Student: Marshall Mathers

Date of Progress Report: 12/07/2011 Date of IEP: 12/07/2011 GOALS AND OBJECTIVES

Instructional Area: English Language Arts Standards Addressed: Reading Comprehension, Word Recognition, Story Sequencing and Retelling R.WS.07.03 R.WS.07.04 R.FL.02.03 R.CM.07.02 R.AT.07.01 R WS 01.05 R CM 02.02 Baseline Data: Marshall Mathers struggles with reading comprehension, word recognition and story sequencing and retelling. He is working on the EXTENDED Grade Level Content Expectations at the first through seventh grade level. These are expectations developed for students with mild impairments. He was placed in the fourth grade for word recognition using the Brigance model. He is unable to recognize frequently encountered words in print whether encountered in connected text or in isolation and increase in level throughout the year. He is unable to retell in sequence the major ideas and relevant details of grade level narrative and informational text. Annual Goal: By the end of this IEP, Marshall will be at least at the fifth grade level for word recognition and at least the third grade level for reading comprehension. He will be able to tell in sequence major ideas and relevant details of grade level text and narrative. In addition, Marshall will be covering other reading concepts identified above. Short-Term Objectives REPORT OF PROGRESS: 1. Achieved/Maintained 2. In Progress 3. Minimal Progress 4. Other R.WS.07.03 Automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year. R.WS.07.04 R.FL.02.03 R.CM.07.02 R.AT.07.01 R WS 01.05 Know the meanings of words encountered frequently in gradelevel reading and oral language contexts. Read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level. Retell through concise summarization grade-level narrative and informational text. Be enthusiastic about reading and do substantial reading and writing on their own. Be able to automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year. Be able to retell in sequence the major ideas and relevant details of grade level narrative and informational text. Explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. 1 2 X 3 4

X X X X X

R CM 02.02 R.WS.07.01

X X

Based on the above data, students progress is at or above, somewhat below, or substantially below expected rate. At this point in the school year, do we anticipate meeting this goal by the end of the IEP? Yes No N/A for initial IEP. Schedule for Evaluation/Reporting Progress: This progress report will be sent home to parents every 9 weeks.