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PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE for a student with a Mild Cognitive Disability:

 

Compliant

Non compliant

General Introductory Statement

Student is a 4th grade student at This School.  She is a student wit a mild cognitive disability, who receives services in the resource room in reading/language arts and math for 36% of her school day.

Student is new to our school and no info is available.

Pertinent Information

Student takes medication for an ADHD diagnosis. She takes Focalin 10 mg, one time a day at home.

Takes meds at home.

School Skills/Work Habits

Student is easily distracted and if possible limits distractions.  Student needs her work monitored and checked because of her tendency to rush through work and not read directions. She will require that most assignments be modified and shortened within the general ed. classroom. Tests read aloud to her where allowable. If possible limit distractions since Student is easily distracted. Also, Student needs her work monitored and checked because of her tendency to rush through work and not read directions.

Student is unable to complete any work because she does not focus.

Social Skills/ Behavioral/Functional

Student is very social and has many friends. At times she requires monitoring to make sure she remains focused and on task.

 

Academic Progress

 In spelling, student was assessed using the Words Their Way spelling inventory, she knew all her consonant, short vowel, digraphs, and blend sounds in words. She needs to work on long vowels and other vowels (oi, er, ow, ar, ew). Spelling test scores are a strength. Writing is a weaker area; Student writes a lot when asked to in class however she is inconsistent with staying on topic, organizing her thoughts, using complete sentences, and using correct capitalization/punctuation. Student does not take the time to edit or read her writing for clarity and accuracy.
Student has demonstrated an understanding of numbers and the processes, which are being covered at fourth grade level. Though she can demonstrate a given addition problem being translated into a multiplication problem, she does not demonstrate an understanding of the concept. She is not able to add or subtract with or without regrouping. With direction support and examples she verbalizes an understanding but cannot do so independently.  She is able to recognize the sequence of numbers and skip counting by 2, 5 and 10; she understands the concept of simple one-digit additions and subtraction. Student connects happily to instruction when she feels that she is going to be successful but, even in that state, has difficulty staying focused.

Student does not write well. She does not edit her work. She does not understand multiplication. Only likes to do what she wants to do.

Cognitive functioning/Language

As a student with a MICD and a diagnosis of ADHD She will require that most assignments be modified and shortened within the general ed. classroom. Tests read aloud to her where allowable. If possible limit distractions since student is easily distracted. Also, student needs her work monitored and checked because of her tendency to rush through work and not read directions.

A student needs a lot of accommodations to complete her work.

Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

As a student with MICD and a diagnosis of ADHD, she has a tendency to rush through her work and many times she does not read directions because she thinks she knows what to do when she often does not know what to do or does it incorrectly since she did not read directions. Often she seems like she is in her own little world. She tends to lay her head on her desk and sit inappropriately in her seat and requires redirection. Directions need to be repeated frequently since she may not be paying attention or she is playing with something.
Student has a tendency to rush through her work.
She verbalizes an understanding but cannot do so independently. Student enjoys being able to demonstrate her ability but it is very superficial at this time. Student connects happily to instruction when she feels that she is going to be successful but, even in that state, has difficulty staying focused.

Student works below her grade level.

PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE for a student with a Specific Learning Disability:

 

Compliant

Non compliant

General Introductory Statement

Student is a 3rd grader at Our School who was retained in 2nd grade. Student is a student with an SLD in reading comprehension, writing fluency and written expression.

Student has a specific learning disability.

Pertinent Information

Student is bilingual and parents do not speak English at home.
Student has Asthma/Bronchitis and uses an inhaler at home as needed.

No mention of bilingual needs.

School Skills/Work Habits

Student requires additional 1:1 and small group intervention which is provided in the resource room and is given additional help in general education classroom provided by the Special Education Department

Student has support in the general ed and special ed classroom

Social Skills/ Behavioral/Functional

Student has difficulty focusing and completing a task. He will need directions repeated and standards reinforced by resource teacher to achieve the state standards. He requires support to organize his work.

Student needs a BIP to be written

Academic Progress

Based on the mClass, student’s independent reading level for the beginning of the year is RB. At the end of last year his reading level was B. When given level B this year his reading accuracy (fluency) was 84% (frustrational) and level C was 95%. His oral comprehension score these was 100% on level B and 60% (frustrational) on level C. Based on the mClass his math scores were missing number 28%, quantity discrimination 44%, number facts 80%, computation 31%, & concepts 45%. Study Island scores for reading/language arts: ask question 75%, compare/contrast 100%, lesson in stories 66.7%, main purpose 0%, & total 75% and math: addition & subtraction facts 100%, counting 100%, place value 100%, & total 100%. When assessed on a second grade sight word list of 52 words, student had 54%. Based on the Words Their Way primary spelling inventory, student knew his beginning & final consonants 100%, short vowels 5 out of 7 (missed short i), digraphs 3 out of 6, and blends 1 out of 6.
In writing, student can write a sentence with a capital letter at the beginning of the sentence and a punctuation mark at the end. He is inconsistent when writing more than one sentence to create a writing/paragraph. He needs to work on correct use of grammar in his sentences, sticking to the topic, and organization of his thoughts.

Student is reading below grade level

Cognitive functioning/Language

As a student with a Basic Reading disability student requires additional support to be able to comprehend academics at 3rd grade level.

 Student needs pullout service

Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

Student is eligible for special education services in the category of a Specific Learning Disability in the areas of Written Expression and Basic Reading.  Due to his SLD in reading writing student will need to work on correct use of grammar in his sentences, sticking to the topic, and organization of his thoughts and have directions repeated and rephrased to insure that student comprehends. He will require a modified spelling list, directions read to him, story problems read to him in math, shorten writ-ten assignments, extra time on tests, and tests read aloud to him where allowed

Student is SLD in reading and writing.

PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE for a student who is Other Health Impaired:

 

Compliant

Non compliant

General Introductory Statement

Student is a 7th grade student who qualifies as an OHI student primary and SI secondary. He has been diagnosed ADHD.  He is newly enrolled at   Real IC this school year.  Student is receiving Special Ed services for Reading and English in the Read 180 class. He receives direct inclusion services in Math and Social Studies.

Student is attending Real IC this year. She has made a good adjustment to our school. She is a student with an OHI disability.

Pertinent Information

Student is diagnosed with ADHD but parent reports no medications are effective.

Student should have meds put parent won’t send them to school.

School Skills/Work Habits

 Student needs to complete and turn in all assignments. He also has some issues with staying on task and maintaining focus

Student does not want to do his work.

Social Skills/ Behavioral/Functional

Attendance record shows 32 full days of absences from school, which is 83% attendance. Student appears to get along better with adults than peers. He enjoys engaging in conversation and he frequently asks questions which are off task.

Student has poor attendance.
Student likes to talk out of turn.

Academic Progress

He is pursuing a Core 40 diploma in order to attend college. His instructional focus is grade level state standards. Current progress grades indicate he is passing all subjects but he has some missing work. Student needs to complete and turn in all assignments.

Student wants to get a Core 40 diploma.

Cognitive functioning/Language

Student’s instructional focus is grade level state standards. Current progress grades indicate he is passing all subjects but he has some missing work. Student is cognitively capable of achieving grade level standards.

Student is ADHD and will not finish his work

Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

As a student with OHI (ADHD) he has some issues with staying on task and maintaining focus. He will require some redirection to remain focused to achieve grade level standards.

Student talks out of turn and does not hand work on time.

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