had developed a significant sight vocabulary but had difficulty when sounding out unfamiliar words. Ryan also did not recognize some of the consonant sounds, short vowel sounds, r-controlled vowel sounds and most double vowels. Ms. Robillard recommended that Ryan begin the Wilson Reading program. (Exhibit S-8)
Following the evaluation by Medford, an IEP was proposed for Ryan. The proposed IEP dated February 2, 2009 to February 1, 2010, called for Ryan to be educated in a full inclusion program. Due to Ryan’s weaknesses in reading, spelling and written expression, however, the IEP provided specialized instruction and small group instruction for reading and assisted study skills. It also provided accommodations including previewing lessons, chunking material, word banks, study guides and modified spelling lists and tests. (Exhibits S-6 and P-2)
The IEP contained goals for speech and language, reading, academic progress and written expression. Ryan received one 45 minute direct speech and language session per week, three 45 minute direct Wilson Reading sessions per week, one 60 minute session of direct reading services per month and two 45 minute direct assisted study sessions per week.5 This IEP also provided special education support for Ryan during his general education English Language Arts class. Extended school year services were also provided. Ryan would receive 12 hours of tutoring in reading during the month of July. Ryan’s parents accepted the IEP and placement. (Exhibits S-6 and P-2 and 3)
By June 2009, Ms. Hadley, Medford’s speech and language therapist, reported that Ryan had been making progress towards his goal. She noted that Ryan was able to use visualization to recall the main idea and key details of a verbally presented article. He was then able to include 80% of the details of the article when summarizing the article using his pictures. Ryan also exhibited the ability to independently give multiple meanings for given words in three out of five opportunities. Ryan was also able to formulate grammatically correct sentences with 80% accuracy when given models. Ms. Hadley found that Ryan’s progress indicated to her that he would be able to achieve the goal by the end of the IEP period. (Exhibit S-24)
As of June 2009, Ryan’s Wilson reading instructor, Ms. Robillard, reported that Ryan had mastered the first four objectives on his IEP, including his ability to learn the sound/symbol relationship for all consonant sounds, short vowels, welded sounds and digraphs; the ability to read and spell short vowel words with up to four sounds with 80% accuracy; the ability to read and spell short vowel words with up to six sounds with 80% accuracy; and, the ability to understand a closed syllable and a closed syllable exception syllable with 85% accuracy. Ms. Robillard further reported that Ryan had completed Step 3.1 of the Wilson
5 The IEP was amended in November 2009 to add an additional speech and language session per week.