Summarize Michael's Reading Skills

We are concerned about Michael's reading skills and the fact that he is 2 years below grade level despite receiving the Wilson Reading program and additional home tutoring since 4th grade. Michaels reading deficits impact his ability to access the general curriculum and academic studies. We desire Michael to receive specialized reading instruction that is necessary to address his individual needs to acquire the skills necessary to decode, encode, and comprehend reading. His executive function deficits impact his ability to organize his thoughts, initiate work, and develop a cohesive writing assignment. His dysgraphia impacts his ability to preform lengthy handwritten assignments.

We anticipate an increase in his anxiety due to his desire to do well in school, the increased academic demands, his organizational deficit, and the change in peer climate at BCTHS. Peer acceptance will be critical, as he remains socially delayed in the areas of pragmatic
(Supported as needed, in the areas of reading, written language, recepetive and expressive language, study and organizational skills, and self advocacy skills.) We would like to see him challenged intellectually. We hope this identified gap in reading and writing will not prevent him from pursuing a curriculum that is rich in content and intellectually stimulating.
Michael is presently interested in computer animation and story boarding. We would like him to follow up on his interest after high school, but we do not want the community college to be his only option due to the lack of support and progress regarding reading and writing issues.

We would like to see Michael involved with extracurricular activities and expanding his group of friends. He is particularly interested in the video game club.

Lastly, Michael will be employed, live independently, and be a productive member of the