Student & School Information
Parents Guardians
Medical Assistance
Eligibility
Bobby’s difficulty with communication and social development impacts his growth in verbal classroom activities and his ability to engage in and sustain reciprocal conversation within his preschool environment.
Bobby was given the Brigance III in September, 2016. Bobby's results show moderate delays in the area of communication and social development. The Child Outcome Summary (COS) process completed in August, 2016 indicates that Bobby has difficulty engaging in joint activities and/or interactions with his peers, using the words and skills he has in everyday settings, and communicating what he wants or needs. On the Early Learning Assessment (ELA), a preschool formative assessment given at the beginning of the pre-k year, Bobby’s level of Skills, Knowledge, and Behavior (SKB) was at a level 2 in the area Language and Literacy, Speaking and Listening (CM PSI), indicating a delay in skills, knowledge, and behavior for a child beginning pre-kindergarten. The definition of this specific SKB is: Uses language and gestures to express thoughts and ideas, and asks and responds to questions. Level 2 indicated that Bobby was able to use two or three word phrases or signs to communicate interests or feelings. He produces sentences that consist of several parts of speech (Level 2, Grammar) but has not been observed using many sentences that are conjoined with “and” or “but” (Level 3, Grammar). Bobby demonstrates appropriate use of some grammatical morphemes, such as regular past tense, regular plurality and basic prepositions, but does not utilize other frequently occurring prepositions such as at, from, for, by, etc..
Due to Bobby's communication and social development difficulties (per multiple confirming data points) he is eligible a for special education services.
Participation Planning
Maryland graduation requirements were discussed and explained to Mr. and Mrs. B on 11/3/16, at the IEP team meeting.
Bobby is in Pre-K and will not be participating in these assessments during the current term of the IEP.
Performance Summary
Academic and Functional Areas Accessed
Bobby was administered the Brigance III in September, 2016. Bobby results show moderate delays in the area of communication and social development. The Child Outcome Summary (COS) process completed in August, 2016 indicates that Bobby has difficulty engaging in joint activities and/or interactions with his peers, using the words and skills he has in everyday settings, and communicating what he wants or needs. On the Early Learning Assessment (ELA), a preschool formative assessment given at the beginning of the pre-k year, Bobby’s level of Skills, Knowledge, and Behavior (SKB) was at a level 2 in the area Language and Literacy, Speaking and Listening (CM PSI), indicating a delay in skills, knowledge, and behavior for a child beginning pre-kindergarten.
Bobby results on the specific SKB: uses language and gestures to express thoughts and ideas, and asks and responds to questions was Level 2. The results indicated that Bobby was able to use two or three word phrases or signs to communicate interests or feelings. He produces sentences that consist of several parts of speech (Level 2, Grammar) but has not been observed using many sentences that are conjoined with “and” or “but” (Level 3, Grammar). Bobby demonstrates appropriate use of some grammatical morphemes, such as regular past tense, regular plurality and basic prepositions, but does not utilize other frequently occurring prepositions such as at, from, for, by, etc..
Area Discussed – Pre-school
Parent's reports indicate that Bobby uses word combinations to communicate his wants and needs. Parents have also indicated that Bobby has difficulty communicating when playing with children his age in the neighborhood.
Bobby’s family reports that Bobby has normal hearing and vision and he has excellent health. This is confirmed by the nurse at the school. They shared that he loves being with other children, but often watches and plays alone rather than engaging with them. They are very concerned that this may be due to his inability to communicate with his peers at the same level as others.
Bobby’s difficulty with communication and social development impacts his growth in verbal classroom activities and his ability to engage in and sustain reciprocal conversation within his preschool environment.
Strengths and Needs Summary
Although Bobby enjoys playing with other students he has difficulty engaging in conversations with them. He will play around other children; however, he tends to follow the others and does not initiate cooperative play activities.
Bobby demonstrates a limited ability to engage in reciprocal conversation with teachers and peers.
Bobby has average cognition, physical and adaptive development.
Bobby can repeat 2-3 word sentences or phrases when hearing them from caretakers and teachers. He names or identifies objects/pictures in a variety of categories by pointing to them when presented receptively or naming them when asked: “what is this?”. He responds to some simple yes/no and "what" questions related to visual information, familiar events, and simple stories. Bobby benefits when oral information is simplified, presented repetitively and paired with visual cues. He will watch the other students and imitate them in the class. Bobby enjoys playing with the blocks and painting at the easel.
Bobby requires prompting to answer questions longer than a “what” answer or yes/no answers.
Bobby uses word combinations to communicate his wants and needs.
Bobby plays alone rather than engaging with others around him. This may be due to his inability to engage in reciprocal conversation with others.
Special Considerations
Results of Bobby's assessments indicate that he does not require AT services to communicate effectively or participate meaningfully in the early childhood education environment.
Instructional & Testing Accommodations - No
Bobby has average cognition, physical and adaptive development therefore no instructional and testing accommodations are required at this time.
Supplementary Aids, Services Program Modifications & Supports - Yes
Speech and Language services will be provided 2 times per week for 30 minutes with a focus on increasing Bobby's communication skills in the general education setting.
Extended School Year – Deferred - No
Transition – N/A
Goals
During center time, recess and snack, Bobby will engage in conversation with peers for at least 3 turns, including asking and responding to questions, on at least 10 occasions, by June 15th.
Bobby will engage in conversations with adults for at least 3 turns, including asking and responding to questions, on at least 5 occasions, by December 30, 2016.
Bobby will engage in conversation with peers for at least 3 turns, including responding to questions, on at least 8 occasions, by February 15, 2017.
Bobby will engage in conversation with peers for at least 3 turns, including asking questions, on at least 10 occasions, by April 30, 2017.
Services
Least Restricted Environment
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