Edex 714- Heilman Lrp

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<p>Long Range Plan</p> <p>Teresa Heilman</p> <p>Spring 2014</p> <p>Student</p> <p>Present Level</p> <p> of Performance</p> <p>Background Information</p> <p>Strengths</p> <p>&amp; Needs</p> <p>Interests</p> <p>Source of Information</p> <p>CG</p> <p>On a sixth grade Easy CBM math assessment he scored 12/16 or 75%. On a seventh grade level he scored 50%. On the Spring 2013 Math MAP he placed 213 placing him in the 16th percentile. </p> <p>Currently lives with his mother. His parents are not together. He is an eighth grader. C has shown some aggressive behavior and also has a BIP. He is currently an 8th grader and is 13 years old. He is diagnosed with a Specific Learning Disability. </p> <p>His strengths are in the subjects of math and science. He enjoys learning things in all academic subjects. He is strong in making friends and encouraging others. </p> <p>His weaknesses are in the subjects of reading and writing. He is easily frustrated and often avoids assignments that seem too hard. </p> <p>He likes to spend his time doing things outside like hunting. He is interested in becoming an auto mechanic. C also really likes playing video games. </p> <p> IEP</p> <p> Informal interview</p> <p> SCOIS Inventory</p> <p> Easy CBM math assessment</p> <p> MAP</p> <p>QJ</p> <p>On the Spring MAP Math he scored a 186 placing in the 1st percentile and on the PASS Math he scored 567. On a third grade fluency probe, he scored 45 points in 3 minutes. On a 2nd grade concepts probe, he scored 26 points in 8 minutes.</p> <p>Q currently lives with his mother and grandmother. He also has a younger brother that attends his same school. He is currently an 8th grader and is 15 years old. He is diagnosed with a Specific Learning Disability. </p> <p>Q is very friendly and gets along with peers well. He has an eagerness to learn. Some of his weaknesses are in reading, math, and written expression. </p> <p>He likes doing hands on activities such auto-mechanic work. He also enjoys most sports athletics.</p> <p> IEP</p> <p> SCIOS Inventory</p> <p> MAP</p> <p> PASS</p> <p> AimsWeb </p> <p> Informal Interview</p> <p>KS</p> <p>On the spring 2013 MAP, he scored 192 which placed him in the 1st percentile. On PASS he scored below basics in all subject areas. On a 3rd grade Easy CBM assessment, he correctly answered 44% correct. On Math Numbers and Operations, Geometry he answered 81% of the questions correct, and Math Numbers Operations and Algebra he answered 63% of the question correctly.</p> <p>K currently lives with his mother and two younger siblings. He is currently an 8th grader and is 13 years old. He is diagnosed with a Specific Learning Disability and also a Speech or Language Impairment.</p> <p>K is said to be very friendly. His receptive skills are definitely a strength. He is able to perform at grade level with science and social studies concepts. He also has strength in recognizing unfamiliar words, spelling, and oral reading. K struggles with his ability to express his knowledge with adequate detail. His math computation skills, reading, and written language skills are below grade level. </p> <p>K loves sports and would like to become an athletic trainer. He also enjoys listening to music, dancing, playing basketball, and video games.</p> <p> IEP</p> <p> SCIOS Inventory</p> <p> MAP</p> <p> PASS</p> <p> Informal Interview</p> <p> EasyCBM math probes</p> <p>EW</p> <p>When given a 5th grade math probe, E recently answered 6/16 (38%) questions correctly on Math Numbers and Operations. On a Math Geometry, Measurement, and Algebra assessment he scored 10/16 (63%) of questions correctly. On his spring 2013 MAP, he scored 198 placing him the 3rd percentile. On his PASS assessment he scored not met.</p> <p>E currently lives with his father. He has another sibling who lives with his mother. He often becomes defiant and currently has a BIP to help with this. He is currently an 8th grader and is 14 years old. He is diagnosed with a Specific Learning Disability.</p> <p>E is an extremely capable student with a great deal of logical reasoning ability (when in a compliant mood). He loves to draw. Some of the areas that E struggles is reading comprehension, written expression, and math. He is easily distracted and becomes defiant when asked to do things which he does not want to do (this also makes getting accurate readings on scores and ability difficult).</p> <p>E really enjoys playing video games and sports (football and basketball). He would like to become a professional football player and to study studio art. E also likes to listen to music and sing rap songs. </p> <p> IEP</p> <p> EasyCBM math probes</p> <p> PASS</p> <p> MAP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p>AG</p> <p>His 2013 MAP score in the Spring was 203 which places in the 6th percentile. When given a 7th grade Numbers/Algebra Assessment, A correctly answered 6/16 or 38%. When given a 7th grade Numbers/Algebra/</p> <p>Geometry assessment, A correctly answered 7/16 or 44%. </p> <p>AG is currently going through a rough time as his parents are getting a divorce. He has to decide which parent he wants to live with. He is also the only child. He is currently an 8th grader and is 14 years old. He is diagnosed with a Specific Learning Disability. </p> <p>As teachers note that he is often excited to contribute to the class discussion. He often struggles with new concepts that require math calculation. A has weaknesses in math, reading, and written expression. </p> <p>AG likes sports especially football and basketball. He is on the football team for school. In the future he would like to go into the construction field.</p> <p> IEP</p> <p> MAP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p> Easy CBM</p> <p>ND</p> <p>On the Spring 2013 MAP scores he scored 209 which places him in the 11th percentile. When given a third grade CBM on Math Numbers and Operations, Geometry, and Math Numbers Operations and Algebra he answered 80% of the questions correctly.</p> <p>N lives with his mother and father. He has 2 younger siblings. He is currently an 8th grader and is 14 years old. He is diagnosed with a Specific Learning Disability. </p> <p>Ns teachers have described him as quiet and highly organized. In math, computation and math reasoning are his strengths.</p> <p>N enjoys playing video games and being outdoors. In the future he would like to join the army. He also enjoys researching combat specialty jobs.</p> <p> IEP</p> <p> MAP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p> Easy CBM Math probes</p> <p>Student</p> <p>Present Level</p> <p> Of Performance</p> <p>Background Information</p> <p>Strengths</p> <p>&amp; Needs</p> <p>Interests</p> <p>Source of Information</p> <p>BH</p> <p>On a 6th grade math computation she answered 11 out of 12 questions correctly.</p> <p>B lives with her mother and younger sister. She is currently an 8th grader and is 13 years old. She is diagnosed with a Specific Learning Disability. </p> <p>Bs strongest subject is mathematics. She often struggles staying on task and is often unorganized. </p> <p>B is very interested in singing and dancing. She also likes to spend time with her friends. She would like to attend a 4 year university and receive a degree in music.</p> <p> IEP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p> Easy CBM Math probes</p> <p>MG</p> <p>On her 2013 MAP assessment she scored a 183 which places her in the 1st percentile. When given a 6th grade computation probe in Aimsweb, she answered 9 out of 20 questions correctly. On the concepts probe, she answered 4 out of 14 correctly. </p> <p>M lives with both of her parents. She has 3 other siblings. Her family just recently moved to SC. She is currently an 8th grader and is 13 years old. She is diagnosed with a Specific Learning Disability. </p> <p>In math Ms strength is multiplication. Division, geometry, and fractions seem to be a weakness. She is also very quiet which makes it hard for her to make friends.</p> <p>M loves animals and wants to receive a degree to become an assistant in animal care.</p> <p> IEP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p> MAP</p> <p> AIMSweb</p> <p>TH</p> <p>On her 2013 MAP test she scored a RIT score of 192. On a 8th grade AIMSweb probe (M-COMP), she answered 10 questions correctly in 10 minutes which placed her in the 10th percentile.</p> <p>She lives with her mother. She recently just moved back into the district. She is currently an 8th grader and is 14 years old. She is diagnosed with a Specific Learning Disability.</p> <p>Ts teachers noted that she is very friendly and polite. In the subject of math she struggles with math calculation and math reasoning.</p> <p>T loves creating and writing her own stories. She would like to become a writer in the future.</p> <p> IEP</p> <p> SCOIS Inventory</p> <p> Informal Interview</p> <p> MAP</p> <p> AIMSweb</p> <p>B. Goals and Objectives:</p> <p>Math</p> <p>Student</p> <p>Goal &amp; Objective</p> <p>Appropriate/Relevant</p> <p>Challenging</p> <p>CG</p> <p>Given a grade-level math assessment, C will solve 75% of the problems correctly as measured by curriculum-based assessment.</p> <p>This goal is appropriate and relevant for the student given that his current level of performance shows that on a 7th grade CBM he is able to answer 50% of the questions. To make this goal more relevant I would add the grade level that he should be tested. I would add Given a seventh grade-level math assessment.. I would also add a criterion and ending date to the IEP. I would have the goal be the following:</p> <p>Given a seventh grade-level math assessment, C will solve 75% of the problems correctly as measured by curriculum based assessments by the end of the school year for three consecutive trials. </p> <p>I would consider this to be a challenging goal for him. From what I have observed and based on his present level of performance having a goal of 75% of questions answered correctly would make this a challenge.</p> <p>QJ</p> <p> In 34 weeks, using 7th grade Aimsweb math computation probe and 8 minutes to work, Q will increase his score from 9 to 18 points.</p> <p> In 34 weeks, given an 6th grade Aimsweb math concepts probe and 8 minutes to work, Q will increase his score from 8 points to 12 points.</p> <p>I feel that this goal is both relevant and appropriate. From this goal, many points come across clearly. You know the type of assessment, what grade level is expected, and what needs to increase. </p> <p>I feel that this would be challenging for this student. He would definitely show improvement in his computation and concept skills when he meets his goals for the year.</p> <p>KS</p> <p>Given mathematical problems, K will identify money, solve problems with whole number, fractions, decimals, collected data, elapsed time, geometry and measurement using addition, subtraction, multiplication, and division with 80% accuracy or better as measured by a curriculum based assessment.</p> <p>This goal is very appropriate and relevant based on the material that is covered in his math class. All of these topics are scheduled to be covered throughout the school year. </p> <p>I feel that this will be a challenging goal for him to complete. I think that it is a good goal as getting at least 80% would be passing grades in his math class. Based on his present level of performance there are some topics that he will be challenged to meet this goal.</p> <p>EW</p> <p>Given a 6th grade math probe, E will solve 80% of the problems accurately as measured by curriculum based assessments. </p> <p>I feel that this goal is appropriate and relevant based on his previous performance. The only thing that I would add to this goal is a length of time and criterion. I would write the goal as follows: Given a 6th grade math probe, E will solve 80% of the problems accurately for three consecutive trials as measured by a curriculum based assessment by the end of the school year.</p> <p>I think that this goal would be pretty challenging for this student after looking at his present level of performance. Based on this information, on a 5th grade level his highest score was 63%. It seems ambitious that on a 6th grade level he would get 80% of question correctly.</p> <p>AG</p> <p>Given direct instruction in the area of math concepts and applications, A will correctly answer 75% of questions on an 8th grade pre-algebra assessment.</p> <p>This goal is appropriate and relevant since it is focusing on grade-level assessment tests. Holding him to a grade of 75% or higher would have him passing his math class.</p> <p>I feel that this goal will be challenging for the student based on his present level of performance. Based on that information he was tested on a 7th grade level and the highest he tested was 44%. </p> <p>ND</p> <p>Given mathematical problems, N will solve problems with whole numbers, fractions, decimals, collected data, elapsed time, geometry and measurement using addition, subtraction, multiplication, and division with 80% accuracy or better as measured by a curriculum based assessment.</p> <p>This goal is very appropriate and relevant based on the material that is covered in his math class. All of these topics are scheduled to be covered throughout the school year. </p> <p>Having him reach a goal of at least 80% on each assessment will give him passing grades. I feel that this goal will be challenging for this student.</p> <p>Student</p> <p>Goal &amp; Objective</p> <p>Appropriate/Relevant</p> <p>Challenging</p> <p>BH</p> <p>By June 5 2014, given a 6th grade level math computation and concepts and applications probes, B will score 70% correct as measured by curriculum based measures.</p> <p>Based on this students present level of performance, I would say that this goal is not appropriate and relevant. Since she is already achieving this goal, I would change it. </p> <p>I feel that this goal is not challenging enough for the student. Her present level of performance shows that shes currently answering 91% of questions correctly on a 6th grade CBM. To make this goal more challenging, I would test her on a 7th grade level and then re-write the goal. </p> <p>MG</p> <p>Given a 6th grade Aimsweb math probe and 8 minutes to work, M will increase her score from 4 points to 10 points.</p> <p>I feel that this goal is appropriate and relevant. I would add a few things to this goal to make it a little stronger. It would look something like this: Given a 6th grade Aimsweb math probe and 8 minutes to work, M will increase her score form 4 points to 10 points by the end of the school year for three consecutive trials.</p> <p>Based on her present level of performance, I would say that this will be a challenging goal. Increasing her score 6 points will be a challenge for her. </p> <p>TH</p> <p>Given direct instruction in math computation, T will increase her score from 10 to 18 points using an 8th grade AIMSweb math probe and 10 minutes to work.</p> <p>I feel that this goal is appropriate and relevant. I would add a few things to this goal to make it a little stronger. It would look something like this: By the end of the school year and receiving direct instruction in math computation, T will increase her score from 10 to 18 points using an 8th grade AIMSweb math probe and 10 minutes to work for 3 consecutive trials.</p> <p>Based on her present level of performance, I would say that this will be a challenging goal. Increasing her score 8 points will be a...</p>