Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin R. West, Assistant Superintendent.

Similar presentations


Presentation on theme: "1 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin R. West, Assistant Superintendent."— Presentation transcript:

1 1 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin R. West, Assistant Superintendent Thomas Dugan, Director To increase the participation and progress of students with disabilities in the general education curriculum and program Report Summary

2 2 REPORT SUMMARY FORMAT OVERVIEW

3 3 Newarks Mandated Report Summary Format 1. Rationale for the required summary 2. Report Summary – Four required Statements Reason for referral with examples Do evaluation results support or negate the suspected disabling condition with reason? Weaknesses that interfere with participation and progress in the general education curriculum/program with examples Strengths that facilitate participation and progress in the general education curriculum/program with examples 3. Activity

4 4 Newarks Mandated Summary Format Reason One To ensure that information is written in user friendly language that is readable and understandable for parents, teachers, and CST colleagues Strengths and weaknesses align with IEP format

5 5 Newarks Mandated Summary Format Reason Two Newarks Mandated Summary Format Reason Two To ensure summaries align with district curriculum and programs IDEA mandates access to and progress in the general curriculum and program Facilitate District Mission: To increase participation and progress in the general education curriculum and program

6 6 Newarks Mandated Summary Format Reason Three To ensure that summaries from each discipline are utilized to facilitate a number of code-mandated decisions: Suspected disability for eligibility decisions IEP decisions for various IEP components: PLAAFP– strengths & weaknesses identified; Goals– plan to address identified weaknesses; Supplementary aids & services– how identified strengths can be utilized to address identified weaknesses; Related services and BIPs to address identified weaknesses.

7 7 Statement One Reason for Referral and by Whom

8 8 Summary Format- Statement One Sample Statement Jose, a 13.7 year-old Hispanic male in the seventh grade, was referred by his teacher because of academic and behavioral concerns. Although Jose has a good sight vocabulary and has developed basic concepts, he is not working on grade level and can be disruptive in the classroom. According to the teacher, Jose needs directions repeated and extra time provided to complete assignments which impacts on his ability to achieve on grade level.

9 9 Statement Two Does your Assessment Support the Suspected Disabling Condition?

10 10 Summary Format- Statement Two Utilize code definitions of disabling conditions to guide and limit your response. You must state one of the 14 code-delineated disabilities There are 3 disabling conditions that require a statistical reference (standard deviations)- Cognitively Impaired, Communication Impaired and Preschool Child with a Disability For a Preschool Child a developmental delay shall mean 33 percent delay in one developmental area or a 25 percent delay in two or more developmental areas: Cognitive, Communication, Social / Emotional, Adaptive and Physical

11 11 Summary Format- Statement Two Continued your Include a statement that your evaluation supports or does not support the suspected disabling condition, with a brief description of your assessment results that are consistent with code delineated definitions. Eligibility and disability decisions are determined by the IEP TEAM and not by the various disciplines

12 12 Summary Format- Statement Two Specific Learning Disability Sample The evaluation supports the existence of a Specific Learning Disability, which was identified at the Determination Meeting. Mike has been consistently educated with good attendance. Several interventions were implemented and documented. However, multiple deficits and scatter among his skills were noted. His oral language is significantly better than his academic achievement indicating a specific learning disability.

13 13 Summary Format-Statement Two Mild Cognitive Impairment Sample According to this assessment, Franks delayed developmental milestones, deficits in adaptive behavior and his score of two to three standard deviations below the mean on an individually administered test of intelligence, support the possibility of a Mild Cognitive Impairment.

14 14 According to this assessment, Jasons long history of verbal and physically acting out behaviors, which are frequently violent and result in injuries, have prevented his development of appropriate interpersonal relationships with peers and teachers. These problems have an adverse impact on Jasons school performance and support the possibility of an Emotionally Disturbed disability. Summary Format-Statement Two Emotionally Disturbed Sample

15 15 Summary Format-Statement Two Communication Impaired Sample The results of Kathys speech and language assessment supports the suspected disabling condition of Communication Impairment in the areas of language and articulation. This was demonstrated on two oral language assessments as well as an articulation assessment in which Kathys performance placed her below the 10 th percentile or -1.5 standard deviations. The functional component further substantiates Kathys difficulty with comprehension of verbal directions.

16 16 Summary Format- Statement Two Multiply Disabled Sample Carmen exhibits an orthopedic impairment as evidence by an extensive medical history of malformation and/or deterioration in bone tissue along with moderate cognitive delays. Her cognitive delays are supported by scores that fell three standard deviations below the mean on an individually administered intelligence test strongly suggesting a suspected disabling condition of Multiply Disabled.

17 17 Summary Format- Statement Two Preschool Child with a Disability Sample The results of Bens speech-language assessment supports the suspected disabling condition of Preschool Child with a Disability. Results of the standardized tests administered as well as functional performance measures reveal overall severe developmental delays. Standardized test scores meet the code criteria of a 33 percent delay in receptive and expressive language as well as significant delays in articulation and phonology. Ben presents with deficits in all language domains tested.

18 18 Summary Format- Statement Two Eligible for Speech-Language Services Sample The result of a Clinical Assessment of articulation and phonology yielded a standard score of 75 and which places him in the 6 th percentile. James presents with an articulation disorder that is demonstrated by the incorrect production of the sibilant sounds /s/, /sh/, and /z/ in all positions of the word and in conversational speech. Classroom observation confirms these results.

19 19 Summary Format – Statement Two What should the summary state if a lack of instruction in reading or math or limited English proficiency are the determining factors? excludedThese causes are specifically excluded in code.

20 20 Summary Format – Statement Two Exclusionary Sample This assessment reveals that Anthony is functioning significantly below grade-level academic expectations. This may be a result of the students excessive absences in grades two through five. Consequently, Anthony has not been consistently instructed in all curriculum areas for an extended period of time.

21 21 Summary Format – Statement Two What should the summary state if the individual discipline report cannot support the suspected disabling condition?

22 22 Summary Format – Statement Two Non Support Sample At this time it appears that the information received would not support the disabling condition of Emotionally Disturbed. The information regarding Keisha indicates that she is not incapable of doing work but rather that she does not put forth the effort to do so. It is unclear as to whether Keisha has had time to grieve the loss of her mother or if she has had any grief counseling regarding this. Keisha does appear to be capable of achieving academic success in the general education curriculum given the appropriate supports.

23 23 Statement Three List weaknesses identified in the evaluation that hinder participation and progress in the general curriculum and program

24 24 Summary Format – Statement Three Sources of information for this section: Do not reiterate test scores Evaluation results -Do not reiterate test scores Referral information Teacher input Parent input District and state assessments Sample of student work Additional sources

25 25 Summary Format- Statement Three Weaknesses Impact S ample Because of Angelas language processing difficulties, she experiences significant problems in academics, which rely heavily on language. This is evidenced in her failure to achieve proficiency in language arts literacy on district wide and statewide assessments. In particular, written work is poorly organized, with insufficient content, and inadequate sentence construction when compared to grade expectations.

26 26 Angela continued In addition, reading comprehension is impeded by long passages beyond 500 words, limited vocabulary, poor note taking skills, and identifying the main idea expected for students in the same grade. In addition, Angelas slow cognitive processing has had a negative impact on the her ability to write and read selections at a speed expected of students in the same grade.

27 27 Summary Format - Statement Three The weaknesses identified in each discipline summary can be integrated into the various IEP components PLAAFP – weaknesses stemming from the disability that interfere with participation and progress in the general curriculum and program Goals – weaknesses are usually based on a gap between what is expected of the student in the general curriculum and the students present performance, which could then lead directly to the formulation of goals Special education services, accommodations, and programs that the student needs to achieve goals and facilitate participation, as well as progress in the general curriculum

28 28 Statement Four Strengths identified in the evaluation that facilitate participation and progress in the general curriculum and program.

29 29 Summary Format -Statement Four Sources of information for this section: Do not reiterate test scoresEvaluation results -Do not reiterate test scores Referral information Teacher input Parent input District and state assessments Sample of student work Additional sources

30 30 Summary Format - Statement Four This assessment indicates that Darryls motivation, on task engagement, and performance increase when interested in an activity. This seems evident in his relative strengths in math, science, and hands-on activities. Darryls strengths to reason and problem solve nonverbally also contribute to progress in math and science. Here he has achieved proficiency on district assessments as well as Bs and Cs on report cards over the past two years. These strengths can be applied to other subjects and extra curricular activities.

31 31 Darryl continued Additionally, Darryls strong interpersonal skills are demonstrated in cooperative learning activities, where his good planning and leadership skills are utilized. He appears to have excellent social skills. He is cooperative and respectful, with excellent self-help skills and provides a good deal of assistance to his family outside of school. These strengths have facilitated Darryls participation and progress in the general education program and provide a foundation for future growth.

32 32 Summary Format – Statement Four The strengths identified in each discipline summary can be integrated into the various IEP components. PLAAFP – strengths that facilitate participation and progress in the general curriculum and program. Strengths can be utilized as accommodations, motivations, and reinforcements in the IEP to facilitate participation and progress in the general curriculum and program.

33 33 No Recommendations Recommendations can frequently lead to IEP mandates, therefore District policy is that no recommendations be placed in a signed discipline report. * Use OSE form # 30a

34 34 This presentation covered writing summaries for discipline assessments and reports that will be: User-friendly for stakeholders who need to understand and utilize reports in school and at home (e.g., teachers, administrators, CST colleagues, and parents); Aligned with participation and progress in the general education curriculum and program; and Utilized by stakeholders in making code-mandated eligibility and IEP decisions. * Note – Staff experiencing problems writing these summaries can schedule an appointment with their supervisors or the PDC, utilizing a recently evaluated student.


Download ppt "1 Newark Public Schools Office of Special Education Professional Development Center Dr. Clifford Janey, Superintendent Dr. Kevin R. West, Assistant Superintendent."

Similar presentations


Ads by Google