Individual Intervention Plan

(Names and identifying information are created not actual)

Name: Henry Gale
ID #: 576825351
Date of Birth: September 21, 1999
District of Residence/LEA (local education agency): Indian Creek Local
School District
Parents: Martha and Dirk Gale
Address: 3456 Silverberry Circle, Steubenville OH 43952

Future Vision:
Henry desires to join the Marines in order to serve his country and receive a
higher education.
Individual Interests:
Mysteries, art, working, drawing, fighting, carpentry, cooking, social media,
school, family and hanging out with friends.
Transition Plan:
In order for Henry to join the Marines he must pass an initial test measuring
intelligence in the field and be physically fit and able to perform certain
tasks. To ready him for these tasks, workout/training schedules were given
and we began to study for the intelligence test mainly encompassing:
General Science, Arithmetic Reasoning, Word Knowledge, Paragraph
Comprehension, Mathematics Knowledge, Electronic Information, Auto and
Shop Information, Mechanical Comprehension and Assembling Objects. Due
to mainly this particular course, we focused on Word Knowledge and
Paragraph Comprehension using Kylene Beer based strategies.

Present Level of Performance (Emotional Control):

Henrys current performance of emotional control is low. Henry is constantly
speaking out in class before thinking of the consequences and he acts on
impulse. He has a very rough home life, mom is a drug addict and takes him
out of school often. He is currently living with his girlfriend, and another
friend. He does not have a job yet, and is presently looking for work and has
to pay rent. He is often discouraged in school work after many absences and
has trouble with task initiation and organization. Due to his lack of stability in
his home life, it is not a surprise that Henry struggles in school and has poor
emotional control. He has frequent mood changes, is slow to recover from
disappointment, and often overreacts to small problems. He makes negative
statements while working and becomes visibly upset when a task is too
challenging.
Goal Statement: Henry will request and receive help or a break when he is
given an assignment that easily frustrates him, eight of ten times a day by
the end of this IEP. He will be given one verbal and one non-verbal prompt.
Describe the specially designed instruction:
After two weeks of Henry using the above program, he will be given a total of
four popsicle sticks to use throughout the day. One can be used for a break
and the other three can be used to ask the teacher for help. Whatever
popsicle sticks are left at the end of the day can be traded in for a
sticker/edible positive reinforcer. If there are a total of five popsicle sticks left
at the end of the day, Henry will receive a bigger prize such as a larger
edible reinforce (box of candy). If this happens more than 3 days a week, the
popsicles will slowly diminish in numbers.
How will progress be assessed?
Taking a break or asking for help will hinder the meltdowns/overreactions and
allow Henry to practice coping skills as well as emotional control. Henry will
be able to recognize when he is having a meltdown/overreacting. The
teacher will keep a running tally of meltdowns/undesirable behavior during
the week. On Fridays the teacher will then share and review with Henry using
a graph/visual organizer of the tallies collected throughout the week. As well
as the above strategy.

Present Level of Performance (Goal Oriented

Persistence):

Henry is constantly forgetting his books at school that he needs for

homework as well as struggling with task initiation. He is often confused with
due dates, and since he isnt organized he often just gives up on doing his
homework, because finding out the homework is even harder than doing it.

Goal Statement:
Henry will estimate correctly (within 15 minutes) how long it takes to
complete daily homework assignments and will create/follow a written
homework schedule at least four nights per week by the end of this IEP. Vocal
prompts will be given by each teacher, once daily.
Describe the specially designed instruction:
Henry will be given a notebook, and will write down daily homework
assignments in each class. He will then estimate how long each assignment
will take to perform and write it next to the assignment. If he fails to perform
this by week one, Henry will have to obtain each individual teachers initials
next to a written homework assignment for each class and his time estimate,
along with the teachers time estimate.
How will progress be assessed?
The progress will be monitored weekly, and will be scored by a scale,
numbered one through five. One being poorly developed plan and not
executed, three being planned decently, somewhat executed and five being
well developed plan and correctly executed. Results will be put on a running
graph for progress monitoring.

Present level of performance (Literacy/prereading):

Henry has trouble with pre-reading and task initiation. He struggles to get
started on his work, but once working, he only needs three verbal prompts
and positive reinforcement to finish the assignment completely.
Goal Statement: Henry will be able to start a pre-reading task with a nonverbal cue, five times a week, and will be able to initiate pre-reading
assignments without procrastination 75% of the time, with one non-verbal
cue by the end of this IEP.
Standard: CCSS.ELA-Literacy.RI.9-10.2

Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Describe Specially Designed Instruction:
Henry will be able to learn the ability to hold information by prompting from
the teacher to connect the reading to anything in his life, thus using prior
knowledge. Using a verbal cue, or a question we can ask him anything that
has to do with the reading (ex: Have you ever been on a plane before, have
you ever read anything about travel and etc.). He will the start pre-reading
assignment without verbal cues such as: a timer being wound, a sticky note,
placing the pre-reading strategy in front of him and etc. Pre-Reading
assignments can include a KWL chart, an anticipation guide or probable
passage. He will then hypothesize the main idea of the passage/text, write it
down, and then assess his hypothesis afterwards.
How will progress be assessed?
Progress will be monitored through a tally of prompts given to the student,
verbal and non-verbal, positive reinforcement does not need to be tallied.
Henrys hypothesis will not be graded on accuracy of the main idea, but will
be graded on his own ability to find the correct main idea and be able to
understand the difference between the two. If he is able to correctly
determine the main idea of the text, and be able to evaluate and explain his
hypothesis in comparison orally, we will move on to the next standard.

Present Level of Performance (Literacy/during

reading):
Henry often becomes distracted during reading orally, and performs better
when we are in a quiet room with little or no interruptions. Having him
connect the reading to his daily life was troublesome when reading
narratives, but when given current event articles with a proper Lexile
Reading Score he is better able to connect prior knowledge to the text and
better his overall comprehension.
Goal Statement: Henry will be able to analyze the format of the text and
apply the correct graphic organizer to the text correctly 60% of the time
while choosing the correct graphic organizer by the end of this IEP.
Standard: CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.

Describe Specially Designed instruction:

Student will be given several different types of graphic organizers and will be
tutored in the art of using them properly, at least 7 total. Certain graphic
organizers are completely useless if the student does not understand how to
use them properly. For example the Venn diagram is used to compare and
contrast certain ideas/theories and also can allot for similarities as well.
Using this graphic organizer for a narrative story would be not be nearly
effective as using it to determine scientific theory. Allowing the student to
choose the correct graphic organizer builds not only choice, but builds critical
thinking skills as well.
How will progress be assessed?
Progress will be monitored through the choice of the graphic organizer for certain readings.
Again, if Henry chooses the wrong graphic organizer he will be verbally prompted once to
choose another, more fitting to the course of action. Correctly filling in the graphic organizer (as
well as choosing it) and being able to identify the key points will be rated on a scale, one through
five (as seen above). Henry will grade himself and then the teacher will give constructive
feedback to Henry.

Present Level of Performance (literacy/vocabulary):

One of Henrys strengths is being able to identify the meaning of a word
through certain context clues. His ability to do this is quite remarkable. If
given a sentence in an article he doesnt understand, he immediately is able
to work through the context clues and guess the meaning of the word. A
majority of the time, Henry asks the teacher to use her own context clues,
and the teacher formulates a sentence that reveals the meaning of the word
better than the article. Example, the word protruding is used in the article to
describe bushes that are over property lines. When he asks the teacher for a
better way of using the word, she responds with the following sentence:
Santa Clause has a protruding belly that makes it difficult for him to slide
down the chimney. He is then able to infer that protruding means to stick
out.
Goal Statement: Henry will be able to identify the correct meaning of the
word with a 60% accuracy while using context clues and the teachers help
less than 8 times per week by the end of this IEP.
Standard: CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how
the language of a court opinion differs from that of a newspaper).
Describe Specially Designed Instruction:

Whenever Henry does not understand the meaning of the word, his last resort should be to look it
up in the dictionary. He will be able to however figure it out through context clues, and the
teachers aid. With the teachers ability to use the word in a sentence that provides more meaning
to the word, Henry should be able to correctly identify the true meaning. If he cannot piece
together the meaning of the word, Henry will have to look it up and use and write it in a sentence
properly. When he determines the meaning of the word without the teachers help he will be
given a reward that is desirable, and verbal positive reinforcement will be given when he asks the
teacher for help.
How will progress be assessed?
The teacher will have a tally system for Henry, and every time he asks for
help to make an inference for a vocabulary word she will make a tally mark,
and write down the word. On Fridays, they will both go over the list of words
together to see if he is retaining the 60% of the vocabulary words of that
particular week.

Present Level of Performance (literacy/spelling):

Henry doesnt have much trouble when it comes to spelling, but he often
struggles with sounding out the separate phonemes in certain words,
especially with digraphs. Other than that, he overall has marvelous fluency
and spelling, he scored a 96% on his Three Minute Reading Assessment.
Goal Statement: Henry will be able to recognize diagraphs with a 90%
accuracy, with only one non-verbal prompt and the help of a chart by the end
of this IEP.

Specially Designed Instruction:

Henry will be given a chart with all digraphs in the alphabet, along with a
picture representing a word with the diagraph in it. He will find the identify
the digraph on the chart that he is having trouble with, say the word that it is
associated with, make the digraph sound separately and then apply it to the
word that he is struggling with.
How will progress be assessed?
The teacher will tally how many times he will correctly identify the digraph
and pronounce the word correctly after using the chart.

Present Level of Performance (Written Expression):

Henry seems to have trouble writing all of his thoughts down and expresses
them much better verbally with great gusto and passion. He struggles to
write down all of his thoughts and becomes very easily frustrated and often
times has a meltdown. Once calmed down, Henry is unable to focus and
often times tries to distract the teacher to get out of doing the assignment.
Goal Statement: Henry will be able to write down his thoughts through
written expression 60% of the time using a graphic organizer and a
maximum of three verbal prompts by the end of this IEP.
Describe Specially Designed Instruction:
Using certain graphic organizers designed specifically for creative writing and
organizing thoughts (such as the spider map, flow chart, essay diagram and
sequence chart) Henry will be able to take his thoughts and put them down
to paper. Using verbal prompting will help him get his thoughts into words on
the paper, and modeling this for him would be an excellent idea. Having him
orally read out the graphic organizer afterwards will also help him make
transitions between different ideas.

How will progress be assessed?

After looking at the final product of his work, compare the filled out graphic
organizer and evaluate if he applied what he wrote down in his graphic
organizer into the final product. Also check to see if the graphic organizer is
filled out correctly and if the paper overall is more conclusive and sequential.