Translator Manual Updated March 2015

What You Need to Know to
Translate for Houston ISD

and Special Education
2014 2015
Office of Special Education
Services
Table of
Contents
Page | 2
Course Objectives ................................................................................................................................. 5

Family Educational Rights and Privacy Act (FERPA) ........................................................................... 7
What is Special Education .................................................................................................................. 11
Special Education Quick Reference Guide ......................................................................................... 16
Translating for Evaluations.................................................................................................................. 18
Sample Full and Individual Evaluation Report..................................................................................... 21
Demographics ..................................................................................................................................... 21
Reason for Referral ............................................................................................................................. 22
Sociological ......................................................................................................................................... 23
Communicative ................................................................................................................................... 24
Health/Physical ................................................................................................................................... 25
Emotional/Behavior ............................................................................................................................. 26
Achievement/Developmental/Functional ............................................................................................. 27
Cognitive/Adaptive Behavior ............................................................................................................... 33
Conclusions ........................................................................................................................................ 39
Final Determination ............................................................................................................................. 40
Additional Supports and Services ....................................................................................................... 41
Translating ARD/IEP Meetings............................................................................................................ 45
The Role of the Translator .................................................................................................................. 46
ARD/IEP Agenda ................................................................................................................................ 48
Getting Started: Introductions ............................................................................................................. 49
I. Purpose of ARD/IEP Meeting ....................................................................................................... 49
II. Information Reviewed and Considered ........................................................................................ 50
III. Determination of Eligibility (Special Education and Related Services)........................................ 50
IV. Development of the IEP and Consideration of Special Factors .................................................. 51
A. Review of Present Levels of Academic Achievement and Functional Performance .............. 51
Extended School Year Services ............................................................................................ 51
B. Individualized Education Program (IEP), Annual Goals and Objectives ................................ 52
C. Supplementary Aids and Services ........................................................................................ 53
Modifications and Accommodations ..................................................................................... 53
D. Transition Services ................................................................................................................ 53
E. Granduation Plan .................................................................................................................. 54
F. Behavior Considerations ....................................................................................................... 55
G. Physical Competencies ......................................................................................................... 56
Page | 3
H. Assistive Technology ........................................................................................................... 56

I. Communication needs ........................................................................................................... 56
J. Individual Family Service Plan .............................................................................................. 56
K. Considerations for Autism .................................................................................................... 56
L. Development of Behavior Support and Intervention Plan ..................................................... 57
M. Determiniation of Services for a Student Determined as Limited English Proficient ............ 57
N. Determiniation of Services for a Student who is Deaf or Hard of Hearing............................ 57
O. Determination of Services for a Student who is Blind or Visually Impaired .......................... 57
V. Schedule of Instructional and Related Services .......................................................................... 58
Transportation as a Related Service ......................................................................................... 59
VI. State and District Assessments ................................................................................................. 59
VII. Consider Educational Alternatives and Least Restrictive Environment ..................................... 59
VIII. Consideration of Special Factors.............................................................................................. 59
IX. Assurances ............................................................................................................................... 59
X. Placement Determination .......................................................................................................... 60
XI. Deliberations ............................................................................................................................ 61
Services Descriptions ......................................................................................................................... 61
Resources ........................................................................................................................................... 65
Helpful Websites ................................................................................................................................. 66
Frequently Used Acronyms ................................................................................................................. 67
References.......................................................................................................................................... 70
Nine Elements of the IEP .................................................................................................................... 71
Page | 4
Course Objectives
Objective
1
Understanding the Family Educational

Rights and Privacy Act (FERPA)
Objective
2
Knowing the Special Education process
Objective
3
Translating for evaluations
Objective
Translating
at ARD/IEP
meetings
Page | 5
WHY ARE TRANSLATORS NEEDED?

Houston ISD has over 100 languages spoken. This presents an opportunity for our district to
provide translators as ambassadors in the special education process. You are needed so we
can communicate effectively with parents and students in their native language.
TRANSLATION OPPORTUNITIES
As a translator, you may translate at community meetings, school functions, informal parentteacher meetings, and formal ARD/IEP meetings. Regardless of the setting, when the parent
does not speak English, parent participation is not possible without your expertise and help.
Page | 6
FAMILY
EDUCATIONAL
RIGHTS AND
PRIVACY ACT
Page | 7
FERPA
The Family Educational Rights and Privacy Act (FERPA) of 1974 states that a school may not
release personally identifiable records, or files, or personal information contained therein, without
the written consent of the students parents or legal guardians, or the student if he or she is 18
years of age to any individual, agency, or organization other than the following:
Other school officials, including teachers and counselors who are requesting records for
legitimate educational reasons. School officials do not have a right of access to student
records for non-educational reasons (e.g., to utilize in connection with an employment dispute)
Officials of other school systems in which the student intends to enroll
Authorized representatives of local, state, or federal governmental agencies
In connection with the student's application for, or receipt of, financial aid.
Personally identifiable records includes any records, files, documents and other materials which
contain information directly related to a student or personally identify a student and maintained by
the District or an agency, institution or person acting on behalf of the District. Where such records
or data include information on more than one student, the parents of any student shall be entitled
to receive, or be informed of, that part of such record or data as pertains to their child only.
All parents, including noncustodial parents, possess a right of access to their child's records
unless a court order or state statute specifically revokes their rights. Therefore, a school must
honor any parental request for access to student records so long as there is no court order
preventing such access. Similarly, a request for records from a lawyer, accompanied by a signed
release statement from either parent must be honored, provided that there is no court order that
prohibits such action.
A student under 18 cannot consent to the release of his records to third parties. Only a parent or
legal guardian may consent to a third party having access to a student's records if the student is
under 18. A student under 18 that has had his disabilities of minority removed by legal action may
consent to the release of his records to a third party.
Source: USDE FERPA
Page | 8
HOW DOES FERPA APPLY TO YOU?

FERPA applies to all schools that receive federal funding and gives rights to parents and students
who reach the age of 18 (eligible students). Parents and eligible students have the right to
inspect and review educational records maintained by school. Teachers, Houston ISD police
officers, or the school principal also have the right to inspect and review educational records.
Disclosing Student
Records
Special Education
Information
Student records
must not be
shared with
people or
organizations
outside of your
professional
responsibility to
the school
district.
ARD/IEP and
student
evaluation
information
must not be
shared with
anyone outside
of your
professional
responsibility to
the school
district.
Example
For example, a
teacher who has
never taught the
student or is
currently not
the teacher of
record for this
student should
not receive
information
about the
students
disability,
evaluation or
IEP.
Page | 9
Check your understanding and respond to the multiple-choice questions below.

1. Which federal law protects the privacy of student educational records?
A. IDEA 2014
B. FAPE
C. FERPA
D. ARD/IEP
2. You are requested to translate a telephone conversation between the school and the parent of a 5 th
grader receiving special education. You served as the translator for this students ARD/IEP meeting
several weeks ago. There was a disagreement between parent and teacher. You run into one of
your friends at the grocery store who asks about your work week. What can you tell and not tell your
friend?
A. Tell your friend the name of the student and parent, and provide specific details of your
various meetings.
B. Describe the specific details of phone conversations and provide the name of parents, but
not students.
C. Avoid disclosing specific information about conversations where you served as the
translator. Do not provide the name of parent, student, nor the name of the school for which
you provided translation.
3. Which of the following would be able to access a students educational records?
A. School principal
B. Current math teacher
C. Houston ISD police
D. All of the above
Page | 10
What is Special
Education?
Page | 11
WHAT IS SPECIAL EDUCATION?

WHO RECEIVES SPECIAL EDUCATION?
Special education programs serve children with mental, physical, emotional, and behavioral
disabilities. It is largely defined by the federal Individuals with Disabilities Education Act, or the IDEA,
which guarantees a free, appropriate public education (FAPE) to children with disabilities and
mandates that, children be educated with students who do not have disabilities.
WHAT IS DIFFERENT ABOUT SPECIAL EDUCATION?

Special education is designed to provide children with disabilities the ability to receive an education
that is specifically designed to help them experience success at school in their own way.
With the assistance of teachers and parents, special education functions as an avenue for students to
learn their strengths and to use them to enhance their academic achievement.
WHY IS SPECIAL EDUCATION NEEDED?

When a child is having trouble in school, its important to find out why. The child may have a disability.
By law, schools must provide special help to children with disabilities. This help is called special
education. (http://www.parentcenterhub.org/repository/steps/ - direct quote)
Special education services are provided to meet the needs of a student with mental, physical,
emotional, behavioral, and or other disabilities.
The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that guides the
special education process.
WHAT ARE PARENTS RIGHTS UNDER IDEA?

Under the IDEA, parents have an important role and are encouraged to participate in every stage of
the process.
When schools and families work together, student learning and outcomes improve. So do:
childrens attitudes toward school,
their social skills and behavior, and
their overall achievement.
Given the role or importance that family involvement has on how children achieve in school and in
life, its not surprising that the nations special education law strongly supports parents rights to be
involved in their childs education.
IDEA states:
Almost 30 years of research and experience has demonstrated that the education of children with
disabilities can be made more effective by strengthening the role and responsibility of parents and
Page | 12
ensuring that families have meaningful opportunities for parents to participate in the education of their
children at school and at home.
SUMMARY OF PARENTS RIGHTS UNDER IDEA

Parents have the right to participate in meetings related to the evaluation, identification, and decisions
regarding where they child will be educated.
Parents have the right to participate in meetings related to a free appropriate public education (FAPE)
for their child.
Parents are entitled to be members of any group that decides whether their child is a child with a
disability and can receive special education and related services.
Parents are entitled to be members of the team that develops, reviews, and revises the individualized
education program (IEP) for their child. If neither parent can attend the Admission, Review, Dismissal
(ARD)/IEP meeting, the school must use other methods to ensure their participation, including
individual or conference calls. The meeting should also be recorded if the parent speaks a language
other than English, even if the parent is not in attendance.
WHAT IS AN IEP?
IEP stands for Individualized Education Program. This legally binding written document spells out
exactly what special education services a student will receive and why.
The annual IEP has nine required elements that are addressed, but can contain and address more
information as determined by the parent/adult student and the school district (see Nine Elements in
the IEP on page 71).
The individualized part of the IEP means that the program is tailored specifically to the students
special needs.
WHAT ARE RELATED SERVICES?

The purpose of related services is to support the students so that they benefit from their education.
Related services include occupational and physical therapy, music therapy, orientation and mobility,
and more.
Transportation can also be considered a related service. Separate transportation needs will be
addressed if the student cannot ride the school bus that children without disabilities ride due to their
disability, safety, communication, or additional supervision needs.
WHO ATTENDS THE ARD/IEP MEETING?

The law requires that the following members attend the ARD/IEP meeting: students parents, special
education teacher, general education teacher, and school administrator-principal, assistant principal,
instructional specialist, etc.
Page | 13
The speech therapist, occupational therapist, physical therapist, psychologist, or diagnostician may
also attend the meeting if their expertise is required.
Parents are strongly encouraged to attend the ARD/IEP meeting in order to participate fully in the
decisions being made about their child.
DO I TRANSLATE EVEN WHEN THE PARENT IS NOT PRESENT?

The law requires that ARD/IEP meetings should be translated and recorded even when a parent who
speaks a language other than English is not present.
The reason for this is that the parent can then listen to the tape and understand what was discussed
and what decisions were made.
Page | 14
HOW DOES THIS APPLY TO YOU?
Without quality translators

for families that speak
languages other than
English, parent
participation is diminished.
Quality translation is
needed at every step of
the process.
Check your understanding and respond to the multiple-choice questions

below.
1. Which law provides guidance for schools and parents for special education and related
services?
A. FAPE
B. ARD/IEP
C. FERPA
D. IDEA
2. You have been requested to translate an ARD/IEP meeting. When you arrive at the school, the
school tells you that the parent will not be attending the meeting. What action should you take in
response to the school?
A. Leave the school and thank them for their time.
B. Stay, because ARD/IEP meetings should be translated and audio recorded when the parent
speaks a language other than English; even if the parent is not present.
C. Ask the school if you can assist them with translating another meeting.
Page | 15
Timelines
Special Education Quick Reference Guide

Initial Referral: 45 school
days from the date of the
consent
Reevaluations: every 3
years or by parent or
school request
Transfer ARD: within 30

school days
ARD Notice: 5 school

days prior to ARD date
(If parent agrees, it
can be waived.)
Annual ARD: on or before

previous year's ARD date
Change of Placement:
must occur within 10
school days of
placement decision
An identified disability condition

and educational need are required
for a student to be eligible for
special education services.
Eligibility
Related
Services:
supportive services
required to assist a
child with a disability
to benefit from
special education
Audiological Services
Counseling Services
Translating Services
Music Therapy
Occupational Therapy
(OT)
Orientation & Mobility
(O&M)
Physical Therapy (PT)
Psychological Services
School Health Services
Social Work Services
Transportation
ARD/IEP Committee
Common Acronyms
ARD Admission, Review, and Dismissal
Committee
BSP Behavior Service Plan
BSC Behavior Support Class
CTE Career and Technology Education
DAEP Disciplinary Alternative Education
Program
FBA Functional Behavioral Assessment
ECI Early Childhood Intervention
ESY Extended School Year
FAPE Free and Appropriate Public
Education
FERPA Family Educational Rights and
Privacy Act
IEE Independent Educational Evaluation
IEP Individualized Education Program
LEP Limited English Proficient
LPAC Language Proficiency Assessment
Committee
LRE Least Restrictive Environment
LSSP Licensed Specialist in School
Psychology
MDR Manifestation Determination
Review
OCR Office of Civil Rights
OSEP Office of Special Education
Programs
OSES Office of Special Education Services
PALS Preschools Achieving Learning Skills
PLAAFP Present Levels of Academic
Achievement and Functional Performance
PLRE Preschoolers in a Least Restrictive
Environment
PSI Preparing Students for Independence
SLC Structured Learning Class
SLL Skills for Learning and Living
SLP Speech Language Pathologist
SBOE State Board of Education
TAC Texas Administrative Code
Parent, Administrator, General Education Teacher, Special Education

Teacher, Adult Student, Evaluator (i.e., LSSP, Diagnostician, SLP)
Required as appropriate: CTE teacher, LPAC representative if student
is LEP, VI teacher, AI teacher
Page | 16
Special Education Quick Reference Guide continued . . .
Disability
Conditions
Parent Refusals
01
02
03
04
05
06
07
08
09
10
13
14
Orthopedic Impairment (OI)

Other Health Impairment (OHI)
Auditory Impairment (AI)
Visual Impairment (VI)
Deaf Blind
Intellectual Disability (ID)
Emotionally Disabled (ED)
Learning Disabled (LD)
Speech Impairment (SI)
Autism (AU)
Traumatic Brain Injury (TBI)
Non-Categorical Early Childhood
Multiple Disabilities
Parents may refuse consent for

initial placement into special
education.
Parents may revoke consent in
writing for their child's placement
into special education after the
child is initally provided special
education and related services.
Advocates/
Attorneys
Parents can bring other individuals who

have knowledge or special expertise
regarding the student to an ARD/IEP
meeting. The advocate is not a consensus
member of the ARD/IEP committee.
If a parent brings an attorney to an
ARD/IEP meeting, before proceeding, the
school should call a program specialist for
Houston ISDs policy on legal
representation at an ARD/IEP meeting.
Parental Participation in
ARD/IEP Meetings
If the parent is not in attendance,
keep a detailed record and copies
of attempts to make contact,
correspondence, and home visits.
Meetings should
be at a mutually
agreeable time
and place.
Give parents 5school day

written notice
for ARD/IIEP
meetings.
Use a translator,
as appropriate. If
a translator is
needed, the
meeting should
be audio
recorded, even if
the parent does
not attend the
meeting.
If this request is made by the

parent, the school shoud contact
the program specialist for district
procedures.
Surrogate Parent
If a parent cannot be identified, a
surrogate parent will be appointed to
represent the student.
Notice includes
purpose of the
meeting and
who will
participate.
Page | 17
Translating for
Evaluations
Page | 18
WHAT IS AN EVALUATION?
An evaluation is an essential beginning step in the special education process for a student with a
disability. Before a student can receive special education and related services for the first time, a
student must be evaluated by a team of professionals to see if the student has a disability and is
eligible for special education. Parents must agree to the evaluation after fully understanding the
process. Parental consent must be obtained before this evaluation can begin. There are clear
requirements in IDEA about this process.
HOW DOES THIS APPLY TO YOU?

You may be asked to help the team of professionals with translating the tests used in the evaluation.
Evaluations conducted in the students native language occur at different levels, and you may also be
needed to assist the team of professionals with explaining the results to the school and parents.
Level 1
Trained bilingual evaluation professionals fluent in the

students native language using evaluation measures in the
students two languages.
Level 2
Bilingual evaluation professional(s) fluent in the students

native language, but using modified evaluation materials,
translated tests, or tests with norming populations that are
not representative of the students background.
Level 3
English-speaking evaluation professional(s) assisted by a

trained bilingual ancillary examiner using standardized
evaluation measures.
Level 4
English-speaking evaluation professional(s) assisted by a

trained translator and using modified evaluation materials,
translated tests, or tests with norming populations not
representative of the students background, etc.
Page | 19
In most cases, translators will be assisting in Level 4 evaluations. In these cases, the district does
not employ an evaluator who speaks the students native language and may not have testing
materials in the students language. Level 4 evaluations can take place with the student or the
students parents.
During Level 4 evaluations, the translator should meet with the evaluator before the testing
session. The translator should review testing protocols and other materials that will be used
during the testing session.
During the testing session, the translator should not give positive or negative feedback based
on the students responses. The translator should defer to the evaluator on timing
requirements and the discontinue rules of the tests.
Following the testing, the evaluator may ask you to clarify responses to assist in scoring of the
tests. It is critically important to understand your knowledge of the students assessment
process and that the information you gain during this process is protected under FERPA and
should not be shared outside of your professional responsibility with the school district.
Level 5
Evaluation professional(s) using only nonverbal or

performance intelligence evaluation materials for languages
other than English or Spanish.
Check your understanding and respond to the multiple-choice question below.

You have been asked to translate a testing session for a student being considered for special
education services. After translating one of the test questions, the student asked you to explain
how to answer the question. What is the most appropriate way to respond to the student?
A. Give the student a strategy to answer the question correctly.
B. Defer to the evaluator for instructions on how to respond.
C. Repeat the question and wait for the student to respond.
Page | 20
Following a testing session, the evaluator will complete a written report. In many
cases you may also be asked to translate the written report. Below are key
features of the written report with which you will need to become familiar.
Demographics: Summary of basic information about the student and who evaluated the student.
HOUSTON INDEPENDENT SCHOOL DISTRICT

FULL AND INDIVIDUAL EVALUATION (FIE)
Hattie Mae White Educational Support
Center 4400 West 18th Street
Houston, Texas 77092-8501
713-556-6000
Consent for Evaluation:
02/25/2014
Name:
Date of Birth:
CA:
Gender:
Ethnicity:
Jane Test
00/00/0000
9 Years 9 Months
Female
Hispanic or Latino
Examiner:
Jill Test, MeD
Date of Report:
ID#:
School:
Grade:
Parent:
Address:
Phone:
04/29/2014
0000000
Test Elementary School
4
John Test
1234 Test St Houston, TX 70000
(999) 999-9999
Qualified Professionals
The group of qualified professionals which collects and reviews evaluation data must include, but is not
limited to, a licensed specialist in school psychology (LSSP), an educational diagnostician, or other
appropriately certified or licensed practitioner with experience and training in the area of the disability, or a
licensed or certified professional for a specific disability category.
Quick Reference Terminology

English
Name
I.D. Number
Date of Report
Date of Birth
Elementary School
Grade
Address
Examiner
Full and Individual Initial Evaluation
Full and Individual Evaluation
Spanish
Nombre
nmero de identificacin
fecha de evaluacin
fecha de nacimiento
escuela primaria
grado
direccin
evaluador(a), examinador(a)
Evaluacin Inicial Completa e Individual
Evaluacin Individual Completa
Page | 21
Reason for Referral: Provides the reason(s) that the student is being evaluated.
Evaluation Type: Initial
Reason for Referral:
Jane was referred for evaluation by the campus referral committee due to concerns about difficulties with
reading, math, and language arts. Jane was referred to the IAT team in September of fourth grade.
Interventions in the classroom consisted of small group and individual instruction for reading, math, and
language arts. From September to January of fourth grade, additional interventions were done and Jane failed
district benchmarks. Jane continued to struggle despite receiving the interventions. Therefore, Jane was
referred for a Full and Individual Evaluation. The purpose of this evaluation is to identify Janes strengths
and weaknesses, determine if he displays a disability condition, and identify educational needs and
strategies to promote academic progress.
*The sources of data include a variety of assessment tools and strategies to gather relevant functional,
developmental, and academic information, including information provided by the parent.

English
Reason for Referral
Intervention Assistance Team
Art
Elective
English
History
Language/Language Arts
Mathematics
Music
Physical Education
Reading
Science
Social Science
Technology and Computers
Initial
Reevaluation
Test/Exam
Strength
Weakness/Weak
Disability Condition
Academic Progress
Spanish
Razn de la recomendacin de intervencin de
Educacin Especial
Equipo de Asistencia Intervencin
Arte
Materia Optativa /Electiva
Ingls
Historia
Lenguaje
Matemticas
Msica
Educacin Fsica
Lectura
Ciencias
Ciencias Sociales
Tecnologa y Computadoras
inicial
revaluacin/reevaluacin
examen
fuerza
debilidad/dbil
condicin de discapacidad
progreso acadmico
Page | 22
Sociological: Describes the students family background, educational history, and home life.
Sociological Status
*Sources of Data (formal & informal)
Parent Information Form
Date
02/25/2014 Review of School Records
Date
04/09/2014
Attendance Records
Number of Days Not in

Attendance:
2013
Number of Days in
Attendance:
2012
180
2011
180
Sociological Results and Interpretations:

Jane is a 9:8 year old student currently enrolled in 4th grade at Test Elementary. Jane has been at Test
Elementary since 2008. She lives with her mother and father and two other siblings. Jane participates in
playing softball with her family. Janes parents feel that she has difficulty with all academic skills. The parents
describe Jane as generally well-behaved, appears happy, and that she gets along well with family members and
neighbors. Doing extra chores, an early bedtime, and taking away privileges are the methods of discipline used
for Jane, and these methods of discipline appears to be successful for Jane. The parents also reported that
Jane likes school. No significant health history was reported by the parents.
No information is available from previous evaluations.
The students cultural and experiential background does not adversely affect learning or behavior
patterns. The students sociological history is not indicative of a lack of previous educational
opportunities.

English
Background
Behavioral Pattern
Educational history
Experiential
Family history
Influence
Interview
Observation
Previous
Siblings
Sociological Data Form
Spanish
antecedentes
patrn de conducta (comportamiento)
historial educativo
experiencia
historia familiar
influencia
entrevista
observaciones
previo, anterior
hermanos
formulario de datos sociolgicos
Page | 23
English
Spanish
informacin de los padres
historial mdico
Parent Information
Medical History
Communicative: Describes the students language and communication skills; may include formal
speech assessment.
Communicative Status
*Sources of Data (formal and
informal)
Home
Language Survey
Review of School Records
Date
*Sources of Data (formal and
informal)
08/18/2008 Parent
Information Form
04/09/2014 Language Rating Checklist
Date
02/25/2014
01/06/2014
Language Rating Checklist

Person completing checklist: Melanie Test
Attends to what is said
Understands basic concepts
Demonstrates understanding of
vocabulary
Responds to initial instructions
Understands/follows instructions
Receptive for
age and
grade Average Uses vocabulary
Below
Below Average Demonstrates speaking ability
Below Average Uses sentences with grammatical
structure
Below Average Relates facts into ideas
Average
Speech is intelligible; fluent
Expressive for
age and
grade Average
Below
Below Average
Below Average
Below Average
Average
Students Home Language: Spanish

Students Academic Language: English
Limited English Proficiency Status: LEP (WH)
LPAC Recommendations
Jane receives instruction in English. Her parents signed a waiver on 9/11/2009, denying bilingual education.
Communicative Results and Interpretations:
The teacher reported that Janes receptive and expressive language skills are below average.

English
Expressive Domain
Formal and Informal Measures
Home Language Survey
Language Dominance and Proficiency
Language Rating Scale
Oral Language
Receptive Domain
Sources of Data
Expressive Domain
Spanish
rea Expresiva
Medidas de Evaluacin Formal e Informal
Encuesta del Lenguaje del Hogar
Lenguaje Dominante y Capacidad Lingstica
Escala de Aptitud del Lenguaje
Lenguaje Oral
rea Receptiva
Fuentes de Informacin
rea Expresiva
Page | 24
English
Formal and Informal Measures
Home Language Survey
Language Dominance and Proficiency
Language Rating Scale
Articulation
Augmentative Communication
Cleft Palate
Expressive Language
Fluency
Manual Sign
Pragmatics
Receptive Language
Selective Mutism
Sign Language
Stuttering
Voice
Voice Output Communication Aide (VOCA)
Spanish
Medidas de Evaluacin Formal e Informal
Encuesta del Lenguaje del Hogar
Lenguaje Dominante y Capacidad Lingstica
Escala de Aptitud del Lenguaje
Articulacin
Comunicacin Aumentativa
Fisura del Paladar
Lenguaje Expresivo
Fluidez
Seal Manual
Pragmtica
Lenguaje Receptivo
Mudez Selectiva
Lenguaje por seas
Tartamudear
Voz
Auxiliador para la Emisin del Habla
Health/Physical: Describes the students medical history and current vision and hearing screenings.
Health/Physical

Vision
Parent Information Form
Vision
Unaided - Passed
Date
01/21/2014 Hearing
02/25/2014 Review of School Records
Hearing
Date
01/21/2014
04/09/2014
Unaided - Passed
Health/Physical Results and Interpretations:

Jane passed both screenings administered by the school nurse. No significant health history was reported by
the parent. The student does not have a health related condition.
The student does not appear to have one or more health related conditions which directly affect the
students ability to benefit from the educational process.

English
Adequate
Functional Vision
Occupational Therapy (OT)
Physician Report
Physical Therapy (PT)
Spanish
Adecuada
Visin Funcional
Terapia Ocupacional
Reporte del Mdico
Terapia Fsica
Page | 25
English
Vision & Hearing Screening
Visual Motor Skills
Adequate
Adapted feeding equipment
Adaptive equipment
Ambulatory
Ankle-foot orthosis
Ataxia
Body awareness
Braces
Cerebral Palsy
Contractures
Crutches
Deep pressure
Flexion
Gait
Gait trainer
Orthosis
Praxis
Propioception
Supine
Wheelchair
Spanish
Examen de la vista y el odo
Habilidades motoras visuales
Adecuada
Equipo adaptado para alimentar
Equipo adaptado
Ambulacin, que camina
Ortosas de pie y tobillo
Ataxia
Conciencia corporal
Aparato (Aparatos de las piernas)
Parlisis cerebral
Contractuales
Muletas
Presin profunda
Flexin
Modo de andar
Andadura
rtesis
Praxis
Propiocepcin
Supino
Silla de ruedas
Emotional/Behavior: Describes the students behavior in school and possibly at home; may include
interviews from the parent and teacher and classroom observations.
Emotional/Behavior
* Sources of Data (formal and
informal):Rating Checklist
Behavior
Date
* Sources of Data (formal and
informal):
01/06/2014 Parent
Information Form
04/09/2014
Date
02/25/2014
Behavior Rating Checklist

Person/subject completing checklist: Melanie Test
Behavior
Cooperates
Ability to organize
Social acceptance
Completes assignments
For age and grade

Below Average
Below Average
Below Average
Below Average
Behavior
Attention
Adapts to change
Accepts responsibility
Socialization
For age and grade

Below Average
Average
Below Average
Average
The students behavior does not impede the students learning. The students behavior does not
impede the learning of others. The student does not exhibit significant emotional, behavioral, or
attentional problems.
Page | 26

English
Accurate
Approach
Assignments
Average
Behavior
Classroom observation
Compliant
Emotional
Estimate
Eye contact
Spanish
correcto, preciso
aproximarse, enfoque
tareas, trabajos
promedio, media
conducta/comportamiento
observacin en la clase
obediente, dcil, sumiso
emocional
estimacin
contacto visual, ver a los ojos cuando se le est
hablando
comportamiento en la escuela
inteligible, que se le entiende
modificaciones durante la evaluacin
comportamiento fuera de la clase
confianza, relacin
comportamiento durante la evaluacin
durante, en su totalidad
prueba y error
habilidades sociales
escala de calificacin de la conducta
impide el aprendizaje
Patrones emocionales, de atencin, o de
comportamientoatrones emocionales, de
atencin, o de comportamiento
In school behavior
Intelligible
Modification in test procedures
Out of school behavior
Rapport
Test behavior and observation
Throughout
Trial and error
Social skills
Behavior Rating Scale
Impede learning
Emotional, attentional, behavioral patterns
Achievement/Developmental/Functional Section: Includes student academic history, previous

interventions/accommodations/modifications, and formal assessment.
Achievement/Developmental/Functional Section
State Assessments
Grades
Date
4/1/2013
Stanford/Aprenda
2011-2013 Parent Information Form
04/09/2014 Woodcock-Johnson III: Tests of
Achievement
Date
2011-2013
02/25/2014
03/10/2014
Grade History
Courses
Reading
Language Arts
Mathematics
Science
Social Studies
2010-2011
2011-2012
70
70
72
74
74
2012-2013
73
72
72
74
77
Page | 27
Grades for the School Year

Year: 2013-2014
Grade: 4
Subject
School: Test Elementary School

Reporting
Period 1
64
80
71
75
77
Reading
Language Arts
Mathematics
Science
Social Studies
Reporting Reporting Reporting Reporting Reporting

Period 2 Period 3 Period 4 Period 5 Period 6
65
71
69
74
76
State Assessment
Subject Areas Assessment Name
Reading
Math
STAAR
STAAR
Grade Date
Met
Commende Numb Number Scaled
er of of Items Score
Administere Standar d
Items
d
d
Correc
3
4/1/2013
NO
NO
1129
t 3
4/1/2013
NO
NO
1288
Local Assessments
Grade
2
3
Type of
Assessment
Stanford
Stanford
Reading
Percentile
5
6
Math
Percentile
10
11
Language
Percentile
19
18
Spelling
Percentile
6
5
Analysis of Grades, State / Local Assessment History, and Teacher Information:

A review of Janes grades from last school year indicated that Janes grades have been inconsistent.
Local assessment (Stanford) indicated significantly below grade level in math, reading, and language with
a pattern of declining scores since second grade. Jane also was not successful on the STAAR assessment
in reading or math in third grade. A brief interview with Janes teacher, indicated that Jane struggles with
understanding grade level vocabulary and has not mastered basic subtraction, multiplication, and division
skills needed to think critically to solve problems. I-Station data indicates that Jane experienced severe
ongoing difficulties in reading vocabulary, text fluency, word analysis, and comprehension.
Previous Interventions / Accommodations / Modifications:
Due to Janes struggles in performing on grade level in reading, math, and language, she was provided
with small group and individualized instruction. The teacher administered the following interventions in
reading, math, and language arts: facilitated classroom discussions about text, used flexible small
grouping, provided explicit instruction in literacy learning strategies, accessed prior knowledge before
reading, used pre-teaching strategies, used direct and explicit vocabulary instruction and word study,
hands-on activities, small group instruction based on targeted needs, increase in the number of repetitions
needed for success, systematic review of material and skills, and increased opportunity to respond, and
direct corrective feedback with opportunities for student to demonstrate correct response. In reading and
language arts, the teacher reported that Jane displayed difficulty using context to determine the meaning
of words and summarizing text. Jane also had difficulty with decoding words, spelling, and writing in
complete sentences. Jane made very little progress after three tiers of intervention in reading and
language arts. In math, Jane displayed difficulty with mastering how to use place value to read, write,
compare, and order whole numbers through 999,999,999 in standard, expanded, and written form. Even
after three tiers of intervention, Jane made little progress and still had difficulty retaining one and two step
processes used to read, write, and compare numbers.
Page | 28
Classroom Observations / Observations:

Jane was observed in reading class. She was cooperative with teacher directions. During the first part of the
observation, the teacher instructed the class to read a passage and use think, pair, share to summarize
with a partner what they read. Jane read the passage and her peer helped her read the words that she did
not know. Jane was not able to read the majority of the passage on her own. When it was time to summarize
what she read, Jane displayed difficulty with articulating her response. The teacher assisted by asking Jane
questions about what she read. Jane performed better with this assistance, but she did not respond correctly
to all of the questions.

English
Academic
Assistive technology
Clusters
Criterion
Curriculum
Deficits
Demonstrate
Developmental
Evaluation
Grading criteria
Learning competencies
Modifications
Other measures
Referenced
Significant
Skill area
Strengths
Subject area
Subject matter
Allow ample time for word retrieval
Assignment notebook
Audio taped lectures
Behavior management plan
Calculators
Changes in pace of instruction
Changes in requirements of essential elements
Changes in tools, equipment (voc. Ed)
Defined physical space
Do not penalize for spelling errors
Do not penalize of phonetic errors
Spanish
Acadmico
Ayuda tecnolgica, Tecnologa Auxiliar
Grupos
Criterios
Currculum, plan de estudios
Deficiencias
Demostrar
Desarrollo
Evaluacin
Criterio para calificar
Destrezas de aprendizaje
Modificaciones
Otras medidas, otras pruebas
Referencia
Considerable/severa
Area de aptitud (destreza)
Puntos fuertes/Fortalezas
Area de estudio
Materia, tema, asignatura
Permita el tiempo necesario: para recordar
palabras/ responder a preguntas
Cuaderno de tareas
Lecciones audio-grabadas
Programa de Administracin de la conducta
Calculadoras
Cambios en la velocidad de la instruccin
Cambios de los elementos (conceptos) bsicos
de la clase
Cambios de los instrumentos, equipo
(educacin vocacional)
Espacio fsico definido
No penalizar por errores ortogrficos
No penalizar por errores fonticos
Page | 29
English
Encourage small group cooperative learning
Extended time for assignment completion
Frequent/immediate feedback
Highlighted texts and materials
Increase wait time for oral responses
Translator for hearing impaired
Keep testing vocabulary the same as teaching
vocabulary
Minimal auditory distraction
Model expected performance response
Modified assignments
Modified tests
Monitor for appropriate rate of speech
Note taking assistance
Oral directives
Oral responses
Oral tests
Peer tutoring
Positive reinforcement
Preferential seating
Reduce expected length of oral responses
Reduced paper and pencil task
Refine /reteach each questionable vocabulary
and concepts
Repeated drill and practice
Short answer tests
Shortened assignments
Shortened tests
Special instructional equipment
Speech modifications
Study sheets
Taped tests
Use a signal to help student know when to
Use cueing hierarchy
Use key words when modeling expected
performance
Spanish
Promueva la enseanza cooperativa en grupos
pequeos
Tiempo extra para completar las tareas y
trabajos
Respuesta inmediata o frecuente
Textos y materiales subrayados
Aumentar el tiempo de espera para respuestas
orales
Intrprete para impedimentos auditivos
Utilice el mismo vocabulario de prueba que
utiliza para la enseanza
Minimizar las distracciones auditivas
Modelar las respuestas deseadas
Tareas modificadas (ms cortas o simples)
Pruebas modificadas (ms cortas o simples)
Observar que la velocidad del habla sea la
apropiada
Ayuda para tomar notas
Direcciones dadas de forma oral
Respuestas orales
Pruebas orales
Proveer Apoyo a travs de compaeros del
saln
Refuerzo positivo
Asiento preferente (sentarse al frente)
Reducir el tiempo de las respuestas orales
Reduccin de trabajos a papel y lpiz
Refinar y re-ensear vocabulario y conceptos
que no estn claros
Repeticin, reforzamiento extra , y prctica extra
Pruebas de respuestas cortas
Tareas acortadas
Pruebas acortadas
Equipo especial didctico
Modificaciones del lenguaje debido al habla
Hojas de repaso o estudio
Pruebas grabadas
Usar una seal para ayudar al estudiante a
reconocer cuando.......
Utilisarce la jerarqua de sugerencias
Utilisarce palabras clave cuando modele el
desempeo deseado
Page | 30
Page | 31
Woodcock-Johnson III: Tests of Achievement

This is a comprehensive individually administered, norm-referenced test for measuring academic
achievement for individuals from 2 to 90+ years of age.
Sub-Tests
BASIC READING
Letter-Word Identification
Word Attack
READING
COMPREHENSION
Passage Comprehension
Reading Vocabulary
MATH CALCULATION
SKILLS
Calculation
Math Fluency
MATH REASONING
Applied Problems
Quantitative Concepts
WRITTEN EXPRESSION
Writing Fluency
Writing Samples
Standard
Score
84
85
85
80
Conf. Interval
Percentile
Grade
Equivalent
2.4
2.7
1.9
2.1
Age Equivalent
80-88
80-90
79-90
75-85
15
16
15
9
7-9
8-0
7-5
7-6
85
81
96
79-91
75-87
89-103
15
11
40
2.3
1.8
3.8
7-7
7-4
9-3
100
84
91
87
97
84
90
81
88-112
77-90
85-97
79-95
88-106
74-93
79-101
75-87
50
14
27
19
42
14
26
10
4.1
2.9
3.1
2.6
3.9
2.6
3.3
1.8
9-8
8-3
8-7
8-0
9-3
8-0
8-8
7-4
Achievement / Developmental / Functional Results and Interpretations:

The Basic Reading Skills cluster measures sight vocabulary, phonics, and structural analysis. Jane performed
in the low average range on basic reading skills. Jane performed in the low average range on Letter-Word
Identification. This test was a measure of reading decoding, including the ability to identify letter names of
several uppercase and lowercase letters and the ability to identify words. Jane read the words from the list
slowly, and she sounded out the words in her head before she read them aloud. On Word Attack, Jane
performed in the low average range when compared to other students at her age level.
This test measured Janes ability to apply phonic and structural analysis skills in pronouncing phonically and
orthographically regular nonsense or non-words. Jane experienced difficulty reading the non-words, but she tried
to sound them out first by using phonics skills.
The Reading Comprehension cluster measures comprehension, vocabulary, and reasoning. Jane performed
in the low average range on reading comprehension. Jane performed in the low average range on Passage
Comprehension. This test measures reading comprehension and lexical knowledge and requires the ability
to use syntactic and semantic cues. Before filling in the blank with the correct word, Jane read the whole
sentence first. However, she struggled with thinking of the correct word to put in the blank. Jane performed in
the low average range Reading Vocabulary. This test measured an aspect of reading comprehension at the
isolated word level. Jane experienced difficulty with providing synonyms, antonyms, and analogies. She
understood the concepts, but seemed to lack the vocabulary to respond with the correct answers.
The Math Calculation Skills cluster is a measure of computational skills and automaticity with basic math facts and
provides a measure of basic mathematical skills. Jane performed in the average range on math calculation
skills. On Calculation, Jane performed in the average range when compared to other students her age. This test
of math achievement measured the ability to perform mathematical computations. Jane used her fingers and
thinking aloud to solve the calculation problems. However, she did not attempt the division problems, and she
Page | 32
skip counted by fives in order to solve some of the problems. Jane performed in the low average range on
Math Fluency. This test was a measure of math achievement and number facility requiring Jane to rapidly
and accurately solve simple addition, subtraction, and multiplication problems. Jane mostly used mental math,
but she also used her fingers and thinking aloud to solve the simple calculation problems quickly.
The Math reasoning cluster measures problem solving, analysis, reasoning, and vocabulary. Jane performed in
the average range on math reasoning. On Applied Problems, Jane performed in the low average range when
compared to other students her age. This test required her to analyze and solve math problems. Jane used
scratch paper to show her work, and she used self-correction often. Jane also asked the examiner to repeat
the instructions for the word problems, and she did not give up easily. Jane performed in the average range on
Quantitative Concepts. Quantitative Concepts measure knowledge of mathematical concepts, symbols and
vocabulary. Jane demonstrated understanding of math concepts, symbols, and vocabulary, and she also used
mental math to solve patterns in number series.
The Written Expression cluster is an aggregate measure of meaningful written expression and fluency providing
a measure of written expression skills. This cluster is a combination of Writing Fluency and Writing Samples.
Jane performed in the low average range on written expression. Jane performed in the low average range on
Writing Fluency. This test measured her ability to write rapidly with ease (automatically). Jane followed
directions well on this test, and completed the sample items independently. On Writing Samples, Jane
performed in the low average range. This test measured Janes ability to convey ideas in writing. Jane used
self-correction often, and she struggled often with spelling, writing with details, and writing in complete
sentences.
Present Levels of Academic Achievement and Functional Performance
Jane adds and subtracts whole numbers to solve increasingly-complex problems, knows multiplication facts,
identifies number patterns using addition and subtraction, tells time in hours and minutes, and identifies coins
and bills. Jane also uses reading strategies such as re-reading, self-correction, and pausing often to check
for meaning, and reads new words using phonics. Jane writes in complete sentences with correct subjectverb agreement.
Jane displayed difficulty with using place values to read, write, compare and order whole numbers through
the hundred million place, understanding division facts, dividing using whole numbers, rounding numbers to
nearest thousands, and recognizing patterns in multiplication and division. Jane experienced difficulty with
reading new multi-syllable words in fourth grade material by using word parts and context clues, learning
new words through context clues, and finding implied main idea by noting details and summarizing text. Jane
displayed difficulty with writing a well-constructed, well developed paragraph that includes a topic sentence
and supporting details, varying sentence types and correct English usage, and applying punctuation and
capitalization rules.

English
Very low
Low
Low average, below average
Average
High average
Superior
very superior
Basic Reading Skills
Spanish
muy baja
bajo
bajo del promedio, por debajo del promedio
promedio
promedio alto
superior
muy superior
Destrezas Bsicas en Lectura
Page | 33
English
Letter-Word Identification
Word Attack
Reading Comprehension
Passage Comprehension
Reading Vocabulary
Math Calculation Skills
Calculation
Math Fluency
Math Reasoning
Applied Problems
Quantitative Concepts
Written Expression
Writing Fluency
Writing Samples
Spanish
Identificacin de Letras y Palabras
Anlisis de Palabras
Comprensin de Lectura
Comprensin de Textos
Vocabulario de Lectura
Destrezas en Clculos Matemticos
Clculo
Fluidez en Matemticas
Razonamiento en Matemticas
Problemas Aplicados
Conceptos Cuantitativos
Expresin Escrita
Fluidez en la Escritura
Muestras en Redaccin
Cognitive/Adaptive Behavior: Describes the intellectual/cognitive abilities of the student, along with
adaptive skills.
Cognitive/Adaptive Behavior
Woodcock-Johnson-III
Date
03/10/2014 Parent Information Form
04/09/2014
Date
02/25/2014
Scores may have been converted from scaled scores with a mean of 10 and standard deviation of 3 or from T
scores with a mean of 50 and standard deviation of 10 to standard scores with a mean of 100 and standard
deviation of 15.
G factors: Describe seven different general intelligence abilities.

ComprehensionKnowledge (Gc)
Crystallized intelligence is the breadth and depth of a persons acquired knowledge of a culture and the
effective application of this knowledge.
Sub-Tests
Classification
WJ III - General Information Low
(KO)
WJ III - Verbal Comprehen- Low Average
sion (VL, LD)
Standard Score
78
85
Percentile
7
16
The process is unitary/consistent.

The classification of the process (Gc) is a normative weakness.
Page | 34
Gc Results and Interpretations

Verbal Comprehension assesses Janes ability through tasks that required her to identify pictures of familiar and
unfamiliar objects; listen to words presented by the examiner, and provide an appropriate synonym and
antonym; and complete a four-part analogy based on the three parts already given. On this test, Jane
identified pictures and attempted to provide synonyms, antonyms, and analogies. Jane struggled with this
task, even the examiner read the test items to her. The General Information test specifically measures the
depth of Janes general verbal knowledge. On this test, Jane experienced difficulty with identifying where a
person would find certain items or what a person would do with them due to a lack of general vocabulary.

English
Comprehension-Knowledge
Verbal Comprehension
General Information
Lexical Knowledge
Knowledge
Vocabulary
Acquired Knowledge
Spanish
Comprensin-Conociemiento
Comprensin Verbal
Informacin General
Conocimiento Lxico
Conocimiento
Vocabulario
Conocimiento Aquiridos
Fluid Reasoning (Gf)
Fluid intelligence is the ability to use and engage in various mental operations when faced with a relatively
novel task that cannot be performed automatically.
Sub-Tests
KABC-II - Pattern
Reasoning
(I)
WJ III - Analysis-Synthesis
(RG)
Classification
Average
Low Average
Standard Score
90
88
Percentile
25
21

The classification of the process (Gf) is within normal limits.
Gf Results and Interpretations:
On the Pattern Reasoning subtest, she was shown a series of stimuli that form a logical, linear pattern, but one
stimulus is missing. Jane completed the patterns by selecting the correct stimulus from an array of 4 to 6
options at the bottom of the page. Analysis-Synthesis measures Janes ability to reason and draw conclusions
from given conditions or deductive reasoning. Jane used the key to solve the puzzles, and she followed
directions well.
Page | 35

English
Spanish
Raznamiento Fluido
Induccin
Razonamiento General Secuencial
patrn lineal
El razonamiento deductivo
estmulos
extraer, sacar conclusiones
razonamiento cuantitativo
Fluid Reasoning
Induction
General Sequential Reasoning
Linear pattern
Deductive reasoning
Stimuli
Draw conclusions
Quantitative Reasoning
Long-Term Retrieval (Glr)

Long-term retrieval is the ability to store information (e.g. concepts, ideas, items, or names) in long-term
memory and to retrieve it later fluently through association.
Sub-Tests
Classification
Standard Score
Percentile
WJ III Visual-Auditory
Learning (MA)
Average
104
60
WJ III - Retrieval Fluency

(FI)
Low
76**
The process is not unitary/consistent.

The process (Glr) is not unitary/consistent and there is a normative weakness in a narrow ability.
Ideational Fluency (FI)
Glr Results and Interpretations
The Visual-Auditory Learning test measures Janes long-term storage and retrieval abilities. On this test, Jane
remembered the picture symbol representations with little difficulty. Retrieval Fluency measures Janes fluency
of retrieval from stored knowledge. On this test, Jane hesitated often when providing lists of food, drinks, first
names of people, and animal names, quickly.
**Although these two scores are not unitary, a third test was not administered because there is not another test
that measures the narrow ability, ideational fluency.

English
Long-Term Retrieval
Store information
Long-term memory
Associative memory
Ideational fluency
Storage and retrieval abilities
Spanish
Recuperacin de Largo Plazo
almacenar informacin
memoria a largo plazo
memoria asociativa
fluidez de ideas
capacidades de almacenamiento y recuperacin
Page | 36
Short-Term Memory (Gsm)

Short-term memory is the ability to apprehend and hold information in immediate awareness and then use
it within a few seconds.
Sub-Tests
Classification
WJ III - Memory for Words
Low
(MS)
WJ III - Numbers Reversed Low Average
(MW)
Standard Score
73
86
Percentile
4
17

The classification of the process (Gsm) is a normative weakness.
Gsm Results and Interpretations
Numbers Reversed is a test that measures short-term memory. This is also classified as a measure of working
memory or attentional capacity. On this test, Jane listened to a number series of three or less numbers and
said them to the examiner backward. Once the number series increased to four or more numbers, Jane
could not remember the number series backward. Memory for Words measures short-term auditory memory
span. On this test, Jane repeated a series of three words, but she could not remember more than a threeword series.

English
Spanish
Short-Term Memory
Apprehend and hold information
Awareness
Working memory
Attentional capacity
Auditory memory span
Memoria a corto plazo

aprehender y retener informacin
conciencia
memoria de trabajo
la capacidad de atencin
amplitud de la memoria auditiva
Processing Speed (Gs)
Processing speed is the ability to perform cognitive tasks fluently and automatically, especially when
under pressure to maintain focused attention and concentration.
Sub-Tests
Classification
WJ III - Decision Speed
Low Average
(RE)
WJ III - Visual Matching (P, Low
R9)
Standard Score
80
71
Percentile
9
3

The classification of the process (Gs) is a normative weakness.
Gs Results and Interpretations
Page | 37
Visual Matching is a measure of Processing Speed; Janes ability was assessed through tasks that required
her to quickly locate and circle two identical numbers in a row of six numbers. On Visual Matching, Jane did
not make any errors on this test, but she did not work quickly enough to perform better. Decision Speed is the
ability to make correct conceptual decisions quickly. On Decision Speed, Jane did not make any errors, but she
could not make conceptual decisions quickly.

English
Spanish
Rapidez en el Procesamiento
Rapidez de Razonamiento
fluidez
automticamente
atencin enfocada y la concentracin
decisiones conceptuales
Processing Speed
Speed of reasoning
Fluently
Automatically
Focused attention and concentration
Conceptual decisions
Auditory Processing (Ga)

Auditory processing is the ability to perceive, analyze, and synthesize patterns among auditory stimuli.
Sub-Tests
WJ III - Incomplete Words
(PC:A, PC:S)
WJ III - Sound Blending
(PC:S)
Classification
Low Average
Standard Score
88
Average
93
Percentile
21
31

The classification of the process (Ga) is within normal limits.
Ga Results and Interpretations
Sound Blending measures phonetic coding: analysis or the ability to process speech sounds, as in identifying,
isolating, and analyzing sounds. Jane listened to word parts and put them together to form the whole word.
Incomplete Words is an aspect of Auditory Processing, which measures Janes auditory analysis and auditory
closure, and aspects of phonemic awareness, and phonetic coding. Jane listened to a recording and guessed
the word that the recording was trying to say.

English
Auditory Processing
Perceive, analyze, synthesize patterns
Auditory stimuli
Phonetic coding: analysis
Phonetic coding: synthesis
To process speech sounds
Phonemic awareness
Spanish
Procesamiento Auditivo
percibir, analizar, sintetizar patrones
estmulos auditivos
codificacin fontica: anlisis
codificacin fontica: sntesis
procesar los sonidos del habla
la conciencia/conocimiento fonolgica
Page | 38
Visual-Spatial (Gv)
Visual processing is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think
with visual patterns and stimuli.
Sub-Tests
Classification
WJ III - Picture Recognition Average
(MV)
WJ III - Spatial Relations
Average
(SR, Vz)
Standard Score
107
91
Percentile
68
27

The classification of the process (Gv) is within normal limits.
Gv Results and Interpretation
Spatial Relations measures visualization and the ability to analyze and synthesize visual stimuli. Jane identified
the pieces of the puzzle that made up the whole puzzle. Picture Recognition measures visual memory, which
is the ability to form and store a mental representation or image of a visual stimulus and then recognize or
recall it later. Jane remembered a series of pictures from one page to the next. She was focused and
concentrated on this test.

English
Visual-Spatial Thinking
Visual processing
Visual stimuli
Recognize or recall
Visual-spatial thinking
Visual processing
Spanish
Percepcin Visual-Espacial
procesamiento visual
estmulos visuales
reconocer o recordar
pensamiento visual-espacial
procesamiento visual
Adaptive behavior is the degree to which the student exhibits personal and social self-sufficiency.
Cognitive/Adaptive Behavior Results and Interpretations:
Adaptive behavior skills were discussed. According to teacher observations, Jane demonstrates socially
appropriate behaviors with peers. She has demonstrated age-appropriate skills in the school environment with
regard to personal needs, communication, and social skills. Based on a review of records, previous assessment,
and current competencies, adaptive behavior and cognitive abilities appear to be commensurate.
Based on data from the parent and/or teacher, the students adaptive behavior is commensurate with age
expectations.

English
Adaptive Behavior
Personal And Social Self-Sufficiency
Social Skills
Personal Needs
Spanish
Comportamiento Adaptativo
Autonoma Personal y Social
Habilidades Sociales
Necesidades Personales
Page | 39
English
Communication
Self-Direction
Functional Pre-Academics
Leisure
School/Home Living
Health And Safety
Self-Care
Practical Area
Social Area
Conceptual Area
General Adaptive Composite
Spanish
Comunicacin
Autodireccin
Pre-Acadmicos Funcionales
Ocio
Escuela / Hogar Habitable
Salud y Seguridad
Autocuidado
rea De Prctica
rea Social
rea Conceptual
Compuesta De Adaptacin En General
Conclusions: Describes the proposed disability condition and how it affects the students academic
ability.
Conclusions
Documentation of Disability: Specific Learning Disability
There is a normative deficit in academic achievement.
Based on the data gathered in this evaluation, the student has had adequate instruction and supplemental
intervention. Despite this, the student displays a normative academic weakness in:
Basic Reading
Written Expression
Data to support normative deficit:
Jane was not successful on the STAAR in reading, and she exhibited below grade level performance in
reading and language on the Stanford local assessment. Results from the WJ-III indicated that Jane exhibited
academic deficits in reading and writing.
Exclusionary factors have been considered and ruled-out.
The cognitive processing areas of intact abilities include:
Associative Memory (Glr:MA)
Fluid Reasoning (Gf)
Auditory Processing (Ga)
Visual Spatial (Gv)
The cognitive processing areas of weakness include:
Crystallized Knowledge (Gc)
Ideational Fluency (Glr:FI)
Processing Speed (Gs)
Short-Term Memory (Gsm)
Relation between cognitive deficits and academic
deficits: Basic Reading
Perceptual Speed (Gs:P)
Working Memory (Gsm:MW)
Page | 40
Lexical Knowledge (Gc:VL)
Written Expression
Lexical Knowledge (Gc:VL)
General Knowledge (Gc:KO)
Ideational Fluency (Glr:Fl)
Evidence of a functional impairment:
Jane exhibits difficulty with vocabulary development, answering factual questions, comprehending oral
and written language, acquiring general knowledge and knowledge in content areas. Jane also exhibits
difficulty with basic reading skills (i.e., sound/symbol association word recognition). She may have difficulty with
basic writing skills, spelling, or exhibits word or information finding (i.e., I know it but cant think of it).
Jane displays difficulty processing information rapidly or completing her assignments within time limits or
taking timed tests. She also has difficulties making rapid comparisons between and among bits of information,
and copying. Jane is slow in the rate of cognitive task performances, the immediate recall of previously stored
knowledge, general verbal information and slow in concept processing. Jane exhibits difficulty following
directions, remembering information long enough to process it for understanding, recalling sequences,
memorizing factual information (e.g., math facts), listening to and comprehending lengthy discourse, and
taking notes.
The student meets the criteria for a Specific Learning Disability in the following area(s):
Basic Reading
Written Expression

English
Documentation of disability
Deficit/weakness
Intact/normal abilities
Cognitive and academic deficits/weaknesses
Evidence of functional impairment
Spanish
documentacin de la discapacidad
dficit / debilidad
Intactos/habilidades normales
dficit / debilidades cognitivas y acadmicas
evidencia de discapacidad funcional
Final Determination: States whether or not the student is a student with a disability or not.
Final Determination
Based on the data gathered in this FIE, it is noted that the student meets the criteria for the following
handicapping condition(s):
Primary Handicapping Condition:
08 Learning Disability
Page | 41
Dyslexia
The student does exhibit one or more difficulties with low performance for the students age and educational
level in the following academic skills (Reading Real Words in Isolation, Reading Nonsense Words, Reading
Fluency - both rate and accuracy, and Written Spelling - not an isolated difficulty).
Reading Real Words in Isolation
Reading Nonsense Words
Written Spelling (not an isolated difficulty)
The student does not presently or historically exhibit a deficit in phonological or phonemic
awareness. Also, the student does not exhibit difficulties in Rapid Naming and/or Orthographic
Processing.
There is not evidence of unexpectedness (average ability to learn in the absence of print or average ability
to learn in other academic areas).
Other deficits are present.
Vocabulary
Written Expression
The student does not meet the criteria for dyslexia identification.

English
Dyslexia
Emotional disturbance (ED)
Intellectual Disability
Multiple Disabilities (MI)
Non-Categorical Early Childhood
Specific Learning disability (SLD)
Speech impairment (SI)
Auditory impairment (AI)
Autism (AU)
Deaf-Blindness
Spanish
dislexia
Trastorno emocional (ED)
Discapacidad Intelectual
Discapacidades Mltiples (MI)
Sin categora de la Primera Infancia
Impedimento Ortopdico (OI)
Otros Impedimentos de la Salud (OHI)
La Discapacidad Especfica de Aprendizaje
(SLD)
Deterioro del lenguaje (SI)
Lesin cerebral traumtica (TBI)
Impedimento Visual (VI)
Impedimento Auditivo
Autismo
Sordo-Ceguera
Additional Supports and Services: Describes services such as counseling or assistive technology
and also provides recommendations for student success in the classroom.
Page | 42
Additional Support and Services

Based on current evaluation data, the student is anticipated to:
Be involved in and make progress in the instructional program with the supports and services
recommended
Participate in the educational program with other children with and without disabilities
Therefore, no additional supports and/or services (e.g. Assistive Technology) are needed
at this time.
Recommendations:
Comprehension Knowledge:
Several instructional strategies that may be effective for Jane would be reviewing vocabulary words before a
lecture or before she is asked to read content area text. Provide a reference of key words during oral
instruction. Try to pair oral instructions with demonstrations. Insure understanding of present information
before introducing additional information. Teach Jane to use reference aids such as the glossary and a
thesaurus. Provide her with advance organizers. Use cloze strategies during oral presentations or lectures.
Immediately correct her grammatical or word usage errors.
Long-Term Retrieval (Ideational Fluency):
Before introducing a new skill, activate Janes prior knowledge. Provide Jane with frequent review, structured
rehearsal, practice, or over-learning of skills and concepts. Use visual, kinesthetic, vocal, and auditory
channels as appropriate. Teach her rote information. Teach Jane how to group information into meaningful
categories. Teach Jane to break down information into small parts or chunks and to elaborate on information
immediately after it is read. Use instructions to make and use mnemonic devices to retain information:
repetition, acrostic, acronym, or visualization.
Processing Speed:
Accommodations for Jane in the classroom would be extended time, emphasize accuracy above speed, and
shorten her assignments. Jane will require extra time in responding even to well-practiced tasks and could
have difficulty making correct conceptual decisions quickly. Jane could benefit from the use of flashcards,
timed drills and teaching her skills to automaticity. Limit or structure her copying activities. Provide activities
that will increase her rate and fluency (e.g., flashcards, speed drills). Jane may benefit from instruction by
teaching speed with simple automatic tasks such as reading high frequency words and graphing progress.
Have Jane set goals for speed.
Short-Term Memory:
Activities that might benefit Jane may be to keep oral directions short and simple; ensure directions are
understood, have Jane paraphrase directions, provide compensatory aids (e.g., write directions, procedures,
and assignments on board or paper, provide notes or arrange for peer-shared notes, provide study guide to
be filled out during pauses in presentation), provide over-learning, review, and repetition; and teach memory
strategies (e.g., chunking, verbal rehearsal, visual imagery).
Educational Diagnostician
Jill Test, Qualified Professional
Position
General Education Teacher
Melanie Test, Qualified Professional
Position
Page | 43

English
Recommendations
Allow ample time for word retrieval
Assignment notebook
Audio taped lectures
Behavior management plan
Calculators
Changes in pace of instruction
Changes in requirements of essential elements
Changes in tools, equipment (voc. Ed)
Defined physical space
Do not penalize for spelling errors
Do not penalize of phonetic errors
Encourage small group cooperative learning
Extended time for assignment completion
Frequent/immediate feedback
Highlighted texts and materials
Increase wait time for oral responses
Translator for hearing impaired
Keep testing vocabulary the same as teaching
vocabulary
Minimal auditory distraction
Model expected performance response
Modified assignments
Modified tests
Monitor for appropriate rate of speech
Note taking assistance
Oral directives
Oral responses
Oral tests
Peer tutoring
Positive reinforcement
Preferential seating
Reduce expected length of oral responses
Reduced paper and pencil task
Spanish
Rrecomendaciones
Permita el tiempo necesario: para recordar
palabras/ responder a preguntas
Cuaderno de tareas
Lecciones audio-grabadas
Programa de Administracin de la conducta
Calculadoras
Cambios en la velocidad de la instruccin
Cambios de los elementos (conceptos) bsicos
de la clase
Cambios de los instrumentos, equipo
(educacin vocacional)
Espacio fsico definido
No penalizar por errores ortogrficos
No penalizar por errores fonticos
Promueva la enseanza cooperativa en grupos
pequeos
Tiempo extra para completar las tareas y
trabajos
Respuesta inmediata o frecuente
Textos y materiales subrayados
Aumentar el tiempo de espera para respuestas
orales
Intrprete para impedimentos auditivos
Utilice el mismo vocabulario de prueba que
utiliza para la enseanza
Minimizar las distracciones auditivas
Modelar las respuestas deseadas
Tareas modificadas (ms cortas o simples)
Pruebas modificadas (ms cortas o simples)
Observar que la velocidad del habla sea la
apropiada
Ayuda para tomar apuntes notas
Direcciones dadas de forma oral
Respuestas orales
Pruebas orales
Proveer Apoyo a travs de compaeros del
saln
Refuerzo positivo
Asiento preferente (sentarse al frente)
Reducir el tiempo de las respuestas orales
Reduccin de trabajos a papel y lpiz
Page | 44
English
Refine /reteach each questionable vocabulary
and concepts
Repeated drill and practice
Short answer tests
Shortened assignments
Shortened tests
Special instructional equipment
Speech modifications
Study sheets
Taped tests
Use a signal to help student know when to
Use cueing hierarchy
Spanish
Refinar y re-ensear vocabulario y conceptos
que no estn claros
Repeticin, reforzamiento extra , y prctica extra
Pruebas de respuestas cortas
Tareas acortadas
Pruebas acortadas
Equipo especial didctico
Modificaciones del lenguaje debido al habla
Hojas de repaso o estudio
Pruebas grabadas
Usar una seal para ayudar al estudiante a
reconocer cuando.......
Utilisarce la jerarqua de sugerencias
Page | 45
Translating
ARD/IEP Meetings
Page | 46
THE ROLE OF THE TRANSLATOR IN THE ARD/IEP MEETING PROCESS

What We Do In Houston ISD
Schools must ensure that adult students and parents fully understand ARD/IEP proceedings and are
able to participate in any discussions related to their educational placement or that of their child. For
Spanish translation of the ARD/IEP meeting, the translator must be trained as a Spanish language
translator. For languages other than Spanish, the school must request a translator through the
Translator Request form at least one week in advance to obtain an appropriately trained translator.
The Office of Special Education Services provides annual training, and retraining every three years,
for school ARD/IEP translators. Online and in-person training are also provided through e-TRAIN for
contract translators.
How We Ensure Parents and Adult Students Can Understand and Participate in ARD/IEP
Meetings
In order to ensure that adult students and parents can fully understand and participate in the
proceedings of the ARD/IEP committee meetings, the department chairs and all relevant staff must
ensure the following:
If the parents/adult student's native language is Spanish, the district will provide an audio copy
of the translated IEP meeting in Spanish, during which each section and each required
element of the IEP is discussed, even if there are no changes to the sections. The audio copy
of the meeting shall contain all required elements of the IEP discussed during the meeting.
If the parents/adult student's native language is a language other than Spanish, the district will
make a good faith effort to provide the parent/adult student with an audio copy of the translated
IEP meeting in their native language.
All Prior Written Notices, including the Notice of Proposal or Refusal, must be given to
parents/adult student in their native language, unless it is clearly not feasible to do so. If it is
not feasible to provide a Prior Written Notice in the parent's/adult student's native language,
the district will make a good faith effort to provide an oral translation to the parent/adult
student.
The audio equipment must be checked prior to the meeting, and placed next to the
translator in order to obtain an audible recording. The recording must be checked at the
conclusion of the meeting to ensure that it is audible. If it is not audible, a written translated
copy of the IEP shall be provided to the parent/adult student. Digital recording is encouraged.
A translated summary of the meeting does not meet the requirement of the regulation. It
is best practice to follow a set agenda including all the required elements of the IEP. In the
event that each section of the IEP is not discussed and translated during the ARD/IEP
meeting, the school shall provide a written translation of the IEP to the parent/adult student.
A copy of the audio recording or the written translation must be maintained by the school for
every ARD/IEP meeting.
Page | 47
After watching the first video and reviewing the section, How We Ensure Parents
Can Understand and Participate in ARD/IEP Meetings on page 46, check your
understanding by circling whether or not the techniques listed below are Correct
or Incorrect.
Correct or Incorrect
You are seated to the side and slightly behind the speaker.
You use first person to translate the speakers statement.
Side conversations should never be translated.
Adding, omitting, or substituting information during translation

should be avoided.
After the speaker completes his or her statement, you say, He

says that .
Side conversations should be rare and never exclude anyone.
It is acceptable to change the intent of the speakers message.
You are seated next to the speaker.
After watching the second video, check your understanding by responding to

the multiple-choice and True or False questions below.
Why is clarifying important to you as the translator?
a. Creates less disruption
b. Provides a better flow
c. Prevents exclusion
d. All of the above
True or False: Summarizing information is an appropriate technique when managing the
translation session.
True or False: Using the tone, style, and register of the speaker prevents confusion, instills
confidence, and ensures accurate messages.
The ARD/IEP meeting agenda is an effective tool that schools use during ARD/IEP meetings. The
Agenda lists the topics that must be addressed by the ARD/IEP committee as required by law. These
topics are listed in the order in which they will be usually discussed during the ARD/IEP
meeting. Your school should have an agenda available that you can use at the meeting.
(See: Embed Video: http://www.youtube.com/watch?v=WZ7clH3WiEk
(Source: http://www.texasprojectfirst.org/ARD/IEPIEP.html)
Page | 48
ARD/IEP Agenda
Office of Special Education Services
The ARD/IEP committee should review each topic in the order presented and work toward reaching a
consensus among all members of the group. Using the ARD/IEP agenda allows you to have a
greater understanding of the formal ARD/IEP meeting and what to expect.
The agenda listed below is an example of what an ARD/IEP agenda may look like. Before the
ARD/IEP meeting, ask your school to see a copy of the Agenda to help you prepare for the meeting.
ARD/IEP Agenda
Office of Special Education Services
1. Introductions and purpose of meeting
2. Review evaluation, eligibility and other educationally relevant data
3. Determine disability condition and need for special education instructional services
4. Review Present Levels of Academic Performance and Fuctional Performance
5. Develop measurable goals and/or short term objectives
6. Develop Schedule of Instructional Services
7. Determine participation in district and state assessments
8. Consider educational alternatives
9. Consider LRE (Least Restrictive Environment)
10. Assurances for appropriate educational services
11. Determine placement
12. ARD/IEP Supplements to consider and complete: Address special factors such as the need for
Braille instruction (VI), communication needs (AI, LEP), in-home training and parent training (AU) and
assistive technology using the appropriate supplement on which to document the childs individual
needs.
13. Review Deliberations, make changes/corrections as required, and obtain consensus
Page | 49
GETTING STARTED: INTRODUCTIONS

Everyone at the ARD/IEP meeting introduces themselves and describes their role at the meeting.
NOTE: It is important for parents to know that deliberations are taken at each ARD/IEP meeting. The
purpose of the deliberations is to record what happened at the meeting. It is like a diary.
English
Admission, Review, and Dismissal
Introduce/Present
Special education teacher
General education teacher
Educational diagnostician/Evaluation Specialist
Licensed specialist in school psychology
Speech therapist
Occupational therapist
Physical therapist
Nurse
Administrator
Advocate
LPAC representative
Spanish
Admisin, Revisin y Retiro
Introducir/presentarse
Maestro/a de educacin especial
Maestro/a de educacin general
Especialista en evaluacin
Especialista licenciado en psicologa escolar
Terpaeuta habla
terapeuta ocupacional
fisioterapeuta
Enfermera
Administrador
defensor
representante LPAC
I. PURPOSE OF ARD/IEP MEETING

The ARD/IEP meeting should occur every year, or annually; however, ARD/IEP meetings may also
occur at various times during the school year in order to make changes to the students IEP or to
review an evaluation. The purpose is disclosed at the beginning of the meeting.
English
Annual ARD
Brief ARD
Reevaluation ARD
Dismissal ARD
Initial ARD
Interpreter
Waiver
School days
Parent agreement
Member excusal
Deliberations/meeting minutes
Spanish
ARD Anual
ARD Breve/Revisin
ARD Reevaluacin
ARD Retiro
ARD Inicial
intrprete
Renuncia
das escolares
acuerdo de los padres
excusar miembros
Deliberaciones/ Minutas de la Reunin
Page | 50
II. Information Reviewed and Considered

Any new evaluation information or data that has been gathered and will impact decisions regarding
the students education is reviewed with the ARD/IEP committee. This information may include:
Students evaluation
Vocational Assessment
Parent Information and concerns
English
Review
Report
Full and individual evaluation
Reevaluation
Full and individual initial evaluation
Spanish
Revisin
Reporte
Evaluacin completa e individual
Reevaluacin
Evaluacin inicial completa e individual
III. Determination of Eligibility

A student must meet the federal definition of disability and have an educational need for special
education or related services. In this part of the meeting, often the Special Education Chairperson
will state if the students eligibility remains the same. At some meetings, new evaluation information
may have determined that a new disability exists or that a disability no longer exists. For parents who
have children with developmental disabilities such as Cerebral Palsy, Autism or Down Syndrome, it
seems pointless to be reminded that their child still has the same disability, but remember that it is a
requirement. Also, despite having a federally defined disability, a student may not require special
education or related services and therefore, eligibility may not be met.
English
dyslexia
Emotional disturbance (ED)
Intellectual Disability (ID)
Multiple Disabilities (MI)
Non-Categorical Early Childhood (NCEC)
Specific Learning disability (SLD)
Speech impairment (SI)
Auditory impairment (AI)
Autism (AU)
Deaf-Blindness (DB)
Spanish
dislexia
Trastorno emocional (ED)
Discapacidad Intelectual
Discapacidades Mltiples (MI)
Sin categora de la Primera Infancia
Impedimento Ortopdico (OI)
Otros Impedimentos de la Salud (OHI)
La Discapacidad Especfica de Aprendizaje
(SLD)
Deterioro del lenguaje (SI)
Lesin cerebral traumtica (TBI)
Impedimento Visual (VI)
Impedimento Auditivo
Autismo
Sordo-Ceguera
Page | 51
IV. Development of the IEP and Consideration of Special Factors

A. Review of Present Levels of Academic and Functional Performance (PLAAFP)
What is the student able to do now and how is that measured? Present Levels, or Competencies,
as they are called in some school districts, are linked to the students IEP goals and/or the
curriculum. In Texas, the curriculum used in public schools is called the TEKS, or The Texas
Essential Knowledge and Skills. Present Levels must include how the disability affects the students
progress in the classroom.
Areas that may be addressed include:
Physical
Behavioral or Discipline
Health or Medical
Vocational
Academic
Language (including Limited English Proficiency)
Instruction in Braille
Communication Needs
Assistive Technology Needs
Consider Extended School Year (ESY) Services

For every student with a disability, the ARD/IEP committee should discuss whether there is a need for
ESY services. ESY services are for students who may have lost a skill or showed regression after
learning a skill.
Summary: Por cada estudiante con una discapacidad, el comit ARD / IEP debe discutir si hay una
necesidad de servicios ESY. Servicios ESY son para estudiantes que hayan perdido una habilidad o
mostraron regresin despus de aprender una habilidad.
ARD/IEP SAMPLE:
IV. DEVELOPMENT OF THE INDIVIDUALIZED EDUCATION PROGRAM AND CONSIDERATION OF
SPECIAL FACTORS:
A. PLAAFP 34 CFR 300.320
Present Levels of Academic Achievement and Functional Performance: (PLAAFP) 34 CFR 300.320
The present levels of academic achievement and functional performance in the IEP describe what the
student knows and is able to do. The phrase present levels describes the students unique needs that
result from his/her disability. The phrase performance describes what the student can do. Together,
present levels and performance address the students concerns/needs and strengths.
(The following information is derived from: report data, documentation from classroom performance,
parent/student reports, curriculum-based and standardized assessments, observations, and student
samples).
Page | 52
Student Profile: The students profile considers the grade-level content standards (e.g., TEKS*) for the
grade in which the student is enrolled or would be enrolled based on age and where the student is
performing in relation to those standards.
Jane can add and subtract 2 digit numbers with regrouping with 5 out of 6 correct. She can identify
multiplication with 7 out of 10 correct. She can read new words using phonics with 4 out of 5 correct.
Jane adds and subtracts whole numbers to solve increasingly-complex problems, knows multiplication
facts, identifies number patterns using addition and subtraction, tells time in hours and minutes, and
identifies coins and bills. Jane also uses reading strategies such as re-reading, self-correction, and
pausing often to check for meaning, and reads new words using phonics. Jane writes in complete
sentences with correct subject-verb agreement.
Describe how the students disability(ies) affect(s) the students involvement and progress in the
general education curriculum.
Jane displayed difficulty with using place values to read, write, compare and order whole numbers through
the hundred million place, understanding division facts, dividing using whole numbers, rounding numbers to
nearest thousands, and recognizing patterns in multiplication and division. Jane experienced difficulty with
reading new multi-syllable words in fourth grade material by using word parts and context clues, learning
new words through context clues, and finding implied main idea by noting details and summarizing text.
Jane displayed difficulty with writing a well-constructed, well developed paragraph that includes a topic
sentence and supporting details, varying sentence types and correct English usage and applying
punctuation and capitalization rules.
Academic/Functional/Other (Provide academic/functional information for each area identified in the current
evaluation that interferes with the students progress in the general education curriculum.)

English
Spanish
Present Levels of Academic and Functional

Performance
niveles actuales de desempeo acadmico y

funcional
Progress
progreso
B. Individualized Education Programs (IEP), Annual Goals and Objectives

In this portion of the meeting, the ARD/IEP committee reviews the progress. New IEP goals are
developed based on what the committee agrees the student should learn in the next year. Annual
goals should be designed to meet the students needs and help them to make progress in the
classroom.
Review progress from the previous years IEP
Discuss new or proposed IEP
Discuss how progress will be measured and reported to the parents.
ARD/IEP SAMPLE:
ANNUAL GOAL: B
Academic Performance
Curriculum/Service Area: Reading/Inclusion
Page | 53
Measurable Annual Goal:

Under the following conditions: using dictionary, brainstorming, interactive computer programs, journals
and foldables, Jane will understand new vocabulary and use it when reading and writing (110.15.b.2).
Progress will be determined using the following measurement criteria: Percent Accuracy. Janes baseline
score was 20.0 percent on 05/16/2014. Jane will achieve 40.0 percent by 05/15/2015.
Goal Objective(s)
Under the following conditions: using a dictionary, class notes, interactive computer programs,
modeling and foldables, Jane expected to identify and write antonyms and synonyms. Progress will be
determined using the following measurement criteria: Percent Accuracy. Janes baseline score was 20
Percent on 05/16/2014. Jane will achieve 40 Percent by 05/15/2015.
Under the following conditions: using models, charts, pictures, interactive computer programs,
journals and dictionary, Jane expected to identify and write prefixes and suffixes.. Progress will be
determined using the following measurement criteria: Percent Accuracy. Janes baseline score was
20 Percent on 05/16/2014. Jane will achieve 40 Percent by 05/15/2015.

English
Annual Goal
Under the following conditions
Baseline score
Percent
Accuracy
Objectives
Spanish
meta anual
bajo las siguientes condiciones
puntuacin basal
por ciento
precisin
objetivos
C. Supplementary Aids & Services

A modification indicates that WHAT is being taught. An accommodation is a tool that provides equal
access to students. An accommodation indicates HOW the content will be taught, made accessible,
or assessed. Accommodations can be used school wide to address the needs of all students.
D. Transition Services
Transition services are those services and activities provided to students that specifically help them to
move successfully from public school to life after public school. Transition activities should help the
student make a successful transition to college or community college, employment, independent
living, and healthy life. These services must be based on the students strengths, preferences and
interests. The student must be invited to participate in the ARD/IEP meeting when transition services
are discussed. Parents may request that transition services be addressed in the IEP prior to the
student turning age 14.
English
Transition plan
Transition services
Post-secondary education
Spanish
plan de transicin
servicios de transicin
la educacin post-secundaria
Page | 54
Employment
Independent living
Healthy life
Post-secondary goals
Community college
University
empleo
vida independiente
vida sana
metas post-secundarias
colegio comunitario/comunidad
universidad
E. Graduation Plan
In Texas, there is one diploma. Parents should ask their school district for their graduation policy and
work with their ARD/IEP committee to determine the requirements necessary for graduation. Note:
Senate Bill 673 allows students with disabilities to participate in graduation ceremonies after four
years of high school even if they plan to stay in school longer.
English
Spanish
Graduation
Graduation plan
Distinguished Achievement Program (DAP)
Recommended High School Program (RHSP).
Minimum Core Program
graduacin
plan de graduacin
Programa de Logros/Aprovechamientos
Distinguidos (DAP)
el Programa Recomendado de Escuela
Secundaria (RHSP)
Programa Mnimo
F. Behavior Considerations
Some students require the development of a Behavior Support and Intervention Plan (BSIP) to
address the prevention of undesirable behaviors that are due to their disability and to replace those
behaviors with desired behaviors. The BSIP must focus on Positive Behavior Intervention Supports
and may include parent or in home training to assist the at home and at school. The BSIP is a part of
the students IEP. If a student is unable to follow the Student Code of Conduct because of their
disability, a BSIP should be developed.
English
Behavior support plan
Discipline records
Outside evaluations
Functional behavior assessment
Challenging behaviors
Off task
Leaves assigned area
Disruption inside/outside the classroom
Antecedents/positive supports
Verbal Prompting Redirection
Spanish
plan de apoyo comportamiento
reporte de disciplina
evaluaciones externas
evaluacin de la conducta funcional
comportamientos desafiantes
no hacer la tarea
salir rea asignada
interrupcin dentro / fuera de la clase
antecedentes / apoyos positivos
Redireccin de indicaciones verbales
Page | 55
English
Preferential Seating and Proximity Control
Corrective Feedback
Physical Prompting / Redirection
Reduce Length / Number of Directives
Develop Behavior Chart or Contract
Visual Prompt / Cue / Signal
Teach / Establish Clear Rules
Counseling or Conferencing / Processing
Written or Visual Schedule
Token Point or Level System
Provide Manipulatives
Provide Choices
Cooling off Period
Remove Distracting Materials
Private Praise
Tangible Reward
Public Praise
Earned Activity / Privilege
Positive Note Home
Job Responsibility
Class / School Reward System
Consequences
Planned Ignoring
Removal from Group / Class
Administrative Conference
Nonverbal Cue
Escort Between Classes
In Building Suspension
Sent to Office
Loss of Incentive or Privilege
Off Campus Suspension
Public Correction
Class Discipline System
Parent Notice or Meeting
Reprimand / Warning
Student Teacher Conference
Lunch Detention
Failure to Earn Reinforcers / Rewards
Structured Activity
Unstructured Activity
Independent Seat Work
Delay / Avoid Task
Express Frustration / Anger
Group Work
Spanish
Asiento preferencial y Control de proximidad
Realimentacin correctivo
Indicaciones fsicas / redireccin
Reducir duracin/ Nmero de Directivas
Desarrollar Grfico Comportamiento o contrato
Indicaciones Visuales / Cue / Seal
Ensee / Establecer reglas claras
Consejera o conferencias / Procesamiento
Escrito o Horario Visual
Punto de Token o Sistema de Niveles
proveer manipulativos
proveer opciones
Perodo de calmarse
Elimina Materiales de distraccin
Alabanza privado
Recompensa tangible
Alabanza Pblica
Actividad privilegiada/ Privilege
nota positiva enviada a casa
Responsabilidad de Trabajo
Sistema de Recompensa en la clase
consecuencias
Planea desatender
Separacin del grupo / clase
Conferencia Administrativa
Indicaciones sin hablar
Acompao entre clases
Suspensin en Edificio
Enviado a la oficina
Prdida de Incentivo o Privilege
Suspensin Fuera de la Escuela
correccin Pblica
Sistema de Disciplina para Clase
Aviso para padres o de reuniones
Reprimenda / Advertencia
Conferencia del profesor de estudiante
Detencin durante el almuerzo
Si no se Gane refuerzos / recompensas
Actividad estructurada
Actividad no estructurada
Trabajo de Asiento Independiente
AplazarEspera / Evitare Tarea
expresa frustracin / Enojo
Trabajo en grupo
Page | 56
G. Physical Competencies
In this section, the ARD/IEP committee will review the students vision and hearing screening results.
If the student has any medical issues or restrictions, it will be discussed during this part of the
meeting.
H. Assistive Technology
Assistive Technology should be considered for all students receiving special education services.
Assistive technology devices are any items, equipment, or products that are used to help a student
function or communicate in the classroom. Types of assistive technology may include: talking
calculators, computers, and electronic dictionaries.
Summary: Los dispositivos de tecnologa auxiliar deben ser considerados para todos los estudiantes
que reciben servicios de educacin especial. Dispositivos de tecnologa de asistencia son
cualquierningn artculo, equipos o productos que se utilizan para ayudar a un nio a funcionar o
comunicarse en el aula. Tipos de tecnologa de asistencia pueden incluir: calculadoras parlantes,
computadoras, diccionarios electrnicos, etc.
I. Communication Needs
If the student has specific needs in order to communicate, it will be addressed during this part of the
meeting.
J. Individual Family Service Plan
This plan is used in the development of the IEP for preschool students who have received services in
Early Childhood Intervention (ECI) programs.
K. Considerations for Autism (AU)
In Texas, there are additional services and areas that need to be addressed for students with autism.
Most school districts have a separate form that is completed to address specific needs for these
students.
English
Autism
Pervasive developmental disorder
Social skills supports and strategies
Positive behavior support strategies
In-Home and Community-Based Training
Staff-To-Student Ratio
Learning Levels
Acquisition
Fluency
Maintenance
Generalization
Minimal Unstructured Time
Communication Interventions
Spanish
autismo
trastorno generalizado del desarrollo
soportes y estrategias de habilidades sociales
estrategias de apoyo al comportamiento positivo
Capacitacin Basada en el hogar y la
Comunidad
Proporcin de estudiantes y maestros
niveles de aprendizaje
Adquisicin
Fluidez
Mantenimiento
Generalizacin
Tiempo Mnimo sin estructura
Intervenciones de Comunicacin
Page | 57
English
Extended Educational Programming
Teaching Strategies
Futures Planning
Parent / Family Training
Professional Educator and Staff Support
Spanish
Programacin Educativa Extendida
Estrategias de Enseanza
Planificacin de Futuros
Padres / Formacin Familiar
Educador Profesional y Personal de Apoyo
L. Development of the Behavior Support and Intervention Plan

(See F. Behavior Considerations)
M. Determination of Services for a Student Determined as Limited English Proficient (LEP)
To begin or continue services in a bilingual or English as a Second Language (ESL) program, the
ARD/IEP committee and the Language Proficiency Assessment Committee (LPAC) must review all
information, including the results of the assessment(s) used to state if the student is a student with
limited English proficiency. In order for a student to exit from bilingual education or ESL, the ARD/IEP
committee and the LPAC may exit a student at the ARD/IEP meeting.
English
English Language Learner (ELL)
Language Proficiency Assessment
Limited English Proficiency (LEP)
Spanish
Estudiante de el Idioma Ingls (ELL)
Evaluacin de la Capacidad Lingstica
Limitacin en Dominio del Ingls (LEP)
N. Determination of Services for a Student who is Deaf or Hard of Hearing

Services for these students will be addressed during this part of the meeting. The ARD/IEP
committee should also provide the state-adopted brochure that contains written information about
programs offered by the Texas School for the Deaf (TSD).
O. Determination of Services for a Student who is Blind or Visually Impaired
The ARD/IEP committee presents information regarding any assessments or evaluations completed
for the student. A detailed explanation of the various service resources available in the community
and throughout the state are provided to the student and parent, as well as the training that the
student will receive.
English
Blind or Visually Impaired
Functional Vision Assessment
Learning Media Assessment
Orientation and Mobility Training
Braille
Large Print
visual loss
Compensatory Skills
Communicative Skills
Spanish
Ciegas o con deficiencias visuales
Evaluacin de la visin funcional
Evaluacin Del Aprendizaje Medios
Orientacin y Movilidad de Formacin
Braille
Letra Grande
prdida visual
Habilidades compensatorias
Habilidades comunicativas
Page | 58
Social Adjustment/Interaction
Vocational or Career Counseling
Career Education
Independent Living Skills
Recreation and Leisure Skills
Use of Assistive Technology
Sensory Efficiency Skills
Self-Determination
Ajuste Social / Interaccin

Asesora Vocacional o Carrera
Educacin Profesional
Habilidades de Vida Independiente
Habilidades de Recreacin y Ocio
El uso de la tecnologa de asistencia
Habilidades de Eficiencia sensoriales
Autodeterminacin
V. Schedule of Instructional and Related Services

NOTE: The determination by the ARD/IEP committee of what services to provide are based on a number of
factors, including assessment data, Present Levels, current IEP and more. The ARD/IEP committee has the
responsibility of reviewing all information in order to develop a plan of support and services for each student.
Classes and where Services will be provided: The ARD/IEP committee must always begin
this discussion with the students needs in mind. In other words, is the student receiving
services that are in the most appropriate environment?
Coordination between general education and special education: Students with disabilities
often receive their education in the general education classroom. While the general education
teacher is responsible for instruction, special education personnel also provide support.
Grading. The ARD/IEP committee will determine which teacher will provide grades for the
student and how.
The purpose of related services is to support the students so that they benefit from their education.
Related services include transportation, occupational therapy, physical therapy, orientation and
mobility, social work services, counseling, school nurse services, and music therapy.
Summary: Servicios de apoyo que necesita un estudiante para poder beneficiarse de los servicios de
educacin especial. Servicios Auxiliares pueden incluir terapia ocupacional, fisioterapia,
musicoterapia, entrenamiento de orientacin y movilidad, capacitacin en el uso de transporte,
transporte y otros servicios.34CFR300.34
Transportation as a Related Service
Separate transportation needs will be addressed if the student cannot ride the school bus that
students without disabilities ride due to their disability, safety, communication, or additional
supervision needs.
VI. State and District Assessments

At this time, the ARD/IEP committee will review which state or district tests are offered at the
students grade level and then determine in which assessment (i.e., STAAR, district benchmarks,
TELPAS, IOWA) the student will participate. The ARD/IEP committee will also decide which
accommodations or modifications, if any, will be used.
VII. Consider Educational Alternatives and Least Restrictive Environment

Appropriate and eligible services are reviewed and discussed prior to this section. In this part of
ARD/IEP meeting, the ARD/IEP committee will discuss the supports and services that have been
Page | 59
tried, considered, and provided previously and whether they were successful or unsuccessful. If any
were unsuccessful, the ARD/IEP committee must decide why it did not work and note this
determination in the deliberations.
VIII. Consideration of Special Factors

In this section, the ARD/IEP committee will discuss behavior, physical competencies, assistive
technology, communication, and any other factors that impact a students access to the curriculum.
Summary: El nio (a) tiene derecho a recibir educacin en un ambiente con compaeros que no son
discapacitados, y a tener acceso al plan general de estudios al mximo grado posible siempre que
sea apropiado. Esto es conocido como un ambiente menos restrictivo (34CFR300.114; TAC 89.235
(a)).
IX. Assurances
If a student is being removed from the general education classroom for any time during the day, the ARD/IEP
committee must state what effect, if any, it will have on the student. Also the ARD/IEP committee must
document if the student will not be able to participate in other extracurricular or non-academic activities, such
as PE (Physical Education).
Consider Opportunity to Participate. The IDEA assures students with disabilities that they
will be able to participate in the same activities as their non-disabled peers, and they may not
be discriminated against because of their disability.
Consider Potential Harmful Effects. Potential harmful effects must be discussed at the
ARD/IEP meeting and typically include: a lack of opportunity for appropriate role models,
stigmatization, isolation from peers, decreased self-esteem, decreased access to the
instructional opportunities available in integrated settings, diminished access to full range of
curriculum, and lack of opportunity for social interaction.
IX. ASSURANCES: (check all applicable items)

The ARD/IEP committee assures that the decision to provide educational services:
A. is not based on deficiencies identified as directly attributable to a different culture or lifestyle or lack of
educational opportunities. 34 CFR 300.306 (c)

Yes
No Basis for Assurance: Review of Parent / Child Information
B. for national origin minority group student or linguistically different student, is not based on criteria
which were developed solely on command of the English Language. 34 CFR 300.306 (a) and (b)
Yes
No
N/A Basis for Assurance:
Assessment Conducted in Native Language and English
C. The ARD/IEP committee assures that all instruction and related services specified on the IEP will be
provided to the student at no cost. Fees normally charged to students without disabilities or their
parents as a part of the general education program may be charged (i. e., art or laboratory fees). 34
CFR 300.17
Yes
No
D. The ARD/IEP committee assures that this student is being educated with students his/her age who
do not have disabilities to the maximum extent appropriate to his/her overall educational needs,
including academic and developmental areas such as language and socialization. 34 CFR 300.114
Yes
No
Page | 60
Translation: GARANTAS
El comit ARD / IEP asegura que la decisin de proporcionar servicios educativos:
A. no se basa en deficiencias identifcadas como directamente atribuibles a una cultura diferente o
estilo de vida o la falta de oportunidades educativas.
B. de nacionalidad minora nio o lingsticamente diferentes de los estudiantes, no se basa en
criterios que fueron desarrollados exclusivamente
el dominio del idioma Ingls.
C. El comit ARD / IEP asegura que se proporcionarn toda la instruccin y servicios relacionados
especificados en el IEP para el estudiante sin costo. El costo que pagan a los estudiantes
normalmente sin discapacidades o a sus padres como una parte del programa de educacin general
puede ser cargadas (i. e., arte o de laboratorio, de pago).
D. El comit ARD / IEP asegura que este estudiante est siendo educado con estudiantes de su
edad que no tienen discapacidades hasta el mximo apropiadas para sus necesidades educativas
overal, incluyendo las reas acadmicas y de desarrollo tales como el lenguaje y la socializacin.
X. Placement Determination
Placement is the setting where the student will be educated. The following are a list of settings
where students may receive instruction in the general or special education classroom: Mainstream,
homebound, hospital class, speech therapy, resource room/services, self-contained, off campus,
non-public day school, vocational adjustment classroom/program, state school, residential care and
treatment facility. Students who are deaf can be considered for education at the Regional Day
School Program for the Deaf. Removal from Home Campus. Students should be educated on the
same campus that they would attend if they did not have a disability. If they are being removed
from the home campus, the reason why will be documented here.
The student has the right to education in a setting with students who are not in special education to
the maximum extent appropriate. This is known as the least restrictive environment (LRE)
(34CFR300.114; 19 TAC 89.235 (a)).
XI. Deliberations
The Deliberations provide a summary of all issues, concerns, questions and IEP goals discussed
during the meeting.
NOTE: ARD/IEP meetings can be overwhelming experiences for parents trying to make the right
decision for their children. A recess can always be called to give families (and/or schools) the
opportunity to gather more information before making a final decision. If the school and parent still
cannot agree, the school must implement the IEP that it determines appropriate for the student. The
school must give the parent prior written notice. The reasons for the disagreement must be stated
in the IEP. If they cannot reach agreement, the parent may request a mediation, file a special
education complaint with TEA, or ask for a due process hearing.
Page | 61
Services Descriptions: Houston ISD provides a full continuum of services to meet the needs of
students needing special education services. Our focus is for students to receive general education
instruction with non-disabled peers to the maximum extent appropriate.
Services Descriptions
BSC (Behavior
Support Class)
BSC (Clase de Apoyo

para la Conducta)
Preparing Students
for Independence
Class
Behavioral Support Classes (BSC) provide a structured environment

for students with emotional and/or challenging behaviors. Students
placed in a BSC must be recommended for such placement by the
ARD/IEP committee after a successful Behavior Staffing with a team of
professionals.
Clases de Apoyo del Comportamiento (BSC) proveen un ambiente
estructurado para los estudiantes con problemas emocionales y/o
comportamientos desafiantes. Los estudiantes colocados en un BSC
deben ser recomendados para tal colocacin por el comit ARD/IEP
despus de una junta de comportamiento con un equipo de profesionales.
Preparing Students for Independence (PSI) is for students who are
eligible for services under the disability category of Multiple Disabilities.
These students may be identified as having three or more disabilities,
severe cognitive delays, limited speech or communication, difficulties in
physical mobility, high level of assistance with personal care activities
required eating, grooming, dressing, and toileting, limited attention
span and high distractibility, significant difficulties in generalizing skills
and transferring information from one situation to another, may exhibit
self-stimulatory behaviors (e.g., repetitive body movements) and selfinjurious behaviors, may have visual and auditory problems, identified as
medically fragile or the presence of significant medical problems.
Clase para Preparar a

los estudiantes para la
Independencia (PSI)
Preparando a los estudiantes para la Independencia (PSI) es para los

estudiantes que son elegibles para los servicios bajo la categora de
discapacidad de Discapacidades Mltiples. Estos estudiantes pueden ser
identificados como tener tres o ms discapacidades, discapacidades
intelectuales severas, el habla limitada o comunicacin, las dificultades
en la movilidad fsica, alto nivel de asistencia con las actividades de
cuidado personal requiere - comer, asearse, vestirse, e ir al bao,
capacidad de atencin limitada y alta distraccin, dificultades
significativas en la generalizacin de las habilidades y la transferencia de
informacin de una situacin a otra, pueden exhibir comportamientos de
auto estimulacin (por ejemplo, movimientos corporales repetitivos) y
conductas autolesivas, pueden tener problemas visuales y auditivos,
identificado ser identificados como mdicamente frgiles o la presencia
de importantes mdicos problemas.problemas mdicos graves.
Structured Learning
Class (SLC)
The Structured Learning Class (SLC) is a highly structured setting for

students with Autism Spectrum Disorder (ASD). These services are
designed for students who exhibit significant deficits in communication,
Page | 62
daily living, social, and behavioral skills. Students placed in an SLC must
be recommended for such placement by the ARD/IEP committee.
Clase de Aprendizaje
Estructurado
La clase de aprendizaje estructurado (SLC) es un entorno altamente

estructurado para los alumnos con Trastorno del Espectro de Autismo
(TEA). Estos servicios estn diseados para los estudiantes que
presentan dficits significativos en la comunicacin, la vida cotidiana,
social y habilidades sociales o de comportamiento. Los estudiantes
colocados en un SLC deben ser recomendados para tal colocacin por
el comit ARD/IEP.
PALS (Preschoolers
Achieving Learning
Skills)
For 3-5 year old students with disabilities who qualify for the PALS
program, the instruction is provided in the following domains: Self-Help,
Motor Skills, Language, Cognitive and Socialization.
Nios en edad
preescolar Lograr
Habilidades de
aprendizaje (PALS)
Por 3-5 aos de edad los estudiantes Los estudiantes de 3 a 5 aos de

edad con discapacidades que califican para el programa PALS, la
instruccin se proporciona en los siguientes mbitos
dominios:
Autoayuda, habilidades motoras, lenguaje, cognitivas y de socializacin.
Resource Room
The student receives instruction in the general education classes for most
of the day and is scheduled to receive support from a special education
teacher in one or more academic areas in the special education classes.
Clase de Recurso
El estudiante recibe instruccin en las clases de educacin general

durante la mayor parte del da y est previsto que reciba el apoyo de un
maestro de educacin especial en una o ms reas acadmicas en las
clases de educacin especial.
Students with moderate to severe intellectual disabilities that may be
significantly affected by more than one disability. The program focuses
on the following domains: Domestic, Community, Recreation/Leisure and
Vocational.
Skills for Learning

and Living
Destrezas Para
Aprendizaje y la Vida
Cotidiana
Los estudiantes con moderadas a severas discapacidades intelectuales

que pueden ser afectados significativamente por ms de una
discapacidad. El programa se centra en los siguientes mbitos: nacional,
comunitario, Recreacin/Ocio y Profesional.
Inclusion Services
Houston ISD offers a wide spectrum of support services for students with
disabilities. These services allow students with disabilities to be in the
general education classroom with their non-disabled peers. The services
vary by campus and are tailored to ensure that students IEP is
implemented and to enhance student achievement.
Page | 63
Servicios de Inclusin
Houston ISD ofrece una amplia gama de servicios de apoyo para

estudiantes con discapacidades. Estos servicios permiten a los
estudiantes con discapacidades estarestn en el saln de educacin
general con sus compaeros sin discapacidades. Los servicios varan
segn el campus y se adaptan para asegurar que el IEP del estudiante
sea e es implementado y para mejorar el aprovechamiento o los logros
del estudiante.
Mainstream
Houston ISD offers support services for students with disabilities

including co-teach (general and special education teacher teaching
together) services and in-class support (special education teacher
provides support when necessary).
Servicios de
Mainstream
Houston ISD ofrece servicios de apoyo para estudiantes con

discapacidades, incluyendo co-enseanza (enseanza del maestro de
educacin general y especial juntos) los servicios dey apoyo en la clase
(maestros de educacin especial provee apoyo cuando sea necesario).
Auditory Impairment
Continuum of Options:
general education classroom with consultative support from a teacher of

the deaf/hard of hearing
general education classroom with direct instructional services from a
teacher of the deaf/hard of hearing
a combination of general education and self-contained special
education classes with consultative and/or direct instructional services
from a teacher of the deaf/hard of hearing
self-contained special education classroom with the consultative and/or
direct instructional services from a teacher of the deaf/hard of hearing
self-contained deaf education classroom at the various campuses
residential placement - Texas School for the Deaf
Discapacidad Auditiva
Continuum de opciones:
clase de educacin general con el apoyo de consulta de un maestro de
estudiantes sordos / con problemas de audicin
clase de educacin general con servicios de instruccin directa de un
profesor de estudiantes sordos / con problemas de audicin
una combinacin de educacin general y clases de educacin especial
autnomas con servicios de instruccin de consulta y / o directas de un
maestro de estudiantes de sordos / con problemas de audicin
aula de educacin especial autnoma con los servicios de instruccin
de consulta y / o directas de un maestro de estudiantes sordos / con
problemas de audicin
aula de educacin sorda autnomo en los diferentes campus
colocacin residencial - Escuela para Sordos de Texas
Page | 64
Visual Impairment
Continuum of options:
Discapacidad Visual
general education classroom with consultative support from a

teacher of the visually impaired
general education classroom with direct instructional services
from a teacher of the visually impaired
a combination of general education and self-contained special
education classes with consultative and/or direct instructional
services from a teacher of the visually impaired
self-contained special education classroom with the consultative
and/or direct instructional services from a teacher of the visually
impaired
residential placement - Texas School for the Blind and Visually
Impaired
Continuum de opciones:
clase de educacin general con el apoyo de consulta de un maestro de
los estudiantes con discapacidadestados visuales
clase de educacin general con servicios de instruccin directa de un
profesor de la discapacidad visual
una combinacin de educacin general y clases de educacin especial
autnomas con servicios de instruccin de consulta y / o directas de un
maestro de los discapacitados visuales estudiantes con discapacidades
visuales
aula de educacin especial autnoma con los servicios de instruccin
de consulta y / o directas de un maestro de estudiantes con
discapacidades visuales los discapacitados visuales
colocacin residencial - Escuela de Texas para Ciegos y Personas con
Deficiencias Deficientes Visuales
Page | 65
Resources
Page | 66
Helpful Websites
Houston ISD
Houston ISD Office
of Special
Education Services
Houston ISD
Translation and
Interpreting
Guidance
Houston ISD Board
Policies
Houston ISD
School Guidelines
Texas Education
Agency
The ARC of Texas
Texas Project First
Region 4 Education
Service Center
Google Translate
A Guide to the ARD
Process
Notice of
Procedural
Safeguards
(English)
Notice of
Procedural
Safeguards
(Spanish)
http://www.houstonisd.org
http://www.houstonisd.org/Page/58432
http://hisdoses.wikispaces.com/Translation+and+Interpretation
http://pol.tasb.org/Home/Index/592/
http://www.houstonisd.org/Page/33269
www.tea.state.tx.us
www.thearcoftexas.org
www.texasprojectfirst.org
www.esc4.net
https://translate.google.com
http://framework.esc18.net/display/Webforms/LandingPage.aspx
http://hisdoses.wikispaces.com/file/detail/Notice+of+Procedural+Safeguards+2014+wit
h+Medicaid+Consent.pdf
http://hisdoses.wikispaces.com/file/detail/Notice+of+Procedural+Safeguards+Spanish
+2014+with+Medicaid+Consent.pdf
FREQUENTLY USED ACRONYMS

AAT
ACP
ABA
Adaptive and Assistive Technology

Alternate Certification Program
Applied Behavioral Analysis (ABA) Strategies
ADD
ADHD
Attention Deficit Disorder

Attention Deficit Hyperactive Disorder
Tecnologa Adaptativa y de Asistencia

Programa de Certificacin Alternativo
Estrategias de Anlisis Conductual
Aplicado
Discapacidad de la Atencin
Discapacidad de la Atencin por
Hiperactividad
Page | 67

AEP
AI
APE
ARC
Alternative Education Program

Auditory Impairment
Adapted Physical Education
Association for Retarded Citizens (now The ARC)
ARD
AT
AU
BSP
CA
CATE
CBI
CBT
CEC
CFR
CIA
DARS
DEC
DHHS
Admission, Review and Dismissal (Committee)

Assistive Technology
Autism
Behavior Support Plan
Chronological Age
Career and Technology Education
Community Based Instruction
Community Based Training
Council for Exceptional Children
Code of Federal Register
Comprehensive Individual Assessment (now FIE)
Department of Assistive and Rehabilitative
Services
District Effectiveness and Compliance
Deaf and Hard of Hearing Services
DSM IV
ECI
ED
ELL
ESY
ESL
FAPE
Diagnostic and Statistical Manual

Early Childhood Intervention
Emotional Disturbance
English Language Learner
Extended School Year
English as a Second Language
Free and Appropriate Public Education
FBA
FERPA
Functional Behavior Assessment

Family Educational Rights and Privacy Act
FIE
FIIE
504
GE
IAT
IDEA
Full and Individual Evaluation

Full Initial and Individual Evaluation
Section 504 of the Rehabilitation Act of 1973
Grade Equivalent
Intervention Assistance Team
Individuals with Disabilities Education Act
IDEIA
Individuals with Disabilities Education

Improvement Act
Independent Educational Evaluation
Individualized Educational Program
In home
Individual Family Support Plan
Individual Transition Plan
Linguistically Accommodated Tests
Learning Disability
Locally Developed Alternate Assessment
IEE
IEP
IH
ISFP
ITP
LAT
LD
LDAA
Programa de Educacin Alternativa

Discapacidad Auditiva
Educacin Fsica Adaptada
Asociacin para Ciudadanos con Retraso
Mental
Admisin, Revision, y Retiro (Comit)
Tecnologa de Asistencia
Autismo
Plan de Apoyo a la Conducta
Edad Cronolgica
Educacin de Carreras y Tecnologa
Instruccin Basada en la Comunidad
Entrenamiento en la Comunidad
Consejo de Estudiantes Exepcionales
Cdigo del Registro Federal
Evaluacin Individual Completa
Departamento de Servicis de Asistencia y
Rehabilitacin (DARS)
Efectividad y Cumplimiento del Distrito
Servicios para Sordos y con
Discapacidades Auditivas
Manual Diagnstico y Estadstico
Programa de Intervencin Temprana
Trastorno Emocional
Estudiante de el Idioma Ingls (ELL)
Servicios de Ao Escolar Extendido
Ingls como Segunda Lengua
Educacin Pblica Gratuita y Apropriada
Evaluacin Funcional de la Conducta
Ley de Confidencialidad y Derechos de
Educacin de la Familia
Evaluacion Individual Completa
Evaluacion Individual Completa Inicial
Seccion 504 de la Ley de Rehabilitacin
Grado Equivalente
Equipo de Intervencin de Asistencia
Ley de Educacin para Individuos con
Discapacidades
Ley Mejorada de Educacin para
Individuos con Discapacidades
Evaluacin Educativa Independiente
Programa Educativo Individualizado
En la casa (hogar)
Plan de Apoyo Familiar Individualizado
Plan Individual de Transicin
Exmenes adaptados lingisticamente
Discapacidad de Aprendizaje
Examen Alterno Desarrollado Localmente
Page | 68

LEA
LEP
LPAC
Local Education Agency

Limited English Proficient
Language Proficiency Assessment Committee
LRE
MD
MDR
MDT
MHMRA
Least Restrictive Environment

Multiple Disabilities
Manifestation Determination Review
Multidisciplinary Team
Mental Health Mental Retardation Authority
MI
MR
MOU
NCLB
OCR
OHI
OI
O&M
OSEP
Multiple Impairments
Mental Retardation
Memorandum of Understanding
No Child Left Behind (Act)
Office of Civil Rights
Other Health Impairment (on Chancery SIS OH)
Orthopedic Impairment
Orientation and Mobility
Office of Special Education Programs
OT
PDD
PEIMS
Occupational Therapy
Pervasive Development Disorder
Public Education Information System
PLAAFP
PT
REED
Present Level of Academic Achievement and

Functional Performance
Physical Therapy
Review of Existing Evaluation Data
RDSPD
RTI
SDAA
Regional Day School Program for the Deaf

Response to Intervention
State Developed Alternative Assessment
SEA
SERS
SI
SLD
State Education Agency

Special Education Resource System
Speech or language Impairment
Specific Learning Disability
SPM
SS
SSI
SSI
ST
STAAR
Standard Practice Memorandum

Standard Score
Supplemental Security Income
Student Success Initiative
Speech Therapy
State of Texas Assessments of Academic
Readiness
Readiness -Accommodated
Readiness - Modified
STAAR A
STAAR M
Agencia de Educacin Local

Dominio Limitado del Ingls
Comit de Evaluacin de Competencia
del Lenguaje
Ambiente Menos Restrictivo
Discapacidades Mltiples
Revisin de Manifestacin Determinante
Equipo Multidisciplinario
Agencia de Salud Mental y Retraso
Mental
Impedimentos Mltiples
Retraso Mental
Memoranda de Acuerdos Tomados
Que Ningn Nio se Quede Atrs
Oficina de Derechos Civiles
Otra Discapacidad de Salud
Discapacidad Ortopdica
Orientacin y Movilidad
Oficina de Programas de Educacin
Especial
Terapia Ocupacional
Trastorno Dominante del Desarrollo
Sistema de Informacin para la Educacin
Pblica
Nivel presente de logro acadmico y
desarrollo funcional PLAFF
Terapia Fsica
Revisin de Datos de Evaluacin
Existentes
Escuela Regional Diurna para Sordos
Respuesta a la Intervencin
Examen Alterno Desarrollado Lor el
estado
Agencia de Educacin Local
Educacin Especial
Discapacidad de Habla o Lenguaje
Discapacidad Especfica de Aprendizaje
Memoranda de Prctica Estandard
Puntaje Estandarizado
Ingreso Suplementario del Seguro Social
Iniciativa de Estudiantes Exitosos
Terapia del Lenguage /habla
STAAR
STAAR - Acomodado
STAAR - Modificado
Page | 69

STAAR Alt
TAKS

Readiness - Alternative
Texas Assessment of Knowledge and Skills
TAKS-A
TAKS-Alt
TAKS-M
TBI
TCB
TEA
TEKS
TAKS-Accommodated
TAKS-Alternate
TAKS-Modified
Traumatic Brain Injury
Texas Commission for the Blind
Texas Education Agency
Texas Essential Knowledge and Skills
TELPAS
TONI
TSBVI
Texas English Language Proficiency Assessment

System
Test of Nonverbal Intelligence (Revised and III)
Texas School for the Blind and Visually Impaired
TSD
TYC
VAC
VI
WAIS-R
Texas School for the Deaf

Texas Youth Commission
Vocational Adjustment Coordinator
Visual Impairment
Weschler Adult Intelligence Scale-Revised
WISC-III
Weschler Intelligence Scale for Children III
WJPB-R
Woodcock Johnson Psychoeducational BatteryRevised

Woodcock Language Proficiency Battery-Revised
WLPB-R
WPPSI-R
Weschler Preschool and Primary Scale of

Intelligence-Revised
WRMT-R
Woodcock Reading Mastery Test-Revised
STAAR - Alternativo
Evaluacin de Conocimientos y
Habilidades de Texas
TAKS- Acomodado
TAKS- Alternativo
TAKS-Modificado
Lesin Cerebral Traumtica
Comisin de Texas para los Ciegos
Agencia Educativa de Texas
Conocimientos y Habilidades Esenciales
de Texas
Sistema de Exmenes de Dominio del
Idioma Ingls
Test de Inteligencia No-Verbal
Escuela de Texas para los Ciegos y con
Impedimentos visuales
Escuela de Texas para los Sordos
Comisin de Jvenes de Texas
Cordinador de Ajuste Vocacional
Discapacidad Visual
Escala Revisada para Adultos de
Inteligencia Weschler
Escala Revisada para Nios de
Inteligencia Weschler
Batera Revisada de Pruebas
Sicoeducacionales Woodcock Johnson
Batera Revisada de Competencia del
Lenguaje Woodcock
Escala de Inteligencia Preescolar y
Primaria Weschler
Examen Revisado de Dominio de la
Lectura Woodcock
Page | 70
References
A Guide to the Admission, Review and Dismissal Process. (March 2012). Division of Special
Education Texas Education Agency.
Cuys, A. (1972). Apletons New Cuys Dictionary English-Spanish and Spanish-English.
Dictionary: The National Hispanic University San Jose, CA.
Diccionario Prctico de la Lengua Espaola (1998). Editorial Esparza, Madrid, Espaa.
English: Practice-Hal Englewood, N.J.
Federal Register. Retrieved from:

http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/pdf/0511804.pdf#search='federal%20registerspecial%20education'.
Figueroa R., Ruiz N., & Diaz-Guerrero R. (1982). The Bilingual Special Education
Garca-Pelayo y Gross, Ramn. Pequeo Larousse Ilustrado (1985). Ediciones Larousse.

Mxico, D.F.
Google Translate. Retrieved from: https://translate.google.com.
Houston ISD. Retrieved from: http://www.houstonisd.org.
Notice of Procedural Safeguards. (March 2013). Division of Special Education Texas

Education Agency.
Region 4 Education Service Center. Retrieved from: www.esc4.net.
Spanish-English Dictionary. (1998). Merriam-Webster, Inc. Springfield, MA.
Sinnimos y Antnimos (1991). Ediciones Larousse, Mxico, D.F.
The ARC of Texas. Retrieved from: www.thearcoftexas.org.
Texas Education Agency. Retrieved from: www.tea.state.tx.us.
Texas Project First. Retrieved from: www.texasprojectfirst.org.
Page | 71
Nine Elements of the IEP

1. A statement of the students present levels of academic achievement and functional
performance, including how the students disability affects his or her involvement and
progress in the general education curriculum;
2. A statement of measurable annual goals, including academic and functional goals;
3. A description of how the students progress toward meeting the annual goals will be
measured, and when periodic progress reports will be provided;
4. A statement of the special education and related services and supplementary aids and
services to be provided to the student, or on behalf of the student;
5. An explanation of the extent, if any, to which the student will not participate with
nondisabled students in the regular class and in extracurricular and nonacademic activities;
6. A statement of any individual accommodations that are necessary to measure the academic
achievement and functional performance of the student on State and districtwide assessments.
(Note: If the IEP team determines that the student must take an alternate assessment instead
of a particular regular State or districtwide assessment of student achievement, the IEP must
include a statement of why the student cannot participate in the regular assessment and why
the particular alternate assessment selected is appropriate for the student);
7. The projected date for the beginning of the services and modifications, and the anticipated
frequency, location, and duration of those services and modifications; and a statement of
the program modifications or supports for school personnel that will be provided to
enable the student to advance appropriately toward attaining the annual goals; to be involved
in and make progress in the general education curriculum and to participate in extracurricular
and other nonacademic activities; and to be educated and participate with other students with
disabilities and nondisabled students;
8. For students approaching the end of their secondary school education, the IEP must also
include statements about what are called transition services, which are designed to help
youth with disabilities prepare for life after high school. The transition services (including
courses of study) needed to assist the student in reaching those goals. IDEA requires that,
beginning not later than the first IEP to be in effect when the student turns 16, or younger if
determined appropriate by the IEP team, the IEP must include:
a. measurable postsecondary goals based upon age-appropriate transition assessments
related to training, education, employment, and, where appropriate, independent living
skills; and
9. Also, beginning no later than one year before the student reaches the age of majority under
State law, the IEP must include:
Page | 72
a statement that the student has been informed of the students rights under Part B of
IDEA (if any) that will transfer to the student on reaching the age of majority.
Page | 73

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What You Need to Know to

Translate for Houston ISD

Course Objectives ................................................................................................................................. 5

H. Assistive Technology ........................................................................................................... 56

Understanding the Family Educational

Knowing the Special Education process

Translating for evaluations

WHY ARE TRANSLATORS NEEDED?

HOW DOES FERPA APPLY TO YOU?

Check your understanding and respond to the multiple-choice questions below.

WHAT IS SPECIAL EDUCATION?

WHAT IS DIFFERENT ABOUT SPECIAL EDUCATION?

WHY IS SPECIAL EDUCATION NEEDED?

WHAT ARE PARENTS RIGHTS UNDER IDEA?

childrens attitudes toward school,

their social skills and behavior, and

their overall achievement.

SUMMARY OF PARENTS RIGHTS UNDER IDEA

WHAT ARE RELATED SERVICES?

WHO ATTENDS THE ARD/IEP MEETING?

DO I TRANSLATE EVEN WHEN THE PARENT IS NOT PRESENT?

HOW DOES THIS APPLY TO YOU?

Without quality translators

Check your understanding and respond to the multiple-choice questions

Special Education Quick Reference Guide

Transfer ARD: within 30

ARD Notice: 5 school

Annual ARD: on or before

An identified disability condition

Parent, Administrator, General Education Teacher, Special Education

Special Education Quick Reference Guide continued . . .

Orthopedic Impairment (OI)

Parents may refuse consent for

Parents can bring other individuals who

Give parents 5school day

If this request is made by the

HOW DOES THIS APPLY TO YOU?

Trained bilingual evaluation professionals fluent in the

Bilingual evaluation professional(s) fluent in the students

English-speaking evaluation professional(s) assisted by a

English-speaking evaluation professional(s) assisted by a

Evaluation professional(s) using only nonverbal or

Check your understanding and respond to the multiple-choice question below.

HOUSTON INDEPENDENT SCHOOL DISTRICT

Consent for Evaluation:

Jill Test, MeD

Quick Reference Terminology

Quick Reference Terminology

Number of Days Not in

Sociological Results and Interpretations:

Quick Reference Terminology

Language Rating Checklist

Students Home Language: Spanish

Quick Reference Terminology

*Sources of Data (formal & informal)

Health/Physical Results and Interpretations:

Quick Reference Terminology

Behavior Rating Checklist

For age and grade

For age and grade

Quick Reference Terminology

Achievement/Developmental/Functional Section: Includes student academic history, previous

Grades for the School Year