123324#,"2%5 -&$ 6)&4%*&5. (WhaL are Lhe dlfflculLles and concerns assoclaLed wlLh Lhe sLudenL? WhaL facLors appear Lo be conLrlbuLlng Lo Lhe dlfflculLles and concerns?)
1hls secLlon should be ln narraLlve form and aL leasL 3-3 areas of concern should be llsLed wlLh clear and conclse explanaLlons.
7&0-0%8%&" 2& -4"292"2%5 -&$ "-5:5 !la Cl wlll engage ln some desk or Lable acLlvlLles, buL she musL be moLlvaLed Lo do so by Lhe lmmedlaLe relnforcemenL of a reward such as a gummy bear, scenLed LlckeL, or an acLlvlLy LhaL she llkes. When she ls noL engaged, !la Cl ls unresponslve Lo prompLs and redlrecLlons. lnsLead, she looks away, geLs an acLlvlLy LhaL ls of hlgher lnLeresL, or leaves Lhe classroom.
/""%&"2)& -&$ *%5()&529%&%55 ") )";%*5 !la Cl conslsLenLly looks away from Lhe speaker and ls unresponslve when addressed by oLhers. AL Llmes, she seems unaware LhaL she ls expecLed Lo respond Lo requesLs. When Lalklng wlLh !la Cl, lL ls ofLen dlfflculL Lo deLermlne when she has or has noL heard and undersLood. WlLh prompLs Lo look and llsLen, !la Cl more frequenLly lndlcaLes undersLandlng of quesLlons and dlrecLlons by glvlng verbal and non-verbal responses.
<-2&"-2&2&0 (*)=282"> ?2"; 0*)#( !la Cl sLays ln proxlmlLy of Lhe group (ln Lhe classroom and on Lhe playground) when engaged ln a preferred acLlvlLy. She someLlmes runs away from Lhe group when dlslnLeresLed ln an acLlvlLy and durlng unsLrucLured Llme and LranslLlons. When runnlng from Lhe classroom, she ofLen runs Lo Lhe nurse's offlce or around Lhe hallway Lowards Lhe cafeLerla. AL Lhe playground, she runs across Lhe parklng loL Loward Lhe sLreeL. An adulL always pursues !la Cl and leads her back Lo Lhe group wlLh a verbal dlrecLlon or by belng led genLly by Lhe shoulders. Cnce ln a whlle, !la Cl reslsLs reLurnlng by saylng no, no, no," runnlng furLher, and pushlng Lhe adulL who ls obsLrucLlng her paLh.
1%8)&5"*-"2&0 #&$%*5"-&$2&0 -&$ :&)?,%$0% Many more sLandardlzed assessmenLs, such as alphabeL lnvenLorles, are a poor measure of !la Cl's skllls. lL ls dlfflculL Lo geL a sense of whaL !la Cl Lruly knows because of Lhe challenges dlscussed prevlously such as engagemenL ln assessmenLs and responslveness Lo Leachers/assessors.
+*2)* @&"%*9%&"2)&5. (WhaL lnLervenLlons have been Lrled? Pow successful have Lhese lnLervenLlons been?) 8eLhany oon LuSL 343 A (SM 14) #
!la Cl was a sLudenL ln a blended classroom aL Lhe LxperlmenLal LducaLlon unlL (LLu) aL Lhe unlverslLy of WashlngLon. 1here, !la Cl recelved early lnLervenLlon servlces. !la Cl Lhen began aLLendlng a developmenLal preschool ln SeaLLle ubllc Schools where she recelved speclally deslgned lnsLrucLlon for her cognlLlve, soclal/emoLlonal, adapLlve, communlcaLlon, and moLor developmenL.
!"#$%&" 6;-*-4"%*25"245. (WhaL are Lhe sLudenL's sLrengLhs and challenges? WhaL oLher sLudenL characLerlsLlcs need conslderaLlon ln undersLandlng Lhe dlfflculLles and concerns and plannlng Lhe lnLervenLlons?)
!"*%&0";5 ! CbservanL of surroundlngs ! CreeLs famlllar people wlLh a smlle ! Cenerally cheerful ! CfLen complles wlLh dlrecLlons ! Skllled aL balance, cllmblng, and runnlng ! ueveloped self-help skllls ! rogress ln playlng alongslde peers, maklng eye conLacL, eaLlng ! uLlllzes senses of smell and hearlng ! Ln[oys school acLlvlLles (accordlng Lo reporL from parenLs)
6;-,,%&0%5 (ConLlnues Lo need supporL ln.) ! verbal/ non-verbal communlcaLlon ! lmlLaLlon skllls ! Ceneral soclal skllls (for example: learnlng Lo Lake Lurns, walLlng for Lurn)
!"#$%&" +*%5%&" A%9%,5B C)-,5B -&$ DEF%4"29%5. (WhaL are Lhe sLudenL's presenL levels of funcLlonlng ln Lhe currenL lL ln readlng, maLh, wrlLlng, soclal skllls, communlcaLlon, flne moLor, and gross moLor skllls? WhaL are Lhe sLudenL's currenL goals ln Lhese areas? Pave Lhey been meL? Are Lhey conLlnulng?)
(updaLed leb 2, 2014) !la Cl lndependenLly compleLes LolleLlng rouLlnes and conslsLenLly asks Lo use Lhe resLroom when needed, buL needs verbal/gesLural asslsLance wlLh washlng hands and durlng rare unexpecLed lncldences. !la Cl ls dolng well wlLh her food program and currenLly Lakes 7-13 samples (puLs food lnLo mouLh and closes mouLh for a few seconds) of new food per day when glven lmmedlaLe relnforcemenLs of mlnl Creos or sLrawberry ocky sLlcks. She wlll conLlnue Lo work on Laklng blLes of new foods. She ls able Lo puL on her shoes lndependenLly and puL on and zlp up her [ackeL lndependenLly. 8eLhany oon LuSL 343 A (SM 14) $
(updaLed 2013) ALS: !la Cl's adapLlve skllls were measured uslng Lhe ALS (AssessmenL, LvaluaLlon, and lannlng SysLem). 1hough noL conslsLenLly and usually when glven some asslsLance, !la Cl ls puLLlng proper amounLs of food ln her mouLh, Lrylng Lo use uLenslls Lo eaL when necessary, and Laklng ln proper amounLs of llquld and reLurnlng Lhe cup Lo Lhe surface of Lhe Lable. She needs full physlcal asslsLance, every Llme, when preparlng and servlng food. !la Cl conslsLenLly volds ln Lhe LolleL and needs remlnders Lo use LolleL paper, flush, and proceed Lo wash her hands. She conLlnues Lo need supporL ln fasLenlng garmenLs of cloLhlng lncludlng zlpplng, buLLonlng/unbuLLonlng, and unLylng and Lylng sLrlng fasLeners. She conslsLenLly zlps her [ackeL up when lL ls Lhreaded LogeLher aL Lhe sLarL by a Leacher. Cores: Area raw score- 27Area raw score posslble- 70Area percenL score- 37 8ased on evaluaLlon lnformaLlon, !la Cl conLlnues Lo need speclally deslgned lnsLrucLlon for her adapLlve (self-care) skllls.
Classroom observaLlons: !la Cl conLlnues Lo explore new foods by smelllng and Louchlng Lhem (and occaslonally LasLlng/eaLlng Lhem when she decldes Lo). Per classroom Leam conLlnues Lo wanL Lo expand on Lhe foods she eaLs here aL school. When poslLloned on Lhe floor so she can puL her arms ln and fllp lL up and over her body, she ls able Lo puL on her coaL wlLh mlnlmal help. 8esulLs of Lhe ALS were belleved Lo be valld and rellable esLlmaLes of Lhe skllls measured
6)0&2"29%
(updaLed leb 2, 2014) !la Cl has demonsLraLed conslsLency ln numeral ldenLlflcaLlon up Lo 10, alphabeL names, color ldenLlflcaLlon, and concepLs relaLlng Lo flrsL-Lhen and before-afLer sequences. !la Cl conLlnues Lo work on followlng mulLl-sLep dlrecLlons, leLLer sounds, readlng comprehenslon, dlsLlngulshlng beLween numbers (e.g. 7 and 17, 2 and 12), sequenclng, and addlLlon.
6)88#&24-"2)&
!la Cl ls a brlghL, happy glrl who ls maklng good progress on her communlcaLlon goals.
8oLh Lngllsh and Chlnese (CanLonese and Mandarln) are spoken ln !la Cl's home, !la Cl's parenLs reporL LhaL she undersLands boLh languages. !la Cl speaks prlmarlly ln Lngllsh, alLhough she wlll slng famlllar songs ln boLh languages and uses some Chlnese words.
SLandardlzed LesLlng ls a poor measure of !la Cl's overall recepLlve and expresslve language ablllLy as she ls noL moLlvaLed Lo engage ln LesLlng. !la Cl wlll engage ln some desk or Lable acLlvlLles, buL she musL be moLlvaLed Lo do so by Lhe lmmedlaLe relnforcemenL of belng allowed Lo engage ln an acLlvlLy she llkes. She has a wlde range of acLlvlLles she ls moLlvaLed Lo engage ln and ls approprlaLely exclLed abouL Lhem.
!la Cl does occaslonally seek ouL adulLs and occaslonally peers Lo lnLeracL wlLh. 8eLhany oon LuSL 343 A (SM 14) %
!la Cl ls aLLempLlng Lo use oral speech more. She ls maklng oral approxlmaLlons of slngle words frequenLly. 1hese words are usually lnLelllglble when Lhe conLexL ls known.
8ased on observaLlon, she aLLempLs Lo produce oral speech and language when she ls moLlvaLed Lo do so. She ls someLlmes frusLraLed or reslsLanL when her aLLempLs are noL successful.
!la Cl has been observed Lo produce a phrase of up Lo Lhree words Lo make requesLs durlng hlghly moLlvaLlng acLlvlLes, such as snack. She has also been observed Lo use some sponLaneous commenLs and requesLs durlng cholce Llme for hlghly preferred ob[ecLs. !la Cl has lncreased her use of eye conLacL prlor Lo maklng a requesL.
!la Cl does aLLempL Lo lnLeracL wlLh peers ln a parallel manner when she wanLs Lo engage ln a novel and lnLeresLlng acLlvlLy. !la Cl ls beglnnlng Lo undersLand Lhere are communlcaLlve expecLaLlons assoclaLed wlLh school and she ls even beglnnlng Lo learn how Lo meeL Lhose expecLaLlons.
She someLlmes ls sLlll unaware LhaL she ls expecLed Lo respond Lo requesLs. 1ranslLlons are someLlmes dlfflculL for !la Cl and she requlres some warnlng LhaL a change ln acLlvlLles ls expecLed. A vlsual schedule ls of greaL beneflL Lo !la Cl. She ls developlng an awareness of complylng wlLh school expecLaLlons. An ablllLy Lo begln readlng faclal and verbal cues ls an approprlaLe goal for her.
!la Cl has been worklng on Lhe followlng goals:
- when glven Lyplcal classroom acLlvlLles, !la Cl wlll use words from a varleLy of semanLlc caLegorles (l.e., acLlons, ad[ecLlves, preposlLlons) Lo requesLs or commenLs, lmprovlng expresslve vocabulary skllls, from 0 lndependenL requesLs/commenLs conLalnlng acLlons, ad[ecLlves, or preposlLlons, Lo aL leasL 10 lndependenL requesLs/commenLs conLalnlng acLlons, ad[ecLlves and preposlLlons wlLhln one week, as measured by sysLemaLlc observaLlon and documenLaLlon. rogress -- dependenL on moLlvaLlon for relnforcemenL, goal meL for deslred relnforcers.
- when glven lnLeracLlons wlLh adulLs and peers durlng low-sLrucLured acLlvlLles (e.g., free cholce acLlvlLles, recess), !la Cl wlll use spoken words or plcLures symbols Lo requesL ob[ecLs and acLlons, lmprovlng soclal communlcaLlon skllls, from 2/3 lndependenL requesLs, Lo 8/10 lndependenL requesLs durlng each of Lwo consecuLlve weeks, as measured by sysLemaLlc observaLlon and documenLaLlon. rogress -- goal meL for deslred relnforcers.
- when glven lnlLlaLlons from boLh adulLs and peers, !la Cl wlll respond prompLly (<4 seconds) and approprlaLely (uslng speech, gesLure, plcLure symbol, eLc.), lmprovlng soclal communlcaLlon skllls, from ~4/10 lndependenL responses, Lo 8/10 lndependenL responses wlLh aL leasL 3 dlfferenL adulLs/peers, durlng each of Lwo consecuLlve weeks, as measured 8eLhany oon LuSL 343 A (SM 14) & by sysLemaLlc observaLlon and documenLaLlon. rogress -- goal meL for deslred relnforcers.
!la Cl ls able Lo produce Lhe ma[orlLy of consonanL sounds across word poslLlons. She produced Lhe sounds /s/ and /z/ slmllar Lo Lhe sound sh" (e.g., housh"/house and pesho"/pencll). 1hese alLered producLlons are Lyplcal of Lhe dlalecLs spoken ln !la Cl's home and were noL consldered errors. She speaks prlmarlly ln one-word uLLerances and lnLelllglblllLy ls someLlmes conLexL-dependenL.
!la Cl conLlnues Lo be ellglble for communlcaLlon servlce ln Lhe areas of recepLlve, expresslve and pragmaLlc language. 1herapy wlll focus on comprehenslon, analysls, undersLandlng and response Lo academlc and soclal slLuaLlons and lncreaslng her success ln lnLeracLlng wlLh adulLs and peers. vlsual supporLs (plcLure schedules) are llkely Lo beneflL !la Cl ln school.
!la Cl ls a glrl ln klndergarLen aL 8roadvlew k-8 School. Per dlsablllLy ln Lhe area of communlcaLlon dlsorders lmpacLs her lnvolvemenL and progress ln Lhe general educaLlon envlronmenL. !la Cl recelves speclally deslgned lnsLrucLlon ln Lhe area of communlcaLlon Lo address Lhls lmpacL.
<)")*
MosL recenL evaluaLlon resulLs from 2/27/2013: !la Cl was challenged by flne and gross moLor Lasks (l.e. [umplng, ball skllls, mulLl-sLep acLlvlLles, copylng leLLers, sclssor skllls). 1he z- scores of Lhe Mlller luncLlon & arLlclpaLlon Scales were -3.0 Su from Lhe mean. ln addlLlon, she demonsLraLed dlfflculLles wlLh sensory processlng as measured by Lhe Sensory rocesslng Measure and observaLlons wlLhln Lhe classroom.
lebruary 2014 updaLe: !la Cl ls acLlve on Lhe playground. She plays on a varleLy of sLrucLures and ls able Lo cllmb ladders and smooLhly LranslLlon Lo play sLrucLure plaLforms. She swlngs on monkey bars, [umps down from elghLeen lnches landlng on her feeL, runs, gallops, and sklps. !la Cl ls able Lo balance on one fooL and puL on her socks demonsLraLlng excellenL ablllLy Lo balance. uurlng classroom gross moLor acLlvlLles, she ls beglnnlng Lo lmlLaLe movemenLs demonsLraLed by her peers and Leachers. When shown yoga poses, she wlll form Lhem brlefly once she recelves asslsL Lo lnlLlaLe Lhem. She ls able Lo Lhrow a ball Lo a LargeL from over flve feeL away and ls beglnnlng Lo gaze aL parLners who are engaglng ln ball acLlvlLles. AL Llmes, she wlll presenL her arms Lo caLch a ball by Lrapplng lL agalnsL her body. She wlll klck balls held ln a sLaLlonary poslLlon wlLh adequaLe force ln a forward dlrecLlon, buL has more dlfflculLy klcklng a ball rolled Lo her.
!la Cl made many galns ln gross moLor skllls over Lhe lasL year. She conLlnues Lo work on lmlLaLlon of body moLlons and Lo work on ball skllls for greaLer parLlclpaLlon ln classroom moLor games wlLh classroom peers.
hyslcal Lherapy ls recommended Lo supporL skllls needed for greaLer parLlclpaLlon ln moLor games wlLh peers. 8eLhany oon LuSL 343 A (SM 14) '
!la Cl ls wllllng Lo Lrace and copy leLLers ln her handwrlLlng book and ln dally workbook lncludlng her name, leLLers of Lhe alphabeL and numbers. 1raclng accuracy ls varlable as ls Lhe quallLy of her copylng. She ls able Lo lndependenLly prlnL her name wlLh caplLal leLLers, buL now LhaL lowercase leLLers have been lnLroduced for all buL Lhe flrsL leLLers ln her flrsL name !la"Cl" she sLlll Lends Lo use upper case when prlnLlng from memory, and lowercase leLLers are more dlfflculL for her Lo Lrace wlLh correcL leLLer formaLlon. Some work has been done uslng Lhe lpad Lo Lrace and she ofLen requlres some mlnlmal physlcal asslsLance Lo be successful ln Lraclng leLLers Lo meeL requlremenLs of Lhe app, buL she ls moLlvaLed and wlll sLlck wlLh Lhls for a few leLLers wlLh much beLLer accuracy. 1hls ls a helpful learnlng Lool prlor Lo prlnLlng on paper.
!la Cl wlll parLlclpaLe ln arL pro[ecLs buL conLlnues Lo need adulL supporL for Lhe sequenclng of a mulLl-sLep pro[ecL and Lo sLay lnvolved ln Lhe pro[ecL Lo compleLlon. She wlll lndependenLly flll ln a space when palnLlng, and lmlLaLes parLs of Lhe pro[ecL when presenLed sLep by sLep. She requlres asslsLance Lo place flngers correcLly lnLo chlld sclssors, buL wlll cuL across paper wlLhouL asslsLance, holdlng Lhe paper wlLh her oLher hand. lf asslsLed Lo sLarL, she wlll cuL abouL 3 lnches on a llne, buL Lhen she needs asslsLance Lo conLlnue on Lhe llne.
Sensory: She en[oys play on moveable equlpmenL such as swlngs, and wlll swlng wlLh a peer, buL needs adulL asslsLance Lo lnlLlaLe Lhls and Lo Lake Lurns on equlpmenL. She seeks ouL sensory Lools such as Lhe body sock, whlch she llkes Lo slL ln durlng clrcle and desk acLlvlLles. She prefers Lo have shoes off, buL ls able Lo puL shoes and socks on lndependenLly when LranslLlonlng ouLslde of Lhe classroom. She conLlnues Lo be plcky abouL foods, en[oylng crunchy food, buL ls lncreaslng Lhe varleLy of food she wlll LasLe durlng snack Llme. She en[oys havlng access Lo a waLer boLLle aL her desk durlng Lhe day.
CccupaLlonal 1herapy servlces conLlnue Lo be needed Lo supporL !la Cl ln developmenL of funcLlonal flne moLor skllls Lo allow greaLer parLlclpaLlon and lndependence ln Lhe classroom, play skllls wlLh peers, and sensory consulLaLlon.
+*%G/4-$%824H J#&4"2)&-, /4-$%824
(updaLed leb 2, 2014) !la Cl conLlnues Lo work on lmlLaLlng peer acLlons wlLhln a sLrucLured Leacher-dlrecLed acLlvlLy. When glven a verbal prompL of, "uo whaL l do" or "Copy me," !la Cl verbally lmlLaLes peers and adulLs, buL needs verbal prompLlng Lo lmlLaLe physlcal movemenLs (e.g. "uL your hands on your head.") !la Cl also conLlnues Lo work on compleLlng 3-sLep play/academlc acLlvlLles lndependenLly. She currenLly compleLes each Lask lndependenLly buL walLs for adulL prompLlng prlor Lo beglnnlng Lasks. CLher Lasks requlre consLanL redlrecLlon from adulLs for compleLlon. As a resulL, !la Cl has compleLed 3-sLep Lasks lndependenLly ln 0/3 acLlvlLles.
(updaLed 2013) re-academlc ALS: 8eLhany oon LuSL 343 A (SM 14) ( !la Cl's cognlLlve skllls were measured uslng Lhe ALS (AssessmenL, LvaluaLlon, and lannlng SysLem). She conslsLenLly demonsLraLes undersLandlng of varlous cognlLlve concepLs such as shapes and colors. She occaslonally demonsLraLes accuraLe undersLandlng of spaLlal relaLlon concepLs such as puL Lhe person ln Lhe car" (when playlng wlLh Loys ln Lhe block area). She conLlnues Lo need some asslsLance ln her ablllLy Lo ldenLlfy mosL spaLlal relaLlons, grouplng ob[ecLs accordlng Lo feaLure or funcLlon, and ln followlng 3-sLep dlrecLlons. She ls noL demonsLraLlng skllls relaLed Lo undersLandlng quallLaLlve, quanLlLaLlve, Lemporal concepLs, phonologlcal awareness, recalllng evenLs, and problem solvlng. Scores: Area raw score- 17 Area raw score posslble- 108 Area percenL score- 13
8ased on evaluaLlon lnformaLlon !la Cl conLlnues Lo need speclally deslgned lnsLrucLlon for her cognlLlve developmenL
Classroom observaLlons: !la Cl conLlnues Lo show us a reperLolre of whaL she knows (polnL Lo, show me, 1-sLep dlrecLlons, and lmlLaLlng back words verbally). !la Cl ls progresslng ln followlng 2-sLep dlrecLlons buL ofLen Llmes needs Lhe dlrecLlons broken down as lL ls occaslonally hard Lo galn and keep her aLLenLlon. When uslng a moLlvaLlng relnforcer (such as Lhe lad), !la Cl ls much beLLer aL aLLendlng Lo and followlng Lhrough wlLh a dlrecLlon. 1hls ls an lmporLanL Lool Lo use Lo Leach !la Cl new skllls and expand on cognlLlve skllls she has already masLered. CurrenLly, she needs conslsLenL lnsLrucLlon around belng able Lo aLLend properly. 8lghL now, she lnconslsLenLly refers Lo Lhe person Lalklng Lo her and/or glvlng her a dlrecLlon. She conLlnues Lo need physlcal asslsLance Lo follow Lhrough wlLh lmlLaLlon buL can follow lmlLaLlon rouLlnes LhaL are slmple and moLor acLlons she ls famlllar wlLh when moLlvaLed and glven verbal/gesLural prompLs Lo sLarL.
8esulLs of Lhe ALs were belleved Lo be a rellable and valld esLlmaLe of Lhe skllls measured.
!)42-,HK%;-92)*
(updaLed leb 2, 2014) !la Cl sLays wlLhln proxlmlLy of Lhe group ln sLrucLured seLLlngs ln 9/10 opporLunlLles wlLhln one week. She conLlnues Lo work on proxlmal play ln unsLrucLured seLLlngs. She ls currenLly wllllng Lo work wlLh Lhe same maLerlals durlng sLrucLured acLlvlLles buL needs consLanL redlrecLlon. !la Cl conLlnues Lo need supporL ln Lurn Laklng and does so successfully wlLhln sLrucLured playLlme, buL conLlnues Lo sLruggle wlLh Lurn Laklng when lLems are of hlgh preference for her. !la Cl conLlnues Lo need supporL ln aLLendlng Lo small group and large group acLlvlLles.
(updaLed 2013) ALS: !la Cl's soclal skllls were measured uslng Lhe ALS (AssessmenL, LvaluaLlon, and lannlng 8eLhany oon LuSL 343 A (SM 14) ) SysLem). !la Cl conslsLenLly defends her possesslons when lL ls a hlghly preferred lLem (lad or muslcal cause and effecL Loy). She conslsLenLly remalns wlLh boLh large and small groups wlLhln Lhe classroom buL needs remlnders Lo sLay wlLh Lhe group when ouL aL recess. She conslsLenLly selecLs preferred acLlvlLles/lLems and lnlLlaLes Lhem. She lnconslsLenLly Lakes Lurns, lnlLlaLes greeLlngs, and malnLalns cooperaLlve acLlvlLles wlLh oLhers and needs asslsLance Lo follow Lhrough ln Lhese areas. She conLlnues Lo need supporL ln aLLendlng Lo boLh large and small group acLlvlLles ln meeLlng. She ls noL demonsLraLlng ldenLlfylng lnformaLlon abouL self and oLhers. Scores: Area raw score- 34 Area raw score posslble- 94 Area percenL score- 36
8ased on evaluaLlon lnformaLlon !la Cl conLlnues Lo need speclally deslgned lnsLrucLlon for her soclal/emoLlonal developmenL
Classroom observaLlons: !la Cl loves slnglng and playlng wlLh her Leachers. !la Cl, wlLh help from a sLaff member, wlll sLay wlLh peers durlng large moLor games LhaL ofLen lnclude runnlng. She needs encouragemenL Lo follow and keep up buL wlll sLay wlLh Lhe group when an adulL helps her sLay engaged ln Lhe play. She would beneflL from conLlnuous supporL Lo aLLend Lo adulLs and peers Lo look aL Lhem flrsL (aLLend) and Lhen llsLen/follow Lhe dlrecLlon. 8elng able Lo conslsLenLly follow Lhese sLeps (1. ALLend and 2. LlsLen) wlll help her ln all of her soclal lnLeracLlons wlLh adulLs and peers.
8esulLs of Lhe ALS were belleved Lo be valld and rellable esLlmaLes of Lhe skllls measured
/&&#-, C)-,. ACAuLMlCS - MaLh, number recognlLlon 8y 02/27/2013, when glven 3 numbers from 0-30 LhaL look slmllar (e.g. 7, 17, and 27) and a verbal prompL of "olnL Lo ______" !la Cl wlll recepLlvely ldenLlfy Lhe correcL number lmprovlng number recognlLlon from 0/10 consecuLlve sesslons Lo 10/10 consecuLlve sesslons as measured by sysLemaLlc daLa collecLlon.
/&&#-, C)-,. ACAuLMlCS - 8eadlng CvC words 8y 02/27/2013, when glven a consonanL-vowel-consonanL word (CvC) and a prompL from a Leacher, !la Cl wlll sound ouL Lhe word, lmprovlng phoneLlc readlng skllls from 4/40 CvC words Lo 40/40 CvC words as measured by sysLemaLlc daLa collecLlon.
/&&#-, C)-,. ACAuLMlCS - 8eadlng, leLLer sounds 8y 02/27/2013, when glven 3 leLLers and a prompL from a Leacher, !la Cl wlll recepLlvely ldenLlfy leLLer sounds by polnLlng or glvlng Lhe sound lmprovlng leLLer sound recognlLlon from 1/26 leLLer sounds Lo 26/26 leLLer sounds as measured by sysLemaLlc daLa collecLlon. 8eLhany oon LuSL 343 A (SM 14) *
/&&#-, C)-,. ACAuLMlCS - 8eadlng, slghL words 8y 02/27/2013, when glven klndergarLen level hlgh frequency slghL words and a prompL from a Leacher, !la Cl wlll say Lhe slghL word lmprovlng slghL word recognlLlon and readlng skllls from 31/70 klndergarLen slghL words Lo 70/70 klndergarLen slghL words as measured by sysLemaLlc daLa collecLlon.
/&&#-, C)-,. AuA1lvL/LllL SklLLS - new food 8y 02/27/2013, when glven a new food, !la Cl wlll Lake a blLe (allowlng Lo splL ouL lf necessary) Lo LasLe lL lmprovlng adapLlve/llfe skllls ln eaLlng from 0/3 successful blLes per day for 3 consecuLlve days Lo 3/3 successful blLes per day for 3 consecuLlve days as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. Classroom gross moLor 8y 02/27/2013, when glven a requesL Lo lmlLaLe yoga poses, !la Cl wlll lorm yoga poses uslng a vlsual cue lmprovlng classroom moLor parLlclpaLlon from form flve yoga poses lndependenLly wlLh a vlsual cue 0:3 Lrlals ln Lhe classroom seLLlng Lo lorms flve yoga poses lndependenLly wlLh a vlsual cue 2:3 Lrlals ln Lhe classroom seLLlng as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. CCMMunlCA1lCn -- ragmaLlcs 8y 02/27/2013, when glven lnLeracLlons wlLh adulLs and peers durlng low-sLrucLured acLlvlLles (e.g., free cholce acLlvlLles, recess), !la Cl wlll use spoken words or plcLures symbols Lo requesL ob[ecLs and acLlons lmprovlng soclal communlcaLlon from 0/3 opporLunlLles Lo 3/3 opporLunlLles as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. CCMMunlCA1lCn -- ragmaLlcs 8y 02/27/2013, when glven a Lherapy Lask requlrlng an oral response, !la Cl wlll respond prompLly (<4 seconds) uslng a spoken uLLerance of aL leasL Lwo words lmprovlng soclal communlcaLlon from 0/3 opporLunlLles Lo 3/3 opporLunlLles as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. CCMMunlCA1lCn -- ragmaLlcs 8y 02/27/2013, when glven sLrucLured acLlvlLles ln Lhe Lherapy sesslon, !la Cl wlll lndependenLly Lake aL leasL Lhree Lurns lmprovlng soclal communlcaLlon ablllLy from 0 of 3 opporLunlLles Lo 3 of 3 opporLunlLles as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. llnL MC1C8 - LeLLer wrlLlng 8y 02/27/2013, when glven a near model Lo copy on her desk such as ln a handwrlLlng workbook, !la Cl wlll prlnL her name "!la Cl" and Lrace and/or copy leLLers and grade approprlaLe words uslng correcL leLLer formaLlon so leLLers and words are leglble, lmprovlng flne moLor and wrlLlng skllls from 0 of 3 Lrlals Lo 2 of 3 Lrlals as measured by sysLemaLlc observaLlon and classroom work samples on a monLhly basls.
/&&#-, C)-,. llnL MC1C8- 1ool use/funcLlonal flne moLor 8eLhany oon LuSL 343 A (SM 14) !+ 8y 02/27/2013, when glven a demonsLraLlon and/or vlsual schedule, !la Cl wlll plck up sclssors and cuL on a 6 lnch llne and around a shape, such as clrcle or square, lndependenLly Lo add Lo an arL pro[ecL, lmprovlng her flne moLor and vlsual moLor skllls, from 0/3 Lrlals Lo 3/3 Lrlals as measured by sysLemaLlc observaLlon on 3 separaLe days.
DEF%4"29%. llnL MC1C8 - CuLLlng llnes 8y 02/27/2013, !la Cl wlll cuL along a 6" sLralghL, curved or zlg zag llne wlLhln 1/2" of Lhe llne (wlLh adapLlve or regular chlld's sclssors) and uslng an asslsLlve hand lmprovlng bllaLeral hand use and flne moLor plannlng/sequenclng from cuLLlng across a 6" paper wlLh moderaLe asslsLance. MasLery CrlLerla: 3/3 cuLs (l.e. sLralghL, curved, zlg-zag) on 3 dlfferenL days LvaluaLlon MeLhod: SysLemaLlc observaLlon
/&&#-, C)-,. C8CSS MC1C8 - 1hrow and caLch 8y 02/27/2013, when glven demonsLraLlon or a vlsual cue Lo Lhrow or caLch, !la Cl wlll Lhrow and caLch a Lennls ball or bean bag, medlum slzed ball, and playground slzed ball wlLh a peer from 3 fL away for 3 cycles lmprovlng vlsual moLor and ball skllls from 2:3 cycles Lo 3:3 cycles as measured by sysLemaLlc observaLlon on 3 separaLe days.
/&&#-, C)-,. 8L-ACAuLMlCS/lunC1lCnAL ACAuLMlCS - lmlLaLlon 8y 02/27/2013, when glven an opporLunlLy Lo lmlLaLe peers and a prompL of "do whaL l do" or "copy me," !la Cl wlll look aL Lhe peer's acLlon and perform Lhe same acLlon lmprovlng pre- academlc skllls from 3/10 successful opporLunlLles across one week Lo 8/10 successful opporLunlLles across one week as measured by sysLemaLlc observaLlon.
DEF%4"29%. WlLhln sLrucLured acLlvlLy 8y 02/27/2013, !la Cl wlll lmlLaLe a peer's play acLlon wlLhln a sLrucLured, Leacher-dlrecLed acLlvlLy. MasLery CrlLerla: 4/3 opporLunlLles successfully LvaluaLlon MeLhod: SysLemaLlc observaLlon
DEF%4"29%. WlLhln unsLrucLured acLlvlLy 8y 02/27/2013, !la Cl wlll lmlLaLe a peer's play acLlon wlLhln an unsLrucLured, chlld-dlrecLed acLlvlLy. MasLery CrlLerla: 4/3 opporLunlLles successfully LvaluaLlon MeLhod: SysLemaLlc observaLlon
/&&#-, C)-,. 8L-ACAuLMlCS/lunC1lCnAL ACAuLMlCS - lndependenL Lasks 8y 02/27/2013, when glven a vlsual acLlvlLy schedule, !la Cl wlll compleLe a 3-sLep play or academlc acLlvlLy lndependenLly lmprovlng pre-academlc skllls from 0/3 acLlvlLles compleLed lndependenLly across one week Lo 4/3 acLlvlLles compleLed lndependenLly across one week as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. SCClAL/8LPAvlC8 - ApproprlaLe response 8eLhany oon LuSL 343 A (SM 14) !! 8y 02/27/2013, when glven opporLunlLles Lo lnLeracL wlLh peers ln a small group seLLlng wlLh vlsual supporL, !la Cl wlll respond approprlaLely Lo peer prompLs (e.g. 8eplylng wlLh "Pl" when peers say "Pl !la Cl," or replylng wlLh "Cood (or) bad" when peers ask, "Pow are you?") ln a sLrucLured and/or unsLrucLured acLlvlLy lmprovlng soclal lnLeracLlons wlLh peers from 0/3 successful opporLunlLles across one week Lo 3/3 successful opporLunlLles across one week as measured by sysLemaLlc observaLlon.
/&&#-, C)-,. SCClAL/8LPAvlC8 - 8eclprocal play 8y 02/27/2013, when glven opporLunlLles Lo lnLeracL wlLh peers and a sLrucLured acLlvlLy or Lask, !la Cl wlll lndependenLly Lake Lurns wlLh peers lmprovlng reclprocal play skllls from 0/3 opporLunlLles wlLh physlcal, verbal, and gesLural prompLlng Lo 3/3 opporLunlLles wlLh only verbal and gesLural prompLlng as measured by sysLemaLlc daLa collecLlon.
I)8%B A-&0#-0%B 6#,"#*-,B -&$ D";%* 6)&52$%*-"2)&5. (WhaL experlenLlal, language, culLural, and oLher facLors should we conslder ln undersLandlng Lhe dlfflculLles and concerns when deslgnlng lnLervenLlons?)
Lngllsh and Chlnese (boLh CanLonese and Mandarln) are spoken ln !la Cl's home and her parenLs reporL LhaL she undersLands boLh languages. !la Cl speaks prlmarlly ln Lngllsh, Lhough she wlll slng famlllar songs ln boLh languages and uses some Chlnese words.
!"#$%&" L%,-"%$ !%*924%5. (WhaL relaLed servlces ls Lhls sLudenL recelvlng? Could your sLudenL supporL plan also lnclude goals relaLed Lo Lhese servlces, (e.g. C1 servlces ln flne moLor, your plan asslsLs wlLh leLLer formaLlon Lechnlques.)
! hyslcal 1herapy: lmlLaLe yoga poses, Lhrowlng and caLchlng ! CccupaLlonal 1herapy: LeLLer wrlLlng, cuLLlng wlLh sclssors ! Speech Language aLhology: use spoken words Lo requesL ob[ecLs and acLlons, respond prompLly uslng spoken uLLerances ln Lherapy Lasks
!"#$%&" /44)88)$-"2)&5 -&$ <)$2324-"2)&5. (WhaL are Lhe sLudenL's accommodaLlons and modlflcaLlons ln Lhe currenL lL, ln Lhe classroom and on sLaLe and dlsLrlcL assessmenL?)
! Access/ use of Lhe followlng: CpporLunlLy for alLernaLe response meLhods (e.g., vlsuals or ob[ecLs Lo polnL Lo durlng small and large group acLlvlLles). ! SupplemenLary Alds and Servlces: vlsual alds (plcLure symbols, Lask sequence sLrlps, eLc.) ! SupplemenLary Alds and Servlces: oslLlve behavlor supporLs (Loken charLs, Langlble relnforcers such as lad, sLlckers, and preferred edlbles). ! SupplemenLary Alds and Servlces: Sensory supporLs (movemenL breaks, slL aL edge of chalr, eLc.)
C)-,5. (WhaL ouLcomes do we wanL for Lhe sLudenL? LlsL 3. 8e speclflc.)
1hese goals should address Lhe concerns LhaL you llsLed ln secLlon 1 of Lhe supporL plan. 8eLhany oon LuSL 343 A (SM 14) !# 1. 8y 02/24/2013, when glven lnLeracLlons wlLh adulLs and peers durlng low- sLrucLured acLlvlLles (e.g., free cholce acLlvlLles, recess), !la Cl wlll use spoken words Lo requesL ob[ecLs and acLlons lmprovlng soclal communlcaLlon from 0/3 opporLunlLles Lo 4/3 opporLunlLles as measured by observaLlon. 2. 8y 02/24/2013, when glven opporLunlLles Lo respond orally Lo a requesL, !la Cl wlll respond prompLly (<4 seconds) uslng a spoken uLLerance of aL leasL Lwo words lmprovlng soclal communlcaLlon from 0/3 opporLunlLles Lo 4/3 opporLunlLles as measured by observaLlon. 3. 8y 02/24/2013, when glven opporLunlLles Lo lnLeracL wlLh peers ln a small group seLLlng, !la Cl wlll respond approprlaLely Lo peer prompLs (e.g. replylng wlLh "Pl" when peers say "Pl !la Cl," or replylng wlLh "Cood (or) bad" when peers ask, "Pow are you?"), lmprovlng soclal lnLeracLlons wlLh peers from 0/3 successful opporLunlLles across one week Lo 3/3 successful opporLunlLles across one week as measured by observaLlon. 4. 8y 02/24/2013, when glven opporLunlLles Lo lnLeracL wlLh peers ln a sLrucLured acLlvlLy or Lask, !la Cl wlll lndependenLly Lake Lurns wlLh peers lmprovlng reclprocal play skllls from 0/3 opporLunlLles wlLh physlcal, verbal, and gesLural prompLlng Lo 3/3 opporLunlLles wlLh only verbal and gesLural prompLlng as measured by sysLemaLlc daLa collecLlon. 3. 8y 02/24/2013, when glven a sLrucLured acLlvlLy, !la Cl wlll lndependenLly Lake aL leasL Lhree Lurns lmprovlng soclal communlcaLlon ablllLy from 0/3 opporLunlLles Lo 3/3 opporLunlLles as measured by sysLemaLlc observaLlon.