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Across school settings, Luke will identify 1.) his feeling and regulatory zone and 2.) utilize a corresponding coping or regulatory strategy in 4 out of 5 attempts.

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Across school settings, Luke will identify 1.) his feeling and regulatory zone and 2.) utilize a corresponding coping or regulatory strategy in 4 out of 5 attempts.

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Luke will legibly write his first and last name (3/4 attempts) , lowercase letters (80% legible), and copy sentences from a near-point model (60% aligned) during a writing task

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Luke will legibly write his first and last name (3/4 attempts) , lowercase letters (80% legible), and copy sentences from a near-point model (60% aligned) during a writing task

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Accommodations: paper with a dotted middle line, visual model of letters, verbal reinforcement of letter formation

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At School Luke is able to manage his emotions and respond appropriately to various social and academic activities. He is more unfamiliar with the Zones of Regulation curriculum and would benefit from direct instruction.
Parents report concerns with anxiety in previous school setting

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From a clinic-based evaluation by Patricia Graf OTR/L, report dated 12/5/16, Luke's overall visual motor coordination is considered to be within the average range but motor coordination is much lower due to decreased hand strength and endurance.
Currently Luke is able to write his first name and last name in uppercase manuscript letters. He copies 24/26 uppercase and 16/26 lowercase manuscript letters legibly from a near-point model. When copying a sentence, Luke demonstrates about 40% accuracy in aligning his letters to the writing line.

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By February 2019, Luke will be able to identify 75+ sight words during literacy activities with 90% accuracy.

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By February 2019, Luke will be able to identify 75+ sight words during literacy activities with 90% accuracy.

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January 2018: Based on the ISEL assessment, Luke is able to identify 10/35 sight words and is currently reading at a F&P level A book. Luke would benefit from increased instruction in sight words to increase his fluency and decoding skills in order to access grade level texts

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By the end of this meeting we will:

Have an understanding of Students's present levels of performance.

Have an understanding and agreement on goals, services and placement.

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Luke is friendly, caring, and flexible young man,

He can identify all of his letter and almost all of the sounds

He can follow class and small group directions well, with occasional redirection to focus

He appears to enjoy school and is handling the transition well from his previous school

He is working on his writing legibility and enjoys creating stories

He participates alongside his peers, and will engage when prompted to do so.

He has a great sense of humor and is making friends quickly :)

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January 2018, Currently Luke is able to answer WH questions with 50% accuracy relating to a text or pictures in 10 trials. Luke would benefit for targeted instruction on developing his comprehension skills.

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By February 2018, Luke will independently answer WH questions with visuals for literacy based activities with 80% accuracy.

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By February 2018, Luke will independently answer WH questions with visuals for literacy based activities with 80% accuracy.

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Accommodations: directions read to student, repeated directions, preferential seating, access to sensory breaks, small group testing, extended time, flexible seating

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Supported Education in Academics (push in): 150 mpw

Supported Education in Academics (resource):