Part 2: Explanation of Psychoeducational Assessments – 10 points
Explain in detail what assessments were utilized to evaluate your student’s educational and psychological ability levels. Explain why these assessments were selected, and how they address the need of bilingual learners. Also explain in detail the results. Also include a brief paragraph in which you explain whether or not these evaluations were accepted and what decisions were made regarding the student’s need for special education and related services. In your opinion, were these the best assessments to be used for this student? Why or why not? Connect to the literature of the course.
Guide for Part 2:
Explanation of Psychoeducational Tests
(10 points)
2.1. Identification of Test Tools: 3 points (2 paragraphs)
Describe the psychometrics of the test so that the reader understands what the tool entails.
1. Educational Testing: Introduce the test tool, what it aims to measure, and how. Briefly describe the conditions of the test, i.e., language of testing and any modifications provided for the student during the administration of the test.
2. Psychological Testing: Introduce the test tool, what it aims to measure, and how. Briefly describe the conditions of the test, i.e., language of testing and any modifications provided for the student during the administration of the test.
Most of this information can be found in the Test Manuals.
2.2. PUMI Review of Test Tools: 3 points (2 paragraphs)
Describe design of the assessment regarding the following:
1. Purpose
2. Use
3. Methods
4. Instrument
This may be general to the test, and it should also describe how it pertains to the Language Learner (or does not, according to the Test Manuals). Rely on the theories of the class to interpret these aspects.
2.3 Interpretation of Results: 3 points
(1-2 paragraphs)
Describe the results of the test statistically and in prose. How have the tests results been shown about the student’s cognitive and educational abilities and weaknesses? If there is a disagreement between the way the results to were delivered to the family or in the child study team setting, please dedicate one paragraph to explaining these discrepancies.
2.4: Decision and Acceptance: 1 point
(1 paragraph)
State any decisions made as a result of these tests. Please state whether or not the student was deemed eligible for special education and or related services and how those services were to be delivered. If there as any disagreement on behalf of the student’s family, please include it here and any result of the disagreement as well.
Additional points for Part 2: An additional 1 point is reserved for correct grammar and readability.
Sample Part II:
The educational testing tool used to evaluate Jose was the Woodcock-Johnson IV Tests of Achievements (WJ IV). According to Woodcock-Johnson IV Technical Manual (2014), the test is designed to measure “general intellectual ability; broad and narrow cognitive abilities as defined by contemporary Cattell- Horn-Carroll (CHC) theory, including oral language, reading, mathematics, writing abilities, and academic domain-specific aptitudes; and academic knowledge” (p. 1). The Woodcock- Johnson IV also “retains the focus on psychometric quality that has been associated with the previous editions of Woodcock-Johnson batteries” by providing a “large, nationally representative norming sample” from the entire US population (Woodcock-Johnson IV Technical Manual, 2014, p. 2).
The entire Woodcock Johnson IV is “organized into three distinct batteries to facilitate a broad range of tailored and comprehensive assessments by one or more assessment professionals.” (Woodcock-Johnson IV Technical Manual, 2014, p. 8). The three subcategories are cognitive abilities, oral language and achievement. The achievement portion of the WJ IV test of achievement includes 20 different tests that measure academic achievement in reading, math, written language, science, social studies and humanities (Woodcock-Johnson IV Technical Manual, 2014). In reference to testing accommodations, according to the Woodcock- Johnson IV Technical Manual (2014), “test instructions are written in clear, concise language without high vocabulary demands, making them appropriate for young children and individuals who are English language learners (p. 57). The manual states the test is provided in Spanish in the oral language. According to the Woodcock- Johnson IV Technical Manual (2014), “an important provision in the WJ IV OL is the Broad Oral Language cluster in Spanish, Amplio lenguaje oral. Amplio lenguaje oral also may be used as an ability measure for comparison to reading, mathematics, and written language measures in English when Spanish is the student’s dominant language.” (p. 21). This allows students who are not English language dominant to be able to take the oral assessment in Spanish.
The purpose of the WJ IV is to “form a comprehensive system for measuring general intellectual ability (g), specific cognitive abilities, oral language, and academic achievement across a wide age range” (Woodcock- Johnson IV Technical Manual, 2014, p.1). The assessment is used to measure the most important cognitive, language, and academic abilities” of students (Woodcock- Johnson IV Technical Manual, 2014, p.1). This method of administration includes specific directions and questions provided and a Spanish oral assessment given to Spanish speaking students. As stated earlier, the testing instrument consists of a variety of “20 tests for measuring academic achievement in reading, mathematics, written language, science, social studies, and the humanities” (Woodcock- Johnson IV Technical Manual, 2014, p.11).
In Jose’s WJ IV scores, the IEP states that for his age level he is performing at a very low range of scores. Also, it was noted that he has significant deficits in oral languages skills in both languages with more developed Spanish oral language skills although still limited. Jose was unable to complete any of the formal standardized testing in the areas of reading due to his limited ability to respond to any items in English. He verbalized during the assessment that he was unable to complete or understand the questions and asked for the question to be stated in Spanish. According to the results of the assessment, Jose stated he had a difficult time with school in the Dominican Republic in the areas of reading and math. The family was not in disagreement with the results although the father probably did not understand the results and wanted any assistance to help his son. The test seemed to be administered in Spanish but Jose struggled with the Spanish content as well. The main reason stated for the inability to complete some of the assessment was the lack of English language oral skills and lack of any skills in reading in both English and Spanish.
The Wechsler Intelligence Scale for Children- Fifth Edition (WISC-V) (Spanish) was used to obtain a comprehensive assessment of Jose’s general intellectual functioning. The WISC-V is an individually administered, comprehensive clinical instrument for assessing intelligence for children aged 6-16 years old (Wechsler, D., & Kaplan, E., 2015). The WISC-V can also be used as part of “ of an assessment to identify intellectual giftedness, intellectual disability, and cognitive strengths and weaknesses. Results can also serve as a guide for treatment planning and placement decisions in clinical and/or educational settings and can provide invaluable clinical information for neuropsychological evaluation and research purposes.” (Wechsler, D., & Kaplan, E., 2015). The WISC-V provides subset and composite scores that represent intellectual functioning in 5 specific cognitive domains. The five domains include: Verbal Comprehension (VCI), Visual Spatial (VSI), Fluid Reasoning (FRI), Working Memory (WMI), Processing Speed (PSI). These five domains are then compiled into a Full Scale Intelligence Quotient (FSIQ) (Wechsler, D., & Kaplan, E., 2015). The WISC-V is as a normative test that provides comparison sample scores. Since the WISC-V has the most substantial effect on student performance, the raw scores are calculated and compared to the normative scores for that specific age group. As related to language, the WISC is only a “culturally and linguistically valid test of cognitive ability in Spanish.” According to the WISC testing manual, the WISC has been adapted to be “proven and reliable” as the “adaptation is more than just a linguistic translation—test items have been validated to minimize cultural bias across multiple regions of origin, and modified when needed. While the test is given in Spanish, children earn credit for correct answers in either Spanish or English” (Wechsler, D., & Kaplan, E., 2015).This flexibility in testing allows for emergent bilinguals to access their full linguistic repertoires and obtain an accurate report of intellectual ability regardless of language use.
As mentioned earlier, one of the purposes of the WISC-V is “to assess and identify cognitive function and ability ranges which can help identify giftedness, learning disabilities, or general strengths and weaknesses” (Wechsler, D., & Kaplan, E., 2015). Learning disabilities can be be identified by “comparing results from an intelligence test like the WISC with the scores from an achievement test like the Wechsler Individual Achievement Test to identify gaps between academic achievement and a child’s level of intellectual functioning (Wechsler, D., & Kaplan, E., 2015).” The test is administered on a 1:1 basis with the identified child and the clinician. The test could be administered via standard paper-and-pencil or through a digital format. Overall, the WISC-V “includes a total of 16 subtests; however, the standard number of subtests given is 7.” The Visual Spatial Index testing involves solving puzzles and constructing geometric designs; the Fluid Reasoning Index requires the students to “detect relationships among visual objects”; the Working Memory Index asks students to repeat number sequences and utilize their auditory and visual attention and working memory; the Processing Speed Index tests the ability to match symbols associated to numbers and the ability to visually scan and match them quickly; and the Verbal Comprehension Index measures verbal reasoning (Wechsler, D., & Kaplan, E., 2015).
Jose was administered the WISC-V in Spanish on 1/30/2019. Jose obtained the following results: Verbal Comprehension Index score of 73, which falls in the very low range (4th percentile); Visual Spatial Index Score of 78, which falls in the very low range (7th percentile)
; Fluid Reasoning Index score of 76, which places him in the very low range (5th percentile); Working Memory Index score of 67, which falls in the extremely low range (1st percentile); Processing Speed Index score of 63, which falls in the extremely low range (1st percentile). In addition, the test determined that Jose’s Full Scale IQ was 67, which falls in the extremely low range at the 1st percentile. Lastly, according to Jose’s IEP, the ABAS-3 was completed by Jose’s teacher. Jose’s General Adaptive Composite Standard Score was 80, which places him in the 9th percentile, below average range. After testing, These results were relayed to Jose’s father. Jose’s father was in agreement with the results and recommendations, especially since he suspected that Jose had cognitive/ learning delays from an early age.
The testing determined that Jose was eligible for Special Education services under the classification of Specific Learning Disability in the areas of oral expression, listening comprehension, written expression and basic reading skills. Jose was offered an immediate placement into a special class mild/moderate learning or language disabilities for the remainder of the school year. However, the placement required Jose to be moved to a different campus due to lack of availability at his current site. Both of Jose’s parents and the CST determined it would be academically and emotionally challenging to change Jose’s educational placement so late into the school year and decided to postpone the move. Jose began receiving related services of speech and language therapy in his current school and will receive the remainder of his services during the 2019-2020 school year after he changes campuses. Jose’s father and the team were all in agreement to this disposition.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
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STUDENT NAME: Melissa |
DISABILITY CLASSIFICATION: Other Health Impairment |
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PROJECTED DATE IEP IS TO BE IMPLEMENTED:10/12/2021 |
PROJECTED DATE OF ANNUAL REVIEW:09/30/2022 |
STUDENT NAME: Amelia Suazo NYC ID:221293145
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PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS |
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EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS) 10/23/2019, 2019-2020 On 01/20/2015 testing was attempted to update Amelia’s cognitive and educational functioning. However, according to the report, a rational for not testing was created, as Amelia refused to participate in the testing process. Reportedly, Amelia presented as oppositional, reluctant, and apprehensive to the testing process and refused to answer any questions. Previously (04-08-13) measured by the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), Amelia obtained an Overall composite score of 88, which placed her at the 23rd%ile in the Low Average range of intellectual functioning. She obtained a Verbal Comprehension composite score of 89, which placed her at the 23rd%ile in the higher limits of the Low Average range. Amelia obtained a Perceptual Reasoning composite score of 102, which placed her at the 55th%ile in the Average range. She obtained a Working Memory composite score of 80, which placed her at the 9th%ile in the lower range of Low Average, Amelia obtained a Processing Speed composite score of 88, which placed her at the 27th%ile in the Low Average range. |
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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: Amelia is a 14 year old female student who is currently attending Cooke School Institute and is in the 9th grade. She is currently in a classroom setting with 8 students, 1 head teacher, 1 assistant teacher, and 1 paraprofessional as reported by the school during the meeting. READING: During the IEP meeting, Amelia’s teacher stated that in reading she is performing at 3rd grade level. Amelia can read words independently. She reads with fluency and asks for support as needed. Amelia can answer 5W questions (who, what, when, where, and why). She makes correct predictions and can make text to self and text to world connections. Amelia needs support to summarize texts. She needs redirection and prompting to focus on reading. |
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WRITING: During the meeting, the school reports that Amelia writes complete sentences and she remembers definitions of words. She writes coherently and fluently. She can spell high frequency words. Per school report (June 2021): School Report: Amelia continued remotely in Humanities in a group of eleven students, one head teacher, and one paraprofessional. Upon established classroom expectations, Amelia continued to join class on time, greet her teacher with minimal prompting and continued to navigate her schedule with minimal support. Amelia used a notebook as a tool to further assist her attention during class; she used this tool to draw and sketch on topic thoughts. At times Amelia needed a prompt to share her ideas or ask questions in class. She required fewer reminders towards the end of the year to respond to a question or share a thought in class. Amelia advocates for her needs during class with support upon knowing the classroom expectations. During this semester, Amelia participated in a reading group with six students and one head teacher. Amelia practiced reading nonfiction and fiction books at her instructional level. She used teacher made graphic organizers with moderate support to practice sequencing fiction texts read. With teacher support, Amelia used nonfiction texts to identify facts as well as found evidence to support the facts read with teacher support. Amelia was able to identify text features in nonfiction texts with support from a teacher. Through small group instruction with a focus on word study, Amelia used vocabulary related to nonfiction reading comprehension; for example, she shared that nonfiction texts were used to get information about a topic. Amelia continued to use content related vocabulary when learning about Indigenous American Nations. With the use of routine instruction, teacher made texts, videos, modified articles and nonfiction texts, and visuals, Amelia shared facts about the Sioux, Cherokee, and Lenape Nations with a focus on achievements, geography, and community. Amelia compared and contrasted the achievements, geography, and community of these nations. Using the researching steps of brainstorming, planning, researching, writing/creating, and publishing, she completed a research project on a chosen topic with a focus on the Lenape Nation. With teacher modeling, small group support, and checklists, Amelia used the 5Wh questions to produce a written document about Lenape art and clothing. After using a checklist for how to publish one’s work and practicing reading her work aloud, Amelia shared her work with other Middle School students on Zoom. MATHMATICS: During the IEP meeting, Amelia’s teacher stated that Amelia is performing at 3rd grade level. Amelia can independently read 4 digit numbers. She reads 5 – 7 digit numbers with modeling and support. Amelia can read addition, subtraction and multiplication number sentences. Amelia is working on addition and subtraction within 1000. She is working on understanding equal groups of objects to gain a basis for multiplication. Amelia can identify coins and bills but needs support manipulating coins and bills with accuracy when contextualized within the community setting. Per school report (June 2021): School Report: Amelia is an active participant during math class. With support, she is able to sustain work on challenging math problems. During group discussions, Amelia consistently contributes her thoughts and makes meaningful observations. Amelia’s class consisted of 11 students with one teacher and one paraprofessional. Amelia can independently add and subtract within 1,000, with and without regrouping. Amelia should continue to use place value understanding and properties of operations to perform multi-digit arithmetic. Additionally, Amelia should work on building fractions from unit fractions by applying and extending previous understandings of |
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operations on whole numbers. This school year, Amelia’s ability to work both individually and with a group of peers has grown. Amelia demonstrated progress in her understanding of the targeted mathematical content as evidenced by a variety of activities, performance tasks, and formative assessments completed throughout the Spring semester. Over the course of the Geometry unit, she has shown the ability to independently reason about the properties of shapes and their attributes. With the support of visual aids for reference, she continues to develop the ability to recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Amelia also worked on accurately drawing and identifying points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identifying these in two-dimensional figures. With routine review of visual aids and mathematical terms, Amelia has shown progress applying this knowledge in real world contexts and identifying lines, angles, and shapes in her surroundings. As a culminating project, Amelia was able to design an original quilt square made up of 18 triangles with the support of direct modeling. During the Financial Literacy unit, she was able to apply the numeracy skills developed over the school year to make a variety of financial transactions. Amelia demonstrated the ability to independently identify and tell the value of coins and bills. Amelia was able to count a collection of mixed coins and bills. She was able to make a multi-item purchase using cash after rounding up to the nearest dollar to work with whole dollar amounts. Amelia also demonstrated the ability to write and read dollars and cents in the format $0.00. To culminate the unit, Amelia was able to collaborate with peers during the brainstorming process to then create a menu and corresponding shopping list of approximately 4-5 items. She then determined the budget needed to purchase items on the list independently. Amelia has not yet demonstrated independence in all of these skills, but she has shown the need for a decreased level of prompting from teachers when applying her understanding of the mathematical content. Speech and Language: Per school report (June 2021): Amelia’s speech and language therapy services continued to be provided synchronously twice weekly in a small group setting for 30 minutes via Zoom (2x30x2). Due to a peer in Amelia’s group returning to in-person learning, Amelia’s group size changed from a group of 3 to a dyad. In the upcoming school year it is recommended that Amelia receive therapy in a group of 3-4 students. Asynchronous activities were provided via SeeSaw to support therapeutic goals, as necessary. Collaboration and consultation with classroom teachers and other related service providers continued to occur on a weekly basis to promote carryover and generalization of skills. To address receptive and expressive language skills in semester two, the therapist continued to provide Amelia with listening passages and videos in order to target retelling details. She showed improvement in her ability to retell details when answering wh- questions from the story or video demonstrated by requiring less verbal prompting from the therapist. During times of difficulty, Amelia was verbally prompted by the therapist to look back in the story or replay the video. When she used this strategy, she was more successful in retelling details. In order to target descriptive skills in semester two, Amelia continued to use a graphic organizer to tell personal narratives. The graphic organizer has increased her use of details throughout the semester. To address executive functioning, Amelia continued to work on inferencing and problem solving. Given problem situations, she identified the problem, stated the size of the problem, came up with 2-3 possible solutions, chose the best one, and decided if the problem was solved. Amelia independently identified the problem and stated the “size” (i.e., severity) of the problem. She continued to require support from the therapist to come up with multiple solutions to the problem. Throughout semester two, Amelia answered inferential questions based on videos, passages, or pictures to make educated guesses. To |
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address pragmatic goals, Amelia initiated conversations about a variety of topics by using models from the therapist and a monthly calendar visual. In addition, the therapist gave Amelia less verbal prompts this semester to produce the final /s/ at the conversational level. STUDENT STRENGTHS, PREFERENCES, INTERESTS: Amelia’s academic strength is in literacy. ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Amelia’s parent is concerned that Amelia doesn’t use the proper tense when stating sentences and that Amelia needs redirection to focus when a topic is not interesting to her. |
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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: Amelia’s parent stated that Amelia is very social when she is interested in the topic. When she is not interested, she usually will keep to herself. She is open to making new friends. Amelia is respectful to adults and understands boundaries with adults. Amelia is very close to her family and enjoys spending time with her family. Amelia’s teacher stated that Amelia is working on expanding and understanding the range of feelings. She interacts with peers and is working on maintaining conversation on non-preferred topics. Sometimes Amelia needs support with distinguishing between “what’s real” and “what’s not real”. Per school report (June 2021) Counseling: Amelia participates in group (1x30x4) counseling services. engages in small group and therapy. Amelia engages in remote group counseling services provided synchronously once weekly in a group setting for 30 minutes via Zoom. Asynchronous activities are provided via SeeSaw to support therapeutic goals, as deemed necessary. Parent coaching is available on an ongoing basis as a component of virtual therapy sessions to further promote progress with goals. Lastly, weekly consultation occurs with classroom teachers and other related service providers to increase generalization of skills across a variety of environments. During the second semester, group counseling lessons continued to focus on cultivating appropriate peer relationships and developing emotion regulation skills. In terms of peer relationships, this semester’s lessons focused on respecting differences between other people, developing empathy through perspective taking exercises, and recognizing appropriate social supports – both at school and at home. Moreover, students were supported in thinking about and understanding that varied identities are to be expected, accepted, and respected. In terms of emotion regulation, this semester’s lessons focused on exploring emotions common to Middle School students (e.g., embarrassment, frustration) along with brainstorming individualized coping strategies. Particular emphasis was placed on effectiveness and feasibility of counselor and student derived coping strategies. During group counseling, Amelia requires moderate support to remain engaged during both the structured lesson and roleplay activities, mostly consisting of staff reminders to participate in the lesson (e.g., keeping eyes on the speaker, putting away art supplies / her phone until after the lesson is over). When directed back to task, she offers her input on a variety of topics, and she interacts with her peers in an appropriate manner during this time. Overall, Amelia has done relatively well with remote schooling, but she will greatly |
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benefit from returning to in person schooling where she can reconnect with friends and teachers. She reports feeling excited to return to the school building and begin high school in the fall! Going forward, Amelia should continue to work on expanding her friendships beyond a few preferred peers, and identifying a wider range of emotions in herself. Moreover, an ongoing goal for Amelia should involve the independent utilization of explicitly taught coping strategies (e.g., take a break, talk to an adult about how she is feeling, ask an adult for help), along with problem solving in the moment to make beneficial choices for herself and others. STUDENT STRENGTHS: Amelia enjoys painting, drawing, playing Roblox, music and reading. SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Amelia’s parent would like to see her increase her interaction on non preferred topics. |
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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: OT: Per SCHOOL REPORT (June 2021) Amelia continues to participate in remote occupational therapy services provided synchronously once weekly in a 1:2 setting for 30 minutes via Zoom. Asynchronous activities are provided via SeeSaw or email to support therapeutic goals, as necessary. Parent consultation and coaching is available on an ongoing basis as a component of the virtual therapy sessions to further promote progress with goals. Weekly consultation occurs with classroom teachers and other related service providers to increase the generalization of skills across a variety of environments. SKILL 1 Amelia is a curious and explorative student during her occupational therapy sessions. She continues to improve her executive functioning skills, specifically the skill of explaining the type of help needed for a situation. For example, when given a role to simulate being lost in the community, Amelia is asked to explain her situation to a safe person/community worker. She states she is lost, however, when asked to explain how she became lost, Amelia requires moderate verbal assistance to accurately convey her ideas. SKILL 2 Amelia continues to improve her time management skills. If Amelia is involved in a virtual activity that is very engaging, the therapist will give a verbal cue to check the time. After she checks in, Amelia manages to successfully complete an activity without further cues. However, when given multiple tasks and asked to prioritize them based on time constraints, Amelia requires moderate assistance and modeling to plan and prioritize the activities to fit within the given time frame. Hearing Education Services: No reports or information were provided. STUDENT STRENGTHS: Amelia enjoys basketball. PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Amelia is currently in remission from cancer. She is followed by a neurologist, oncologist, endocrinologist, and gastroenterologist to support her health needs. She gets regular MRI’s every six months following her most recent surgery of April 2021. Her doctor suggested that swimming would be helpful in coordination and balance. Amelia has hearing aids and uses an FM unit. Amelia wears glasses. |
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MANAGEMENT NEEDS Amelia would benefit from the following classroom strategies: · small group instruction · multi-sensory instruction · visual supports · visual schedule · fidgets · check list · use of graphic organizer · breakdown of directions · scaffolding · teacher support, guidance, and encouragement · positive rewards system · movement breaks · checks for understanding · use of manipulatives · FM unit · demonstration and modeling · frequent check ins |
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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 Amelia is currently in remission from cancer. She has been affected by chemotherapy and radiation. As a result, Amelia’s hearing has been deteriorating and she requires the use of hearing aids and due to the extent of Amelia’s academic and cognitive deficits, Amelia requires the support of a special education classroom setting with management needs, speech, and language, occupational therapy, hearing education, and counseling services. |
STUDENT NAME: Amelia Suazo NYC ID:221293145
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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: |
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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? Does the student need a behavioral intervention plan? |
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For a student with limited English proficiency, does she need a special education service to address her language needs as they relate to the IEP? |
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For a student who is blind or visually impaired, does she need instruction in Braille and the use of Braille? |
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Does the student need a particular device or service to address her communication needs? 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?
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Does the student need an assistive technology device and/or service? If yes, does the Committee recommend that the device(s) be used in the student’s home? |
STUDENT NAME: Amelia Suazo NYC ID:221293145
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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) |
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MEASURABLE POSTSECONDARY GOALS LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT |
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EDUCATION/TRAINING: EMPLOYMENT: INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE): |
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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) |
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MEASURABLE POSTSECONDARY GOALS LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT |
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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: |
STUDENT NAME: Amelia Suazo NYC ID:221293145
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ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (REQUIRED FOR PRESCHOOL STUDENTS AND/OR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT) |
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MEASURABLE ANNUAL GOALS |
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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 DISABILITY, AND, FOR A SCHOOL-AGE STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS. |
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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 |
|
Given a text at her comprehension level, Amelia will identify the the theme and two supporting details of the text. |
90% accuracy across 3 consecutive assessments |
performance assessment task rubric |
2 times per month |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Given a text at her comprehension level, Amelia will identify the the theme of the text 90% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will identify the the theme and one supporting details of the text 90% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will identify the the theme and two supporting details of the text 70% accuracy across 3 consecutive assessments |
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|
IEP PROGRESS REPORT |
|||
(
10/8/21, 1:47
PM
) (
Individualized Education Program (IEP) for Amelia Suazo
(221293145)
)
(
https://sesis.nycenet.edu/templatedocprint.aspx?template=168&doc=26534932&sec=970&child=0&origin=Q2&prdoc=Y
) (
22
/
32
)
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
Given a text at her comprehension level, Amelia will summarize the text. |
90% accuracy across 3 consecutive assessments |
performance assessment task rubric |
2 times per month |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Given a text at her comprehension level, Amelia will summarize the text with 80% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will summarize the text with 70% accuracy across 3 consecutive assessments Given a text at her comprehension level, Amelia will summarize the text with 60% accuracy across 3 consecutive assessments |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 3rd Progress report for this IEP |
|
4th Progress report for this IEP |
|
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 |
|
Given direct instruction, Amelia will add and subtract within 1000. |
80% accuracy across 5 consecutive assessments |
performance assessment task data collection sheet |
2 times per month |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Given direct instruction, Amelia will add and subtract within 1000 with 50% accuracy across 5 consecutive assessments. Given direct instruction, Amelia will add and subtract within 1000 with 60% accuracy across 5 consecutive assessments. Given direct instruction, Amelia will add and subtract within 1000 with 70% accuracy across 5 consecutive assessments. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP |
|
6th Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
Given direct instruction and modeling, Amelia will multiply numbers. |
80% accuracy across 5 consecutive assessments |
performance assessment task data collection sheet |
2 times per month |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Given direct instruction and modeling, Amelia will multiply numbers with 50% accuracy across 5 consecutive assessments. Given direct instruction and modeling, Amelia will multiply numbers with 60% accuracy across 5 consecutive assessments. Given direct instruction and modeling, Amelia will multiply numbers with 70% accuracy across 5 consecutive assessments. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given speech and language therapy, Amelia will improve her receptive language skills. |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will retell details from a listening passage or video. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given hearing education services, Amelia will improve her social skills. |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will be able to manage personal FM unit. |
|
IEP PROGRESS REPORT |
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given speech and language therapy, Amelia will improve her expressive language skills |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will use future tense verbs. Amelia will use regular past tense verbs. Amelia will use regular plural nouns (e.g. cats). Amelia will use regular present tense verbs. Amelia will expand adjective vocabulary. Amelia will improve descriptive skills to state complete and specific thoughts and/ or experiences. |
|
IEP PROGRESS REPORT |
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given speech and language therapy, Amelia will improve her executive function skills |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will state a solution to problem situation. Amelia will make a logical inference based on information presented auditorily. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 3rd Progress report for this IEP |
|
4th Progress report for this IEP |
|
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 |
|
In one year, given speech and language therapy, Amelia will improve her pragmatic language skills. |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will initiate conversations about a variety of topics. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 7th Progress report for this IEP |
|
8th Progress report for this IEP |
|
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 |
|
In one year, given speech and language therapy, Amelia will improve her speech production |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will improve target sound in spontaneous speech. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
ANNUAL GOALS |
CRITERIA |
||
|
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE |
MEASURE TO DETERMINE |
METHOD |
SCHEDULE |
|
BY THE END OF THE YEAR IN WHICH THE IEP IS IN |
IF GOAL HAS BEEN |
HOW PROGRESS WILL BE |
WHEN PROGRESS WILL BE |
|
EFFECT |
ACHIEVED |
MEASURED |
MEASURED |
|
In one year, given counseling, Amelia will improve her social skills. |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will initiate conversation with peers. Amelia will demonstrate cooperative play skills such as sharing, turn taking and maintaining personal space. Amelia will participate in appropriate reciprocal conversation with peers. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given counseling, Amelia will improve her emotional regulation/coping skills. |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will recognize and labeling feelings/emotions. |
|
Amelia will demonstrate flexibility during times of “transition” or changes to the daily schedule by implementing coping mechanisms (i.e. ignore, deep breathing, verbal expressions of feelings, counting to 10) to remain calm. Amelia will participate in appropriate reciprocal conversation with peers. |
|
IEP PROGRESS REPORT |
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given occupational therapy, Amelia will improve her Handwriting: Functional Writing Skills |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will use a proofreading checklist to ensure proper spatial awareness, punctuation, and capital letter. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 2nd Progress report for this IEP |
|
3rd Progress report for this IEP |
|
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 |
|
In one year, given occupational therapy, Amelia will improve her Instrumental Activities of Daily Living (iADLs): Safety Awareness |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will demonstrate basic public safety skills (street crossing, use of 911, social safety in metropolitan environment, subway safety, etc.). |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 5th Progress report for this IEP |
|
6th Progress report for this IEP 7th Progress report for this IEP |
|
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 |
|
In one year, given occupational therapy, Amelia will improve her Executive Functioning: Self-Awareness and Self-Advocacy |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will communicate academic strategies or compensation skills that have previously been taught. |
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|
IEP PROGRESS REPORT |
|||
|
1st Progress report for this IEP 8th Progress report for this IEP |
|
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 |
|
In one year, given occupational therapy, Amelia will improve her Executive Functioning: Time Awareness and Management |
With 80% accuracy in 4 out of 5 trials |
Teacher/Provider Observations |
1 time per quarter |
|
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): Amelia will track the time it takes to complete a given task. (during the task, use of visual timers, phones). |
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IEP PROGRESS REPORT |
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1st Progress report for this IEP 8th Progress report for this IEP |
STUDENT NAME: Amelia Suazo NYC ID: 221293145
|
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: at the same time school report cards are issued |
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
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: |
|||||
|
Adapted Physical Education |
3 time(s) per week |
Period |
Other Facility Provider’s Discretion |
10/12/2021 |
|
|
Special Class All Subjects D 75 |
12:1+1 Language of Service: English |
35 time(s) per week |
Period |
Special Education Classroom |
10/12/2021 |
|
RELATED SERVICES: |
|||||
|
Counseling Services |
Individual service |
1 time(s) per |
40 minutes |
Separate Location |
10/12/2021 |
|
Language of Service: |
week |
Provider’s Discretion |
|||
|
English |
|||||
|
Counseling Services |
Group service |
1 time(s) per |
40 minutes |
Separate Location |
10/12/2021 |
|
Language of Service: |
week |
Provider’s Discretion |
|||
|
English |
|||||
|
Hearing Education Services |
Individual service |
1 time(s) per |
40 minutes |
Separate Location |
10/12/2021 |
|
Language of Service: |
week |
Provider’s Discretion |
|||
|
English |
|||||
|
Occupational Therapy |
Individual service |
1 time(s) per |
40 minutes |
Separate Location |
10/12/2021 |
|
Language of Service: |
week |
Provider’s Discretion |
|||
|
English |
|||||
|
Occupational Therapy |
Group service |
1 time(s) per |
40 minutes |
Separate Location |
10/12/2021 |
|
Language of Service: |
week |
Provider’s Discretion |
|||
|
English |
|
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES |
|||||
|
Speech-Language Therapy Speech-Language Therapy |
Individual service Language of Service: English Group service Language of Service: English |
1 time(s) per week 2 time(s) per week |
40 minutes 40 minutes |
Separate Location Provider’s Discretion Separate Location Provider’s Discretion |
10/12/2021 10/12/2021 |
|
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM MODIFICATIONS/ACCOMMODATIONS: |
|||||
|
ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES: FM Unit |
Individual service |
Daily |
Full Time |
School and Home |
10/12/2021 |
|
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. |
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
12-MONTH SERVICE AND/OR PROGRAM – Student is eligible to receive special education services and/or program during July/August: If yes:
|
|
OR
|
|||||
|
PROJECTED |
|||||
|
BEGINNING / |
|||||
|
SPECIAL EDUCATION |
SERVICE DELIVERY |
SERVICE |
|||
|
PROGRAM/SERVICES |
RECOMMENDATIONS |
FREQUENCY |
DURATION |
LOCATION |
DATE(S) |
|
For a preschool student, reason(s) the child requires services during July and August: |
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
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 ACCOMMODATIONS |
CONDITIONS* |
IMPLEMENTATION RECOMMENDATIONS** |
|
|
||
|
*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. |
STUDENT NAME: Amelia Suazo NYC ID:221293145
(
10/8/21, 1:47
PM
) (
Individualized Education Program (IEP) for Amelia Suazo
(221293145)
)
(
https://sesis.nycenet.edu/templatedocprint.aspx?template=168&doc=26534932&sec=970&child=0&origin=Q2&prdoc=Y
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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) |
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS (TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS) |
|
PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS (TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS) |
|
Does the student have a severe cognitive disability, significant deficits in communication/language, and significant deficits in adaptive behavior? * Does the student require a highly specialized educational program that facilitates the acquisition, application and transfer of skills across natural environments (home, school, community, and/or workplace)? * Does the student require educational support systems such as but not limited to, assistive technology, personal care services, health/medical services, or behavioral intervention? *
Identify the alternate assessment: NYSAA, portfolio Alternate Assessment Subjects: |
|
All Subjects |
|
Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student: Amelia’s delays in cognitive, academic, and communication skills preclude her from participating in the regular assessment. |
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES |
|
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): Adapted Physical Education 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:
|
STUDENT NAME: Amelia Suazo NYC ID:221293145
|
SPECIAL TRANSPORTATION TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY |
|
Reason(s) why the student needs special transportation service and/or accommodations: Amelia requires transportation to and from the recommended program. |
|
SPECIAL TRANSPORTATION TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY |
|
|
|
PLACEMENT RECOMMENDATION |
|
NYC DOE Specialized School |
|
SUMMARY |
|
STUDENT INFORMATION |
|
Student Name: Amelia Suazo NYC ID: 221293145 DOB: 01/22/2007 Parents Language(s) Spoken/Mode Communication: English |
|
IEP INFORMATION |
|
Date of IEP Meeting: 09/30/2021 IEP Amendment: Reconvene of IEP Meeting: |
|
INSTRUCTIONAL/FUNCTIONAL LEVELS |
|
Reading: 3rd Grade Math: 3rd Grade |
|
SUMMARY OF RECOMMENDATIONS |
|
Classification of Disability: Other Health Impairment |
|
Recommended Services: |
|
Special Education Programs |
(
10/8/21, 1:47
PM
) (
Individualized Education Program (IEP) for Amelia Suazo
(221293145)
)
(
https://sesis.nycenet.edu/templatedocprint.aspx?template=168&doc=26534932&sec=970&child=0&origin=Q2&prdoc=Y
) (
32
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|
Adapted Physical Education Special Class English |
|
Related Services |
|
Counseling Services English Counseling Services English Hearing Education Services English Occupational Therapy English Occupational Therapy English Speech-Language Therapy English Speech-Language Therapy English 12-Month Services: Adapted Physical Education Special Class English Counseling Services English Counseling Services English Hearing Education Services English Occupational Therapy English Occupational Therapy English Speech-Language Therapy English Speech-Language Therapy English Participate in State and District-Wide Assessments: The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement Identify the alternate assessment: NYSAA, portfolio Alternate Assessment Subjects: All Subjects Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student: |
|
Amelia’s delays in cognitive, academic, and communication skills preclude her from participating in the regular assessment. Does Amelia have a Behavioral Intervention Plan? No Recommended for Specialized Transportation: Medical Alert: The student has The student requires Does the student need an accessible school building? No Does the student have limited mobility? No |
|
PROMOTION CRITERIA CURRENT YEAR Standard Modified NEXT YEAR Standard Modified |
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Parent Concerns: The school stated that Amelia is in a supportive environment and receiving an integrated program where related services are in place in the classroom setting and is making meaningful progress. The school is concerned about the recommendation that was made today as Amelia will regress if she is placed in a District 75 school setting. The school emphasized that Amelia requires a collaborative approach and a placement that is socially appropriate in order for Amelia to progress. Amelia can become overwhelmed in a large program setting and does require support in focusing skills. The school states; “I would also like to highlight that she is socially motivated but needs support with maintenance of reciprocal conversations so needs to be placed with appropriate social peer group. Needs to be refocused and redirected throughout learning sessions so needs a small supportive environment.” The parent is in agreement with the school and states that Amelia is very social and needs to be in an environment with higher functioning peers who does not have behavioral or emotional disturbance. She does require continuous support in academics. |
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OTHER OPTIONS CONSIDERED |
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Special Class in a community school 12:1+1 Special Class in a specialized school 8:1+1 Reason(s) for Rejection: A Special Class in a community school 12:1+1 was considered and rejected as providing insufficient support to meet Amelia’s educational needs at this time. A Special Class in a specialized school 8:1+1 was considered and rejected as it is too restrictive to meet |
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Amelia’s educational needs at this time. The least restrictive setting is taken into consideration when making Amelia’s program recommendation. |
STUDENT NAME: Amelia Suazo NYC ID:221293145
DATE OF IEP MEETING: 09/30/2021
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ATTENDANCE PAGE |
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PLEASE NOTE THAT YOUR SIGNATURE REFLECTS YOUR PARTICIPATION AT THE CONFERENCE AND DOES NOT NECESSARILY INDICATE AGREEMENT WITH THE INDIVIDUALIZED EDUCATION PROGRAM. |
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ROLE (INDICATE IF BILINGUAL) |
NAME |
SIGNATURE |
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Related Service Provider/Special Education Teacher |
Sarah Goldstein |
Participated by telephone |
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Parent/Legal Guardian |
Wanda Pena |
Participated by telephone |
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District Representative |
Sharmin Chowdhury |
Participated by telephone |
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Student |
Amelia Suazo |
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Consulting Teacher at Cooke |
Sally Ord |
Participated by telephone |
NEW YORK STATE INSTITUTE ON DISABILITY, INC.
930 Willowbrook Road-Bldg. 41-A Staten Island, NY 10314 Phone/Fax (718) 494-6457
CONFIDENTIAL PSYCHOLOGICAL EVALUATION
Name: Amelia Suazo
DOB: 1/22/07 Age: 14-11 Gender: E
Phone:
Contact:
Date of Evaluation: 1/21/22 Address:
Type: Comprehensive – Home
REFERRAL
Amelia was referred for a comprehensive psychological evaluation in order to assess current levels of functioning and determine her eligibility for NYS OPWDD services. The following report was completed during the COVID-19 crisis. Consequently, modifications were made in order for services to be delivered, including the use of web-based technology and the omission of aspects of data collection which could only occur by way of in-person interaction. While some data could therefore not be obtained, services were provided using the best practice standards available at the time given the constraints of the pandemic emergency. The family was made aware of the necessary adjustments to our services and consented to proceed under these conditions.
PROCEDURES
Review of Records Clinical Interview Behavioral Observations
Stanford-Binet Intelligence Scale – 5″‘ Ed. (prorated) Vineland Adaptive Behavior Scales – 3n1 Ed.
BACKGROUND
Amelia is a verbal and ambulatory fourteen-year-old female of Hispanic descent with a history of developmental delays and learning difficulties in school. She has a complex medical history significant for a malignant brain tumor at the age of four, followed by invasive neurosurgery, several associated epileptic seizures, chemotherapy, and a stem cell transplant, along with a VP shunt. Amelia also has a mild high frequency hearing loss and central auditory processing disorder, which requires dual hearing aids and FM unit in the classroom. She is prescribed HGH and an estrogen patch to correct hormonal imbalances. Amelia receives periodic MR.I’s and is
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Amelia Suazo / Psychological / 01.21.22
followed by a neurologist, oncologist, endocrinologist, and gastroenterologist to meet her health needs. She does not have a formal psychiatric history and no behavioral problems are noted in school records but the family reports self-esteem issues and social skills deficits. Amelia is classified as Other Health Impaired on her IEP and participates in a special education program at the Cooke School and Institute, where she receives speech, counseling, and occupational therapies. She resides with her mother in an apartment in the Bronx.
BEHAVIORAL OBSERVATIONS
The remote testing environment appeared free of distractions and adequate rapport was established with the examinee via the Zoom digital platform. The examinee was engaged in the task throughout the session with no problems noted during the administration.
Amelia is pretty and well-groomed fourteen-year-old girl who appears her stated age. She is slim and petite with long straight dark brown hair, dark brown eyes, and a light tan complex.ion with dental braces. Her gait, balance, and coordination appear grossly normal and observed fine motor functions are intact. Amelia presents with a shy demeanor but made good eye contact and has a fair capacity to relate with others, as rapport was easily established with the examiner. She typically speaks in grammatically-complete sentences, albeit simple with a limited functional vocabulary and mild articulation difficulties at times. No deficits in pragmatic communication or reciprocal social interaction were noted. Amelia was cooperative throughout the assessment and participated in all activities as requested. She denied visual/auditory hallucinations or suicidal ideations but demonstrated limited insight and social judgment for his chronological age, along with a visibly slow mental process when engaged in cognitive tasks, particularly on verbal subtests. Gross hearing and visual acuities were deemed adequate for assessment purposes.
TEST RESULTS
The Stanford-Binet Intelligence Scales- 51h Edition (SB-V) was administered to assess Amelia’ current level of intellectual functioning. Please note that deviations from standard procedures were utilized in order to accommodate remote testing. Specifically, a proration of the nonverbal domain due to the exclusion of visual-spatial processing (form board) and working memory (block tapping). The results are as follows:
Scale
Standard Score Percentile Rank Classification
—————·————————-
Verbal 80
Nonverbal 92
Full Scale 85
09 Low Average
30 Average (prorated)
16 Low Average (prorated)
Amelia Suazo / Psychological / O1.21.22
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elia achi veda prorated Full-Scale I.Q. Score of 85 on the Stanford-Binet Intelligence Scale, which Usm the low average range and is ranked at the 16th percentile . There is a 90-percent probab1hty that her true I.Q. Score falls between 82 and 88. She enjoyed considerably more success with tasks that involved perceptual reasoning than those which required verbal comprehension. Deficits in the area of speech and language are contributory.
The Verbal Scale of the SB-V measures the ability to reason, solve problems, visualize, and recall important information presented in words and sentences (printed and spoken). It is based on the verbal subtests of five factor index scales, which assess the ability to express verbal responses clearly, present a basic rationale for response choices, create simple stories, and explain spatia l
relations. Amelia achieved a Verbal I.Q. Score of 80, which falls in the low average range and is ranked at the 9m percenti le.
The Nonverbal Scale of the SB-V measures the ability to reason, solve problems, visualize, and recall information presented in pictorial, figural, and symbolic form, as opposed to information presented in the form of words and sentences (printed or spoken). Amelia performed adequately on the Fluid Reasoning subtest, which required her to recognize and continue patterns. She fared similarly on the Knowledge subtest, during which she had to demonstrate nonverbally what items in pictures are used for, and had only mirlor difficulty on the Quantitative Reasoning subtest, which required her to demonstrate nonverbally how many items are being asked of her to selecL Amelia achieved a prorated Nonverbal I.Q. Score of 92, which falls in the average range and is ranked at the 30111 pe rce ntile.
ADAPTIVE FUNCTIONING
The Vineland Adaptive Behavior Scales, 3n1 Ed. (Vineland-3) is a standardized measure of adaptive behavior – the things that people do to function in their everyday lives. Whereas ability measures focus on what the examinee can do in a testing situation, the Vineland-3 focuses on what he or she actually does in daily life. Because it is a nonn-based instrument, the examinee’s adaptive functioning is compared to that of others his or her age. The Vineland-3 provides overall scores for Communication, Daily Living Skills, Socialization, and Motor Skills (optional). It also provides a composite score that summarizes the individual’s performance across all domains.
Amelia’s adaptive behavior was measured using the Vineland-3 Domain-Level Parent/Caregiver Form utilizing her mother as the primary informant through the Zoom audio-video feed. The results are deemed reliable and summarized below:
Amelia Suazo I Psychological / 01.21.22
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Domain Standard Score Percentile Adaptive Level
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Communication 75
Daily Living Skills 81
Socialization 79
Composite 76
05 Moderately Low
10 Moderately Low
08 Moderately Low
05 Moderately Low
Amelia’s overall level of adaptive functioning is moderately low, corresponding with a standard score of 76 which is ranked at the 5th percentile.
In the area of Communication, Amelia’s standard score of 75 is moderately low and ranked at the 5th percentile. The Communication domain measures how well Amelia listens and understands, expresses herself through speech, and her basic literacy. Amelia follows straightforward directives, expresses basic wants or needs adequately, speaks in complete sentences, and asks appropriate “wh” questions to obtain relevant information. However, she has difficulty following multi-step directives, relating detailed experiences , or saying something in a different way to clarify what she means. Her overall literacy skills are at a_3ni grade level.
In the area of Daily Living Skills, Amelia’s standard score of 81 is moderately low and ranked at the 10th percentile. The Daily Living Skills domain assesses Amelia’s performance of the practical, everyday tasks of living that are appropriate for her chronological age. Amelia is independent in basic AOL areas, including feeding, toileting, showering, and dressing. She can help herself to cold cereal in the morning or make sandwich for lunch. However, she does not read analog time, has poor money skills, and does not count change from minor purchases, nor does she complete household chores or use the stovetop for cooking. Amelia is minimally-aware of basic safety issues, is easily distracted outdoors, and may not look both ways before crossing the street or road.
In the area of Socialization, Amelia’s standard score of79 is moderately low and ranked at the 8th percen tile. The Socialization domain measures how well Amelia functions in social situation s. Amelia can be affectionate with family members at times, shows some interest in other people, and will participate in games or structured activities with prompting and supervision in school. However, more often than not Amelia tends to self-isolate and avoids interaction with peers. She rarely talks with others about shared interests or show understanding that gentle teasing with family and friends can be a form of humor or affection. Amelia’s interpersonal development and coping skills are immature for her chronological age and she has difficulty interacting appropriately with peers. She also has self-esteem issues.
Amelia Suaz.() /Psychological/ 01.21.22
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SUMMARY
Amelia is a verbal and ambulatory fourteen-year-old girl with a history of developmental delays and learning difficulties who was referred for a psychological evaluation to assess current levels of functioning and determine her eligibility for OPWDD services. She has a complex medical history significant for a malignant brain tumor at the age of four, followed by invasive neurosurgery, several associated epileptic seizures, chemotherapy, and a stern ceJl transplant, along with a VP shunt. Amelia also has a mild high .frequency hearing loss and central auditory processing disorder, which requires dual hearing aids and FM unit in the classroom. She does not have a formal psychiatric history and no behavioral problems are noted in school records but the family reports self-esteem issues and social skills deficits. The current evaluation was completed during the COVID-19 crisis and deviations from standard procedures were utiliz.ed in order to accommodate remote testing. On this date, Amelia achieved a prorated Full-Scale 1 Q. Score of 85 on the Stanford-Binet Intelligence Scale, which falls in the low average range of cognitive ability. Her overall level of adaptive functioning is moderately low, corresponding with
a standard score of 76 which is ranked at the 5th percentile.
Developmental Disability Diagnosis: Traumatic Brain Injury (S06.9)
RECOMMENDATIONS
1. Continued participation in special education programming with supportive therapies.
2. Psychological counseling to address low self-esteem and social skills deficits.
3. Community habilitation to improve self-sufficiency,travel skills, and safety awareness.
4. A need for after-school/recreational programming is also indicated.
5. Coordination of services through ca:re management.
Licensed Psychologist
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