Courtney Raia ASSESSMENT OF CURRICULUM NEEDS CONSIDERATION Student and/or family preferences Current and future settings What

future environments are targeted for the student in the next few years? School, community, vocational, etc. SOURCE Interview Mom WHAT DID YOU FIND OUT? Moms main priority is speech. She wants LT to be able to communicate with others in a clearer fashion. Interview Community Mom McDonalds Red Lobster Wal-Mart Public Library School Garden Hills Vocational Jobs within school? Students LT is eight years old and in 2nd grade. Records She has 10 years remaining in school, 13 if she receives services through age 21. SPED teacher Because of her behaviors and that she only started attending this school late into last year, she did not learn at a very high rate. However, now that she is learning in a more structured environment that she is comfortable with, she has been acquiring new skills and learning at a very fast rate. As of her first quarter progress reports, she was on track with meeting her IEP goals and benchmarks. Because LT is learning at such a quick and positive rate, there is a strong probability that she will acquire and generalize new skills that allow her to function independently rather quickly. This includes skills that fall into the areas of independent living, community skills, functional academics, and vocational skills. Academic Areas: The student is significantly behind her second grade peers in academic areas. She is currently unable to use a pencil to write her name or numbers, is working on rote counting and

Students age and number of years of school remaining Typical rate of learning; effectiveness of previous instruction

Probability of students acquisition & generalization of skills

Observation/ Interview with Mom

Discrepancies between student & peers in a) academic areas, b) social skills, and c) daily living skills

Student Files/ Syracuse Assessment

Courtney Raia counting 1-10 objects. She has not yet begun reading words, but rather is working on identifying letters. Social Skills: LT is able to communicate some needs and interests in one-word statements. She does not communicate with her peers in her class. She does, however, play side-by-side with her peers and friends often. Daily Living Skills: LT is able to complete many self-care skills with prompting. However, she does not recognize when hygienic care is needed and do so independently. She does not perform basic daily living skills such as getting dressed and undressed, tying/buttoning/zipping, tooth brushing, etc. independently as her same-age peers can. Summarize which curriculum approach and curriculum areas seem to be priorities. Same, modified, or alternate? Because LT is significantly behind her peers in academic, social, and daily living skills, she would benefit best from an alternate curriculum. She has high needs in acquiring skills that will one day allow her to function as independently as possible within the community. Priorities in LTs curriculum should be focused on daily living and social skills that will allow her to reach those goals. LTs curriculum should focus on teaching her to care for herself, as well as how to improve her behavior in the community, which was identified as a need through the parent interview. Functional academics, such as learning to count, tell time, pay for items within the community, etc. are priorities as well. Learning literacy skills such as recognizing sight words and high-frequency words also seem to be a priority in her curriculum. Another priority identified by her mother is improving LTs communication and speech skills. It is a high priority for her to be able to communicate her needs and thoughts with her peers, family, and people around her. CURRICULUM NEEDS Complete only the sections that apply to your student. CONSIDERATION Social skills/communication skills SOURCE Observation/ Interview with Mom WHAT DID YOU FIND OUT? Communication is a target area for LT. She is currently learning to use the Picture Exchange Communication System to work on requesting items,

Courtney Raia and verbalizes in one-word communications in order to communicate other needs. Needs a way to be able to communicate with people around her. The student currently does not inform an adult when something is wrong. Can identify something hurts by saying hurt, but does not communicate her needs in any other way. The student does not show signs that she recognizes her own limitations or differences. Requires prompting to perform the following skills: - Clean up after herself. - Personal Care Skills and knowing when theyre needed - Getting dressed and undressed Uses a picture schedule to transition and get through her school day.

Self-advocacy

Syracuse Assessment/ Interview with Mom

Personal independence

Syracuse Assessment

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 There are a few different areas of need for LTs curriculum. The following areas describe what she needs in her day in order she will be successful both now and in the future: Social Skills/Communication: LTs mother listed communication skills as a high priority for LT to become successful in her life. She is beginning to use the Picture Exchange Communication System, and in order to continue her success from this year so far, she needs a form of communication like this or similar to this one that will allow her to work with and share what she wants with individuals that she is with. She needs a way to communicate what she needs and what she wants in order for efficient and effective learning. Self-Advocacy: Becoming aware of what you need in order to learn and function in society is a highly important skill for all individuals. LT needs to learn to recognize her differences and disability in order to ask for what she needs in order to do things independently. Going along with communication skills, LT needs to be able to recognize and identify when she is in need of something or if there is a problem in order to be successful in any environment.

Courtney Raia Personal Independence: In order to experience success currently and especially in the future, LT needs to learn some self-care skills. She usually needs prompts in order to complete many independence skills on her own, such as getting dressed, cleaning up, and maintaining personal hygiene. In order to be successful in the future, and to assimilate more with her peers in her second-grade peers, LT needs to learn to recognize when she is in need of hygienic care or other daily living skills and to complete them independently.

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. Complete only the sections that apply to your student. (You will likely need to expand these boxes significantlyget an electronic copy from moodle) CURRICULUM AREA
SOURCE/ PROCEDURES FOR GATHERING INFORMATION

RESULTS

Electives/Specials (PE, Interview Aide music, art, technology, drama, etc.)

LT loves P.E. and participates in all the activities with side-by-side support and prompting from her aide. She also really enjoys going to music, where she hums ands sings along with her peers. In her other specials, art and Chinese, the classes are more lecture-based and less involved, so LT has a harder time participating. She uses Play-Doh as a fidget and generally sits away from her peers. LT is currently using the Picture Exchange Communication System to request items, and verbalizes in oneword communications in order to communicate other needs. LT plays roughly with other children, especially younger ones, so appropriate play skills has been identified as a need. LT is current able to identify if something hurts, but communicating

Social/Communication Parent Interview skills

Courtney Raia that something is wrong has been identified as something that LT does not normally do. The student does not generally notice what her peers in class are doing in order to follow peer examples. LT has difficulty waiting appropriately in social and group situations. LT currently works on basic vocational skills through daily independent work. Every day following breakfast, she immediately walks to her independent workstation and completes various tasks. She is working on performing the following skills: - 1:1 correspondence - following a list/schedule of tasks - matching - working independently LT is very friendly and often is very open with individuals she does not know. Mom identifies safety with strangers as a priority skill to target. LT has difficulty sitting at the table in restaurants for a longer period of time. Mom would like for her to be able to sit long enough at a restaurant such as Red Lobster in order for their family to have a meal, and without making loud noises. LT and her family often go to WalMart. She knows where her desired items are in the store, so she frequently runs off and has to be chased through the store. Mom would like to be able to go shopping without having to chase her daughter. Sitting for longer periods of time and quietly in the public library was also

Vocational skills

Observation

Community

Interview Mom Syracuse Assessment

Courtney Raia identified as a community skill by mom. LT is currently not aware of the walking rules in public. She does not know to stop at the curb when walking on a sidewalk, and cannot identify walk and dont walk signs. Domestic/Self-care Interview Mom LT is beginning to learn to wash herself with prompting, but her mother identified wanting to wash herself as a priority. Such as being able to identify when she is in need of hygienic care, and taking care of it herself. LT currently picks out her own clothes, but she does not like to put her own clothing on. She knows how to put her shirt on, but generally insists that her mother does it for her. This is similar to zipping her coat, which she does on her own at school, but will not do at home. Picking up after herself was also identified as a priority. This is also something that she can do, but will not do without prompting and someone there to oversee it. LT currently plays with friends and participates with family members in a large number of games and activities. She also enjoys painting and watching TV, especially when it has to do with animals. In the future, mom would like it if LT could learn to play some sort of musical instrument. She will play simple board games with peers when prompted. The student does not seem to

Syracuse Assessment

Leisure-Rec

Interview - Mom

Functional Academics

Syracuse Assessment

Courtney Raia recognize or read functional words in order to make choices, manage home activities, manage school activities, make safe responses to warning words, etc. The student is currently unable to write or type her name or key functional words needed for managing of activities at home or school. LT is currently able to rote count to 10 and count 1-10 objects. She is unable to write numbers or enter numbers into a calculator using matching. LT currently uses and follows a picture schedule without written times without prompting. She is unable to tell times on an analog clock, identify parts of and use a calendar, or identify coins and use money to pay for items without prompting. STUDENT SKILLS SUMMARY LT has acquired many skills that have allowed her to be successful thus far, and she has many other skills that she will be able to develop upon in the future. LT participates in all specials with her general education class. She participates actively in both P.E. and music with support from her aide. However, Chinese and art require LT to sit for longer periods of time without active involvement. A skill that can be targeted in this area is patience and being able to sit for times of longer length on occasion. In the social and communication area, LT is able to use PECS in order to communicate things that she wants. This is a great area that she can develop upon, to learn to use the system in order to communicate other thoughts as well, such as if she needs something or is in need of assistance. Her mother describes how LT does play with many children at home, although sometimes she plays a bit too roughly, and does not seem to be aware of appropriate social play skills. While in the classroom setting, following peer examples and waiting appropriately in line are skills that LT currently struggles with. Within the vocational domain, LT performs vocational skills within her independent work station daily. She is able to follow and complete a given list of mastered tasks, and uses skills such as matching and one to one correspondence in order to do so. LT also has a variety

Courtney Raia of community skills identified. She is very friendly and open to meeting new people, and it has been identified as a high priority that she needs to learn how to interact with strangers within the community. Similarly to sitting in specials and waiting appropriately within the classroom, LT has difficulty sitting at the table in restaurants that her family identified as places they would like to go, but are unable to because of her behavior. Sitting and behaving appropriately while in a public place such as a restaurant or library is a skill that has been identified as a target. Additionally, while going shopping with her family, walking and behaving appropriately are skills that have been identified as target areas. Behaving safely in the community and recognizing signs are also areas that have not yet been targeted with this student. Domestic and self care skills were also areas described as important by LTs mother. She is beginning to perform many skills such as brushing her teeth, washing hands, etc. with prompting, but she currently does not do so independently. LT has shown that she is capable of dressing herself at school, but at home she insists that her mother does it for her. She also is able to pick out her own clothing. Cleaning up after herself is another skill that LT is able to do with prompting and support, but not one that she will initiate independently. LT is able to paint and do passive spectator activities such as watching television shows related to her interests. She can play simple board games such as Connect Four with her peers if prompted to take turns. In the future, her mother would like it if LT was able to build upon her musical interests and learn to play an instrument at some point. In the realm of functional academics, LT currently does not identify or read functional words. She does not write or type her name, but is able to put the letters of her name in order. LT is able to rote count above 10 and can count up to 10 objects independently. She cannot yet write numbers, but can identify and sequence the numbers 1-20. LT currently uses and follows a picture schedule without written times without prompting. She is unable to tell times on an analog clock, identify parts of and use a calendar, or identify coins and use money to pay for items without prompting.

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 be addressed with a goal or objective in the IEP. STRENGTHS LT has many skills that can be built upon to continue developing her independence. She is able to use a system in order to communicate items that she desires, and can use oneword verbalizations in order to communicate many other needs. LT is able to follow a picture schedule and a task list in order to move throughout her day and independent work smoothly. She is able to perform many foundational vocational skills such as matching and one to one correspondence. She can play with her peers and take turns with supports. LT knows how to pick out her own clothing and can dress her self when she wants to. She participates actively with her peers in both physical education and music. She is able to rote count up to 20 and can count 10 objects using one to one correspondence.

Courtney Raia DEFICITS Some of the areas of need that should be addressed in LTs instruction are: Social/Communication: - LT needs to learn to play appropriately with her peers, and not be physically rough with them. - LT should further develop communication skills to communicate how she is feeling or if something is wrong. - LT needs to develop awareness of what her peers are doing and follow their examples. This includes sitting quietly and working while in class, moving to an area of the room, or lining up and waiting in line patiently. Community: - LT currently does not know how to interact safely and appropriately with people she does not know. - LT needs to learn how to behave appropriately while in community locations that she frequents with her family, such as restaurants, stores, and the public library. - The student does not yet know how to safely walk within the community and recognize safety signs such as walk and dont walk Domestic/Self-Care: - LT should begin to initiate self-care and hygiene skills independently. - LT needs to become more independent in the home setting and perform skills that she knows how to do without her mothers assistance, such as putting on her clothing. - LT does not yet pick up after herself independently. Leisure/Recreation: - Taking turns and sharing with peers without prompting. Functional Academics: - Begin to recognize high-frequency sight words. - LT needs to learn to write her name on documents. - Identifying key times on analog clocks (such as oclock and thirty) - Identifying the value of coins.