Fluent Essays

Assessment Description 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. 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 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):