Prescriptive Intervention PlanPresented by Ingrid Galvez

Karen Background Information Bilingual Kindergarten student Age: 6 years and 8 months Favorite Subject: Mathematics Love to: Play in the park, play

games on the computer, and helping others.

Favorite food: Pizza, ice cream, and tacos.

Future Goal: Karen wants to be an astronaut.

ObservationsKaren is very friendly, cooperative, polite, respectful, and

independent.Very distracted by stimulus.Very hyperactive and impulsive.Lack of attention with very short span attention and focus her gaze.Difficult completing school work.Disorganized school work and handwriting very illegible.Very cooperative attitude when her teacher redirected her during

instructions or activities.

Learning StylesStrengths

• Visual & Auditory Processing Karen learns better when visual information (i.e. graphic organizers, audio-books, charts, flashcards, maps) is supported by verbal clarification.• Sequential Processing She learns through manipulations & movement to clear ideas, synthesize parts into a whole, and connect ideas and expand on them to create a higher order. In writing she may benefic from external structure, such as: schedules, lists, or reminders.

Concerns• Verbal Processing and Comprehension

She has difficulty with similarities, vocabulary, comprehension, information, and word reasoning. Develop vocabulary with pictures cards, bingo games, and during reading activities (whole group and small groups).Model what she is expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples.Speak slowly and clearly, and provide her enough time to formulate her responses, whether in speaking or in writing. Use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to her.

Academics Karen has speech impairment, hyperactivity

and a very short span attention and cannot focus her gaze for more than 3 seconds.

She began school year with not knowledge of alphabet, sounds, and phonemic awareness.

Difficulty with sounds (beginning and final) and changing beginning sound.

Has difficulty with segmenting words into syllables and blending syllables to form words.

The handwriting is illegible due a low level development of fine motor skills.

Unable to use correct capitalization and ending punctuation.

Difficulty with producing sounds and articulation.

Has difficulty with comprehending what she reads.

Considerations

Karen’s hyperactivityKaren’s inability to focus attention and

gazeKaren’s impairment speech

Response to Intervention- RtIKaren is in Tier 1 - Universal Interventions: Whole class,

general education curriculum, effective instruction/environment, early intervention, and effective for most students.

Karen’s bilingual teacher is collecting student’s products (Writing, Reading, Math, Science, Social Studies, ESL, and behavioral conduct) since the beginning of the school year and doing the appropriate accommodations and modifications based on the student needs.

Her bilingual teacher is recollecting information based on observations and assessments.

IEP Present Levels

Karen’s hyperactivity

interferes with her ability to

focus

Her hyperactivity

interferes with her ability to

complete school work

She needs teacher

attention to complete her

activities

Her short span attention and deficit focus in

her gaze, which is no more than 3

seconds

Karen’s Behavior Goal

By the end of the school year, Karen will begin and complete a given assignment when given on task reminders, verbal or physical cues, and a daily visual assignment schedule with not more than 4 verbal prompts by her teacher in 8 out of 10 daily trials by the fourth grading period. Success will be measured using teacher data and observations.

Objective 1In 9 instructional

weeks, Karen will work independently and

attempt a given a task without enlisting the

attention of her teacher during 5 minutes

school activity in 8 to 10 sessions. It will be

measurable by the data records and

observation of her teacher.

Objective 2In 18 instructional

weeks, Karen will work independently and

attempt a given task without enlisting the

attention of her teacher during 3 minutes

school activity in 8 to 10 class sessions. It will be measurable by the

data records of her teacher and

observations.

Objective 3In 27 instructional

weeks, Karen will begin and complete a given

assignment when given on task reminders and she will use verbal or physical cues and a

daily visual assignment schedule with 5 or less verbal prompts from her teacher in 8 to 10 daily trials. It will be

measurable by the data records of her teacher

and observations.

Objective 4In 36 instructional

weeks, Karen will begin and complete a given

assignment when given on task reminders and she will use verbal or physical cues and a

daily visual assignment schedule with 2 or less verbal prompts from her teacher in 8 to 10 daily trials. It will be

measurable by the data records of her teacher

and observations.

Karen’s Math Goal

In 36 instructional weeks given small group or individual administration using math manipulatives and Katy Richardson problems templates, Karen will be able to solve and represent a subtraction word problem to 10. Success will be measured using teacher made-test, observations, and work samples at 80% mastery

Objective 1In 9

instructional weeks, Karen

will complete a subtraction

word problem to 5 with

manipulatives or computer

games. Success will be

measured using teacher made tests in of 4 to

10 trials.

Objective 2In 18

instructional weeks, Karen will

complete a subtraction word

problem to 5 with

manipulatives or computer games. Success will be measure using teacher made test in 5 to 10

trials.

Objective 3In 27 instructional weeks, Karen will

complete a subtraction word

problem to 10 with

manipulatives and computer games. Success will be measure using

Katy Richardson template in 6 to

10 trials.

Objective 4In 36

instructional weeks, Karen

will complete a subtraction

word problem to 10 with

manipulatives and computer

games. Success will be measure

using Katy Richardson

template in 7 to 10 trials.

How will the goals be measured?

Karen progress will be monitored by documented teacher observations and data records.

Formal assessments that will aid her instruction, such as APRENDA (Stanford in Spanish) and I-Station.

Formative assessment created by her teacher.

Reports will be provided monthly.

Accommodations, Modifications and ServicesSmall group instruction in language arts and mathematicsShortened or modified assignmentsSupplemental visuals aidsVerbal or physical cuesDaily visual assignment scheduleModel what is expected to do or produce by explaining or demonstrating the

learning actions, sharing your thinking, processes aloud, and showing teacher and student work sample.

Check for understanding Allow extra timeManipulatives and computer gamesGrouping and peer collaborationUnderline or highlight key information as a quick visual aidEncourage organization with different instructional techniquesEvaluation by a speech pathologist and psychologist

Least Restrictive Environment

Karen will participate in regular bilingual classroom for all her content subjects.

She will receive small group re-teaching in LA and Math for 75 minutes a week with her bilingual teacher.

Karen will receive pull out services from the resource teacher to help meet her annual goal for behavior and math for twice a week for 30 minutes.

Transition Services

This section of the IEP is not yet applicable because Karen is not yet 16 years old.

Prescriptive Teaching Plan

Set rules, procedures and schedules with visual aidsSpeak slowly and clearlyUse visuals, sketches, gestures, intonation, and other non-verbal

cues to make both language and content more accessible to Karen with visual representation of concepts can be hugely helpful to her

Modeling motivation and self-confidence“Tesoros” program for Spanish LA, I-Station and Envision for math,

and Neahaus will provided systematic, sequential, and comprehensive development and growth

Multisensory instructionInformal and formal observations