PROGRESS REPORT
Date Sources (Check if appropriate)
STUDENT’S NAME: Amaro Guradarama (X) Record Review
Pupil Number:1031162 DOB: 09/13/1998 GRADE 6 (X)Individualized Educational Program
School # 428 Subject: Math (X) Informal Tests ( ) Formal Test
Type/Purpose of Meeting (X) Observation
__X_ IEP Review/Revise _____ IEP Review/Revise Manifestation (X) Class Assignments
____ Reevaluation Planning _____ Reevaluation (X) IEP Report Card
(X) Teacher Consult
ATTENDANCE 0 Days absent Days present ( ) Disciplinary Folder
Other: ____________________
PRESENT LEVEL OF PERFORMANCE (AS APPROPRIATE):
CTBS: DATE ______________ READING ___________MATH ____________ written Expression________
FORMAL ASSESSMENT(S): _________________________________________DATE(S) _________________
READING ________________ MATH __________________ WRITTEN EXPRESSION
INFORMAL EVALUATION PROCEDURE(S)Brigance Inventory of Basic Skills DATE(S) 08/26/2013
READING_______________ MATH 3.7 WRITTEN EXPRESSION_______________________________
MFRT___________________ MFMT____________MFWT_________ HSA_______________________
TRANSITION SKILLS: SURVEY___CSHECKLIST __ VOC ED ASSESSMENT _ INTERVIEW__ OTSHER ____
DESCRIBE TSHE STRENGTHS AND WEAKNESSESS INCLUDING ANY BEHAVIORAL CONCERNS:
Based on Brigance Basic Inventory of Basic Skills conducted on March 20,2015, Amaro’smath
calculation skills are a strength for him. He is functioning at just slightly below grade level; however, he
has difficulty understanding the language of math in order to solve word problems. Given word
problems to solve independently, he is able to solve them with 20% accuracy. However, when unknown
vocabulary in the word problem is explained to him, he can solve them with 85% accuracy.
NEW IEP GOALS AND OBJECTIVES TO BE ADDRESSED:
Goal #1: Amaro will interpret math word problems and solve independently, given that he will be able to
understand the language of math without it explained to him, with 90% accuracy.
Objective 1: Given word problems, STUDENT will select the needed information to solve the problem at
90% accuracy in 4 of 5 trials.
Objective 2: Given a word problem, STUDENT will set up the problem and solve at 90% accuracy in 4 of 5
trials
Objective 3: Given a multi-step word problem, STUDENT will solve at 90% accuracy in 4 of 5 trials.
INSTRUCTIONAL ACCOMMODATIONS/MODIFICATIONS:
Use of calculator, extended time, extra processing, modified materials
RECOMMENDATIONS:
Amaro does not show difficulty with regression or recoupment of skills over scheduled breaks in the
school calendar. Amaro will not have an extended school year and will be transitioned to the next grade
level. Progress monitoring data will still be reveiwed on or before the next annual review date.
TEACSHER’S NAME PRINTED: Jurcales,Angelo G. TITLE: Special Educator
SIGNATURE: ___________________________________________________ DATE: ______________
PROGRESS REPORT
Date Sources (Check if appropriate)
STUDENT’S NAME: Amaro Guradarama (X) Record Review
Pupil Number:1031162 DOB: 09/13/1998 GRADE 6 (X)Individualized Educational Program
School # 428 Subject: Reading (X) Informal Tests ( ) Formal Test
Type/Purpose of Meeting (X) Observation
__X_ IEP Review/Revise _____ IEP Review/Revise Manifestation (X) Class Assignments
____ Reevaluation Planning _____ Reevaluation (X) IEP Report Card
(X) Teacher Consult
ATTENDANCE 0 Days absent Days present ( ) Disciplinary Folder
Other: ____________________
PRESENT LEVEL OF PERFORMANCE (AS APPROPRIATE):
CTBS: DATE ______________ READING ___________MATH ____________ written Expression________
FORMAL ASSESSMENT(S): _________________________________________DATE(S) _________________
READING ________________ MATH __________________ WRITTEN EXPRESSION
INFORMAL EVALUATION PROCEDURE(S)Brigance Inventory of Basic Skills DATE(S) 08/26/2013
READING_______________ MATH 3.7 WRITTEN EXPRESSION_______________________________
MFRT___________________ MFMT____________MFWT_________ HSA_______________________
TRANSITION SKILLS: SURVEY___CSHECKLIST __ VOC ED ASSESSMENT _ INTERVIEW__ OTSHER ____
DESCRIBE TSHE STRENGTHS AND WEAKNESSESS INCLUDING ANY BEHAVIORAL CONCERNS:
Amaro is able to read basic sight words at the 2nd grade level and answer simple factual questions with
85% accuracy after reading a passage on his independent reading level. In class, Amaro will attempt to
read a story or text but often will not persevere to read passages consisting of more than one or two
paragraphs. After reading grade level materials, Amaro is only able to answer questions with 10%
accuracy. However, when it is presented to him auditorily and adapted to his language competence
level, he answers literal comprehension questions with 70% accuracy. He has more difficulty responding
to inferential questions which requires application of information even when presented orally (50%
accuracy). Amaro benefits from pre-teaching of vocabulary words, visual representation of the text and
discussion of background knowledge of the subject. He has difficulty when he encounters unfamiliar
words even in instructional level texts (2.0). He requires an oral presentation of grade level text which is
paraphrased using vocabulary he has mastered.
NEW IEP GOALS AND OBJECTIVES TO BE ADDRESSED:
Goal: Given a reading passage or content material on his instructional level (2.0) Amaro will
demonstrate understanding of key details in the text with 85% accuracy over 3 consecutive trials.
Objective 1: After reading an assigned content area reading passage, Amaro will accurately predict
information to be covered in the next reading section or chapter with 80% accuracy 4 of 5 trials.
Objective 2: After reading an assigned content area reading passage, Amaro will arrange events in
sequential order, such as according to time, level of importance, or cause and effect with 80% accuracy 4
of 5 trials.
Objective 3: After reading an assigned content area reading passage, Amaro will answer factual
questions: (who, what, when, where, how), with 80% accuracy.
INSTRUCTIONAL ACCOMMODATIONS/MODIFICATIONS:
Amaro does not show difficulty with regression or recoupment of skills over scheduled breaks in the
school calendar. Amaro will not have an extended school year and will be transitioned to the next grade
level. Progress monitoring data will still be reveiwed on or before the next annual review date.
RECOMMENDATIONS:
Amaro is recommended for DORS to transition him for career after high school.
TEACSHER’S NAME PRINTED: Jurcales,Angelo G. TITLE: Special Educator
SIGNATURE: ___________________________________________________ DATE: ______________
PROGRESS REPORT
Date Sources (Check if appropriate)
STUDENT’S NAME: Amaro Guradarama (X) Record Review
Pupil Number:1031162 DOB: 09/13/1998 GRADE 6 (X)Individualized Educational Program
School # 428 Subject: Written Language (X) Informal Tests ( ) Formal Test
Type/Purpose of Meeting (X) Observation
__X_ IEP Review/Revise _____ IEP Review/Revise Manifestation (X) Class Assignments
____ Reevaluation Planning _____ Reevaluation (X) IEP Report Card
(X) Teacher Consult
ATTENDANCE 0 Days absent Days present ( ) Disciplinary Folder
Other: ____________________
PRESENT LEVEL OF PERFORMANCE (AS APPROPRIATE):
CTBS: DATE ______________ READING ___________MATH ____________ written Expression________
FORMAL ASSESSMENT(S): _________________________________________DATE(S) _________________
READING ________________ MATH __________________ WRITTEN EXPRESSION
INFORMAL EVALUATION PROCEDURE(S)Brigance Inventory of Basic Skills DATE(S) 08/26/2013
READING_______________ MATH 3.7 WRITTEN EXPRESSION_______________________________
MFRT___________________ MFMT____________MFWT_________ HSA_______________________
TRANSITION SKILLS: SURVEY___CSHECKLIST __ VOC ED ASSESSMENT _ INTERVIEW__ OTSHER ____
DESCRIBE TSHE STRENGTHS AND WEAKNESSESS INCLUDING ANY BEHAVIORAL CONCERNS:
Amaro follows capitalization rules accurately 95% of the time. His writing is characterized by basic
vocabulary in short simple sentences. He only uses compound or complex sentences less than 20% of
the time. He has difficulty with English grammar, syntax, and word usage. He uses appropriate
subject/verb agreement 2/5 trials, verb tenses 2/5, plurals 3/5 and punctuation 1/5. Amaro has difficulty
organizing his ideas into a logical and unified coherent piece in meaningful order with a main idea (65%)
and he only writes using one or two supporting details. Amaro's deficits in written language negatively
affect the quality and quantity of written work that reflects his knowledge and understanding of the
curriculum
NEW IEP GOALS AND OBJECTIVES TO BE ADDRESSED:
Given a classroom writing assignment across the content areas, Amaro will produce a piece that is
written in logical order, includes a main idea and details, and uses appropriate grammar and syntax with
80% accuracy over four consecutive writing pieces.
Objective 1: Amaro will write a paragraph that includes a main idea and 3-5 supporting details
Objective 2: Amaro will write using compound and/or complex sentences
Objective 3: When given simple sentences, STUDENT will correctly identify the subject and verb with
80% accuracy in 2 of 3 trials.
Objective 4: Amaro will compose sentences with correct subject/verb agreement and verb tense
Objective 5: When given a topic, STUDENT will use complete sentences in writing with 90% accuracy in
4/5 trials.
INSTRUCTIONAL ACCOMMODATIONS/MODIFICATIONS:
Amaro does not show difficulty with regression or recoupment of skills over scheduled breaks in the
school calendar. Amaro will not have an extended school year and will be transitioned to the next grade
level. Progress monitoring data will still be reveiwed on or before the next annual review date.
RECOMMENDATIONS:
Amaro is recommended for DORS to transition him for career after high school.
TEACSHER’S NAME PRINTED: Jurcales,Angelo G. TITLE: Special Educator
SIGNATURE: ___________________________________________________ DATE: ______________
PROGRESS REPORT
Date Sources (Check if appropriate)
STUDENT’S NAME: Amaro Guradarama (X) Record Review
Pupil Number:1031162 DOB: 09/13/1998 GRADE 6 (X)Individualized Educational Program
School # 428 Subject: Math (X) Informal Tests ( ) Formal Test
Type/Purpose of Meeting (X) Observation
__X_ IEP Review/Revise _____ IEP Review/Revise Manifestation (X) Class Assignments
____ Reevaluation Planning _____ Reevaluation (X) IEP Report Card
(X) Teacher Consult
ATTENDANCE 0 Days absent Days present ( ) Disciplinary Folder
Other: ____________________
PRESENT LEVEL OF PERFORMANCE (AS APPROPRIATE):
CTBS: DATE ______________ READING ___________MATH ____________ written Expression________
FORMAL ASSESSMENT(S): _________________________________________DATE(S) _________________
READING ________________ MATH __________________ WRITTEN EXPRESSION
INFORMAL EVALUATION PROCEDURE(S)Brigance Inventory of Basic Skills DATE(S) 08/26/2013
READING_______________ MATH 3.7 WRITTEN EXPRESSION_______________________________
MFRT___________________ MFMT____________MFWT_________ HSA_______________________
TRANSITION SKILLS: SURVEY___CSHECKLIST __ VOC ED ASSESSMENT _ INTERVIEW__ OTSHER ____
DESCRIBE TSHE STRENGTHS AND WEAKNESSESS INCLUDING ANY BEHAVIORAL CONCERNS:
Based on Brigance Basic Inventory of Basic Skills conducted on March 20,2015, Amaro’smath
calculation skills are a strength for him. He is functioning at just slightly below grade level; however, he
has difficulty understanding the language of math in order to solve word problems. Given word
problems to solve independently, he is able to solve them with 20% accuracy. However, when unknown
vocabulary in the word problem is explained to him, he can solve them with 85% accuracy.
PROGRESS MAKE FROM LAST YEAR (INCLUDE PROGRESS MADE ON TRANSITION GOALS AS APPROPRIATE)
Amaro is making progress towards achieving his goals and objectives. He is able to solve and master basic
math operation in Addition, Subtraction, Multiplication and Division. He was able to understand the concept of
decimal and fraction, and able to solve related equations with 95% to 100% accuracy, with less to no assistance
needed.
NEW IEP GOALS AND OBJECTIVES TO BE ADDRESSED:
Not an area of concern at this time. Performance commensurate with similar age peers.
INSTRUCTIONAL ACCOMMODATIONS/MODIFICATIONS:
Not an area of concern at this time.
RECOMMENDATIONS:
Amaro does not show difficulty with regression or recoupment of skills over scheduled breaks in the
school calendar. Amaro will not have an extended school year and will be transitioned to the next grade
level. Progress monitoring data will still be reveiwed on or before the next annual review date.
TEACSHER’S NAME PRINTED: Jurcales,Angelo G. TITLE: Special Educator
SIGNATURE: ___________________________________________________ DATE: ______________
