Assessment of Curriculum Needs

7/30/2019 Assessment of Curriculum Needs

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ASSESSMENT OF CURRICULUM NEEDS

CONSIDERATION SOURCE WHAT DID YOU FIND OUT?

Student and/or familypreferences

Interview -

Mom

Moms main priority is speech. Shewants LT to be able to communicate

with others in a clearer fashion.Current and future settings

What future environments are

targeted for the student in the

next few years? School,

community, vocational, etc.

Interview -

Mom

Community

McDonalds Red Lobster Wal-Mart Public Library

School

Garden HillsVocational-

Jobs within school?Students age and number of

years of school remaining

Students

Records

LT is eight years old and in 2n

grade.

She has 10 years remaining in school,13 if she receives services through age

21.

Typical rate of learning;

effectiveness of previous

instruction

SPED teacher Because of her behaviors and that she

only started attending this school late

into last year, she did not learn at a

very high rate. However, now that she

is learning in a more structured

environment that she is comfortable

with, she has been acquiring new

skills and learning at a very fast rate.

As of her first quarter progress

reports, she was on track with meeting

her IEP goals and benchmarks.

Probability of studentsacquisition & generalization of

skills

Observation/

Interview

with Mom

Because LT is learning at such a quick

and positive rate, there is a strong

probability that she will acquire and

generalize new skills that allow her to

function independently rather quickly.

This includes skills that fall into the

areas of independent living,

community skills, functionalacademics, and vocational skills.

Discrepancies between student& peers in a) academic areas, b)

social skills, and c) daily living

skills

Student Files/

Syracuse

Assessment

Academic Areas:

The student is significantly behind her

second grade peers in academic areas.

She is currently unable to use a pencil

to write her name or numbers, is

working on rote counting and


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counting 1-10 objects. She has not yet

begun reading words, but rather is

working on identifying letters.

Social Skills:

LT is able to communicate some

needs and interests in one-wordstatements. She does not communicate

with her peers in her class. She does,

however, play side-by-side with her

peers and friends often.

Daily Living Skills:

LT is able to complete many self-care

skills with prompting. However, she

does not recognize when hygienic care

is needed and do so independently.

She does not perform basic daily

living skills such as getting dressedand undressed,

tying/buttoning/zipping, tooth

brushing, etc. independently as her

same-age peers can.

Summarize which curriculum approach and curriculum areas seem to be priorities.

Same, modified, or alternate?

Because LT is significantly behind her peers in academic, social, and daily living skills,

she would benefit best from an alternate curriculum. She has high needs in acquiring

skills that will one day allow her to function as independently as possible within the

community. Priorities in LTs curriculum should be focused on daily living and socialskills that will allow her to reach those goals. LTs curriculum should focus on teaching

her to care for herself, as well as how to improve her behavior in the community, which

was identified as a need through the parent interview. Functional academics, such as

learning to count, tell time, pay for items within the community, etc. are priorities as well.

Learning literacy skills such as recognizing sight words and high-frequency words also

seem to be a priority in her curriculum. Another priority identified by her mother is

improving LTs communication and speech skills. It is a high priority for her to be ableto communicate her needs and thoughts with her peers, family, and people around her.

CURRICULUM NEEDS

Complete only the sections that apply to your student.

CONSIDERATION SOURCE WHAT DID YOU FIND OUT?

Social skills/communication

skills

Observation/

Interview

with Mom

Communication is a target area for LT.

She is currently learning to use the

Picture Exchange Communication

System to work on requesting items,


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and verbalizes in one-word

communications in order to

communicate other needs. Needs a

way to be able to communicate with

people around her.

Self-advocacy SyracuseAssessment/

Interview

with Mom

The student currently does not informan adult when something is wrong.Can identify something hurts by

saying hurt, but does not

communicate her needs in any other

way.

The student does not show signs that

she recognizes her own limitations or

differences.

Personal independence Syracuse

Assessment

Requires prompting to perform the

following skills:- Clean up after herself.- Personal Care Skills and

knowing when theyre needed

- Getting dressed and undressedUses a picture schedule to transition

and get through her school day.

CURRICULUM NEEDS This is not about what the student can or cannot do

right now. This summary should focus on what the student NEEDS in his or her

instructional day to experience success both immediately and long-term.

SUMMARY: ADDRESS ALL RELEVENT CURRICULUM AREAS

There are a few different areas of need for LTs curriculum. The following areas describe

what she needs in her day in order she will be successful both now and in the future:

Social Skills/Communication:

LTs mother listed communication skills as a high priority for LT to become successful in

her life. She is beginning to use the Picture Exchange Communication System, and in

order to continue her success from this year so far, she needs a form of communication

like this or similar to this one that will allow her to work with and share what she wants

with individuals that she is with. She needs a way to communicate what she needs and

what she wants in order for efficient and effective learning.

Self-Advocacy:Becoming aware of what you need in order to learn and function in society is a highly

important skill for all individuals. LT needs to learn to recognize her differences and

disability in order to ask for what she needs in order to do things independently. Going

along with communication skills, LT needs to be able to recognize and identify when she

is in need of something or if there is a problem in order to be successful in any

environment.


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Personal Independence:

In order to experience success currently and especially in the future, LT needs to learn

some self-care skills. She usually needs prompts in order to complete many

independence skills on her own, such as getting dressed, cleaning up, and maintaining

personal hygiene. In order to be successful in the future, and to assimilate more with her

peers in her second-grade peers, LT needs to learn to recognize when she is in need ofhygienic care or other daily living skills and to complete them independently.

STUDENT SKILLS This is where you conduct assessments/observations/record

reviews to figure out where your student is functioning in each area. This helps you

write realistic goals and objectives.

Complete only the sections that apply to your student. (You will likely need to expand

these boxes significantlyget an electronic copy from moodle)

CURRICULUMAREA

SOURCE/

PROCEDURES FOR

GATHERING

INFORMATION

RESULTS

Electives/Specials (PE,music, art, technology,

drama, etc.)

InterviewAide LT loves P.E. and participates in allthe activities with side-by-side support

and prompting from her aide.

She also really enjoys going to music,

where she hums ands sings along with

her peers.

In her other specials, art and Chinese,the classes are more lecture-based and

less involved, so LT has a harder time

participating. She uses Play-Doh as a

fidget and generally sits away from her

peers.

Social/Communication

skills

Parent Interview LT is currently using the Picture

Exchange Communication System to

request items, and verbalizes in one-

word communications in order to

communicate other needs.

LT plays roughly with other

children, especially younger ones, so

appropriate play skills has been

identified as a need.

LT is current able to identify if

something hurts, but communicating


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that something is wrong has been

identified as something that LT does

not normally do.

The student does not generally notice

what her peers in class are doing inorder to follow peer examples.

LT has difficulty waiting appropriately

in social and group situations.

Vocational skills Observation LT currently works on basic

vocational skills through daily

independent work. Every day

following breakfast, she immediately

walks to her independent workstation

and completes various tasks. She is

working on performing the followingskills:

- 1:1 correspondence- following a list/schedule of

tasks

- matching- working independently

Community InterviewMom

Syracuse Assessment

LT is very friendly and often is very

open with individuals she does not

know. Mom identifies safety with

strangers as a priority skill to target.

LT has difficulty sitting at the table in

restaurants for a longer period of time.

Mom would like for her to be able to

sit long enough at a restaurant such as

Red Lobster in order for their family

to have a meal, and without making

loud noises.

LT and her family often go to Wal-

Mart. She knows where her desired

items are in the store, so she frequentlyruns off and has to be chased through

the store. Mom would like to be able

to go shopping without having to

chase her daughter.

Sitting for longer periods of time and

quietly in the public library was also


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identified as a community skill by

mom.

LT is currently not aware of the

walking rules in public. She does not

know to stop at the curb when walkingon a sidewalk, and cannot identify

walk and dont walk signs.

Domestic/Self-care InterviewMom

Syracuse Assessment

LT is beginning to learn to wash

herself with prompting, but her mother

identified wanting to wash herself asa priority. Such as being able to

identify when she is in need of

hygienic care, and taking care of it

herself.

LT currently picks out her own

clothes, but she does not like to put her

own clothing on. She knows how to

put her shirt on, but generally insists

that her mother does it for her. This is

similar to zipping her coat, which she

does on her own at school, but will not

do at home.

Picking up after herself was also

identified as a priority. This is alsosomething that she can do, but will not

do without prompting and someone

there to oversee it.

Leisure-Rec Interview - Mom LT currently plays with friends andparticipates with family members in a

large number of games and activities.

She also enjoys painting and watching

TV, especially when it has to do with

animals.

In the future, mom would like it if LT

could learn to play some sort of

musical instrument.

She will play simple board games with

peers when prompted.

Functional Academics Syracuse Assessment The student does not seem to


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recognize or read functional words in

order to make choices, manage home

activities, manage school activities,

make safe responses to warning words,

etc.

The student is currently unable to

write or type her name or key

functional words needed for managing

of activities at home or school.

LT is currently able to rote count to 10

and count 1-10 objects.

She is unable to write numbers or

enter numbers into a calculator using

matching.

LT currently uses and follows a

picture schedule without written times

without prompting.

She is unable to tell times on an analog

clock, identify parts of and use a

calendar, or identify coins and use

money to pay for items without

prompting.

STUDENT SKILLS

SUMMARY

LT has acquired many skills that have allowed her to be successful thus far, and she has

many other skills that she will be able to develop upon in the future. LT participates in

all specials with her general education class. She participates actively in both P.E. and

music with support from her aide. However, Chinese and art require LT to sit for longer

periods of time without active involvement. A skill that can be targeted in this area is

patience and being able to sit for times of longer length on occasion. In the social and

communication area, LT is able to use PECS in order to communicate things that she

wants. This is a great area that she can develop upon, to learn to use the system in order

to communicate other thoughts as well, such as if she needs something or is in need ofassistance. Her mother describes how LT does play with many children at home,

although sometimes she plays a bit too roughly, and does not seem to be aware of

appropriate social play skills. While in the classroom setting, following peer examples

and waiting appropriately in line are skills that LT currently struggles with. Within the

vocational domain, LT performs vocational skills within her independent work station

daily. She is able to follow and complete a given list of mastered tasks, and uses skills

such as matching and one to one correspondence in order to do so. LT also has a variety


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of community skills identified. She is very friendly and open to meeting new people, and

it has been identified as a high priority that she needs to learn how to interact with

strangers within the community. Similarly to sitting in specials and waiting appropriately

within the classroom, LT has difficulty sitting at the table in restaurants that her family

identified as places they would like to go, but are unable to because of her behavior.

Sitting and behaving appropriately while in a public place such as a restaurant or libraryis a skill that has been identified as a target. Additionally, while going shopping with her

family, walking and behaving appropriately are skills that have been identified as target

areas. Behaving safely in the community and recognizing signs are also areas that have

not yet been targeted with this student. Domestic and self care skills were also areas

described as important by LTs mother. She is beginning to perform many skills such as

brushing her teeth, washing hands, etc. with prompting, but she currently does not do so

independently. LT has shown that she is capable of dressing herself at school, but at

home she insists that her mother does it for her. She also is able to pick out her own

clothing. Cleaning up after herself is another skill that LT is able to do with prompting

and support, but not one that she will initiate independently. LT is able to paint and do

passive spectator activities such as watching television shows related to her interests. Shecan play simple board games such as Connect Four with her peers if prompted to take

turns. In the future, her mother would like it if LT was able to build upon her musical

interests and learn to play an instrument at some point. In the realm of functional

academics, LT currently does not identify or read functional words. She does not write

or type her name, but is able to put the letters of her name in order. LT is able to rote

count above 10 and can count up to 10 objects independently. She cannot yet write

numbers, but can identify and sequence the numbers 1-20. LT currently uses and follows

a picture schedule without written times without prompting. She is unable to tell times on

an analog clock, identify parts of and use a calendar, or identify coins and use money to

pay for items without prompting.

PRESENT LEVELS OF PERFORMANCE SUMMARY

This section gets transferred over to your IEP, so make it clear, concise, and

professional. Each deficit area you mention MUST be addressed with a goal or

objective in the IEP.

STRENGTHS

LT has many skills that can be built upon to continue developing her independence. She

is able to use a system in order to communicate items that she desires, and can use one-

word verbalizations in order to communicate many other needs. LT is able to follow apicture schedule and a task list in order to move throughout her day and independent

work smoothly. She is able to perform many foundational vocational skills such as

matching and one to one correspondence. She can play with her peers and take turns

with supports. LT knows how to pick out her own clothing and can dress her self when

she wants to. She participates actively with her peers in both physical education and

music. She is able to rote count up to 20 and can count 10 objects using one to one

correspondence.


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DEFICITS

Some of the areas of need that should be addressed in LTs instruction are:

Social/Communication:

- LT needs to learn to play appropriately with her peers, and not be physicallyrough with them.

-

LT should further develop communication skills to communicate how she isfeeling or if something is wrong.

- LT needs to develop awareness of what her peers are doing and follow theirexamples. This includes sitting quietly and working while in class, moving to an

area of the room, or lining up and waiting in line patiently.

Community:

- LT currently does not know how to interact safely and appropriately with peopleshe does not know.

- LT needs to learn how to behave appropriately while in community locations thatshe frequents with her family, such as restaurants, stores, and the public library.

- The student does not yet know how to safely walk within the community andrecognize safety signs such as walk and dont walkDomestic/Self-Care:

- LT should begin to initiate self-care and hygiene skills independently.- LT needs to become more independent in the home setting and perform skills that

she knows how to do without her mothers assistance, such as putting on herclothing.

- LT does not yet pick up after herself independently.Leisure/Recreation:

- Taking turns and sharing with peers without prompting.Functional Academics:

- Begin to recognize high-frequency sight words.-

LT needs to learn to write her name on documents.- Identifying key times on analog clocks (such as oclock and thirty)- Identifying the value of coins.

Documents

Assessment of Curriculum Needs