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 

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.

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.

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.