Describes the student’s strengths and specific academic needs He shows that he has trouble with communicating with fluency and accuracy. chooses to be alone and stay away from group work. Whenever he does communicate with students it results in him being upset or not being involved in the actual conversation. He shows academic strengths in all subjects in school. He scored average in reading and above average on his math assessments. Although he has trouble staying on task during instructional time, he has no issue with turning in his work. He is very detailed oriented. He has difficulty answering both literal and inferential questions. He also struggles to explain exactly what is wrong with him or what he is thinking. He struggles with transitions and changes in the daily schedule. He has many outbursts throughout the day due to things he does not like, such as “too long” to answer questions. His outbursts do not negatively affect his academics; however, they do affect his social/emotional wellbeing and the peers around him. He has difficulty with fine motor skills (ie. holding a pencil and using scissors). He has temper tantrums when things are out of place, or he gets overwhelmed by what was happening around him. His temper tantrums included a lot of uncontrolled body movements along with sporadic moments of screaming. He has a hard time relating to his peers at school.

Describes the student services received The services he receives will be small group setting for content subjects and speech (30 mins X 4) weekly.

Total: ____________

Comments: The target area I will work with my student is his language, reading and writing skills and fine motor skills.