Nabeel is a 7 year old boy currently in the second grade at Washington Elementary School in Glenview, IL. He is currently in a general education classroom for math, assisted by a special ed co-teacher in the classroom, and a resource classroom for English Language Arts. Nabeel receives occupation therapy, speech therapy,and physical therapy. Nabeel's native language is Hindi so he also receives ESL services. Nabeel strives to be independent and is very curious. He is resourceful and enjoys interacting with his peers.
Present Level of Academic Achievement and Functional Performance
Reading- Nabeel is currently reading at a level C ( Fountas and Pinnel) and is comprehending text presented to him during guided reading with 80% accuracy. Nabeel is performing below grade level but has shown progress in finding word patterns, and while reading and taking his time to sound out unfamiliar words instead of skipping over unknown word as he did in previous years. Nabeel has also become resourceful in looking at the pictures in the books to help him read unfamiliar words.
- Nabeel continues to have difficulty spelling words with short vowel sound in the middle, CVC words. He can accurately say the middle sound in a word, but has difficulty accurately writing them down. Nabeel can currently write CVC words with a short "a" and short "o" middle sound with 100% accuracy. Nabeel's accuracy with writing CVC words with short "i" middle sound is 40% and short "e" and short "u" middle sound is 0%. Nabeel struggles with retaining and recalling sight words.
- Nabeel falls in the fifth percentile for each: spelling, word recognition, oral accuracy and vocabulary skills according to the ISEL assessment.
Math- Nabeel currently participates in the general education math curriculum, Eureka. The curriculum is modified to meet his needs and using spring fluency, part of the curriculum, are able to assess Nabeel regularly. Nabeel is able to add and subtract 1 digit numbers within 10 with 60% accuracy. He is able to add and subract 2 digit numbers without regrouping using a tens and ones chart. Nabeel's understanding of place value up to 100 us very strong. Nabeel understands that ten 1s make a ten and 10 tens make 100. He also shows good understanding of greater than and less than concepts. Nabeel also understands the concept of regrouping and decomposing numbers, during addition and subtraction problems, but Nabeel needs multiple reminders of the steps involved to complete problems.
Speech and Language- Nabeel currently receives 60 minutes a week of speech and language. Nabeel is currently working on producing complete sentences about a picture using appropriate vocabulary. He is able to do this in 71%of opportunities. When listening to a story, Nabeel is able to answer basic comprehension questions about the story when provided with visual support. Without visual support he can answer basic WH- question when stories are 2 sentences in length. Nabeel has increased his ability to engage in conversation with peers. On average Nabeel with take 3 conversational turns in a conversation with a peer given 3 visual prompts. Nabeel has improved on his ability to maintain a topic of discussion.
- 1. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. EE.L.2.1- Demonstrate understanding of letter and word use.
- When given a short e middle sound CVC word, Nabeel will be able to write the word correctly 3/5 times.
- When given a short e middle sound CVC word, Nabeel will be able to write the word correctly 4/5 times .
- When given a short e middle sound CVC word, Nabeel will be able to write the word correctly 5/5 time.
- 2. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. EE.L.2.1- Demonstrate understanding of letter and word use.
- When given a short o middle sound CVC word, Nabeel will be able to write the word correctly 3/5 times.
- When given a short o middle sound CVC word, Nabeel will be able to write the word correctly 4/5 times .
- When given a short 0 middle sound CVC word, Nabeel will be able to write the word correctly 5/5 time
- 3. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. EE.L.2.1- Demonstrate understanding of letter and word use.
- Goal: to identify 70 sight words by the end of the year
- when given a group of 5 sight words Nabeel will identify 3/5, assesed weekly
- when given a group of 7 sight words will identify 5/7, assessed weekly
- when given a group of 10 sight words will identify 8/10, assessed weekly
Preparation and Decision Making Process of Team and Who is Involved
When making a decision for Nabeel a number of factors are involved. First, all on the team use a variety of assessments to gather baseline information, and better understand how to procede. We also use assessment to better understand the progress Nabeel is making. Some assessment tools used are Fountas & Pinnel, to better understand his reading level, given by Nabeel's Resource teacher. Eureka Math, spring fluency test , an assessment built into the curriculum and modified to meet Nabeel's needs, given by the special education co-teacher in the general education classroom. The Illinois Snapshot of Early Literacy distributed by the resource teacher. Nabeel also uses a sight word and phonics book with built in assessment, given by the resource teacher. Nabeel also sees a Physical therapist to address his decreased muscular endurance. Nabeel also meets with and Occupation Therapist to help build his fine motor skills for things such as writing and cutting. Nabeel also meets with a social worker in a social group to address some school skills. Everyone listed is involved and work together to ensure that Nabeel's needs are met and to ensure Nabeel is supported and puts tools inplace to ensure Nabeel is successful in multiple settings.
Data/ Artifacts collected to make decision/ write goals
- Sight word and CVC word book made by resource teacher
- Fountas and Pinnel, reading assessment
- Eureka Math assessment, spring fluency, built into the curriculm
- ISEL- assessment
- Anectodal notes taken while observing Nabeel
- Data Charts
When I first began this IEP project I immediately felt overwhelmed. After reading and looking over the many resources provided, I deciphered that the most important thing about an IEP is that the goal is SMART, truly reflects a students ability , the goal does not have to be fancy just a goal that meets the need of the student and is easily measurable. I chose a reading/literacy goal because I believe that when Nabeel becomes more able to produce CVC words and sight words his quality of life overall will improve. When he is able write and read these words more fluently he will be able to read more and this will contribute to Nabeel having more independence in school, and throughout the community. As stated in the textbook, More Langauge Arts, Mathematics, and Science for Students with Severe Disabilites, "Specifically the reading/literacy, mathematics, and science standards chosen for instruction should directly contribute to improving the student's happiness, well-being, independence, productivity, and autonomy in home, school, and community." (Browder, Spooner,&Jimenez, 2001; Hunt, McDonnell, & Crockett, 2012; Kleinert & Kearns, 2010). I also believed that these foundational skill goals will be a building block, and lead to Nabeel becoming a stronger reader and writer as the years progress. These skills will lead to Nabeel being able to read and write more challenging text and spend more time in a general education classroom setting.
When choosing a goal I gathered "information about a student's current level of performance should guide placement and pacing within a curriculum" (Browder, Spooner& Jimenz,2001). I found and area he is currently struggling at, based on the assessments ,found a pace I think Nabeel can be successful at.I chose to separate the CVC short e and short o writing goal because I felt that each sound should be measured on their own. Nabeel might be more strong in one sound than the other. I also believe that along with CVC words sight words will help Nabeel excel. For each goal, progress monitoring would take place each week. I used the same Essential Elements Goals for my bechmark/objectives ,because the goals I wrote all are based on decoding and recognizing words. After completeing the IEP project I feel less apprehensive about writing an IEP and look forward to taking what I learned, making it better, and using it in the future.