Amanda Rowland 10/16/13 ASSESSMENT OF CURRICULUM NEEDS

CONSIDERATION Student and/or family preferences SOURCE WHAT DID YOU FIND OUT?

Student, Parent, The parent wants many things for J. She and cooperating hopes that one day J will be able to live teacher interviews independently. She is very concerned about including the her inability to read. Reading and writing are Yellowbook areas she would like us to focus on. For math, money is a high priority for mom. Looking towards the future she believes that money skills will be a very important skill in her everyday life that she has not yet mastered. She also worries about the speed she does things. J moves slowly with everything she does. This is even true of preferred activities like eating. Increasing her eating speed as well as the speed in which she does daily living skills is important. Also, she is worried about her social skills. J loves to talk but she doesnt know when to stop talking and often talks at socially inappropriate times. Her talking can also lead to her slow task completion rate. She also enjoys activities and topics of conversation that are not age appropriate and thus has trouble making friends. She seems to get along best with younger children. Mom wants her to work on some meal time manners. Working on brushing he teeth better, picking out her own clothes, and making her bed are important. Measuring and identifying what is inside of containers are identified as areas of need. Music is important to the family and mom would like to see her be in marching band. She would also like to see her do track and work on her dancing. Mom is worried about some safety issues as well. Not talking to strangers and what to do in an emergency have been identified as areas mom would like to focus on. J loves to talk, dancing, bugs, cheerleading, kids, hello kitty, and attention. Current and future settings interviews with She will continue at this current middle school parent, teacher, then move onto high school where she will be What future environments are targeted student, and the in a combination of general education and for the student in the next few years? yellowbook special education classes. She will have some School, community, vocational, etc. vocational and community instruction in high school. This may included buses, clothing stores, restaurants, grocery stores and more. Vocational training in high school most likely.

Students age and number of years of record review school remaining

J turns 12 on 10/17/13. She has 7 years of school remaining to complete high school in four years. Given the students current levels of performance it might be best for the student to take an extra year to complete high school and gain the necessary skills to either find a job or move on to post-secondary education. Typical rate of learning; effectiveness interview with Her rate of learning is slow in some respects of previous instruction teacher, records, and fast in others. In terms of reading and and my own writing she learns very slowly. She will write experiences only one or two sentences in a whole period working with her and is reading at a first grade level. RTI was tried with her in middle school as well as many different reading direct instruction programs (not specifically known). However, some concepts she can pick up on very quickly. She will be able to tell you about many of the things she learned about in the general education science class that day. She also is quickly learning grammar rules, and despite her inability to read the sentence she is almost right every time when I ask her to edit the sentence for gramatical errors. Probability of students acquisition & interviews, She can learn new skills well even though she generalization of skills records, and is struggling with reading and writing. Math is observations a strength for J and she picks up on concepts fairly quickly. J has difficulty generalizing. For example she can read words in isolation but wont read it correct in the context of a paragraph. She may also learn how to spell and read a word during her spelling lesson but not be able to write that same word a couple periods later during writing. Discrepancies between student & observations, test There is a large discrepancy between this peers in a) academic areas, b) social scores, records, student and peers. In academic areas she can skills, and c) daily living skills interviews keep up with the information she in learning in science and social studies general education classes, but in math, reading, and writing she is at a first grade level when she is in 6th grade. She is behind in social skills as well. According to Js mom her doctor says that Js social skills are equivalent to that of an 8 year old. She also prefers younger company and activities geared toward younger children. She has difficulty making friends, engaging in conversation, and resolving conflict in an age appropriate manner. There is not a huge discrepancy between her living skills and that of her peers. There are come concerns due to her speed, and she also has some difficulties with emergency procedures and generalizing skills, but besides from that she is not too far from her peers in daily living skills. Other needs or considerations? Generally her behavior is good, but sometimes behavior she will just not complete her work or will take the majority of the period to start on her work.

Summarize which curriculum approach and curriculum areas seem to be priorities. I believe that both a modified and an adapted curriculum are appropriate for this student. She can do a lot of the things that her peers are doing in general education classes as far as content is concerned, and she should have access to this content. However, she is well below her peers in reading, writing, and math. For these subjects the curriculum will need to be adapted. The curriculum should also be adapted to account for the instruction she should be receiving in daily living skills.

CURRICULUM NEEDS Complete only the sections that apply to your student.
CONSIDERATION Transition concerns that may affect planning? Diploma status? Social skills/communication skills SOURCE WHAT DID YOU FIND OUT? none N/A informal Has difficulty resolving conflict. She does not assessment, know what to stop. If her and another student teacher interview, are in an argument she always has to have the SLP interview last word. She also often cheats at games. She struggles with turn taking in conversations. She also has difficulty picking up on social cues like when it is and is not ok to talk, or when to end a conversation. Her receptive communication is good, but she has some processing delays. She also has many avoidance techniques that she readily uses. observations She does not let you walk all over her. If she believes something she will speak her mind. If she wants something she will keep at it until she gets what she wants. This can be challenging in some ways, but it is good for self-advocacy. However, she has difficulty identifying her strengths as I saw when I did some writing while trying to develop selfdetermination skills. She also lacks motivation on academic work. observations She is very dependent on teachers. She will always try to get you to do something for her before she will do it herself. When your attention is not on her she has many attention seeking behaviors. She relies heavily on prompts as well.

Self-advocacy

Personal independence

Other considerations?

CURRICULUM NEEDS This is not about what the student can or cannot do right now. This summary should focus on what the student NEEDS in his or her instructional day to experience success both immediately and long-term.
SUMMARY: ADDRESS ALL RELEVENT CURRICULUM AREAS In order for J to be successful in school there are many curriculum areas that need instruction. Co-taught settings are needed in order for her to gain information from the general education curriculum. She also needs instruction in math, reading, and writing in a special education settings due to her current low levels of performance. Some community-based instruction and a focus on activities of daily living are also important for this student. There were many areas identified where she could use instruction in this area. Self-advocacy, social/communication skills, and personal independence are also areas of need. She can work on improving how she acts in social situations and how she resolves conflict. She should also work on learning her strengths and using these to become more independent.

STUDENT SKILLS This is where you conduct assessments/observations/record reviews to figure out where your student is functioning in each area. This helps you write realistic goals and objectives.
CURRICULUM AREA SOURCE/ PROCEDURES FOR GATHERING INFORMATION Informal Assessment AIMSWEB Observation Interview RESULTS

Comprehension

Fluency

Informal Assessment AIMSWEB Observation Interview

On a timed 2nd grade MAZE probe the student is getting a score of 0, 1, or 2. This is not an accurate assessment of her reading comprehension. She is a slow worker, so a timed test does not show what she is capable of. She also has a very low reading level. She cant read this text and thus she cant comprehend the text. She can get 100% on a maze probe if it is read to her and it is not timed. Also, I read her a story and then asked her literal comprehension questions at a 6th grade level that she got all correct. Inferential questions are more challenging for the student, but she can also get a lot of these correct. Her oral reading comprehension is good, but her inability to read is what makes her comprehension suffer. The last three AIMSWEB oral reading fluency scores on 2nd grade passages are 14 WPM with 4 errors. 14 WPM with three errors, and 18 WPM with 4 errors. She also does not read with enthusiasm or expression. She does not pause when she is supposed to and is very robotic in her reading.

Vocabulary

Observations Interviews SLP

Decoding

observations record review IEP

Phonemic awareness

observations Interviews informal assessment Informal Assessment AIMSWEB Interviews observation

Writing mechanics, process

According to Js three year re-evaluation vocabulary is a strength. She learns vocabulary words easily as demonstrated by her quiz scores on science vocabulary words as well as social studies vocabulary words. She is also able to make connects between words. She can come up with multiple different means of the same words, use context clues to figure out new vocabulary, and relate vocabulary to other events in her life. For example we were talking about what reflect means and she talked about the sun reflecting off of a mirror as well as how every morning they say to reflect upon the activities of the day during the morning announcements. J has difficulty with decoding. She knows he letter sounds, and many decoding rules, but has difficulty blending words together. She also has difficulty generalizing what she has learned about decoding words from her reading lesson to when she is reading a passage or a book. J can identify letter sounds. Has difficulty generalizing. Has difficulty blending sounds together. Has difficulty taking a whole word and breaking it into its separate sounds 3 Min AIMSWEB writing probe TWW- 3 or 4 CWS- 3 or 4 AIMSWEB spelling probe 1st grade She spelled one word correctly and got the 1st letter of a few more. However, once again timed tests are not best for her. Without being timed she could spell about 50% of the 1st grae words and only 1 of the second grade words correctly. She is very particular about how she writes her letters. She often writes them and then erases them several times. She writes better than the lines on a typical wide ruled paper. She asks how to spell about every word she writes. Doesnt like to guess the spelling and will ask if each letter is correct as she guesses how to spell a word. Will write 1-2 sentences in a class period.Needs help writing multiple sentences without assistance and writing a paragraph. Spelling is an area of need as well. She can fix run-ons and fragments, use ending punctuation, and insert commas where needed.

Math computation

Informal Assessment AIMSWEB Observation Interview

Math application

Informal Assessment AIMSWEB Observation Interview

Content areas (science, social studies, health, etc.)

Observations Interviews Informal Assessment

Electives/Specials (PE, observations music, art, technology, drama, Interviews etc.)

Social/Communication skills observations Interviews SLP

Organizational skills

observations Interviews none

Vocational skills

AIMSWEB Grade 4 MCOMP-18 She can add and subtract using regrouping and borrowing muti digit numbers. She knows usually adds and subtracts using her fingers. She knows most multiplication facts with both numbers under 5. Higher than that and she needs to use a multiplication chart. Does not know procedures of multiplying and dividing larger numbers. She can write addition and subtraction fact families. She knows how to add and subtract fractions when there is a common denominator. AIMSWEB Grade 4 MCAP-7 She is good at using different strategies to solve math problems. Has difficulty with word problems. Can use the dollar up method with money. Has not yet mastered counting change. She has difficulty measuring objects. She uses key words and drawings to help solve problems. Understands general education science and social studies with modifications. When material is read to her and when she dictates her response she is successful in these subject areas. She is also given fewer problems because she take a long time to complete work. She participates in PE and band. She needs a paraprofessional to keep her focused and on task and not talking. She cant read music so she plays by ear, but is not very good at that. In P.E. she takes a long time in the locker room and doesn't like to participate in sports. Has difficulty resolving conflict. She does not know what to stop. If her and another student are in an argument she always has to have the last word. She also often cheats at games. She struggles with turn taking in conversations. She also has difficulty picking up on social cues like when it is and is not ok to talk, or when to end a conversation. Her receptive communication is good, but she has some processing delays. She also has many avoidance techniques that she readily uses. Often loses pencils and other materials. Teachers keep track of her stuff by putting it in a binder for her and communicating to adults what the homework is. was unable to obtain information on the students vocational skills.

Community

yellowbook interview Struggles with social situations, may talk when unable to observe the she isnt supposed to. Working on manners at student in the community. restaurants as well as finding desired items in a store and paying for them. Struggles in these areas, but is good at community skills in general. Not talking to strangers is important and has not yet been mastered by the student.

Domestic/Self-care

Yellowbook interview observations

Leisure-Rec

Yellowbook interview observations

Functional Academics

Yellowbook interview observations

Menstrual care is a priority because she cant independently take care of this need. She can do most everything else on he own. She needs to work on increasing the speed of some of her self care. Music is important to the family and mom would like to see her be in marching band. She would also like to see her do track and work on her dancing. Needs to work on social interactions, and tends too talk too much during these activities. Also, doesnt always participate in activities like she is supposed to (sports at summer camp). J loves to talk, dancing, bugs, cheerleading, kids, hello kitty, and attention, and engages in these things independently. She is working on menu math and money math. Currently can use the next dollar method. Has difficulty making change, and finding alternate ways to combine money to produce the same sum.

Other?

STUDENT SKILLS
SUMMARY

Js reading comprehension is a strength when passage is read to her. She is still working on reading material independently and comprehending it. Vocabulary is also a strength. She is still working on fluency due to difficulties in decoding and phonemic awareness. J is a creative writer, and has a good grasp on grammatical structure. She struggles with spelling and writing sentences independently. J is able to add and subtract all numbers, but is still working on multiplication and division facts and procedures. She is good at using learned strategies to solve math applications, but is till working on solving word problems and applying concepts to novel situations. Understanding content area work is a strength for J. J is working on being more independent and keeping track of her own things as well as moving quickly in her self-care and managing her own self-case. She is working on resolving conflict and noticing social cues to help guide her talking. In the community she is working on identifying desired objects and purchasing then as well as staying away from strangers.

PRESENT LEVELS OF PERFORMANCE SUMMARY This section gets transferred over to your IEP, so make it clear, concise, and professional. Each deficit area you mention MUST have be addressed with a goal or objective in the IEP.
STRENGTHS Student J has many strengths across all areas. Reading: J is able to answer literal comprehension questions about grade level material read orally to her. She also has a strong vocabulary and can use context clues to help her figure out what new words mean. She also knows letter sounds and has strong phonemic awareness. Writing: J has a very active imagination and can write very creative things. She also has lots of great ideas she loves to share with speech that could also be shared in writing. She has a strong sense of grammar and is able to edit sentences for grammatical errors including punctuation and completeness. Math: J can add and subtract any numbers and use regrouping. She has multiplication facts with numbers under 5 memorized. She is good at using strategies to solve math problems. Social Skills: She loves to talk and it able to express her wants and needs and well as carry on a conversation with someone. She is friendly, and says hi to peers and teachers, and often strikes up conversations with peers. Study skills: J works very hard when motivated by something. She can independently follow her daily schedule. When she chooses not to do her work she understands that it means she will have to do it at a later time and often does work without complaint at a later time. Functional life skills: Student J can complete most daily living skills independently. She can pay for things using the dollar-up method. She also knows some things to do in an emergency, like how to call 911.

DEFICITS

Student J could work on improving in the following areas: Reading: The last three AIMSWEB oral reading fluency scores on 2nd grade passages are 14 Words Per Miuute(WPM) with 4 errors. 14 WPM with three errors, and 18 WPM with 4 errors. She scored a 2 on her 2nd grade AIMSWEB MAZE comprehension test. In addition to fluency and comprehension, decoding is also an area that could use some work. She knows letter sounds, but has difficulty blending sounds together and breaking words into smaller pieces in order to decode them. Writing: According to an 3 Min AIMSWEB writing probe student J writes a total of 3 or 4 words correctly in a 3 minute period of time when responding to a prompt. She also has about the same amount od correct word sequences. According to an AIMSWEB spelling probe at the 1st grade level she spelled one word correctly and got the 1st letter of a few more. However, once again timed tests are not best for her. Without being timed she could spell about 50% of the 1st grade words and only 1 of the second grade words correctly. She needs to work on writing multiple sentences without assistance and writing a paragraph since currently she asks how to spell almost every word and will only write a maximum of two sentences in one period. Math: J has a 4th grade AIMSWEB math applications score of 7 and a math computation score of 18. She is still working on learning multiplication facts, solving multiplication and division procedures, and solving word problems. Social Skills:rJ has difficulty resolving conflict with peers and is working on stopping an interaction instead of prolonging it by always having to have the last word. J also has difficulty identifying social cues like when it is and is not ok to talk. J has difficulty making friends due to not having age appropriate conversations with peers. Study skills: J uses avoidance techniques to get out of doing her work like asking to go to the bathroom or talking about things that are off topic. J also does not organize and keep track of her own work. She lacks the organizational skills to do this. She also has difficulty working independently without the constant support of an adult nearby. Functional life skills: Although she can complete most self-care independently she struggles with doing it in an appropriate amount of time and struggles with managing her menstrual cycle. J also struggles with locating and paying for things in the community. Finally, J is easily startled and has difficulty following through with emergency procedures when startled, so following through with these emergency plans in a need for this student. Also, staying away from strangers in an important skill that she is currently lacking.