Prescriptive Teaching Plan Houston Baptist University Spring 2012

Student Kindergarten Age 6 (December birthday) Loves soccer Loves to watch Colts football Favorite food: cheeseburgers

Observations Caring Easily distracted by stimuli Impulsive Possible difficulty with vision Difficulty completing tasks which take more than 3 minutes of sustained attention Difficulty carrying out multi-step instructions

Learning Style Strengths: Auditory Processing and Conceptual Processing Concerns: Visual Processing (severe), Sequential Processing (moderate), and Executive Functioning (severe)

Academics Began year with limited knowledge of letters, sounds, and phonemic awareness Has since gained the skills to transition to reading Now at an instructional level (90%) on a Rigby Level 5 This is great progress, but he is still struggling to keep up with his peers

Findings and Other Considerations Concerns about vision prompted a recent vision screening. It was determined that he needs corrective glasses. He was also diagnosed with ADHD. His doctor, family, and teacher are collaborating closely to find the right medication.

RTI Began RTI process this year in order to address his attention and behavioral issues. Receives reinforcement from the school counselor to help with impulsivity.

IEP: Present Levels Henry’s ADD hinders him from being able to focus on a given activity for the same amount of time as his non-disabled peers. He has difficulty completing long assignments. Henry’s impulsivity makes it difficult for him to follow multi-step directions when participating with the group in activities. Henry’s lack of attention has caused him to fall behind his peers in the area of reading and math. Henry’s eyesight impairment causes him to make mistakes on assignments, even when he knows the content.

IEP: Annual Goals Henry will progress from three minutes of sustained independent work to six minutes of sustained independent work as measured by teacher observation on three out of four trials in 36 instructional weeks. Henry will progress from an instructional level of 90% on a Rigby Reader Level 5 to an instructional level of 90% on a Rigby Reader level 9 as measured by benchmark test in 36 instructional weeks.

IEP: Short-Term Objectives In 9 instructional weeks, Henry will progress from 3 minutes of sustained independent work to 4 minutes of sustained independent work as measured by teacher observation on 3 out of 4 trials. In 18 instructional weeks, Henry will progress from 4 minutes of sustained independent work to 5 minutes of sustained independent work as measured by teacher observation on 3 out of 4 trials. In 27 instructional weeks, Henry will progress from 5 minutes of sustained independent work to 6 minutes of sustained independent work as measured by teacher observation on 3 out of 4 trials.

IEP: Short-Term Objectives In 9 instructional weeks, Henry will progress from a 90% on a level 5 Rigby Reader to a 90% on a level 6 Rigby Reader as measured by a benchmark assessment. In 18 instructional weeks, Henry will progress from a 90% on a level 6 Rigby Reader to a 90% on a level 7 Rigby Reader as measured by a benchmark assessment. In 27 instructional weeks, Henry will progress from a 90% on a level 7 Rigby Reader to a 90% on a level 8 Rigby Reader as measured by a benchmark assessment.

How will the goals be measured? Henry’s progress will be monitored by documented teacher observations, reading benchmark exams, and mixed one-digit math assessments. Other assessments that will aid in his instruction are TPRI, Stanford, and teacher-made tests. Reports will be provided quarterly.

Services Henry will participate in the regular classroom for social studies, science, language arts, ancillary, reading, math and special programs. He will receive pull out services from the school counselor to help regulate his impulsivity for 60 minutes each week. He will receive small group re-teaching in the areas of math and reading for 75 minutes each week with his regular education teacher. Henry will be given shortened or segmented independent assignments. Each part will take 6 minutes of focus. Henry will receive auditory reminders of the steps needed to complete assignments. He will also receive auditory reminders and kinesthetic practice of the rules.

Least Restrictive Environment Henry will not participate in rest time twice a week to accommodate his 60 minutes with the counselor.

Testing Accommodations Henry will be tested in a small group of no more than 3 of his peers.

Alternate Assessment The child will take all state and district-wide exams.

Transition Services     This portion of the IEP is not yet applicable because the child is not yet 16.                                      

Prescriptive Teaching Plan Text: “Time for Play” (Level 5/6) Modalities: Auditory: Children hear the story first Visual: The book has visual words and pictures Kinesthetic: students will move letters to make words. They will also act out the text

Prescriptive Teaching Plan Modalities will switch every few minutes to help accommodate Henry’s attention issues. Peers not involved with the lesson would be participating in a multi-step assignment independently.