30 Jul Based on Prince Charming’s included information and your knowledge of report writing: Craft an integrated psychoeducational report to include all pertinent information: – Rea
Based on Prince Charming's included information and your knowledge of report writing:
Craft an integrated psychoeducational report to include all pertinent information:
– Reason for referral
– Background information
– Current testing observations and results (3 paragraphs: clinical observations, cognitive summary, academic summary)
You may attempt a socioemotional summary for practice and feedback but will not be factored into overall grade
– Conclusion/Summary
To include three appropriate recommendations
– Psychometric summary
This should be an actual report. Reference your previous reports and report examples from this class to assist you. This is due no later than 7/31/2023 at 11:59 pm.
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Based on Prince Charming's info and your psychological report, create an Individualized Education Plan (IEP) to support his academic and socioemotional needs.
Remember to find three goals for the IEP (1 academic goal, 1 emotional goal, 1 …)
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School District Identifying Information |
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
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Student Name: Date of Birth: Local ID #: |
Disability Classification: FORMDROPDOWN |
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Projected date IEP is to be implemented: |
Projected date of annual review: |
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PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS Documentation of student's current performance and academic, developmental and functional needs |
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Evaluation Results (including for school-age students, performance on State and district-wide assessments)
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Academic Achievement, Functional Performance 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: |
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Student strengths, preferences, interests:
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Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent:
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Social Development The degree (extent) and quality of the student's relationships with peers and adults; feelings about self; and social adjustment to school and community environments:
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Student strengths:
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Social development needs of the student, including consideration of student needs that are of concern to the parent:
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Physical Development The degree (extent) and quality of the student’s motor and sensory development, health, vitality and physical skills or limitations which pertain to the learning process:
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Student strengths:
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Physical development needs of the student, including consideration of student needs that are of concern to the parent:
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Management Needs The nature (type) and degree (extent) to which environmental and human or material resources are needed to address needs identified above: |
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Effect of Student Needs on Involvement and Progress in the General Education Curriculum or, for a Preschool Student, Effect of Student Needs on Participation in Appropriate Activities
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Student Needs Relating to Special Factors Based on the identification of the student's needs, the Committee must consider whether the student needs a particular device or service to address the special factors as indicated below, and if so, the appropriate section of the IEP must identify the particular device or service(s) needed. |
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Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that of others? FORMCHECKBOX Yes FORMCHECKBOX No Does the student need a behavioral intervention plan? FORMCHECKBOX No FORMCHECKBOX Yes: |
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For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable |
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For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable |
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Does the student need a particular device or service to address his/her communication needs? FORMCHECKBOX Yes FORMCHECKBOX No In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX Not Applicable |
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Does the student need an assistive technology device and/or service? FORMCHECKBOX Yes FORMCHECKBOX No If yes, does the Committee recommend that the device(s) be used in the student's home? FORMCHECKBOX Yes FORMCHECKBOX No |
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Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age if determined appropriate) |
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MEASURABLE POSTSECONDARY GOALS long-term goals for living, working and learning as an adult |
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Education/Training: |
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Employment: |
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Independent Living Skills (when appropriate): |
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TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:
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MEASURABLE ANNUAL GOALS |
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The following goals are recommended to enable the student to be involved in and progress in the general education curriculum, address other educational needs that result from the student's disability, and prepare the student to meet his/her postsecondary goals.
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Annual Goals What the student will be expected to achieve by the end of the year in which the IEP is in effect |
Criteria Measure to determine if goal has been achieved |
Method How progress will be measured |
Schedule When progress will be measured |
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REPORTING PROGRESS TO PARENTS |
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Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents: |
Alternate Section for Students Whose IEPs will Include Short-term Instructional Objectives and/or Benchmarks
(required for preschool students and for school-age students who meet eligibility criteria to take the New York State alternate assessment)
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MEASURABLE ANNUAL GOALS |
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The following goals are recommended to enable the student to be involved in and progress in the general education curriculum or, for a preschool child, in appropriate activities, address other educational needs that result from the student's disability, and, for a school-age student, prepare the student to meet his/her postsecondary goals. |
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Annual Goal What the student will be expected to achieve by the end of the year in which the IEP is in effect |
Criteria Measure to determine if goal has been achieved |
Method How progress will be measured |
Schedule When progress will be measured |
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Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):
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Annual Goal |
Criteria |
Method |
Schedule |
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Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):
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Annual Goal |
Criteria |
Method |
Schedule |
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Short-term Instructional Objectives and/or Benchmarks (intermediate steps between the student’s present level of performance and the measurable annual goal):
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(Duplicate table/rows as needed) |
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REPORTING PROGRESS TO PARENTS |
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Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents: |
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RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES |
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Special Education Program/Services |
Service Delivery Recommendations* |
Frequency How often provided |
Duration Length of session |
Location Where service will be provided |
Projected Beginning/ Service Date(s) |
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Special Education Program: |
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FORMDROPDOWN FORMDROPDOWN |
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FORMDROPDOWN FORMDROPDOWN |
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FORMDROPDOWN FORMDROPDOWN |
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FORMDROPDOWN FORMDROPDOWN |
