1. Prescriptive Teaching Plan
Misty Monceaux
EDSP 5311

2. STUDENT - LYDIA 4th Grader @ Meridiana Elementary Age 9 Loves: Scooter
Soccer
Hot Tamales
Purple
Talking

3. One-on-One Observations
Busy Body
Craves Attention
Big Heart/Emotional
Helper
Well-Prepared & Organized
Struggles Sitting Still for Long Periods of Time (30 Minutes)
Easily Distracted if not Active

4. Learning Styles STRENGTHS CONCERNS
Visual Processing, Visual-based Instructional Strategies
Auditory Processing, Verbal Instruction (Moderate)
Sequential Processing
Print Learning

5. Academics – Strengths & Weaknesses
Ended 3rd grade with above-average grades
Excels in Reading Fluency (Above grade-level)
Excels in Math Skills and Problem Solving
Requires additional strategies for organizing print information to improve main idea and detail recall
Has not been tested or diagnosed for learning, physical or behavior disabilities

6. Response to Intervention (RTI)
Implemented Progress Monitoring through small group discussions and one-on-one assessment using the Gray Silent Reading Test
Additional reading time provided and additional instruction & support in organization & evaluation skills
Individual Educational Plan developed to improve reading comprehension skills

7. Individualized Educational Plan (IEP) – Present Levels of Academic Achievement and Functional Performance
Lydia can fluently read material above grade-level and can efficiently use context clues to decipher difficult words. She is able to recall the main event of the story and provide some vague details but has been unsuccessful with summarizing the information read and struggles with responding correctly to follow-up questions.
No disabilities known at this time; needs can be met through specialized instruction with accommodations in the general education classroom.
Progress monitoring in reading comprehension should be implemented through formative assessments and goal attainment.

8. IEP – ANNUAL GOAL Reading Comprehension
ACADEMIC GOAL In 36 weeks, provided with printed material only, Lydia will read a short story and respond correctly to 4 out of 5 follow-up questions, accurately state the main idea and provide a summary of the text.

9. IEP - SHORT-TERM OBJECTIVES (Chosen texts will be at grade-level and one level above grade-level).
In 9 weeks, using printed text, visual cues for important details and an online video of the short story, Lydia will respond correctly to 4 of 5 follow-up questions, accurately state the main idea and provide a summary of the text.
In 18 weeks, using printed text and visual cues for important details, Lydia will respond correctly to 3 of 5 follow-up questions and accurately state the main idea.
In 27 weeks, using printed text and visual cues for important details, Lydia will respond correctly to 4 of 5 follow-up questions, accurately state the main idea and provide a summary of the text.

10. IEP - PROGRESS, ASSESSMENT AND SHARING
Progress will be measured through routine formative assessments, such as:
Running Records
Gray’s Silent Reading Test (GSRT) - comprehension questions consisting of open-ended or multiple-choice questions, points to pictures, or fills in missing words.
Weekly vocabulary quizzes will be administered to build vocabulary and decoding skills, as well as measure reading fluency. Data will be graphed to account for progress and goal attainment.
Graphs will be shared during parent-teacher meetings held each 9 weeks.

11. IEP - SERVICES & MODIFICATIONS
Modifications will be made to time allotment for reading assignments and required skills will be broken down into objectives, building to the complete skill set required by TEKs. Material included on assessments will be modified to exclude certain higher-thinking skills until mastery of basic skills has been met.
Assessments will be administered in the general education classroom.
Lydia may interact with all students in extracurricular and nonacademic activities.

12. IEP - GENERAL EDUCATION CLASSROOM ACCOMMODATIONS
Instructional Accommodations: In addition to printed text, student will use visual cues for important details and an online video of each short story. Student will sit in the front of the classroom so all material and teacher direction can be clearly seen.
Assessment Accommodations: Visual cues can be provided during assessment, if needed.
Accommodations will be faded out throughout the school year.

13. IEP - ADDITIONAL SERVICES
Alternative Assessments are not necessary.
Transition services are not applicable at this time.
Lydia will remain in the general education classroom for all assessments and additional instruction and support.

14. ADDITIONAL INFORMATION

15. GRAY SILENT READING TEST

16. VISUAL INSTRUCTION & READING COMPREHENSION STRATEGIES