Professional Documents
Culture Documents
Introduction
Marcus Young is a sixth grade student at Antioch Middle School. Marcus is a
verbal young man with a great sense of humor and is quite quick witted which
can cause him to get into a bit of trouble, at times. Marcus sixth grade science
teacher, Alice Wilson notices avoidance techniques from Marcus in class,
especially when it comes to reading. Marcus will come up with something
humorous to say, to get the class to laugh when it comes time for him to read
aloud. She also notices that when she has Marcus read aloud, 1:1 he is stumbling
over most of the words on the page and still joking about previous jokes blurted in
class. Alice Wilson also observes that during independent work time, he is
working with several people and checking his work with others.
Alice Wilson communicates her concern about Marcus with Daniel Lewis the
sixth grade learning disabilities teacher. The communication results in Alice
Wilson contacting Marcus parents and discussing her concerns with Marcus
reading abilities. Alice Wilson administers the Informal Reading Inventory, to
gather more information on Marcus reading abilities. The Teacher Assistance
Team will meet to discuss information gathered from Marcus teachers, look at his
history in his file, suggest modifications, and special assistance that might help
develop Marcus reading skills.
Number of
Text
Error
Preprimer
errors
One error
There
Three
Level
Primer
Level 1
No errors
Three errors
Level 2
Six errors
Come
Once
Where
Five
Made
Same
People
Read (long e)
Town
Com
On/c/
Were
Fiv
Mad
Sam
Pep/le
Rad
ton
Text
Error
Make
Mac
Smile
Sim/le
Window
inference
Willow
Comprehension 70%
Children
Kids
Laughed
Teacher pronounced
woman
in (insertion) wo
level
Comprehension 100%
Primer
Level 1
Level 2
Preprimer
Primer
Level 1
Level 2
Level 3
Level 4
Word recognition
100%85%
100%
Comprehension
90%10%
90%
80%
30%
Large
vocabulary
Error Type
Lag
House
Hos
Wide
Often
wid sequencing
Vocabulary,
Vocabulary, sequencing,
Teacher pronounced
Wolves
Beyond
Meadow
analysis
Teacher pronounced
Forest
for/et
Through
Teacher pronounces
Garden
Gr d en
Gate
Gar
Beautiful
Teacher pronounced
Morning
Moving
more
Most
Inference, main idea,
sequencing, cause
effect
Listening
Level
Comprehension
Level
Level
Level
Level
Level
Level
Level
Score
100%
100%
90%
100%
80%
80%
60%
D
1
2
3
4
5
6
7
Comprehension Form
REFERRAL FORM
SPECIAL EDUCATION AND RELATED SERVICES
Form R-1 (Rev. 7/06)
[x] Initial
Reevaluation
Date of birth
Grade
School
Young, Marcus
1/13/2003
6th
Young, Julie
Telephone
area/no.
Alice Wilson
3/5/2014
414-312-0000
Method of notifying parent of intent to refer
Conference
Written
Is an interpreter needed?
Yes
[x]
No
Parents or adult students native language or other primary mode of communication if other than
English (specify):
Childs native language or other primary mode of communication if other than English (specify):
State reason you believe this child has a disability (impairment and a need for special education) - such
as academic and non-academic performance and medical information; any special programs, services,
interventions used to address this students needs and the results of those interventions, etc.
Marcus is being referred for a suspected learning disability in the area of reading. Marcuss
teachers notice a struggle with reading across content areas. Teachers have observed that Marcus
rarely reads on his own. When asked to read aloud, Marcus uses different avoidance techniques to
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avert reading and create disruptions in the classroom. When asked to read independently with the
teacher, Marcus stumbles on many of the words.
Marcus was given an informal assessment consisting of the Informal Reading Inventory and
Oral Reading Miscue Analysis. When given the IRI, the findings were as followed when given a
word list, Marcus had one error at the preprimer level, no errors at the primer level, three errors at
level one and six errors at level 2. Of the errors made, it was noted that Marcus has difficulty with
phonics that include long vowel sounds, dropping the endings, and recognizing some site words.
Marcus was also given the oral reading form where he struggles with 14 errors at level 2. Marcus
showed signs of struggling with words in context and decoding. At a level 2 (equivalent to 2 nd grade)
Marcus scored 85% for word recognition and 10% for comprehension. There were two other areas of
the test that were administered to Marcus.
The other two areas of assessment that Marcus received were the Silent Reading
Comprehension Form B and Listening Comprehension. At level 4 Marcus scored a 30% in
comprehension. Marcus showed signs of struggling with vocabulary, sequencing, cause effect,
inference, main idea, and character analysis. However, at grade level Marcus scored 80% in listening
comprehension. When assessing for the ceiling, Marcuss scored 60% comprehension at level 7 (1
grade level above). Marcus scores are showed more in detail on pages 5-7.
The team would like to refer Marcus for further assessments to determine if he is eligible for a
suspected learning disability in the area of reading. Based on classroom observations, teacher
concerns, and informal assessments the team would like to continue with the referral process.
If the child is transitioning from a Birth to 3 Early Intervention Program, and the district was invited by
the designated lead agency to participate in the transition planning meeting, document the date of the
meeting and who attended for the LEA or explain why the LEA did not attend:
[X]
N/A
10
You and your child (if appropriate) are IEP team participants
In addition, the following people are being appointed to the IEP team by the school district
Role
Name, if known
Daniel Lewis
Tiffany Poritz
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Others
Other options, if any, such as the selection of IEP team participants which were considered and the
reason(s) they were rejected and a description of any other factors relevant to the proposed action:
[X]None
IEP team participants will first review existing information available on your child, including
information provided by you. The IEP team will then determine what, if any, further evaluation is
necessary to assist in making a determination of whether your child has or does not have a disability
and his or her educational needs. You will be sent a notification of this determination within 15
business days of the school district receiving the referral to evaluate your child. This notification
will be sent by 3/20/2015
(month/day/year)
If the IEP team determines that additional assessments and other evaluation materials are necessary,
the school district needs your written consent (permission) before administering any assessments or
other evaluation materials to obtain further information about your child. You will be informed
about what assessments or other evaluation materials will be given before they are administered.
You will also be informed of the names of the individuals who will conduct those evaluations, if
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known at the time of the notice. Upon completion of the evaluation the IEP team will prepare an
evaluation report which will include documentation of your childs eligibility for special education.
You will be provided with a copy of the evaluation report.
Within 60 calendar days of receiving your consent for evaluation or being provided with a notice that
no further assessment of your child is necessary, the IEP team will meet to determine whether your
child has a disability and to identify his or her educational needs. If the IEP team determines that
your child is a child with a disability, the team will meet to develop an IEP to address your childs
needs and determine a placement to carry out the IEP within 30 calendar days. You will be provided
with a notice of placement and a copy of your childs IEP. The school district needs your written
consent (permission) before initially providing special education to your child. If it is determined
that your child is not a child with a disability, you will be provided with a notice of that finding.
If at any point during an IEP team meeting to determine your childs eligibility for special education,
develop an IEP, or determine a placement, you or other IEP team participants believe that additional
time is needed to permit your meaningful involvement, additional time will be provided subject to
the time limitations described above. This IEP team process may be concluded in one meeting or
may require more than one meeting depending on individual circumstances.
You and your child have protection under the procedural safeguards (rights) of special education law.
Please read the brochure of parent and child rights enclosed with this notice. In addition to district
staff, you may also contact ________DPI___________________at ___________________ if you
have questions about your rights.
Sincerely,
EVALUATION REPORT
Form ER-1 (Rev. 10/06)
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TYPE OF EVALUATION:
[X]
Initial
Reevaluation
mom is able to get Marcus to sit and do homework, he struggles with work independently. Most of the time (80%)
Mom needs to sit with Marcus and work with him 1:1 to complete homework. Mom notices that when Marcus
needs to complete his reading homework, he refuses. The few times that mom is able to get Marcus to read he
tries to rush through his words, causing him to skip words, drop the endings off, or completely miss the word
altogether. Marcus has disliked reading since he was in 2 nd grade. His dislike for reading has noticeably increased.
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Marcus teachers have observed that Marcus tries many avoidance techniques to get out of reading. Such
techniques include cracking jokes or getting off topic from the task at hand. When reading 1:1 with a
teacher it is observed that Marcus stumbles over words. Marcus also has difficulty with dropping vowels
at the ends of words. When it comes to independent work time, Marcus will check his work closely with
peers. Marcus has a difficult time working independently (3 of 5 opportunities).
When Marcus works with others he does not contribute productively to the task at hand. Marcus
will listen to his peers and write down the answers. Marcus does not provide ideas to his partner or group.
Marcus will ask questions but the questions are not clarify what he peers mean but rather what the
answer is. Marcus rushes to complete work so that it is done not for understanding of the learning
objective.
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If assessments or other evaluation materials were not administered in accordance with the instructions
provided by the publisher or producer of the assessments describe the extent to which there were
variations in administration from standard conditions such as qualifications of the evaluator or methods
of assessment administration including the language or other mode of communication that was used in
assessing the student. [x] N/A
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A. This student meets the criteria for one or more of the following impairments:
Autism
Orthopedically Impaired
Cognitive Disability
Emotional BehavioralDisability
Hearing Impairment
Braille Needs)
B. For each impairment identified, document how the student meets the criteria:
[X]
Yes
No
(If yes, document which one(s) and how the student did not meet the criteria)
The suspected disability Marcus Young was considered for was Specific Learning Disability in the area of
reading. At this time Marcus does not meet eligibility for a student with a Specific Learning Disability. The team
rejected eligibility because he has not undergone interventions to show that he is not making adequate progress in
a research based intervention in the area of reading. The team will reconvene in 3-4 months after Marcus as
undergone reading interventions (in the area of phonics, decoding, and fluency) to discuss if he would meet
eligibility at a later date. Marcus will be progress monitored and further data will be collected on his reading
abilities and possible areas of deficit.
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D. By reason of the impairment(s) identified, does this student need or continue to need special
education?
Yes
Yes
[X] No
[x] Yes
[X]
No (In order for the IEP team to determine that the student needs special education,
the IEP team must answer yes to question 1 AND list needs under 2b and/or 3
below)
1. Does the student have needs that cannot be met in regular education as structured?
(If yes, list the needs below. Use reverse side or attach additional pages if needed)
b) List modifications that require special education. (Use reverse side of page or attach
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[X]
No
3. Are there additions or modification that the child needs which are not provided through
the general education curriculum? (Consider replacement content, expanded core
curriculum, and/or other supports.)
(If yes, list below. Use reverse side of page or attach additional pages if needed)
Yes
[X]
No
At this time Marcus Young does not qualify as a student with a learning
disability. Marcus has not undergone the necessary steps to meet the
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eligibility criteria. Marcus is still within the referral process. Marcus will begin
a tier 3 intervention in reading where he will be progress monitored. The IEP
team will meet again after the completion of 2 research based interventions.
It is recommended for Marcus to receive Tier 3 interventions in the
area of reading. Intervention recommendations include Rewards and Great
Leaps. Marcus will receive 8 weeks of intervention in Rewards. Marcus will be
progress monitored in the area of fluency by Aimsweb. After the first 8 weeks
of completion, Marcus will receive another 8 weeks of intervention using the
Great Leaps intervention. Marcus will receive at least 10 minutes a day for
intervention time. Marcus will then continue to be progressed monitored in
the area of fluency. See the next 3 pages for Reading Intervention goals
appropriate for Marcus needs.
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Young
Intervention: Great
Intervention Frequency:
Leaps
Date of birth:
1/13/2003
When given 4th grade words and phrases, Marcus will accurately read and reread words to increase his fluency rate from 65 words per minute to 100
words per minute when reading in all settings.
Procedures for measuring the students progress toward meeting the annual goal.
Aimsweb progress monitoring, teacher observation, and reading 1:1 with the
teacher and peers
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Young
Intervention: Great
Intervention Frequency:
Leaps
Date of birth:
1/13/2003
Marcus will increase reading readiness skills in the area of decoding measured by
the Informal Reading Inventory from a level 2 to a level 4 with 85% accuracy, as
measured by running records, probes, anecdotal records, and work samples.
Procedures for measuring the students progress toward meeting the annual goal.
Aimsweb progress monitoring, teacher observation, and reading 1:1 with the
teacher and peers
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Date of birth:
1/13/2003
Intervention Frequency:
10 minutes/day for 8 weeks
Procedures for measuring the students progress toward meeting the annual goal.
Communication Plan
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Based on Marcus needs in the area of reading and the need for
research based interventions Marcus will begin his first intervention
immediately. Parents will be notified of Marcus performances bi-weekly by
email or telephone depending on the parents preferred method. Parents
will then receive an Intervention report after the completion of the first
reading intervention by letter and a follow up telephone call.
Parents will receive another intervention report after the completion of
the second reading intervention. Data that was collected during the
intervention will be presented at the team meeting. The team will meet after
3-4 months of interventions to discuss Marcus eligibility for the suspected
disability in the area of reading.
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