Guided Response: Review the posts of your classmates and that of your instructor.  Respond to at least two peers by comparing your suggestion of the three goal areas with those evidenced by your peers.  Be sure to endorse, question or refute your peer’s suggestions using the text, Instructor Guidance or other outside scholarly resources as supporting evidence.  You are encouraged to provide additional resources that will assist with your explanation. 

Dear IEP Team,

The Woodcock-Johnson Test of Achievement, Curriculum Based Measurements (CBM) and Student portfolio assessment demonstrates that Henry does have a disability that affects his reading skills and grade-level comprehension questions ability. Concerns were noted with trouble in reading. Henry exhibits a problem with letter-word identification, word attack, passage comprehension, reading vocabulary, and writing samples. Therefore, Henry does meet special education criteria under Specific Learning Disability (Dyslexia). The following three goals have been identified to assist Henry in improving his academics.

1. Use Recall Strategy for Story Sequencing.

By 7/08/19, Henry will be able to determine a theme of a story, drama, or poem from details in the text; summarize the text. Students with dyslexia have difficulty decoding letters (Henley, M., Ramsey, R. S., & Algozzine, R., 2009). This goal will help Henry to support his problem in passage comprehension.

2. Apply Strategy to Recall Key Details.

By 7/08/19, Henry will be able to able to retell stories, including key details, and demonstrate an understanding of the central message or lesson. Dyslexia an impairment in reading ability (Henley, M., Ramsey, R. S., & Algozzine, R., 2009). This goal will help Henry to support his problem in reading vocabulary, letter-word identification, and word attack.

3. Strategize to Print Letters.

By 7/08/19, Henry will be able to demonstrate command of the conversation of standard English grammar and usage when writing or speaking. The writing difficulties of students with dyslexia can be partially attributed to their reading difficulties and can manifest in many ways in their writing, such as poor spelling, poor legibility, lack of diverse vocabulary, poor idea development, and/or lack of organization (Hebert, M., Kearns, D. M., Baker Hayes, J., Bazis, P., & Cooper, S., 2018).This goal will help Henry to support his problem in writing samples.

References:

Goalbook toolkit: Browse instructional content. (2014). Retrieved from https://goalbookapp.com/toolkit/browse 

Hebert, M., Kearns, D. M., Baker Hayes, J., Bazis, P., & Cooper, S. (2018). Why Children With Dyslexia Struggle With Writing and How to Help Them. Language, Speech & Hearing Services in Schools, 49(4), 843–863. https://doi-org.proxy-library.ashford.edu/10.1044/2018_LSHSS-DYSLC-18-0024

Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N.J: Pearson

Dear: Individual Education Plan Team

I’m requesting an IEP meeting regarding the results of the Woodcock-Johnson III Education Assessment, to evaluate his academic performance. Due to the results of the testing Henry does qualify for Special Education due to his Disability (Dyslexia). Areas of Need: Based on the assessments administered, it is evident that Henry struggles in the areas of reading and vocabulary comprehension as indicated by his “low” score in each of the following subtests as denoted above. These scores indicate an area of need in demonstrating vocabulary and reading comprehension skills. Although considered low-average, Henry also struggled with phonetics of non-sight words in the “Word Attack” subtest (standard score: 87). https://ashford.instructure.com/courses/45964/pages/week-2-
We are here to discuss three strategies we can use to help Henry in his reading sentences.

Retell Beginning, Middle, End of a Story

By the end of the nine weeks, after a teacher read aloud of a grade level
Literary story, Henry will retell (1) key detail from the beginning, middle and the end of the story (e.g., verbally, writing, or drawing). with the support of guiding questions (e.g. “What did the main character do at the beginning of the story?”) and visual aids (e.g. picture cards, graphic organizer) for (4 out of 5) stories.

Retell Story

By the end of nine weeks, given a grade level story and a prompt, Henry will verbally describe the central message and retell the story

Sequence Events in A Story

By end of nine weeks after a read aloud of a familiar, instructional-level, literary story, when gives a series of (3) picture cards that represent the events in the story

Reference

https://ashford.instructure.com/courses/45964/pages/week-2-instructor-guidance?module_item_id=2331545

https://goalbookapp.com/toolkit/browse
https://goalbookapp.com/toolkit/browse