Writing an IEP for a Second-Grade Student with Learning Disabilities and ADHD

Background Information on Sam Johnson

1. Sam Johnson is a second-grade student who just joined your class five weeks ago. He has transferred from another school in the district. Last year, Sam was identified as a student needing special education (under the category “Specific Learning Disability”) and an IEP was written, but one glance tells you that the goals and objectives are inappropriate; they are not measurable, observable, or even Sam’s (the date of birth is not accurate, and two pages actually say “Karen” instead of Sam). Sam also has a medical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). It is time for Sam’s annual review, and you are only too happy to write a new IEP for him based on the following information.

 

 

2. Academically, Sam is struggling. He knows his consonant sounds (e.g., /b/, /c/) and most consonant blends (e.g., /bl/, /cr/). He has difficulty reading short (e.g., /?/) and long (e.g., /?/) vowel patterns, and he cannot read unfamiliar words with more than one syllable. Due to these deficits, Sam’s oral reading fluency currently averages 25 words correct per minute (across 5 trials), putting him in the “at-risk” category. (By the end of the year, Sam would need to read 90 words correct per minute to be at low risk.)  He has mastered at least 100 common sight words, and he has demonstrated good listening comprehension. When he is able to decode what he is reading, Sam comprehends readily. Sam’s former teachers have noted that he had problems with staying on task, maintaining attention, and engaging in impulsive behaviors. During the short time he’s been in your class, you’ve noticed that Sam is able to stay on task during instruction for up to five minutes. Sam tends to leave his seat frequently during instruction, approximately 5 times per half hour of instruction. A typical second grader in your class is able to stay on task for 20 minutes, and they ask for teacher permission if they need a break (i.e., if they need to get out of their seat.)  Sam’s language is age appropriate and he is able to express himself clearly. His oral vocabulary is excellent. Sam’s gross and fine motor skills are both age appropriate, although his writing is sometimes illegible, with poor spacing and poor letter formation.

 

 

3. Sam lives with his mother and has not seen his father in several years. Sam’s mother reports that Sam is “messy, distracted, and loud” at home and that he often argues when told what to do. She also reports that Sam has several friends in the neighborhood and has no history of medical issues (aside from the ADHD diagnosis). Sam currently takes medication for his ADHD, but not consistently, because it makes him tired (according to his mother). A pediatrician is currently working with Sam and his mom on this issue.