Strategies for Incorporating Present Level of Performance
Strategies for Incorporating Present Level of Performance
A student in Mr. Franklin’s class, Huang Le, has been making great progress this year. Huang has a moderate disability identified as an autism spectrum disorder (ASD). He has been working on goals from the previous year’s IEP. You will find more information about Huang in this week’s Instructor Guidance. In order to successfully complete this assignment, it is highly recommended that you review the details in the Instructor Guidance.
It is almost time for the IEP committee to hold his annual meeting to assess progress and develop a new IEP. Mr. Franklin has been monitoring his progress with your assistance as the special educator over the last year. It is time to review that data to begin considering his present levels of academic achievement and functional performance (PLAAFPs). Over the next few weeks, you will be working with Mr. Franklin to assess and develop an IEP for Huang.
After reading Huang’s most recent assessment report Download Huang’s most recent assessment report, including progress on his IEP goals and objectives Download progress on his IEP goals and objectives:
Create a full report for his PLAAFPs using the assignment template Download assignment template provided.
Compose his PLAAFPs template using the information provided for you in the assessment report and instructor guidance. If needed, include information regarding Huang using fictional information you create to describe his current level of functioning. Be sure this additional information is based in your readings of his disability category, personal or professional experiences, and support from scholarly sources on core areas of deficit for individuals with ASD.
You will use this PLAAFP document from this assignment and the feedback you receive from it to compose this section of your Final Week 6 Summative Assessment.
The Strategies for Incorporating Present Levels of Performance paper
Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing CenterLinks to an external site..
Must include a separate title page with the following:
APA heading/page numbers
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
week 2
Title Creating Assessment-Driven Goals and Objectives
In this assignment, you will use what you have learned about the way in which assessment drives instruction to create goals and objectives for Huang, a student in Mr. Franklin’s class. This assignment supports your achievement of Course Learning Outcomes 1 and 2 and the MASE Program Learning Outcome 4.
As we have been discussing, Huang Le, has been making great progress this year and you and Mr. Franklin are working with the multi-disciplinary IEP team to create his next annual IEP. You will find more information about Huang in week one’s instructor guidance if you need a review. Huang has been working on goals and objectives in the areas of language/communication, social/behavioral skills, classroom management skills, mathematics, literacy, and self-help skills.
Instructions: After you have read Huang’s most recent assessment report Download Huang’s most recent assessment report, including progress on his IEP goals and objectives Download progress on his IEP goals and objectivesand your developed Present Levels of Academic Achievement and Functional Performance (PLAAFPs), as well as the information provided for you in the instructor guidance:
Compose one S.M.A.R.T. goal for Huang in each of the following core domains he has been working on: language/communication, social/behavioral skills, classroom management skills, mathematics, literacy, and self-help skills, using the provided Goal Writing Guide Download Goal Writing Guide.
Create a table containing the core domain (i.e., language/communication, social/behavioral skills, classroom management skills, mathematics, literacy, and self-help skills) in column one, your S.M.A.R.T. goal in column two, and the assessment and/or PLAAFP that you used to support the development of that goal in column three.
Core Domain S.M.A.R.T Goal Supporting Assessment/PLAAFP
You will use this document and the feedback you receive from it to compose this section of your Final Week 6 Summative Assessment.
Your Creating Assessment-Driven Goals and Objectives paper
Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing CenterLinks to an external site..
Must include a separate title page with the following:
APA heading/page numbers
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least one scholarly source in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Requirements: 4 pages
FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT DEMOGRAPHICS ___Huang Le_______ __Anytown School District ___________________ Student Resident District IEP Meeting Date __ Anytown School District ___________________ Gender: _X_ M ___ F Grade: _____ Attending District Annual IEP Review Date ___xx/xx/xx_________ __ Anytown School ___________ ____________________ Date of Birth (mm/dd/yy) Attending School Amendment Date __111-111-111_____ ____________________________ ___________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date AU Autism Spectrum Disorder _SI Speech/Language Impairment ____________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date INITIAL EVALUATIONS A. the evaluation is conducted in accordance with the procedures in federal and state law, B. the results of the evaluation are used by the IEP Committee in developing an individualized education program (IEP) TIME LINE A written report of a full individual evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the referral for assessment was initiated by school personnel, the student’s parent or legal guardian, or another appropriate person. The assessment shall be conducted using procedures that are appropriate for the student’s most proficient method of communication. The 60 calendar day time line requirements for the special education department processing and assessment begins from the time that the parent/guardian
signs notice and consent for FIE. Data should be gathered and sent to special education assessment person as soon as possible. PURPOSE The purpose of the full individual evaluation is to: A. determine eligibility and the presence or absence of a physical, mental, or emotional disability which may affect the student’s successful participation in the general education curriculum; B. determine the presence or absence of a significant educational deficit and the need for special education instructional and/or related services; C. identify specific learning competencies in instructional and related service areas; D. make recommendations for determining the grading criteria and procedures for participation in extracurricular activities; and E. provide information relative to the appropriate mastery level or levels at which the student should be expected to achieve in order to receive passing grades in all content areas of instruction. EVALUATION DATA: PLAAFP Based on observation and data collected: PRESENT LEVELS OF ACADEMIC PERFORMANCE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE STRENGTHS OF THE STUDENT Huang has shown on or above grade level performance for CCSS in: Various grade-level science concepts, scientific method, mathematical principles and operations, vocabulary development, handwriting. He reads extensive non-fiction literature. Huang shows great attention to detail. He shows strength in making logical decisions. He is a visual learner. Huang shows deep interest in his topics of choice. He is beginning to attend to peer social behavior around his during unstructured activities.
EDUCATIONAL INPUT FROM PARENTS, INCLUDING CONCERNS Parents report difficulties in getting Huang to complete his homework. In addition, they are concerned about his frustration with math story problems. Parents report that there is no adherence to self care routines without significant prompting. Huang has few relationships outside his parents. He does not actively participate in extracurricular activities. His leisure skills are limited. He protests changes in routines. RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST RECENT EVALUATION State Literacy Assessment: Passed with Accommodation State Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for noncompliance NEEDS OF THE STUDENT Huang needs support in the areas of: language/communication, social/behavioral skills, reading comprehension, math story problems, classroom management, self help skills, and he is very resistant to changes in topic or routine. Huang has difficulty initiating and maintaining peer interactions. Other areas of need include: Conversation and complex instructions, Social language, Body language. He does not independently interpret unwritten rules or social routines that are more subtle. Self care routines both at home and at school are lacking. Huang does not demonstrate long term goal-setting and planning. He engages in noncompliant behavior. ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC PERFORMANCE)
Huang should take the standard assessments with accessibility supports for statewide and district testing. ——————————————————————————————————— Assessment for Related Services and Adapted Physical Education Not recommended for Huang Vocational Assessment Incorporate self-help goals and independence into his IEP goals; no vocational services recommended at this time. Transition planning is recommended. Please develop a goal for Training, Education for him based on his classroom placement. RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction • N/A Related Services • Speech Language Therapy • Transportation Services • Occupational Therapy Supplementary Aids/Accommodations • Visual hourly schedule • Breaks to move within the room when needed • Visual or text available during lessons that require a verbal response • Extended time to take tests and complete activities • Extra wait time for instructions • Seating in the front of the classroom • Visual • Daily or weekly communication between parent and teachers • Social skills training • Paraprofessional//classroom aide assistance in the classroom for communication and social needs
Supplementary Aids/Modifications • Reducing the number of questions on a test or homework • Adjusted grading to weighted grading • Using a calculator during a math test • Adapted curriculum in reading • Alternative activities Supplementary Program Modifications/Supports for School Personnel • Provide at least 3 specific training opportunities on specialized instruction for students with ASD per year RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: Huang has made great progress since his last full evaluation. At this time, goals recommended include: Language/communication Huang will initiate communicative interactions with others by asking questions 4/5 opportunities to do so. Huang will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal 4/5 opportunities to do so. Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Huang will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues 80 % of the time. Huang will follow classroom rules and directives given visual and verbal prompts 80% of the time. Huang will independently take a break given visual prompts 75% of the time. Huang will independently ask to take a break given visual and verbal prompts 80% of the time.
Classroom management skills Huang will raise a hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so. Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so. Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so. Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts. NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities. Huang’s teacher will be provided with supports and additional staff if the need should arise. No removal is recommended at this time. Reference Bailey, E. (n.d.). Suggestions for classroom accommodations and modifications for children with autism. Health Central. Retrieved from http://www.healthcentral.com/autism/c/1443/140596/accommodations/. National Association of Special Education Teachers. (n.d.). Examples of IEP goals and objectives: Suggestions for students with autism. Retrieved from https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf.
Data Collection & Goal Tracking System ___Huang Le_______ __Anytown School District ___________________ Student Resident District IEP Meeting Date __ Anytown School District ___________________ Gender: _X_ M ___ F Grade: _____ Attending District Annual IEP Review Date ___xx/xx/xx_________ __ Anytown School ___________ ____________________ Date of Birth (mm/dd/yy) Attending School Amendment Date __111-111-111_____ ____________________________ ___________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date AU Autism Spectrum Disorder _SI Speech/Language Impairment ____________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date Domain Goal Data Progress? Language/communication Huang will initiate communicative interactions with others by asking questions 4/5 opportunities to do so. Average rate: 3/5 Progressing Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Average rate: 4/5 Mastered Classroom management skills Huang will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so. Average rate: 2/5 Progressing Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so. Average rate: 5/5 Mastered Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so. Average rate: 3/5 Progressing Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts. Average rate: 20% Not progressing; change of intervention and strategy needed
Goal Writing Guide Goal Development – After reviewing your present levels (academic and functional performance) develop S.M.A.R.T. (Specific, Measurable, Attainable, Relevant, Time-Specific) goals that address the individual needs of the student. You will need to do some evaluation of what is most important or what skills build upon each other in order to select the more appropriate goals. Goal Component Explanation Given what… means… Under what conditions? • Accommodations (change materials, procedures, alternative response, formats, etc.) • Assistive Technology (dictation software, calculators, visuals, etc.) • Specialized Instruction • Instructional Strategies (prompts, graphic organizers, etc.) • Modification (change the standard) • Environmental (classroom with predictable routines, etc.) Who… means…The Student Will do what… means… Observable Behaviors • Actions: create, make, analyze, sequence, summarize, complete, describe, attempts, builds, reads, etc. How Often… means… Frequency • Daily, weekly, during content area, throughout the school day, when work is expected, etc. How Accurately… means… How well or independently • Percentage of accuracy, with how much assistance, etc. Mode of Measurement means… Assessment (as measured by…) • Progress monitoring • Teacher Observation • Curriculum Based Assessments • Behavioral Data • Formative Assessments • Self-Charting Progress • Classroom Progress (grades) • Student Work Samples • … and others 1. NOTE: This is just one way to develop a goal. There might be another process or tool that you may wish to share. Oregon Department of Education (2015). Goal writing guide. Retrieved from: www.ode.state.or.us/pubs/forms/iep/goalwriting.doc
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