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STUDENT NAME: Eric Rodell

DOB: 4/9/98

Division of Students with Disabilities and English Language Learners


DOCUMENTATION OF STUDENTS CURRENT PERFORMANCE AND ACADEMIC,
DEVELOPMENTAL AND FUNCTIONAL NEEDS
PRESENT LEVELS OF PERFORMANCE (INCLUDE ACADEMIC, SOCIAL,
BEHAVIORAL, PHYSICAL, ADAPTIVE OR LIFE SKILLS, AS WELL AS MANAGEMENT
OR SUPPORT NEEDS)
Eric Rodell is currently a sophomore at Townie High School in Rochester. When asked to
describe himself, Eric said he is a very independent and easy going student who is willing to
work. According to the CSE, Eric has a learning disability in reading, writing, and mathematics.
According to Erics parents, his main area of academic difficulty is reading and writing. Based
on STAR math assessments included in his most recent IEP, Eric is performing at a 7.7 grade
level in math. In reading, he is performing at a 5.6 grade reading level. Eric has received prior
special education services for remediation and compensation. Over time, Eric has used his
strengths to become a self-advocate, and has learned to ask for his accommodations when not
immediately provided. Eric is dedicated to his learning, and is always finding ways to support
himself as a learner.
Eric does not enjoy reading and writing and prefers to avoid activities that require reading. One
reason for this avoidance is his perception that the words are moving on the page. He stated that
when he reads, the words sometimes jump around. This past October, Eric was diagnosed with
IRLEN syndrome. Because of the syndrome, Eric sometimes experiences headaches and may
feel nauseas. Recently, Eric began using aqua and purple cover overlays for reading. Eric reports
that the overlays help him to see words better on a page, and focus more intently on the task.
When given the overlays, Eric is quite successful in all activities that require reading.
Eric also struggles with reading and writing in a physical way. Physically, Eric does not like to
hold books. Instead, he prefers that the text be held by someone else. When assigned readings
and novels for homework, his parents read the text with him in a round robin fashion; first the
parents will read a page, then Eric will read a page. Eric also benefits from audio books. In
regards to writing, Eric prefers to dictate to a scribe or use dictation software whenever possible.
He has tried the talk to text software Dragonspeak at his school. He stated that he did not like
this software because of the many bugs and glitches that often occurred when trying to use

STUDENT NAME: Eric Rodell

DOB: 4/9/98

the software. Although Dragonspeak was not ideal for Eric, he is willing to try another software
until he finds the right fit.
The overlays have helped Eric, but have not completely solved his difficulties with reading. Eric
still has trouble reading fluently and often stops to decode words. Eric also reports having
difficulties tracking text, and therefore finds himself skipping lines without realizing it. He has
stated that he will sometimes see the first letter of a word and then guess at the rest, which may
also be contributing to his word fluency difficulty. Due to these factors, Eric may need to be
monitored for understanding throughout lessons. When monitored throughout lessons, Eric is
said to be extremely successful and dedicated to his learning.
When described by his mother, Eric is said to be a high energy, thoughtful, and sensitive child
although he does sometimes need to be asked about homework and does not always tell when
projects are due. Eric demonstrates these positive qualities in the classroom, as he has been said
to have exemplary behavior. Eric is a wonderful role model for other students not only because
of his dedication to his learning, but his self-advocacy skills.
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE, AND LEARNING
CHARACTERISTICS
LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS
INCLUDING ACTIVITIES OF DAILY LIVING, INTELLECTUAL FUNCTIONING,
ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND
INFORMATION, AND LEARNING STYLE
Eric is a very honest and personable young man. Eric had absolutely no qualms discussing his
needs, what he yearns to get out of his education, as well as showcasing his interests. Eric is
comfortable with himself and is driven to work hard doing what he loves. He has also expressed
his interest in finding ways to succeed, especially in things that interest him least, like reading.
According to Eric, he is a very tactile and visual learner.
STUDENT STRENGTHS, PREFERENCES, AND INTERESTS
Eric is most interested in science and his parents have advocated for him to be placed in an
honors science class. Eric enjoys science class because of the hands-on nature of the class.

STUDENT NAME: Eric Rodell

DOB: 4/9/98

Eric has also stated an interested in robotics; he spends his free time building and designing very
complicated Lego models. Eric builds using pictures, not instructions, as his guide. Some of his
designs are self-generated and complex, using motors and pulleys. Eric is a participant in VEX
robotics competitions. He is on a team with a friend and they recently competed showcasing a
robot they built together.
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT,
INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO
THE PARENT
Erics parents have stated that Eric is a very strong and driven learner. While Eric has multiple
areas of strength, his parents are concerned about his struggles in reading fluency,
comprehension, spelling, and writing quality. Erics parents have also stated their interest in
learning about teaching practices and strategies to meet Erics learning needs at home. While
Eric is a determined and proactive individual, he sometimes needs prompting from his parents
about homework and assignments due.
SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS RELATIONSHIPS WITH
PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO
SCHOOL AND COMMUNITY ENVIRONMENTS
STUDENT STRENGTHS
A past teacher described Eric as a student who loves to laugh, has a great sense of humor, and is
a genuinely kind and helpful child. He also described Eric as someone who doesnt hesitate to
share what he is thinking. He stated that the two of them had a great relationship, where they
both could be serious and goofy. Communication is another area of strength for Eric. He is
comfortable carrying on conversations with anyone. A past educator stated that weaker students
tend to seek Eric out for assistance.
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING
CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE
PARENT
Erics parents reported his social life as mostly revolving around family acquaintances. Eric has
a few friends but currently does not have a best friend. Eric described his peers as having very

STUDENT NAME: Eric Rodell

DOB: 4/9/98

different interests than himself, and saw that as a barrier to the development of friendships. When
speaking to Eric, it is clear that he is used to being around adults, and this maturity may be acting
as a barrier socially at times.

PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS MOTOR AND SENSORY
DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS
THAT PERTAIN TO THE LEARNING PROCESS
STUDENT STRENGTHS
Eric is quite talented at physical, bodily-kinesthetic activities. Because of this, Eric is very
interested in sports. Int he past, he ran track, played baseball, and has always enjoyed spending
time outdoors.
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING
CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE
PARENT
When reading, Eric sometimes struggles holding the book. At home, Erics parents are dedicated
to helping Eric read, and often read with him in a round robin style to accommodate his
physical needs.
MANAGEMENT NEEDS
THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND
HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS NEEDS
IDENTIFIED ABOVE
Audio Books

IRLEN Lenses

Having an audio book will help ease Erics discomfort when


holding a book. An audio book should be an option for Eric
for every reading assignment.
Due to Erics diagnosis, it is important that he is provided his
blue and purple IRLEN lenses for every reading assignment to
ensure he has access to all written material.

STUDENT NAME: Eric Rodell

DOB: 4/9/98

EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN GENERAL


EDUCATION CURRICULUM
Erics learning disability does not limit his participation in the general education curriculum.
However, he may need modifications during lessons, such as access to Word Processor and his
IRLEN Lenses to ensure he is able to access the material. He also benefits from frequent checks
for understanding by the educator.
STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE
MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR
SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO,
THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE
OR SERVICE(S) NEEDED:

Does the student need strategies, including positive behavioral interventions, supports and
other strategies to address behaviors that impede the student's learning or that of others? Yes /
No
Does the student need a behavioral intervention plan? No / Yes
For a student with limited English proficiency, does he need a special education service to
address his language needs as they relate to the IEP? Yes / No / Not Applicable
For a student who is blind or visually impaired, does he need instruction in Braille and the
use of Braille? Yes / No / Not Applicable
Does the student need a particular device or service to address his communication needs?
Yes / No
In the case of a student who is deaf or hard of hearing, does the student need a particular
device or service in consideration of the student's language and communication needs,
opportunities for direct communications with peers and professional personnel in the
student's language and communication mode, academic level, and full range of needs,
including opportunities for direct instruction in the student's language and communication
mode? Yes / No / Not Applicable
Does the student need an assistive technology device and/or service? Yes / No
If yes, does the Committee recommend that the device(s) be used in the student's home? Yes /
No
BEGINNING NO LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE

STUDENT NAME: Eric Rodell

DOB: 4/9/98

STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)


MEASURABLE POST-SECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
Goal 1

Goal 2

Goal 3

Eric will take three science


courses at his local
community college.

Eric will join a sports club.

Eric will join a mentor


program for young students
with disabilities.

TRANSITION NEEDS
Eric is a very determined and highly proactive individual. He is an advocate for his own learning,
and never fails to ask for help when needed. In transition to the next phase of his life, Eric should
continue to advocate for himself in all areas of his life. He is a great role model for students like
him, as he knows how to advocate for his educational needs and never hesitates to ask for
resources to further his education. This is why it would be a great idea for Eric to join a mentor
program that focuses on helping younger students with disabilities become advocates for their
learning.
Erics sincere interest in Science should not be forgotten in the next chapter of his life. It would
be great for Eric to take three science courses at a local community college if it still interests
him. This way he can keep up with his interest, and pursue a possible career in science at the
same time.
Erics love of physical activities should also not be forgotten in the next phase of his life. Joining
a sports club would be a great way for Eric to continue his love of physical activities, as well as
make friends his age.
MEASURABLE ANNUAL GOALS
THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE
INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM,
ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S
DISABILITY, AND PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY
GOALS.

STUDENT NAME: Eric Rodell

DOB: 4/9/98

ANNUAL GOALS
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS
(INTERMEDIATE STEPS BETWEEN THE STUDENT'S PRESENT LEVEL OF
PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Annual Goal 1

Annual Goal 2

Annual Goal 3

By the end of the marking


period, Eric will
independently write a four
paragraph essay given access
to Word Processor with less
than three mechanical errors.

By the end of the marking


period, Eric will
independently identify the
main idea in multiple pieces
of text given a graphic
organizer with 80%
accuracy.

By the end of the marking


period, Eric will
independently read a
paragraph out loud given
IRLEN lenses with less than
five (3+ seconds) pauses.

Benchmark
Goals

Schedule
Method
&
Criteria

Benchmark
Goals

Schedule
Method
&
Criteria

Benchmark
Goals

Schedule
Method
&
Criteria

1. Eric will
independently
write a four
paragraph essay
given access to
Word Processor
with less than 10
mechanical
errors...

... in 2
out of 5
trials
over a 2week
period.

1. Eric will
independently
identify the main
idea in a piece of
text given a
graphic
organizer...

... in 2
out of 5
trials
over a 2week
period.

1. Eric will
independently read
a paragraph out
loud given IRLEN
lenses with less
than 10 (3+
seconds) pauses...

... in 2
out of 5
trials
over a 2week
period.

2. Eric will
independently
write a four
paragraph essay
given access to
Word Processor
with less than 5
mechanical
errors...

... in 3
out of 5
trials
over a 2week
period.

2. Eric will
independently
identify the main
idea in a piece of
text given a
graphic
organizer...

... in 3
out of 5
trials
over a 2week
period.

2. Eric will
independently read
a paragraph out
loud given IRLEN
lenses with less
than 7 (3+
seconds) pauses...

... in 3
out of 5
trials
over a 2week
period.

STUDENT NAME: Eric Rodell


3. Eric will
independently
write a four
paragraph essay
given access to
Word Processor
with less than
three mechanical
errors...

... in 4
out of 5
trials
over a 2week
period.

DOB: 4/9/98

3. Eric will
independently
identify the main
idea in a piece of
text given a
graphic
organizer...

... in 4
out of 5
trials
over a 2week
period.

3. Eric will
independently read
a paragraph out
loud given IRLEN
lenses with less
than 5 (3+
seconds) pauses...

... in 4
out of 5
trials
over a 2week
period.

REPORTING PROGRESS TO PARENTS


The students progress toward meeting annual goals will be provided to the parents quarterly, or
twice per semester.
RELATED SERVICES
SERVICE DELIVERY RECOMMENDATIONS
Eric will receive inclusive special education services from his special education teacher in
the general education classroom.
HOW OFTEN
PROVIDED

ERIC WILL RECEIVE SUPPORT EVERY DAY, FOR ALL


PERIODS OF THE DAY.

LENGTH OF
SESSION

ALL PERIODS OF THE DAY.

WHERE
SERVICE WILL
BE PROVIDED

THE GENERAL EDUCATION CLASSROOM.

SERVICE DELIVERY RECOMMENDATIONS


Eric will receive consultant teacher services in his ELA classroom.
HOW OFTEN
PROVIDED

ERIC WILL RECEIVE SUPPORT FOR EVERY ELA CLASS.

LENGTH OF
SESSION

ENTIRE ELA PERIOD.

WHERE
SERVICE WILL
BE PROVIDED

THE GENERAL EDUCATION ELA CLASSROOM.

STUDENT NAME: Eric Rodell

DOB: 4/9/98

SERVICE DELIVERY RECOMMENDATIONS


Eric will attend intensive sessions with a reading specialist.
HOW OFTEN
PROVIDED

EVERY OTHER DAY.

LENGTH OF
SESSION

1/2 OF ELA PERIOD.

WHERE
SERVICE WILL
BE PROVIDED

THE GENERAL EDUCATION ELA CLASSROOM.

RELATED SERVICES
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM MODIFICATIONS/
ACCOMMODATIONS

Accommodation

Implementation

Use of technology for writing (Word


Processor, Dragonspeak, etc.)

In all content areas.

Study guides/strategies to prepare for tests.

In all content areas.

Copy of class notes.

In all content areas.

Checks for understanding.

In all content areas.

Additional time for writing assignments.

In all content areas.

ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES:


Assistive Technology Devices and/or
Services

Implementation

IRLEN Overlays

In all content areas.

Dragonspeak

In all content areas.

Word Processor

In all content areas.

STUDENT NAME: Eric Rodell

DOB: 4/9/98

SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT


Eric will attend general education classes in the standard class size. Eric will receive all services,
consultant teacher services, and reading sessions within the general education classroom.
PROVIDE A LIST OF TESTING AND OTHER ACCOMMODATIONS THAT THIS CHILD
SHOULD HAVE
TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN
ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NON-DISABLED PRESCHOOL
CHILDREN): INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE
STUDENTS 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
Alternate Testing Location

Conditions: For all assessments (including state-wide).


Implementation Recommendations: Individually or in a
small-group.

Extended Time

Conditions: For all assessments (including state-wide).


Implementation Recommendations: Double time.

Tests Read

Conditions: For all assessments except those testing


reading comprehension (including state-wide).
Implementation Recommendations: Directions and
questions read once. Individually or in a small-group.

Spelling Requirements
Waived

Conditions: For all assessments.

Tests Printed on White Paper

Conditions: For all assessments.

Implementation Recommendations: On assessments


involving writing.

STUDENT NAME: Eric Rodell


Tests Printed on White Paper

DOB: 4/9/98

Testing Accommodations
Implementation Recommendations: For all assessments
and all hand-outs pertaining to assessments (readings,
reference tables, etc.)

*Conditions Test Characteristics: Describe the type, length, purpose of the test upon which
the use of testing accommodations is conditioned, if applicable.
**Implementation Recommendations: Identify the amount of extended time, type of setting, etc.,
specific to the testing accommodations, if applicable.
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE
STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED APPROPRIATE).
COORDINATED SET OF TRANSITION ACTIVITIES
NEEDED ACTIVITIES TO FACILITATE THE STUDENTS MOVEMENT FROM SCHOOL
TO POST-SCHOOL ACTIVITIES SERVICE/ACTIVITY SCHOOL DISTRICT/AGENCY
RESPONSIBLE
N/A...

PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS


(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN
ASSESSMENT PROGRAM FOR NON-DISABLED PRESCHOOL STUDENTS)
The student will participate in the same State and district-wide assessments of student
achievement that are administered to general education students. No / Yes
The student will participate in an alternate assessment on a particular State or district-wide
assessment of student achievement. Yes / No

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 SCHOOL-AGE STUDENT

Explain the extent, if any, to which the student will not participate in regular class,

STUDENT NAME: Eric Rodell

DOB: 4/9/98

extracurricular and other nonacademic activities (e.g., percent of the school day and/
or specify particular activities): This student will participate in a fully inclusive
placement, receiving all services and interventions within the general education classroom.
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: Not Applicable

EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA


REQUIREMENT
The Committee has determined that the student's disability adversely affects his/her ability to
learn a language and recommends the student be exempt from the language other than English
requirement. No / Yes
SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT
RELATING TO HIS/HER DISABILITY - NONE
PLACEMENT RECOMMENDATION
Placement Recommendation: The student will learn in an inclusive placement in a public
school.
SUMMARY
Student Information

Student Name: Eric Rodell


NYC ID: N/A
DOB: 4/9/98
Gender: Male
Parents Language(s) Spoken/Mode Communication: English
IEP Information
Date of IEP Meeting: 1/19/14 - Evaluation
IEP Amendment: N/A
Reconvene of IEP Meeting: N/A

Summary of Recommendations
Classification of Disability: Learning Disability
Defer to CBST: N/A

STUDENT NAME: Eric Rodell

DOB: 4/9/98

Recommended Services: Special education services, consultant teacher services in ELA, and
intensive reading sessions.
Special Education Programs
Related Services
12-Month Services:
Special Education Services: Eric will receive inclusive special education services from his
special education teacher in the general education classroom.
Consultant Teacher Services: Eric will receive consultant teacher services in his ELA classroom
for every ELA period.
Reading Specialist Services: Eric will attend intensive sessions with a reading specialist every
other day within the ELA classroom.

Special Education Programs


Related Services
The student will participate in the same State and district-wide assessments of student
achievement that are administered to general education students. Yes / No
The student will participate in an alternate assessment on a particular State or district-wide
assessment of student achievement. Yes / No
Alternate assessment. If there is a no provider available in this language, service is
recommend in English pending availability of a bilingual provider: Yes / No
The student should be placed in an interim monolingual class: With bilingual
paraprofessional? / Without bilingual paraprofessional?
Recommended for: ESL Only / Not recommended for ESL/Bilingual
Does have a Behavioral Intervention Plan? Yes / No
Recommended for Specialized Transportation: None / Student needs specialized
transportation
School Type: Public School
Medical Alert: The student has medical conditions and/or physical limitations which affect
his learning, behavior and/or participation in school activities. Yes / No
The student requires medical and/or health care treatment(s) or procedure(s) during the
school day. Yes / No

PROMOTION CRITERIA

STUDENT NAME: Eric Rodell

DOB: 4/9/98

Current Year: Eric will be in an all-inclusive placement and will participate in all state-wide and
district-wide assessments with needed modifications.
Next Year: Eric will continue his inclusive placement.
Parent Concerns: N/A
Other Programs Considered:

General Education

Related Services

Special Education Teacher Support Services [SETSS]


Reason for Rejection: N/A