Exceptionality Plan for students with Dyslexia

Exceptionality:
Dyslexia(Auditory/
Visual)

Strategies

Measurable

Actionable

Realistic

Time-bound

Student
Lauren
Ladybug
(female, 15
years old,
IEP) will bring
homework
assignments
to tutoring
sessions with
Orton
Gillingham
certified
tutors during
the current
semester

Lauren
Ladybug
will increase
test scores
by 25% by
January 17,
2015

Lauren will
record
notes and
strategies
learned
from tutors
and use
them on
her
assignmen
ts, tests
and
homework

Yes,
reading
center in
Rochester
has Orton
Gillingham
certified
trainers
available
two days a
week.
Have
agreed to
provide
tutors
through
semester
during
stated
time

Lauren will
utilize Orton
Gillingham
certified
tutors 2
days a
week
through the
remaining
time in the
semester.
Progress
will be
tracked
through
completion
of
assignment
s and test
scores.
Plan will be
reevaluated
at the end
of the
semester. If
progress is
made plan
will
continue. If

Student: Lauren
Ladybug

Tier II Intervention
Goal: Lauren
Ladybug will utilize
the Orton
Gillingham certified
tutors 2 days a
week during school
study hall hours to
learn tips and
techniques for
completing reading
and writing
assignments
successfully, which
will lead to a 25%
percent increase
on test scores by
January 17, 2016
(embed this
portion specifically
within your lesson
plans for the
edTPA)

Lauren will
receive extra
time to
complete all
in school
work
assignments
during
current
semester
When

Student
has
agreed to
meet with
tutors
during
open
period at

school.
School has
agreed to
provide
recording
device.
applicable
Lauren will
receive
assignments
at minimum
one day early
during the
current
semester.
Lauren will
record class
lectures
using audio
recorder
provided to
her by school
during the
current
semester.

Research/Literatur
e:
(embed this
portion in the
reflective
Commentary

Teacher
has
agreed to
provide
assignmen
ts at
minimum
one day
early to
student
when
applicable

plan does
lead to
increase in
percentages
new
strategy
may be
implemente
d. Student
will also
evaluate
program
plan even if
scores do
not increase
to
determine
program
effectivenes
s

Teacher
has
agreed to
allow
extra time
on test
and
assignmen
ts so
student
may use
learned
tips and
strategies
learned
from tutor
Gibson, S., & Kendall, L. (2010). Stories from school: Dyslexia and
learners' voices on factors impacting on achievement. Support for
Learning
Firth, N., Frydenberg, E., Steeg, C., & Bond, L. (2013). Coping
Successfully with Dyslexia: An Initial Study of an Inclusive SchoolBased Resilience Program. Dyslexia, 113-130

sections within the

edTPA)
Advocacy:
(embed this
portion in the
reflective
Commentary
sections within the
edTPA)

Interventions focused on successfully learning strategies taught by

Orton Gillingham certified tutors that will help Lauren be a selfadvocate for her education moving forward. This will allow Lauren to
be successful at school and combat in onset of any depression which
sometimes has been linked to kids with dyslexia. Student will be
asked to assess the plan during the semester so she can express
how the plan is working which will allow for adaptations. The team
feels like Lauren can be successful through the use of this plan.