Student : DANIEL SNOWY
Status: Final Date of Conference : 12/08/2006
Student's strengths:
Daniel is a hard worker, compliant, friendly, works well with others, loves art, dinosaurs and hunting with Dad.
Parental information, including concerns for enhancing their child's education:
Mom would like to see DJ continue to improve in reading, writing and spelling.
Results of initial or recent evaluation(s) (this should include not only a report of test scores, but also an explanation of the results):
Formal testing done in December of 2004 shows that Daniel has a significant discrepancy between his IQ (WISC-IV, Full Scale SS 94) and the academic area of writing (WJ-III SS 76). His classroom teacher states that writing is very hard for Daniel. He struggles to get his ideas written down in an organized manner. His teacher also states that he has trouble with use of correct grammar, mechanics, and spelling. Daniel also struggles in the area of reading as it relates to the organization of the details of what he has read.
Results of child's performance on any general state and district-wide assessments:
On the fall district writing prompt, given in September 2006, Daniel scored a 1 out of a possible 4. Given district reading assessments in the fall of 2006 (level TUV -fifth grade) Daniel read at a rate of 80 words per minute with 96% accuracy and 90% comprehension. In order to meet district requirements, fifth graders must read at a rate of 105 words per minute with 94% accuracy and 80% comprehension. Therefore, Daniel's instructional reading level is considered to be the fourth grade level.
Student : DANIEL SNOWY
Status: Final Date of Conference :12/08/2006
Includes how the child's disability affects the child's involvement and progress in the general education curriculum, or for preschool children, how their disability affects the child's participation in appropriate activities:
READING:
When reading at level TUV (fifth grade), on the District Reading Assessment, Daniel read at a rate of 80 words per minute with 96% accuracy and 90% comprehension. In order to meet district requirements, fifth graders must read at a rate of 105 words per minute with 94% accuracy and 80% comprehension. Due to Daniel's fluency score it is apparent that Daniel's instructional reading level is QRS (fourth grade). Daniel has shown improvement with his decoding skills. Daniel comprehends on a literal level and struggles with understanding and processing higher level information. Comprehension will continue to be a main area of focus for Daniel to work on. Daniel will benefit from working in a small group, while focusing on specific reading skills and strategies. He will also benefit from the direct instruction within the larger group.
WRITING:
On the fall district writing prompt, given in September of 2006, Daniel scored a 1 out of a possible 4. Daniel struggles with organizing his ideas into complete sentences and paragraphs and with using correct grammar and spelling. Using an error monitoring score sheet, Daniel made 30 errors (17 spelling, 5 sentence, 5 capitilization, 1 overall appearance, and 2 punctuation) out of 77 words (39%) in the writing passage. Daniel will benefit from working in a small group and the use of graphic organizers to help him when writing. He should also be allowed to read aloud his written work and use the computer for written projects.
Student : DANIEL SNOWY Status: Final Date of Conference :12/08/2006
Goal Number: 1
Measurable Annual Goals (Including Academic and Functional Goals)
Daniel will improve his reading skills in the area of decoding and fluency from a level QRS (fourth grade) to a DRA level 44 (Fifth grade) by using phonics and sound blending to decode unknown words with from 96% on the fourth grade level to 94% accuracy on the 5th grade level and read from 80 words per minute to at least 105 words per minute, and improve reading comprehension by using skills and strategies to retell what he read in a passage with 80 % accuracy on District Reading Assessments by December 08, 2007.
Short-Term Objectives Or Benchmarks
Will the child be taking alternate assessments? Yes
Each objective or benchmark should be related to enabling the child to be involved in or progress in the general curriculum, and should be related to meeting each of the child's other needs. As appropriate, for preschool children, each objective or benchmark should be related to enabling the child to participate in appropriate activities.
1. Given a reading passage, Daniel will apply knowledge of root words by using them as a part of a total decoding strategy to decode unknown words with 94% accuracy as measured by a District Reading Assessment by December 08, 2007.
2. Given a reading passage, Daniel will apply phonics skills to read fluently at a rate of at least 105 words per minute as measured by a District Reading Assessment by December 08, 2007.
3. Given a reading passage, Daniel will apply inferential comprehension skills by constructing and extending meaning with 80% accuracy as measured by a District Reading Assessment by December 13, 2007.
Goal Number: 2
Measurable Annual Goals (Including Academic and Functional Goals)
Daniel will improve his writing skills by writing in paragraph form with organized ideas, and correct grammar, mechanics and spelling from from a baseline of 39% to 75% accuracy as measured by a written sample and error analysis by December 08, 2007.
Short-Term Objectives Or Benchmarks
Will the child be taking alternate assessments? No
Each objective or benchmark should be related to enabling the child to be involved in or progress in the general curriculum, and should be related to meeting each of the child's other needs. As appropriate, for preschool children, each objective or benchmark should be related to enabling the child to participate in appropriate activities.
1. Given a writing assignment, Daniel will write an organized paragraph with a topic sentence and 3-4 relating sentences with 75% accuracy as measured by a written sample by December 08, 2007.
2. Given a writing assignment, Daniel will use correct grammar and spelling 75% of the time as measured by a written sample by December 08, 2007.
3. Given a writing assignment, Daniel will use correct mechanics (capitalization and punctuation) 85% of the time as measured by a written sample by December 13, 2006.
4. Given a writing assignment, Daniel will apply procedures for organization of information by making outlines, lists, simple or complex semantic maps or other products as measured by written sample by December 13, 2006.