OBJ 1
Given 50% modified independent tasks, an ANEZZ organizer, and annotated packets, STUDENT will write a topic sentence establishing a defensible claim naming a literary device (A/N) and integrate two relevant quotes with context (E), as determined by an average score of 80% or higher (or 3/4 on the Argumentation and Command of Evidence rubric categories) on modified independent classwork completed with the accommodations listed in the student IEP.
OBJ 2
Given a pre-structured paragraph outline with topic sentence and quotes in place, and spacing guides, STUDENT will write zoom-in analyses (Zi) exploring word-level connotations and zoom-out analyses (Zo) connecting evidence to the claim, as determined by an average score of 80% or higher (or 3/4 on the Zoom-in and Zoom-out Analysis rubric categories) on reading and writing assessments completed with the accommodations listed in the student IEP.
OBJ 3
Given 50% modified independent assessments, an ANEZZ paragraph graphic organizer, and frequent breaks, STUDENT will write a complete, cohesive literary analysis paragraph (including argument, quotes, zoom-in, zoom-out, and a concluding sentence) with proper capitalization and spacing, as determined by an average score of 80% or higher (or a cumulative score of 18/24 or higher on the ANEZZ Paragraph Rubric) on assessments completed with the accommodations listed in the student IEP.
State of New Jersey Special Education Program Page 1 of 2
IEP Documentation Portal
Scaffolded EdPlan Format: {Given [Condition], [Student] will [Targeted Skill], as determined by [Criteria]}
Page 2 of 2
EdPlan Goal 3 (Mathematics - Algebra I) Target: Pull-out Calculator Independence & Arithmetic Automaticity
Given 50% modified independent practice, a visual multiplication chart, and instruction delivered in the Special Education classroom during supplementary instruction (pull-out), STUDENT will solve algebraic and multi-step math problems without the use of a calculator by independently applying mental math or written calculations, as determined by an average score of 80% or higher on assessments completed with the accommodations listed in the student IEP.
OBJ 1
Given 50% modified independent tasks and a visual multiplication chart in the Special Education classroom during supplementary instruction (pull-out), STUDENT will solve single-variable equations requiring addition and subtraction without the use of a calculator, as determined by an average score of 80% or higher on formative calculation exit tickets completed with the accommodations listed in the student IEP.
OBJ 2
Given 50% modified independent tasks and a visual multiplication chart in the Special Education classroom during supplementary instruction (pull-out), STUDENT will solve single-variable equations requiring multi-digit multiplication and division without the use of a calculator, as determined by an average score of 80% or higher on formative assessments completed with the accommodations listed in the student IEP.
OBJ 3
Given 50% modified independent tasks and no visual calculation aids in the Special Education classroom during supplementary instruction (pull-out), STUDENT will compute basic calculations and verify algebraic check stages without the use of a calculator, as determined by an average score of 80% or higher on cumulative performance tasks completed with the accommodations listed in the student IEP.
EdPlan Goal 4 (English Language Arts - Reading Fluency & Decoding) Target: Pull-out Audio fading & Phonetic Self-Correction
Given 50% modified independent reading tasks, a structured reading guide, and access to text-to-speech (TTS) software with headphones systematically faded in the Special Education classroom during supplementary instruction (pull-out), STUDENT will independently decode and read aloud grade-level passages while applying self-correction strategies, as determined by an average score of 80% or higher on assessments completed with the accommodations listed in the student IEP.
OBJ 1
Given 50% modified reading passages and access to word-level audio playback in the Special Education classroom during supplementary instruction (pull-out), STUDENT will read independently and utilize the headphones/speech tool solely to verify the pronunciation of self-identified multi-syllabic words, as determined by an average score of 80% or higher on formative oral reading checks completed with the accommodations listed in the student IEP.
OBJ 2
Given a 50% modified grade-level reading passage of up to 150 words with *no* active audio support in the Special Education classroom during supplementary instruction (pull-out), STUDENT will independently decode the text aloud with no more than three teacher prompts, as determined by an average score of 80% or higher on reading checks completed with the accommodations listed in the student IEP.
OBJ 3
Given a 50% modified grade-level reading passage of up to 250 words and no active audio/TTS support in the Special Education classroom during supplementary instruction (pull-out), STUDENT will independently read the passage aloud with a minimum accuracy of 90% correct words, as determined by an average score of 80% or higher on performance assessments completed with the accommodations listed in the student IEP.
IEP Accommodation Alignment & Grading Rule Disclaimer
In accordance with this IEP, STUDENT will complete 50% of independent practice/assessments/homework. Testing accommodations (small group, extended time, frequent breaks, read aloud, calculator) must be administered. In compliance with the grading modification, STUDENT is exempt from failing DN (Do Now) assignments, and assignments will not be graded unless they are fully modified and testing accommodations are provided. Supplementary instruction (pull-out) will explicitly target the systematic fading of calculator and audio/headphone reliance.
State of New Jersey Special Education Program Page 2 of 2
State of New Jersey Special Education Program Page 1 of 1
State of New Jersey Special Education Program Page 1 of 2
English Language Arts & Accommodation Summary
STUDENT (Case 2) • 9th Grade • SY 2025-2026
EdPlan Box 1: Strengths of the Student Baseline Data, Averages, & Instructional Strategies
STUDENT demonstrates high motivation, active engagement, and appropriate classroom behavior as he transitions to English I with push-in and pull-out support. On standardized testing (WJ-IV), Written Expression and Writing Samples emerged as significant relative strengths, falling within the Average range. Classroom observations reveal STUDENT arrives prepared, follows directions, and completes independent activities successfully. During ELA instruction, he is respectful, cooperative, and participates comfortably in classroom discussions. Notably, on his previous ELA assessments, he scored an 82% on the Quarter 3 Interim Assessment and earned a perfect 4/4 score on his RACE writing response, demonstrating a strong ability to restate, answer, and support open-ended claims with text-based evidence. Strategies that maximize his performance include structured graphic organizers, visual aids to support auditory presentations, preferential seating, and one-on-one check-ins.
EdPlan Box 2: Parental Concerns
Please refer to the Parent Input portion of this IEP.
EdPlan Box 3: How Disability Affects Involvement and Progress Growth Areas, High-Leverage Skills, & Impact
STUDENT’s progress in the general education English I class is severely limited by a classification of Multiple Disabilities. He presents with profound right-ear sensorineural hearing loss, mild-to-moderate left-ear hearing loss, and below-average receptive language skills (scoring in the 1st percentile on the OWLS-II Listening Comprehension scale). These deficits restrict his ability to parse complex grammatical structures, follow fast-paced verbal directions, and understand abstract, grade-level vocabulary (such as figurative language and double meanings). On standardized testing, his basic reading skills and reading comprehension fell in the Very Low range. Additionally, speech evaluations indicate articulation difficulties that score below the mean for his age. His chronic tardiness (46 tardies) and occasional silent off-task distractions compound these academic barriers. The highest-leverage foundational skill to remediate is his ability to independently write structured paragraphs using correct grammar conventions, such as proper noun-verb agreement and apostrophes to show possession. Without intensive ELA push-in and pull-out supports, alternate seating, and visual reinforcers, he cannot successfully access the general curriculum.
CLASSROOM INSTRUCTIONAL STRATEGIES QUICK-REFERENCE
📍 Auditory & Visual Pairing Always support auditory presentations with high-quality visual aids, written directions, structured notes, and graphic organizers.
🧩 Grammar & Mechanics Provide targeted spacing, capitalization, and punctuation templates. Provide frequent checks and structured paragraph templates (like RACE).
🗣️ Direction Verification Have the student repeat and explain instructions back in his own words. Provide immediate, non-punitive focus prompts.
State of New Jersey Special Education Program Page 2 of 2
EdPlan Goal 2 (Mathematics - Algebra/Statistics) Target: Resource Calculator Independence & Arithmetic Automaticity
Given 50% modified independent practice, a visual multiplication grid, and instruction delivered in the Special Education resource math classroom, STUDENT will be able to perform statistical arithmetic calculations and verify intermediate stages without the use of a calculator, as determined by an average score of 80% or higher on assessments completed with the testing accommodations listed in the student IEP.
OBJ 1
Given 50% modified independent tasks and a visual multiplication grid in the Special Education resource math classroom, STUDENT will perform single-digit addition, subtraction, and multiplication calculation check stages without the use of a calculator, as determined by an average score of 80% or higher on formative calculation exit tickets completed with the accommodations listed in the student IEP.
OBJ 2
Given 50% modified independent tasks and a visual multiplication grid in the Special Education resource math classroom, STUDENT will perform double-digit addition and subtraction calculation checks without the use of a calculator, as determined by an average score of 80% or higher on classroom assessments completed with the accommodations listed in the student IEP.
OBJ 3
Given 50% modified independent assessments and no visual calculation aids in the Special Education resource math classroom, STUDENT will compute basic statistical calculation checks and operations independently without the use of a calculator, as determined by an average score of 80% or higher on cumulative performance checks completed with the accommodations listed in the student IEP.
IEP Accommodation Alignment & Grading Rule Disclaimer
In accordance with this IEP, STUDENT will complete 50% of independent practice/assessments and receive testing accommodations (small group, extended time, breaks, and calculator). Assignments will not be graded unless they meet modification and testing accommodations. Teachers and staff will provide multiple reminders, alternate seating, and support auditory presentations with high-quality visual aids. Directions must be repeated, with the student required to explain them back.
State of New Jersey Special Education Program Page 1 of 1
State of New Jersey Special Education Program Page 1 of 1
