Based off of part 1 background information complete parts 2-4
Holder Reading Case
Part 1: Background Information
Home History
Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.
School History
Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.
Literacy-Related Assessments
|
Name of Literacy/Writing Related Assessment |
Purpose of the Assessment |
Scores |
|
Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition |
Measures decoding and ability to recognize familiar words |
SS: 43 (Very Low) |
|
Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension |
Measure’s ability to read and understand connected text |
SS: 57 (Low) |
|
Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression |
Assesses written language skills including spelling, grammar, and organization |
SS: 49 (Very Low) |
Interpretation of Data
Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
Very Low range, while Reading Comprehension (SS: 57) is in the
Low range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.
·
Strengths: Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.
·
Weaknesses: Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.
·
Comparison to Peers: Student A performs approximately
2–3 grade levels below same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.
Summary of IEP Goals (Reading and Writing)
Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.
·
Reading Goals
· Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.
· Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.
· Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.
·
Writing Goals
· Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.
· Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.
· Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.
These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.
