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Future Vision
Mr. and Mrs. Smith first and foremost desire John to be happy. They would like to give him
every opportunity available to acquire the schooling and training necessary to pursue his career
dreams. John would like to obtain a job working with computers. More specifically, he enjoys
building computers and would like to find a in that line of work. John may be interested in
attending higher education upon his high school graduation, but he has also considered
immediately entering the workforce. Therefore, it is important to his parents that in his
immediate future, John is provided with the tools he needs in order to make these future plans
available to him.
Individual Interests
John is a very bright individual who is passionate about computer programing and software.
John spends his free time reading and studying books about computer building. John is
interested in the computer building and working with hardware software. He is interested in
learning more about digital game design and modeling software. He dreams of founding his
own company like Microsoft or Apple and inventing the first phone made entirely out of glass.
Transition Plan
1. Strengths: John reflects that his biggest strength and interests are related to computer
technologies. He currently takes classes that involve video game design and his free
time is spent researching and sharpening his knowledge of computers.
2. Student/Parent Transitions goals: John is interested in attending the Jefferson County
Vocational School (JVS) to participate in the Computer Network Technologies program.
John is open to the idea of attending higher education to pursue an associates or
bachelor’s degree, but, he is also aware of jobs that he could obtain with his training and
education from the JVS.
3. Transition Services:
To transition post-graduation, John would need help in the areas of independent living
and money management.
Post-secondary education/training- After his 16th birthday, John will enroll at the JVS in
the Computer Network Technologies Program.
Employment- To make use of his training, John will pursue a career in computer
manufacturing.
Independent Living/ Community Participation- John would be able to live and support
himself independent from his family. Additionally, he will have the means to travel to
work and to engage in leisure activities.
Goal Statement: Across classroom environments, John will bring to each class a pen/pencil,
notebook and other necessary class materials for five out of five school days with 80% accuracy
to be measured with a checklist by the end of this IEP.
Specially Designed Instruction: Visual cue cards will be placed in John’s locker, backpack and
home to help him remember what materials he needs for each class. John will meet with his
homeroom teacher and his teacher will help John organize his materials in his backpack so he
can find them easily. His teacher will also model for John how to use and reference the visual
cue card when packing his bag with materials for class.
Goal Statement: At school, John will keep his papers organized in a folder and his
textbooks/notebooks organized in his backpack/locker 80% of the time. This will be observed by
his homeroom teacher in 4 out of 5 weekly checks by the end of this IEP.
Specially Designed Instruction: John will meet with a teacher to help him create an
organizational plan for his papers, backpack and locker. John will receive verbal reminders
when receiving a new paper/assignment that it goes directly into his folder. The prompt will be
faded as John becomes used to the routine. All folders and notebooks will be labeled for each
class.
Goal #3 Literacy/Pre-Reading
Present Level of Performance:
During intervention, John was taught the pre-reading strategy of a KWL chart. This was used to
help John prepare and think critically about the article before actually reading the text. It was
evident that John had trouble previewing an article and asking questions of what he wanted to
learn by reading the work. On two KWL probes presented, John was able to make pre-reading
predictions by completing a KWL chart with 50% accuracy.
Goal Statement: Before reading, John will be able to make pre-reading predictions by previewing
a text with 80% accuracy on 5 reading assignments within 10 weeks to be measured by KWL
work samples by the end of this IEP.
Specially Designed Instruction: John will be given extra time for completing reading
assignments, as well as 2 hours of one-on-one reading intervention including teacher modeling
and direct instruction of pre-reading strategies per week.
How will progress be assessed?
John’s teacher will collect work samples for a portfolio and make weekly observations.
During intervention, John learned the during reading strategy of Say Something. John struggled
with forming an opinion of the topic he was reading about and he had trouble understanding the
opinion being presented by the article. Additionally, John received instruction on the retelling
strategy. On two opportunities presented after an independent reading passage, John was able to
retell the story with 60% accuracy as measured by a rubric.
Goal Statement: After an independent reading passage, John will be able to retell the story with
90% accuracy as measured by a rubric on 4 out of 5 consecutive weekly probes by the end of this
IEP.
Specially Designed Instruction: John will be given extra time for completing reading
assignments, as well as 2 hours of one-on-one reading intervention including teacher modeling
and direct instruction of during reading strategies per week.
Goal #5 Literacy/Vocabulary
Present Level of Performance: Currently, when John approaches a word that he does not know,
he does not have the skills to use the text to infer the meaning of that word. In a passage of 500
words, John did not know the meaning of 7 words. Of those words, John was able to identify the
meaning of the words using gist clues with 14% accuracy.
Goal Statement: When given a text, John will demonstrate word skills by using gist clues with
50% accuracy on 3/5 opportunities presented as evidence by student work by the end of this IEP
Standard: Ohio Learning Standards for High School
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
1. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role
in the text.
2. Analyze nuances in the meaning of words with similar denotations.
Specially Designed Instruction: The student will receive explicit small-group instruction on how
to use gist clues when reading text. The instruction will be modeled and the strategy will be
practiced together with an instructor. A cue card will be placed on his desk to remind him of the
steps to using gist clues to infer meaning of words in texts.
Goal #6 Literacy/Spelling
Present Level of Performance: John frequents many spelling errors within his writing. On
average, there is one misspelled word per sentence written. Common sight word and high
frequency words are spelled correctly, it is often novel words or specific vocabulary that is
spelled incorrectly. John will often use other words that he knows to substitute for words that he
does not know how to spell. During writing assignments, John will ask for the spelling of certain
words or will use the text to find the spelling of a word. John has reflected that he enjoys writing
on the computer to make use of the “spell check” feature. Currently, in a writing samples of 100
words, John has an average of 5 spelling errors.
Goal Statement: Given a writing assignment, John will spell less than 3 errors per 100 words
written in 3 out of 4 trials as measured by work sample portfolio by the end of this IEP.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Specially Designed Instruction: John can have access to a word processor and dictionary when
completing writing assignments. In John’s resource class, he will receive one-on-one direct
instruction of multiple spelling strategies and opportunities practice.
Goal Statement: Given a writing prompt, John will create a 5-8 complete sentence response with
fewer than two errors as measured by a rubric by the end of this IEP.
W.9-10.4Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Specially Designed Instruction: John will be allowed to utilize the computer and a Word
processor to complete his writing prompt assignments. He will also be given preferential choice
in what writing prompts he would like to complete. John will meet in a tier 2 small group
intervention session 2x per week to target sentence structure using direct instruction and teach
pre-writing strategies such as hamburger, RACE, OREO, and POW-TREE.
Name________________________________ Date__________________
Directions: Use the following checklist to rate the retelling. For each item below, circle a number from 0-
3 in the appropriate column. On this scale, 0 means the retelling didn’t include the item at all, and 3
means the retelling completely and successfully included the item.
Total Score:_________