GENERAL KNOWLEDGE (Cognitive)/PREACADEMIC SKILLS: Attend and listen to illustrated picture Respond to one and one more, Give 3 object upon request Complete a task having 2 or more steps without assistance Recite number sequence 1- 10 Recite the alphabet PERSONAL-SOCIAL: Share toys with peer(s) Take turns during play time, Initiates play with peer(s) COMMUNICATION (Language): Understands and use personal pronouns States the function of objects Uses possessives (mommy’s, cat’s) Answers situational questions (what do you do if your hands are dirty? What do you do when you are cold?) Example 2: An eight-year-old student with concerns in all areas of reading and listening comprehension Benchmark Level: Meets grade level expectations and occasionally may need differentiated instruction Strategic Below grade-level expectations and requires targeted assistance for progress Intensive Level: Significantly below grade level expectation and requires substantial intensive instruction Basic Reading Skills CORE Phoneme Deletion Test: Date ______ Evaluator For this portion of the assessment, the student is asked to identify and delete the initial sound in a word (ex., (c)old, old; (c)at., at), identify and delete the final sound in a word (ex., droo(p), drew sea(t), sea), identify and delete the first sound in a consonant blend (ex, (f)reight, (p)layer), and identify and delete an embedded sound of a consonant blend (ex., b(l)end, t(w)in). This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonological Segmentation Test: Date _____ Evaluator For this portion of the assessment, the student is asked to break sentences into words, break words into syllables, and break words into phonemes. This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonics Survey: Date ____ Evaluator Students are asked to identify letters, sounds, and read words and nonsense words to assess the student’s ability to use phonics to decode words. This assessment points to areas in which the student is likely to benefit most from systematic, explicit phonics instruction. Strengths in Basic Reading:
GENERAL KNOWLEDGE (Cognitive)/PREACADEMIC SKILLS: Attend and listen to illustrated picture Respond to one and one more, Give 3 object upon request Complete a task having 2 or more steps without assistance Recite number sequence 1- 10 Recite the alphabet PERSONAL-SOCIAL: Share toys with peer(s) Take turns during play time, Initiates play with peer(s) COMMUNICATION (Language): Understands and use personal pronouns States the function of objects Uses possessives (mommy’s, cat’s) Answers situational questions (what do you do if your hands are dirty? What do you do when you are cold?) Example 2: An eight-year-old student with concerns in all areas of reading and listening comprehension Benchmark Level: Meets grade level expectations and occasionally may need differentiated instruction Strategic Below grade-level expectations and requires targeted assistance for progress Intensive Level: Significantly below grade level expectation and requires substantial intensive instruction Basic Reading Skills CORE Phoneme Deletion Test: Date ______ Evaluator For this portion of the assessment, the student is asked to identify and delete the initial sound in a word (ex., (c)old, old; (c)at., at), identify and delete the final sound in a word (ex., droo(p), drew sea(t), sea), identify and delete the first sound in a consonant blend (ex, (f)reight, (p)layer), and identify and delete an embedded sound of a consonant blend (ex., b(l)end, t(w)in). This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonological Segmentation Test: Date _____ Evaluator For this portion of the assessment, the student is asked to break sentences into words, break words into syllables, and break words into phonemes. This assessment helps determine whether there are deficits in phonemic (sound) awareness. CORE Phonics Survey: Date ____ Evaluator Students are asked to identify letters, sounds, and read words and nonsense words to assess the student’s ability to use phonics to decode words. This assessment points to areas in which the student is likely to benefit most from systematic, explicit phonics instruction. Strengths in Basic Reading:
IEP-TA-18.docx