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Math
Student
is in a small resource special education class for
math instruction.
We are working towards the grade level Carnegie math
curriculum all
8th graders are using in the district but at a slower
rate, with more
scaffolding, and focusing on the big skill
acquisition. We use
supportive material as needed. Specific skills like
the distributive
property, order of operation, fractions, percents,
proportions, and
integers are all reviewed and taught to develop
algebra skills. One
of the goals of this class is to prepare students for
Algebra and
solving two step equations. Additionally, we use an
internet skills
practice program which is part of the Carnegie program
called Mathia.
Student
is working on the middle school RTI level material as
an
intervention. This program is used to reinforce and
practice the
specific skill listed above.
Current
goal progress:
STAR
math:
A
review of her math progress on classroom quizzes
suggest the
following areas of need:
8th
graders are able to solve problems involving,
addition, subtraction,
multiplication, division, fractions, decimals, ratios,
proportions
and able data analysis at an 8th grade level. They are
scoring at the
50%tile or above on districtwide standardized
assessments.
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Reading
XXXXX
is in a small resource class for reading using the grade
level
program Engage New York at a slower rate with more
scaffolding. All
of the material is presented orally in class with
frequent
discussions to enrich comprehension and vocabulary
development.
XXXXXX enjoys reading aloud and participating with peers
in small
groups.
On
his latest STAR test, XXXXX scored at the 2nd percentile
and is
reading at the 3rd grade level. His last three STAR test
scores
where at the 2nd, 3rd, and 4th percentile. The
instructional
planning report states XXXXXX should focus on making and
supporting a
claim with textual evidence. On his last 6 assignments
focusing on
reading comprehension, XXXXXX scored an average of 69
percent
correct.
8th
graders are able to decode and comprehend grade level
material with
80% accuracy or better which includes demonstrating
proficiency with
making and a supporting claim using textual evidence.
They are able
to score at the 40th percentile or above on district
wide reading
assessments.
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Writing
XXXXXX
is in a small resource class for reading and writing
using the grade
level Engage New York program. This class goes at a
slightly slower
pace with more scaffolding, modeling and support. He
uses Read Write
for Google Chrome on a Chrome Book frequently in ELA
even though he
has very legible handwriting. Using technology for
writing makes
editing and the use of writing templates more efficient.
XXXXXXX
wrote a paragraph for his latest written assignment.
Using a 4 point
scale rubric, he scored a 2.5 on organization writing a
topic
sentence, supporting sentences, and a conclusion. He had
support
from the teacher on organization for this assignment. On
the same
assignment he scored a 1 for correct use of language.
XXXXXX made a
number of mistakes with the correct use of capital
letters and
punctuation. He also had a couple of run-on sentences.
8th
graders are able to compose paragraphs with solid
introductory
statements, details, elaborations and concluding
statements
independently, 90% accuracy or above. 8th graders use
correct
conventions and grammar within their writing.
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IEP notes about
minutes:
IEP
services time is reflective of the current Hybrid
schedule. During
the Hybrid schedule XXXXXX attends school in person 2
days per week
with remote learning opportunities 3 days per week.
Classes are on a
16 day block rotation (ex. Rotation 1 is period 1 and
period 2,
rotation 2 is period 3 and period 4, etc.) XXXXX will
have special
education classes during rotations X and X. Class
periods are in the
intensive block are 150 minutes each, the IEP services
minutes are an
average of this time combined with remote service during
off weeks
over the course of the semester.
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Self-Help and
Independence
Student
is in a Learning Strategies class in place of one
exploratory class
this year to help assist with organization and work
completion
skills. In this class the students are practicing how to
keep track
of assignments, prioritize work, study, and receive
assistance on
school work as needed with time to practice reading,
typing, and math
skills when students are organized and caught up. Over
the course of
the year, McKenzie has been productive at time and
resists doing her
work at other times. When she is absent McKenzie does
not seek out
teachers to ask for assignments that she missed.
8th
grade students are able to complete homework assignments
on their own
and pass all their classes.
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Self-Help and
Independence
Student
is in a Learning Strategies class in place of one
exploratory class
this year to help assist with organization and work
completion
skills. In this class the students are practicing how to
keep track
of assignments, prioritize work, study, and receive
assistance on
school work as needed with time to practice reading,
typing, and math
skills when students are organized and caught up.
Madison is able to
receive help with reading grade level assignments,
understanding what
to do, and completing her homework during this class.
She has an A in
this class based on her work ethic, improved
organizational skills,
and time on task.
In
her Learning Strategies class she asks for help
frequently and if she
doesn't initiate asking for help she will ask for it
when the teacher
circulates and checks for understanding. She prioritizes
assignments
about 75%of the time on her own.
8th
graders are able to complete homework assignments on
their own, at
home.
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