Effects Involvement or Progress (Page 3)
Student is unable to master grade level TEKS without Special Education services/programming.
Due to student's learning disabilities, involvement and progress is affected in that he/she requires small classes in certain subjects and the support of CMC for her regular classes
Student's attentional and emotional issues may impede mastery of academic goals.
Learning disability interferes with acquisition of grade level concepts.
Emotional / Behavioral difficulties, but is able to participate in general education with supplemental aides and services.
Student’s disability affects his/her progress in the general curriculum to extent that he will need special education support, including content mastery and classroom modifications.
Results of Efforts: (Page 5)
Service alternatives provided appear to meet student’s current educational needs
Student requires more modifications than can be provided in the regular math class. Therefore the committee recommends he be placed in resource math as his least restrictive environment.
If efforts are not successful provide reason(s): (Page 5)
-Requires significant instructional modifications and/or content modifications
-Requires highly structured, small group setting
-Attendance
-Failure to attend tutorial, CMC, or take retest
-Lack of progress in compensatory/remedial or general education with modifications
Justification for Placement (Page 6)
-Skills are below age and grade expectancy and the student requires a structured special education program to remediate the specifically identified areas of need. Services cannot be appropriately provided in the regular education classroom setting without direct service from special education personnel for a portion of the day or week.
-The student’s present level of educational performance requires curricular modification and individualized instruction strategies. These services ca not be appropriately implemented in the regular education classroom without supplemental instruction from special education personnel outside of the regular classroom for a portion of the day or week.
-Academic and cognitive skills are deficient to a level that requires specialized instruction provided in a small group setting for part of the day. This service can be appropriately implemented in a regular classroom with pull-out from special education personnel.
Benefits: (Page 6)
Provision of special education services will facilitate student’s acquisition of skills at his/her instructional level
Student has the opportunity to participate with his/her peers at the appropriate instructional level with the aide of a learning specialist.
Due to student's difficulty moderating frustration and anger he can benefit from close supervision, low teacher to student ratio, and a consistent tangible reinforcement system.
IEP developed and implemented according to individual needs.
Student will have the opportunity to participate with his/her peers in an appropriate educational setting with support services in place.
Harmful Effects: (Page 6)
-Benefits to the student outweigh potential harmful effects, but ……….was considered.
-Stigmatization
-Isolation from non-disabled peers
-Decreased access to instructional opportunities available in integrated settings
-Lack of opportunity for appropriate role models
-Diminished access to a full range of curriculum
-Decreased self esteem
-Lack of opportunity for social interaction
-Wide differences in developmental levels causing social isolation
-Increased frustration/stress (i.e. difficulty reading grade level materials)
IEP Transition Supplement:
- Other: General studies, Electives, Class modification
Regular education subjects, Resource classes, Life skills
- None needed.
Student is successfully integrated
- None needed
Student has the skills to access post-secondary training programs
Student is undecided about career opportunities and will explore career/employment opportunities
- None Needed
Other: Student has age appropriate independent living skills
Needs no support with post-secondary adult living skills
Graduation with Transition Statement
Student will complete instructional objectives based upon transition needs and IEP goals and objectives by completing his/her course of study in regular classes, resource classes, and electives with appropriate modifications. Student is undecided about career opportunities and will explore career/employment opportunities
Rationale for Alternative Assessment: (Page 4)
Attentional issues necessitate the administration of the alternative assessment in reading, writing and math.
Because of emotional stressors and tendency to become easily overwhelmed, the reading TAKS will not fairly measure student's achievement. The Committee agreed that he/she should take a reading SDAA. A small group for math was agreed upon.
Language may impede comprehension of questions. (for Second language learners)
Deficits in reading skills.
Low math computation skills. He requires the use of a multiplication chart to assist in completing assignments.
LRE
The provision of supplementary services (resource/content mastery) are required for the student to achieve the goals and objectives in the IEP.
The student needs more one-on-one instruction and/or small group instruction than can be provided in the general education classroom.
Student's attentional issues necessitate social skills instruction and require a structured classroom for educational success.
Student attends a regular class with special education support and self-contained classes as his/her least restrictive environment. He/She is removed only to reach IEP goals and objectives.
Student will be removed from general education class only for content mastery support and for other modifications as needed to help him/her cope with emotional stressors.
Student is not performing on grade level in either math or reading and needs to be removed from the general education environment for remedial instruction. As he progresses to grade level performance, a general education placement for language arts and math will be considered and there will be conferring between general education and special education teachers to discuss and review his progress and possible placement in a less restrictive environment.
Based on assessment data, classroom performance, and student observation, Blaine requires modified curriculum to provide the appropriate instructional level to remediate basic skills.
Based on assessment data, classroom performance, and student observation, student requires modified curriculum to provide the appropriate instructional level to remediate basic skills.
Activities to facilitate Christopher's movement toward general education settings will include: a conference with his general education teacher/other personnel, a conference with his parent, providing him general education assignments in special education, gradual transition of Christopher into general education, and/or scheduled visits for Christopher to the general education classroom.
If items are not checked provide reason Page 6:
All age appropriate activities are available to student according to the leveling system in the social adjustment class which has been individualized to meets the student’s needs. The student rides a special education bus because of behavior/safety concerns.