1. IEP GOALS
1.1. Grade level Math
1.1.1. Annual Goal: Given grade level math problems, such as story problems or problems needing recall of several functions (ie PEMDAS), Helena will score 80%.
1.1.1.1. In 9 weeks, when given grade level math problems, such as story problems or problems needing recall of several functions (ie PEMDAS), Helena will score 54%.
1.1.1.2. In 18 weeks, when given grade level math problems, such as story problems or problems needing recall of several functions (ie PEMDAS), Helena will score 66%.
1.1.1.3. In 27 weeks, when given grade level math problems, such as story problems or problems needing recall of several functions (ie PEMDAS), Helena will score 74%.
1.2. Reading
1.2.1. Annual Goal: Helena is able to remember complex ideas if given structured note-taking forms. Read literary selections from a variety of geo-cultural groups and time periods.
1.2.1.1. In 9 weeks Helena will use the strategic note-taking device and score 74% on her higher level processing assignment.
1.2.1.2. In 18 weeks Helena will use the strategic note-taking device and score 77% on her higher level processing assignment.
1.2.1.3. In 27 weeks Helena will use the strategic note-taking device and score 80% on her higher level processing assignment.
2. STRENGTHS
2.1. Artistic
2.2. Kind
2.3. Wants to learn
2.4. Dances
3. DX. Learning Disabled
3.1. Characteristics that Helena demonstrates related to LD
3.1.1. SPELLING
3.1.1.1. Frequent spelling errors of high frequency words
3.1.1.2. Inadequate understanding of phonics even with instruction
3.1.2. WRITING
3.1.2.1. Poor writing fluency
3.1.2.2. Unable to compose complete, grammatical sentences
3.1.2.3. Difficulty organizing written information
3.1.2.4. Inability to take notes or copy information from a book or the board
3.1.2.5. Oral expression is noticeably stronger than written expression
3.1.3. ORAL LANGUAGE
3.1.3.1. Difficulty listening and responding to a series of directions
3.1.3.2. Disorganized recall of facts or details
3.1.4. MATH
3.1.4.1. Difficulty understanding word or application problems
3.1.4.2. Poor understanding of mathematical concepts
3.1.4.3. Difficulty sorting out irrelevant information
3.1.4.4. Inability to transfer basic mathematical concepts to solve problems with unpredictable information
3.1.4.5. Inability to use basic facts within more complex calculations
3.2. READING
3.3. Poor decoding skills
3.4. Weak vocabulary skills
3.5. Difficulty identifying important ideas in context
3.6. Poor comprehension and/or retention
3.7. Poor reading fluency
4. CHALLENGES
4.1. Remembering processes
4.1.1. Order of operations, spelling rules, suffix and prefix definitions
4.2. Organization
4.2.1. Unorganized in getting materials and getting to and from class
4.3. Reading
4.3.1. Vocabulary development, reading fluency, and reading comprehension
4.4. Writing
4.4.1. Structuring and organizing thoughts, outlining
4.5. Math
4.5.1. concepts, structuring problems, word problems, and the conceptual nature of mathematics
4.6. Processing information
4.6.1. Especially with Information that is presented