SPD633 Comprehensive Case Study Student Profile

Comprehensive Case Study Student Profile RIV_E Initial IEP Name: RIV_ERI Year of Birth: 10/10/2006 Grade: 12 Ethnicity: Hispanic Gender: F Primary Qualifying Disability: OHI Secondary: none Grade Qualified: 12 Family History – primary language if other than English; history of disability; family composition Spanish as native language, student is an EL. Single Mother household – family immigrated here when student was a child from El Salvador. No known history of disability. Education History – attendance, disciplinary records, grade retention 67% Attendance – Area of Concern. 17 absences and 28 period tardies since BOY. No disciplinary record. Health Screening – Medical Hearing Pass Fail Comments: Vision Pass Fail Comments: Pass Near vision. Fail near vision RV 20/50 LV 20/50 Other Medical: Student passed the hearing, but failed the vision screening, a referral was sent home. Per mom student has depression, no medications at this time. Student receives therapy services at _______. No other health concerns at this time. Fine /Gross Motor Skills: Appear within normal limits therefore testing was not completed at this time. Behavior: Appear within normal limits therefore testing was not completed at this time. Executive Functioning: Appear within normal limits therefore testing was not completed at this time. Communication: Appear within normal limits therefore testing was not completed at this time. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT Assessment Subcomponents Assessment Results CAASPP OVERALL English Language Arts N/A Standard Exceeded Standard Met Standard Nearly Met Standard Not Met x Above Standard At or Near Standard Below Standard Reading x Writing x Speaking & Listening x Research/Inquiry x

2 SIGNATURE ASSIGNMENT CAASPP OVERALL Mathematics/Algebra 1/ Geometry N/A Standard Exceeded Standard Met Standard Nearly Met Standard Not Met x Above Standard At or Near Standard Below Standard Concepts & Procedures x Problem Solving & Data Analysis x Communication & Reasoning x Adv. Prof. Basic Below Basic Far Below Score CST Science 584, Standard nearly met ELPAC Reading Score/ Level Writing Score/Level Speaking Score/Level Listening Score/Level Overall Score/Level N/A previous current beginning Somewhat/ moderately beginning Somewhat/ moderately 1489/2 Physical Education 5 th , 7 th , 9th Comments: Subject Grade Comments: IEP Goal Progress from most recent year Progress Toward Meeting Goal Annual Goal Area Met Partially Met Not Met INITIAL, NO PREVIOUS GOALS Accommodations Presentation Timing Response Setting General Education/Separate Classroom in Publicly Integrated Facility Linguistically Based Scheduling WJIV Report Scores READING/Writing Test Standard Score Percentile Classification

4 SIGNATURE ASSIGNMENT SAI push in services 200 min per week in general education classroom SAI pull-out services 150 min per week with RSP or aid Accommodations: All accommodations will be available in the general education classroom and separate pull-out space in the publicly integrated facility. They will span until 5/23/24, when this student graduates. Extended time on assignments, certifications, and assessments Provide multiple means of representations to solve one problem (i.e. charts, graphs) Check for understanding during instruction and before independent work Allow students to rework assignments without penalties 3-5 minute breaks once per class, as needed Separate Setting for assessments, tests, certifications with RSP or Aide Shortened tests and assignments to focus on mastery of content for math and reading-heavy content Calculator Notes/graphic organizer provided Emphasis should be placed on checking in with the student during instruction and independent work because a main factor of her disability-related needs are attention, according to the school psychologist. However, this is not currently an area of need for a goal at this time based on teacher- observation and reporting. Teachers have indicated that when she is in class, she is capable of completing without significant difficulties around focusing. The largest barrier at this time is attendance. I will continue to monitor attention and its affects on her education as the school year progresses and if it presents a significant area of need, I will hold an amendment to add it as a goal. Proposed IEP Goals Aligned to the California Common Core State Standards Recommended Annual Goals For the student received educational benefit, goals will be written to address the following areas of need: Reading: Passage Comprehension, Mathematics: Calculation, Attendance, Career/College Transition

5 SIGNATURE ASSIGNMENT CA-CCSS: RI.11-12.1 Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Measurable Annual Goal #1 Area of Need: Passage Comprehension, Reading Baseline: Student tested below standard on the WJ IV in Reading Comprehension Goal: By 5/23/24, after reading an independent level informational text, given a written prompt to support an explicit or implicit claim, and given an excerpt from the text, student will underline (1) piece of textual evidence from the excerpt that supports the claim, for (4 out of 5) pieces of textual evidence, on (3 out of 4) progress monitoring assessments. __x__Enables student to be involved/progress in general curriculum/state standard RI.11-12.1 Key Ideas and Details ____Addresses other educational needs resulting from the disability ____Linguistically appropriate ____Transition Goal: ____Education/Training ____Employment ____Independent Living Person(s) Responsible: RSP Teacher CA-CCSS: HSF-BF.4a Build new functions from existing functions Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x 3 or f(x) = (x+1)/(x–1) for x ≠ 1 . Measurable Annual Goal #2 Area of Need: Calculation, Mathematics Baseline: Student tested below standard on the WJ IV in Calculation Goal: By 5/23/24, when given a function, f(x), Student will correctly determine the inverse function, f(-1)(x), by first listing the individual operations in the order they are applied to x in f(x) and then "undoing" each of the individual operations to write the inverse function, f(-1)(x), for (4 out of 5) problems. __x__Enables student to be involved/progress in general curriculum/state standard HSF-BF.4a ____Addresses other educational needs resulting from the disability ____Linguistically appropriate ____Transition Goal: ____Education/Training ____Employment ____Independent Living Person(s) Responsible: RSP Teacher CA-CCSS: n/a Measurable Annual Goal #3

SPD 633 Comprehensive Case Study Profile RIV_E Reflection The comprehensive case study has not significantly changed my pedagogical practice. The most significant change has been a shift in how I will report the data I collect on my students progression in the IEP goals. Before this class I did not create a graph of the progress reports on student’s IEP goals. After this class, I find it a useful tool in demonstrating growth or seeing if adjustments need to be made to instructional practices. In terms of the rest of data, I am more familiar and have learned a great deal this year and last year as an RSP with 23 students on my caseload. The biggest challenge was understanding this template at times, because there were parts that were unfamiliar to me. It also was interesting to condense a three hour initial IEP, and a detailed IEP document that I have written up on the district website onto this form, so I hope that all the pertinent information has been reflected with the care that I took in writing this IEP. I am used to the OUSD district-provided documents and am unsure if I completed certain parts correctly. I hope that any mistakes are not too big. The biggest challenge was understanding what to put in the first accommodations section, because I have not seen accommodations discussed as “presentation, scheduling, and linguistically based.” I left that blank but incorporated as much detail as I normally provide in the Recommendations section. Overall, writing these IEPs with detail, accuracy, and with the student in mind is my highest priority and biggest concern. I take this responsibility very seriously and I hope that this has been effectively communicated in this document. I care a lot about my students and I see my lack of expertise in this job as a huge source of anxiety as I struggle to support such a large caseload and get these documents completed in a timely and thoughtful manner. I hope that my dedication comes through and I am grateful for an constructive criticism you can impart. Best, Serene 7

SPD 633 Comprehensive Case Study Profile RIV_E References California Department of Education. (2014). California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf California Department of Education. (2014). California Common Core State Standards for Mathematics. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Harmon et al. (2020), Developing presents levels of academic achievement and functional performance statements for IEPs. Teaching Exceptional Children, 52 (5), 320-332. Intervention Central. (n.d.). Curriculum Based Measurement Warehouse: Reading, Math, and Other Academic Assessments. https://www.interventioncentral.org/curriculum-based- measurement- reading-math-assesment-tests 8