Draft PLEP for student IEP

2nd Grade

Aracelis
1/25/16
Academic

ELA
The entire school is given an overall reading assessment, RCBM that indicates the students current reading fluency, three
times per year (fall, winter, & spring). On the school wide
benchmark for second grade, given in September 2015, Aracelis
was able to read 18 words correct per minute with 4 errors at the
second grade level. When assessed again in January 2016,
Aracelis was able to read 42 words correct per minute with 5
errors. Aracelis is progressed monitored in the area of reading
fluency on a bi-weekly basis in which his last fluency check in the
middle of January 2016 she was able to read 65 words correct per
minute with 3 errors. These most recent fluency checks places
Aracelis between the 10%ile and 25%ile when compared to her
same age peers.
In the area of English Language Arts, Aracelis participates
daily in the Common Core 2nd grade skills addressing the
academic areas as phonics, grammar, common sight words
(tricky words), decodable readings, writing, and comprehension
skills. Aracelis is progress monitored on a quarterly basis in the
area of sight words. These words are often words that cannot be
sounded out, but instead need to be recalled from memory and
are also necessary to become a fluent reader. Aracelis is able to
identify 294 out of first 400 Fry Sight Words.
Aracelis is able to participate in all learning activities in the
classroom, however frequently seeks the attention of an adult in
completing independent work assignments to ask questions that
may or may not pertain to the activity she is completing. Aracelis
also requires many reminders throughout the day from an adult to
pay attention, stay on task, and complete assigned work. Aracelis
has demonstrated throughout the school year the need to go to
the nurse, bathroom, drinking fountain or complaints of not
feeling well when she is not interested in task at hand.
Spelling/Writing

Since the beginning of the school year, Aracelis has been

participating in the 2nd grade modified spelling list from the skills
that are being taught during that current week. Aracelis has seen
some success on weekly spelling tests, but often is observed
writing word exactly as it sounds and not using learned rules of
spelling to produce correct word. Aracelis does struggle at times
in producing letters of the same size while writing and will forget
to capitalize or add punctuation at the end of the sentence if not
given a verbal prompt. When presented with writing tasks of
personal interest, Aracelis is able to write a 2-3 sentence
paragraph independently with verbal reminders to use correct
punctuation and capitalization. Aracelis does however struggle
with being able to produce a paragraph at length that is in correct
sequential order. Aracelis does require additional thinking time
when presented with writing prompt in order to organize her
thoughts before actually forming sentences. With verbal prompts
from an adult, Aracelis is able to add more detail to produce a
more in depth writing piece. Aracelis does struggle in spelling in
context and benefits greatly from an adult writing a sentences on
paper or whiteboard in which she then copies onto paper.
Aracelis continues to learn the basic mechanics in writing a
complete sentence and paragraph (i.e. capitalization,
punctuation, indentation, sequence).
Math
Currently Aracelis is participating in the 2 nd Grade Common
Core Math working on such skills as sums and differences to 20
(bonds of 10, making 10), addition and subtraction of length units
(tape diagrams to solve word problems, estimation, using cm/m
ruler) and place value, counting, and comparison of numbers to
1,000 (using place value disks, finding 1, 10 or 100 more), adding
within 100 using various strategies (i.e. arrow way, tape
diagrams, stacking, place value chart) and arrays. Aracelis has
shown slight improvement over this school year in the area of
math computation (adding & subtracting). Aracelis participated in
the school-wide AIMSweb testing for the M-Comp (math
computation) in September 2015 scoring a 7 placing Aracelis at
the 10%ile when compared to her same aged peers. In January

2016, Aracelis was able to score a 16, placing her again at the
10%ile when compared to her school aged peers. Aracelis is
progress monitored in the area of math computation on a biweekly basis and participates in weekly timed 2-minute drills to
increase fluency on basic math facts.
Aracelis has consistently worked in a small group or 1:1
within the integrated co-teach classroom this school year in
completing math problem sets, requiring verbal reminders of the
steps in order to complete multiple step mathematical problems.
Aracelis benefits greatly from repeated teaching of task being
taught and paring each step of math problem with visual
representation (e.g. 129 + 62/Draw place value chart to represent
each number, circling groups of 10). With repeated reteach
opportunities Aracelis is able to perform math tasks more
independently, however she will often make simple mistakes in
computation.
Strengths: Aracelis continues to show increased progress in the
area of sight word recognition and reading fluency. Aracelis
demonstrates increased independence in completing work tasks
when working in small groups. Aracelis is proud of herself when
she is praised for his good academic accomplishments.
Needs: To improve skills in written language
To increase overall reading fluency
To increase overall math skills
Social
Aracelis is a very sweet, soft spoken, and kind young girl.
Aracelis gets along well with her peers in the classroom and
demonstrates appropriate social skills at all times. Aracelis does
demonstrate some lack of effort when presented with assigned
tasks that are of length or appear difficult. Aracelis does require
and is given additional time within the classroom to complete all
assigned work tasks and assessment to produce quality classroom
work.

Strengths: Aracelis is a friendly and kind young girl. Aracelis

demonstrates age appropriate social skills and is well liked by her
peers.
Needs: There are no social skill concerns at this time.
Physical
Aracelis participates daily in physical education and brainbreak exercises with her peers. Aracelis tends to work at slower
rate than her peers when she participates in writing tasks and
assignments of length. Aracelis does need occasional reminders
during writing tasks for accurate use of spacing between words
and for accurate use of given lines.
Strength: Aracelis is very cooperative and polite and is physically
capable of participating in all physical activities.
Needs: To be addressed by Occupational Therapy
Management Needs
Benefits from 1-1 adult support for reteach of difficult
academic tasks in larger group setting
Preferential seating in large group setting
Provide extra time to complete and practice newly learned
skills

Testing Accommodations
Extended Time (1.5X)
Administer test in area of minimal distraction
Tests read
Directions to be read, repeated, and clarified
Provide prompts to stay on task

Goals
In 40 weeks, Aracelis will independently write a 4 to 5 sentence
paragraph using correct mechanics of writing (capitalization,

punctuation, spelling, spacing, correct word usage, correct

sequence of events) and details from a story using grade level
prompts.
In 40 weeks, Aracelis will increase reading fluency rate to 82
words correct per minute with 3 errors in randomly selected
reading passages at the current grade level.
In 40 weeks, Aracelis will increase her math computational skills (adding and
subtracting), scoring 32 correct on grade level computational assessments.
Services Being Recommended
Co-Integrated: ELA
minutes

5 days per week/90

Co-Integrated: Math
week/60minutes

5 days per

Resource Room
minutes

5 days per week/40

Dear Mr. & Mrs.

03/31/16

Enclosed is a draft copy of s PLEP (Present Levels of

Educational Performance) statement as well as proposed goals
for his next IEP. This is being sent to you in preparation for
her annual review on Thursday, April 7, 2016 at 9:00 a.m.
Annual Review
An annual review is a yearly educational meeting. At the annual
review a team of people (including yourselves) sit down to discuss your
childs progress. We will determine the goals for the next IEP

(Individualized Education Plan). The team will develop the final

document together.
I am including a worksheet for your convenience. You may want to
use it to help gather your thoughts, concerns and suggestions. If you
like, you may return it to me or bring it with you to the meeting so that
we may include your comments in the IEP. We are all working together
in order to ensure your child gets the best possible education. I truly
value your insights and suggestions.

Sincerely,
Mrs. Danler
Special Education Teacher

IEP Parent Worksheet

Parent Worksheet
Please use this form to write down your thoughts in each
individual area. You should fill out what you feel are your childs
strengths and areas of concern. You may have a lot of information in
one area and little or no information in other areas. List what you feel
are most important to address.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Academic

Social

Physical

Management

Academic Development May Include:

Learning Rates
Memory Skills
Acquisition of Skills
Academic Talents
Communication Skills
Content Area Skills (reading, math, writing, spelling, etc...)
Organizational skills
Study Habits
Time Management

Social Development May Include:

Feelings About Self (your childs feelings about themselves)
Awareness of Others
Fears
Relationships with Adults
Relationships with other students
Sense of Responsibility

Behavioral Needs

Physical Development Include:

General Health
Medications
Sensory Development
Diseases
Injuries
Fine/Gross Motor Coordination
handwriting
cutting
running
balance
jumping

Management Needs Include:

Environmental modifications
Human resources
Material resources