Assign 2

FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT

DEMOGRAPHICS

___Huang Le_______ __Anytown School District _________________ __

Student Resident District IEP Meeting Date

__ Anytown School District _________________ __

Gender: _X_ M ___ F Grade: _____

Attending District Annual IEP Review Date

___xx/xx/xx_________ __ Anytown School ___________

_________________ ___

Date of Birth (mm/dd/yy) Attending School Amendment Date

__111-111-111_____ ____________________________ _________________ __

Secure Student Identifier (SSID)

Case Manager Most Recent (re)Evaluation Date

AU Autism Spectrum Disorder _SI Speech/Language Impairment

_________________ ___

Primary Disability Code & Category

Secondary Disability Code & Category – OPTIONAL

Re-Evaluation Due Date

INITIAL EVALUATIONS A. the evaluation is conducted in accordance with the procedures in federal and

state law, B. the results of the evaluation are used by the IEP Committee in developing an

individualized education program (IEP) TIME LINE A written report of a full individual evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the referral for assessment was initiated by school personnel, the student’s parent or legal guardian, or another appropriate person. The assessment shall be conducted using procedures that are appropriate for the student’s most proficient method of communication. The 60 calendar day time line requirements for the special education department processing and assessment begins from the time that the parent/guardian

signs notice and consent for FIE. Data should be gathered and sent to special education assessment person as soon as possible. PURPOSE The purpose of the full individual evaluation is to:

A. determine eligibility and the presence or absence of a physical, mental, or emotional disability which may affect the student’s successful participation in the general education curriculum;

B. determine the presence or absence of a significant educational deficit

and the need for special education instructional and/or related services; C. identify specific learning competencies in instructional and related

service areas; D. make recommendations for determining the grading criteria and

procedures for participation in extracurricular activities; and E. provide information relative to the appropriate mastery level or levels at

which the student should be expected to achieve in order to receive passing grades in all content areas of instruction.

EVALUATION DATA: PLAAFP Based on observation and data collected:

PRESENT LEVELS OF

ACADEMIC PERFORMANCE PRESENT LEVELS OF

FUNCTIONAL PERFORMANCE

STRENGTHS OF THE

STUDENT

Huang has shown on or above grade level performance for CCSS in: Various grade-level science concepts, scientific method, mathematical principles and operations, vocabulary development, handwriting. He reads extensive non-fiction literature.

Huang shows great attention to detail. He shows strength in making logical decisions. He is a visual learner. Huang shows deep interest in his topics of choice. He is beginning to attend to peer social behavior around his during unstructured activities.

EDUCATIONAL INPUT FROM

PARENTS, INCLUDING CONCERNS

Parents report difficulties in getting Huang to complete his homework. In addition, they are concerned about his frustration with math story problems.

Parents report that there is no adherence to self care routines without significant prompting. Huang has few relationships outside his parents. He does not actively participate in extracurricular activities. His leisure skills are limited. He protests changes in routines.

RESULTS AND EXPLANATION OF CURRENT

DATA, INCLUDING

MOST RECENT EVALUATION

State Literacy Assessment: Passed with Accommodation State Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area

Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for noncompliance

NEEDS OF THE STUDENT

Huang needs support in the areas of: language/communication, social/behavioral skills, reading comprehension, math story problems, classroom management, self help skills, and he is very resistant to changes in topic or routine.

Huang has difficulty initiating and maintaining peer interactions. Other areas of need include: Conversation and complex instructions, Social language, Body language. He does not independently interpret unwritten rules or social routines that are more subtle. Self care routines both at home and at school are lacking. Huang does not demonstrate long term goal- setting and planning. He engages in noncompliant behavior.

ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC PERFORMANCE)

Huang should take the standard assessments with accessibility supports for statewide and district testing. --------------------------------------------------------------------------------------------------------- Assessment for Related Services and Adapted Physical Education Not recommended for Huang Vocational Assessment Incorporate self-help goals and independence into his IEP goals; no vocational services recommended at this time. Transition planning is recommended. Please develop a goal for Training, Education for him based on his classroom placement. RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction

• N/A Related Services

• Speech Language Therapy • Transportation Services • Occupational Therapy

Supplementary Aids/Accommodations

• Visual hourly schedule • Breaks to move within the room when needed • Visual or text available during lessons that require a verbal response • Extended time to take tests and complete activities • Extra wait time for instructions • Seating in the front of the classroom • Visual • Daily or weekly communication between parent and teachers • Social skills training • Paraprofessional//classroom aide assistance in the classroom for communication

and social needs

Supplementary Aids/Modifications

• Reducing the number of questions on a test or homework • Adjusted grading to weighted grading • Using a calculator during a math test • Adapted curriculum in reading • Alternative activities

Supplementary Program Modifications/Supports for School Personnel

• Provide at least 3 specific training opportunities on specialized instruction for students with ASD per year

RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: Huang has made great progress since his last full evaluation. At this time, goals recommended include: Language/communication Huang will initiate communicative interactions with

others by asking questions 4/5 opportunities to do so. Huang will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal 4/5 opportunities to do so.

Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Huang will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues 80 % of the time. Huang will follow classroom rules and directives given visual and verbal prompts 80% of the time. Huang will independently take a break given visual prompts 75% of the time. Huang will independently ask to take a break given visual and verbal prompts 80% of the time.

Classroom management skills

Huang will raise a hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so.

Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so.

Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so.

Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts.

NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities. Huang’s teacher will be provided with supports and additional staff if the need should arise. No removal is recommended at this time.

Reference

Bailey, E. (n.d.). Suggestions for classroom accommodations and modifications for children with autism. Health Central. Retrieved from http://www.healthcentral.com/autism/c/1443/140596/accommodations/.

National Association of Special Education Teachers. (n.d.). Examples of IEP goals and objectives: Suggestions for students with autism. Retrieved from https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Go als_Objectives_for_ASD.pdf.