This IEP comes from the Pennsylvania Training and Technical Assistance department. See the full IEP here. 

Because the images are hard to read, a transcript is below.

II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Include the following information related to the student:

• Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based assessments, transition assessments, progress toward current goals)

• Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward current goals)

• Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)

• Concerns of the parent(s) for enhancing the education of the student

• How the student’s disability affects involvement and progress in the general education curriculum

• Strengths

• Academic, developmental, and functional needs related to student’s disability

Eric is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs.

● Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based assessments, transition assessments, progress toward current goals)

Eric’s reading skills have improved with intensive interventions, remain below grade level. In previous years he has had reading instruction in the LS classroom. Last year, in the high school started intensive, smaller group, general education reading/English classes for students who were scoring well below proficient on the 4Sight Assessments, and Eric is continuing in the same this fall. The class is designed to help with a reading specialist and English teacher. They use explicit decoding (word study), comprehension, and writing instruction and software-based interventions. Oral reading fluency probes at instructional and grade level are used to monitor gains in reading. Last year, his oral reading fluency improved from 85 words correct per minute on fourth grade passages to 105 words correct per minute on 5th grade passages (typical rate would be about 150 wcpm). This fall, he is using 6th grade passages and scores ranged from 98-103 wcpm. On grade level benchmark reading passages this fall, he read 74 and 80 words correct per minute. Approximately 70% of decoding errors occur with multisyllabic words.

Eric’s reading comprehension is impacted by his weak decoding skills. He has scored at Low Basic level on three of his last four 4Sight assessments and on the 8th grade PSSA. 4Sight, which comprehension probes, and Study Island reports indicate two main areas where skills are weak: summarizing and recalling details of fiction and nonfiction passages, and interpreting character, theme, tone, and symbolism. In fiction and literary nonfiction, he is scoring about 50% accuracy on measures of these skills as indicated in classroom probes and Study Island reports. When the material is read to him, his listening comprehension is age appropriate on measures of listening comprehension completed by the reading specialist. Eric’s teachers also observe weakness in decoding and comprehension, but note that when material is discussed in class or is presented orally, his comprehension and level of participation is comparable to that of his peers.

Specially designed instruction that works for Eric includes: use of pre-reading study guides, and graphic organizers such as vocabulary squares and the Frayer Model, and re-reading and marking important points. Eric requires extra time for reading and test-taking at least two times per week.

Eric’s English teacher describes his writing as “functional.” He uses word processing for writing assignments, and with use of the spelling and grammar check, produces short, concise sentence without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 8.5 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing.
Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Eric typically writes 6–10 word sentences, with average length of 7.6 words. On a typical measure of four sentences (approximately 26 words), he makes on average 1–2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1–2 spelling errors (usually of multisyllabic words rather than short sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. Eric has learned the SCOPE proofreading strategy and will continue to use it in all settings. Eric needs to improve the quality and accuracy of his writing in order to meet the expectations of a career in auto body and/or in a post-secondary program.

With support and accommodations at the career and technology school including use of study guides, scan and read software (print materials converted to digital format so that he can listen while reading required material), and extra time for reading assessments and tests, he has been able to meet the curricular demands by completing 278 out of 390 competencies in the Auto Body Repair program. CTE staff report that Eric works too slowly on his projects. He spends completely 30% of his projects on time even with prompting. His teachers state that this is not a matter of dexterity, but rather his “perfectionism” as he tries to be very precise and accurate, particularly when puttying, sanding and buffing. He needs to be able to side whether the work is satisfactorily completed to specifications, so as to move on without prompting, and to develop the self-management skills to monitor and increase his speed.

At the beginning of 8th grade, Eric had an assistive technology loan from the IU for assistance with reading in the content areas. Based on the evaluation, the district purchased “scan and read” software for Eric to use in general education classes. He used it for reading assignments in 8th and 9th grade in science, health, and social studies. Materials in these and other print materials were scanned into a digital format which Eric could then read with text-to-speech supports, he said he liked using. With the use he achieved the 75%–85% (C–B range) However, since the middle of 9th grade, while Eric willingly accesses the tech in manuals in digital format for the CTE class, he has resisted using the software during his half day in the high school. He has stated that he is doing well enough without it, doesn’t need it for his classes, and doesn’t want to call attention to himself. Since he stopped using his scan and read software, his grade averages in content area classes have declined to average of 66%–78% (D–C range).

While Eric acknowledges that he struggles with reading, he has also stated that he is able to “get by” in classes by listening, and making his own study guides for tests and making his own graphic organizers for vocabulary. He states that the best strategy for him to understand difficult text is to re-read the material. He also uses pencil marks and highlighters to mark what he considers to be important. He points out that he also requests additional time when needed. He works hard to improve his reading skills so eventually he will not need to use this software.

In late September, Eric’s team met with the IU assistive technology consultant in order to address the gap in his technology usage. Multiple steps have been taken to make Eric’s team at the high school aware of his success in scanning manuals and other materials to digital format at the CTE school, and to provide additional sources for accessible instructional materials. Contacts have been made with the publishers of his content area textbooks to acquire HTML or pdf versions. Eric and the team learned about Bookshare.org, and a number of his required texts for English were found in a quick search of Bookshare.org online. Last week, he met again with the AT consultant, who reviewed the highlighting and notetaking features of his current software, and reviewed the steps for downloading digital text into the program. Eric did agree to work with this assistive technology, and expressed interest in sending selected audio files to an MP3 player, so that he can have quick auditory access in a situation where a computer is not available.

Eric’s math skills are at grade level as measured on ongoing 4Sight benchmarks, as well as classroom assessments. He earned grades in the 75–85% level last year in Geometry class and currently has a 79% in Algebra II.

● Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward current goals)

Eric missed only two days of school last year and none this current year. He had one tardy and no office disciplinary referrals. Eric is independent in daily living skills, and plans on maintaining his own vehicle on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his work-based placement at Pizza Hut. He likes his job, his attendance and work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on.
An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicated that Eric is self-sufficient and age-appropriate in all areas of independent living. He will not need a goal or services for Independent Living during HS.

● Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)

Eric’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Eric has been given a variety of assessments that include the Self Directed Search (SDS), Career Occupational Preference System (COPS), the Survey of Work Styles (SWS) and the SAGE Vocational Aptitude (and Work Preference) Assessment (Pesco). Results of these assessments suggest that he has the aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Eric has maintained a career portfolio.

Although the CTE program will prepare him for employment immediately after high school, Eric is also considering going on to a local technical school or community college to expand his skills or explore a related area. Eric and his parents feel that additional education would give him more employment options and increase his earning power.

Eric and his family have been made aware of how OVR can support him in his post-secondary goals. During 10th grade, he attended a group meeting at school with the OVR counselor. His parents attended a college fair with him last year. Eric and his family plan to open a case with OVR, and the representative has been invited to the current IEP meeting.

As detailed in the Functional Skills section, current data suggests that Eric is self-sufficient and age appropriate in all areas of independent living. The team anticipates that he will not need a goal or services for Independent Living as part of his high school program.