he gets a tally mark. At the end of the day if he gets a set amount of tally marks he gets some one-on-one time with a person of his choice.

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Within 36 instructional weeks, when given direct, physical prompts, visual aids, and teacher modeling, Thor will demonstrate measurable progress in home living skills.  Success will be measured using teacher observations and daily work at a rate of 70% VI will support this goal on a consult model.

Objective/Benchmark: Within 36 instructional weeks, when given direct, physical prompts, visual aids, and teacher modeling, Thor will follow a concrete schedule, such as a chore chart, to complete a household chore schedule.  Success will be measured using teacher observations and daily work at a rate of 70%.

Objective/Benchmark: Within 36 instructional weeks, when given direct, physical prompts, visual aids, and teacher modeling, Thor will prepare a simple snack or meal involving 3 steps with adult support.  Success will be measured using teacher observations and daily work at a rate of 70%.

Objective/Benchmark: Within 36 instructional weeks, when given direct, physical prompts, visual aids, and teacher modeling, Thor will use a device such as a hand-held vacuum or broom to clean debris from the floor.  Success will be measured using teacher observations and daily work at a rate of 70%.