EDUC 3350F - Survey of Exceptional Student Education

EDUC 3350F - Survey of Exceptional Student EducationI Course Information

Course EDUC 3350F - Survey of Exceptional Student Education Semester Credit Hours 30 Course CRN and Section 21371 - H02Semester and Year Fall 2021 Course Start and End Dates 10182021 - 12122021Building and Room Online Venue - CANVAS

II Instructor InformationProfessor Karina Soto Email ksotonovaedu

III Class Schedule and LocationDay Date Time Location BuildingRoom

10182021 -12122021

Ft LauderdaleDavieCampus

Online Venue-CANVAS

MWF 10182021 -11242021

300 PM - 450PM


NSU Library-EC2063

MWF 11292021 -12032021

300 PM - 450PM


NSU Library-EC2063

M 12062021 -12062021

330 PM - 530PM


NSU Library-EC2063

IV Course DescriptionCatalog DescriptionFoundations in exceptional student education in which historical perspectives student characteristicsprevalence incidence etiology and medical aspects of exceptional learners are discussed Techniques ofprevention and intervention from infancy through adulthood are explored through classification processesthe continuum of services and the utilization of community services Current trends and issues will beinvestigated In addition to class meetings a minimum of 10 hours of observation and participation in a fieldsetting is required Experiential Education and Learning (ExEL) Successful completion of this coursesatisfies 1 ExEL unit Frequency Every FallCourse RationaleGiven the current movement toward including students with disabilities in general education classroomsgeneral educators along with special educators must be prepared to work with and understand the specialstudent Additionally the teacher must be prepared to provide appropriate educational programming forthese students Both general and special educators must be aware of the challenges of students withspecial needs and how to work collaboratively to deliver appropriate education in the least restrictiveenvironment

Generated 172022 Page 1 of 50

V Course Objectives Learning OutcomesLearning Outcomes 1) Analyze and apply theories philosophies and research methods that form the basis for special educationpractice including knowledge of the foundation in the area of special education from historicalperspectives state and federal legislation and legal and ethical standards (Foundations) 2) Understand the development and characteristics of typical and atypical learners including children withdiverse backgrounds including children with cultural and linguistic differences (Diversity) 3) Identify and prioritize areas of the general curriculum and accommodations modifications forindividuals with exceptional learning needs (Instructional Planning) 4) Describe and apply knowledge of individual learning differences to formulate Individual EducationPlans Individual Family Service Plans and Transdiciplinary Plans (Individual Learning Differences) Key ACEI=Association for Childhood Education InternationalCAEP=Council for the Accreditation of Education ProgramsCEC= Council for Exceptional Children Professional StandardsFEAP = Florida Educator Accomplished PracticesFLESE=Florida Exceptional Student Education Competencies and SkillsInTASC= Interstate Teacher Assessment and Support ConsortiumISTE= International Society for Technology in EducationTESOL=Teaching English to Speakers of Other LanguagesObjectivesBy the end of the course the Candidate will be able to-Trace the history of special education through the centuries-Identify major legislation related to special-Identify the various definitions and the possible causes of intellectual disabilities-Identify the characteristicsof children with learning disabilities and the possible causes and contributing factors to learning disabilities-Identify the characteristics of students with emotional and behavioral disorders and the possible biologicaland psychological causes of emotional and behavioral problems)-Describe the types and causes of speechand language disorders in children-Describe the various types and degrees and the possible causes ofhearing impairment -Describe both the legal and educational definitions and possible causes of visualimpairment-Describe the common physical and health impairments in school-age children includingorthopedic and neurological impairments traumatic brain injury and other chronic illnesses-Identify thecharacteristics of children with severe disabilities including children with dual sensory impairments andautism-Analyze the various educational considerations for gifted and talented students-Identify thelegislative support for early childhood special education including PL 99-457-Analyze the variousintervention strategies and programs used in early childhood special education-Discuss the prospect ofemployment for young adults with disabilities-Identify the various residential alternatives for adults withdisabilities

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and MaterialsAmerican Psychological Association (2010) Publication manual of the American PsychologicalAssociation (6th ed) Washington DC AuthorGargiulo R M amp Bouck E C (2018) Special education in contemporary society (6th ed) LosAngeles Sage (get the interactive eBook)

VII Course Requirements


Attendance and active participation during all live course sessions Access to Canvas NSUrsquos approvedLMS is also required to receive relevant updates and gain access to the discussion board as well asadditional course content

VIII Course Schedule and Topic OutlineCourse ScheduleWeek Topics Class Activities amp Assignments

1 Introductions ground rulesexpectations and goalsCourse requirementsSyllabus policies objectivesassignments grading criteriaetcFoundations of SpecialEducation Read Chapters 1 amp2Listen to the audio summaryof chapter 1 amp 2 in youreBookhttpwwwcecspedorg reviewthe website for informationon what it offers to specialeducators keep this websitefor future reference as botha general and specialeducatorFor more information on thehistory of special educationgo towwwspecialednewscom

Read Confronting difference an excursion through the historyof special educationhttpsedgesagepubcomsystemfileshandbook1228129pdfWatch A quick guide to special education httpswwwyoutubecomwatchv=9DktV772njYamplist=PLIXtN8GZ_10wIxE-CSnHWw8Ua2D-DZPEAStart research for Assignment 1 Foundations inSpecial Education Paper (Due Week 4)

2 Topic the IndividualizedEducational Plan (IEP)

Choose a disability category for Assignment 4 ThePowerPoint Presentation (Due Week 7) Watch What is an IEPhttpswwwyoutubecomwatchv=q2XlAWcMAUkhttpswwwyoutubecomwatchv=FU3dGQWZzx8The IEP Process made simple 7 stepsDorsquos and Donrsquots of IEP meetingshttpswwwyoutubecomwatchv=CHCTGRw1oKoDISCUSSION QUESITON 1 (1 point)Distinguish between a cascade of service delivery model andthe philosophy of full inclusion What do you see as theadvantages and disadvantages of full inclusionDUE WEEK 2


3 Cultural and LinguisticDiversity and ExceptionalityRead Chapter 3Listen to chapter 3 audiosummary in your eBook

Watch Multicultural and special educationhttpswwwyoutubecomwatchv=UqOOgAHrAWsRead Bilingual Special Education httpsedgesagepubcomsystemfilesencyclopedia3128129pdfDISCUSSION QUESTION 2 (1 point)Why are traditional tests inappropriate for the assessment ofELLs Identify and explain three components to adapt theassessment process for bilingual studentsDUE WEEK 3

4 Parents Families andExceptionalityAssistive TechnologyRead Chapters 4 amp 5Listen to Chapter 4 amp 5audio summary in youreBook

Watch Welcome to Hollandhttpswwwyoutubecomwatchv=RqGQjoTn2xYWatch Parenting a child with special needshttpswwwyoutubecomwatchv=QgYoZGAT7_8Read The sibling support projecthttpswwwsiblingsupportorghomeRead What Siblings Would Like Parents and ServiceProviders to Knowhttpswwwsiblingsupportorgdocuments-for-siteWhatSiblingsWouldLikeParentsandServiceProviderstoKnowpdfWatch Assistive Technology in Action Meet Samhttpswwwyoutubecomwatchv=jYmfrrY4HfkGo to Understood for learning and attention issueshttpswwwunderstoodorgenschool-learningassistive-technologyassistive-technologies-basicsassistive-technology-what-it-is-and-how-it-worksDISCUSSION QUESTION 3 (1 point)Discuss what makes a technology an assistive technology forstudents with disabilities Identify four assistive technologydevices that support students with disabilities across content-area instructionASSIGNMENT 1 Special Education PaperDUE WEEK 4


5 Learning Disabilities ampAttention DeficitHyperactivity DisorderReach Chapters 7 amp 8Listen to Chapter 7 amp 8audio summary in youreBook

Go to Learning Disabilities online wwwldonlineorgGo to Children and Adults with Attention-DeficitHyperactivity Disorder (CHADD) httpwwwchaddorgWatch Failing at Normal An ADHD success storyhttpswwwyoutubecomwatchv=JiwZQNYlGQIWatch How to get accommodations for ADHDhttpswwwyoutubecomwatchv=PM2ebKO7yYMTake the quiz on myths about ADHD and medication p278 ofthe textbook Check your answers Reflect on your currentunderstanding of medication for the treatment for ADHDResponse to Intervention (RTI)Go to httpwwwrti4successorg for a thorough explanationof the RTI processDISCUSSION QUESTION 4 (1 point)Discuss the pros and cons of each assessment for diagnosing aLearning Disability Which method do you think offers the bestdiagnosis and why Defend your answer with one referenceASSIGNMENT 2 Mock IEP ConferenceDUE WEEK 5

6 Individuals with IntellectualDisabilities amp Emotional ampBehavioral DisordersRead chapters 6amp9Listen to Chapter 6 amp 9audio summary in youreBookNote Remind NSUstudents to complete formalcourse evaluations online at httpswwwnovaedusbinevaluationsoce-get-nsuidcgiby required deadline

Go tohttpaaiddorgintellectual-disabilitydefinitionV2L6vT_2ZjoRead the current definition of IDD and watch the video onIDDWatch httpswwwyoutubecomwatchv=sdA92E4ggzkTo learn about transition services for students with IDD Read Fact sheet on Emotional Behavioral Disorder (EBD) httpwwwparentcenterhuborgwp-contentuploadsrepo_itemsfs5pdfAnswers to the activities compiled in a Word document Go To httpsirispeabodyvanderbiltedumodulerti01cr_assesscontentComplete the entire module on RTI and the IQ achievementdiscrepancy model in diagnosing a learning disability (LD)Complete all of the interactive activities throughout the modelPrint out any materialsdata collecting sheets etc write youranswers to the activities in a word documentDISCUSSION QUESTION 5 (1 point)Identify the emotional responses associated with the stages ofparentsrsquo reaction to their childrsquos disability After viewing thevideos here what are your reflections on how the parents aredealing with having a child with a disability How do you thinkyou would react as a parentASSIGNMENT 3 IRIS Module RTIDUE WEEK 6


7 AutismRead chapter 10Listen to Chapter 10 audiosummary in your eBook

Watch Autism Spectrum Disorder and DSM-5httpswwwyoutubecomwatchv=2SzS3mBzR9YWatch Autism What we know (and what we donrsquot know yet)httpswwwyoutubecomwatchv=wKlMcLTqRLWatch Aspergerrsquos httpswwwyoutubecomwatchv=Tui8EOdv_VUampfeature=relatedFor more information on Autism Spectrum Disorders visit httpwwwnindsnihgovdisordersautismautismhtmASSIGNMENT 4 Disability PowerPointPresentations DUE WEEK 7

8 ASSIGNMENT 5 Field Experience Report Final ExamDUE WEEK 8

IX AssignmentsAssignment 1 Foundations in Special Education PaperThe purpose of this assignment is to examine specific foundational aspects of the field of special educationidentify how elements relate to one another and contribute to current knowledge and practice You willneed to do the following

1 Introduction Provide an overview of the key historical foundations major contributors majorlegislation and current issues related to knowledge and practice in the field of special education inboth school and society

2 Discussion Topics should include the following six aspects a federal legislation (eg IDEA ADA)b definition and issues related to the identification of individuals with exceptional learning needsc cultural aspects of special education and factors that influence over-representation of cultural

diverse studentsd the impact of exceptionalities on families and the role of families in the educational process

CEC Standard 6 Professional Learning and Ethical Practice) CEC Standard 1 LearnerDevelopment and Individual Learning Differences CEC Standard 5 InstructionalPlanning and Strategies

e Conclusion and reflections provide a summary of the topics discussed and highlight thosepoints that affect the field of special education (CEC Standard 6 Professional Learning andEthical Practice

This assignment is worth 20 points The scoring rubric for this assignment is in APPENDIX1 Assignment 2 Mock IEP Conference

Assignment 2 Mock IEP conference (part one 10 points)Part one Go tohttpswww2edgovparentsneedsspecediepguideindexhtmlUS Department of Education Guide to the Individualized Education ProgramRead the document in its entirety Create a chart or graph to list and describe the IEP process from start to finish Be brief butconcise and demonstrate that you understand each component1 List and describe the steps in the IEP process2 List and describe the contents ofThe IEP3 List the IEP team members (no need to describe)


4 List the related services (no need to describe)5 List the transition services (describe the types of services age of transition etc) 6 List and describe specific information that should be included About the child included in the IEP7 What types of placements are there Who decides placement and what is the least restrictiveenvironment (LRE)9 What are the next steps in implementing the IEP8 What procedures must be followed after the IEP is written10 When is the IEP reviewed and for what purpose is it reviewed11 What steps are taken if the parents do not agree with the IEPWatch the mock IEP conference at the following links

1 Example of a professional IEP conference httpswwwyoutubecomwatchv=ok0irMNfKmY2 Example of what not to say at an IEP conference

httpswwwyoutubecomwatchv=LWNYnVFL2CcPart two MOCK IEP ASSIGNMENT (part two 10 points) (Your Instructor will provide youwith a scenario)(See Appendix D)

Your Professor will assign you to a group in Zoom You and your group will hold a mock IEP conferenceAssign members of your group the following roles

1 ParentGuardian 2 ESE teacherspecialist 3 Local Education Representative (LEA) 4 GeneralEducation Teacher

2 Conduct the IEP conference from start to finish following the steps and procedures you outlined inPart one of this assignment

3 Record the session4 Each participant should watch the session individually then meet again in the zoom group and

critiques the session5 The group will provide a written reflection on the strengths and weaknesses of the IEP meeting

What went well and what could be improved What did the group learn from this experience6 Add the group reflection to your individual write up for part one and submit it to the drop box for

Assignment 2 Due WeekAfter viewing these videos and reading about the IEP process please answer the following questions 1 How should you as the general education ESE teacher or SLP prepare for the Conference 2 What are 10 good tips you have learned for how to conduct a successful IEP Meeting 3 Create an IEP agendachecklist What needs to happen at the IEP meeting to be Successful 4 List five (5) tips on what not to say or do at an IEP meeting SCORING RUBRIC FOR Assignment 2 IEP module Part one 10 points

Levels of Proficiency Standards FEAPa2da2h FLESE 1112131415167172 CEC 3 InTasc 4 TSOL 4 ACEI 21 CAEP 1

Criterion Exceeds Meets Does notmeet


Developed avisual display ofthe IEP processthat listed anddescribed allaspects of theIndividualEducation Plan(IEP)

Listed and described allcomponents of the IEPprocess with 100 percentaccuracy 3 points

Listed anddescribedbetween 7 and 10components of theIEP process with100 percentaccuracy2 points

Did not list ordescribe 6 orless aspects ofthe IEP process 0 pts

Tips for asuccessful IEPmeeting takenform the coursereadings

The candidate identified8-10 tips taken from thecourse readings on howto conduct a successfulIEP meeting andincluded additionaloutside resources 3 points

The candidateidentified 8-10 tipstaken from thecourse readingson how to conducta successful IEPmeeting 2 points

The candidateless than fivetips on how toconduct asuccessful IEPmeeting correctly 0points

Create an IEP agendachecklist on howto run asuccessful IEPmeeting

The candidate created a7-10 item checklist ofitems identified form thecourse readings andvideos on how toconduct a successfulIEP meeting and alsoincluded a list ofsuggestions of what notto say and do in an IEPmeeting ie do not usejargon etc andsupported all items withdocumentation4 points

The candidatecreated a 7-10 item checklist ofitems identifiedform the coursereadings andvideos on how toconduct asuccessful IEPmeeting supportedwithdocumentation3 points

The candidatecreated a lessthan 4 itemchecklist agendaon how toconduct asuccessful IEPmeeting and notall items werefrom the coursereadings orvideos 0 points

Total Possiblepts10

______ pts _______pts ______pts

Teacher candidatersquos Total 10___________________________________ Grade_______________SCORING RUBRIC FOR Assignment 2 IEP module Part two 10 points

Levels of Proficiency Standards FEAPa2d a2h FLESE 1112131415167172 CEC 3InTasc 4 TSOL 4 ACEI 21 CAEP 1



Ran a MockIEP meetingaccording to therecommendedsteps andproceduresoutlined in Partone of theassignment

The group ran themeeting utilizing 7-10 tipsfor running a successfulIEP meeting as stated inPart one of theassignment 3 pts

The group utilized5-7 tips forrunning asuccessful IEPmeeting as statedin Part one of theassignment 2 pts

The group didnot follow thetips for runningan IEP meetingadequately0 pts

Role play Each participant in theIEP meeting stayed incharacter and remainedprofessional refrainingfrom professional jargon 3 pts

Most of theparticipants butnot all were incharacter andremainedprofessionalduring the IEPmeeting someprofessionaljargon was used2pts

Most of theparticipantswere not incharacter andorutilized too muchprofessionaljargon0 pts

WrittenReflection

The group provided awritten reflection on therecorded IEPconference stating bothstrengths andweaknesses of theconferences andprovidedrecommendations forfuture conferences 4 pts

The groupprovided a writtenreflection on thestrengths andweaknesses ofthe IEP but nottherecommendationsfor futureconferences3 pts

The group didnot provide anadequate writtenreflection or nonat all andor didnot providerecommendationfor futureconferences0 pts

Total Possiblepts10

______ pts _______pts ______pts

Teacher candidatersquos Total 10 ___________________________________ Teacher candidatersquos Total Score Part one and Part two ____20

Assignment 3 IRIS Module 3 Response to Intervention This IRIS module aligns with the following licensure and program standards and topic areasCAEP CEC InTASC NCATEThe IRIS Center employs technology to deliver resources that are interactive challenge-basedmodules case studies activities information briefs and evidenced based practice summaries The purpose of conducting IRIS module 3 This Module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach It also offers a briefoverview of each tier in the RTI model and explains its benefits Another limitation of the IQ-achievement


discrepancy model is that it does not assess or inform the quality of instruction received by students1 the traditional IQAchievement Discrepancy modelMany teachers express concern and frustration that the IQ-achievement discrepancy model rarelyidentifies students with learning disabilities in the early grades Rather these students often struggle foryears before they are finally identified This model represents a ldquowait-to-failrdquo approach which results inthe loss of valuable instructional time that would likely make a significant difference to a substantial numberof the children affectedThe Response-to-Intervention (RTI) approach One basic premise of the RTI approach is that classroominstruction should be high quality therefore ineffective instruction can be ruled out as the reason forinadequate academic performance In the RTI approach struggling studentsrsquo skills are monitored todetermine whether they show adequate growth (referred to as responsiveness) following theimplementation of high-quality instruction Students who do not respond adequately to research-validatedinstruction in the general education classroom are provided with increasingly intensive and validatedinterventions Studentsrsquo progress in skill areas of concern is monitored frequently (eg weekly) and thedata collected inform subsequent decisions about whether a student is either appropriately responsive orstill needing more intensive instructionThe Individuals with Disabilities Education Improvement Act (IDEA 2004) allows states andschool districts to use either the IQ-achievement discrepancy model or the RTI approach for determiningspecial education eligibility for students with learning disabilities In this module students will compare andcontrast the difference between the two approaches to assess and identify a student with a learningdisability Students will analyze data collected from an RTI approach to evaluate which Tier a studentshould receive academic interventions Additionally students will engage in an interactive activity within themodule to practice identifying components of the RTIGo To httpsirispeabodyvanderbiltedumodulerti01cr_assesscontentComplete the entire module on RTI and the IQ achievement discrepancy model in diagnosing a learningdisability (LD) Complete all of the interactive activities throughout the model Print out any materialsdatacollecting sheets etc write your answers to the activities in a word documentThis assignment is worth 15 points The grading rubric for this assignment is in APPENDIX 3Assignment 4 PowerPoint Presentation on a disability category under IDEA

1 Choose one of the categories of special education listed in your textbook ie autism learningdisabilities etc

2 Create a 10-15 slide power point following the outline of your textbook3 It should include the definition the causation the prevalence the diagnosisassessment of the

disability the educational considerations What can teachers do in the classroom to assist studentswith this disability in the classroom Provide a list and description of at least three educationalstrategies that would be helpful and provide references

4 How can the teacher assist this student socially in the classroom How can the teacher differentiatefor learning how can the teacher help the student become fully included in the classroom

1 What types of accommodationsmodifications must the teacher need to make to assist the student inthe classroom Provide references and web links that will be helpful to your peers

2 You must use 4-5 other references other than your textbookThis assignment is worth 10 points The scoring rubric for this assignment is in APPENDIX 4Assignment 5 Field ExperienceI What are field experiencesField experiences are more than what are typically known as field experiences In field experiences NSUstudents known as teacher candidates may observe andor work with children in a school setting Theyrequire the student to observe andor work with children in a school andor virtual setting plus reflect onnew knowledge that occurs from those experiences The teacher candidate is asked to apply informationlearned in course work and think reflectively about the field experiences to develop the skills of aneffective practitionerII What are the general requirementsIt is mandated that all education majors in state approved initial teacher preparation programs participate in


a planned series of field experiences as an integral part of their training NSU requires a minimum of tenhours of field experiences for each major education course Underlying this commitment is the philosophythat field experiences enable teacher candidates to apply theory and practice in actual classrooms andorvirtual settings while acquiring the competencies necessary for successful teachingAll teacher candidates including non-education majors and certification teacher candidates areresponsible for completing all field experiences procedures and will be required to use andsubmit all required field experiences documentsThis course requires you to complete a field experience

You must request a placement within the first week of class

Please go to httpseducationnovaedustudentscurrent-studentsgtepoffice-of-placement-serviceshtmlfor applications and additional information

Your placement must be coordinated through the Office of Placement Services (Lillian Greico ndash greiconovaedu or Jodi Miller ndash jmiller2novaedu ) The placement process is coordinated throughUniversity and County officials only Direct school contact is not permitted

agrave Security Clearance for PreK-12 Field Experiencesszlig

If you are an employee of the school or school district where you will be completing your fieldexperience you will need to share evidence of your security clearanceIf you are not already an employee of the school district or school where you will be completing yourfield experience you may be required to complete security clearance procedures before you arepermitted to start your field experience This may include a background check drug testingfingerprinting etc Click on the ldquoSchool-Based Field Experiencerdquo tab at httpseducationnovaedustudentscurrent-studentsgtepoffice-of-placement-serviceshtml for information about obtaining securityclearance in your state For further assistance contact the Office of Placement Services (Lillian Greicondash greiconovaedu)Additional information on ethical standards for teachers in Florida is provided online at the Office ofProfessional Practices (httpwwwfldoeorgedstandards) Similar information is available on moststatesrsquo department of education websites

Important Placements take time to coordinateContact the Office of Placement Services as soon as possible

Once You Have Your Placement

Report Demographic Information about Field Experience or Capstone Site

Students completing field experiences must submit the demographic information abouttheir site to their instructor The directions for doing so are provided in Appendix E

Report Your Field Placement Location

Everyone completing a field experience is required to report their field experiencelocation Once you have completed your field experience please access httpappsfischlerschoolnovaeduplacementformplacementformaspx to report your placementinformation

Please note that each school district determines how school-based field placements are arranged with theirdistricts schools Direct school contact by teacher candidates is not permitted without prior approval fromthe Office of Placement Services Because the amount of time needed to secure school-based fieldplacement varies by school district students need to request placement immediately after registeringfor a course that requires any activity in a PreK-12 classroom or school Requests for should bemade no later than Week 1 of class Placements in some school districts can take as long as four


weeksIf you are requesting your first placement the first step is Security Clearance (background check) Onceobtained it is your responsibility to keep your Security Clearance current throughout your program Pleasenote that most school districts require an annual renewal of a Security Clearance and this may require anadditional fee Security Clearance must be obtained---and be current---pursuant to your districtrsquosrequirements BEFORE placements can be requested Assignment DirectionsStudents are expected to spend a minimum of 10 hours in a special education classroom observing andworking with the teacher and hisher special needs students Students are expected to collect observationdata using pre-selected tools teach a lesson and assist the teacher and the students in the classroom Students are expected to keep a log of the teacherrsquos activities and write a seven- to ten-page report of your observation addressing each one of the following categories separately and extensively

1 Dates and times of the visits1 Background information about the school and community1 Description of the classroom setting Include a floor plan1 Description of students Their age grade level type and severity of disabilities ethnicity

socioeconomic status (SES) and gender1 The criteria for placement in this setting1 Background education and training of the teacher and any other adults working with the

students1 Schedule What is the teacherrsquos schedule and during what hours do the students attend What does

a normal day look like Do the students have regularly scheduled art music and physical educationperiods (Do they attend these with their non-disabled peers) Were there any changes to the regularschedule on the day of your observation

1 Mainstreaming or Pull-out Programs Do someall of the students spend some portion of the dayin a different setting (eg Are they in a pull-out program for resource room or time with a speech-language physical or occupational therapist mainstreamed into a general education class--if they arein a self-contained special education classroom for most of the day or into a special educationclassroom--if they are in a general education classroom for most of the day) How many of thestudents and for how much time during what part of the day

1 Curriculum What is the overall approach or combination of approaches being used in the classroom(eg Whole Language Direct Instruction Collaborative Learning etc) What series or programare they using for reading math etc Do the students participate in the planning or haveopportunities to make choices Does the teacher incorporate any art music movement life skills orcareer awarenesscareer educationvocational activities into hisher instruction

1 Career AwarenessVocational TrainingLife or Survival Skill TrainingCommunity- basedInstruction Describe any activities that are designed to assist them in preparing for their futureafter they leave school

1 Repot on any work you did with the teacher and the students1 What are your conclusions about this teacher the students and any others involved in this

classroom What seemed to be working effectively What would you consider changing or adding ifthis were your classroom What did you learn from this experience

Note the field experience report is worth 20 points and is due at the end of the course Therequired forms and grading rubric for this assignment are in Appendix E

Final ExaminationA written in-class or online final examination will be given to students at the end of the course The examwill consist of multiple-choice questions truefalse questions andor essay questions worth 20 pointsThe final questions will address again several of the FEAP FLESE TESOL CEC and InTASCstandards and competencies already covered in the course assignments


X AssessmentsXI Grading Criteria

Final Course GradeGrading CriteriaA Guidelines ndash The requirements for each assignment are outlined in detail in this syllabus andattachments Please follow the guidelines carefully in order to receive full creditB Plagiarism ndash Teacher candidates will submit all major written assignments into Turnitin and thencorrect their work for plagiarism before submitting their assignments to their instructor Please note thatif you plagiarize you will earn a grade of F on the assignment If you plagiarize a second timeyou will earn a grade of F on the assignment and in the course The instructor will report allinstances of plagiarism to the administrationC American Standard English (ASE) ndash All written work must be submitted in professional formAmerican Standard English grammar and mechanics is required Please pay particular attention to correctspelling capitalization punctuation grammar and sentence and paragraph structure All assignments mustbe submitted using Microsoft Word be error free and grammatically correct D American Psychological Association Manual ndash All assignments must be completed usingthe style delineated in the Publication Manual of the American Psychological Association (APA)Please pay close attention to the format for spacing margins title page numbering of pages headings andreferences pages Cite support from the literature in the field for the concepts and ideas you present inyour assignment by paraphrasing andor quoting and providing a reference for each new work cited (ieone-to one correspondence) At the end of your assignment include references pages using the correctAPA format for the works paraphrased andor quoted Please note a page or paragraph number isrequired for all citations in your work for this course (APA 2010 p 170) Review chapters six and sevenin the APA Manual to insure that you are correctly paraphrasing andor quoting and referencing workscited All instructors will review the use of APA style during the first week of each courseE Grading of Assignments ndash The instructor reserves the right to refuse to read andor correct anassignment that does not meet professional form using APA style standardsF Assignments Not Meeting Standards ndash The instructor refers teacher candidates who are havingdifficulty with reading the course content andor writing assignments to meet ASE and APA standards tothe Office of Tutoring and Testing for remediation For critical taskskey assessments that do not meetstandards the instructor works directly with the teacher candidate to remediate the workG Synchronous Online Sessions ndash Instructors provide live online sessions to students to discusscourse content review assignment requirements and give students an opportunity to ask questions It isrecommended that students attend the sessions To accommodate teacher candidatesrsquo needs thesesessions will use a variety of media and will be recorded and posted for later accessH Late Assignments ndash Late assignments are NOT acceptedI Grading Rubrics ndash Rubrics for all assignments are located in the AppendicesJ Grading Scale ndash A list of the course requirements and the grade scale follow Quality points are usedto calculate the grade point average across programs in FCEAssignment Points Due Week

Assignment 1 Special Education Paper 15 3

Assignment 2 IEP mock conference Part one 10 4

Assignment 2 IEP mock conference Part two 10 4

Assignment 3IRIS MODULE RTI 11 5

Assignment 4 POWER POINT 20 7 amp 8 half of theclass week 7 theother half week 8


Discussion posts 8 3 24 Weekly Sunday 1159pm

Field Experience or SLP power point 10 Week 7 amp8

Total 100

Letter Grade Percentage QualityPoints

Letter Grade Percentage Quality Points

A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23

XII Course PoliciesCandidates are required to attend all sessions In lieu of attendance candidates must watch the recordedvideo respond to it and send their response to the professor Points will be awarded for attendance andparticipation therefore if candidates do not attend or participate they will forfeit the points

XIII University PoliciesA Academic MisconductThe University as a community of scholars embraces the free expression of ideas in furthering theacquisition of knowledge while upholding the principles of trust responsibility honor integrity and ethicalbehavior in meeting program and degree requirements As such students are expected to adhere to astandard of academic honesty in all work submitted Violations of academic honesty standards constituteacademic misconduct and violate the NSU Code of Student Conduct and Academic Responsibilityavailable online httpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtmlThe following acts violate the academic honesty standards and will result in a finding of academicmisconduct1 Cheating in any form intentionally using or attempting to use unauthorized materials information orstudy aids in any academic exercise or having others complete work or exams and representing it as onesown2 Fabrication intentional and unauthorized falsification or invention of any information or citation in anacademic exercise3 Facilitating academic dishonesty intentionally or knowingly helping or attempting to help another toviolate any provision of this code4 Plagiarism the adoption or reproduction of ideas words or statements of another person as ones ownwithout proper acknowledgment (see Academic Honesty Standards)5 Conspiracy to commit academic dishonesty assisting others to commit acts of academicmisconduct 6 Misrepresentation intentionally making false statements or omissions of facts in a contract Examplesinclude but are not limited to portfolios cover sheets and clinic training station and practicumagreements 7 Bribery offering of goods services property or money in an attempt to gain an academic advantage8 Forging or altering documents or credentials examples include but are not limited to signaturesdates and other information on portfolios cover sheets and clinic training station and practicum


agreements9 Knowingly furnishing false information to the institutionPenalties for academic misconduct can range from reduced grades on assignments or in courses to failinggrades on assignments or in courses as determined by the course professor Academic misconduct mayalso result in dismissal from the Abraham S Fischler College of Education and School of Criminal Justicewithout the possibility of re-enrolling at any time Students may not withdraw from a course in progress toavoid a failing grade upon receiving notice that academic misconduct may have occurredNote If a charge of academic misconduct is determined in a course any student-initiatedwithdrawal for that course will be administratively reversed and a grade of F will be entered onthe students transcript for that courseB PlagiarismWork that is submitted for credit must be the original work of the student Any assignment that is not theoriginal work of the student is considered plagiarized and in violation of the Code of Student Conduct andAcademic Responsibility Plagiarism occurs when another persons work words or ideas are representedas ones own without the use of a school-recognized method of citation (eg copied from another sourcesuch as an author or another student without properly acknowledging the actual writerauthor) or whenanother persons work is copied or otherwise duplicated for academic credit Plagiarism also occurs whenknowingly giving or allowing ones own work to be copied or otherwise duplicated by another for academiccredit or when resubmitting ones own work for academic credit (ie work that has previously beensubmitted for academic credit) Cutting and pasting from online sources on the Internet without properacknowledgment and citation of primary and secondary sources (eg writersauthorsorganizations) alsoconstitutes plagiarism Penalties for plagiarism may range from reduced grades on assignments or in courses to failing grades onassignments or in courses as determined by the course professor A subsequent determination ofplagiarism in a future course (ie a second violation) may result in dismissal from the Abraham S FischlerCollege of Education and School of Criminal Justice without the possibility of re-enrolling at any time Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarismStudents may not withdraw from a course in progress to avoid a failing grade or other consequenceupon receiving notice that plagiarism may have occurred If a charge of plagiarism is determined in acourse any student-initiated course withdrawal for that course will be administratively reversed and agrade of F will be entered on the students transcript for that course [see Academic Misconduct] Studentaccess to online courses and attendance at site-based courses will be discontinued following adetermination of plagiarism that results in an F for the course All students are entitled to dueprocess pursuant to Fischler College of Education policies and proceduresC Americans with Disabilities Act (ADA)Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and theAmericans with Disabilities Act (ADA) of 1990 No qualified individual with a disability shall be excludedfrom participation in be denied the benefits of or be subjected to discrimination in any activity service orprogram of the university solely by reason of his or her disability Each qualified individual with a disabilitywho meets the academic and technical standards required to enroll in and participate in Nova SoutheasternUniversitys programs shall be provided with equal access to educational programs in the most integratedsetting appropriate to that persons needs through reasonable accommodation At the postsecondary level it is the students responsibility to initiate the process for disability services Theprocess for obtaining a reasonable accommodation is an interactive one that begins with the studentsdisclosure of disability and a request for a reasonable accommodation The student has the responsibility toprovide Nova Southeastern University with proper documentation of a disability from a qualified physicianor clinician who diagnoses disabilities and sets forth the recommended accommodationsThe necessary forms and procedures for requesting disability-related accommodations can be obtainedfrom the NSU Office of Student Disability Services through its website athttpwwwnovaedudisabilityservicesindexhtml via e-mail at disabilityservicesnovaedu or by calling954-262-7185 (toll-free at 800-986-3223 ext 27185)To ensure that reasonable accommodations can be provided in a timely manner all forms anddocumentation should be submitted to the NSU Office of Student Disability Services a minimum of four(4) weeks prior to the commencement of classes for any given semester


D CourseInstructor EvaluationIt is expected that all students will participate in the online CourseInstructor Evaluation at or nearthe end of the courseNotices of CourseInstructor Evaluation access are sent to registered students by NSU email

E The current edition of the FCEampSCJ Catalog and Student Handbook is availablehttpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtml This document providesextensive information on University and FCE policies regulations and procedures Students should visit httpwwwnovaeduacademic-affairsnsu-syllabus-policyhtml to access additionalrequired college-wide policies It is your responsibility to access and carefully read these policies to ensureyou are fully informed As a student in this class you are obligated to follow these college-wide policies inaddition to the policies established by your instructorThe following policies are described on this website

Academic misconductLast day to withdrawEmail policyStudent course evaluationsStudent responsibility to registerStudent responsibility for course prerequisites

Academic ResourcesNova Southeastern University offers a variety of resources that may aid in student success Among theseresources areAccommodations for students with documented disabilitiesFor more information about ADApolicy services and procedures students may call the Office of Student Disability Services at 954-262-7189 or visit httpwwwnovaedudisabilityservicesTutoring and testing centerStudents are encouraged to use the free individualized tutoring services offered by the Tutoring andTesting Center (TTC) early and often throughout the academic year TTC provides supplementallearning assistance as well as an array of testing services in a supportive and professional environmentthat enhances the ability of all students to meet educational goals achieve academic excellence andenhance personal growth Subject-based tutoring and academic coaching sessions are individualized 45-minute sessions that encourage developing strong creative thinking and reasoning skills See here for thelatest listing of NSU courses tutored httpwwwnovaedututoring-testingtutoring-servicesgeneral-informationhtml TTC also offers Supplemental Instruction in historically difficult courses SI sessions arefacilitated by SI Leaders who have been endorsed by faculty for their leadership ability and contentmastery For further information please call (954) 262-8350 or visit our website athttpwwwnovaedututoring-testingNSU Class Recording PolicyClass content throughout this course may be recorded in accordance with the NSU Class RecordingPolicy If class content is recorded these recordings will be made available to students registered for thiscourse as a supplement to the classroom experience Recordings will be made available to all students whowere registered to attend the live offering of the class regardless of a studentrsquos section or discipline orwhether the student is participating in the course online If recordings are intended to be accessible tostudents or third parties who were not registered for the live offering of the class studentsrsquo personallyidentifiable information will be removed or redacted from the recording unless (1) their written consent tosuch disclosure was previously provided or (2) the disclosure is permissible in accordance with the FamilyEducational Rights and Privacy Act (ldquoFERPArdquo)Students are prohibited from recording audio or video or taking photographs in classrooms (including onlineclasses) without prior permission from the instructor or pursuant to an approved disability accommodationand from reproducing sharing or disseminating classroom recordings to individuals outside of this course Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject todisciplinary action

XIV Bibliography


American Psychiatric Association (2013) Diagnostic and statistical manual of mentaldisorders (DSM-5) Washington DC American Psychiatric AssociationAxelrod S amp Hall R V (1999) Behavioral modification Basic principles Austin TX Bethesda MD Woodbine HouseBand-Aides amp Black Boards (2009) Retrievedfrom httpwwwlehmancunyedufacultyjfleitasbandaidesBrown RT (Eds) (1999) Cognitive aspects of chronic illness in children New York NY The Guilford PressBurke K (2000) What do you do with the kid whohellipDeveloping cooperation self-discipline andresponsibility in the classroom Arlington Heights Il Skylight Training and Publishing Carnine D amp Granzin A (2001) Setting learning expectations for students with disabilities SchoolPsychology Review 30(4) 466j-472Center for Parent Information and Resources (nd) Home Retrieved fromhttpswwwparentcenterhuborg [Note replaced the National Dissemination Center for Children withDisabilities (NICHY)]Coleman M C amp Webber J (2002) Emotional and behavioral disorders Theory and practice (4th

ed) Boston MA Allyn amp BaconCramer S F (1998) Collaboration A success strategy for special educators Boston MA Allyn ampBaconEpstein J (2001) School family and community partnerships Boulder CO WestviewElbaum B amp Vaughn S (2001) School-based interventions to enhance the self-concept of students withlearning disabilities A meta-analysis Elementary School Journal 101(3) 303-329Florida Department of Education Bureau of Instructional Support and Community Services (2018) Accommodations Assisting students with disabilities (4th ed) Retrieved fromhttpwwwfldoeorgcorefileparsephp7690urlt0070069-accomm-educatorpdfFlorida Inclusion Network (FIN) (2019) Welcome to Florida Inclusion Network Retrieved fromhttpwwwfloridainclusionnetworkcomGargiulo R M (2012) Special Education in contemporary society An introduction to exceptionality(4th ed) Belmont CA WadsworthGuyer B (Ed) (2000) ADHD Achieving success in school and in life Boston MA Allyn ampBaconHallahan D P amp Kauffman J M (2000) Exceptional learners Introduction to special education(8th ed) Boston MA Allyn and BaconKline F M Silver L B amp Russell (Eds) (2001) The educatorrsquos guide to medical issues in theclassroom Baltimore MD Paul Brookes Publishing Lue M S (2001) A survey of communication disorders for the classroom teacher Boston MAAllyn amp BaconMellard D F Deshler D D amp Barth A (2004) LD identification Itrsquos not simply a matter of building abetter mousetrap Learning Disability Quarterly 27(4) 229-242Milian M amp Erin J (Eds) (2001) Diversity in visual impairment The influence of race genderreligion and ethnicity on the individual New York NY American Foundation for the Blind Nelson J Lott L amp Glenn H S (2000) Positive discipline in the classroom Developing mutualrespect cooperation and responsibility in your classroom Roseville CA PrimaPolloway E A Patton J R amp Serna L (2005) Strategies for teaching learners with specialneeds (8th ed) Columbus OH Merrill Prentice HallPugach M amp Johnson L (2002) Collaborative practitioners Collaborative schools (2nd

ed) Denver CO Love Publishing CoRisko V J amp Bromley K (Eds) (2000) Collaboration for diverse learners Viewpoints andpractices Newark DE International Reading AssociationShiu S (2001) Issues in the education of students with chronic illness International Journal ofDisability Development and Education 48(3) 269-281


Tomlinson C A (2001) How to differential instruction in mixed-ability classrooms Alexandria VAAssociation for Curriculum DevelopmentTurnbull A Turnbull R Shank J amp Smith (2004) Exceptional lives special education in todayrsquosschools (4th ed) Columbus OH Merrill Prentice HallVaughn S Bos C S amp Schumm J (2003) Teaching exceptional diverse and at-risk students inthe general classroom (3rd ed) Boston MA Allyn and BaconWinebrenner S (2000) Teaching gifted kids in the regular classroom Minneapolis MN Free SpiritPublishingPeer Reviewed JournalsExceptional ChildrenExceptionalityFamily Support BulletinJournal of Special EducationJournal of Learning DisabilitiesResearch in Developmental DisabilitiesRemedial and Special EducationTeaching Exceptional ChildrenThe Exceptional ParentTESOL JournalTESOL QuarterlyTopics in Early Childhood EducationWebsitesSpecial education resourcesCouncil for Exceptional Student Education (2018) Retrieved from cecspedorgNational Association of Special Education Teachers (NASET) (2018) Retrievedfrom httpswwwnasetorg Intervention Central (nd) Response to Intervention RTI resources Retrievedfrom httpswwwinterventioncentralorghome Resources for the Florida StandardsDefining the Core The Florida Standards (nd) Retrieved from httpwwwdefiningthecorecom Resources for Common CoreCommon Core State Standards Initiative (2018) Core standards state standards initiative PreparingAmericarsquos candidates for college and career Retrieved from httpwwwcorestandardsorgthe-standards National Governors Association Center for Best Practices Council of Chief State School Officers (NGAamp CCSSO) (2010) Common Core State Standards for English language arts amp literacy in historysocialstudies science and technical subjects Washington DC National Governors Association Center for BestPractices Council of Chief State SchoolOfficers httpwwwcorestandardsorgassetsCCSSI_ELA20StandardspdfResources for Teaching English to Speakers of Other Languages (TESOL)Broward County Public Schools (2019) Retrieved from httpswwwbrowardschoolscombilingual-esol

XV AppendixAppendicesAppendixAppendices

1 Grading Rubric for Assignment 12 Grading Rubric for Assignment 23 Grading Rubric for Assignment 34 Grading Rubric for Assignment 45 Field Experience Forms Directions for Demographic Data Collection amp Grading Rubric for

Assignment 5Appendix AScoring Rubric for Assignment 1 Special Education Paper


Standards FEAP a3g FLESE 1112131415167172 CEC 3 InTasc 4 TSOL 4ACEI 21 CAEP 1

EDUC 3350 Survey of Exceptionality Foundations in Special Education Paper Rubric

Levels of Proficiency

Elements Exceeds Meets Does not Meet

Section 1 ndash IntroductionCandidate provided acomprehensive overview of thekey historical foundationsclassic studies majorcontributors major legislationand current issues related toknowledge and practice in thefield of special educationFEAP a3g FLESE1112131415167172CEC 3 InTasc 4 TSOL 4ACEI 21 CAEP 1

The TeacherCandidate provideda comprehensiveoverview of thehistory of specialeducation thatincluded a time lineinclusive of all thefederal legislationand majorcontributors to thefield The candidatealso includedcurrent referencesto identify andexplain currenteducational issuesand practice in thefield of specialeducation4 points

The Teachercandidate providedan overview of thehistory of specialeducation thatincluded 90 ofthe federallegislation andmajor contributorsto the field ofspecial educationThe teachercandidate explainedcurrent educationalissues andpractices in thefield of specialeducation using thetext book but didnot includeadditional outsidereferences 3 points

The overview lackeddepth and was missingkey elements0 point

Section 2 - FoundationalTopics FEAPa3ga2h FLESE1112131415167172CEC 3 InTasc 4 TSOL 4ACEI 21 CAEP 1 Identify and define the 13categories special education andissues related to theidentification of individuals withexceptional learning needs

The TeacherCandidate provideda detailed definitionand discussion onthe 13 categories ofspecial educationnot only in anarrative but also ina visual display iePrezi Avatar etcThe teachercandidate providesadditionalreferences toexplain the issuesand concernsrelated to theidentification ofindividuals withexceptional learningneeds 4 points

The TeacherCandidate provideda detailed definitionand discussion onthe 13 categories ofspecial education ina narrative formThe teachercandidate explainedthe issues andconcerns related tothe identification ofindividuals withexceptional learningneeds but did notprovide additionaloutside resources3 points

The definition anddiscussion of thiselement were incompleteor the candidate did notrelate how the elementrelates to the field ofspecial education andstudents with exceptionallearning needs0 point


FEAPa3g FLESE1112131415167172CEC 3 InTasc 4 TSOL4 ACEI 21 CAEP 1 Identify and define theIndividual Educational Plan(IEP) andor Individual FamilyService Plan (IFSP) and ITP

The TeacherCandidate provideda detailed definitionthe IEP plan andIFSP plan for astudent withexceptional learningneeds andexpanded on theassignment byincludinginformation on thecontentparticipants relatedservices withdocumentation fromoutside references4 points

Candidate provideda definition anddiscussion on thedefinition and roleof the IEP plan andIFSP plan with astudent withexceptional learningneeds3 points

The definition anddiscussion of thiselement wereincomplete or thecandidate did not relatehow the element relatesto the field of specialeducation and studentswith exceptional learningneeds0 point

FEAPa3g FLESE1112131415167172CEC 3 InTasc 4 TSOL4 ACEI 21 CAEP 1 Identified and explainedthe Factors that influence theover-representation ofculturallylinguistically diverseindividuals with exceptionallearning needs in programs forindividuals with exceptionallearning needs

The TeacherCandidate provideda detailed definitionand discussion onthe role ofoverrepresentationof culturally diversestudents inexceptional studenteducation andprovided currentreferences on thistopicAdditionally theteacher candidateprovided additionalresearch to identifyplans to address theissues ofdisproportionalityand implementedincluding the use ofRTI4 points

Candidate provideda definition anddiscussion on therole ofoverrepresentationof culturally diversestudents inexceptional studenteducation3 points



FEAPa3g FLESE1112131415167172CEC 3 InTasc 4 TSOL4 ACEI 21 CAEP 1 Identified and explainedconcerns of families ofindividuals with exceptionallearning needs and strategies tohelp address these concerns

The TeacherCandidate provideda detailed definitionand discussion onThe concerns offamilies withindividuals withexceptional learningneeds The teachercandidate providedcommunityresources to aidparents andorsiblings of childrenwith special needsand includedwebsites andstrategies 4 points

Candidate provideda definition anddiscussion onthe concerns offamilies withindividuals withexceptional learningneeds and identifiedspecific strategiesto address thefamilyrsquos concerns3 points

The definition anddiscussion of thiselement was incompleteor the candidate did notrelate how the elementrelates to the field ofspecial education andstudents with exceptionallearning needs0 point

Appendix BScoring Rubric for Assignment 2 IEP module

Levels of Proficiency Standards FEAPa2da2h FLESE 1112131415167172 CEC 3 InTasc 4 TSOL4 ACEI 21 CAEP 1

Criterion Exceeds Meets Does not meet

Developed a visual display of the IEP process that listed anddescribed eleven aspects of theIndividual Education Plan (IEP)

Listed and described all11 components of theIEP process with 100percent accuracy4 points


Did not list ordescribe 6 orless aspects ofthe IEP process 0 point

Tips for a successful IEP meetingtaken form the course readings



The candidateless than fivetips on how toconduct asuccessful IEPmeeting correctly0 point


Create an IEP agenda checklist onhow to run a successful IEP meeting

The candidate created a7-10 item checklist ofitems identified form thecourse readings andvideos on how to conducta successful IEP meetingand also included a list ofsuggestions of what notto say and do in an IEPmeeting ie do not usejargon etc and supportedall items withdocumentation3 points


The candidatecreated a lessthan 4 itemchecklist agendaon how toconduct asuccessful IEPmeeting and notall items werefrom the coursereadings orvideos0 point

Appendix CScoring Rubric for Assignment 3 - IRIS Module RTI



Complete theInitial thoughtson thechallenge

The teacher candidateprovided four responsesto the initial thoughtsbased on the movieviewed in the challengeand supported hisherstance with an outsidereference3 points

The teachercandidateprovided 4responses to theinitial thoughtsbased on themovie viewed inthe challenge2 points

The teachercandidateprovided lessthan 3 responsesto the initialthoughts basedon the movieviewed in thechallenge0 point

Compare andcontrast the DiscrepancyModel withRTI model forevaluating astudent with alearningdisability

The teacher candidateevaluated the two modelsfor identifying a studentwith a learning disabilitybased on video and audioinformation presented inthe module and created atable comparing andcontrasting the twomodels that included sixelements Theinformation in wassupported with outsidereferences 5 points

The teachercandidateevaluated the twomodels foridentifying astudent with alearning disabilitybased on videoand audioinformationpresented in themodule andcreated a tablecomparing andcontrasting thetwo models thatincluded 6Elements 4 points

The teachercandidateevaluated thetwo models foridentifying astudent with alearningdisability basedon video andaudioinformationpresented in themodule andcreated a tablecomparing andcontrasting thetwo models thatincluded lessthan sixelements0 point


Analyze datacollected inthree tiers ofRTI andidentifyappropriateacademicinterventions

After viewing andanalyzing data from threestudent scenariosteacher candidates willidentify one appropriatetargeted academicintervention for each thethree students andcompare hisher answerwith the answer providedI the module with 100accuracy3 points

After viewing andanalyzing datafrom three studentscenarios theteacher candidateidentified oneappropriatetargeted academicintervention foreach of the threestudents with 90accuracy2 points

After viewingand analyzingdata from threestudentscenarios theteachercandidateidentified one orless academicinterventions foreach the threestudents0 point

Engage in anonline activityto practice theirknowledge ofthe three tiersin the RTIprocess

The teacher candidateidentified all 10 of theRTI components with100 accuracy4 points

The teachercandidateidentified the RTIcomponents with90 accuracy3 points

The teachercandidate theRTIcomponentswith 60 or lessaccuracy0 point

Appendix DScoring Rubric For Assignment 4 - PowerPoint Presentation


StandardsFEAP a1c a1f a2g a3b a3g b5b CEC 3 5 6 FLESE 3 TSOL 4 ACEI 21 27 3134 33 InTASC 6 8 8h 9f CAEP 1


IntroductionOverview ofthe chosenexceptionalityincluding thedefinitioncauses andprevalence ofthe disability

Well organized ndashprovides a goodoverview of the specificexceptionality includesthe definition causesand prevalence Thestudents provided outsidereferences and nationaland state websites in theintroduction 4 points

Organized provides agood overview of thespecific exceptionalityincludes the definitioncauses and prevalence 3 points

Unorganized did notinclude all of therequired elements in the 0 point


EducationalConsiderationsProvidedaspects ofeffectiveeducationalprogrammingfor studentswith thedisabilitychosen for thetopic of thepresentation

The Teacher Candidateprovided evidence ofresearch that identifiedand explained specificacademic andorbehavioralsocialemotionstrategies to address theneeds of a student withthe disability chosen forthis presentation Thepresentation includedoutside references avideo clip and nationaland state recognizedwebsites 4 points

The TeacherCandidate providedevidence of researchthat identified andexplained specificacademic andorbehavioralsocialemotionstrategies to address theneeds of a student withthe disability chosen forthis presentation 3 points

The Teacher Candidateprovided minimalevidence of researchthat identified andexplained specificacademic andorbehavioralsocialemotionstrategies to address theneeds of a student withthe disability chosen forthis presentation 0 point

Oralpresentation

Well prepared Professionalpresentation dressedprofessionallydemonstrated additionalknowledge from varioussources to expand on thepresentation andprovided additionalresourceshandouts forthe studentrsquos classmates 2 points

Prepared Read mostlyfrom the power point didnot provide additionalresourceshandouts forthe studentrsquos classmates 1 point

Under prepared ndash Readverbatim fromPowerPoint 0 point

Appendix EField Experience FormsVerification FormCooperating Teacherrsquos DirectionsCollection of Demographic DataGrading Rubric

Field Experiences Verification FormTeacher Candidatersquos Name ______________________________________________________ Instructorrsquos Name______________________________________________________________Candidatersquos Directions

1 Fill out the areas highlighted in yellow2 Obtain the cooperating teacherrsquos initials for each assigned task and the total number of hours3 Submit the completed form to your instructor on the due date4 The instructorrsquos signature on this form does not verify completion of field experiences nor indicate a

passing grade for the coursePlacement InformationSchoolrsquos Name________________________________________________________________ Cooperating Teacherrsquos Name____________________________________________________


Assigned Tasks CooperatingTeacherrsquosInitials

Observationdiscussion with the CT on the number of students with disabilitiesandor ESOL strategies discussion on strategies used and success ofRTI

Discuss IEP team meetings with the CT what they are like tips youshould know

Work individually with students ask what specific interventions arebeing used ask if the students are on a specific tier in RTI

Working with small groupsConduct any activities assigned by the CT ie grading papersworking in centers one-to-one instruction etc

Total Number of Hours

National and State Teacher Education Standards covered in this field experience

Grade LevelRoom Number______________________________________________________Cooperating Teacherrsquos Email____________________________________________________ Phone Number_________________________________________________________________

Cooperating Teacherrsquos Directions1 Initial the appropriate areas on the first page 2 Rate the teacher candidate on the items in the table by circling the letter for the rating that best

represents hisher performance on the items below 3 Answer the questions below using the back of the form4 Sign the form

NM Not Met Teacher candidate performed task poorly or failed to perform task

M Met Teacher candidate performed assigned tasks with moderate proficiency andguidance

E Exceeded Teacher candidate performed assigned task with proficiency and minimal guidance NM M E Established and maintained

rapport with studentsNM M E Adhered to the code of ethics

and principles of professionalconduct

NM M E Demonstrated enthusiasm forteaching

NM M E Demonstrated knowledge andconfidence in subject matter

NM M E Attended as scheduled or madealternative arrangements

NM M E Demonstrated knowledge andconfidence in ESOL strategies

NM M E Arrived punctually NM M E Demonstrated knowledge andconfidence in the teachereducation standards

NM M E Worked effectively with theclassroom teacher and otherstaff

NM M E Demonstrated professionalism indress and demeanor


FSAC 13 FEAP 12 INTASC 124 CEC 5 ESOL Domain 3Questions

1 Throughout this period what progress have you seen in this teacher candidate1 Based on your interaction with the teacher candidate please indicate one or two suggestions that

might enhance hisher potential for success in future field experiences and eventually as a classroomteacher

1 Please provide any other comments regarding the teacher candidatersquos field experience in yourclassroom

1 Have you discussed this evaluation with the teacher candidateCooperating Teacherrsquos Signature _________________ date _____________Professorrsquos signature ____________________________ date _____________ Studentrsquos signature _____________________________ date _____________

Course Instructorrsquos Directions

1 The instructor reviews the Field Experiences Verification Form for accuracy and completionincluding checking the data entry in the Key Assessment System

2 The instructor grades the form by circling the appropriate performance level indicated below3 The instructor returns the form to the teacher candidate 4 Questions or concerns can be addressed by contacting the Office of Placement Services

NM Not Met lt 80 Teacher candidate performed task poorly or failed to perform

M Met 80-89 Teacher candidate performed assigned tasks with moderate proficiencyand guidance

E Exceeded 90 or gt Teacher candidate performed assigned task with proficiency and minimalguidance

Course Instructorrsquos Signature ___________________________________________________ Collection of Demographic Data for Clinical and Field ExperiencesTo ensure that NSU candidates experience working with P-12 students from diverse backgrounds (egethnicity race socioeconomic status gender exceptionalities languages religion sexual orientation etc)programs must systematically track information on placements in clinical and field experiences NSUcandidates who are already employed in schools can complete field experiences in their own schools aslong as the P-12 students in the classroom represent diverse populationsmdashand the instructor allows this To document the diversity in your field placement school you need to collect the demographic informationthat is available through the National Center for Educational Statistics To locate this information

1 Go to the National Center for Educational Statistics at httpncesedgovgloballocator2 Type in the information for your school In this example we will look for information on MAST

Academy in Miami-Dade Countya Enter Florida for stateb Enter MAST Academy for namec Click Search

3 MAST Academy will appear as the first public school in the results Click on the link to yourschoolrsquos name

4 At the top of the page for MAST Academy page click on the link for More Information 5 Look at the information for Enrollment Characteristics

a Enrollment by RaceEthnicityb Enrollment by Genderc Free lunch eligible (at the bottom-left of the page)d Reduced-price lunch eligible (at the bottom-right of the page)

6 Submit the following information for your school to your Instructor This example has been


completed for MAST Academy in Miami-Dade County (Florida) (REMINDER Click on MoreInformation at the top of the screen)

ExampleEnrollment Demographics

Characteristic Number in School Type

Name of school MAST Academy

State of school Florida

County of school Miami-Dade

Grades 7-12

Enrollment

Total students 1142

Type of School

Locale (eg suburb large) Suburb large

Magnet school yes

Title I School no

RaceEthnicity

American Indian Alaskan 1

Asian 32

Pacific Islander 0

Black non-Hispanic 42

Hispanic 755

White non-Hispanic 307

Two or more races 5

Gender

Male 555

Female 587

Socio-Economic Status

Students qualifying for free lunch 206

Students qualifying for reduced lunch 44(Source CCD Public school data 2015-2016 2017-2018 school years)The directory information for the school comes from the 2017-2018 school year data The enrollmentcount comes from the 2015-2016 school year dataUpdated 73018 DFTemplate for Field Placement Site DemographicsEnrollment Demographics



Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School

Locale (eg suburb large)

Magnet school

Title I School

RaceEthnicity

American Indian Alaskan

Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female


Students qualifying for free lunch

Students qualifying for reduced lunch Assignment 5 Field Experience Report Grading RubricGeneral Information

Item PointsPossible

Item---amp DetailsRequired in theAssignmentDirections---Includedin Report

PointsEarned

Date and Time of Observation [includeverification form amp cooperating teacher form]

05


Description of Setting Community SchoolCenter [include schoolrsquos demographic data] Classroom

05

Floor Plan 05

Description of Students 05

DescriptionBackground of Teacher OtherAdults

05

Schedule 05

MainstreamingPull-outTherapy CareerAwarenessVocational TrainingLife or SurvivalSkill TrainingCommunity-based Instruction

05

Curriculum 05

Total Points for this section of the Report 40

Comments

Detailed Description of Activities Observed

Item PointsEarned

What did you observe andor do (Do the details reflect 10 hours of observing the studentsand teacher andor working with the students)9-10 points Report includes detailed descriptions of activities instructional classroom andbehavior management strategies used materials used and verbal and non-verbal interactionsbetween students and adults and student-to-student adaptations for the special needs of thestudents choices provided to the students etc There is a description of your interactions (ifany) with the students8 points Report includes adequate descriptions of the items listed above but one or twoitems are missing details7 points Report includes adequate descriptions of almost all of the items listed above butone or two items are missing and one or more items are lacking in sufficient details1-6 points Report is missing more than two of the items listed above andor providesinsufficient details about three or more of those items

Comments

What are your conclusions6 points Excellent summary of the field experience that includes the strengths of theobserved program and recommendations for changesadditionsenhancements It includes areflection on the needs of the children the strengths and possible training needs of the staffand possible equipmentinstructional materials needs It includes a reflection on what youlearned from this experience5 points Adequate summary of the field experience that includes the strengths of theobserved program and recommendations for changesadditionsenhancements It includes areflection on what you learned from this experience1-4 points Superficial summary that does not address all aspects of the observation andordoes not include any recommendations or reflections andor is missing a reflection of whatwas learned from this experience


Comments

Total Points Earned for this section

Number of points earned out of a possible total of 20

Appendix D Case Study for Mock IEP Conference

The School District of Palm Beach CountyExceptional Student EducationPsychological Services - Multicultural TeamPSYCHO-EDUCATIONAL EVALU ATION

STUDENT

NUMBER Male AGE 5 years 8 months Kg

DATE REFERRAL

RECEIVED DATE(S) EVALUATEDmdash

SCHOOL PSYCHOLOGIST REASON FOR REFERRALMiguel a five-year-old boy who is presently in kindergarten atmdash

School was referred for a psycho-educational evaluation due toacademic concerns Infon-nation obtained will assist in determining his current educational needsBACKGROUND INFORMATION



BIRTHDATE According to the Referral for Student Evaluation packet school records and clinical interviews Miguelwas born in West Palm Beach Florida Miguel entered kindergarten on 08092007 Miguel indicated thathe resides with his parents two siblings and grandmother Reportedly according to the communicationsurvey Spanish and English are the languages spoken in his home Miguel has an oral English languageclassification of Beginning (B) levelIn terms of sensory screenings Miguel passed vision and hearing screenings in October 2012In terms of academics notes and observations indicate concerns with Miguel s speech language andacademic progress Miguels academic skills are described as significant below grade levelIn terms of behavior Miguel is sometimes distracted He has difficulty expressing his thoughts and needsand verbally providing basic infoumlrmation about himself Miguel is described as a hard worker who trieshard to work independently but often needs assistanceIn order to assist Miguel in building his expressive skills he was provided with Tier 2 of the Response toIntervention (Rtl) process on September 19 2012 Reading and language interventions were implemented

with the goal to repent 80ut of 10 fivezword-gentences accurately and read 5 words The intervention(s) were provided five times per week for 30 minutes sessions with weeklyprogress monitoring Graphs depicting Tier 2 progress are attached to this report (based on data providedto this examiner by the School Based Team (SBT) at CO TaylorKirklane Elementary) On 121212the SBT reviewed Miguels progress and indicated a need to continue Tier 2 with increased goalsReportedly Miguel made progress with sight words but not sentence repetition Interventions were utilizedthree times per week for 30 minute sessions The goals included identifying 2025 high frequency wordsand 710 sentence repetition (6-words) Graphs depicting Miguels updated Tier 2 progress are alsoattached to this report based on data provided to this examiner On 2272013 Tier 3 was started based onMiguels progress Once availablethe Child Study Team (CST) at CO TaylorKirklane Elementary isencouraged to incorporate all Rtl data along with the results of this evaluation when considering the besteducational options for MiguelASSESSMENT PROCEDURESDifferential Ability Scales Second Edition-School Form (DAS-2) (Early Years Form)Woodcock-Johnson Ill Tests of Achievement (WJ-III)Beery-Buktenica Developmental Test of Visual-Motor Integration Fifth Edition (VMI)Student Interview

Teacher InterviewBEHAVIORAL OBSERVATIONS AND IMPRESSIONS


Cl usters ile StandardScore

Special Nonverbal Composite 34 GeneralConceptual Ability (GCA) -

94

Verbal

Nonverbal Reasoning 19 87

Spatial 55 102

Core SubtestsVerbal Comprehension (GCA)

T-Scores

Picture SimilaritiesNaming Vocabulary (GCA)

18 41

Pattern Construction 54 51

Matrices 31 45

Copying 58 52

Miguel was evaluated at CO TaylorKirklane Elementary School Miguel accompanied the examiner tothe testing session in a cooperative manner He presented as a friendly boy An attempt to establish rapportwas made in both Spanish and English Miguel appeared to understand both languages well however heused English throughout the evaluation In either language Miguel had significant difficulty expressing histhoughts and providing basic informationMiguel completed all of the tasks presented to him in a proper manner His attention and motivation duringthe testing can be described as age-appropriate In this examiners opinion the following test results appearto be a valid estimate of his current skills and abilitiesTEST RESULTS AND INTERPRETATIONSCOGNITIVE DOMAINDue to language and cultural factors the Special Nonverbal Composite of the Differential Ability ScalesSecond Edition (DAS-11) (Early Years Form Upper Level) was administered in order to obtain anestimate of Miguels conceptual nonverbal ability This special scale is intended to provide a well-normedreliable and valid measure of the cognitive abilities of children who are not fluent in English or exhibitlanguage related delays Intelligence tests like this one also provide samples of problem solving abilities andare good predictors of future learning and academic success However there are several factors that testsdo not measure For instance they cannot determine motivation curiosity creative talent work habitsstudy skills or achievement in academic subjects These should also be considered when interpreting thescores of this reportOn this measure of nonverbal ability Miguel obtained a Nonverbal Reasoning standard score of 87 (1 9th percentile) a Spatial standard score of 102 (1 8 111 ile) and a Special Nonverbal Composite score of94 (34 th ile) His special nonverbal perfomance is classified within the average range with a ninetypercent probability of his true score placing in the 89-100 standard score rangeAnalysis of Miguels performance on the nonverbal DAS-II clusters indicated Significantly moredeveloped visual-spatial skills than nonverbal reasoning abilities In terms of nonverbal reasoning Miguelsability as shown by matching pictures that have a common concept and application of relationships amongabstract figures presented in the below average range (Picture Similarities at the 1 8 th percentileMatrices at the 31 percentile) In contrast he used his spatial-visualization ability to create matchingdesigns with different colored blocks at the 54th percentile (average range) Miguels visual perceptionmatching and fine-motor coordination in copying line drawings also presented in the average range(58th percentile)

Differential Ability Scales SecondEdmdash School-Age Core (DAS-11) = T-Scores from 43 to 56 aregenerally considered to be averageACADEMIC DOMAINIn terms of academic functioningMiguel was administered selectsubtests from theWoodcockJohnson Ill AchievementTests and Clusters (in English)When compared to similar agepeers Miguels basic reading skillspresented in the average rangewhile reading comprehension mathreasoning and written expressionskills presented in the belowaverage range

In terms of readingskills Miguel was able to identifyletters and words in the average


Woodcock-Johnson Ill bull Tests Percentiles Standard Grade

of AchievementCluster

Scores Equiv

Basic Reading SkillsSubtests

25 90 ltKO

Letter-Word IdentificationWord AttackCluster

38 95

Reading ComprehensionSubtests

13 83

Passage ComprehensionReading VocabularySubtest Reading FluencyClusterMathematics CalculationSubtests

90

CalculationMath Fluency

ltK3

range based on his age Miguel made some mistakes that warrant attention considering that he is almost atthe end of kindergarten such as reversing b and d and referring to c as s Miguel was unable toidentify any of the basic sight words presented to him such as car to dog and in Miguels comprehensionskills (or ability to read a short passage and identify a missing key word that makes sense in the context ofthe passage) presented in the below average range He often relied on picture cues to answer some of thevery basic comprehension items presented to himIn terms of writing skills Miguel demonstrated written expression skills in the below average rangeMiguel was able to write is first name (reversing the letter g) When given a visualverbal prompt Miguelhad difficulty providing a basic sight word to complete a sentence (cloze procedure)

In terms of mathematics skillsMiguels calculation skills were unableto be measured due to the difficultyMiguel had with basic addition items(single-digits under the value of 5)His ability to apply math principles tosolve basic word problems presentedin the below average range Miguelhad difficulty completing basic wordproblems involving early mathconceptsCluster

Math Reasoning Subtests 12 82 ltKO

Applied Problems 20 88

Quantitative Concepts Cluster 26 90 ltKO

Written Expression Subtests 12 82

Writing Samples 1 1 82

Writing Fluency ltK2PROCESSING DOMAINProcess testing done in the area of visual-motor integration indicated average skills Miguel was able tocopy different geometric shapes using paper and pencil at the 45 th percentile when compared to similarage peersProcess Test Results Standard Age

Scores Eguivalent VMI- 45th 98SUMMARY AND RECOMMENDATIONSMiguel a five-year-old boy who is presently in kindergarten


School was referred for a psycho-educational evaluation due to academic concerns Information obtainedwill assist in determining his current educational needsMiguels nonverbal conceptual perfoumlrmance on the DAS-2 presented in the average range whencompared to similar-age peers (34th percentile)In terms of academic functioning Miguel was administered select subtests from the WoodcockJohnson IllAchievement Tests and Clusters (in English) When compared to similar age peers Miguels basic readingskills presented in the average range while reading comprehension math reasoning and written expressionskills presented in the below average rangeProcess testing done in the area of visual-motor integration indicated average skills[n order to assist Miguel in building his expressive skills he was provided with Tier 2 of the Response toIntervention (Rtl) process on September 19 2012 Reading and language interventions were implementedwith the goal to repeat 8 out of 10 five-word sentences accurately and read 5 sight words Theintervention(s) were provided five times per week foumlr 30 minutes sessions with weekly progressmonitoring Graphs depicting Tier 2 progress are attached to this report (based on data provided to thisexaminer by the School Based Team (SBT) atmdashOn 121212 the SBT reviewed Miguels progress and indicated a need to continue Tier 2 with increasedgoals Reportedly Miguel made progress with sight words but not sentence repetition Interventions wereutilized three times per week for 30 minute sessions The goals included identifying 2025 high frequencywords and 710 sentence repetition (6-words) Graphs depicting Miguels updated Tier 2 progress are alsoattached to this report baseacuted on data provided to this examiner On 2272013 Tier 3 was started based onMiguels progressBased on these findings the following recommendations are offeredl Complex or multi-step directions should be broken down into small segments

1 Have Miguel use hands-on activities to learn numbers letters and vocabulary by constructingobjects andor organizing manipulatives

2 When possible use graphic organizers or computer processing tools to assist Miguel in organizing hisideas and forming written letters and words

3 Increase receptive and expressive vocabulary through classroom themes andactivities

4 Increase ability to follow I and 2-step verbal commands5 Continue to develop appropriate interactions with peerstaffthrough groupcenter activities6 Continue to develop ability to complete readiness activities with less adult facilitation7 Miguel s parents are encouraged to continue to promote his exposure to books by accessing available

community resources such as becoming members of a public libraw etc Weekly trips to the libraryare highly encouraged

8 Consider the use of audio read-along books which are an excellent approach to building early readingskills

9 Using flashcards with letters and numbers will assist Miguel in improving his fluency skills

In the home setting daily writing activities (ie copying words writing his name writing downsounds he hears from dictation etc) are highly encouraged Maintaining a journal will assist in monitoringMiguels progress12 The following interventions bulland recommendations (in italics) are generated by the Woodcock-JohnsonIll software based on Miguel s performance on the WJ-III subtestsMiguel will probably gain the mostfrom reading instruction presented within the early kindergarten rangeIt may be useful to determine exactly which capital and lower case letter names that Miguel recognizesand can identify To use this procedure each Qfthe 26 letters is printed on an index card There should beone cardfor the capital and one cardfbr the lowercase letter (52 cards in all) Letters should be presented

to Miguel in random order and the teacher sh0Ldd keep a list known and unknown letters Theprocedure can be repeated several times Unidentified letters become instructional objectives As a higher-level variation on the procedure Miguel may be asked to match capital and lowercase lettersMiguel may benefitfrom a variety of word and picture matching tasks in which basic words are matched


with the pictures they represent such as bird cat or dogA vocabulary-rich environment may provide Miguel with exposure to a large number Q words and theirmeanings Frequent exposure and contact with an increasing number Qwords is essentialfor learning touse the words adequately Objectives should include increased vocabulary development including useQfpronouns verb tense plurals and prepositionsEncourage Miguel and his parents to spend time reading every day outside ofschool

Miguel may benefitfrom a cross-age peer-tutoring program either as a tutee or a tutor Toimprove Miguels ability to efficiently decode passages Miguel could be paired with an older Studentfromanother classroom and then engage in a weekly listening-while-reading intervention Listening-while-reading requires the more competent tutor to read aloud while the less competent readerfollows alongThe less competent reader then reads the passage aloud and receives corrective feedback as neededfrontthe tutorMath instruction presented within the early kindergarten ranoe will likely produce the greatest gains forMiguelIntroduce new math problems using concrete objects or manipulatives to build Miguels understandingofhow the set ofobjects relates to the number representationManipulatives should be used to develop Miguels understanding ofmath concepts such as countingidentifying numbers shapes and sequencesThe concrete-representational-abstract (CRA) instructional sequence may be helpfulfbr developingMiguels math reasoning skills and promoting his understanding of mathematical concepts and knowledgeQ the number line For example when bullteaching the concept that multiplication is repeated addition usingCRA there are three main steps to complete The first step (concrete) requires that concrete objects beused to model each concept in the problem The second step (representational) requires that the concept ismodeled at the semi-concrete level typically through drawings illustrating the problem or number line Thethird step (abstract) requires that the concept is modeled using only numbers notations and mathematicalsymbolsWriting instruction that is presented within the early kindergarten level is appropriate for MiguelParticipation in a literate mothating risk-free classroom environment may assist Miguel in developing apositive attitude toward writing as well as improving his writing skills A literateclassroomampatures students written workprominently is filled with reading and writing materials and hasword lists on the wall A motivating and risk-free environment is created by the teacher setting an excitingmood that allowsfbr student input andflexibility on topics and also reinforces and supports the studentsaccomplishments

Devote more time to writing Daily writing practice at school

and at home facilitates writingfbr purposes and for different audiences Making theconnection behveen writing and realworld applications is an important motivator in developing Miguelswriting skillsOnce available the Child Study Team (CST) at CO TaylorKirklane Elementary is encouraged toincorporate all Rtl data along with the results of this evaluation when considering the best educationaloptions for MiguelIf this office can be of further assistance please do not hesitate to contact me at mdash mdashJ It has been apleasure working with Miguel

School Psychologist





Type of Evaluation

Reeval 1lt-12

THE SCHOOL DISTRICT OF PALM BEACH COUNTYDEPARTMENT OF EXCEPTIONAL STUDENT EDUCATIONSpeech and Language Evaluation

Student ID First Name Middle Last Name

GenderM

Grade03

School

ELEMENTARY

Speech-language PathologistKAREN TATKEN MA CCC-SLP

TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)






CLINICAL INTERPRETATION

Summary of Evaluation Results as they Relate to the Reported Area(s) of ConcernTeachers concems are answering questions from a text determining the meaning of words in texts andunderstanding word problernsParent realizes Miguel has difficulty learning in the general education classroomResults from the testing indicate that Miguel still has a receptive and expressive language delay There arestill concerns with his communicaiton skiillsNo concerns mentioned regarding speech skills Current testing indicates results withing the normal age


him


Karen Tatktl 622016 PM

Co-Signature if required

Signature

to

participate

in

the

general

educaiton

class

Speech is intelligible in theMiguel has severe language impairement Goals recomended are improve word knowledge (meaningsemanitics) iffprove sequenicing skills (putting things in order) and improve his sentence strucure and formAdditional speech skills might need testing when oral expression becomes more developed and when he Miguel uses higher ordertherapeutic planningSignature of Speech-Language Pathologist

PBSD 0296 (Rev 1272016) ORIGINAL - Students ESE Confidential File COPY - Parent

Course Syllabus Management TeamLead FacultyJudith L Coughlin PhDAssociate ProfessorCurriculum and Instruction jcoughlinnovaedu954-262-7943Last Revised DateFebruary 2019


V Course Objectives Learning OutcomesLearning Outcomes 1) Analyze and apply theories philosophies and research methods that form the basis for special educationpractice including knowledge of the foundation in the area of special education from historicalperspectives state and federal legislation and legal and ethical standards (Foundations) 2) Understand the development and characteristics of typical and atypical learners including children withdiverse backgrounds including children with cultural and linguistic differences (Diversity) 3) Identify and prioritize areas of the general curriculum and accommodations modifications forindividuals with exceptional learning needs (Instructional Planning) 4) Describe and apply knowledge of individual learning differences to formulate Individual EducationPlans Individual Family Service Plans and Transdiciplinary Plans (Individual Learning Differences) Key ACEI=Association for Childhood Education InternationalCAEP=Council for the Accreditation of Education ProgramsCEC= Council for Exceptional Children Professional StandardsFEAP = Florida Educator Accomplished PracticesFLESE=Florida Exceptional Student Education Competencies and SkillsInTASC= Interstate Teacher Assessment and Support ConsortiumISTE= International Society for Technology in EducationTESOL=Teaching English to Speakers of Other LanguagesObjectivesBy the end of the course the Candidate will be able to-Trace the history of special education through the centuries-Identify major legislation related to special-Identify the various definitions and the possible causes of intellectual disabilities-Identify the characteristicsof children with learning disabilities and the possible causes and contributing factors to learning disabilities-Identify the characteristics of students with emotional and behavioral disorders and the possible biologicaland psychological causes of emotional and behavioral problems)-Describe the types and causes of speechand language disorders in children-Describe the various types and degrees and the possible causes ofhearing impairment -Describe both the legal and educational definitions and possible causes of visualimpairment-Describe the common physical and health impairments in school-age children includingorthopedic and neurological impairments traumatic brain injury and other chronic illnesses-Identify thecharacteristics of children with severe disabilities including children with dual sensory impairments andautism-Analyze the various educational considerations for gifted and talented students-Identify thelegislative support for early childhood special education including PL 99-457-Analyze the variousintervention strategies and programs used in early childhood special education-Discuss the prospect ofemployment for young adults with disabilities-Identify the various residential alternatives for adults withdisabilities

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and MaterialsAmerican Psychological Association (2010) Publication manual of the American PsychologicalAssociation (6th ed) Washington DC AuthorGargiulo R M amp Bouck E C (2018) Special education in contemporary society (6th ed) LosAngeles Sage (get the interactive eBook)

VII Course Requirements
























































Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class



























































Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class




















































Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class















































Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class










































Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class






























Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class

















Total Possiblepts10

______ pts _______pts ______pts












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class












WrittenReflection




Total Possiblepts10

______ pts _______pts ______pts

















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class


















































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class










































Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class




























Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class















Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class







Total 100



A 94-100 40 C 73-76 20

A- 90-93 37 C- 70-72 17

B+ 87-89 33 D+ 67-69 13

B 83-86 30 D 60-66 10

B- 80-82 27 F 0-59 00

C+ 77-79 23










XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class











XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class









XIV Bibliography






















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class

























































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class
















































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class



































































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class


























































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class










































Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class


























Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class









Oralpresentation

























































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





















































Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class






























Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class











Grades 7-12

Enrollment

Total students 1142

Type of School


Magnet school yes

Title I School no

RaceEthnicity


Asian 32

Pacific Islander 0


Hispanic 755


Two or more races 5

Gender

Male 555

Female 587






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class






Name of school

State of school

County of school

Grades

Enrollment

Total students

Type of School


Magnet school

Title I School

RaceEthnicity


Asian

Pacific Islander

Black non-Hispanic

Hispanic

White non-Hispanic

Two or more races

Gender

Male

Female




Item PointsPossible


PointsEarned


05



05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class






05

Floor Plan 05



05

Schedule 05


05

Curriculum 05


Comments


Item PointsEarned


Comments



Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





Comments





STUDENT


DATE REFERRAL












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class












94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class











94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class







94

Verbal


Spatial 55 102


T-Scores


18 41


Matrices 31 45

Copying 58 52







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class







Scores Equiv


25 90 ltKO


38 95


13 83


90


ltK3


























School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class




















School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class









School Psychologist





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class








Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class







Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class






Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





Type of Evaluation

Reeval 1lt-12



GenderM

Grade03

School

ELEMENTARY


TeacherChimienti


English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





English

Language

Learner

Status


Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





Language(s)

Spoken

in

the

Home

LangUage(s)

Spoken


by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class





by

the

Child

Status

of

ESOL

Services

ESOL

Services

Level

PBSD 0296 (Rev 11272016)









him




Signature

to

participate

in

the

general

educaiton

class












him




Signature

to

participate

in

the

general

educaiton

class











him




Signature

to

participate

in

the

general

educaiton

class










him




Signature

to

participate

in

the

general

educaiton

class









him




Signature

to

participate

in

the

general

educaiton

class








him




Signature

to

participate

in

the

general

educaiton

class





him




Signature

to

participate

in

the

general

educaiton

class







Signature

to

participate

in

the

general

educaiton

class





EDUC 3350F - Survey of Exceptional Student Education

Documents