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Present Level of Academic Achievement and Functional Perform

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Brooke Ramsey

on 27 February 2014

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Transcript of Present Level of Academic Achievement and Functional Perform

Present Level of Academic Achievement and Functional Performance
Most Recent Data/Evaluation Results
State-District Assessments/Benchmarks
Most Recent Data/Evaluation Results
Psychological Information



Narrative of most current psychological report
Within one year
Include date, eligibility(s)


CRCT, EOCT, GHSGT, GAA scores
Documentation of “meets” or “does not meet” should be present
Any sections failed need to be documented and the subtests need to be listed along with the scores on the subtest

County/School-based benchmarks and assessments – WJIII, BDI, Brigance, STAR (Universal Screener), OAS, Unique Learning System, etc.
Include expected level of performance (if applicable)

Most Recent Data/Evaluation Results
Classroom Performance
Mastery of goals and objectives
Grades
Absences
Health/Medical Information
Most Recent Data/Evaluation Results
Reports outlining progress from select Itinerant Teachers
OT, PT, APE, O&M

Example
Patrick was reevaluated on 3/20/09 and continues to qualify for EBD based on the information provided in the eligibility report from 4/19/09. He demonstrated an average IQ as measured by the WISC-IV. WIAT results indicated academic deficits in reading comprehension and solving word problems. Analysis of the behavior assessment (Devereaux/BASIC) revealed significant problems in interpersonal skills and also indicated signs of depression.

Example
A score of 800 meets the standard for CRCT. A score of 850 exceeds the standard.

Fourth grade CRCT results for 2013:
Reading 858 (exceeds expectations)
English/Lang. Arts 781 (did not meet expectations)
Grammar (3/10)
Sentence Construction (5/12)
Math 778 (did not meet expectations)
Algebra (4/9)
Data Analysis/Probability (1/6)
Geometry (3/8)
Measurement (3/3)
Number and Operations (2/8)
Science 810 (meets expectation)
Social Studies 822 (meets expectation)

Specific statements in relation to academic, developmental, behavioral, and functional achievement

Example
According to the OAS assessment and his reading teacher, Alan is becoming a much better reader. His comprehension skills are improving, as he is able to identify the main idea of a passage that is on grade level with little adult assistance. He is able to answer comprehension questions to include who, what when where and why more independently on grade level with little assistance but he is not fully independent yet. He is able to make some inferences at grade level, but does much better in making inferences on his reading level. He is able to use the heading in the book to gather clues about what he is about to read and to also to locate answers to text questions. Alan also is improving in his written expression. He is able to plan effectively what he is going to write about and as a result, is able to stay on topic. In math according to the data and teacher observations, Alan has improved in his basic calculation and does not need any assistance in that area. He has improved at solving simple one step word problems but is not fully independent yet.
Weaknesses
According to classroom writing assignments and teacher observations, Alan has deficits in writing. It seems that Alan does have a fair understanding of the writing process but lacks the ability to establish a controlling idea that coveys a perspective on the subject. This is because his planning graphic organizer is not detailed enough. Also because his organizers lack details, his writing has limited logical progression of ideas which affects him being able to engage the reader. Finally, his sentences are very basic in nature and lacks details to support his main idea. Alan has difficulty solving multiple step word problems without prompting. He has trouble identifying the needed information, and knowing how to use that information. He has trouble knowing the mathematical operations to use when solving these types of problems when the solution is not obvious.
Example
Specific statements in relation to academic, developmental, behavioral, and functional achievement
Parental Concerns regarding their child's education
Should be a result of ongoing communication with the parent regarding the child’s academics, behavior, performance on goals, and/or future plans.
Continuously add information to this section throughout the meeting as parent notes concerns.
Even if the parent does not attend the meeting or does not provide input at the time of the meeting, this information should be drawn from communication that has occurred over the course of the school year.

Impact of the disability on the involvement and progress in the general education curriculum
Describe individual characteristics of the child’s disability that affect his/her classroom performance.
How the student’s disability impacts the child from being in the regular classroom 100% of the school day
Information should be specific to the student

Brooke frequently cries, yells and refuses to work when she doesn’t understand a new concept or assignment. Once upset, she requires time away from instruction to calm down, resulting in many interruptions to her learning. When new lessons or assignments are being presented, Brooke needs extra time with a teacher to assure she understands the material before working independently.

Example

How does the student’s disability affect participation and progress in the general curriculum?
What strengths are present that will support learning in the general curriculum?
What deficits are present that hinder learning in the general curriculum?
What do we know about the student’s response to academic instruction?

A well-written Present Level answers:
What accommodations have been successful or not successful, based upon evidence?
What conclusions about the student’s progress toward grade-level standards can be drawn from classroom, district and state-wide assessment data?
Is the student on track to achieve grade-level proficiency within the year?

A well-written Present Level answers:
Example

As of 05/14/2012 Ed has mastered 9 of 14 goals/objectives.

As of 05/14/13 Ed has 6 excused absences and 12 tardies.

Ed's 2012/2013 Grade report is as follows:








Overall ELA=2(progressing) Ed scored a (2) in 16 out of 17 areas in ELA.
Overall Math=2(progressing) Ed scored a (2) in 9 of 10 areas in Math.
Overall Science=3(meeting) Ed scored a (2) in 8 out of 8 areas in Science.
Overall Social Studies=2(progressing) Ed scored a (2) in 2 out of 3 areas.




Example
OAS Benchmark: OAS is an online assessment used to progress monitor and help teachers identify learner needs/strengths and is administered at the beginning, middle, and end of the year.

0-49% = Did Not Meet
50-74% = Minimally Met
75-100% = Met

Reading scores:
BOY (10-2012) = 73% (Minimally Met)
MOY (12-2012) = 60% (Minimally Met)
EOY (3-2013) = 53% (Minimally Met)

Math scores:
BOY (10-2012) = 35% (Did Not Meet)
MOY (12-2012) = 48% (Did Not Meet)
EOY (3-2013) = 57% (Minimally Met)
Strengths
A well-written Present Level answers:
What supports does the student need to learn the knowledge and attain the skills to make progress in the general curriculum?
What supports does the student need to maintain participation in the general curriculum and other school (and/or community) environments?
Behavioral supports
Life skills/supports

A well-written Present Level answers:
What accommodations have been successful or not successful, based upon evidence?
What conclusions about the student’s progress toward grade-level standards can be drawn from classroom, district and state-wide assessment data?
Is the student on track to achieve grade-level proficiency within the year?

Standards based reporting evaluates students using a score of 1,2,3, or 4. A score of (1) indicates that a student is not meeting the standard; (2) is an indication that a student is progressing toward the standard; (3) is an indication that a student is meeting the standard; (4) is an indication that the student is exceeding the standard.
Overall Reading=2(progressing) Ed scored a (2) in 64 out of 69 areas in reading.
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