student from their peers to receive instruction. Written descriptions are NOT required for options on the continuum that are more restrictive than the one accepted by the IEP team. Copying and pasting the same reject statement for each option on the continuum is not acceptable. Each option is different and the reason for rejection should reflect as such. For Example: General classroom with modifications: Rejected – Describe why Resource room: Rejected – Describe why Self-contained classroom: Accepted – Describe why STOP Acceptable justifications may include a combination of the following: Clearly outlines the group’s discussion and serious consideration Goes beyond description of a preferred option such as "student better ratio than this option can provide" and tells why this is essential to student's unique learning needs and describes those needs Unacceptable Justifications: Reflect nonacademic reason Reflect non-individualized reason Reflect administrative convenience Reflect decision based on disability category Are identical to all other students in that placement Are based on availability of related services Are based on availability of services Are based on availability of space to Appendix: “Justification for Placement examples” Potential Harmful Effects: In addition, the team must discuss the potential harmful effects of the accepted special education placement. If the team’s discussion addressed the potential harmful effects of the special education placement, check the box. Directions for Completing ESY ARSD 24:05:25:26. Extended school year authorized. The district provide extended school year services to eligible children if the IEP team determines on an individual basis that such services are necessary for the provision of FAPE. An IEP pursuant to chapter 24:05:27 shall be developed and implemented by the IEP team that
School-Wide Information System (SWIS) (for schools implementing Positive Behavior Intervention Systems {PBIS}) Speech (Articulation, Voice, Fluency) Informal Checklists/Teacher Made Materials Speech sample Brigance: (CIBS–II) Grades Pre-K–9 Birth–developmental age 7 (ABS–R)—New! Spanish Edition, Pre-K–9 Children’s Speech Intelligibility Measure (CSIM) (1999) Contextual Test of Articulation (2000) Functional Communication Profile-Revised (2003) Hodson Assessment of Phonological Patterns – 3rd Edition (HAPP-3) (2004) Lindamood Auditory Conceptualization Test: Third Edition (LAC-3) (2004) Voice Assessment Protocol for Children and Adults (1987) Language Informal Checklists/Teacher-made Materials Language Sample Auditory Skills Assessment (ASA) (2010) Bracken Basic Concept Scale – 3rd Edition: Receptive (BBCS-3:R) (2006) Bracken Basic Concept Scale – 3rd Edition: Expressive (BBCS-3:E) (2006) Bracken Basic Concept Scale – Revised (Spanish) (1998) Brigance: (CIBS–II) Grades Pre-K–9 Birth–developmental age 7 (ABS–R)—New! Spanish Edition, Pre-K–9 Clinical Evaluation of Language Functions – 4 (CELF-4) (2003) Observational Rating Scales CORE Reading Assessment: Critchlow Verbal Language Scale (1st Edition – 2000) Vocabulary Screening (2nd Edition – 2008) Dos Amigos Verbal Language Scales – Revised (1996) Functional Communication Profile-Revised (2003) Rosetti Infant-Toddler Language Scale (2006) Fine Motor: Informal Checklists/Teacher Made Materials Occupational Therapist's observation in classroom, PE and unstructured settings (playtime/recess, lunchroom) Brigance: (CIBS–II) Grades Pre-K–9 Birth–developmental age 7 (ABS–R)—New! Spanish Edition, Pre-K–9 Gross Motor: Informal Checklists/Teacher Made Materials
GENERAL KNOWLEDGE (Cognitive)/PREACADEMIC SKILLS: Attend and listen to illustrated picture Respond to one and one more, Give 3 object upon request Complete a task having 2 or more steps without assistance Recite number sequence 1- 10 Recite the alphabet PERSONAL-SOCIAL: Share toys with peer(s) Take turns during play time, Initiates play with peer(s) COMMUNICATION (Language): Understands and use personal pronouns States the function of objects Uses possessives (mommy’s, cat’s) Answers situational questions (what do you do if your hands are dirty? What do you do when you are cold?) Example 2: An eight-year-old student with concerns in all areas of reading and listening comprehension Benchmark Level: Meets grade level expectations and occasionally may need differentiated instruction Strategic Below grade-level expectations and requires targeted assistance for progress Intensive Level: Significantly below grade level expectation and requires substantial intensive instruction Basic Reading Skills CORE Phoneme Deletion Test: Date ______ Evaluator For this portion of the assessment, the student is asked to identify and delete the initial sound in a word (ex., (c)old, old; (c)at., at), identify and delete the final sound in a word (ex., droo(p), drew sea(t), sea), identify and delete the first sound in a consonant blend (ex, (f)reight, (p)layer), and identify and delete an embedded sound of a consonant blend (ex., b(l)end, t(w)in). This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonological Segmentation Test: Date _____ Evaluator For this portion of the assessment, the student is asked to break sentences into words, break words into syllables, and break words into phonemes. This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonics Survey: Date ____ Evaluator Students are asked to identify letters, sounds, and read words and nonsense words to assess the student’s ability to use phonics to decode words. This assessment points to areas in which the student is likely to benefit most from systematic, explicit phonics instruction. Strengths in Basic Reading:
VI Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combination of two or more symbols according to syntactic rules. 7 Levels of Communicative Competence Communication Modes Associated with Each Level of Communication from Rowland & Stremel-Campbell (1987) Communication Level Vocal / Speech Motor / Gestural Electronic Technology 2D and 3D Symbols Level I Pre-Intentional Behavior Cry; Gurgle; Coo; Grunt Head and limb movements; Postural changes; Facial expressions Level II Intentional Behavior Fuss; Babbling sounds Gaze at object; Smile; Avert head; Approach object; Move away from; Push away; Take object Contingency awareness (not communication) Level III Unconventional Pre-Symbolic Behavior Whine; Scream Eye contact; Manipulate person Calling device Level IV Conventional Communication Intonated patterns; Vocalizations accompany gestures Alternating gaze; Open palm; Hands up/out; Point; Extend object; Nod/Shake head; Wave; Kiss/Hug/Pat; Raise hand; Touch object, person Two-choice option; Yes/no option V Concrete Symbolic Communication Mimic sounds of objects Iconic gestures (mine, come, sit); Pantomime action, object Selection of concrete 2- or dimensional symbols Concrete symbols Concrete 3- dimensional symbols Level VI Abstract Symbolic Communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes; Abstract graphics; Written Braille words Level VII Formal Symbolic Communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2- and 3- dimensional symbols Behavior Impedes Learning ARSD 24:05:27:01.02. Development, review, and revision of individualized education program.
When given a big mac switch (Student) will predict what will happen next in the story… When spoon is placed in student’s hand (Student) will read ___correct words per minute… Given a list of ….. (Student) will be able to ___ correct responses per three minute timing… previewing a book… (Student) will press on the switch to activate TV, fan, or CD player with less than three cues (prompt from the elbow) Given a story problem involving money… (Student) will food and bring food to mouth with 1 cue at the elbow Given a name and a phone book… (Student) will answer five factual questions… Given a series of (_____) numbers… (Student) will state the main idea and two details… When a set of objects… (Student) will predict what will happen next in the story… a set of fractions… (Student) will alphabetize the words… Given a word bank… (Student) will point to the name… When provided with a reading passage, (level determined by present level of performance information)… (Student) will the math operation to use… After reading a passage… (Student) will retell the story in sequence… When provided a reading selection… (Student) will stop and ask for help… (Student) will predict possible story scenarios… (Student) will ask questions… (Student) will state ___ pieces of important information in a reading selection… (Student) will read for ___minutes without redirection… (Student) will increase time spent on task from ___minutes to ____minutes (Student) will select coins and bills to match amount needed… (Student) will use calculator to determine correct change…
South Dakota Science Assessment Embedded Non-Embedded Tools (available to all students) Answer Eliminator (strike through or gray out answers student indicates as incorrect) Calculator (available for items needing a calculator) Highlighter (student able to highlight words of emphasis) Line Reader (helps student track when reading) Notepad (available for student to take notes – does not save from item to item) Protractor (available when needed) Reference sheets (such as formulas, periodic table, etc.; available when needed) Ruler (available when needed) Zoom (student can enlarge assessment information as needed) Reference Sheets (paper based, districts may print for students) Scratch (must be collected and destroyed after assessment) Accommodations (for students on an IEP or 504 plan – must be enabled) Answer Masking (allows student to out any content then deem nonessential or distracting) Color Contrast (adjust screen background color and font color – see choices below) on blue Black on pink Black on green Black on yellow Reverse Contrast Text to Speech (computer reads the assessment to student) Zoom (enhanced) (enlargement set prior to assessment) ASL (American Sign Language) Braille (paper based assessment) Overlay (color transparency) Flexible Schedule (for students needing more time or different testing schedule than peers) Read Aloud (trained human reads assessment to student; also available for EL student on LAP) Scribe (responses recorded verbatim by trained human scribe) Separate Setting (also available for EL student on LAP) Additional Resources: Accommodation manual, South Dakota Science Assessment accommodations- http://doe.sd.gov/assessment/science.aspx Smarter Balances accommodations- Center on Technology and Disabilities - great resource for educators on assistive technology IRIS Modules - Accommodations: Instructional and Testing Supports for Students with Disabilities Center for Parents Information and Resources National Center on Educational Outcomes Videos