Holly is a 9th grader whose primary diagnosis is Other Health Impaired (ADHD). She is currently working toward a Maryland high school diploma. At times, Holly has difficulty staying focused on completing assignments and other academic tasks.

Holly exhibits symptoms consistent with a diagnosable condition of ADHD – Inattentive Type in both the home and school settings. The Woodcock Johnson results indicate Holly is a student of Average Cognitive Ability with Superior nonverbal reasoning skills. The Vanderbilt ADHD Teacher Rating Scales (VADTRS) indicates that Holly has difficulty beginning a task, organizing thoughts, holding information in her mind for long enough to complete the task or follow the directive, and developing appropriate sequential steps ahead of time to complete an activity. The Vanderbilt ADHD Parent Rating Scales (VADPRS) shows she has problems staying organized, completing tasks in a timely manner, and staying focused. Holly struggles to organize, keep track of, or clean up her belongings, as well as trouble assessing her own performance to ensure accuracy or goal attainment.

Holly’s 8th grade PARCC assessments in reading and math “meets expectations”. Holly’s achievement in written language fell in the “below expectation” range on the PARCC. On May 20, 2014, Holly was administered the STAR Writing Assessment which assesses skills expected at grade level. She scored a grade equivalent score of 5.5. Her instructional level for written language fell at a mid to end of fifth grade level in both mechanics and content. Her written language needs include difficulty structuring her ideas into a multi-paragraph response, condensing information from multiple sentences into one sentence, consistently applying appropriate punctuation within written work, and elaborating to develop and expand her ideas for an extended response. Holly is utilizing the Writing Zone: READ 180 intervention program to improve her writing skills.

According to teachers’ reports collected in December 2015, Holly is a polite and cooperative student who gets along well with both peers and adults. They also commented that she has an easy going attitude about school. She enjoys reading on topics that interest her such as photography. Several of Holly’s teachers have shared that her grades are impacted by her lack of ability to stay organized and focused in order to complete assignments at grade-level standards. Also, impacting Holly’s achievement with the Maryland College and Career Readiness Standards is her inability to complete written assignments at the 9th grade level.

According to a transition interview conducted in December 2015, Holly would like to work as a photographer after high school because she is very passionate about photography. In particular, she enjoys taking pictures of landscapes and people. The Independent Living Skills Assessment (LSA) taken by Holly in December, 2015 also supports this possible career decision. To prepare for this career, Holly is focusing on getting better grades and would like to participate in a photography club. Holly indicated that she would like to attend Community College after high school to pursue photography. When not at school, she enjoys drawing, singing, playing the guitar, taking pictures, reading, and long boarding. Holly describes herself as respectful of authority, creative, energetic, cooperative, flexible, independent, social, friendly, musical, artistic, a good listener, and punctual. However, she explained that sometimes she becomes overwhelmed in organizing her thoughts and completing her assignments in a timely manner. Holly’s grandmother said that she is a very creative person who enjoys taking pictures. At home, sometimes Holly is unorganized, does not finish assigned chores and her room is a mess.

As indicated in previous IEPs, successful accommodations have been implemented to address her organizational skills, include providing outlines and timelines for all assignments. Holly is learning to use a schedule planner for completing assignments in a timely manner. Holly has difficulty with planning and organization that impact both her written expression and her management of materials and assignments. She requires specially designed instruction to improve her writing and organization, as well as accommodations and supports across the school day.

Holly is a 9th grader whose primary diagnosis is Other Health Impaired (ADHD). She is currently working toward a Maryland high school diploma. At times, Holly has difficulty staying focused on completing assignments and other academic tasks.

Holly exhibits symptoms consistent with a diagnosable condition of ADHD – Inattentive Type in both the home and school settings. The Woodcock Johnson results indicate Holly is a student of Average Cognitive Ability with Superior nonverbal reasoning skills. The Vanderbilt ADHD Teacher Rating Scales (VADTRS) indicates that Holly has difficulty beginning a task, organizing thoughts, holding information in her mind for long enough to complete the task or follow the directive, and developing appropriate sequential steps ahead of time to complete an activity. The Vanderbilt ADHD Parent Rating Scales (VADPRS) shows she has problems staying organized, completing tasks in a timely manner, and staying focused. Holly struggles to organize, keep track of, or clean up her belongings, as well as trouble assessing her own performance to ensure accuracy or goal attainment.

Holly’s 8th grade PARCC assessments in reading and math “meets expectations”. Holly’s achievement in written language fell in the “below expectation” range on the PARCC. On May 20, 2014, Holly was administered the STAR Writing Assessment which assesses skills expected at grade level. She scored a grade equivalent score of 5.5. Her instructional level for written language fell at a mid to end of fifth grade level in both mechanics and content. Her written language needs include difficulty structuring her ideas into a multi-paragraph response, condensing information from multiple sentences into one sentence, consistently applying appropriate punctuation within written work, and elaborating to develop and expand her ideas for an extended response. Holly is utilizing the Writing Zone: READ 180 intervention program to improve her writing skills.

According to teachers’ reports collected in December 2015, Holly is a polite and cooperative student who gets along well with both peers and adults. They also commented that she has an easy going attitude about school. She enjoys reading on topics that interest her such as photography. Several of Holly’s teachers have shared that her grades are impacted by her lack of ability to stay organized and focused in order to complete assignments at grade-level standards. Also, impacting Holly’s achievement with the Maryland College and Career Readiness Standards is her inability to complete written assignments at the 9th grade level.

According to a transition interview conducted in December 2015, Holly would like to work as a photographer after high school because she is very passionate about photography. In particular, she enjoys taking pictures of landscapes and people. The Independent Living Skills Assessment (LSA) taken by Holly in December, 2015 also supports this possible career decision. To prepare for this career, Holly is focusing on getting better grades and would like to participate in a photography club. Holly indicated that she would like to attend Community College after high school to pursue photography. When not at school, she enjoys drawing, singing, playing the guitar, taking pictures, reading, and long boarding. Holly describes herself as respectful of authority, creative, energetic, cooperative, flexible, independent, social, friendly, musical, artistic, a good listener, and punctual. However, she explained that sometimes she becomes overwhelmed in organizing her thoughts and completing her assignments in a timely manner. Holly’s grandmother said that she is a very creative person who enjoys taking pictures. At home, sometimes Holly is unorganized, does not finish assigned chores and her room is a mess.

As indicated in previous IEPs, successful accommodations have been implemented to address her organizational skills, include providing outlines and timelines for all assignments. Holly is learning to use a schedule planner for completing assignments in a timely manner. Holly has difficulty with planning and organization that impact both her written expression and her management of materials and assignments. She requires specially designed instruction to improve her writing and organization, as well as accommodations and supports across the school day.