IEP Progress Report
CHILD'S NAME T ID NUMBER. DATE OF BIRTH·
R_a_ttn_.g""s_______ ________,,�;.::ea
c:: .:cccher(s)· _____________ Date. 01/19/2024
I
r-
1
Mrs. I
�eneral Education Teacher
'---------------------' Mrs. Bussard, Intervention Specalist
_,
GoaVObJective Reporting P eriods
1/19/24
1 By the end of the IEP, when reading a decodable T is beginning progress on objectives 1.1, 1.2, and 1.3 since
passage from the curriculum, T will be able to implementation of the IEP.
fluently read words with short vowels, silent e, r-
controlled vowels, and blends by applying multi-
sensory decoding strategies (1.e. breaking words into
syllables, tapping out phonemes) with 80% accuracy
m 3 of 4 trials.
1.1 When orally given 10 words, T will be able to 1/19/24
manipulate the phonemes (sounds) in the word by Since 1mplementat1on of the IEP, T has been practicing
delettng a phoneme within the word with 70% deleting the initial sound in words (1.e. glad without lg/ is lad) and meeting
accuracy in 3 of 4 attempts. (I.e. say bright, now say that with 90% accuracy. He is not yet able to delete the final sound of a
bright without Ir/, bite) word, 0% accuracy. He 1s using with visual prompts to help delete sounds
that are not in the beginning position al this time.
1.2 When given 5 multi-syllable decodable words, T will 1/19/24
be able to divide the word into syllables and label T is making beginning progress on this objecltve as he is averaging 60%
each syllable type (open, closed, magic e, bossy r) accuracy on his attempts. He is quick to mark the vowels and consonants
to read each syllable with the correct vowel sound when dividing words into syllables, but is still working to correctly Identify
(long or short) with 80% accuracy in 3 of 4 attempts. the syllable type and pattern.
1.3 When dictated 5 words with blends, magic e, and/ 1/19/24
or short vowels and given sound Imes, T will be T is currently using pop-its or cubes to push sounds m the words when
able to use a multi-sensory strategy (1.e. tapping) to encoding them. He 1s writing words with short vowels, d1agraphs, magic
encode (write) the word and blend the sounds to e, and vowel y at this time. He has 60% accuracy on his attempts.
reread the word with 80% accuracy in 3 of 4 trials.
2 When given classroom written work, T will be able to 1/19/24
use an outline to form sentences and single Since Implementation of the IEP, T has been exposed to objecltves 2.1 &
paragraphs and use an editing checklist to check his 2.2. Data will be taken as he has further practice with these strategies.
writing for proper capitalization, understanding
(spacing and neatness), punctuation, and spelling of
explicitly taught phonics patterns to improve his
sentence structure with 75% accuracy in 2 of 3
attempts by the end of the IEP.
1/19/24
2.1 When given a writing prompt, T will use an outline to Once T is given multiple exposure/practice on this obJective then data will
form sentences and single paragraphs with 75% be collected. At this time he has practice this when writing about pets.
accuracy m 2 of 3 trials.
1/19/24
T has a CUPS checklist he uses in class and in a small group setting. He
2 2 Given visual cues and an ediltng checklist, T 1s able to use capital letters at the beginning of a sentence using the
111111 be able to check his writing for capitalization, checklist but he is still working to improve his use of spacing, punctuation,
understanding (neatness and spacing), punctuation, and spelling as often times he will check ii complete without editing his
and spelling of explicitly taught phonics patterns with work first. Data samples for accuracy will be taken after additional
75% accuracy in 2 of 3 trials. practice.
IEP PROGRESS REPORT REVISED February 6 2018 Page 1 ol 2
