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Summarizing the Psychological

Summarizing the Psychological. Finding the Key information for the IEP PLOP. Present Level of Performance (PLOP). 5 Sections: Evaluation/assessment results Strengths Needs Parent concerns Impact of Disability. PLOP Evaluation/assessment. Data about the student:

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Summarizing the Psychological

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  1. Summarizing the Psychological Finding the Key information for the IEP PLOP

  2. Present Level of Performance (PLOP) 5 Sections: • Evaluation/assessment results • Strengths • Needs • Parent concerns • Impact of Disability

  3. PLOP Evaluation/assessment Data about the student: • Psychological assessment data • Group test scores • Other test results or data (attendance, discipline info) • Current Grades • Progress data (toward previous IEP goals or RTI goals)

  4. Psychological assessment • Psychological Assessment data is gathered at least every 3 years • Initial (“current” for 3 years) • Re-evaluation (“current” for 3 more years) • Re-evaluation may consist of: • examination of current data about a student or • new evaluation/formal testing (if not enough current data)

  5. Psychological assessment • How long would this information be relevant for the IEP PLOP Eval section? • Always include results for up to 2 years. • After that= IF results are still relevant to IEP, you may include them but must also include a statement explaining why they are still relevant. • After 3rd year, there may be newer assessment information. Look!

  6. Sample Old test results statements Test results are deemed as RELEVANT: • Sample: NAME’S most recent eligibility was determined on 3/6/13.NAME was found eligible for services in the category ofModerate Intellectual Disability. Although NAME’S test results are more than two years old, information regarding intellectual ability and adaptive behavior skills is still useful for understanding present functional needs.…(continue with summary of useful info). Test results are deemed not relevant: (RARE) • Sample: NAME’S most recent eligibility was determined on ________ (insert date). NAME was found eligible for services in the category(ies) of ___________ (insert type of eligibility).

  7. Reevaluation/Redetermination conference data • Packet of current information is gathered and examined. • New formal testing is NOT needed. • Sample statement for PLOP: NAME’s(fill in student’s name) most recent redetermination was completed on ______________(date). He/She is eligible for special education services in the category(ies) of _______________________________________. Fill in applicable area(s).

  8. Where do I find it in SEMS?

  9. Formal individual assessment data Some students will have current (within three years) formal individual psychological test reports. • Initial placements (new to special education). • Re-evaluations (where formal testing was needed to continue eligibility). • Transfer students where information from the previous system was not sufficient.

  10. Where do I find the eligibility report in SEMS?

  11. Where will I find the psychological report in SEMS?

  12. Where will I find the psychological information in SEMS?

  13. Individual Assessment Results for PLOP • Must contain a SUMMARY of important information from the psychological/eligibility report. • One to two paragraphs at the most. • Be sure the summary is understandable to the reader. • Avoid educational jargon. • Explain meaning of any numbers. • Do NOT copy the entire psychological!

  14. I’m a teacher, Not a Psychologist! How do I find the important information in the psychological report?

  15. What is the key information? All Disability Categories: Disability Specific: What is the information needed for that category? For example: LD: Processing strengths/weaknesses. BD: Emotional/behavioral info. MID/MoID: Adaptive behavior info. • Intellectual ability • Academic achievement levels

  16. What is GA DOE looking for? • Test Name • Test Date • Domains • Domain scores, ranges, and/or deficit areas • Score explanation • Tests no more than two years old (unless you explain why still relevant)

  17. Summary Paragraph Outline • Results of the psychological evaluation given on _____ (date) show that NAME is functioning in the ___________ range of intellectual ability based on ______ (name of test). • In the area of academic achievement, results of the ____ (name of test) on ____ (date) showed _____ for • Reading (basic skills, fluency, comprehension?) • Math (computation, reasoning/word problems?) • Written Expression • Disability specific information summary (include date, name of test or tests given). • Other important information summary (where appropriate) (include date, name of test or tests given).

  18. Step one: Look in the Summary section of the report • If you do not find such a paragraph, you will have to go to the actual Test Results section and dig deeper to get the needed information. • Most psychologists will include a paragraph somewhere in the Summary/Recommendations portion of the report that summarizes their key findings.

  19. Looking in the Summary section In this sample psychological report, the paragraph summarizing the relevant findings was easily located in a section headed “Summary.” (see area in red)

  20. Looking in the Summary section In this example, the psychologist has included a paragraph that summarized the important findings after several paragraphs about eligibility requirements in Georgia. (see circled area)

  21. I found it! • If you have located a paragraph that summarizes the important test findings, you may have most of the important information you need for this section of the PLOP. • However, remember that GA DOE also wants us to include the dates and names of the tests that were given. You will need to refer to the test results subheading of the psychological report or to the eligibility report to get that information. • Of course, you should also read through the entire psychological report and eligibility report. • There will be more details and background information which will be helpful in understanding the student. • If you have questions about something in the report, consult with the school psychologist.

  22. Help! What if I cannot locate a summary paragraph in this section? You will have to dig deeper by going to the actual TEST RESULTS section of the report and look at each relevant area.

  23. Study the test results Read the psychological: Read the eligibility: Find the Student Data tab. Find the Decision Making tab. Find the Eligibility tab. • Divided into sections. • Locate the Headings. • Focus on “Test Results”

  24. Eligibility Report tabs in SEMS   

  25. Summarizing Intellectual Ability Info Psychological: Summary sentence: Results of the individual psychological evaluation given on 3/14/13 show that NAME is functioning in the average range of intelligence, as measured by the WISC- IV.

  26. Another Example Psychological: Summary sentence: Results of the individual psychological evaluation on 2/19/2013 show that NAME is functioning in the below average range of intelligence, as measured by the KABC-II.

  27. Another Example Eligibility Report: Summary Statement: Results of the individual psychological evaluation on 2/22/12 were variable but indicate that NAME usually functions in thelow average to well below average range of intelligence, as measured by the WISC-IV AND RIAS.

  28. I’m a teacher, Not a Psychologist! I tried to summarize the IQ testing but I am not sure it is right. HELP! Ask your lead teacher, DPF or school psychologist for feedback.

  29. Academic Achievement summary Psychological: Summary Sentences: NAME was given the KTEA- II and TOWRE on 2/27/13. NAME showed average academic achievement in the areas of math computation, basic reading skills and comprehension, and oral language. Math reasoning skills were below average. Written expression and reading fluency were significantly below average.

  30. Another Academic Example Psychological: Summary Sentences: Academic testing via the KTEA-II and WIAT-3 on 1/12/13 revealed that NAME is working on a late second grade level for reading comprehension (far below present grade placement of sixth grade). Her written expression skills are on an early third grade level. Math computation and reasoning skills were late fourth grade level. Reading fluency was a strength, on a late fifth grade level.

  31. Another Academic Example Eligibility Report: Summary sentences: On 2/24/12 NAME was given the KTEA-II AND GORT-5. NAME showed low average academic achievement in the area of math computation. Reading and math reasoning skills were below grade/age expectations.

  32. I’m a teacher, Not a Psychologist! I tried to summarize the academic testing but I am not sure it is right. HELP! Ask your lead teacher, DPF or school psychologist for feedback.

  33. Disability Specific Info Autism Definition: Autism Specific Info: Developmental levels Communication skills Social Skills Note any unusual responses, resistance to change, etc. • Autism is a developmental disability, generally evident before age three, that adversely affects a student's educational performance and significantly affects developmental rates and sequences, verbal and non-verbal communication and social interaction and participation. Other characteristics often associated with autism are unusual responses to sensory experiences, engagement in repetitive activities and stereotypical movements and resistance to environmental change or change in daily routines. Students with autism vary widely in their abilities and behavior.

  34. Autism summary Example • Results of the psychological evaluation on 1/24/13 show that NAME is currently functioning in the range associated with a mild intellectual ability (based on KABC-II); however, results may not accurately reflect optimal abilities due to testing behaviors. • Academic achievement testing was completed on 1/16/13 using the WIAT-3. Results showed average basic reading skills but deficient performance for reading comprehension. Math and written expression skills were below average to borderline. • NAME showed a moderate to severe language disorder including difficulties with pragmatic language skills as measured by the TOLD-P 3 and informal observations by the SLP on 1/10/13. BASC-2 behavior rating scales completed by the teacher and parent in January 2013 were significant for hyperactivity, inattention, atypicality, and social problems both at school and at home. Adaptive behavior ratings on the ABI by the teacher and parent in January 2013 were below average both at home and at school, with communication and social skills reported as especially weak. • Results of the Gilliam Autism Rating Scale from February 2013 were significant; NAME was noted to have extreme difficulty with changes in routine both at home and at school.

  35. Disability Specific Information Deaf/Hard of Hearing Definition: D/HH Specific Info: Degree of hearing loss Speech/language communication skills • A student who is deaf or hard of hearing is one who exhibits a hearing loss, whether permanent or fluctuating, that interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement.

  36. Deaf/Hard of Hearing summary Example • Results of the psychological evaluation on 4/16/12 show that NAME is functioning in the average range of intellectual ability for non-verbal skills; verbal intellectual abilities were significantly delayed (based on WISC-IV). • Academic achievement was assessed on 4/16/12 using the KTEA-II; results showed far below average skills in the areas of reading skills, reading comprehension, written expression, and math reasoning, on a kindergarten to early first grade level (compared to present grade placement of 4th grade). Math computation was a relative strength, on about a mid-third grade level. • Audiological evaluation by Head & Neck Specialties on 1/10/13 showed a moderate to severe bilateral hearing loss. • Based on informal observation and formal testing by SLP on 1/13/12, NAME uses a combination of sign language, lip reading, and oral language to communicate. Oral language testing via the TOLD-P 4 and TOPL-2 showed significant weaknesses in listening comprehension, oral expression, and pragmatic language skills.

  37. Disability Specific Information EBD Definition EBD Specific Info: Emotional characteristics Behavioral problems Discuss duration, intensity, frequency. An emotional and behavioral disorder is an emotional disability characterized by the following: (1) an inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers, (2) an inability to learn which cannot be adequately explained by intellectual, sensory or health factors, (3) consistent or chronic inappropriate type of behavior or feelings under normal conditions, (4) displayed pervasive mood of unhappiness or depression, or (5) displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems. A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that it/they interfere(s) significantly with educational performance to the degree that provision of special educational services is necessary. Students may show external behavior problems and/or experience internal emotional problems.

  38. Emotional/behavioral disorder summary Example • Results of the psycho-educational assessment on 5/15/13 showed that NAME has low average overall intellectual ability (based on Stanford-Binet IV). • On 5/7/13, academic achievement was tested via the KTEA-II. Results were deficient in both math and written language, on an early to mid-first grade level (compared to present grade placement of 5th grade). Reading skills and comprehension were below average on a mid- to late-first grade level. • Results of BASC-II behavior rating scales completed by NAME’s teacher and parent in April 2013 showed significant difficulties with non-compliance, acting out behaviors and verbal aggression as well as significant levels of anxiety. The parent rating scale also was significant for depression. Classroom observations (in March and April 2013) as well as informal projective assessment (on 5/15/13 by the school psychologist) also indicate some significant emotional/behavioral issues.

  39. Disability Specific Information Intellectual Disability Definition: MID/MOID/SID/PID Specific Information: Adaptive behavior skills • Intellectual disability refers to significantly subaverage general intellectual functioning which exists concurrently with deficits in adaptive behavior that adversely affect educational performance and is manifested during the developmental period.

  40. Intellectual Disability summary Example • NAME’s most recent individual psychological evaluation was completed on March 15, 2012. Results showed that his overall cognitive ability was in the range of a moderate intellectual disability (based on WISC-IV and K-BIT-2). • Academic testing (3/15/12) showed that NAME was functioning at about an early first grade level for reading and spelling and on about a mid-first to second grade level for math on the WRAT-4 (compared to present grade placement of 8th grade). • NAME’s adaptive behavior skills are also significantly below those of a typical 14-year old based on parent and teacher completed ABAS-II ratings in March 2012. Communication and daily living skills were noted to be especially weak while social skills were a relative strength for NAME.

  41. Disability Specific Information Orthopedic Impaired Definition: OI Specific Info: Medical information about the orthopedic impairment. Information about the student’s movement abilities/limitations. • Orthopedic impairment refers to students whose severe orthopedic impairments affect their educational performance to the degree that the student requires special education. Such impairment may be due to a birth defect, a disease (such as bone tuberculosis), or some other cause (such as cerebral palsy or muscular dystrophy).

  42. Orthopedic Impairment summary Example • Results of the psychological evaluation on 3/15/13 show that NAME is functioning in the slow learner range of intellectual ability (based on UNIT). • In the area of academic achievement, results of the PIAT-R given on 3/15/13 showed below average to borderline skills in math, reading, and written expression. • According to a physician’s statement from Dr. J. D. Smith dated 1/12/13, NAME is diagnosed with muscular dystrophy and is confined to a motorized wheelchair. Informal observations in the classroom in Jan 2013 as well as teacher reports showed that NAME is able to grasp objects with his right hand and can print his name using a pencil with pencil grip, but handwriting is slow, laborious, and he is easily fatigued. He can use an adaptive computer keyboard and mouse for most written assignments. Oral language skills were age appropriate, based on informal observation by SLP in Feb. 2013.

  43. Disability Specific Information OHI Definition: OHI Specific Info: Medical diagnosis Limitations/Effect(s) of the health problem • Other health impairment means having limited strength, vitality or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, and that: (1) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, or heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and Tourette Syndrome, and (2) adversely affects a student's educational performance.

  44. Other Health Impairment summary Example • Results of the psychological evaluation on April 1, 2013 show that NAME is functioning in the below average range of intellectual ability (based on the WISC-IV results). • Academic achievement was evaluated on 3/14/13 using the KTEA-II and TOWL-4. NAME performed below grade level in all areas. Reading skills and comprehension were his weakest areas, on about a second to third grade level. Math was an area of relative strength, on about a fourth grade level. Written expression skills were on a third to fourth grade level. • According to a physician’s statement from Dr. Henry Jones dated 7/12/13, NAME is diagnosed with Attention Deficit Hyperactivity Disorder which results in limited alertness to a significant degree. • Results of BASC-II and ADDES-3 behavior rating scales completed by the parent and teacher in February 2013 showed significant problems for inattention, hyperactivity, and distractibility both at home and at school.

  45. Disability Specific Information SDD Definition: SDD Specific Info: Adaptive behavior skills Communication skills Motor skills Social/emotional skills • The term significant developmental delay refers to a delay in a child’s development in adaptive behavior, cognition, communication, motor development or emotional development to the extent that, if not provided with special intervention, the delay may adversely affect a child’s educational performance in age-appropriate activities. The term does not apply to children who are experiencing a slight or temporary lag in one or more areas of development, or a delay that is primarily due to environmental, cultural, or economic disadvantage or lack of experience in age appropriate activities.

  46. Significant Developmental Delay summary Example • Results of the psychological evaluation on 11/2/12 show that NAME performed in the below average range of intellectual ability on the KABC-II. However, results may have been affected by test behavior and may not reflect optimal abilities. • In the area of academic achievement, results of the TERA-3 and TEMA-3 (given 11/2/12) showed far below average performance for both reading readiness and math readiness. • Significant delays were noted on ABAS-II adaptive behavior rating scales completed by the parent and daycare teacher in October 2012. Developmental Profile-II and TOLD-P 4 results from Oct. 2012 showed that communication skills were significantly delayed. Motor skills and social/emotional skills were rated as age appropriate on the DP-II.

  47. Disability Specific Information SLD Definition: SLD Specific Info: Information about processing strengths/weaknesses Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not apply to students who have learning problems that are primarily the result of visual, hearing or motor disabilities, intellectual disabilities, emotional or behavioral disorders or environmental, cultural or economic disadvantage.

  48. Where do I find the info on Processing for LD? Eligibility Report (Student Data Tab) Psychological Report Processing information may be mixed in with the IQ subtest results. There also may be individual test results specific to processing. For example: VMI, CTOPP, etc.  

  49. Specific Learning Disability summary Example • Results of the psychological evaluation on 3/15/13 show that NAME is functioning overall in the average range of intellectual ability (based on WJ-III). • Academic achievement was assessed on 2/12/13 via the WIAT-3 and KTEA-II. Results showed average achievement for math computation and oral language skills. Math reasoning skills were low average. Reading skills, reading comprehension, and written expression were significantly delayed, on about a mid-second to third grade level (compared to present grade placement of 6th grade). • Testing on 3/15/13 showed processing deficits in auditory discrimination (CTOPP-2), organization (WJ-III Concept Formation subtest), and visual-motor integration (VMI-5). Memory skills, both short-term and long-term, were relative strengths, as shown on Long-Term Retrieval and Short-term Memory subtests of the WJ-III.

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