Pre-IEP Plan for Debbie
Debbie is a first grader at Kelsey elementary school. Her teacher finds her to be enjoyable to have in the class. Debbie is a healthy, happy student who has reached all of her developmental milestones inside the normal limits. Her vision and hearing are normal. She generally speaks at a proper speed and speaks clearly. Her speech is also age appropriate.
It was brought to the attention by Debbie’s mother that Debbie may have problems with reading comprehension problems. It is also thought that she may have speech, language, and written language problems. There is also concern that she may have problems in math.
Measurable Goals for Debbie:
* Debbie will be able to put together the different events within a story on her own once it is told to her with closely to 80% accuracy.
• Once Debbie hears a story, she should be able to translate its meaning.
* Debbie should be able to make 80% of the correct sounds of the unfamiliar words that she hears from the story told to her.
* Debbie will be able to use the information as well as her vocabulary plan to figure out what 80% of the new words are from a story told to her.
Student Eligibility:
Debbie received very low grades in her initial tests in her reading sessions. Debbie has much strength that proves she can improve and has the ability to learn. The Kaufman Worksheet Interpretations shows that she received very low grades on her oral testing. Also, Debbie’s WISC-R grades were low. The results of these test show that Debbie is in need of some special education services.
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Justification for least restrictive environment:
The general education teacher has provided Debbie with lots of accommodations. This was an effort to help Debbie with her progress in learning. The teacher made accommodations such as special seating and modifying teaching and instructions. Debbie received extra time for such assignments as projects as well as testing. Debbie is also given less work. Unfortunately, these changes have not worked for Debbie. With all the information collected, it was determined that Debbie would benefit being in a class that she can spend her time working with teachers that can focus on working specifically with Debbie and helping her learning process.
Classroom Modifications:
• Debbie needs to have the support of a special education tutor to help her focus and stay on track.
• Debbie will need to have her own copy of materials read to the class. This will help her stay on track with the class.
• Debbie has a high distraction level. This being the case, Debbie needs to take her tests in a silent location.
• Debbie will benefit from the use of visual aids. This will help aide her to process the materials she is given.
• Debbie will be able to comprehend the vocabulary lessons clearer if she is provided pictures to assist her.
Explanation of the use of data:
A team has worked together to review the results of the data from Debbie’s testing. The data provided shows that Debbie is going to need assistance during reading exercises and its comprehension. Debbie’s performance in class is unmatched to her fellow classmates within the general education classroom. The data provided was analyzed and it was determined that Debbie should be removed from the general education classroom. According to the data provided, Debbie will need support in certain areas such as LRE. In this area there are distinctive services available to her.
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Accommodations for statewide and district-wide testing:
* Debbie will be allowed to get up and walk around the room if she feels she needs to.
* Debbie should have no one in the room with her during her exams other than the administrator.
* Debbie will have the directions read to her once. There will be plenty of time to complete all of the testing.
