South San Antonio ISD Special Ed Department

 Describes child’s strengths in relation to state standards (TEKS)  What does that mean? ◦ It is what the student can do right now ◦ It is the skills a student presently has ◦ Tells us where the student is at academically

 Identify needs of the student so that all service providers know the level at which the student is functioning and so the team can set appropriate, meaningful annual goals for the student.  Provides the basis for: ◦ IEP goals/objectives ◦ Measuring progress

QualitativeQuantitative  Overview: Deals with descriptions.  Data can be observed but not measured.  Johnny does his homework most of the time and likes math.  Qualitative → Quality  Overview: Deals with numbers.  Data which can be measured.  Johnny completes his homework 8 out of 10 times.  Quantitative → Quantity

Johnny struggles to process mathematical information in a sequential way, which is critical to the linear nature of algebra. Same-aged peers can complete simple algebraic equations that require combining unlike fractions/terms and solving for multiple variables. Johnny can complete single-variable equations with fractions with like denominators.  -Describes student performance in the general curriculum  -Describes current performance in measurable, objective terms  -Identifies current areas of need of the student  - Is based on information that is current and relevant and comes from a variety of sources  -Grade- or age-levels  -Standard scores  -Discipline focused  -Subjective words

ExamplesNon-Examples  1. Maria reads 3rd grade narrative text at 70 word correct per minute (wcpm).  4. Michael is able to add 3-digit by 3-digit numbers with regrouping using a calculator.  1. Maria has difficulty reading 3rd grade level text.  Michael does well in math.

ExamplesNon-Examples  Ahab follows the steps of the scientific inquiry process utilizing a graphic organizer without assistance.  Carmen uses one-word utterances to communicate wants and needs.  Ahab works well in small groups.  As measured on the EOWPVT-R, Carmen’s expressive language is at 19 months and as measured by the ROWPVT-R her receptive language is at 26 months. (WHAT???)

The Joe Friday approach: “Just the facts, Ma’am.” A typical 4th grader is expected to read 50 words per minute with zero errors. Johnny reads 27 words per minute with 2-3 errors.  Academic Successes (NOT CLASSROOM BEHAVIORS)  List what the student can do academically.  Academic Weaknesses  (WHAT THE STUDENT NEEDS TO WORK ON)

 Topic Maps  Benchmarks  Lesson Plans  Work samples  TEKS Johnny’s ADHD causes him to lose focus, thus making the writing process very difficult. A typical 4th grader is able to develop text with ten or more sentences in well organized paragraphs.

 Course Title, Current Grade, Teacher  Type of State Assessment, Score, Fail/Pass  IPI  Strengths and Areas of Needs  Modifications and/or Accommodations  Student Support  Attendance Concerns  Behavioral Success and Concerns