Sample · Annual Review
Sample Student
Snapshot
Decisions for the team
Is the student eligible for Extended School Year services?
Reading regression observed Sept 2025 after summer break (decoding accuracy dropped from 78% to 62%; recovered to 81% by November). Recoupment took 8 weeks.
Recommended: Eligible — 4-week summer reading support recommended
Does the current LRE (83% inside general ed) still fit?
Student has met or progressed on 5 of 7 goals in current placement. Resource room time is currently 5.5 hours/week with 1:3 ratio.
Recommended: Maintain — performance supports current placement
Goals
Academic narratives
Reading
Sample Student has made consistent progress on decoding CVC patterns in English; decoding accuracy moved from 56% at baseline (Aug 2025) to 81% on the most recent weekly probe (April 2026). CVCe patterns are emerging at 64% accuracy. With a graphic organizer for syllable types, comprehension on grade-level passages is at 72%; without supports, 51%.
- Confident sound-symbol correspondence
- Self-corrects when reading aloud
- Multisyllabic decoding strategy practice
- Vocabulary depth for grade-level texts
Decode multisyllabic words with two affixes at 80% accuracy in 3 of 4 weekly probes
Self-regulation
During challenging classroom tasks, Sample Student has access to a visual Zones of Regulation chart at the desk and a scheduled break every 20 minutes. Across 28 daily behavior logs collected this quarter, Sample Student used a preferred coping strategy in 1 of 5 challenging-task situations on most days, with one observation at 2 of 5; this matches the August 30 baseline of 1 of 5 (20%). Progress has remained flat against the annual goal of 4 of 5, which meets the threshold for insufficient progress.
- Recognizes emotional escalation early
- Bridging recognition to independent strategy use
When tasks are challenging, Sample Student will use a preferred coping strategy independently in 4 of 5 occurrences as measured by daily behavior log
Services
| Service | Frequency | Setting |
|---|---|---|
| Specialized Instruction (Resource) | 60 min 5x/week | Outside general ed |
| Speech-Language Pathology | 30 min 1x/week | Outside general ed |
| Occupational Therapy (consult) | 30 min 1x/month | Inside general ed |
Accommodations
- Reading
- Text-to-speech for grade-level passages
- Writing
- Graphic organizer for paragraphs (topic / 3 details / conclusion frame)
- Behavior
- Scheduled break every 20 minutes during sustained academic tasks
- Assessment
- Extended time (1.5x) and small-group setting
Least Restrictive Environment
Specialized instruction in reading and SLP services are most appropriately delivered in a small group outside the general education classroom; this minimizes distractions and matches the student's pace of acquisition. The student remains in general education for math, science, social studies, related arts, and lunch.
Extended School Year
Prior Written Notice
The IEP team proposes (1) maintaining current LRE (83% inside general education), (2) revising the self-regulation goal with adult-modeled practice 2x/day and team-considered FBA, (3) adding a multisyllabic decoding goal, (4) qualifying for 4-week ESY summer reading support, and (5) keeping current accommodations.
- Weekly oral reading fluency probes (32 samples)
- Daily behavior logs (28 samples)
- Quarterly i-Ready Reading Diagnostic (3 windows)
- Parent observation report (March 2026)