Jeremy

Mellema Methods January 23, 2013 The students learning plan is for cognitive learning needs. He needs to work

on his math and language skills, which are both below grade level. The student is given extended time for test and quizzes, allowed to take quizzes in an individual setting, given preferential seating, given quitter settings for written assessments, and is allowed to use a computer whenever it is needed. This student has several academic goals. He is to improve his math skills to his current grade level by the end of the year. Given a text, with new or unknown academic vocabulary, he needs to be able to understand the text at an accuracy rate of 80%. He will be able to produce a response that is six paragraphs in length, with each paragraph containing six to eight sentences. This student does not have any specific social goals. It is noted, however, that he gets along with other students well. During my interactions with the student, I worked individually with him. In

class, the students are required to write a 3-5 page paper on the current situation in the Middle East. Because this student requires special help in terms of his written language skills, I have been assisting him. I have been giving him topic sentence ideas for his paragraphs, as well as supplying him with positive comments about his work, which motivates him to work harder. I observed the student during lunch. As noted in the IEP, he gets along well with other students. Since his IEP is geared toward academic performance, it was difficult to judge if his accommodations were being met during the lunch period.