SPECIAL EDUCATION RE-ELIGIBILITY REPORT

GREENE COUNTY SCHOOLS, GREENSBORO GA 333-222-1111

SPECIAL EDUCATION RE-ELIGIBILITY REPORT

Student Name: Ricky Alamo

Eligibility Meeting Date: 11/25/2013

DOB: 4/3/2008 GTID: 9000002191

1. STUDENT INFORMATION

Eligibility Meeting Date: 11/25/2013

Case Manager: Parker, Liz

Purpose of Eligibility Meeting: ReEligibility - Discuss additional information and determine continued eligibility status

Student Name: Ricky Alamo

Date of Birth: 04/03/2008

GTID#: 9000002191

Eligibility Date: 11/25/2013

Eligibility Category(s): , VISUAL IMPAIRMENT

Previous Eligibility Date:

Previous Eligibility Category(s):

School: Hawthorne Elementary

Grade: KK

Parent(s): Parent: Alamo, Alan Address: 1000 Lincoln Ave.,Legend,GA 30008 Phone(Home): 9128863234

Work: 9128864020

Email: aalamo@ Cell Phone: 9128868009

Parent: Alamo, Amy Address: 1000 Lincoln Ave.,Legend,GA 30008 Phone(Home): 9128863234

Work: 9128865858

Email: aalamo@ Cell Phone: 9128862330

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GREENE COUNTY SCHOOLS, GREENSBORO GA 333-222-1111

SPECIAL EDUCATION RE-ELIGIBILITY REPORT

Student Name: Ricky Alamo

Eligibility Meeting Date: 11/25/2013

DOB: 4/3/2008 GTID: 9000002191

2. CASE HISTORY

This Question does not apply to student who are being reevaluated Has the child attended (or is the child attending) a preschool program? Yes Gardens PreK, Tatnall, Oklahoma

Is this child age appropriate for grade level? Yes

Is the child's hearing within normal limits? Yes

Is the child's vision within normal limits? No Ricky was referred for evaluation due to his visual diagnosis of aniridia (incomplete formation of the iris, retina, and optic nerve), a coloboma (a small hole) in the retina OD (right), anomalous optic nerve OS (left), microphthalmia (smaller than usual eyes) esotropia (inward turning of the eyes), exotropia (outward turning of the eyes), pendular nystagmus (involuntary side-to-side movement), and high myopia (nearsightedness). Corrective lenses were prescribed previously but appear not to significantly improve visual acuity and are, therefore, not recommended at this time. Students vision is within normal limits with corrective lenses? No

Does the child take medication on a regular basis? No

Does the child have other significant health concerns, major childhood illness/disease, or a diagnosed syndrome? No

Does the child have motor/coordination/mobility needs? Yes Mobility: Ricky has quickly become accustomed to his daily routes at school: classroom to bathroom, playground, lunchroom, media center. However, he has difficulty with unfamiliar routes. His mother reports that he moves through his home easily, but has difficulty on family outings and a family member must hold his hand when navigating an unfamiliar setting. Fine motor skills have developed within normal timelines, but Ricky lacks a foundation in tactile discrimination for pre-braille. Gross motor skills have developed within normal timelines though Ricky needs to improve independent balance and skipping.

Does the child have adaptive or medical needs (e.g., wheelchair, walker, leg braces, feeding tube, etc.)? No

Describe student's developmental history. Ricky's father has a visual impairment similar to Rickys as Ricky's vision impairment is hereditary. His mother has normal vision. Parents report that Ricky met developmental milestones normally for language and gross and fine motor skills.

Describe social history and document services and interventions that have been considered or provided from outside the school. Father reported that since he shares a similar visual condition, he was able to help Ricky learn to mediate his social and physical environment as he met milestones. Mother reported that since she has normal vision, she was able to assist this mediation and expand it to include incidental learning based upon visually mediated situations. Ricky attended a regular, private preschool before he moved to Dundee County. The local school district in his previous placement evaluated Ricky, made him eligible for special education, and offered services through an IEP, but parents declined special education services so Ricky has received no formal specialized instruction up to this point. Records from Gardens PreSchool report normal developmental milestones met but there is no information of goals related to specialized instruction. Accmmodations are mentioned only in that a teacher's aid helped Ricky learn to navigate the playground and also helped him in the classroom when doing fine motor tasks that were vision dependent.

Does the child have other significant issues not covered in the previous questions? Yes Ricky has significant needs in acquisition of literacy due to his vision impairment. He has needs in the area of mobility that require evaluation by an O&M specialist. He has needs in the area of assistive technology that will enable him to access his educational environment and materials.

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GREENE COUNTY SCHOOLS, GREENSBORO GA 333-222-1111

SPECIAL EDUCATION RE-ELIGIBILITY REPORT

Student Name: Ricky Alamo

Eligibility Meeting Date: 11/25/2013

DOB: 4/3/2008 GTID: 9000002191

3. SUMMARY OF PROGRESS MONITORING DATA TOWARD ACHIEVING STANDARDS

Does the child require immediate consideration of special education eligibility? No Area of difficulty: VISION

Scientific, research, or evidence-based interventions: Intervention: Read 100 out of 100 high frequency words for Kindergarten level Beginning Date: 11/4/2013 Ending Date: 11/22/2013 Frequency:- Once weekly

Baseline Performance Data: Performance Date: 11/4/2013 Performance Data: Read 71 out of 100 high frequency words at Kindergaretn level Summary: Ricky is expected to master this goal quickly. This goals are in place until Georgia eligibility is completed and IEP can

be updated based on new evaluation. Intervention Data:

Intervention Date: 11/4/2013 Intervention Data: Read 71 out of 100 high frequency words at Kindergaretn level Summary: Ricky is expected to master this goal quickly.

Area of difficulty: VISION

Scientific, research, or evidence-based interventions: Intervention: Tactually discriminate, describe and name common objects Beginning Date: 11/4/2013 Ending Date: 11/22/2013 Frequency:- Once weekly

Baseline Performance Data: Performance Date: 11/4/2013 Performance Data: 100% correct identification on common school related objects; 50% correct identification on household

objects. Summary: Ricky requires on-going intervention in tactile identification of common objects. This goals are in place until Georgia

eligibility is completed and IEP can be updated based on new evaluation. Intervention Data:

Intervention Date: 11/4/2013 Intervention Data: 100% correct identification on common school related objects; 50% correct identification on household objects. Summary: Ricky requires on-going intervention in tactile identification of common objects.

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GREENE COUNTY SCHOOLS, GREENSBORO GA 333-222-1111

SPECIAL EDUCATION RE-ELIGIBILITY REPORT

Student Name: Ricky Alamo

Eligibility Meeting Date: 11/25/2013

DOB: 4/3/2008 GTID: 9000002191

4. RESULTS OF STATE ASSESSMENTS GWT Summary

Year

Subject

2011

Writing

GHSGT Summary

Year 2011 2011 2011 2011 2011 EOCT Summary

Subject Language Mathematics Mathematics Science Social Studies

Year 2011 2011

Subject Composite Composite

Scale Score 233

Achievement Meets

Scale Score 275 255 255 272 215

Scale Score 484 453

Achievement Exceeds Exceeds Exceeds Exceeds Meets

Achievement Exceeds expectations Exceeds expectations

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GREENE COUNTY SCHOOLS, GREENSBORO GA 333-222-1111

SPECIAL EDUCATION RE-ELIGIBILITY REPORT

Student Name: Ricky Alamo

Eligibility Meeting Date: 11/25/2013

DOB: 4/3/2008 GTID: 9000002191

5. INDIVIDUAL STUDENT DATA

1. Academic Achievement

Source(s):

No

Source

Assessment Date

1

Jerry Johns Basic Reading Inventory

11/4/2013

2

Benchmarks ? Locally developed

11/5/2013

3

Other

11/6/2013

Strengths: Ricky's Kindergarten classroom teacher completed the district's RTI Skills Inventory. The inventory showed Ricky to be

within developmental norms for all areas except for written expression. The areas surveyed by the inventory are motor, oral and

written expression, listening comprehension, basic reading and reading comprehension, math calculation and reasoning,

attention/memory, work habits, and emotional/behavioral/social. Ricky is on grade level for high frequency occurrance sight words.

He was able to read 71 out of 100 in the Kindergarten level word list (Fountas and Pinnell) when 41 is on level for his age. He can

name and sound all letters of the alphabet. He can say the alphabet in order. He is able to write and read his full

name.

The Johns BRI was administered with the following

results:

The Jerry Johns Basic Reading Inventory was administered on

11/5/13. Graded word lists were presented to Ricky in Times New Roman at 24 point font. He used a reading stand to bring

materials nearer and had nose pressed to paper during the entire assessment. Graded Word Lists: BB (Pre-Primer): 15/20

Instructional/Frustration; Time: 4:05 B (Primer): 15/20 Instructional/Frustration; Time: 3:50 Reading Passages: BBB (Pre-Primer): 5/5

Independent; Time: 1:28 (17.04wpm) BB: (Primer): 5/5 Independent; Time: 3:59 (12.6 wpm) B: (Primer): 3/10

Independent/Instructional; Time: 7:53 (12.7 wpm). Ricky is able to name and sound all letters of the alphabet and can name them in

order.

The Math 4 Children's Benckmark was administered at End of

Kindergarten level. This was done on computer with all pictures enlarged and with tracking help provided for strings of objects. Ricky

is on level for Kindergarten in that he is able to name basic colors and shapes, count objects to 20 and recognize numbers to 10. He

can use the plus sign to add objects and numbers in sums up to 10. He is able to compare and discriminate heavier, smallest,

largest as long as he has first hand experience with the object depicted. He can identify penny and dime, but not nickel. He is able

to identify objects that are on placed on the left vs. the right. He could recognize solid geometric shapes pyramid and cube though he

could not read the words. Weaknesses: According to the the Skills Inventory and the Written Communication observation, Ricky has a weakness in written expression. He has difficulty writing more than one sentence and with editing sentences he has written. The spacing and legibility of his handwriting is poor. All of these difficulties appear to be due primarily to his visual impairment. The EVALS (Evaluating Visually Impaired Students)Handwriting for Low Vision Students was used to investigate his writing skills. He is able to create regular zigzag lines with a 20/20 pen, but struggles with a continuing line of loops. He can write all letters of the alphabet in manuscript - both upper and lower case. He was also rated a "no" for "reads and interprets body language and other non-verbal social cues. Ricky decodes new words by sounding out, but must do so letter by letter due to the large font size that he uses because of his significant visual impairment. This makes it difficult for him to read longer whole words or phrases/sentences since he reads letter by letter. This interferes with his fluency. While Ricky is at an independent reading level for Primer BB, he is recognizing sight words by reading them letter by letter while he sounds them out phonetically. His visual impairment prevents him from reading longer whole words, phrases and sentences other than by this letter by letter approach and so his fluency is greatly impacted. The words per minute times reported demonstrate this. Additionally, visual fatigue and the need to take frequent breaks became evident after 15 minutes of

close work.

Given Math 4 Children's Benchmark for end of term

kindergarten, Ricky was unable to read a clock face for time to the hour or half hour. He had difficulty classifying objects using

comparatives if he did not have direct experience with them. This is most likely due to his visual impairment. He is not yet aware of

fractions, counting by 2's, or the concept of probability. His score on this evaluation was 300 out of 360 as the passing rate. He is

not functioning at end of kindergarten level, but is solidly on grade level at this time. He is unfamiliar with use of the abacus.

Optional Comments: Not Applicable

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