Prescriptive Teaching

Plan
Houston Baptist University
Spring 2012

Student
Kindergarten
Age 6 (December
birthday)
Loves soccer
Loves to watch
Colts football
Favorite food:
cheeseburgers

Observations
Caring
Easily distracted by stimuli
Impulsive
Possible difficulty with vision
Difficulty completing tasks which take
more than 3 minutes of sustained
attention
Difficulty carrying out multi-step
instructions

Learning Style
Strengths: Auditory
Processing and
Conceptual Processing
Concerns: Visual
Processing (severe),
Sequential Processing
(moderate), and
Executive Functioning
(severe)

Academics
Began year with limited knowledge of
letters, sounds, and phonemic awareness
Has since gained the skills to transition
to reading
Now at an instructional level (90%) on a
Rigby Level 5
This is great progress, but he is still
struggling to keep up with his peers

Findings and Other

Considerations
Concerns about vision prompted a
recent vision screening.
It was determined that he needs
corrective glasses.
He was also diagnosed with ADHD.
His doctor, family, and teacher are
collaborating closely to find the
right medication.

RTI
Began RTI process
this year in order
to address his
attention and
behavioral issues.
Receives
reinforcement
from the school
counselor to help
with impulsivity.

IEP: Present Levels

Henrys ADD hinders him from being able to
focus on a given activity for the same amount of
time as his non-disabled peers. He has difficulty
completing long assignments.
Henrys impulsivity makes it difficult for him to
follow multi-step directions when participating
with the group in activities.
Henrys lack of attention has caused him to fall
behind his peers in the area of reading and
math.
Henrys eyesight impairment causes him to make
mistakes on assignments, even when he knows
the content.

IEP: Annual Goals

Henry will progress from three minutes
of sustained independent work to six
minutes of sustained independent work as
measured by teacher observation on
three out of four trials in 36
instructional weeks.
Henry will progress from an instructional
level of 90% on a Rigby Reader Level 5 to
an instructional level of 90% on a Rigby
Reader level 9 as measured by benchmark
test in 36 instructional weeks.

IEP: Short-Term Objectives

In 9 instructional weeks, Henry will progress from 3

minutes of sustained independent work to 4 minutes of
sustained independent work as measured by teacher
observation on 3 out of 4 trials.
In 18 instructional weeks, Henry will progress from 4
minutes of sustained independent work to 5 minutes of
sustained independent work as measured by teacher
observation on 3 out of 4 trials.
In 27 instructional weeks, Henry will progress from 5
minutes of sustained independent work to 6 minutes of
sustained independent work as measured by teacher
observation on 3 out of 4 trials.

IEP: Short-Term Objectives

In 9 instructional weeks, Henry will progress
from a 90% on a level 5 Rigby Reader to a 90%
on a level 6 Rigby Reader as measured by a
benchmark assessment.
In 18 instructional weeks, Henry will progress
from a 90% on a level 6 Rigby Reader to a 90%
on a level 7 Rigby Reader as measured by a
benchmark assessment.
In 27 instructional weeks, Henry will progress
from a 90% on a level 7 Rigby Reader to a 90%
on a level 8 Rigby Reader as measured by a
benchmark assessment.

How will the goals be measured?

Henrys progress will be monitored
by documented teacher
observations, reading benchmark
exams, and mixed one-digit math
assessments. Other assessments
that will aid in his instruction are
TPRI, Stanford, and teacher-made
tests.
Reports will be provided quarterly.

Services

Henry will participate in the regular classroom for social

studies, science, language arts, ancillary, reading, math
and special programs.
He will receive pull out services from the school counselor
to help regulate his impulsivity for 60 minutes each week.
He will receive small group re-teaching in the areas of
math and reading for 75 minutes each week with his
regular education teacher.
Henry will be given shortened or segmented independent
assignments. Each part will take 6 minutes of focus.
Henry will receive auditory reminders of the steps needed
to complete assignments. He will also receive auditory
reminders and kinesthetic practice of the rules.

Least Restrictive Environment

Henry will not
participate in rest
time twice a week
to accommodate
his 60 minutes
with the
counselor.

Testing Accommodations
Henry will be tested in a small group
of no more than 3 of his peers.

Alternate Assessment
The child will take all state and
district-wide exams.

Transition Services
This portion of the IEP is not yet
applicable because the child is not
yet 16.

Prescriptive Teaching Plan

Text: Time for Play (Level 5/6)
Modalities:
Auditory: Children hear the story first
Visual: The book has visual words and
pictures
Kinesthetic: students will move letters
to make words. They will also act out
the text

Prescriptive Teaching Plan

Modalities will switch every few
minutes to help accommodate
Henrys attention issues.
Peers not involved with the lesson
would be participating in a multistep assignment independently.