Carolyn

Ms IEP Summary READING Strengths: Teachers report that Carolyn works well with her peers and that she is polite, friendly and she contributes to group discussions. She is a strong critical thinker and has strong research skills. Areas of Need: Carolyn has missed a great deal of instructional time this semester and she has been tardy a significant amount of times. As a result she has missed critical lessons, group work assignments, presentations and other class work. Teachers give Carolyn the opportunity to retake quizzes and class assignments but she has still fallen behind due to her absences and tardies. When Carolyn is present in class, she needs support to follow along with tasks, instructions and other project procedures. She has access to audio books and various graphic organizers but she needs to be more consistent with utilizing them on her own. Carolyn can benefit from after school tutoring in English and History, where can she also receive more one on one support but she has not committed to stay. In addition, Carolyn can also needs to develop more self-advocacy/independence by asking for help or clarification when needed. Impact of disability: Carolyn's deficit in auditory and visual processing adversely impact her ability to access the core curriculum in the general Ed setting. Accommodations: - Presentation/Instructional: provide audio books (when available); opportunities to read out loud; small group reading; provide text summaries, key concepts, list of characters and literary devices; peer reading or teacher led reading (when available); provide reading guides, especially with key terms/vocab and definitions; graphic organizers to aide with reading. - Time: extended time to complete reading assignments; allow time to review previously read material; provide time for silent and individual reading, or peer reading. - Setting: preferential seating with advanced students; sit near teacher and white board at all times; test in small groups or in a smaller room; allow to read in a small group or with a partner WRITING Strengths: Carolyn has a positive attitude in class and generally gets along very well with her peers and her teachers. With support and extended time, she can compose basic narratives and she can respond to writing prompts. Her teachers report that her research skills are high and that she does well with sorting through various pieces of information. Areas of Need: Carolyn has missed critical opportunities to develop her writing skills due to absences and tardies. She needs help with writing assignments that require supporting evidence. She also needs ample opportunities and tools to organize her thoughts into well structured paragraphs. Carolyn needs to continue sitting with honors students in her groups in order to receive additional support with student led group work activities. Teachers give Carolyn multiple opportunities to retake quizzes and complete assignments, but she has not followed thorough with most of them due to absences and tardies. Her teachers have also asked her to stay after school for one on one support but Carolyn has rarely attended. Impact of disability: Carolyn's deficit in auditory and visual processing adversely impact her ability to access the core curriculum in the general Ed setting. She has a difficult time organizing and focusing her writing when completing longer compositions. Accommodations: - Presentational/Instructional: constant checking for understanding by asking questions to student; break long/complex writing prompts into smaller parts; provide outlines with sentence starters, preferably with a flow-chart; provide examples of written responses; graphic organizers to help visualize writing process; use of computer for longer compositions,; explicit instruction on editing skills. - Time: extended time to complete writing assignments, preferably with peer or teacher one-on-one support; allow student to take restroom breaks whenever she requests them; allow student to visit the school nurse when she needs to and send a fellow classmate with her; - Setting: preferential seating with advanced students; sit near teacher and white board at all times; test in small groups or in a smaller room; allow to read in a small group or with a partner