Present Levels of Academic Achievement & Functional Performance

1

Harley

Present Levels of Academic Achievement & Functional Performance

·  13.5 years old

·  Middle School Student

·  District Life Skills Program

·  Fine and Gross Motor Deficit

·  Utilizes a single switch

·  Taught from a Functional curriculum

Harley is a 13.5 year old young man with mild cerebral palsy and moderate cognitive disability. Harley is enrolled in the district Life Skills Support program in his home school. He attends homeroom, art, music, and lunch with non-disabled peers, with assistance available from a para-educator in those contexts. His current program focuses on developing functional academic, daily living, and social skills to enable him to participate in school, home, and community activities with increasing independence. Harley is ambulatory, with an unusual gait which becomes unsteady when he walks on uneven surfaces or in crowded locations. He is able to handle and carry some materials, but experiences difficulty with small items such as scissors or other small tools, and with manipulating pieces of paper or turning pages. He uses a backpack or long handled bag to carry his books, lunch, and other school items. He requires the assistance of a para-educator to manipulate some materials, and for help with lunch and some personal care routines in school. Harley is persistent in his desire to be independent; he tries most tasks himself and uses accommodations whenever he can. He resists the assistance of the para-educator in many instances.

Academic Achievement:

Reading: Previous testing has established Harley’s decoding skill at a 1.5 level. He is able to correctly read 44 words per minute from first grade passages, and based on his progress, will be moving to second grade passages. In the context of classroom activities, he is able to read about 45 sight words with 100% accuracy. Given environmental cues, he demonstrates 85% accuracy with these words around the building and on in community based instruction (at the local grocery store, mall, and bowling center). When presented with unfamiliar words, he often guesses. When prompted to “sound it out”, Harley begins to decode by making the initial sound or sounds, which usually results in a correct guess in context. Harley needs to work on utilizing his reading skills in this manner.

Writing: Harley signs his name with a pen (his preference is a felt tip pen) with foam grip, although laboriously. In this manner, he produces a consistent, legible signature. He utilizes a self-inked name stamp (of his own signature) to mark his papers, but requires prompting to use it in 50% of presented opportunities. He is working on recognizing cues in situations in which “quick” is more functional for signing his name. Harley is able to type his name, and copy words or short (3-7 word) sentences from a page to a talking word processor program with 90% accuracy. He uses a joystick (positioned at midline on a non-slip surface), but has difficulty using a standard mouse, Using a graphics based word processor (Clicker), Harley can click (using joystick) on words and sentences to generate a journal entry or daily schedule. He independently puts on headphones when using the computer in the classroom and in the computer lab. When a touch screen is available, he is able to activate a target (≤ ¾”) with his right index finger. He enjoys using the computer for these tasks as well as for games, alone and with peers.

Math: Results of the Centered Career Education, Competency Rating Scale-Modified indicate that Harley is able to count items up to 100 with 95% accuracy; his errors in counting are caused by his lack of dexterity rather than by his counting ability. He can count by fives, tens, and by 25. Harley can make change using quarters and dollar bills for amounts up to ten dollars. He needs to experience managing amounts using larger bills as well as smaller change. Harley’s parents have helped him open a bank account with an ATM card. On community shopping trips, he can swipe the card independently, and withdraw ten or twenty dollars. He does not currently keep a record of his balance or withdrawals. Harley has reportedly earned small sums at home for doing chores (such as taking care of pets and emptying trash). His use of the ATM, however, has not yet been connected to these tasks.

Functional Performance:

Communication:

Due to his physical disability, Harley’s speech is somewhat slow, but intelligible to familiar and many unfamiliar listeners. His articulation is correct. Harley is extremely sociable. He introduces himself to visitors at school, and is able to initiate appropriate interactions in the community. Due to his enthusiasm and outgoing nature, Harley often interrupts others. This often results in his missing task instructions or failing to answer questions. The speech/language clinician has implemented a number of visual strategies to provide Harley with cues to listen and respond, which have been effective in routine context such as homeroom. In addition, visual cues have been helpful to remind Harley to monitor his volume during assemblies and in certain community situations (e.g. movies, museum). He needs to continue to increase his awareness in these areas.

Social and Community Skills:

Harley has many acquaintances at school, and many students who greet him in the halls. However, there is only one young person, non-disabled, who would qualify as a friend. Thomas lives nearby and has known Harley since Kindergarten. Harley sits with Thomas and his other friends at lunch and Thomas occasionally invites Harley to a movie or to play video games at his home.

Independent Living:

Harley is able to participate in simple meal preparation (scheduled twice weekly) in class. Harley is able to measure ingredients using whole-, half- and quarter- cups, tablespoons, and teaspoons accurately. The OT has provided built-up handles to make the stirring and measuring implements easier for Harley to handle.; smaller tools are more difficult for him, He is able to turn on a blender using the standard buttons with prompting, and can operate a microwave in typical fashion, also with verbal prompts, Harley requires some physical assistance with an electric can opener.

Self-help/Daily Living:

Harley is competent in self-feeding skills for finger foods. He scoops with a spoon with minimal spilling (depending on texture), and spears with a fork, although he is slow and often messy. He needs reminders to chew with his mouth closed. He also needs to work on monitoring his appearance for spills and dropped food particles while eating, and to request assistance when needed.

Harley has become more independent in self care routines. He appropriately requests to use the restroom in school and in familiar community destinations. He requires assistance with some door handles and at times with his clothing. Because he dislikes unsolicited “help”, he has been taught to request and decline assistance appropriately, by saying “Mr. N, I need help. Will you open this, please.”, or “Mr. I can do this, thank you.” He has used these prompt to engage others to help in 55% of presented opportunities during a week of data collection. In 45% of opportunities, staff used verbal prompts to remind Harley how to interact appropriately for maximum independence. In initial trials, Harley required prompts in 85% of opportunities. Harley is independent in tooth brushing, and needs to be introduced to the steps in using an electric shaver safely.

Vocational:

Harley’s class performs a variety of office support duties for the school. Harley uses an electric stapler and has utilized a single switch (with Power Link) to operate electric scissors and other small appliances (e.g. small shredder), when the on/off switch is difficult for him. He requires consistent verbal prompting in the use of these tools.

Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals):

Results of the Reading Free Interest Inventory indicate that Harley’s highest occupational interest levels were in the areas of animal care and clerical/ personal care. Via guidance counselor interview, Harley confirmed his interest in caring for animals. Harley has several pets at home that he helps care for. Harley also expressed that he likes using computers.

Utilizing the Life Centered Career Education, Competency Rating Scale-Modified, Harley scored either “not competent” or “partially competent” on the first 7 items relating to exploring job opportunities. It should be noted that this is baseline date and is reflective of Harley’s initial exposure to transition planning. In addition,

In interviews with his teacher and guidance counselor, Harley has expressed interest in animal care and in computers. However, when asked about future jobs, he does not yet express specific plans. His older sister is in college, but when asked about college, Harley says he does not know if he wanted to go. He stated that he does not drive yet, but is not interested in learning. He plans on getting a ride from his family for work. Harley needs to begin to explore awareness possibilities and job experiences.

Harley has a case manager from his local MH/DS Base Service Unit (Office of Developmental Services). His parents report that they have met with the supports coordinator at the base service unit and have initiated conversations about future independent living needs.

Parental concerns for enhancing the education of the student:

Harley’s parents have indicated that they want their son to continue to increase his independence in functional tasks. They intend to increase his chore responsibilities at home and institute an allowance. They have asked for assistance in determining what kinds of jobs would be appropriate for Harley in the future, given his lack of manual dexterity and balance. In addition, they would like to see Harley gain independent mobility skills in the community. He currently rides a small van to school; his parents transport him to other activities and supervise him closely.

How the student’s disability affects involvement and progress in the general education curriculum?

Due to Harley’s cognitive challenges and need for structure, his program requires significant adaptation and modification across all curricular areas. Because of this, Harley requires a functional curriculum which focuses on life skills/real life application skills, as well as, pre-vocational and vocational skills. Jonathan needs a work experience type of program which will continue to get him ready for transition to adult life.

Strengths:

·  Signs name with felt tip pen

·  Social skills in context of familiar school and community routines

·  Previously learned reading words transferred throughout School and community

·  Addition, subtraction skills by fives, tens up to 100

·  Can make change utilizing quarters and dollar bills up to $10.00

·  Self-help skills – more independence

·  Use of adaptations in school tasks (e.g. built-up pens, adapted kitchen tools, computer joystick or touch screen, signature stamp)

·  Identified interest of caring for pets

Needs:

·  Strengthen and utilize decoding skills when presented with new words in functional contexts

·  Improve money management skills

·  Listen and respond appropriately without interruption

·  Monitor voice volume relative to environment (school/community)

·  Appropriately request assistance for self care when needed.

·  Develop “work-related” skills (e.g. taking direction, completing tasks in a timely manner with reduction of prompts) in school-based work experience activities.

·  Refine use of assistive technology and the computer.

·  Explore job/career interests

·  Continue occupational therapy to address self help and eating skills/daily living skills.

·  Continue speech therapy in small group or at least on a consult basis to address interpersonal communication skills.

·  Develop self-advocacy skills

·  Begin to explore travel training for the future.

The Present Level of Academic Achievement & Functional Performance

has been developed for Indicator 13 Training purposes ONLY