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

2. REPORT SUMMARY FORMAT
OVERVIEW

3. Newark’s 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. Newark’s 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. Newark’s 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. Newark’s 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. Reason for Referral and by Whom
Statement One
Reason for Referral and by Whom

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.
This can be a reiteration of the written referral and/or additional clarification of information from the determination meeting.

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

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. Summary Format- Statement Two Continued
● 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. 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. Summary Format-Statement Two
Mild Cognitive Impairment Sample
According to this assessment, Frank’s 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. Summary Format-Statement Two
Emotionally Disturbed Sample
According to this assessment, Jason’s 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 Jason’s school performance and support the possibility of an Emotionally Disturbed disability.

15. Summary Format-Statement Two
Communication Impaired Sample
The results of Kathy’s 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 Kathy’s performance placed her below the 10th percentile or -1.5 standard deviations. The functional component further substantiates Kathy’s difficulty with comprehension of verbal directions.

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. Summary Format- Statement Two Preschool Child with a Disability Sample
The results of Ben’s 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. 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 6th 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. 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?
These causes are specifically excluded in code.

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

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

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

25. Summary Format- Statement Three
Weaknesses Impact Sample
Because of Angela’s 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.
- List weaknesses identified in evaluation that prevent participation and progress in the general curriculum and program.

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, Angela’s 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. 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 student’s 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. Statement Four
Strengths identified in the evaluation that facilitate participation and progress in the general curriculum and program.

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

30. Summary Format - Statement Four
This assessment indicates that Darryl’s 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. Darryl’s 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. Additionally, Darryl’s strong interpersonal
Darryl continued
Additionally, Darryl’s 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 Darryl’s
participation and progress in the general education
program and provide a foundation for future growth.

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. * Use OSE form # 30a 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. 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.