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Math 10-12 group- Aaron is able to graph inequalities, write an equation in slope-intercept form, and evaluate linear expressions. Aaron requires additional instruction on solving multi-step linear equations, simplifying expressions, identifying slope-intercept from a graph, solving linear systems, simplifying rational expressions, identifying slope from two points, and writing an equation of line when given two points. In the general education classroom, Aaron has been able to progress at the same rate as his peers with the supports and services he currently has in place. Aaron does require additional instruction to ensure understanding and being able to demonstrate the standards assessed consistently.Iowa Core Algebra StandardsSeeing and Interpreting Structure in ExpressionsWrite expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomialsUnderstand the relationship between zeros and factors of polynomialsUse polynomial identities to solve problemsRewrite rational expressionsCreating equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoningSolve equations and inequalities in one variable Solve systems of equations- Represent and solve equations and inequalities graphicallyWhen given an untimed AAIMS E Algebra 2 standards, Aaron scored an average of 14.5 points out of 48. His last 4 scores included 6, 19, 12, and 21. Same age peers are expected to score 30 points or higher in a 7 minute time period. Aaron earned a D in Algebra 2 S1 which is at a beginning to progressing level proficiency.  On the ISASP given in the Spring of 2021, Aaron scored 496 which is not yet proficient. Proficiency range is 537- 653.Aaron's difficulties in the area of math may hinder his ability to make progress at the same rate as his peers.  Aaron needs specially designed instruction in the area of math in order to be successful and in order to achieve his post-secondary goals. 

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Math 10-12 group- Aaron is able to graph inequalities, write an equation in slope-intercept form, and evaluate linear expressions. Aaron requires additional instruction on solving multi-step linear equations, simplifying expressions, identifying slope-intercept from a graph, solving linear systems, simplifying rational expressions, identifying slope from two points, and writing an equation of line when given two points. In the general education classroom, Aaron has been able to progress at the same rate as his peers with the supports and services he currently has in place. Aaron does require additional instruction to ensure understanding and being able to demonstrate the standards assessed consistently.Iowa Core Algebra StandardsSeeing and Interpreting Structure in ExpressionsWrite expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomialsUnderstand the relationship between zeros and factors of polynomialsUse polynomial identities to solve problemsRewrite rational expressionsCreating equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoningSolve equations and inequalities in one variable Solve systems of equations- Represent and solve equations and inequalities graphicallyWhen given an untimed AAIMS E Algebra 2 standards, Aaron scored an average of 14.5 points out of 48. His last 4 scores included 6, 19, 12, and 21. Same age peers are expected to score 30 points or higher in a 7 minute time period. Aaron earned a D in Algebra 2 S1 which is at a beginning to progressing level proficiency.  On the ISASP given in the Spring of 2021, Aaron scored 496 which is not yet proficient. Proficiency range is 537- 653.Aaron's difficulties in the area of math may hinder his ability to make progress at the same rate as his peers.  Aaron needs specially designed instruction in the area of math in order to be successful and in order to achieve his post-secondary goals. 

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XXXX knows letters and letter sounds of consonants and vowels. She knows many high frequency words in isolation and within text. She can generally read accurately at her level, but does read slowly. Adult support providing 1:1 correspondence helps. She enjoys being read to by an adult reader or virtual reader.

XXXX usually needs to be prompted to share her connections/thoughts during shared reading, however, she usually can make decent connections. Sometimes she'll repeat what other students have shared if she is not fully engaged in the text or sometimes she'll say "I don't know". If she is prompted or given verbal choices when stuck, she is usually able to share experiences/prior knowledge. XXXX knows basic vocabulary meanings well within simple text. For example she knew that "hunt" meant to "catch" and "prey" meant "food". She needs some guidance and support to share the main idea and newly learned information from new text. XXXX is able to confidently and independently answer questions related to familiar texts. XXXX seems to enjoy both fiction and non-fiction text.

XXXX benefits from continued practice with decoding unknown words, fluency, and answering Wh Questions (who, what, where, when, why). XXXX's skills deficits in the area of reading impact her progress in the curriculum and her ability to acquire grade level reading skills. There is not an appropriate peer comparison here since XXXX is being assessed using the alternative achievement standards.

XXXX was not tested in Alternate Assessment during the 2020-2021 school year as parents chose the remote model and Alternate Assessment cannot be given remotely. Parents were given the option to bring XXXX on site for testing, in which they declined.

XXXX is working on skills connected to the 6th grade Iowa Core Curriculum that are reduced in breadth and complexity and that are matched to her instructional level. The following 6th grade essential elements are being assessed:

EE.RL.6.1: Determine what a text says explicitly as well as what simple inferences must be drawn.

EE.RL.6.2: Identify details in a text that are related to the theme or central idea.

EE.RL.6.10: Demonstrate understanding of text while actively reading or listening to stories, dramas, or poetry.

EE.L.6.4: Demonstrate knowledge of word meanings.

EE.RI.6.1: Analyze a text to determine what it says explicitly as well as what inferences should be drawn.

EE.RI.6.2: Determine the main idea of a passage and details or facts related to it.

EE.RI.6.3: Identify a detail that elaborates upon individuals, events, or ideas introduced in a text.

EE.RI.6.10: Demonstrate understanding while actively reading or listening to literary nonfiction.

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Ben is able to fully participate in class when he is verbally engaged and when there is a physical product to be produced. He works well with peers and follows through to complete tasks when he is part of a group and the group is depending on him to complete his part.

Didn't get all of the parts....

Ben's inability to engage in and sustain stamina in independent work, may hinder his future goals of attending a trade school where long term projects are routine, as well as in the career field to follow through when he is working independently.

21st Century Skills: 21.9.es.2    Adapt to various roles and responsibilities' and work flexibly in climates of ambiguity and changing priorities

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Reading Comprehension Goal: Literacy 1 (6-9)

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Reading Comprehension Goal: Literacy 1 (6-9)

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Reading Comprehension

Currently, Adryen is able to make connections to the texts he is reading.  He is able to draw from personal experiences and background knowledge when reading fiction and nonfiction.  He is able to recall basic facts for comprehension questions.  Adryen struggles with narrowing down thinking to build a clear summary.  His summaries often include information that is “nice to know” rather than “need to know.”  Adyren doesn’t always demonstrate active reading strategies like marking up text, referring back to the text, or seeking clarification for difficult concepts or vocabulary.  He also struggles to draw conclusions, make accurate inferences and use context clues to determine the meaning of more complex vocabulary.

When given a grade level non-fiction reading passage and asked to answer questions related to recalling information, main idea, inferencing, synthesizing, and vocabulary, Adryen is scoring __% accuracy. In the fall of 20__, Adryen scored ___ on the FAST aReading assessment. A proficient score is 525.  Grade-level peers are reading with at least 80% comprehension on similar passages. We will be working on building grade level appropriate comprehension skills such as inferencing, synthesizing, and identifying main idea and supporting details. Adryen will need to develop accurate reading skills in order to perform secondary and post-secondary learning requirements.  Reading is a basic skill that will be used in his post-secondary plans for living, learning and working.

Iowa Core Standard

RL.6.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

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XXX is often able to identify if there is a problem, but not the solution, or is missing pieces to the solution.  He is quick to ask for help before even attempting a task especially when given a task that is newer to him.  When prompted or told to problem solve, XXX is able to solve simple problems such as finding/refilling materials.  When given the opportunity, XXX struggles to make decisions on his own, and is prompt dependent.  XXX will often try to escape work by initiating off-task conversation with an adult (examples include: talking about his water bottle, his shoes, being hungry).  XXX does not often initiate tasks after given directions and needs specific verbal prompts or modeling to begin a task.  He does not read well, so does best with modeling and/or picture cues when first learning a task.

This affects the ability to live and work in the community and in supported living.

Currently, when given a daily living task and access to picture supported task analysis’, XXX completes the task with 65% accuracy

These students are working on alternate achievement standards – peer comparison is not appropriate.

Iowa Standard Addressed:

21.9-12.ES.5

Essential Concept and/or Skill: Demonstrate productivity and accountability by meeting high expectations.

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STRENGTHS:Morgandy is able to read grade-level material at the same rate as her peer.  She can discuss fiction more accurately and deeply than nonfiction.  She is able to accurately recall basic factual information.  She is a capable reader when she puts forward concentrated effort on the reading.  When reading is directly involved with what she is doing in class, she puts forth good effort.  AREAS FOR GROWTH:Morgandy struggles with accuracy, drawing conclusions and making inferences.  She has a hard time setting a purpose for reading and keeping that purpose in mind to help guide her reading.  She does not consistently use active reading skills for progress monitoring or on reading passage for literacy class.  When she does not see a direct correlation between reading and the activity for the class, she often does not focus enough to benefit from the written material.  ASSESSMENTS:-On the most recent DWA, the MAP reading assessment taken fall 2021, Morgandy scored a 210 in reading, which places her at the 32nd %tile.  Proficient scores are between 214-236 (40th %tile and above).-In the spring of 2021, on the English Language Arts ISASP, Morgandy’s score was 435 overall and a 433 on the reading subtest, which was not yet proficient.  The cut score for proficiency is 475.  PROGRESS MONITORING:Morgandy has been reading 7th grade level probes, followed by 10 comprehension questions to answer.  Her 3 most recent scores were 60%, 30%, and 60%.  Peers score 80% or better on 8th grade level probes.IMPACT OF DISABILITY:Morgandy's reading skills could potentially impact her ability to fully comprehend work and personal documents, reading materials, and impact her performance in these areas.STANDARDS focused on for this goal:RL.8.1, RL.8.2, RL.8.3= Key Ideas and Details:  (working on adding details to describe standards)RL.8.4,  RL.8.5, RL.8.6 = Craft and Structure:  (working on adding details to describe standards)

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STRENGTHS:Morgandy is able to read grade-level material at the same rate as her peer.  She can discuss fiction more accurately and deeply than nonfiction.  She is able to accurately recall basic factual information.  She is a capable reader when she puts forward concentrated effort on the reading.  When reading is directly involved with what she is doing in class, she puts forth good effort.  AREAS FOR GROWTH:Morgandy struggles with accuracy, drawing conclusions and making inferences.  She has a hard time setting a purpose for reading and keeping that purpose in mind to help guide her reading.  She does not consistently use active reading skills for progress monitoring or on reading passage for literacy class.  When she does not see a direct correlation between reading and the activity for the class, she often does not focus enough to benefit from the written material.  ASSESSMENTS:-On the most recent DWA, the MAP reading assessment taken fall 2021, Morgandy scored a 210 in reading, which places her at the 32nd %tile.  Proficient scores are between 214-236 (40th %tile and above).-In the spring of 2021, on the English Language Arts ISASP, Morgandy’s score was 435 overall and a 433 on the reading subtest, which was not yet proficient.  The cut score for proficiency is 475.  PROGRESS MONITORING:Morgandy has been reading 7th grade level probes, followed by 10 comprehension questions to answer.  Her 3 most recent scores were 60%, 30%, and 60%.  Peers score 80% or better on 8th grade level probes.IMPACT OF DISABILITY:Morgandy's reading skills could potentially impact her ability to fully comprehend work and personal documents, reading materials, and impact her performance in these areas.STANDARDS focused on for this goal:RL.8.1, RL.8.2, RL.8.3= Key Ideas and Details:  (working on adding details to describe standards)RL.8.4,  RL.8.5, RL.8.6 = Craft and Structure:  (working on adding details to describe standards)

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Post group CAAFP statement in the stream by clicking the pink (+) in the bottom right corner. You may use real data from a group members student or hypothetical data that is appropriate for the students your group primarily serves.

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Writing Goal - Practice Current Level:

Student’s Current Performance:

Student can write basic simple sentences. Student can have a capital letter at the beginning of their sentence. Student can use transition words when writing a paragraph. Student can sometimes add important details to their writing.

Student struggle with writing advanced sentences such as compound, complex, and compound-complex sentences. Student struggling with adding correct capital letter throughout a sentence. Student struggles with going back to edit their writing.

Student Comparison:

General education peers can write multiple paragraphs. General education peers can write advanced sentence structure.

Student is working toward:W.9 and 10.10:

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

On ISASP from April 2021 the student scored a 430 on the English Language Arts section. The proficient