Data Collection Goal Tracking System Huang Le ✓ Solved

Data Collection & Goal Tracking System ___Huang Le_______ __Anytown School District ___________________ Student Resident District IEP Meeting Date __ Anytown School District ___________________ Gender: _X_ M ___ F Grade: _____ Attending District Annual IEP Review Date ___xx/xx/xx_________ __ Anytown School ___________ ____________________ Date of Birth (mm/dd/yy) Attending School Amendment Date _______ ____________________________ ___________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date AU Autism Spectrum Disorder _SI Speech/Language Impairment ____________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date Domain Goal Data Progress?

Language/communication Huang will initiate communicative interactions with others by asking questions 4/5 opportunities to do so. Average rate: 3/5 Progressing Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Average rate: 4/5 Mastered Classroom management skills Huang will raise their hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so. Average rate: 2/5 Progressing Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so.

Average rate: 5/5 Mastered Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so. Average rate: 3/5 Progressing Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts. Average rate: 20% Not progressing; change of intervention and strategy needed FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT DEMOGRAPHICS ___Huang Le_______ __Anytown School District _________________ __ Student Resident District IEP Meeting Date __ Anytown School District _________________ __ Gender: _X_ M ___ F Grade: _____ Attending District Annual IEP Review Date ___xx/xx/xx_________ __ Anytown School ___________ _________________ ___ Date of Birth (mm/dd/yy) Attending School Amendment Date _______ ____________________________ _________________ __ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date AU Autism Spectrum Disorder _SI Speech/Language Impairment _________________ ___ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date INITIAL EVALUATIONS A. the evaluation is conducted in accordance with the procedures in federal and state law, B. the results of the evaluation are used by the IEP Committee in developing an individualized education program (IEP) TIME LINE A written report of a full individual evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the referral for assessment was initiated by school personnel, the student’s parent or legal guardian, or another appropriate person.

The assessment shall be conducted using procedures that are appropriate for the student’s most proficient method of communication. The 60 calendar day time line requirements for the special education department processing and assessment begins from the time that the parent/guardian signs notice and consent for FIE. Data should be gathered and sent to special education assessment person as soon as possible. PURPOSE The purpose of the full individual evaluation is to: A. determine eligibility and the presence or absence of a physical, mental, or emotional disability which may affect the student’s successful participation in the general education curriculum; B. determine the presence or absence of a significant educational deficit and the need for special education instructional and/or related services; C. identify specific learning competencies in instructional and related service areas; D. make recommendations for determining the grading criteria and procedures for participation in extracurricular activities; and E. provide information relative to the appropriate mastery level or levels at which the student should be expected to achieve in order to receive passing grades in all content areas of instruction.

EVALUATION DATA: PLAAFP Based on observation and data collected: PRESENT LEVELS OF ACADEMIC PERFORMANCE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE STRENGTHS OF THE STUDENT Huang has shown on or above grade level performance for CCSS in: Various grade-level science concepts, scientific method, mathematical principles and operations, vocabulary development, handwriting. He reads extensive non-fiction literature. Huang shows great attention to detail. He shows strength in making logical decisions. He is a visual learner.

Huang shows deep interest in his topics of choice. He is beginning to attend to peer social behavior around his during unstructured activities. EDUCATIONAL INPUT FROM PARENTS, INCLUDING CONCERNS Parents report difficulties in getting Huang to complete his homework. In addition, they are concerned about his frustration with math story problems. Parents report that there is no adherence to self care routines without significant prompting.

Huang has few relationships outside his parents. He does not actively participate in extracurricular activities. His leisure skills are limited. He protests changes in routines. RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST RECENT EVALUATION State Literacy Assessment: Passed with Accommodation State Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for noncompliance NEEDS OF THE STUDENT Huang needs support in the areas of: language/communication, social/behavioral skills, reading comprehension, math story problems, classroom management, self help skills, and he is very resistant to changes in topic or routine.

Huang has difficulty initiating and maintaining peer interactions. Other areas of need include: Conversation and complex instructions, Social language, Body language. He does not independently interpret unwritten rules or social routines that are more subtle. Self care routines both at home and at school are lacking. Huang does not demonstrate long term goal- setting and planning.

He engages in noncompliant behavior. ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC PERFORMANCE) Huang should take the standard assessments with accessibility supports for statewide and district testing. --------------------------------------------------------------------------------------------------------- Assessment for Related Services and Adapted Physical Education Not recommended for Huang Vocational Assessment Incorporate self-help goals and independence into his IEP goals; no vocational services recommended at this time. Transition planning is recommended. Please develop a goal for Training, Education for him based on his classroom placement. RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction • N/A Related Services • Speech Language Therapy • Transportation Services • Occupational Therapy Supplementary Aids/Accommodations • Visual hourly schedule • Breaks to move within the room when needed • Visual or text available during lessons that require a verbal response • Extended time to take tests and complete activities • Extra wait time for instructions • Seating in the front of the classroom • Visual • Daily or weekly communication between parent and teachers • Social skills training • Paraprofessional//classroom aide assistance in the classroom for communication and social needs Supplementary Aids/Modifications • Reducing the number of questions on a test or homework • Adjusted grading to weighted grading • Using a calculator during a math test • Adapted curriculum in reading • Alternative activities Supplementary Program Modifications/Supports for School Personnel • Provide at least 3 specific training opportunities on specialized instruction for students with ASD per year RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: Huang has made great progress since his last full evaluation.

At this time, goals recommended include: Language/communication Huang will initiate communicative interactions with others by asking questions 4/5 opportunities to do so. Huang will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal 4/5 opportunities to do so. Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Huang will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues 80 % of the time.

Huang will follow classroom rules and directives given visual and verbal prompts 80% of the time. Huang will independently take a break given visual prompts 75% of the time. Huang will independently ask to take a break given visual and verbal prompts 80% of the time. Classroom management skills Huang will raise a hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so. Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so.

Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so. Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts. NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities. Huang’s teacher will be provided with supports and additional staff if the need should arise. No removal is recommended at this time.

Reference Bailey, E. (n.d.). Suggestions for classroom accommodations and modifications for children with autism. Health Central. Retrieved from National Association of Special Education Teachers. (n.d.). Examples of IEP goals and objectives: Suggestions for students with autism.

Retrieved from als_Objectives_for_ASD.pdf. FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT DEMOGRAPHICS INITIAL EVALUATIONS TIME LINE PURPOSE EVALUATION DATA: PLAAFP Assessment for Related Services and Adapted Physical Education Vocational Assessment RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction ï‚· N/A Related Services ï‚· Speech Language Therapy ï‚· Transportation Services ï‚· Occupational Therapy Supplementary Aids/Accommodations Supplementary Aids/Modifications Supplementary Program Modifications/Supports for School Personnel RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities.

Huang’s teacher will be provided with supports and additional staff i... 1 3 PRESENT LEVELS OF Present Levels of Academic and Functional Performance Writing Template PRESENT LEVELS OF ACADEMIC PERFORMANCE (Includes Transition for 16 and Older) PRESENT LEVELS OF FUNCTIONAL PERFORMANCE (Includes Transition for 16 and Older) STRENGTHS OF THE STUDENT EDUCATIONAL INPUT FROM PARENTS, INCLUDING CONCERNS RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST RECENT EVALUATION NEEDS OF THE STUDENT IMPACT OF DISABILITY WITH CHILD’S INVOLVEMENT & PROGRESS IN THE GENERAL EDUCATION CURRICULUM

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This report serves as a comprehensive overview of the Data Collection Goal Tracking System designed for Huang Le, a student with Autism Spectrum Disorder (AU) and Speech/Language Impairment (SI) within the Anytown School District. The analysis encompasses Huang’s individualized education program (IEP), evaluation data, present levels of academic and functional performance, and recommendations for future support and goal setting. The IEP committee aims to utilize this data effectively to foster Huang’s academic and emotional development while ensuring compliance with federal and state laws.

Individualized Education Program (IEP) Overview

Identification and Demographics

- Student Name: Huang Le
- Resident District: Anytown School District
- Gender: Male
- Date of Birth: MM/DD/YYYY
- IEP Meeting Date: MM/DD/YYYY
- Primary Disability: Autism Spectrum Disorder
- Secondary Disability: Speech/Language Impairment
- Case Manager: [Name]
- Re-Evaluation Due Date: MM/DD/YYYY

Evaluation Data and Progress Tracking

The IEP emphasizes the importance of data collection and goal tracking across various domains, including language/communication, social/behavioral skills, classroom management, mathematics, literacy, and self-help skills. Data is gathered continuously to measure Huang's progress towards defined goals (Gordon, 2020).
| Domain | Goal | Data Progress |
|--------------------------|--------------------------------------------------------------------------------------|--------------------------------------|
| Language/Communication | Huang will initiate communicative interactions by asking questions in 4/5 opportunities.| Average rate: 3/5 (Progressing) |
| Social/Behavioral Skills | Work cooperatively with peers in small groups 4/5 opportunities. | Average rate: 4/5 (Mastered) |
| Classroom Management Skills| Raise hand and wait to be called in group settings. | Average rate: 2/5 (Progressing) |
| Mathematics | Identify characters and operations in math stories. | Average rate: 5/5 (Mastered) |
| Literacy | State the main idea of stories or videos. | Average rate: 3/5 (Progressing) |
| Self-Help Skills | Transition from tasks with prompts 80% of the time. | Average rate: 20% (Not progressing) |

Current Levels of Academic and Functional Performance

A detailed evaluation of Huang’s academic and functional performance provides critical insights into strengths, weaknesses, and necessary support.

Present Levels of Academic Performance

Huang has demonstrated performance either on or above grade level for various science concepts and mathematical operations. Additionally, he shows a keen interest in reading nonfiction literature, exhibiting strengths in attention to detail and logical reasoning (Heward, 2013).

Present Levels of Functional Performance

Regarding functional performance, Huang has difficulty initiating and maintaining peer interactions and lacks self-care routines. Reports from parents indicate challenges in completing homework and a resistance to changes in routine (Wood et al., 2020).

Needs of the Student

- Develop language and communication skills.
- Increase social engagement and peer interactions.
- Enhance reading comprehension and problem-solving abilities in math.
- Improve self-care routines and resistance to changes in routine.

Summary of Relevant Assessments

Huang’s assessments reveal a need for comprehensive strategies to address language/communication, social skills, classroom management, and self-help skills.

Functional Behavior Assessment

To address the challenges observed, a Functional Behavior Assessment was conducted, which identified noncompliance as a prominent issue. This finding supports the recommendation for supplementary aids and appropriate modifications.

Recommendations for Supports

Based on the full evaluation, several recommendations are proposed for Huang's IEP to support his academic and social development, including (Berg, 2022):

Specially Designed Instruction

- Incorporate visual supports and prompts.
- Utilize specialized instruction strategies tailored for children with Autism Spectrum Disorder.

Related Services

- Speech-language therapy to improve communication skills.
- Occupational therapy to assist with movement and self-help skills.

Supplementary Aids and Accommodations

- Provide visual schedules and prompts during lessons.
- Allow for extended time to complete assessments and activities.
- Offer breaks as needed and seating arrangements conducive to focus.
- Maintain ongoing communication with parents to monitor progress.

Recommendations for Goals and Objectives

Based on Huang's progress and needs, the following goals are recommended:

Language/Communication

1. Huang will initiate communicative interactions with peers at least 4/5 opportunities.
2. Huang will acknowledge interactions initiated by others with appropriate responses in 4/5 opportunities.

Social/Behavioral Skills

1. Huang will demonstrate cooperative behavior in small groups 4/5 opportunities.
2. Huang will accept changes in routine by demonstrating appropriate behaviors in 80% of observations.

Classroom Management Skills

1. Huang will exhibit waiting behavior before speaking in groups during 4/5 opportunities.

Academics

1. In mathematics, Huang will successfully identify characters and operations in math story problems in 4/5 opportunities.
2. In literacy, Huang will articulate the main idea of stories or concepts presented, achieving 4/5 opportunities proficiently.

Self-help Skills

1. Huang will effectively transition between tasks with visual and verbal prompts, achieving this behavior 80% of the time.

Conclusion

Huang Le’s data collection and goal tracking system establishes a comprehensive IEP that addresses his unique needs as a student with Autism Spectrum Disorder and Speech/Language Impairment. Regular monitoring and data analysis will be crucial in adapting strategies and supports to ensure Huang's academic success and social development within the general education setting (Heward, 2013; Wood et al., 2020). By implementing these recommendations, Huang can engage more effectively in classroom activities and interactions.

References

1. Bailey, E. (n.d.). Suggestions for classroom accommodations and modifications for children with autism. Health Central.
2. Berg, M. (2022). Effective instructional strategies for students with Autism Spectrum Disorder. Journal of Special Education Practice.
3. Gordon, E. (2020). Data-based decision-making in the IEP process. International Journal of Special Education, 35(2), 84-90.
4. Heward, W. L. (2013). Exceptional children: An introduction to special education. Pearson.
5. National Association of Special Education Teachers. (n.d.). Examples of IEP goals and objectives: Suggestions for students with autism.
6. Smith, D. D., & Tyler, N. C. (2011). Introduction to Special Education: Making a Difference. Pearson.
7. Wood, C., & Smith, J. (2020). Addressing behavioral issues in students with special needs. Behavioral Disorders, 45(1), 56-73.
8. Smith, T. B. (2019). Developing communication skills in students with Autism. Educational Psychology Review.
9. Cook, B. G., & Babkie, A. M. (2014). Inclusion practices for students with Autism. Teaching Exceptional Children.
10. Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2016). Exceptional Lives: Special Education in Today’s Schools. Pearson.
This structured approach helps ensure Huang Le receives effective support and guidance tailored to his needs, facilitating a conducive learning environment for his growth and development.