Fluent Essays

I have also added the required templates. New Class Work Professional Development: IEPs, Inclusion, and Team Teaching Special educators need to understand how to include and engage general educators in the IEP process. They also need to have a firm understanding of the research behind inclusive classrooms for special education students, the benefits of inclusion settings, and their potential drawbacks. Refer to the "Individualized Education Program (IEP) Blank Template" and the "New Your City Board of Education Individualized Education Program Blank Template" as needed to inform the topic assignment. Create a 15-20 slide digital presentation for professional development for general education teachers on the topics of IEPs, inclusive classrooms, and team teaching. Address the following within the presentation: · Explain each major section of an IEP. · Describe what an inclusive classroom setting looks like, and when it may be the most beneficial setting for students with disabilities; include specific examples of students with disabilities being appropriately placed in an inclusive setting. · Describe three team teaching models; include benefits and drawbacks of each. Include a title slide, reference slide, and presenter's notes. Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately. Use the IEP template examples to inform the assignment. Support your presentation with a minimum of three scholarly resources. Resource Teacher Know How A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom. For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed. Use the “Class Profile” to obtain specific information about the needs of your students. Part 1: Teacher Inquiries In 250-500 words compose a response for the following: · Questions you would have about your teaching assignment before it begins, including any requests for additional information. · Questions you would have for fellow teachers and administration. · Information you would like to have before the end of the first week of school. Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses. Part 2: Classroom Environment In 500-750 words compose a response for the following: · Provide a minimum of three possible ways to structure the classroom setting. · Provide a minimum of two possible ways to structure a class period. · Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes. · Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting. Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources. Modifying Lesson Plan An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice. Review "Marcus Partial IEP and Lesson" to inform the assignment. Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus' needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.” Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal. Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning. ELA Lesson Plan and Rationale Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading. One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade. All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love. Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text. Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates: · The chosen fifth grade exemplar informational text. · A Common Core Standard or other state standard specific to informational text.   · Assistive technology within the lesson and the lesson’s summative assessment. In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment. Benchmark - Case Study: PLAAFP and Annual Goals Special educators must be proficient at more than simply teaching, planning, and addressing student concerns. A large portion of the special educator’s career will be spent creating, implementing, and reviewing IEPs in meetings with families and other professionals. Most educators find that the present level of academic and functional performance (PLAAFP) is the most essential part of the IEP because it paints a picture of the student and guides the goals, services, accommodations, and modifications within the rest of the IEP. Once a solid PLAAFP is written, then appropriate, measurable and observable goals for the student must be written. Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP) For this benchmark assignment, you will use the “Ana Case Study” to write a 250-500 word PLAAFP. Your PLAAFP should include: · Student academic strengths · Evaluations · Performance in classes · Potential influences of language, culture, and family background · Strengths, preferences, and interests in nonacademic areas · Any other relevant issues Part 2: Annual Goals Write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include: · A specific, measurable skill/behavior to be achieved. · A specific measurement tool or assessment strategy for measuring performance on the goal. Part 3: Rationale Provide a 500-750 word rationale that clearly defends how each annual goal, assessment tool or strategy, and action steps are appropriate for Ana, based on the information and data in the PLAAFP. In addition, using the “College of Education Professional Dispositions of Learners,” identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating Ana’s language, culture, and family background into planning and delivering instruction that meets Ana’s academic and social-emotional development needs. In addition, what steps would you recommend to Ana, her family, and the IEP team for Ana to accomplish her goals? Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Required Components of Transition All special educators who teach secondary students will be required to create transition plans that are meaningful and appropriate for the student. Transition plans go one step further than the IEP by adding specific goals and services that will help the student be successful after graduation in future education and training, in the community, and/or in the work force. Being able to write an effective transition plan is a legal requirement for high school special education teachers. Create a 10-15 slide digital presentation for school faculty and staff that explains the components and legal requirements of transition planning under IDEA. Address the following within your presentation: · Describe each of the required components of a transition plan according to IDEA. · Complete a transition plan for Alex using the data provided in the “Case Scenario: Alex,” sharing each transition plan component as an example. · Describe 2-3 strategies that promote successful transitions for students with disabilities. · Identify 2-3 collaboration strategies that are useful when working with students, families, and IEP teams to create transition plans for students with disabilities. · Include a title slide, reference slide, and presenter notes. The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately. Support your findings with 3-5 scholarly resources. Discussions: With at least one reference. 1A: Using sensitive and appropriate language is important in talking about individuals with disabilities, especially when collaborating with colleagues and families. What tips from the readings were new to you regarding communicating about individuals with disabilities? Which habits related to appropriate language do you think special education teachers need to educate their general education colleagues on the most? 1B: Some general educators believe they do not have the time or the expertise to comply with a student’s IEP. Explain how you, as the special education teacher, would support such a teacher in order to best meet the needs of the student. 2A: Provide an example of a situation where a student may need to bypass a learning step that cannot be mastered after a reasonable amount of time in order to move ahead. What adaptations might you make? When might this bypass of a step prove to be a mistake? 2B: What are some behavioral accommodations that you might make for students with disabilities who pose behavioral concerns? How would you explain these accommodations to other teachers and school staff members? Provide an example. 3A: Discuss engagement and what it means when using UDL in an inclusive classroom. What are three ways to differentiate engagement strategies for different types of students? Provide examples. 3B: Do you think it is difficult to write IEP goals that are measurable and observable? Why or why not? Why is it important for the student that IEP goals are measurable and observable? 4A: Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used. 4B: Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology? 5A: What are three reasons for allowing students to collect and chart their own assessment data? Describe why each are beneficial for students and what students might do with this data. 5B: Name three accommodations that can be made to assessments for students with disabilities. What are some advantages and disadvantages to making these accommodations? 6A: What post-secondary transition planning strategies do you plan to use with your future students to increase their success after graduation? Specifically mention one activity you would use for the case study student, Alex, to better prepare him for life in the vocational world. Why did you choose this activity? 6B: For some teachers, writing transition plans into an IEP is a struggle. Discuss why you think this might be. What would you recommend to such teachers to help them complete purposeful and useful transitions plans in IEPs? GCU College of Education LESSON PLAN TEMPLATE Marcus Partial IEP and Lesson Student: Marcus Age: 7 years 2 months Disability: Specific Learning Disability Present Level of Performance: Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression. Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social. Sample Co-Teaching Lesson Plan (Direct Instruction) Section 1: Lesson Preparation Teacher Candidate Name: Ms. Lope Grade Level: 2nd grade Date: Unit/Subject: ELA Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: National/State Learning Standards: Common Core State Standards: RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. Specific Learning Target(s)/Objectives: Objective (Explicit) Student will be able to (SWBAT): · decode the vowel sound short /e/ in one-syllable words. · to distinguish the short /e/ sound in one-syllable word within a sentence. Sub-objectives · SWBAT sound out words phonically · SWBAT differentiate between different phonemes Academic Language Short /e/ sound Long /e/ sound Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web. Resources, Materials, Equipment, and Technology: Short /e/ Vocabulary list Short /e/ paragraph Short /e/ Book Jen Short /e/ Word Search worksheet Section 2: Instructional Planning Anticipatory Set Time Needed Multiple Means of Representation The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound. Explain how you will differentiate materials for students with special needs · What accommodations/modifications will you include for a specific student? · Do you anticipate any student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? Time Needed Multiple Means of Engagement Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern. How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound? Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions. Explain how you will differentiate materials for students with special needs · What accommodations/modifications will you include for a specific student? · Do you anticipate any student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? Time Needed Multiple Means of Expression Teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. Teacher will visually assess student while working, teacher will ask and answer questions. Why did you highlight that word? How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)? Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions. Explain how you will differentiate materials for students with special needs · What accommodations/modifications will you include for a specific student? · Do you anticipate any student who will need an additional challenge? What co-teaching approach will you use to maximize student achievement? Time Needed Extension Activity and/or Homework Teacher will talk with the student about the importance of knowing when to use the short /e/ sound giving the examples of: Ben vs. Bean Bed vs. Bead Pet vs. Peat Red vs. Read Teacher will ask the student if there are any other words that use the short /e/ sound that make another word when the short /e/ sound is exchanged for the long /e/ sound. Time Needed © 2019. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP Service Need of IEP Year in School Reading Performance Level Math Performance Level Andy No Low SES White Male Academic Reading Comprehension 10 Two years below grade level One year below grade level Beth No Mid SES White Female Behavior/Emotional Task Completion/ Executive Functioning Disorder 9 One year above grade level Two years below grade level Christy No Mid SES White Female Emotional Disturbance Social Anxiety 10 At grade level Two years below grade level Drew No Low SES White Male Academic Dyscalculia 10 At grade level Three years below grade level Ella No Mid SES White Female Academic/Behavior Calculations/ODD 10 Grade level Two years below grade level Emma Yes Low SES White Female Emotional Disturbance Depression 9 At grade level Two years below grade level Lebron No Mid SES African American Male Academic Dyslexia 10 Two years below grade level One year below grade level Manuel Yes Low SES Hispanic Male Academic Computation 10 One year below grade level Two years below grade level Sarah No Mid SES White Female Academic/Behavior Nonverbal learning disability 9 Two years below grade level Two years below grade level Thomas ELL Low SES Hispanic Male Academic/Behavior ASD/Communication 10 Two years below grade level Two years below grade level © 2019. Grand Canyon University. All Rights Reserved. School District Identifying Information INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Name:       Date of Birth:       Local ID #:       Disability Classification: FORMDROPDOWN Projected date IEP is to be implemented:       Projected date of annual review:       PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS Documentation of student's current performance and academic, developmental and functional needs Evaluation Results (including for school-age students, performance on State and district-wide assessments)       Academic Achievement, Functional Performance and Learning Characteristics Levels of knowledge and development in subject and skill areas including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style: Student strengths, preferences, interests:       Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent:       Social Development The degree (extent) and quality of the student's relationships with peers and adults; feelings about self; and social adjustment to school and community environments:       Student strengths:       Social development needs of the student, including consideration of student needs that are of concern to the parent:       Physical Development The degree (extent) and quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process:       Student strengths:       Physical development needs of the student, including consideration of student needs that are of concern to the parent:       Management Needs The nature (type) and degree (extent) to which environmental and human or material resources are needed to address needs identified above:       Effect of Student Needs on Involvement and Progress in the General Education Curriculum or, for a Preschool Student, Effect of Student Needs on Participation in Appropriate Activities       Student Needs Relating to Special Factors Based on the identification of the student's needs, the Committee must consider whether the student needs a particular device or service to address the special factors as indicated below, and if so, the appropriate section of the IEP must identify the particular device or service(s) needed. Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that of others? FORMCHECKBOX Yes FORMCHECKBOX No Does the student need a behavioral intervention plan? FORMCHECKBOX No FORMCHECKBOX Yes:       For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable Does the student need a particular device or service to address his/her communication needs? FORMCHECKBOX Yes FORMCHECKBOX No In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable Does the student need an assistive technology device and/or service? FORMCHECKBOX Yes FORMCHECKBOX No If yes, does the Committee recommend that the device(s) be used in the student's home? FORMCHECKBOX Yes FORMCHECKBOX No Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if determined appropriate) MEASURABLE POSTSECONDARY GOALS long-term goals for living, working and learning as an adult Education/Training:       Employment:       Independent Living Skills (when appropriate):       TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:       MEASURABLE ANNUAL GOALS The following goals are recommended to enable the student to be involved in and progress in the general education curriculum, address other educational needs that result from the student's disability, and prepare the student to meet his/her postsecondary goals. Annual Goals What the student will be expected to achieve by the end of the year in which the IEP is in effect Criteria Measure to determine if goal has been achieved Method How progress will be measured Schedule When progress will be measured                                                                                                                                                                                                                                                 REPORTING PROGRESS TO PARENTS Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents:       Alternate Section for Students Whose IEPs will Include Short-term Instructional Objectives and/or Benchmarks (required for preschool students and for school-age students who meet eligibility criteria to take the New York State alternate assessment) MEASURABLE ANNUAL GOALS The following goals are recommended to enable the student to be involved in and progress in the general education curriculum or, for a preschool child, in appropriate activities, address other educational needs that result from the student's disability, and, for a school-age student, prepare the student to meet his/her postsecondary goals. Annual Goal What the student will be expected to achieve by the end of the year in which the IEP is in effect Criteria Measure to determine if goal has been achieved Method How progress will be measured Schedule When progress will be measured                         Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):                         Annual Goal Criteria Method Schedule                         Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):                         Annual Goal Criteria Method Schedule                         Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):                         (Duplicate table/rows as needed) REPORTING PROGRESS TO PARENTS Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents:       RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES Special Education Program/Services Service Delivery Recommendations* Frequency How often provided Duration Length of session Location Where service will be provided Projected Beginning/ Service Date(s) Special Education Program: FORMDROPDOWN FORMDROPDOWN                                     FORMDROPDOWN FORMDROPDOWN                                     FORMDROPDOWN FORMDROPDOWN                                     FORMDROPDOWN FORMDROPDOWN                                                                         Related Services: FORMDROPDOWN                               FORMDROPDOWN                               FORMDROPDOWN                               FORMDROPDOWN                                                                   Supplementary Aids and Services/Program Modifications/Accommodations:                                                                                                             Assistive Technology Devices and/or Services:                                                                         Supports for School Personnel on Behalf of the Student:                                                                         * Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations. 12-Month Service and/or Program – Student is eligible to receive special education services and/or program during July/August: FORMCHECKBOX No FORMCHECKBOX Yes If yes: FORMCHECKBOX Student will receive the same special education program/services as recommended above. OR FORMCHECKBOX Student will receive the following special education program/services: Special Education Program/Services Service Delivery Recommendations Frequency Duration Location Projected Beginning/ Service Date(s)                                                                                                                                                 Name of school/agency provider of services during July and August:       For a preschool student, reason(s) the child requires services during July and August:       Testing Accommodations (to be completed for preschool children only if there is an assessment program for nondisabled preschool children): Individual testing accommodations, specific to the student’s disability and needs, to be used consistently by the student in the recommended educational program and in the administration of district-wide assessments of student achievement and, in accordance with Department policy, State assessments of student achievement Testing Accommodation Conditions* Implementation Recommendations** FORMCHECKBOX None FORMDROPDOWN             FORMDROPDOWN             FORMDROPDOWN             FORMDROPDOWN                                                 *Conditions – Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable. **Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable. Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate). COORDINATED SET OF TRANSITION ACTIVITIES Needed activities to facilitate the student’s movement from school to post-school activities Service/Activity School District/ Agency Responsible Instruction             Related Services             Community Experiences             Development of Employment and Other Post-school Adult Living Objectives             Acquisition of Daily Living Skills (if applicable)             Functional Vocational Assessment (if applicable)             PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS (To be completed for preschool students only if there is an assessment program for nondisabled preschool students) FORMCHECKBOX The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students. FORMCHECKBOX The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement. Identify the alternate assessment:       Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student:       PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES Removal from the general education environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. For the preschool student: Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day and/or specify particular activities):       For the school-age student: Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day and/or specify particular activities):       If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education:       Exemption from language other than English diploma requirement: FORMCHECKBOX No FORMCHECKBOX Yes - The Committee has determined that the student's disability adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement. SPECIAL TRANSPORTATION Transportation recommendation to address needs of the student relating to his/her disability FORMCHECKBOX None. FORMCHECKBOX Student needs special transportation accommodations/services as follows: FORMDROPDOWN       FORMDROPDOWN       FORMDROPDOWN       FORMDROPDOWN       FORMDROPDOWN       FORMCHECKBOX Student needs transportation to and from special classes or programs at another site:       PLACEMENT RECOMMENDATION       New York State Education Department IEP Form Case Scenario: Alex Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry. After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks. Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills. Alex's mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting. Scenario used with permission from the National Secondary Transition Technical Assistance Center. © 2015. Grand Canyon University. All Rights Reserved. THIS IEP INCLUDES: FORMCHECKBOX Transitions FORMCHECKBOX Interim Service Plan NEW YORK CITY BOARD OF EDUCATION INDIVIDUALIZED EDUCATION PROGRAM CONFERENCE INFORMATION CSE Case#   -      Home District:    Service District:    Date:   /  /     Type:       STUDENT INFORMATION *Age as of the date of the conference Name:       NYC ID#    -   -    Date of Birth   /  /     Gender FORMDROPDOWN Address:       Age:       Phone: (   )    -     English LAB       Year      Spanish LAB       Year      Grade FORMDROPDOWN Language(s) Spoken/Mode of Communication FORMDROPDOWN Primary Agency with whom student is involved       Name of Contact       FORMTEXT       Phone: (   )    -     Agency Case#       PARENT/GUARDIAN INFORMATION Relationship to Student Name:       FORMDROPDOWN Address:       Phone (Home): (   )    -     Phone (Work): (   )    -     Interpreter Required FORMCHECKBOX Yes FORMCHECKBOX No Preferred Language/ Mode of Communication FORMDROPDOWN SPECIAL MEDICAL/PHYSICAL ALERTS (Refer to Health & Physical Development Page for additional details.) The student has FORMCHECKBOX medical conditions and/or FORMCHECKBOX physical limitations which affect his/her FORMCHECKBOX learning FORMCHECKBOX behavior and/or FORMCHECKBOX participation in school activities. The student requires FORMCHECKBOX medication and/or FORMCHECKBOX health care treatment(s) or procedure(s) during the school day. Other alerts:       SUMMARY OF RECOMMENDATIONS Eligibility FORMCHECKBOX Yes FORMCHECKBOX No Recommended Services Classification of Disability FORMDROPDOWN FORMDROPDOWN       Staffing Ratio FORMDROPDOWN Twelve Month School Year FORMCHECKBOX Yes FORMCHECKBOX No Recommended Services for the Twelve Month School Year FORMDROPDOWN       Staffing Ratio FORMDROPDOWN Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP FORMCHECKBOX Program Accessibility FORMCHECKBOX Adaptive Phys. Ed.* FORMCHECKBOX Bilingual Instruction       FORMCHECKBOX Related Services FORMCHECKBOX Assistive Technology FORMCHECKBOX Monolingual Services with ESL FORMCHECKBOX Monolingual Services without ESL FORMCHECKBOX Special Education Transportation – Comment       Students who are blind or visually impaired: Students who are deaf or hard of hearing Braille instruction needed FORMCHECKBOX Yes FORMCHECKBOX No Language of Instruction       Mode of Communication       Copy for FORMCHECKBOX CSE FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Other Page 1 Student: NYC ID# - - CSE Case# - Date of Conference: / / CONFERENCE INFORMATION Referral Type: FORMCHECKBOX Initial FORMCHECKBOX Annual Review Conference Type: FORMCHECKBOX EPC FORMCHECKBOX Annual Review FORMCHECKBOX Triennial FORMCHECKBOX Requested Review FORMCHECKBOX CSE Review FORMCHECKBOX CPSE Review Attendance at Conference Please note that your signature reflects your participation at the conference and does not necessarily indicate agreement with the Individualized Education Program. Signature/Title Role (Indicate if Bilingual) Signature/Title Role (Indicate if Bilingual)       FORMTEXT       Parent/Legal Guardian       Parent/Legal Guardian       District Representative       Special Education Teacher Or Related Service Provider       General Education Teacher       Parent Member (CPSE/CSE)       Student             Other       Education Evaluator             School Psychologist Other                   School Social Worker Other                   Other Use an asterisk(*) to signify the participant who interprets the instructional implications of evaluation results. Use the letter (T) to signify participation by teleconference. Conference Result FORMCHECKBOX Initiate Service FORMCHECKBOX Modify Service FORMCHECKBOX Change Recommended Service FORMCHECKBOX No Change Indicate Modifications       Initiation, Duration and Review of IEP Projected Date of Initiation of IEP   /  /     Projected Date of Review of IEP   /  /     Duration of Services       Contacts with Parent/Legal Guardian Date Notice of Meeting Sent   /  /     Date IEP and Notice of Recommendation Date of Follow-up (if any)   /  /     FORMCHECKBOX Given to Parent   /  /     Type of Follow-up FORMCHECKBOX Letter FORMCHECKBOX Telephone FORMCHECKBOX Sent to Parent   /  /     Page 2 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       READING and WRITING MATH Area Date Test/Evaluation Score Instructional Level Area Date Test/Evaluation Score Instructional Level Decoding   /  /                      Computation   /  /                      Reading Comprehension   /  /                      Problem Solving   /  /                      Listening Comprehension   /  /                              /  /                      Writing   /  /                              /  /                              /  /                              /  /                              /  /                              /  /                      ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources)       Page 3 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources)       Page 3-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources)       Page 3-2 Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       BEHAVIOR AND THE INSTRUCTIONAL PROCESS FORMCHECKBOX Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support FORMCHECKBOX Behavior does not seriously interfere with instruction and can be addressed by the FORMCHECKBOX general education and/or FORMCHECKBOX special education classroom teacher.       FORMCHECKBOX Behavior seriously interferes with instruction and requires additional adult support. FORMCHECKBOX Behavior requires highly intensive supervision. SOCIAL/EMOTIONAL MANAGEMENT NEEDS (Environmental modifications and human/materials resources)       A behavior intervention plan has been developed FORMCHECKBOX Yes FORMCHECKBOX No Page 4 Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       BEHAVIOR AND THE INSTRUCTIONAL PROCESS FORMCHECKBOX Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support FORMCHECKBOX Behavior does not seriously interfere with instruction and can be addressed by the FORMCHECKBOX general education and/or FORMCHECKBOX special education classroom teacher.       FORMCHECKBOX Behavior seriously interferes with instruction and requires additional adult support. FORMCHECKBOX Behavior requires highly intensive supervision. SOCIAL/EMOTIONAL MANAGEMENT NEEDS (Environmental modifications and human/materials resources)       A behavior intervention plan has been developed FORMCHECKBOX Yes FORMCHECKBOX No Page 4-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / HEALTH AND PHYSICAL DEVELOPMENT Describe the student’s health and physical development including the degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process, behavior and participation in physical education or other school activities. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       MEDICAL/HEALTH CARE NEEDS PHYSICAL NEEDS During the school day, the student requires: The student FORMCHECKBOX does FORMCHECKBOX does not have mobility limitations. Medication FORMCHECKBOX Yes FORMCHECKBOX No (if yes, functionality describe the limitations(s).) (if yes, functionality describe the limitations(s).)             The student requires: Treatment(s) or other health procedure(s) FORMCHECKBOX Yes FORMCHECKBOX No (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required) Accessible program FORMCHECKBOX Yes FORMCHECKBOX No       Adaptive Physical Education FORMCHECKBOX Yes FORMCHECKBOX No Health as a related service FORMCHECKBOX Yes FORMCHECKBOX No (If yes indicate staffing ratio: FORMDROPDOWN (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required)       Assistive Technology Device(s) FORMCHECKBOX Yes FORMCHECKBOX No Assistive Technology Service(s) FORMCHECKBOX Yes FORMCHECKBOX No (If assistive technology device(s) or service(s) are required, specify in management needs.) HEALTH/PHYSICAL MANAGEMENT NEEDS (Environmental modifications, human/material resources or specialized equipment)       Page 5 Student: NYC ID# - - CSE Case# - Date of Conference: / / HEALTH AND PHYSICAL DEVELOPMENT Describe the student’s health and physical development including the degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process, behavior and participation in physical education or other school activities. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       MEDICAL/HEALTH CARE NEEDS PHYSICAL NEEDS During the school day, the student requires: The student FORMCHECKBOX does FORMCHECKBOX does not have mobility limitations. Medication FORMCHECKBOX Yes FORMCHECKBOX No (if yes, functionality describe the limitations(s).) (if yes, functionality describe the limitations(s).)             The student requires: Treatment(s) or other health procedure(s) FORMCHECKBOX Yes FORMCHECKBOX No (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required) Accessible program FORMCHECKBOX Yes FORMCHECKBOX No       Adaptive Physical Education FORMCHECKBOX Yes FORMCHECKBOX No Health as a related service FORMCHECKBOX Yes FORMCHECKBOX No (If yes indicate staffing ratio: FORMDROPDOWN (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required)       Assistive Technology Device(s) FORMCHECKBOX Yes FORMCHECKBOX No Assistive Technology Service(s) FORMCHECKBOX Yes FORMCHECKBOX No (If assistive technology device(s) or service(s) are required, specify in management needs.) HEALTH/PHYSICAL MANAGEMENT NEEDS (Environmental modifications, human/material resources or specialized equipment)       Page 5-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / HEALTH AND PHYSICAL DEVELOPMENT Describe the student’s health and physical development including the degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process, behavior and participation in physical education or other school activities. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       MEDICAL/HEALTH CARE NEEDS PHYSICAL NEEDS During the school day, the student requires: The student FORMCHECKBOX does FORMCHECKBOX does not have mobility limitations. Medication FORMCHECKBOX Yes FORMCHECKBOX No (if yes, functionality describe the limitations(s).) (if yes, functionality describe the limitations(s).)             The student requires: Treatment(s) or other health procedure(s) FORMCHECKBOX Yes FORMCHECKBOX No (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required) Accessible program FORMCHECKBOX Yes FORMCHECKBOX No       Adaptive Physical Education FORMCHECKBOX Yes FORMCHECKBOX No Health as a related service FORMCHECKBOX Yes FORMCHECKBOX No (If yes indicate staffing ratio: FORMDROPDOWN (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required)       Assistive Technology Device(s) FORMCHECKBOX Yes FORMCHECKBOX No Assistive Technology Service(s) FORMCHECKBOX Yes FORMCHECKBOX No (If assistive technology device(s) or service(s) are required, specify in management needs.) HEALTH/PHYSICAL MANAGEMENT NEEDS (Environmental modifications, human/material resources or specialized equipment)       Page 5-2 Student: NYC ID# - - CSE Case# - Date of Conference: / / HEALTH AND PHYSICAL DEVELOPMENT Describe the student’s health and physical development including the degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process, behavior and participation in physical education or other school activities. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE:       MEDICAL/HEALTH CARE NEEDS PHYSICAL NEEDS During the school day, the student requires: The student FORMCHECKBOX does FORMCHECKBOX does not have mobility limitations. Medication FORMCHECKBOX Yes FORMCHECKBOX No (if yes, functionality describe the limitations(s).) (if yes, functionality describe the limitations(s).)             The student requires: Treatment(s) or other health procedure(s) FORMCHECKBOX Yes FORMCHECKBOX No (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required) Accessible program FORMCHECKBOX Yes FORMCHECKBOX No       Adaptive Physical Education FORMCHECKBOX Yes FORMCHECKBOX No Health as a related service FORMCHECKBOX Yes FORMCHECKBOX No (If yes indicate staffing ratio: FORMDROPDOWN (If yes, functionally describe the condition for which treatment(s) or procedure(s) are required)       Assistive Technology Device(s) FORMCHECKBOX Yes FORMCHECKBOX No Assistive Technology Service(s) FORMCHECKBOX Yes FORMCHECKBOX No (If assistive technology device(s) or service(s) are required, specify in management needs.) HEALTH/PHYSICAL MANAGEMENT NEEDS (Environmental modifications, human/material resources or specialized equipment)       Page 5-3 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-2 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-3 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-4 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-5 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-6 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-7 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-8 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-9 Student: NYC ID# - - CSE Case# - Date of Conference: / / ANNUAL GOALS AND SHORT-TERM OBJECTIVES There will be    reports of progress per year using the coding system shown below.   /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:         /     /     /     /     /     /     /     /   ANNUAL GOAL:       Progress 1st 2nd 3rd 4th 5th 6th 7th 8th Methods of Measurement                                         Report of Progress                                         Progress Toward Annual Goal                                         Reasons for not Meeting Annual Goal                                         COMMENTS:       EXPLANATION OF CODING SYSTEM METHODS OF MEASURMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL 1. Teacher made Materials 2. Standardized Tests 3. Class Activities 4. Portfolio(s) 5. Teacher/Provider Observations 6. Performance Assessment Task 7. Check Lists 8. Verbal Explanations 9. Other (specify)       1. Not applicable during this grading period 2. No progress made 3. Little progress made 4. Progress made; goal not yet met 5. Goal met A. Anticipate meeting goal B. Do not anticipate meeting goal (Note reason) C. Goal met 1. More time needed 2. Excessive absence or lateness 3. Assignments not completed 4. Other (specify)       *While a review of your child’s educational program occurs every year please be advised that you have a right to request a review of your child’s program at any time. 1st 2nd 3rd 4th 5th 6th 7th 8th The student’s performance is approaching his/her promotion criteria as set forth on Page 9 of the IEP:                                 For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:                                 Use a Y (Yes) or N (No) in the appropriate column Page 6-10 Student: NYC ID# - - CSE Case# - Date of Conference: / / SCHOOL ENVIRONMENT AND SERVICE RECOMMENDATIONS GENERAL EDUCATION ENVIRONMENT Area of Instruction Language of Instruction Communication Mode Periods per week Supplementary Aids and Services Program Modifications and Supports for School Personnel       FORMDROPDOWN                        FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN            FORMDROPDOWN      SPECIAL CLASS ENVIRONMENT Area of Instruction Language of Instruction Communication Mode Periods per week Special Class Staffing Ratio Supports       FORMDROPDOWN                        FORMDROPDOWN                  FORMDROPDOWN                  FORMDROPDOWN            Reason for Non–Participation in General Education Environment       Page 7 Student: NYC ID# - - CSE Case# - Date of Conference: / / OTHER PROGRAMS/SERVICES CONSIDERED AND REASONS FOR REJECTION Provide an explanation of the programs/services considered and the reason for rejection. Specify why the student can not achieve the goals of his/her IEP within a general education program with the assistance of supplementary aids and services.       Second Language Instruction: If the student is exempt from second language instruction, explain why:       Page 8 Student: NYC ID# - - CSE Case# - Date of Conference: / / PARTICIPATION IN SCHOOL ACTIVITIES, RELATED SERVICE RECOMMENDATIONS AND PARTICPATION IN ASSESSMENTS PARTICIPATION IN SCHOOL ACTIVITIES If the student cannot participate in lunch, assemblies, trips and/or other school activities with non-disabled students, indicate the activity and reason(s) for non-participation.       RELATED SERVICE RECOMMENDATIONS Status Related Service Language of Service Location** Sessions/Week Duration Group Size FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN                  *Indicate status of recommendation: Indicate; Continue; Modify; or Terminate. **Indicate whether service is provided outside the general education classroom. PARTICIPATION IN ASSESSMENTS FORMCHECKBOX The student will participate in state and local assessments. FORMCHECKBOX Without Accommodations FORMCHECKBOX With Accommodations FORMCHECKBOX The student WILL NOT PARTICIPATE in state and local assessments. Reason for non-participation: (see page 9-1) Describe accommodations, if any, that will be used consistently throughout the student’s educational program:       Page 9 Student: NYC ID# - - CSE Case# - Date of Conference: / / PARTICIPATION IN SCHOOL ACTIVITIES, RELATED SERVICE RECOMMENDATIONS AND PARTICPATION IN ASSESSMENTS (Cont.) FORMCHECKBOX The student will participate in Alternative Assessment. Reason for participation in Alternative Assessment In addition to Alternative Assessment, describe how the student will be assessed:             PROMOTION Promotion: FORMCHECKBOX Standard Criteria FORMCHECKBOX Modified Criteria* *Describe the modified promotion criteria:       Page 9-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / TRANSITION LONG TERM ADULT OUTCOMES (Beginning at age 14 or younger if appropriate, state long term outcomes based on the student’s preferences, needs and interests.) Community Integration: FORMDROPDOWN FORMDROPDOWN Post-Secondary Placement: FORMDROPDOWN FORMDROPDOWN FORMDROPDOWN Independent Living: FORMDROPDOWN FORMDROPDOWN Employment: FORMDROPDOWN FORMDROPDOWN       DIPLOMA OBJECTIVES FORMCHECKBOX Regents Diploma FORMCHECKBOX Advanced Regents Diploma FORMCHECKBOX Local Diploma FORMCHECKBOX IEP Diploma Expected High School Completion Date   /     Credits Earned     As of Date   /  /     TRANSITION SERVICES (Required for students 15 years of age and older) Instructional Activities       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer Community Integration       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer Post High School       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer Page 10 Student: NYC ID# - - CSE Case# - Date of Conference: / / TRANSITION SERVICES (Required for students 15 years of age and older) Independent Living       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer Community Integration       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer FORMCHECKBOX Acquisition of Daily Skills FORMCHECKBOX Functional Vocational Assessment       Responsible Party: FORMCHECKBOX Parent FORMCHECKBOX School FORMCHECKBOX Student FORMCHECKBOX Agency FORMCHECKBOX Fall FORMCHECKBOX Spring FORMCHECKBOX Summer Page 10-1 NEW YORK CITY BOARD OF EDUCATION STUDENT ACCOMMODATION PLAN (SUMMER SCHOOL) Name: NYC ID# - - Date of Birth / / Gender: Date of Conference / / Home School       Grade: CSE Case# - Date of Plan   /  /     Name of Guardian –Relationship - Address Phone (Home) ( ) - Phone (Work) ( ) - Interpreter Required FORMCHECKBOX Yes FORMCHECKBOX No Preferred Language/Mode of Communication: 1. Describe INSTRUCTIONAL/BEHAVIORAL adaptations, modifications or accommodations to be provided including any testing modifications: AREA Adaptations. Modifications, Accommodations (INSTRUCTIONAL / BEHAVIORAL                                                                                                 2. List/describe any PHYSICAL/MEDICAL accommodations to be provided: (Does not include INSTRUCTIONAL/BEHAVIORAL interventions.) a.       b.       c.       3. Participants (Name/Title):                                           Ana Case Study Case Study: Ana 9th grade, Age 14 Background Information Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time to support her and Ana. Ana's parents never married, and her biological father has very limited contact with her, nor does he offer much support. Her father also did not complete his high school degree. Ana has no siblings, but does have two male same-age cousins who also struggle with attending school. Her mother wants Ana to finish high school, as she wants more for her daughter and for her to be the first in the family to graduate high school. Medical Information Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history. School History Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions. Attendance Ana has missed an average of 10 days of school from Grades K through 7. She had 50 days of absence in Grade 8 and missed two weeks at the beginning of Grade 9. Ana has had no disciplinary referrals in any grades up to the present time. Grade 8 (last academic year) Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. Around this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon. Soon she was absent as many days as she attended and by April, Ana rarely attended school at all. Grade 9 (current academic year) Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes. Testing and Evaluation Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105. Woodcock-Johnson III Tests of Achievement Ana was given the WJIII with the following results: Cluster Score Broad Reading 82 (low average range) Broad Math 99 ( average range) Broad Written Language 87 (low average range) Subtest Scores Letter-Word Identification 85 Reading Fluency 81 Passage Comprehension 91 Calculation 93 Math Fluency 101 Applied Problems 104 Spelling 86 Writing Fluency 87 Writing Samples 98 Classroom Teacher Input Ana’s English language arts (ELA) teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a reading inventory administered by her ELA teacher, Ana reads 40WPM correctly at a seventh grade level. Interventions Prior to Special Education Referral · Attendance administrator has been initiating calls home every day Ana is absent · 1-to-1 sessions have been scheduled weekly with guidance counselor, many of which she has missed due to absences. · Special education teacher has begun building a consultation team to seek input for special education referral · Several after school tutoring sessions have been scheduled, but Ana has only attended a few · A truancy referral to Juvenile Court has been filed (following state-required legal process) · ELA teacher provides small group instruction for reading and writing · Several teachers are providing her extended time to complete tasks and assignments Reason for Referral Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept. Interviews Guidance Counselor: · Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office · Ana has told Guidance Counselor that she wants to be in school to please her mom and to participate in sports Mother: · States that she is concerned about Ana’s health, and that is why she does not insist Ana go to school or leave the house when Ana says she does not feel good Ana: · Says she thinks she is a “freak” – tiny, odd looking, biracial. · Says other kids make fun of her because she is so small · She tears up when she talks about herself; voice quivers · She acknowledges adults (smiles, “thank you”, responds to questions) · Says she likes adults, would rather talk with adults than peers · Asks questions, initiates comments with adults · Has a good vocabulary and speaks fluently · Says she wants to make her mother happy and proud of her, but does not think she can · Says she likes sports, but is “too small” to play them · Says she is “close” to mother and grandmother Community Ana says she does not spend time with friends or participate in school or community groups. She has had no law enforcement involvement and no court appearances, nor has she ever had any formal placements out of the home. © 2019. Grand Canyon University. All Rights Reserved.