Springfield College

Preparing for an IEP Meeting

School: Mapleshade Elementary School Birthdate: 01/28/2008

Reason for the meeting:

The reason for this IEP meeting is for a 3-year annual review.

Identification:
Primary Disability: Specific Learning Disability
Secondary Disability: Health

The student began receiving special education services when he was in the second grade under
the diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD). The student was found to
continue to be eligible for special education services at his 3-year meeting due to a Specific
Learning Disability (SLD) in the area of reading, and Health disability

Brief History of the student:

The student is a friendly fifth-grade student who is outgoing and kind. He easily engages in
conversation with adults and gets along well with his peers. In the classroom, the student is
respectful and polite. The student appears to enjoy helping others who he perceives as having a
more difficult time. His teachers would like to see the student become more independent in his
ability to complete tasks. During partner/group work, the student is inconsistent in his ability to
actively participate and benefits from teacher adult support/prompting.
 Service Delivery:
No changes are being made to the list of services the student receives. The student will continue
to receive each of the services below.

A. Consultation (Indirect Services to School Personnel and Parents)

Focus on Type of Service Type of Frequency Start Date End Date
Goal # Personnel and
Duration/Per
Cycle
1-4 Consult Special 1 X 30 01/27/2018 01/26/2019
Education min/month
Teacher
4 Consult Guidance 1 x 30 01/27/2018 01/26/2019
Counselor min./month
B. Special Education and Related Services in General Education Classroom (Direct
Service)
Focus on Type of Service Type of Frequency Start Date End Date
Goal # Personnel and
Duration/Per
Cycle
1 Language Arts Special 5 X 45 01/27/2018 01/26/2019
Education min/week
Teacher
2 Written Special 2 X 45 01/27/2018 01/26/2019
Language Education min/week
Para
3 Mathematics Special 2 X 45 07/01/2018 01/26/2019
Education min/week
Teacher
C. Special Education and Related Services in Other Settings (Direct Service)
Focus on Type of Service Type of Frequency Start Date End Date
Goal # Personnel and
Duration/Per
Cycle
1 Reading Special 5 X 45 01/27/2018 01/26/2019
Education min/week
Teacher
4 Social/Emotional Guidance 2 X 15 01/27/2018 01/26/2019
Counsel min/week
3 Mathematics Special 3 X 45 07/01/2018 01/26/2019
Education min/week
Teacher
Evaluations:
Educational Evaluation: Mrs. Korbut completed the reevaluation with the student where he
demonstrated average range scores within the essay composition, spelling, and written
expression. He additionally evidenced average range performance in his math problem solving
and numerical operations. The student demonstrated average range of oral language, oral
expression, and listening comprehension. On the TOWL, he demonstrated average range
performance on the spontaneous composition. The student had more difficulty with vocabulary,
spelling, and logical sentences. He demonstrated average range performance on the sentence
combining and punctuation. On the TOWRE2, he demonstrated below average sight word
efficiency and poor performance on the phonemic decoding efficient. On the Key-Math, the
student demonstrated below average range performance on the Basic Concepts, Operations, and
Applications composites.

Psycho-educational Evaluations: Based upon a record review, the student presents with a history
of academic, social-emotional and attentional concerns. He was initially found eligible for
special education services when he was in the second grade under a diagnosis of ADHD. He was
evaluation through the Community Services Institute in the spring of 2017 where the following
diagnostic information was obtained: Specific Learning Disorder with impairment in reading,
Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation, Unspecified
Anxiety Disorder. These vulnerabilities may impact his ability to make consistent academic and
social/emotional progress.

Through the cognitive test measures, the student evidenced a personal strength in his ability to
detect the underlying conceptual relationship among visual objects and use reasoning to identify
and apply rules. The student demonstrated average ability to register, maintain, and manipulate
visual and auditory information in conscious awareness. Through the reading assessment, the
student demonstrated average sound recognition and awareness skills and average ability to
decode novel words. The student evidenced a personal weakness in his ability to access and
apply acquired word knowledge. He performed within the low average range in his ability to
evaluate visual details and understand visual-spatial relationships in order to construct geometric
designs from a model. The student performed within the low average range in his speed and
accuracy of visual identification, decision making, and decision implementation. Through
reading assessment administered, the student evidenced significantly below average range
performance on a task assessing his rapid and automatic word-recognition skills. His
performance in this area suggests that his decoding automaticity skills are an absolute weakness.
The student performed within the significantly below average range in his automatic recognition
of words that do not follow a consistent grapheme-phoneme pattern and in his visual working
memory skills for the printed word form. The student additionally has more difficulty on task
assessing his ability to select a word that is either similar in meaning or opposite in meaning to a
target word.
 The effectiveness of Services: The student is connecting with his peers this year and seems better
able to manage his emotions. He has demonstrated improvements in his ability to monitor his
emotional responses and utilize coping strategies. On the STAR reading assessment, the student
recently performed at the 13th percentile but struggles to consistently use skills/strategies learned.
On the STAR math, he performed at the 42nd percentile. The student benefits from ongoing
check-ins when completing work.

Documentation for Determining Eligibility for Extended School Year:

Summer services will be determined in the spring (2019), The student is currently progress
monitored for ESY (Extended School Year).

Goal or measurable objective that is being tracked: Math

Assessment(s) used to track measurable objective: math assessment (created)/STAR

Thanksgiving:
Pre-Break Date: 11-20-18 Post-Break Date: 11-28-18 Post-Break Date: 11-30-18 Post-Break Date: 12-11-18
Math Assessment Math Assessment STAR Math Assessment
Standard Score: 75% Standard Score 75% Standard Score 601 Standard Score: 58%
Winter Holiday:
Pre-Break Date: 12-21-18 Post-Break Date: 1-4-19 Post-Break Date: 1-15-19 Post-Break Date: 1-16-19
Math Assessment Math Assessment STAR Math Assessment
Standard Score: 58% Standard Score 58% Standard Score 663 Standard Score: 75%

Goal or measurable objective that is being tracked: Reading

Assessment(s) used to track measurable objective: TOWRE – 2, STAR

Thanksgiving
Pre-Break Date: 11-20-18 Post-Break Date: 12-3-18 Post-Break Date: 12-11-18 Post-Break Date: 12-13-18

Standard Score: Standard Score: Standard Score: STAR Standard Score: TOWRE
TWRE – 79SS TWRE – SS79 SS378 SS83
STAR- (11/26) SS405

Winter Holiday:
Pre-Break Date: 12-18-18 Post-Break Date: 1-3-19 Post-Break Date: 1-7-19 Post-Break Date: 1-9-19

Standard Score: Standard Score: Standard Score: TWRE Standard Score: STAR 396
TWRE – SS81 STAR 353 SS82
Recommendations: Accommodations/Modifications
Testing Accommodations:
o Extra time (100% of the time given)
o Frequent Breaks: The test is administered in short periods with frequent breaks
o Separate Setting: The test is administered in a room other than the one used by the rest of the
class
o (05) Individual: The test is administered to the student individually
o (07) Familiar Test Administrator: The test is administered by a test administrator familiar to
the student.
o (13) Place Marker: The student uses a place marker
o (10) Test Directions: The test administrator clarifies general administration instructions. No
portion of the test itself (including items, reading sections, or introduction to reading
selections) may be read or signed unless the student’s IEP or 504 plan also includes the read-
aloud accommodation for the specific MCAS test being administered
o (14) Track Test Items: The test administrator assists the student in tracking test items (e.d.,
moving from one test question to the next) or by redirecting the student’s attention to the test
o (16) Test Administrator Reads Test Aloud (except ELA Reading Comprehension test, which
is nonstandard accommodation 26)
o (20) Use of a Graphic Organizer, Checklist, or Reference Sheet
o (21) Student Signs or Reads Test Aloud:

Additional Classroom Accommodations:

o Preferential seating
o A repeat of direction
o Pre-teaching vocabulary for a given lesson to support his comprehension
o Frequent check-ins to redirect for attention
o Extra processing time
o Extra time to complete assignments (upon teaching discretion)
o Allow movement breaks as needed
o Allow downtime when feeling anxious or overwhelmed
o Allow use of place marker
o Movement breaks during learning activities with explicit expectations presented prior to
completing the activity
o Graphic organizers for written expression
o Language and reminders to promote self-advocacy and growth mindset
o Models and examples of expected work
o Structured discussions paraphrasing what has been read

Home Recommendations:
o Parents are encouraged to sit with him to complete the reading, asking questions about
words expanding his vocabulary. Also listening to book (via book on tape or with a
parent) to hear a story above his reading level.