Many different professionals may provide input in the assessment of a child with a suspected disability. From this input, a comprehensive report based on the findings must be written. The purpose of this report is to communicate results in such a way that the reader will understand the rationale behind the recommendations and will be able to use the recommendations as practical guidelines for intervention. This report may be presented to the parent, sent to an outside doctor or agency, or presented to the eligibility committee. In any case, the report needs to be professional, comprehensive, and practical.

Writing a good report is a real skill. The fact is, all the wonderful data collection becomes useless if it cannot be interpreted and explained in a clear and concise manner. Being too general or explaining results poorly creates many problems and confusion for readers. Also, citing numerous general recommendations will not be practical for the school, teacher, or parents. Writing a report that contains jargon that no one other than you understands is also useless. Completing an extremely lengthy report in an attempt to be too comprehensive will result only in losing your reader. As you review each section in this chapter, you may wish to refer to the example report extracts we have provided.

17.2 PRACTICAL GUIDELINES FOR REPORT WRITING

When writing a report, the key is to be as comprehensive as possible while being clear and concise. To do this effectively, it is important to understand some very practical guidelines, including those listed below.

WRITE THE REPORT IN THE THIRD PERSON.

Never write “I think” or “If it were up to me.” This is not a term paper, but rather a legal document. As such, the professional approach is to remain in the third person. Use phrases such as

• According to the examiner

• It was felt that

• There seems to be

• It is the professional opinion of this evaluator that

SINGLE-SPACE YOUR REPORT TO CONDENSE THE LENGTH.

A report of three to five pages is not overwhelming. There are several suggestions throughout this chapter on how to break up the report so that the format is easy on the reader.

In general, try to separate your recommendation section into three parts to make it easy for a reader to follow the recommendations. To allow interested parties to see their responsibilities, the three parts should be addressed to

• The school

• The teacher

• The parents

USE THE PAST TENSE AS OFTEN AS POSSIBLE.

Because the data are already collected and you have done the assessment, the use of the past tense is most appropriate.

• On the Reading subtest, Jared scored in the 95th percentile.

• During testing, Tamika exhibited shyness.

• Throughout the interview, David showed no signs of hyperactivity.

• Sonya appeared to lack confidence when doing tasks that required hand–eye coordination.

UNDERLINE, BOLD, OR ITALICIZE PARAGRAPH HEADINGS SO THEY STAND OUT AND ARE EASY TO LOCATE.

When you create a new section in your report, format it so that the reader knows that this starts a different area of the report. Separate sections (e.g., Reason for Referral and Background History) with extra “white space.”

WRITE REPORTS USING COMPLETE SENTENCES.

A report should never read like a telegram. Be sure all sentences make sense. Always check spelling and grammar to make sure there are no errors. Nothing is more unprofessional than a report that looks sloppy and has many mistakes.

17.3 CRITERIA FOR WRITING A COMPREHENSIVE REPORT

Now that you have some practical guidelines to follow, take a comprehensive look at each specific section. Reports can be written in many ways, and report format is decided by the personal choice of the examiner, the supervisor, or the district. However, it is important not to overlook certain information. What follows is one suggested outline and sections that would meet all the criteria for a professional and comprehensive report. We will now look at each section of a report following along with a fifth grade student who was evaluated. The final report at the end will contain all the sections discussed in this chapter.

Section I: Identifying Data

The first section is called Identifying Data and contains all the necessary basic information about the child. This section is important to the reader, especially if further contact is required. It allows the reader to have all the basic information in one place. The parts of this section include:

Name of Student:	School:
Address:	Teacher:
Phone:	Referred by:
Date of Birth:	Date of Testing:
Grade:	Date of Report:
Parent’s Names:	Chronological Age:
	Examiner:

For example, in a model report, the first section might be completed as follows:

Name of Student: Jessica Willow	School: Meadow Lane
Address: 31 Apple Tree Rd., Mineola, N.Y.	Teacher: Mrs. Gaines
Phone: (516) 742-1097	Referred by: Child Study Team
Date of Birth: 1/9/2000	Date of Testing: March 22, 23, 2011
Grade: 5	Date of Report: April 1, 2011
Parent’s Names: John/Patricia	Chronological Age: 11-2
	Examiner: Ms. Tracy Doe

Although most of this information is usually found in school records, having it all in one place will save time. Make sure that the date/s of testing and the date of the report are always included for comparisons. Some evaluations are finished several months before the report is typed, and the scores can be misleading if the reader assumes that they represent the child’s present levels on the date of the report when they may really be reflective of ability levels in prior months. It is always more acceptable when the two dates are within one month of each other. Also keep in mind that the chronological age (CA) is at the time of initial testing and is presented in years and months, for example, 11-2 (see Chapter 5).

Section II: Reason for Referral

The second section is called Reason for Referral and explains to the reader the specific reasons the evaluation is taking place. It should not be longer than two to three sentences, but should be comprehensive enough to clarify the purpose. The following are some examples of this section:

Reason for Referral

• Jessica was referred for a comprehensive assessment as the result of a suspected disability.

Other examples may include:

• Jarmel was referred by his teacher for an evaluation as a result of inconsistent academic performance and poor social skills.

• Mary was referred by her parents for an evaluation in order to determine if a learning disability was interfering with her ability to learn.

• Benjamin is being tested as part of the triennial evaluation.

• Peter was referred by the child study team in order to determine his present intellectual, academic, and perceptual levels.

This section should not contain a great deal of parent or teacher information. There may be a tendency here to bring in other information to substantiate the reason for the evaluation. Avoid this, and keep it short and to the point. Substantiation for this referral is part of another section that offers a more detailed explanation of the child.

Section III: Background History

The next section is called Background History , and it contains a very thorough description of the child’s family history, developmental history, academic history, and social history (refer to the parent intake form in Chapter 8).

This general section is very comprehensive and establishes a foundation for what will follow. If you suspect a disability that may have historical features, then you need to present the development of this disability and its interfering factors in depth. The reader should come away from the section seeing the substantiation for a suspected disability. Certain areas should always be covered in the Background History section, as shown in the following paragraphs.

A. Family History. A family history provides the reader with a general understanding of the family structure, siblings, parental perceptions, and so on. Examples of sentences that would appear in this section include the following:

• Jessica and her family are living on the first floor of Mrs. Willow’s mother’s house, and her mother occupies the upstairs space. Jessica has two sisters who both live with her named Margaret and Mary.

Other examples may include:

• Jacob lives at home with his mother and a younger brother, Jon. His parents are divorced and Jacob has no contact with his father.

• Rosa lives at home with her father, mother, and two older sisters.

• Julie is an only child who was adopted at the age of six months by her parents, Ted and Jane. She knows that she is adopted and has never had any contact with her biological parents.

B. Developmental History. The purpose of a developmental history is to give the reader any relevant background history pertaining to developmental milestones. This section need not read like a hospital report but should contain the basic developmental history. Examples of sentences that would appear in this section include the following:

• Mrs. Willow indicated that Jessica was the result of a full-term pregnancy. However, it was a difficult birth because she needed a forceps delivery due to the umbilical cord complications.

Other examples may include:

• All of Julio’s developmental milestones were reached in the normal limits.

• Yolanda started to talk only at 2 years of age and received early intervention to help her with language ability.

• Mike had many ear infections during the first year of life and needed tubes put in when he was 13 months of age.

• Emily started to walk later than the norm, as she started at 21 months of age.

C. Academic History. An academic history section provides the reader with relevant academic performance during the child’s school years. If you suspect a learning disability, then the academic section must be extensive. Trace the child’s educational performance as far back as possible and establish the consistency of the pattern to the reader. Include all pertinent academic information such as past teacher comments, grades, attendance, group scores, and the like. Lead the reader grade by grade in establishing a pattern of concern or a pattern that may rule out a specific type of suspected disability. Example sentences used in this section might read as follows:

• Jessica has always done poorly in math and has never received a grade of higher than C in this subject throughout her educational career.

• Laura’s first-grade teacher reported that she had great difficulty in the area of spelling.

• Justin’s reading scores on the ABC National Standardized Test were well below the norm (8th percentile) when he took it two years ago in the fourth grade.

D. Social History. A social history provides the reader with an understanding of the child in his social world. Group participation, organizations, hobbies, interests, interaction with peers, social style, and so forth should all be discussed. Examples of sentences that would appear in this section include the following:

• Mrs. Linus, Jessica’s kindergarten teacher, indicated that socially Jessica got along well with the other children in the class. Although she was not a very active participant, she was well liked by the other children who reached out to her a great deal.

Other examples may include:

• According to Tomas, he enjoys playing baseball and hanging out with his friends at the mall.

• Karen reported that she has no friends and does not participate in any extracurricular activities.

• Ted is the eleventh-grade class president of his school and plays on the junior varsity basketball and varsity baseball teams.

E. Parent’s Perception of the Problem. The parent’s will need to be asked their perception of the problems their child is having in school. For example:

According to Mrs. Willow, she too struggled when she was younger with learning but grew out of it over time. It did however affect her self esteem. She thinks that Jessica has learning problems like she had, but isn’t classified yet.

When the Background History section is complete, it should provide the reader with a clear understanding of the child and his or her world at the present time.

Section IV: Behavioral Observations

The fourth section is called Behavioral Observations and may include the write up from several types of meeting you may have with the child. For instance there may be three possible times when you interact or observe the child:

1. Classroom observation: If you do the classroom observation you will need to write up a short summary of the findings in this section.

2. Initial interview with the student: You should have a brief interview with the student prior to starting the assessment. This will allow you to see the child in a different manner and may provide some valuable information. During this time you should also note any areas of anxiety, resistance, opposition, etc. This will also have to be written up and would be another paragraph in this section.

3. Behavior during testing: The third possible time is when you test the child and write up a description of the child’s behavior during the testing sessions. This can be a very important section because it may reinforce what is seen in the class or be very different, in which case the structure of the testing environment should be explored for clues to learning style. Here, for the first time, you are providing the reader with your professional and firsthand observation of this child in a controlled setting. This type of structure provides a great deal of valuable information that may be later transferred to recommendations about the way the child learns best. Examples of sentences that would appear in this section include the following:

• Jamal approached the testing situation in a reluctant and hesitant manner.

• During testing, it was evident that Hannah was frustrated with many of the reading tasks.

• Throughout the assessment, Keith appeared anxious and nervous, as he was biting his nails and always asking whether his answers were correct.

Section V: Tests and Procedures Administered

The next section is called Tests and Procedures Administered . This includes a simple list of the individual tests included in the test battery and any procedures used to enhance the report, such as classroom observation, review of records, and parent intake. Do not use abbreviations when referring to test names except to add them after the name of each specific test—for example, Wide Range Achievement Test–4th Edition (WRAT-4). No further explanation is required here other than a list. This section will vary depending on the professional doing the evaluation. For example, the educational evaluator’s list of tests and procedures administered may look like this:

• Classroom observation

• Interview with child

• Parent interview

• Review of records

• Wechsler Individualized Achievement Test–3rd Edition (WIAT-III)

Section VI: Test Results

The sixth section, Test Results , is crucial because it analyzes the results of each test and looks at the child’s individual performance on each measure. There are several approaches to this section, but the two most widely used are test-by-test analysis and content area by content area analysis. The approach chosen is the personal choice and preference of the examiner.

A test-by-test approach separately analyzes the child’s performance on each test. It analyzes the results of the different subtests and provides indications of strengths and weaknesses, manner of approach, and indications of whether the scores on the specific test should be considered valid. In this section, the first paragraph of each test analyzed usually contains all the basic score information provided by that specific test: grade levels, age levels, percentiles, stanines, and ranges. It should not contain raw scores or other statistical information not meaningful to the reader. The next several paragraphs under each test normally describe the subtest performance, patterns, strengths and weaknesses, and child’s style in handling the task. Information on whether the scores should be considered a valid indicator is provided. For example, if a child refuses to do more than two problems and receives a low score due to giving up or an unwillingness to venture a guess, it is important to inform the reader that the score may be misleading and may not reflect the child’s true ability.

A content area by content area approach takes all the reading, math, spelling, writing, visual, auditory, and motor tests from each evaluation measure and analyzes the results separately by content area. The examiner analyzes each content area in hopes of establishing patterns of strengths and weaknesses. For example, deficient scores on all tests of reading comprehension may establish a pattern of disability, especially if they are discrepant from the child’s ability levels. However, extremely high scores on some tests of comprehension and low scores on others need to be explained to the reader. Here are the key steps to follow in the Test Results section. Italicized writing indicates the information you might type in a particular step.

However, there may be times when you are asked to provide detailed academic levels and may only need to use a comprehensive test like the Wechsler Individual Achievement Test–3rd edition. In our example, we will use the WIAT-III to show how the results may be written.

17.4 WRITING TEST RESULTS

Step 1. Write out the name of the test.

Wechsler Individualized Achievement Test, 3rd Edition

Step 2. Create a table (Standard Score, Classification, and Percentile).

Name of Subtest	Standard Score	Classification/Range	Nat. Percentile Rank
Listening Comp.	114	Average	82
Reading Comp.	118	Above Average	88
Math Prob. Solving	76	Low Average	14
Sentence Composition	77	Low Average	11
Word Reading	118	Above Average	83
Essay Composition	70	Low Average	10
Pseudoword Decoding	113	Average	81
Numerical Operations	77	Low Average	13
Oral Expression	111	Average	77
Oral Reading Fluency	118	Above Average	82
Spelling	80	Low Average	12
Math Fluency-Add.	77	Low Average	13
Math Fluency-Sub.	76	Low Average	12
Math Fluency-Multip.	77	Low Average	13

Note: The WIAT-III uses a new standard score classification system. This differs from all previous versions of Wechsler scales. The new table is as follows:

Standard Score	Classification
Above 145	Very Superior
131–145	Superior
116–130	Above Average
85–115	Average
70–84	Low Average
55–69	Low
Below 55	Very Low

Step 3. Write a brief 1- or 2-sentence statement about what each subtest measures, the student’s standard score, classification, and percentile for each subtest. You are reiterating what is stated on the table. An example write-up of this section for the WIAT-III may look like this (This can is obtained through the Examiner’s Manual.)

The Listening Comprehension subtest of the WIAT-III measures the student’s ability to listen for details. On this subtest Jessica performed in the Average range, earning her a standard score of 114. As indicated by her percentile rank of 82, Jessica performed as well or better than 82 percent of all students when compared to the norms for her age.

On the Reading Comprehension subtest of the WIAT-III students must read a sentence or passage and then answer questions orally to measure their comprehension. On this subtest Jessica’s performance was in the Above average range, earning her a standard score of 118. As indicated by her percentile rank of 88, Jessica performed as well or better than 88 percent of all students when compared to the norms for her age. Her scores represent a significant strength.

The Math Problem Solving asks students to solve math word problems, involving areas such as the basic operations of time, money, and interpreting graphs. On this subtest Jessica’s performance was in the Low Average range, earning her a standard score of 76. As indicated by her percentile rank of 14, Jessica performed as well or better than 14 percent of all students when compared to the norms for her age. Her scores represent a significant weakness.

On the Sentence Composition subtest the student is asked to take two or more separate sentences and write one good sentence that means the same thing. On this subtest Jessica performed in the Low Average range earning her a standard scorer or 77. As indicated by her percentile rank of 11, Jessica performed as well or better than 11 percent of all students when compared to the norms for her age.

The Word Reading subtest of the WIAT-III assesses the student’s ability to read familiar words aloud from a list. Both accuracy and speed of response are measured. On this subtest Jessica performed in the Above Average range, earning her a standard score of 118. As indicated by her percentile rank of 83, Jessica performed as well or better than 83 percent of all students when compared to the norms of her age.

On the Essay Composition subtest the student is asked to write an essay about his or her favorite game, including three reasons why. On this subtest Jessica performed in the Low Average range earning her a standard score of 70. As indicated by her percentile rank of 10, Jessica performed as well or better than 10 percent of all students when compared to the norms of her age.

The Pseudoword Decoding subtest of the WIAT-III assesses the student’s ability to apply phonetic decoding skills. On this subtest Jessica performed in the Average range, earning her a standard score of 113. As indicated by her percentile rank of 81, Jessica performed as well or better than 81 percent of all students when compared to the norms for her age.

The Numerical Operations subtest of the WIAT-III evaluates the student’s ability to identify and write dictated numerals and solve written calculation problems and equations involving all basic operations. On this subtest Jessica performed in the Low Average range earning her a standard score of 77. As indicate by her percentile rank of 13, Jessica performed as well or better than 13 percent of all students when compared to the norms for her age.

The Oral Expression of the WIAT-III subtest measures the student’s ability to repeat sentences, generate lists of specific kinds of words, describe pictured scenes, and describe pictured activities. Content of answers is scored, but quality of spoken language is not. On this subtest Jessica performed in the Average earning her a standard score of 111. As indicated by her percentile rank of 77, Jessica performed as well or better than 77 percent of all students when compared to the norms for her age.

The Oral Reading Fluency subtest measures the accuracy, rate, ease, and rhythm with which a person reads. On this subtest Jessica performed in the Above Average range earning her a standard score of 118. As indicated by her percentile rank of 82, Jessica performed as well or better than 82 percent of all students when compared to the norms for her age.

The Spelling subtest of the WIAT-III measures the student’s ability to spell by a word by its meaning in a sentence. On this subtest Jessica performed in the Low Average range earning her a standard score of 80. As indicated by her percentile rank of 12, Jessica performed as well or better than 12 percent of all students when compared to the norms for her age.

On the Math Fluency-Addition subtest, the student solves as many simple addition problems as he/she can in one minute. On this subtest Jessica performed in the Low Average range earning her a standard score of 77. As indicated by her percentile rank of 13, Jessica performed as well or better than 13 percent of all students when compared to the norms fro her age.

On the Math Fluency-Subtraction subtest, the student solves as many simple subtraction problems as he/she can in one minute. On this subtest Jessica performed in the Low Average range earning her a standard score of 76. As indicated by her percentile rank of 12, Jessica performed as well or better than 12 percent of all students when compared to the norms for her age.

On the Math Fluency-Multiplication subtest, the student solves as many simple multiplication problems as he/she can in one minute. On this subtest Jessica performed in the Low Average range earning her a standard score of 77. As indicated by her percentile rank of 13, Jessica performed as well or better than 13 percent of all students when compared to the norms for her age.

Section VII: Conclusions

The Conclusions section is probably the essence of the report. Here the examiner explains in very simple terms to the reader the trends in the child’s testing results that may indicate academic strengths and weaknesses, modality strengths and weaknesses, process strengths and weaknesses, and overall diagnosis and level of severity of the problem areas indicated. It is not a restatement of the test results section but a summary of overall performance.

1. State the name of the student, age, grade, and the reason for referral.

Jessica Willow is an 11 year fifth grade girl who was administered the WIAT-III for the purposes of assessing her academic achievement.

2. In the next sentence, discuss strengths.

Jessica Willow is an 11-year fifth-grade girl who was administered the WIAT-III for the purposes of assessing her academic achievement. Results of the WIAT-III indicated that Jessica obtained above average scores in Word Reading (83rd percentile), Reading Comprehension (88th percentile), and Oral Reading Fluency (82nd percentile)

3. The next few sentences discuss weaknesses.

Results of the WIAT-III indicated that Jessica’s deficit areas indicated that she obtained scores within the low average range in Math Problem Solving (14th percentile), Sentence Completion (11th percentile), Essay Composition (10th percentile), Numerical Operations (13th percentile), Spelling (12th percentile), Math Fluency Addition (13th percentile), Math Fluency Subtraction (12th percentile), and Math Fluency Multiplication (13th percentile).

4. Add a sentence about the level of severity of the student’s profile:

Results of testing, observation, history and interviews all seem to indicate that Jessica’s pattern is similar to children with moderate to severe learning disabilities.

Section VIII: Recommendations

The last section of the report is probably the most valuable section for the reader— Recommendations . It should contain practical recommendations that will bring some hope and direction for the identified problem areas. Keep in mind that the recommendations should be practical enough and explained in such a way that the reader will have no problem following through. The most important aspect of a recommendation is that it will need to answer the question “Why” and “How.” For example, a recommendation to a parent of “Try to spend more time with Jessica” is useless. It provides the reader with no direction or specifics. Instead, a recommendation such as “It is suggested that Mr. and Mrs. Willow read at home with Jessica in unison. By this, we mean that both the parent and Jessica have the same book and read aloud together so that she receives constant auditory feedback.” This recommendation answers why we are suggesting it and how to do it. This more detailed recommendation provides the reader with specific direction.

Try to separate the recommendations into the following three sections:

1. Recommendations to the school: This section might contain suggestions such as further testing from other professionals on staff, vision or hearing tests by the school nurse, recommendation for a review by the eligibility committee, remedial reading assistance, or an ESL evaluation.

2. Recommendations to the teacher: This section should contain useful information for the teacher including an indication of the conditions under which the child learns best. The teacher is probably mainly interested in “What do I do to help the child learn?” Keep in mind that even before you begin the evaluation process, you should ask the teacher what he or she has already tried in an attempt to alleviate the problems. This should be done so that your recommendations do not include suggestions already attempted by the teacher. Doing this will avoid having your recommendations being viewed as “nothing I haven’t already tried before.”

3. Recommendations to the parent: This part should be very practical, direct, and diplomatic. The suggestions should also be inclusive enough to answer the questions “why” and “how” so that parents do not have to interpret them. Finally, each subsection should contain recommendations in priority order. Try to number each recommendation separately for purposes of clarity. For examples of recommendations to the school, parents, and teachers, see the following model report.

17.5 MODEL REPORT

Manassa Public Schools Manassa, NY Privileged and Confidential Information
Name of Student: Jessica Willow	School: Meadow Lane
Address: 31 Apple Tree Rd Manassa, N.Y.	Teacher: Mrs. Gaines
Phone: 742–1097	Referred by: Child Study Team
Date of Birth: 1/9/2000	Date of Testing: March 22, 23, 2011
Grade: 5	Date of Report: April 1, 2011
Parent’s Names: John/Patricia	Chronological Age: 11–2
	Examiner: Ms. Tracy Doe

Reason for Referral

Jessica was referred for a comprehensive assessment as the result of a suspected disability.

Background History

Family History: Jessica and her family are living on the first floor of Mrs. Willow’s mother’s house, and her mother occupies the upstairs space. Jessica has two sisters who both live with her named Margaret and Mary. Margaret is 16 years old, and Mary is 13 years old. Jessica is currently sharing a bedroom with her sister, Mary. Mrs. Willow is currently 42, and Mr. Willow is 46 years old. Mrs. Willow has an Associates Degree from Nassau Community College and works part-time at a grocery store. Mr. Willow has a Bachelor’s Degree from Hofstra University and is currently a middle manager at a Sears Department Store. Jessica seems to have a limited amount of hobbies. She loves to read and is currently reading Animal Farm. Mrs. Willow noticed that she doesn’t have good eye hand coordination when she plays videogames, and also noticed that she is uncoordinated when she tried to play soccer. She has tried Brownies, but couldn’t keep up with all of the projects, some of which were “made fun of” by other members. Mrs. Willow says that Jessica is very responsible when it comes to caring for her dog, Pedro. She feeds him, walks him, and plays with him. Mrs. Willow stated that Jessica’s past teachers noticed how responsible she was and let her take home the classroom pets for a couple of days as well.

Developmental History: Mrs. Willow indicated that Jessica was the result of a full-term pregnancy. However, it was a difficult birth because she needed a forceps delivery due to the umbilical cord complications. Mrs. Willow stated that the doctor said the was no anoxia that resulted from the situation. Jessica did not have to spend a long time in the hospital, and there were no complications from the forceps delivery. She also had an Apgar scale of 8 at the hospital, which is in good health range. Mrs. Willow stated that Jessica had no childhood illnesses. She was healthy and was on no medications. She also had food allergies when she was younger, but they seem to have gone away with age. In terms of development, Mrs. Willow stated that Jessica walked a little later than usual, and talked very late. However, when she did talk, she was talking in full sentences with good articulation and good vocabulary.

According to Mrs. Willow, Jessica was a picky eater growing up. She would eat a little bit, leave, and then come back later and eat a little more. Jessica seemed to have difficulty falling asleep at night, and it was also difficult for her to wake up in the morning. Mrs. Willow stated that it wasn’t impossible for her to wake up, but definitely challenging. She started developing somatic difficulties such as stomach aches and fevers, so Mrs. Willow kept her home. According to Mrs. Willow, Jessica’s doctor said these symptoms were due to anxiety, and they were causing her to get sick. Mrs. Willow said that Jessica has had no traumatic experiences growing up. She also said that she was border line with her vision, so the eye doctor gave her glasses to try. However, the doctor said not to force her to wear them if she didn’t want to. She often left them at home and did not use them for school.

Academic History: Mrs. Linus, Jessica’s kindergarten teacher indicated that Jessica was a very sweet little girl. At first, she seemed to have some anxiety about being in school. She talked about wanting to go home but after a few weeks that behavior subsided. Jessica seemed to be somewhat slower than her peers in cutting, coloring, writing and other fine and gross motor areas.

When Mrs. Linus started getting into reading sounds and so on Jessica seemed to be more involved. On math tasks she seemed to have a short attention span and seemed confused.

Jessica seemed to need things repeated when it came to directions. Mrs. Linus was concerned so she had Jessica hearing tested by the school nurse and that seemed to be fine. Jessica’s desk was always filled with papers even though Mrs. Linus asked her several times to clean it. She always seemed to misplace things especially her math work.

Jessica strengths were in reading, sound recognition, and verbal participation. Mrs. Linus looked back on her Kindergarten screening results again and noticed several high risk issues which she felt needed special attention. She thought she made some progress and hoped that she would continue the progress the next year.

Ms. Padula, Jessica’s first grade teacher indicated that Jessica had a somewhat inconsistent year. She seemed to like reading and participated in that activity. She was in the top reading group and seemed to enjoy the status. However, Jessica seemed to avoid written work and math work. She told Ms. Padula that she just forgot to do her assignments. Ms. Padula spoke with Mrs. Willow and she said she would work with Jessica. She thought about referring Jessica but thought that her issues were based in maturity and considering how bright she was she would grow out of them. She suggested to Mrs. Willow that she should work with Jessica over the summer in the areas of writing and spelling which she hoped would help a great deal for the next year.

The physical education teacher had also noted that he saw Jessica as a child with coordination issues but felt that it is was developmental and she would mature with age.

Jessica was also administered the Stanford Achievement Test which resulted in the following national percentiles:

Subtest

Reading

Comp.

Vocabulary

Math

Applications

Math\

Computation

Math

Operations

Total Total

Reading Math

Total Math

National Percentile

86 15

Mrs. Bellow, Jessica’s second grade teacher indicated that Jessica had struggled in her class except in reading. She seemed to begin having social and academic problems as the year progressed. She was going to refer her for testing but it was late in the year. She spoke with Mrs. Willow who said she had been working with Jessica but would increase it. She told her that she needed a great deal of math help and hoped Jessica would mature and grow out of her resistance to school. She indicated that Jessica was a likable child with a great deal of potential.

Jessica seemed to shine in reading, which was her favorite area. She was far ahead of the other children so Mrs. Bellows had her read to the Kindergarten children which she loved. She also had her work in the library with Mrs. Carson who enjoyed her company very much.

In class Jessica seemed to often daydream and wander off and Mrs. Bellow had to bring her back to the reality of the situation rather often.

Mrs. Bellow stated that Mrs. Willow was very cooperative and they had several meetings that year to discuss Jessica’s issues. She did not get the opportunity to meet Mr. Willow.

Mrs. Kapson, Jessica’s third grade teacher indicated that Jessica seemed to have a difficult year in third grade. Her attendance was a serious problem and she seemed overwhelmed by the work. Mrs. Kapson spoke to Mrs. Willow several times about her attendance and she indicated that Jessica was sick in the mornings so she kept her home.

She stated that Jessica was an avid reader, but her skills in writing and spelling held her back from handing in work. She seemed bright and contributed to class discussions. Mrs. Kapson had several conferences with Mrs., Willow although she never had the opportunity to meet with Jessica’s father. Jessica often did not finish work in class and had to frequently take it home to finish.

Jessica was also administered the Stanford Achievement Test which resulted in the following national percentiles:

Subtest

Reading

Comp.

Vocabulary

Math

Applications

Math Computations

Math Total reading Total Math

Oper

ations

Total Reading

Total Math

National Percentile

12 86 14

Jessica was also administered the Otis-Lennon School Abilities Test which resulted in the following school abilities index (SAI) and national percentiles:

	Total	Verbal	Nonverbal
SAI	112	119	96
National Percentile	76	79	45

Mrs. Garcia, Jessica’s fourth grade teacher indicated that Jessica had a very inconsistent year. She was very concerned about her lateness’s and absence patterns and spoke at length with the mother. Mrs. Willow indicated that she would work on it. Mrs. Garcia indicated that Jessica’s reading was exceptional and so was her language and vocabulary. She had definite problems in math, spelling, and writing. She expressed her ideas very nicely but could not seem to place her ideas coherently on paper. Mrs. Garcia was concerned about her work and considered referring her but felt she might grow out of it. She spoke with her mother and gave her suggestions on helping her at home. Mrs. Garcia tried to help her in school but the techniques she used did not seem to work. She thought that she will grow out of it since she was such a bright girl. She judged her reading to be above average, spelling and writing below average, and math below average.

Mrs. Gaines, Jessica’s fifth grade teacher indicated that Jessica was new to this school this year. Her parents moved within the district but she was attending another school in the district. Jessica was being referred because she was not performing in school up to her ability. In math she was below level and frequently omitted key steps when performing mathematical operations. Mrs. Gaines was not sure if she understood what she was doing. Jessica also did not know her basic math facts and seemed unable to memorize them. When she did do her math she had poorly controlled handwriting and confused arrangement of numerals and signs on the page. Jessica’s handwriting was poor and often illegible. As a result it affected her class work and essays on tests. Jessica’s spelling was also a major problem in that she often added unrelated letters, reversed syllables, omitted letters and had trouble with spacing and letter formation.

Jessica was an excellent reader and was in the top reading group. She participated in this area but not too many others. However, Mrs. Gaines said that Jessica was also very disorganized and had serious difficulties being neat, structured, and organized in school. As a result her work was often messy. Mrs. Gaines indicated that while a very caring child Jessica often had serious difficulties with time management and the organization of time needed for the completion of tasks in school. Jessica also had trouble copying from a book to her paper, copying from the board to her notebook, and was very awkward, frequently bumping into things around the room.

According to Mrs. Gaines observations, academic skills also seemed poor in computational math, written spelling, art and physical activities. Her reading seemed on grade level but no formal tests had been given. Mrs. Gaines often saw her squinting but Jessica did not wear glasses. Mrs. Gaines sometimes became frustrated because Jessica was very “stubborn” in finishing her class work.

Mrs. Gaines had tried working with her individually and at times she seemed to respond but did not seem as if she can be consistent. She gave up easily and Mrs. Gaines felt that there was more there than he she was able to see.

Mrs. Gaines had spoken to Jessica’s parents and had expressed her concerns. They were cooperative and were also looking for answers.

Jessica was also administered the Stanford Achievement Test which resulted in the following national percentiles:

Subtest

Reading

Comp.

Voc-

abulary

Math

Applications

Math

Computation

Math Total Total

Operations reading Math

Total Reading

Total Math

National Percentile

13 86 13

Jessica was also administered the Otis-Lennon School Abilities Test which resulted in the following school abilities index (SAI) and national percentiles:

	Total	Verbal	Nonverbal
SAI	110	115	93
National Percentile	75	77	44

Jessica was also rated on her behaviors as seen in the classroom by Mrs. Gaines. According to this rating scale, Jessica exhibited the following behaviors most to all of the time in the classroom; being anxious, being withdrawn, being moody, being easily distractible, having a short attention span, not completing work, daydreaming, being disorganized, being easily co14nfused, being a poor speller, having poor fine motor skills, being slow in her completion of tasks, having poor number concepts, being painfully shy, being a slow starter, being inconsistent, being fearful of new situations, procrastinating, rarely taking chances, problems with writing, problems with math, poor balance and coordination, poor gross motor skills, and racing/drawing difficulties.

The areas that Jessica did not seem to have trouble in were being disruptive, frequent fighting, being impulsive, being argumentative, being a poor reader, having limited reading comprehension, having faulty articulation, having problems judging time, having poor logical reasoning and thinking skills, defying authority, being critical to others, being controlling, having hyper-activity, being over reactive, having poor vocabulary usage, having poor expressive language ability, having inadequate work attack skills, and having difficulty with abstract concepts.

Social History: Mrs. Linus, Jessica’s kindergarten teacher indicated that socially Jessica got along well with the other children in the class. Although she was not a very active participant, she was well liked by the other children who reached out to her a great deal.

Ms. Padula, Jessica’s first grade teacher stated that Jessica did not seem to be part of any particular group of students, although the other children never mistreated her. On the playground she said Jessica would sometimes wander off by herself.

Mrs. Bellows, Jessica’s second grade teacher indicated that when she was on the playground Jessica seemed to be a loner. While the other children tried to get her involved she seemed to prefer being by herself.

Mrs. Kapson, Jessica’s third-grade teacher indicated that Jessica was tolerated by her peers but had very few real friends. She also indicated that although she was a very articulate girl with an excellent vocabulary, she did not seem to interact with her peers even in small groups. She did however participate regularly in reading discussions and social studies. Mrs. Kapson had her help other children with reading and she seemed very patient and caring toward the other children.

Mrs. Garcia, Jessica’s fourth-grade teacher indicated that socially Jessica had definite problems and seemed to be isolated despite attempts by others to engage her. She was not mean to other children, just withdrawn. She frequently became lost in her readings during recess and free time. Mrs. Garcia also stated that Jessica was a sweet girl with a big heart. She took care of all the animals during the year and was very responsible.

Mrs. Gaines, Jessica’s fifth-grade teacher indicated that socially, Jessica was not very popular. The other children accepted her but they would rarely seek her out. She was also not very socially assertive and as a result spent a great deal of the day by herself. She did eat lunch with some girls, but she never seemed to interact with them.

Parent’s perception of the problems: According to Mrs. Willow, she too struggled when she was younger with learning but grew out of it over time. It did however affect her self esteem. She thinks that Jessica has learning problems like she had, but isn’t classified yet.

Behavioral Observation

Interview with student: Jessica was brought to the examiner’s office for an interview in order to gather more information on her perception of school and life. Jessica drew a picture of her family that consisted of her dad, middle sister, older sister, mom, herself, her grandmother, and her dog, Pedro. Jessica stated that she loves talking and learning to cook with her grandmother. She also eats dinner with her grandmother and mother a lot of the time because her dad works late and her sisters are busy. Jessica said that she takes care of her dog Pedro and likes the fact that he seems to know that she is the one that feeds him and plays with him. Jessica also recalled an enjoyable time with her father when he explained the history and background of the book she was reading called “Animal Farm.”

According to Jessica, her favorite subject is reading, which also seems to be her only hobby and interest other than spending time with her grandmother and dog, Pedro. Jessica said that her teacher, Mrs. Gaines allows her to read to a kindergarten class, which she really enjoys because she can act out the story and entertain the children. She also likes her teacher Mrs. Gaines, especially because she allows her to do her book reports on video tape because she has trouble with writing.

When asked what her least favorite subject is in school, she replied “Only one?” indicating that she has difficulties in more than one area. She stated that mathematics was her least favorite because she doesn’t understand it, gets the signs mixed up, and doesn’t know her basic facts. She can read word problems but then doesn’t know what do next, which makes her nervous. Her teacher Mrs. Gaines gives her math tables to use during math because she doesn’t know the basic facts. Jessica stated that she also has trouble writing essays and using bubble sheets to record her answers. Instead, she was allowed to record her answers in the test book, and that helped her a lot. Jessica also has trouble typing on the computer, and usually resorts to using one finger, but it takes her too long. Jessica stated that a teacher had recommended she use voice recognition software because she is not good with writing. Jessica also stated that she had a bad experience in third grade and said she was out sick a lot during that year.

When asked about her friends at school, Jessica stated that she has a lot of friends, and that she sits with all of the popular girls at lunch. She stated that she doesn’t need other friends outside of school because she likes to spend time with her grandmother, and she really doesn’t have time to hang out with anyone. She did have a best friend who moved in third grade that she keeps in touch with through email, and she will be visiting Jessica next spring, which she seemed pretty excited about.

Observation during testing: Jessica entered the testing situation in a relatively relaxed and calm manner. She intersected well with the examiner and appeared involved and animated. She asked several questions which may have been a result of some anxiety but this soon subsided. Jessica was very involved and responsive to the sections dealing with reading which was administered first to allow her a foundation of success. However, her attitude and demeanor changed completely when she was asked to do spelling, math and writing. She seemed visually upset and struggled throughout all the tasks. He kept getting angry at herself, calling herself an idiot and stupid when she did not understand a math problem. As the frustration increased the test was stopped to speak with her and try to comfort her. She responded well but tried to explain that this was so very hard and all she does is fail. She was encouraged to do her best and when the test was over her tome again seemed to change back to a more relaxed state.

Tests and Procedures Administered

• Review of Records

• Parent Intake

• Student Interview

• Wechsler Individual Achievement Test 3rd Edition (WIAT-III)

Test Results

Jessica was administered the Wechsler Individual Achievement Test-3rd ed. which resulted in the following results:

Name of Subtest	Standard Score	Classification/Range	Nat. Percentile Rank
Listening Comp.	114	Average	82
Reading Comp.	18	Above Average	88
Math Prob. Solving	76	Low Average	14
Sentence Composition	77	Low Average	11
Word Reading	118	Above Average	83
Essay Composition	70	Low Average	10
Pseudoword Decoding	113	Average	81
Numerical Operations	77	Low Average	13
Oral Expression	111	Average	77
Oral Reading Fluency	118	Above Average	82
Spelling	80	Low Average	12
Math Fluency-Add.	77	Low Average	13
Math Fluency-Sub.	76	Low Average	12
Math Fluency-Multip.	77	Low Average	13

On the Sentence Composition subtest the student is asked to take two or more separate sentences and write one good sentence that means the same thing. On this subtest Jessica performed in the Low Average range earning her a standard score or 77. As indicated by her percentile rank of 11, Jessica performed as well or better than 11 percent of all students when compared to the norms for her age.

On the Essay Composition subtest the student is asked to write an essay about his or her favorite game, including 3 reasons why. On this subtest Jessica performed in the Low Average range earning her a standard score of 70. As indicated by her percentile rank of 10, Jessica performed as well or better than 10 percent of all students when compared to the norms of her age.

Conclusions

Jessica Willow is an 11-year-old fifth-grade girl who was administered the WIAT-III for the purposes of assessing her academic achievement. Results of the WIAT-III indicated that Jessica obtained Above Average scores in Word Reading (83rd percentile), Reading Comprehension (88th percentile), and Oral Reading Fluency (82nd percentile) Further, Jessica obtained scores within the Average range on Listening Comprehension (82nd percentile), Pseudoword Decoding (81st percentile), and Oral Expression (77th percentile).

Jessica’s deficit areas indicated that she obtained scores within the Low Average range in Math Problem Solving (14th percentile), Sentence Completion (11th percentile), Essay Composition (10th percentile), Numerical Operations (13th percentile), Spelling (12th percentile), Math Fluency Addition (13th percentile), Math Fluency Subtraction (12th percentile), and Math Fluency Multiplication (13th percentile).

Results of testing, observation, history and interviews all seem to indicate that Jessica’s pattern is similar to children with moderate to severe learning disabilities.

Recommendations

To The School

1. It is suggested that Jessica be referred for a review by the CSE based on the results of testing, observation, review of records and interviews. This recommendation is based on the findings of a documented educational disability.

To The Teacher

1. It is suggested that Jessica’s teacher give fewer spelling words to Jessica each week. Instead of giving her twenty words, she should get ten and have words that she got incorrect the previous week on her new list of words. This will help Jessica stay on task and focused because she will have fewer words to worry about. It will also help her master words she has gotten wrong previous weeks through repetition.

2. Jessica’s teacher may want to explore the use of manipulatives, basic fact tables and calculators during math to help give Jessica hands on learning experiences. This will help Jessica with her basic math facts because she will be able to use these resources for harder math problems, instead of having her get confused with the basics.

3. Jessica’s teacher may want to set up a positive behavior reward plan, where she can earn reading time when she completes her work and stays on task. This will help Jessica work towards something she enjoys and will hopefully motivate her to finish the work that she starts in class. She can also have this plan set up for Jessica’s homework to help Jessica want to complete her homework at home. That way, she can finish the work she needs to and gain time doing something that she loves.

4. It is suggested that Jessica’s teacher use a lot of group activities for different subjects to help Jessica interact with other students in the class. This will allow her to be more social in class and will hopefully help her communication skills. A good time to use it would be during reading because Jessica seems to really love it and could help other students if they are struggling. This will give Jessica a sense of pride and leadership, which may help increase her self esteem as well.

5. It is recommended that Jessica’s teacher use approaches to help with sentence and essay composition. Ways to do this include having cut outs of words (nouns, verbs, pronouns, etc.) that Jessica has to put together to make a sentence. She can do this on her free time or during any learning centers. This will help her learn the different parts of a sentence and help her later in forming paragraphs and essays. She can have peers partner up with her to explain the process to her, and this will also help promote social interaction.

To The Parent(s):

1. It is crucial for Jessica’s parent(s) to structure her day after school. She needs to have a specific time for homework put aside each day so she gets it done. For example, they can set aside 4:00–5:00 every day to complete homework. This will give Jessica a routine to work with so that it becomes a habit. She is more likely to do her homework if she knows that she has to get it done at a certain time.

2. It is very important for Jessica’s parent(s) to increase her self esteem by giving her praise constantly throughout the day. There needs to be at least four positive reinforcements each day by means of verbal praise. For example, Jessica’s parent(s) could provide her with jobs or activities that would result in a positive outcome. Jessica’s self-esteem will increase when she hears these encouraging words from her family because it will allow her to feel good about herself.

3. It is crucial for Jessica’s parent(s) to check her math homework. They need to have Jessica complete a couple of problems (4-5) and then stop so they can check her work. They need to check the correct problems first and be positive about anything she gets wrong. This will give Jessica positive feedback to help build her confidence level and sense of accomplishment, which can ultimately lead to an increased feeling of self esteem.

4. It is very important for Jessica’s parent(s) to help her with spelling. They can do this by making flash cards of her words for the week and going over them during her homework time every day. Her parent(s) can focus on certain rules that these words might have to help increase her spelling ability. Repetition is very important, and that is why they should go over the words everyday with Jessica. It will help her learn the rules and recognize the words so that she will know them for her spelling test at the end of the week.

5. It is very important for Jessica’s parent(s) to encourage her to write and increase her sentence and essay compositions. They can do this by having Jessica write in a journal about her feelings, her day at school, etc. Her parent(s) and teacher can come up with a checklist of things to look for when reading over her entries. When she is done writing, Jessica and her parent(s) can go over what she wrote using the checklist. This will not only help her get her feelings out, but will also help her writing ability through practice. It will give her a sense of ownership because she will be helping her parent(s) correct it and fix it.

_______________________________

Tracy Doe, M.S.

Educational Examiner

CONCLUSION

When all is said and done, the comprehensive report is perhaps the most important part of the special education process. All of the data collection, hard work, statistical analyses, and relevant information now need to be expressed to all those involved. When a report is well written, it explains everything that was found along with appropriate recommendations. As special educators, writing is a critical part of your job. Being able to express yourself clearly helps all those with whom you work. In the end, the comprehensive report should be clear, cogent, and concise. When written professionally, the reader should walk away with a complete and thorough understanding of the testing done, what was found, and recommendations for the future.

Vocabulary

Academic History: This section provides the reader with relevant academic performance during the child’s school years.

Background History: The section of the comprehensive report that contains a very thorough description of the child’s family history, developmental history, academic history, and social history.

Behavioral Observations: The fourth section of the comprehensive report that includes a description of the child’s behavior during the testing sessions. This can be a very important section because it may reinforce what is seen in the class or be very different, in which case the structure of the testing environment should be explored for clues to learning style.

Chronological age: The age of the child at the time of testing.

Conclusions: In this section of the comprehensive report, the examiner indicates in very simple terms to the reader the trends in the child’s testing results that may indicate academic strengths and weaknesses, modality strengths and weaknesses, process strengths and weaknesses, and overall diagnosis and level of severity of the problem areas indicated.

Content area by content area approach: In the test results section, results from all the reading, math, spelling, writing, visual, auditory, and motor tests from each evaluation measure are analyzed separately by content area. The examiner hopes to establish patterns of strengths and weaknesses.

Developmental history: The purpose of this information is to give the reader any relevant background history pertaining to developmental milestones. This section need not read like a hospital report but should contain the basic developmental history.

Family history: This information provides the reader with a general understanding of the family structure, siblings, parental perceptions, and so on.

Identifying Data: The first section of a comprehensive report, which contains all the necessary basic information about the child. This section is important to the reader, especially if further contact is required. It allows the reader to have all the basic information in one place.

Reason for Referral: The second section of the comprehensive report, which explains to the reader the specific reasons for this evaluation. It should not be more than two to three sentences, but should be comprehensive enough to clarify the purpose.

Recommendations: The last section of the comprehensive report and probably the most valuable section for the reader. It should contain practical recommendations that will bring some hope and direction for the identified problem areas.

Social history: This section should provide the reader with an understanding of the child in his or her social world. Group participation, organizations, hobbies, interests, interaction with peers, social style, and so forth should all be discussed.

Test-by-test approach: The test results section analyzes the child’s performance on each test separately. It analyzes the results of the different subtests and provides indications of strengths and weaknesses, manner of approach, and indications of whether the scores on the specific test should be considered valid.

Test Results: The section of the comprehensive report that analyzes the results of each test and looks at the child’s individual performance on each measure.

Tests and Procedures Administered: The section of the comprehensive report that includes a simple list of the individual tests included in the test battery and any procedures used to enhance the report, such as classroom observation, review of records, parent intake.

19 DEVELOPMENT OF THE IEP

Key Terms

Academic/educational achievement and learning characteristics

Annual goals

Assistive technology devices

Benchmarks

Classification

Committee on special education

Community experiences

Dominant language of parent/guardian

Dominant language of student

Extended school year program

Management needs

Medical alerts/prescriptive devices

Participating agency

Physical development

Postschool adult living objectives

Related services

Short-term objectives

Social development

Supplementary aids

Vocational and Educational

Services for Individuals with Disabilities (VESID)

Chapter Objectives

This chapter focuses on the individualized education plan (IEP). After reading this chapter, you should be able to understand the following:

■ The purpose of an IEP

■ The components of an IEP

■ How to read a sample IEP

■ How to interpret all parts of an IEP

19.1 IEP DEVELOPMENT

All students in special education are expected to leave school prepared to

• Live independently

• Enjoy self-determination

• Make choices

• Contribute to society

• Pursue meaningful careers

• Enjoy integration in the economic, political, social, cultural, and educational mainstream of American society

As discussed in Chapter 18, the school district’s committee on eligibility for special education services (eligibility committee) is charged with ensuring that each student with a disability is educated to the maximum extent appropriate in classes and programs with his or her peers who do not have disabilities. For school-age students with disabilities, this committee must consider the supports, services, and program modifications necessary for a student to participate in general education classes and extracurricular and nonacademic activities. To better ensure that this occurs, the Individuals with Disabilities Education Improvement Act (IDEA 2004) requires that all students in special education have an individualized education program (IEP).

The IEP is the blueprint for attaining improved educational results for students with disabilities. It is used to strengthen the connection between special education programs and services and the general education curriculum. The IEP serves two major purposes:

• It is a written plan for a student in special education: Simply stated, the IEP explains the specific educational objectives and placement for a particular student.

• It is a management tool for the entire assessment process: The IEP becomes the critical link between the student in special education and the special teaching that the student requires.

Components to Be Included in the IEP

IDEA 2004 is very specific about the contents of an IEP. An IEP must include [34 C.F.R. 300.320; 20 U.S.C. 1414(d)(1)(A) and (d)(6)]:

1. A statement of the child’s present levels of academic achievement and functional performance, including:

• How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

• For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

2. A statement of measurable annual goals, including academic and functional goals designed to:

• Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

• Meet each of the child’s other educational needs that result from the child’s disability;

Note: For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives;

3. A description of:

• How the child’s progress toward meeting the annual goals will be measured; and

• When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

4.A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

• To advance appropriately toward attaining the annual goals;

• To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and

• To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

5. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described above (see #4);

6. A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district wide assessments consistent; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or district wide assessment of student achievement, a statement of why—

• The child cannot participate in the regular assessment; and

• The particular alternate assessment selected is appropriate for the child; and

7. The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

8. Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include:

• Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

• The transition services (including courses of study) needed to assist the child in reaching those goals.

9. Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority.

IEP Requirements under IDEA

The initial draft of the IEP should be developed at the eligibility meeting by the committee members, the parent(s), and, when appropriate, the student (see Chapter 18 for a review of this material). Each student’s IEP is a vital document, because it spells out the special education and related services that he or she will receive. A team that includes parents and school professionals and, when appropriate, the student develops the IEP. IDEA 2004 maintains the IEP as a document of central importance and, in the hope of improving compliance, moves all provisions related to the IEP to one place in the law—Section 614(d).

Since 1990, several key changes have been made as to what information the IEP must contain and the way in which the IEP is developed. The IEP retains many familiar components from previous legislation, such as statements regarding the student’s present levels of educational performance, annual goals, special education and related services to be provided, projected dates for the beginning and end of services, and transition services for youth. However, some modifications have been made to these familiar components to place more emphasis within the law on involving students with disabilities in the general curriculum and in the general education classroom, with supplementary aids and services as appropriate.

For example, “present levels of academic achievement and functional performance” must now include a statement of how the child’s disability affects his or her involvement and progress in the general curriculum. Similarly, the IEP must contain a statement of special education and related services, as well as the supplementary aids and services, that the child or youth needs in order to “be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and non-disabled children.”

With these new IEP requirements, there is a clear intent to strengthen the connection between special education and the general education curriculum. As the Committee on Labor and Human Resources’ Report (to accompany S. 717) stated:

The new emphasis on participation in the general education curriculum is intended to produce attention to the accommodations and adjustments necessary for disabled children to access the general education curriculum and the special services which may be necessary for appropriate participation in particular areas of the curriculum (IDEA Amendments of 1997, p. 20).

Along the same line, it is required that the IEP include an explanation of the extent to which the student will not be participating with children without disabilities in the general education class and in extracurricular and nonacademic activities. This explanation of the extent to which the child will be educated separately is a new component of the IEP, yet it is clearly in keeping with the changes noted earlier.

Other aspects of the IEP have changed over the past 15 years. For example, each student’s IEP must now include a statement of how the administration of state or districtwide assessments will be modified for the student so that he or she can participate. If the IEP team determines that the student cannot participate in such assessments, then the IEP must include a statement of (1) why the assessment is not appropriate for the child and (2) how the child will be assessed. These changes work in tandem with changes elsewhere in IDEA 2004, requiring that students with disabilities be included in state and districtwide assessments of student achievement.

Other IEP requirements include the following:

1. Informing the student about the transfer of rights as he or she approaches the age of majority

2. How parents will be regularly informed of their child’s progress toward meeting the annual goals in the IEP

3. Where services will be delivered to the student

4. Transition service needs of the student beginning at age 14

IDEA 2004 maintains essentially the same process for developing the IEP—namely, that the document is developed by a multidisciplinary team, including the parents. However, the new legislation increases the role of the general educator on the IEP team to include, when appropriate, helping to determine positive behavioral interventions and appropriate supplementary aids and services for the student.

Also added to the IEP process are “special factors” that the IEP team must consider. These factors include

• Behavior strategies and supports, if the child’s behavior impedes his or her learning or that of others

• The child’s language needs (as they relate to the IEP) if the child has limited English proficiency

• Providing for instruction in Braille and the use of Braille (unless not appropriate) if a child is blind or visually impaired

• The communication needs of the child, with a list of specific factors to be considered if a child is deaf or hard of hearing

• Whether the child requires assistive devices and services

The language in the new IDEA 2004 emphasizes periodic review of the IEP (at least annually, as previously required) and revision as needed. A new separate requirement exists that schools must report to parents on the progress of their child with disabilities at least as frequently as progress of nondisabled children is reported, which seems likely to affect the revision process for IEPs. If it becomes evident that a child is not making “expected progress toward the annual goals and in the general curriculum,” the IEP team must meet and revise the IEP.

The new legislation specifically lists a variety of other circumstances under which the IEP team would also need to review and revise the IEP, including the child’s anticipated needs, the results of any reevaluation conducted, or information provided by the parents. The requirements for providing transition services for youth with disabilities have been modified in IDEA 2004 (see later in this chapter for a detailed discussion on transition services).

Understanding the IEP

When writing an IEP, it is very important to remember that it is being written for both administrators and parents. Therefore, be sure that it is

• Clear and concise

• User-friendly

• A working document

• A reflection of the abilities of the student

• A document that involves the parents and school personnel in the student’s education

Now we take you through a sample IEP. Each section will be a model of what an IEP can look like, and we then explain that section in detail. IEPs differ from state to state and even from district to district. Therefore, the sample IEP used here may be a little different in format than that used in your school district. However, the areas covered will be similar, if not exactly the same. Regarding the sample IEP, it is important to realize a few important points:

• Some sections of the sample IEP apply only to students who are age 14 and older. These sections will be designated as we go along.

• The term committee is used to designate the state’s committees for special education eligibility (i.e., EC, committee on special education , multidisciplinary team, eligibility team, multifactor team). These teams are responsible for children age 3 to 21 years.

• Some districts separate responsibilities by having separate teams for ages 3 to 5 (i.e., committee on preschool special education, or CPSE) and 5 to 21 (those listed above).

• Additional space may be added to any section of the sample IEP to meet the needs of the student. Because the number of goals is determined by the needs of the student, space for additional goals may be added.

SAMPLE IEP

Section 1—Background Information

School District/Agency: _____________________________________________

Name and Address: ________________________________________________

Individualized Education Program

Date of Eligibility Committee/CPSE Meeting: __________________________

Purpose of Meeting: ________________________________________________

Student Name: ____________________________________________________

Date of Birth: _____________________ Age: ___________________

Street: ___________________________ County of Residence: ___________________

City: ___________________ Zip: ____________ Telephone: ___________________

Male ______ Female ______ Student ID #: ______ Current Grade: ___________________

Dominant Language of Student: _____________________________________

Interpreter Needed: Yes _________ No _______________

Racial/Ethnic Group of Student:

(optional information)

American Indian or Alaskan Native _____________

Black (not of Hispanic origin) __________________

White (not of Hispanic origin) __________________

Asian or Pacific Islander _______________________

Hispanic _____________________________________

Date of Initiation of Services: _________ Projected Date of Review: ________

Date of Eligibility: __________ Date for Reevaluation: _________

Medical Alerts: ____________________________________________________

Mother’s Name/Guardian’s Name: ___________________________________

Street: ___________________________ County of Residence: _____________

City: ____________________ Zip: ____________ Telephone: _____________

Dominant Language of Mother/Guardian: _____________________________

Interpreter Needed: Yes ___________ No ___________

Father’s Name/Guardian’s Name: ____________________________________

Street: ____________________ County of Residence: ________________________

City: ____________________ Zip: ____________ Telephone: _____________

Dominant Language of Mother/Guardian: _____________________________

Interpreter Needed: Yes ___________ No ___________

____________________________________________________________________________

Explanation of Section 1—Background Information

Date of the Eligibility Committee / CPSE Meeting : The date the committee meeting occurred.

Purpose of Meeting: The eligibility committee, subcommittee on special education, or committee on preschool education (eligibility committee/committee on preschool special education) meeting may be conducted to address several purposes. The meeting may be an initial review, an annual review, a review of reevaluation results, or a request for review by the student’s parent or teacher, and should be noted accordingly.

Student Name: The full name of the student should be noted.

Date of Birth: Student’s birth date.

Age: The age of the student on the date of the meeting.

Address of Student: Legal address and phone number of the student.

County of Residence: The county in which the parent(s) and student reside.

Gender: Male or female.

Student Identification Number (ID) : The ID number may be the student’s social security number or a number assigned by the school.

Current Grade : For school-age students, the current grade is designated as of the date of the committee meeting. Students with disabilities who are participating in instruction based on the general education curriculum should have a grade designation, which generally is the grade in which the student would be enrolled if the student did not have a disability. For all other students, the term ungraded should be noted.

Dominant Language of Student : For a student who is deaf or hearing impaired or whose native language is other than English, specify the language or mode of communication used with the student. The committee must arrange for an interpreter if needed for the student to participate meaningfully in developing the IEP.

Race/Ethnic Group of Student: Listing the race/ethnicity of the student is optional.

Date of Initiation of Services : The date when this IEP is to be implemented.

Projected Date of Review : The date when review of this IEP is expected.

Date of Eligibility : The date when the student was first identified as a student with a disability and eligible for special education programs and services.

Date for Reevaluation : The date when the next reevaluation of the student is expected to occur. Reevaluations must occur at least every three years.

Medical Alerts/Prescriptive Devices : Any information that should be readily available to all teachers and other appropriate school personnel, such as medications or specific health-related conditions requiring either constant or intermittent care by a qualified individual (e.g., eyeglasses, hearing aids, and allergic reactions).

Parent(s)/Guardian’s Name: The names of the parent(s) or the name of a guardian, if appropriate.

Street, City, and Zip: If the address of a parent(s)/guardian is different from the student’s address, both addresses should be indicated, when appropriate.

Telephone: If appropriate, the telephone numbers of parent(s)/guardian should be indicated.

County of Residence: The county(ies) in which the parent(s) resides.

Dominant Language of Parent(s)/Guardian : For parent(s)/guardians who are deaf or hearing impaired or whose native language is other than English, specify the language or mode of communication used by the parent(s). The committee must ensure that the parent(s)/guardian understands the proceedings of the committee meeting and must arrange for an interpreter if needed for the parent(s)/guardian to participate meaningfully in developing the IEP.

Section 2—Present Levels of Performance and Individual Needs

1. Academic/Educational Achievement and Learning Characteristics : Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style.

Present Levels:	Academic development
	Desmond is currently functioning below his chronological age in the area of academic ability.
Present Levels:	Cognitive ability
	Desmond is currently functioning at his chronological age in the area of cognitive ability.
Present Levels:	Language ability
	Desmond is currently functioning below his chronological age in the area of language development.
	Desmond is currently functioning below his chronological age in the area of receptive development.
	Desmond is currently functioning below his chronological age in the area of pragmatic/social speech development. (continued)
Abilities:	Desmond understands multistep directions.
Needs:	None
Present Levels:	Learning style
	Desmond has a multisensory learning style.
Present Levels:	General
	Given Desmond’s functional level, his disability affects his involvement and progress in the general education program.
	Desmond models math/goal skills only with teacher support. Desmond is able to perform language arts goals/skills independently with minimal support.
Present Levels:	Rate of Progress
	Desmond’s rate of progress is below average.
	Desmond reads on or above grade level.
	Desmond’s computational skills impact the ability to perform general education at his grade level.
Abilities:	Desmond is able to read and follow written directions.
Needs:	Desmond requires an individualized and/or small group for instruction in math.
	Desmond needs to develop self-monitoring skills as a means of avoiding carelessness and of focusing attention to detail (copying homework assignment, completing classwork).

2. Social Development : Describe the quality of the student’s relationships with peers and adults, feelings about self, social adjustment to school and community environments, and behaviors that may impede learning.

Present Levels:	Social Interaction with Peers
Desmond is presently functioning below his chronological age in the area of social development.
Abilities:	Desmond has developed some friendships.
Needs:	Desmond needs to relate appropriately to peers in the classroom.
	Desmond needs to relate appropriately to adults in the classroom.
	Desmond needs to relate appropriately to adults outside the classroom.
	Desmond needs to learn how to communicate effectively in social situations.
Present Levels:	Feelings about Self
	Desmond is currently functioning below his chronological age level with regard to feelings about himself.
Abilities:	Desmond identifies himself as an individual.
Needs:	Desmond needs to develop positive self-concept.
Present Levels:	School/Community
	Desmond is currently functioning below his chronological age level with regard to school and community.
Abilities:	Desmond initiates social interactions with adults.
Needs:	Desmond needs to respond to adult intervention.
	Desmond needs to respond to adult praise.
Present Levels:	Adjustment to School/Community
	Desmond does not display appropriate social adjustment to school, family, and/or community environment skills.
Abilities:	Desmond can adapt to changes in routine.
Needs:	Desmond needs guidance to participate in small groups.
	Desmond needs to take initiative in social situations.

3. Physical Development : Describe the student’s motor and sensory development, health, vitality, and physical skills or limitations that pertain to the learning process.

Present Levels:	Desmond has ADHD medical diagnosis, which impacts learning—see health file.
Abilities:	Desmond may participate in all school activities.
Needs:	Desmond needs to develop skills required to sit independently. Desmond needs to improve attending skills when visual distractions are present.

4. Management Needs : Describe the nature of and degree to which environmental modifications and human or material resources are required to address academic, social, and physical needs. A functional behavioral assessment should be completed for any student who demonstrates behaviors that impede learning. A functional behavioral assessment becomes the basis for positive behavioral interventions, strategies, and supports for the student.

Present Levels:	Desmond has moderate management needs to address academic goals.
	Desmond has moderate needs to address social goals.
	Desmond has no management needs to address physical goals.
Abilities:	Desmond is able to perform effectively and complete tasks in the class-room environment with the assistance of additional personnel.
Needs:	Desmond needs full-time general education placement with moderate support through special education.

Explanation of Section 2—Present Levels of Performance and Individual Needs

The IEP must describe the student’s present levels of educational performance, including the student’s abilities and needs, based on relevant functional and developmental evaluation information, including information provided by the parent. Many tests and assessment procedures are used to obtain information about a student’s present performance.

Present levels of performance must include a statement that explains how the student’s disability affects his or her involvement and progress in the general education curriculum. The committee uses this information to determine a student’s eligibility for special education, the specific classification, annual goals and objectives, and the specific type and extent of special education programs and services. The committee must assess present levels of performance and individual needs in the following areas:

Academic/Educational Achievement and Learning Characteristics : Levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style are addressed. Performance in subject areas should be based on the student’s ability in relation to the learning standards and performance indicators established for all students.

Social Development : The degree and quality of the student’s relationships with peers and adults, feelings about self, and social adjustment to school and community environments are explained.

Physical Development : The degree or quality of the student’s motor and sensory development, health, vitality, and physical skills or limitations that pertain to the learning process, including pertinent information from the student’s physical examination, are noted.

Management Needs : The nature of and degree to which environmental modifications and human or material resources are required to enable the student to benefit from instruction are discussed.

Section 3—Long-Term Adult Outcome Statement

Long-Term Adult Outcomes: Beginning at age 14, or younger if appropriate, long-term adult outcomes are anticipated, reflecting student’s needs, preferences, and interests.

Postsecondary Education/Training:

Desmond anticipates receiving the following postsecondary education/training:

Desmond will attend college.

The transition service needs of Desmond to meet long-term adult outcomes are:

Desmond will receive guidance/career counseling.

Desmond will take college entrance courses.

Desmond will take Regents courses.

Employment: NA

Community Living: NA

Explanation of Section 3—Long-Term Adult Outcome Statement

The IEP must include a long-term adult outcome statement related to the student’s individual needs, preferences, and interests for adult employment, postsecondary education, and community living. At age 14, federal law requires that the IEP include a statement of the transition services needs of the student that focuses on the student’s courses of study, such as advanced-placement courses or an occupational education program. The IEP must reflect the full array of transition service needs in instruction, related services, community experiences, development of employment, and other postschool adult living objectives , including, as appropriate, acquisition of daily living skills and a functional vocational evaluation.

The long-term adult outcome statements establish clear expectations for the school, the student, the student’s family, and any agencies participating in planning and implementing the transition programs and services in the IEP. These statements are the basis for planning the student’s movement from school to post-school activities and for discussion with appropriate public and private community agencies regarding their contributions to the student’s transition process.

Once the statements are established, annual goals and objectives and other activities can be developed to help the student incrementally develop skills, experiences, and contacts with resources, as needed, to work toward these desired adult outcomes. Vocational rehabilitation counselors from the federal agency, Vocational and Educational Services for Individuals with Disabilities (VESID) , in consultation with the student, parents, and school personnel, can provide advice on long-term adult outcomes, including appropriate vocational assessments, postsecondary services, and selection of employment goals for students who meet vocational rehabilitation eligibility criteria.

Section 4—Measurable Annual Goals and Short-Term Instructional Objectives

Annual Goal: Desmond will maintain and improve study skill levels.

Short-Term Instructional Objective	Evaluation Procedures	Evaluation Schedule
1. Improve work habits and study skills	Classroom teacher contact	Quarterly
2. Organize material including classwork, major assignments, and homework

Annual Goal: Desmond will successfully complete academic course requirements.

Short-Term Instructional Objective	Evaluation Procedures	Evaluation Schedule
1. Incorporate writing process strategies
2. Improve math computation	Quizzes, tests	Quarterly

Annual Goal: Desmond will increase attentiveness and concentration skills.

Short-Term Instructional Objective	Evaluation Procedures	Evaluation Schedule
1. Develop necessary behaviors, attitudes, and expectations that will lead to self-growth	Teacher contact	Quarterly
2. Learn to express feelings, both positive and negative

Explanation of Section 4—Measurable Annual Goals and Short-Term Instructional Objectives

Annual goals are statements, in measurable terms, that describe what the student can reasonably be expected to accomplish within a 12-month period. There must be a direct relationship between the annual goals and the present levels of performance. Annual goals focus on addressing needs resulting from the disability so that the student can appropriately participate in the general curriculum. The committee should consider goals from all areas of the student’s individual needs, including those associated with behavior and long-term adult outcomes, where appropriate. Annual goals should be developed using the following criteria:

• Should be determined from the abilities and needs of the student as described in the present levels of performance

• Should focus on offsetting or reducing the learning or behavioral problems resulting from the student’s disability

• Should focus on meeting the special education needs of the student

• Must be written in measurable terms

In a manner of speaking, annual goals are like a road map. Where is the child heading this year? What will he or she work on, both academically and in terms of functional development? What does the IEP team feel the child can achieve by the end of the year—again, academically and functionally?

Annual goals should be related to meeting the child’s needs that result from the disability and, to the extent possible, enable the child to be involved in and make progress in the general curriculum.

In the past, annual goals were paired with short-term objectives or benchmarks of progress. With the 2004 Amendments to IDEA 2004, this requirement has been removed. Now, benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards [34 C.F.R. 300.320(a)(2)(ii)].

Section 5—Special Education Programs and Related Services/Program Modifications

1. Special Education Programs/Related Services

	Initiation Date	Frequency	Duration
In-school counseling	September 2007	1 × a week	45 min.

2. Extended School Year Programs/Services Yes _____ No _____

3. Supplementary Aids and Modifications or Supports For the Student

	Initiation Date
Modification of curriculum	September 2007
Extra time between classes	September 2007
Calculator	September 2007

4. Describe any assistive technology devices or services needed: Given Desmond’s functional level, he does not need assistive technology services and devices in order to have an equal opportunity to succeed academically.

5. Describe the program modifications or supports for school personnel that will be provided on behalf of the students to address the annual goals and participation in general education curriculum and activities: School staff will be provided with information on a specific disability and implications for instruction for Desmond.

6. A. Individual Testing Modification(s):

Desmond requires time and a half to complete standardized tests.

Desmond requires double time to complete classroom tests.

Desmond requires tests to be administered in a small group in a separate location.

Desmond will have tests administered in a location with minimal distractions.

B. State why the student will not participate in a state or districtwide assessment:

_________________________________________________________________________

C. Explain how the student will be assessed:

_________________________________________________________________________

Explanation of Section 5—Special Education Programs and Related Services/Program Modifications

The IEP must indicate the special education programs and related services, supplementary aids and services, assistive technology devices, and program supports or modifications that are to be provided to the student or on behalf of the student. Special education means specially designed individualized or group instruction or special programs or services to meet the individual needs of students with disabilities. Specially designed instruction ensures access of the student to the general curriculum so the student can meet the educational standards that apply to all students.

The IEP must indicate the type of program or service (e.g., special class, consultant teacher, resource room, related service), the initiation date, frequency (the number of times per week a service will be provided), duration (number of minutes per session), and location (e.g., general education class, separate location) for each special education program and service. The IEP must describe the special class size, if appropriate. If the student needs direct and/or indirect consultant teacher services, the IEP should indicate the general education classes, including occupational education, in which the student will receive such service. The location where special education and related services will be provided to a student may influence decisions about the nature and amount of these services and when they should be provided. For example, the appropriate location for the related service to be provided may be the regular classroom or a separate location.

RELATED SERVICES.

These are school-based services that the child with a disability will be receiving that provide support for him or her and enhance educational performance. Examples of related services include but are not limited to:

In-school individual counseling: When this service is recommended on an IEP, it usually means that the child would benefit from a more intimate therapeutic situation with emphasis on control, insight, cause and effect awareness, special attention, and developing a trusting relationship with an authority figure. Although some children need only individual counseling, others might move from individual to group to try out the insights and experiences learned from the individual experience.

In-school group counseling: When this service is recommended on an IEP, it means that the child would benefit from a group situation that emphasizes interpersonal relations, social skills, cooperative play and interaction, interdependence, social delay of gratification, peer feedback, and social connections. The group usually meets once or twice a week and many times may be combined with individual in-school counseling.

Resource room: This service is recommended when the eligibility committee feels that the child would benefit from extra academic assistance depending on the recommendations of the diagnostic evaluation, IEP recommendation, and teacher observation. This assistance might involve remediation, compensation, or survival skills depending on the age and grade of the child. Most children will be recommended for a minimum of three hours per week (divided as needed) to a maximum of 50 percent of the child’s school day.

Speech/language therapy: This service is recommended when the eligibility committee feels that the child’s poor performance is directly related to disabilities in language or speech development. This service might emphasize remediation in expressive or receptive language, articulation, voice disorders, fluency disorders, and so on. These services may be administered in small-group or individual settings. This recommendation can also be made in conjunction with some other service such as resource room, if indicated.

Physical therapy and occupational therapy: The eligibility committee usually makes this recommendation when the child is suffering from some physical or motor impairment. Physical therapists usually provide exercise therapy and special devices to improve the total physical functioning and strength of a student with a disability. Generally, occupational therapists focus more on fine motor skills such as hand control, using the mouth to chew, and any other factor involved in daily living skills.

Art therapy: This recommendation, although not as common as some other services, is usually recommended when the eligibility committee feels that the production of art in its various forms would have beneficial qualities for exceptional students. Major factors involved in this recommendation include the opportunity for the child with a disability to express creativity, to improve fine motor skills, and to develop appropriate leisure-time activities.

Adaptive physical education: This service is usually recommended when the eligibility committee feels that the general physical development of a child with a disability is impaired or delayed. When these programs are instituted, they tend to have a therapeutic orientation. The teachers utilized for this service must have special training in the use of specialized equipment to improve muscle development and coordination.

Music therapy: This recommendation may be made by the eligibility committee when it feels that music can be used to prompt the development of various functional behaviors for students with disabilities such as motivation or improvement of speech, language, and communication skills through singing.

EXTENDED SCHOOL YEAR PROGRAMS AND SERVICES.

Some students may require special education services during the months of July and August to prevent substantial regression. Substantial regression means a student’s inability to maintain developmental levels due to a loss of skill or knowledge during the months of July and August of such severity as to require an inordinate period of review at the beginning of the school year to reestablish and maintain IEP goals and objectives mastered at the end of the previous school year. The committee should consider extended school year programs for those students

• Whose management needs are determined to be highly intensive, who require a high degree of individualized attention and intervention, and who are placed in special classes

• With severe multiple disabilities, whose programs consist primarily of rehabilitation and treatment, and who are placed in special classes

• Who are recommended for home and hospital instruction, whose special education needs are determined to be highly intensive, who require a high degree of individualized attention and intervention, or who have severe multiple disabilities and require primarily rehabilitation and treatment

• Whose needs are so severe that they can be met only in a seven-day residential program

• Who are receiving other special education services and, because of their disabilities, exhibit the need for a special service and/or program provided in a structured learning environment for up to 12 months in order to prevent substantial regression

The committee must specifically state the initiation date, frequency, duration, and location of services the student is to receive during July and August. In addition, the IEP must indicate the provider of such services.

An IEP developed for an extended school year program may differ from the IEP developed for the school year program. The eligibility committee determines the type and amount of services that a student needs for an appropriate extended school year program. The IEP developed for the extended school year program should focus on the areas in which the student is expected to experience substantial regression. The eligibility committee must determine the least restrictive environment required for the student to benefit from special education services during July and August. Extended school year programs or services may be provided in a location that differs from the one the student attends during the school year, provided the eligibility committee determines that the setting is appropriate for the student to benefit from the special education services and to meet the IEP goals.

SUPPLEMENTARY AIDS AND SERVICES AND PROGRAM MODIFICATIONS OR SUPPORTS.

Supplementary aids and services and/or program modifications or supports means aids, services, and other supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated with students without disabilities to the maximum extent appropriate in the least restrictive environment. Examples of supplementary aids and services include

• A note taker

• Written materials in Braille format

• Extra time to go between classes

• Modification of curriculum

• Special seating arrangements

Providing modifications to students with suspected disabilities must be substantiated and documented by evidence within the testing results. Although these criteria may vary from district to district, examples that may be used to determine the type of modification recommended are listed below:

Flexible Scheduling. Usually applied to students who may have problems in the rate in which they process information (e.g., physical disabilities such as motor or visual impairments). Examples of flexible scheduling modifications include

• Time extensions on tests

• Administration of a test in several sessions during the course of the day

• Administration of a test in several sessions over several days

The documentation required to make this recommendation should include evidence of at least one of the following:

1. Slow processing speed

2. Slow psychomotor speed

3. Severe anxiety

Flexible Setting. A modification that allows students with disabilities to take a test in a setting other than a regular classroom. This flexible setting may become necessary for a child whose health impairments prevent him or her from leaving home or the hospital, for a child whose disability interferes with his or her remaining on task, or for a child who is easily distracted. In other cases, a student with a disability may require special lighting or acoustics or a specially equipped room. Examples of flexible setting include

• Individual administration of a test in a separate location

• Small-group administration of a test in a separate location

• Provisions for special lighting

• Provisions for special acoustics

• Provision for adaptive or special furniture

• Administration of test in a location with minimal distractions

The documentation required to make this recommendation should include evidence of one of the following:

1. Students with serious attentional difficulties

2. Students who are easily distracted and have difficulty remaining on task due to processing difficulties, anxiety, and so on.

Revised Test Format. Appropriate for students whose disability may interfere with taking a test using the standard test format, such as students with visual or perceptual disabilities who may not be able to read regular-size print, revised test formats include the following examples:

• Use of a large-print edition

• Increased spacing between items

• Reduction in the number of items per page

• Use of a Braille edition

• Increased size of answer bubbles on test answer forms

• Rearrangement of multiple-choice items with answer bubble right next to each choice

The documentation required to make this recommendation should include evidence of visual–perceptual processing deficits that would cause difficulty transferring answers onto a machine scorable booklet or sheet.

Revised Test Directions. To allow students with certain disabilities a greater chance of understanding directions and thereby successfully completing a test, revised test directions include the following examples:

• Have directions read to child

• Reread the directions for each page of questions

• Simplify the language in the directions

• Provide additional examples

The documentation required to make this recommendation should include evidence of at least one of the following:

1. Students who have documented reading comprehension skills below the 25th percentile on standardized tests

2. Documented language-processing deficits

3. Significant receptive language weaknesses

Use of Aids. Some students with disabilities—for example, children with hearing impairments—require the use of aids in order to interpret test items, such as the following:

• Auditory amplification devices

• Visual magnification devices

• Auditory tape of questions

• Masks or markers to maintain the student’s place on a page

• Having questions read to the student

• Having questions signed to the student

The documentation required to make the recommendation for use of a word processor or a scribe (individual who copies notes for the child) should include evidence of one of the following:

1. Documented graphomotor deficits

2. Documented written language deficits significantly below current grade level

The documentation required to make the recommendation to permit recording answers in any manner should include evidence of one of the following:

1. Documented graphomotor deficits

2. Documented written language deficits significantly below current grade level

The documentation required to make the recommendation of not penalizing spelling errors should show evidence of one of the following:

1. Below 25th percentile on standardized tests

2. A 50 percent discrepancy between aptitude and spelling achievement score on standardized tests

Revised Format. Some students with disabilities may be unable to record their responses to test questions on conventional answer forms and as a result may require a change in the test format, such as the following:

• Recording answers directly in the test booklet

• Increasing the spacing between questions or problems

• Increasing the size of the answer blocks

• Providing cues (stop sign, arrows) directly on the answer form

The documentation required to make format revisions should show evidence of visual–perceptual processing deficits that would cause difficulty transferring answers onto a machine scorable booklet or sheet or with other tasks involving visual discrimination or spatial difficulties.

Testing Modifications. When making testing modification recommendations for a student, remember the following:

• Testing modifications are to give students the same opportunities as their peers. They are not designed to achieve the identical result or give an unfair advantage to students with disabilities.

• Testing modifications should not be excessive. They should alter standard administration to the least extent possible.

• Testing modifications may allow a student access to higher-level classes.

• Higher scores are not reasons for giving test modifications.

• Testing modifications are to be specific.

• Students should have to take state exams and the IEP must indicate why a student is exempted from them, if necessary. Only IEP-diploma-bound students may be exempted from certain tests.

• It is the building principal’s responsibility to ensure that test modifications are correctly implemented.

• Diagnostic evaluations (newly referred students) do not require test modifications. Administration of test modifications is at the discretion of the examiner.

• If a student refuses to utilize a test modification, it should be documented and if necessary eliminated from the IEP.

• The principal, as well as all teachers of appropriate students, should receive information on test modifications.

• Students should not be counseled toward more restrictive career objectives because they have disabilities.

• The general education teacher must administer test modifications as described in the IEP.

19.2 THE ONLY STUDENTS ALLOWED TO HAVE MODIFICATIONS

1. Students with disabilities

2. Declassified students (until graduation or before if no longer appropriate)

3. Students (same as classified) with accommodation plans

4. Students who acquire short-term disabilities shortly before the test

SPECIALIZED EQUIPMENT OR ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES.

The IEP must describe any specialized equipment and adaptive devices needed for the student to benefit from education. IDEA 2004 requires each school district to ensure that assistive technology devices and/or services are made available to a preschool or school-age student with a disability as part of the student’s special education, related services, or supplementary aids or services as described in the IEP. Assistive technology devices are any item, piece of equipment, or product system—whether acquired commercially off the shelf, modified, or customized—used to increase, maintain, or improve the functional capabilities of a child with a disability.

A school district is not responsible to make available, through purchase or rental, devices that a student would require only for nonschool settings or activities. In addition, the district would not, unless specifically stated in the IEP, have to provide items that a student routinely would require for daily life functions regardless of the setting (e.g., wheelchair, hearing aid, or some prosthetic or orthotic devices) that are prescribed by a licensed physician. If a student requires assistive technology to meet the IEP goals and objectives or to participate in the general education curriculum or classes, the committee must consider who will be responsible for day-to-day maintenance as well as developing a contingency plan to provide repairs, replacements, or backup equipment.

PROGRAM MODIFICATIONS OR SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT.

The IEP must describe the program modifications or supports for school personnel that will be provided on behalf of the student to address annual goals and participation in general education curriculum and activities. Examples of modifications or supports that may be provided for school personnel are

• Information on a specific disability and implications for instruction

• Training in use of specific positive behavioral interventions

• Information on the need for special placement of the student within the classroom

• Training in the use of American Sign Language

Individual Testing Modifications Required, Nonparticipation in a State or Districtwide Assessment, and How the Student Will Be Assessed

1. Individual testing modifications: The IEP must clearly state testing modifications to ensure a consistent understanding by the committee, the principal, the teacher(s), the student, and the parents. Specific test modifications (e.g., “use of word processor with a spell-check function”) should be indicated rather than generic test modification categories (e.g., “answers recorded in another manner”). It is appropriate to indicate the conditions or nature of tests that will require test modifications (e.g., “use of a note taker for tests having answer sheets requiring answers to be blackened”); however, qualifying terms such as as appropriate or when necessary should not be used on the IEP.

2. Statement of nonparticipation in a state or districtwide assessment and how the student will be assessed: The committee must consider the far-reaching effects of nonparticipation in a particular state or districtwide assessment of student achievement (or part of such an assessment) before determining that a student will not participate in the assessment. If the committee determines that the student will not participate in a particular state or districtwide assessment, the IEP must contain a statement of why that assessment is not appropriate for the student. In addition, the IEP must indicate how the student will be assessed.

Section 6—Participation in General Education Classes and Nonacademic and Extracurricular Activities

Explain the extent of participation in general education programs and extracurricular and other nonacademic activities including physical education or adaptive (adapted) physical education and occupational education (if appropriate). Explain the extent, if any, to which the student will not participate with students without disabilities in the regular class and in other activities.

Desmond will participate in all general education classes with support personnel.

If the student is exempt from the second-language requirement, explain why.

Desmond will be exempt from foreign language requirements due to the following reasons: Desmond exhibits a significant discrepancy between verbal and performance areas on IQ testing, and the profile suggests significant verbal difficulties, which exempts Desmond from participation in a required second language course.

Explanation of Section 6—Participation in General Education Classes and Nonacademic and Extracurricular Activities

IDEA 2004 presumes that all students with disabilities are to be educated in general education classes. The IEP must explain both how the student will participate in general education classes, programs, and activities and the extent, if any, to which the student will not participate in such classes, programs, and activities with peers without disabilities. For preschool students, the committee must explain why the student will not participate in age-appropriate activities with peers without disabilities.

The IEP must specifically indicate how the school-age student will participate in general education programs, including

• Physical education or adaptive (adapted) physical education

• Occupational education, if appropriate

• Second-language instruction

• Nonacademic activities

• Extracurricular activities

Because all students are expected to participate in the second-language requirement unless specifically exempted by the committee, the committee must explain why the student is exempt.

Students with severe disabilities can also benefit from participation in general education classes and activities with appropriate supports to them and their teachers. In determining the placement of a student with severe disabilities, the committee must determine whether to require the assistance of supplementary aids and services. Only upon determining that such goals and objectives cannot be achieved in a general education classroom, with supports and services, should the student be educated in an alternative placement. Moreover, the committee should also consider the nonacademic benefits to the student (e.g., language development and role modeling) that will result from interaction with students without disabilities.

Section 7—Participating Agencies for Students Who Require Transition Services

Participating agencies that have agreed to provide transition services/supports (before the student leaves the secondary school program):

Agency Name: ___________________ Telephone Number: ___________________

Service: ________________________________________________________________

Implementation date if different from IEP implementation date: _____________