ASSESSMENT OF CURRICULUM NEEDS Complete all sections.

(You may need to expand these boxesget an electronic copy from Moodle)

CONSIDERATION Student and/or family preferences

SOURCE MBs Mother

Current and future settings What future environments are targeted for the student in the next few years? School, community, vocational, etc. Students age and number of years of school remaining

WHAT DID YOU FIND OUT? MBs family is concerned with him acquiring very functional skills. His mom communicated that things at home are very good, and that her primary concern for MBs learning is community and vocational skills. MBs mother, Current: Centennial High School; vocational student takes part in the functional life coordinator at skills classroom, community trips, and school, and a vocational setting at the Champaign instructors Public Library Future: Young Adult Program School records Age: 18; Grade 12 Student will graduate from Centennial High School in May of 2014 and continue his education at the Young Adult Program MB learns at a rate much slower than peers that do not have disabilities, but works hard to learn new skills and can acquire new skills consistently. He learns very well through direct instruction, modeling, and least-tomost prompting systems. MB is very successful at learning skills that are functional and applicable to his life. He is successful at generalizing many skills, but generalization strategies are necessary for skills that are more complex or have multiple variables (i.e. signing in to work). MB is significantly behind peers in academic areas, social skills, and daily living skills. He has functional reading skills and very basic math skills (counting, simple addition, etc.). He is a very friendly teenager and enjoys

Typical rate of learning; effectiveness of previous instruction

Instructors and direct interactions

Probability of students acquisition & generalization of skills

Instructors, school records, direct interactions, Mother

Discrepancies between student & peers in a) academic areas, b) social skills, and c) daily living skills

Student records, informal observations, direct interactions,

carrying on conversations, but does not always recognize appropriate social interactions (i.e. touching other people). He can go about his daily life with ease, but relies on his family or school staff for assistance with many functions (i.e. knowing when to perform certain functions). Other needs or considerations? School nurse, MB has Type 1 diabetes and therefore mother requires much assistance with his care while at home and at school. He is very compliant with the care but is not likely to become independent at controlling his care. Summarize which curriculum approach and curriculum areas seem to be priorities. It is important that MBs education is focused on functional skills, indicating that he will follow an adapted curriculum in the functional life skills approach. High priority areas to focus on include social skills, vocational skills, daily living skills, and community involvement skills. Functional math skills (i.e. money) is also an area that could be of importance to MB. CURRICULUM NEEDS Complete only the sections that apply to your student. CONSIDERATION Transition concerns that may affect planning? SOURCE Mother, instructors, current IEP, vocational coordinator WHAT DID YOU FIND OUT? There are not very many immediate transition concerns, as MB will be transitioning to a similar setting to what he is used to at school and will continue to live at home. In preparation for settings further into the future, he receives instruction on cooking, vocational skills, and community activities. On comleting high school, MB will receive a certificate of attendance. On exiting from Unit 4 (completing the Young Adult Program), he will receive a diploma. MB enjoys socializing with others and has a very friendly personality. He can initiate and carry out a conversation about a large variety of subjects, request for assistance, share his wants

instructors, mother

Diploma status?

Vocational coordinator

Social skills/communication skills

Mother, direct interactions, instructors, school

records

Self-advocacy

Mother, direct interactions

Personal independence

Mother, direct interactions

and needs, and understand directions from others. He sometimes struggles to recognize social boundaries, such as appropriate touching. MB enjoys making decisions for himself. He participates in decisions for every day life, such as what food to eat, what to do with free time, etc. Most large scale decisions are made for him, with consideration of his wants and needs whenever possible, as he does not have the abilities to make informed decisions on his own. MB enjoys independence in as many areas as possible. He sometimes struggles when he is not able to be independent because of lack of skills. He is reliant on others for many daily living skills based on his lack of ability to complete them on his own in a safe manner.

Other considerations?

CURRICULUM NEEDS This is not about what the student can or cannot do right now. This summary should focus on what the student NEEDS in his or her instructional day to experience success both immediately and long-term. SUMMARY: ADDRESS ALL RELEVENT CURRICULUM AREAS MB must receive instruction on functional life skills. The areas that are most important for him are social, communication, vocational, community, and daily living. In the social domain, instruction should be focused on appropriate social interactions, including subjects to discuss with others and touching. Modeling would be a beneficial instructional strategy to help him understand what is appropriate versus what is not appropriate. Vocational skills that are a priority for MB include following directions from a boss and using appropriate behaviors and language while at work. Having a job coach with MB while he is at his vocational setting will allow him to receive the one-on-one instruction and support that he needs in order to acquire vocational skills that most employers would typically not have the time to teach an employee. Priority skills within the community domain include grocery shopping, public transportation, and eating at restaurants. Attending trips into the community with instructors and paraprofessionals would allow MB to receive the instruction that he would need in order to gain skills such as identifying where items are in a store or riding the MTD bus. Finally, instruction in the functional life skills classroom and in other environments around the school could take

place in order to help MB gain daily living skills that have been identified as high priority for him, such as cooking. Modeling, direct instruction, opportunities for practice, and a least-to-most prompting system can be used in these settings to support MB in gaining daily living skills. In order to provide successful instruction, MB must be provided opportunities to participate in environments that will most naturally give him the ability to acquire and practice these skills.

STUDENT SKILLS This is where you conduct assessments/observations/record reviews to figure out where your student is functioning in each area. This helps you write realistic goals and objectives. Complete only the sections that apply to your student. (You will likely need to expand these boxes significantlyget an electronic copy from moodle) CURRICULUM AREA
SOURCE/ PROCEDURES FOR GATHERING INFORMATION

RESULTS

Comprehension Fluency Vocabulary Decoding Phonemic awareness Writing mechanics, process Math computation Math application Content areas (science, social studies, health, etc.) Electives/Specials (PE, music, art, technology, drama, etc.)

Direct observation of the adapted PE class that MB participates in

Social/Communica Direct

MB participates very well in his adapted PE class. He is in the class with his peers from the functional life skills classroom as well as peer tutors that do not have disabilities. He enjoys the physical activity and playing various games. He also enjoys being able to socialize with peers during this time. He typically follows directions of the instructor and can be a leader at getting his peers to participate in the activities. Every once in a while he will not listen to what he is being told to do, but after a while he will give in. He dresses independently for PE on the days that it is required. MB has very good social skills. He enjoys being

tion skills

interactions over the past two months and informal observations

friendly and creating relationships with others. He frequently initiates social interactions with people that he knows and responds to interactions initiated by others. He uses various topics of conversation while socializing with others, such as asking What are you doing?, What is your favorite movie?, etc. He typically provides accurate responses to questions that are asked of him and will regularly ask questions in return. He introduces individuals that he knows to each other at very appropriate times. Sometimes Mb struggles with knowing social boundaries, such as touching other peoples hair or linking arms with them. Additionally, he sometimes brings up topics of conversation that are not appropriate in certain situations, such as talking about personal matters with people that he should not be talking about that with MB can communicate information about his wants and needs very well. If he is feeling ill or if something is hurting him he will share that information with someone that can help him. It can be difficult to understand his speech, but he is very good about repeating or rephrasing information when asked to do so. He receives forty minutes per week of speech services from the speech pathologist at Centennial.

Organizational skills

Vocational skills

Direct Interactions. Since I go to work with MB every Monday and Wednesday, I used information I have gathered from those times.

MB wants to be successful and independent at work. Because he is at a setting (Champaign Public Library) where his tasks challenge him intellectually, he must be very focused at all times, which sometimes can be hard for him. He uses certain accommodations (i.e. alphabet strip) to increase his efficiency while sorting books and putting them away on the shelves. He has difficulty completing many of the tasks independently, but is constantly increasing his skills and becoming more efficient and independent at his tasks. He is able to independently sign in, put his belongings away, and go about the general routine of work. He is able to put books in alphabetical order using the alphabet strip, but relies on prompting to put the books away on the shelves. His behavior was an issue for the first couple of weeks that he worked there, but after implementing a system to monitor his behavior and reward him, his behavior is mostly appropriate for the

Community

Direct observation

work environment. He is friendly when other employees interact with him, but it would be nice if he would initiate interactions with other employees and patrons of the library. The vocational coordinator that has worked with MB for the past three years informed me that when he was placed at vocational settings that were not as intellectually challenging, he would get bored and act out. MB has participated in trips into the community for many years now and is quite accustomed to transitioning between school and the community. He typically rides the MTD bus from school to the community and back. He knows to take his wallet with him so that he can show his bus pass to the driver, but he sometimes is slow at opening his wallet and holds up the line of people waiting to get on. He sits calmly and engaged in conversations with peers or staff members seated around him. Sometimes he will try to talk with others that are not seating around him, which causes him to talk quite loudly and bring attention to himself from others on the bus. In the community, MB typically acts very appropriately. At the grocery stores, he is able to search for items and bring them to the register to check out. He uses the dollar up strategy to purchase items. At restaurants, he is able to choose food to order and communicate that order to the worker so that he will get his food. He participates in paying the bill, but sometimes requires assistance in doing so. MB will ask for help from employees of the community location if prompted to do so.

Domestic/Self-care Yellowbook interview, observations, interactions

According to his mother, MB is very independent at home with many self-care tasks. He showers and using the bathroom completely independently. He brushes his teeth, but his mother does it also just to make sure that they are completely clean. He participates in shaving, but is not yet independent because it is a new skill that he has been working on. He eats completely independently, except for cutting food with a sharp knife, which his parents do for him for safety. He sets and clears the table, throws garbage in the trash, prepares his own snacks after school each day, and helps with cooking on the weekends. He is able to use the microwave and toaster, but not entirely independently. He picks out his clothes and dresses independently (except on work days when his mom reminds him to wear a polo). He knows to wear jackets when it is cold and shorts when it is hot, but struggles a bit determining what to wear when

Leisure-Rec

Yellowbook interview, observations, interactions

Functional Academics

Direct Interactions, School records

the weather in somewhere in between those two extremes. He can empty the trash and take it outside, but currently does not do so unless asked to. He waters plants, but often gives too much or too little water. He does not currently mow the grass, but this is a skill that his mother would like to see him learn. MB participates in many scheduled activities each week. He attends a swimming lesson at the YMCA, Tae Kwon Do through CUSR, and therapeutic horseback riding all once a week. He is successful at swimming with a kickboard but cannot independently swim above water without one. His mothers goal for him in swimming is to be able to swim a lap independently. At home, he spends a lot of time with his brothers. They do many different things together, one example being shooting basketballs in the driveway. MB loves listening to music, using the iPad, and watching TV (football and The Voice are his favorite things to watch). He enjoys watching movies by himself and with others. He often chooses to watch childrens movies that are not age appropriate. MB spends a lot of time watching his brothers play basketball for their respective teams. He enjoys this activity and his mother did not identify any skills that she thinks he needs to improve on during this activity. Outside of school, MB mostly spends time with his family. Right now because of their busy schedules his mother does not think he has much more time for other socializations, but in the future she would like to see him join a group for individuals with disabilities. MB has a functional reading level; therefore, reading instruction is no longer a focus of his schooling. He has basic math skills, such as counting and basic addition. He can use the dollar up strategy to purchase items. Additional functional math skills may be necessary depending on his future vocational settings and community involvement.

Other?

STUDENT SKILLS SUMMARY MB has gained many functional skills throughout his education and home life. While his speech can be difficult to understand, his communicate in general is quite good. He communicates needs and wants that he may have, including his health, if he wants to be independent at various tasks, and if he needs help. He is very social and possesses many skills that allow him to actively carry out an entertaining conversation with others. He struggles with some social boundaries, including appropriate touching and topics to talk about. He understands employment and enjoys going to work. He is typically focused and works hard to learn the skills that it takes to do his job. At times his behaviors get in the way of doing work, but mostly he behaves quite well. He is very efficient at going through the routine at work, but struggles with some of the technical and more difficult skills. In the community, he uses the dollar up strategy for purchases or payments and asks for assistance when prompted to do so. In new environments he occasionally gets overwhelmed and acts out. He shares important information about himself with others when it is requested. He has mastered many domestic and self-care skills, although he cannot always independently initiate the skills at the correct time. He participates in mealtime activities, but his family would like to see him begin to take a large part in meal prep and clean up. He is very independent at many recreation and leisure activities, including watching movies, finding and listening to music, and shooting hoops. Because of schedules he does not participate in any strictly social activities, but in the future his family would like him to join a social group that consists of individuals with disabilities.

PRESENT LEVELS OF PERFORMANCE SUMMARY This section gets transferred over to your IEP, so make it clear, concise, and professional. Each deficit area you mention MUST have be addressed with a goal or objective in the IEP. STRENGTHS Initiating communication with others for social interactions and to communicate wants and needs Responding to questions asked of him with accurate answers Taking turns in a conversation Introducing people to each other Figuring out the routine of work and going about that routine independently Using the dollar up strategy to make payments Locating items in stores and selecting the items to bring to the register Communicating an order to waiter/waitress or employee at counter of restaurants Independently showering, going to the bathroom, etc. Setting and clearing off the table Chewing and drinking properly Picking out clothes and getting dressed

DEFICITS Recognizing social boundaries in various situations (i.e. appropriate touching) Choosing appropriate topics of conversation in various situations Initiating social interactions at work with other employees or patrons Listening to/following directions from a boss Taking out his bus pass before the buss arrives Moving seats to communicate with others on the bus if they are not in close vicinity Initiating asking for assistance from employees in community settings when needed Independently using the microwave and toaster Loading/emptying the dishwasher Empty trash and take it out Giving plants adequate amounts of water when watering them Choosing age-appropriate materials from the library