Universal ALP Changelog

Version 1.0.5
Updated Dashboard
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ALP Process
Version 1.0.1
Add New Student Option
Version 1.0
Initial Released 2023

NEW ALP for Current Student

Suppose updating a past year ALP for the student. Please take a look at the student’s previous ALP under the Archive ALP and click on New ALP. The new ALP will populate with the student’s previous ALP information.

Visual Impairment, including Blindness

Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Sec. 300.8 (c)(13)

Traumatic Brain Injury

Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Sec. 300.8 (c)(12)

Speech or Language Impairment

Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

Sec. 300.8 (c)(11)

Specific learning disability—

(i) General. Specific learning disability means 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 the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Seck. 300.8 (c)(10)

Other Health Impairment

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, that—

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance.

Sec. 300.8 (c)(9)

Orthopedic Impairment

Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Sec. 300.8 (c)(8)

Intellectual Disability

Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation.”

Sec. 300.8 (c)(6)

Hearing Impairment

Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.

Sec. 300.8 (c)(5)

English as a Second Language (ESL)

Education personnel in States, local educational agencies (LEAs), and schools across the nation have described challenges in developing and administering English language proficiency (ELP) assessments required under Titles I and III of the Elementary and Secondary Education Act of 1965, as amended (ESEA), to students who are both English Learners (ELs) and students with disabilities. Some of these challenges include:

1) ensuring that all ELs with disabilities participate in the annual State ELP assessment;
2) administering an annual State ELP assessment that accurately measures the English language proficiency of students with disabilities, including providing individual appropriate accommodations in accordance with a student’s individualized education program (IEP), as required by the Individuals with Disabilities Education Act (IDEA);
3) administering appropriate alternate assessments to the annual State ELP assessment in accordance with the student’s IEP, as required by the IDEA; and
4) determining how to include the results of annual State ELP assessments for students with disabilities in making accountability determinations under the ESEA.

Section 612(a)(16)(A)

Various mental health issues can fall under the “emotional disturbance” category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under “other health impairment.”)

Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

Sec. 300.8 (c)(4)

Developmental Delay

Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child—

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and
(2) Who, by reason thereof, needs special education and related services.

Sec. 300.8 (b)

Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

Sec. 300.8 (c)(3)

Deaf-Blindness

Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Sec. 300.8 (c)(2)

Autism

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance.

A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph of this section are satisfied.

Sec. 300.8 (c)(1)

Diagnostic Information

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide and to eligible students. But not every child who struggles in school qualifies. To be covered, a child’s school performance must be “adversely affected” by a disability in one of the 13 categories below.

Specific learning disability (SLD) – The umbrella term “SLD” covers a specific group of learning challenges. These conditions affect a child’s ability to read, write, listen, speak, reason, or do math. Here’s what could fall in this category:
1. – Dyslexia
2. – Dysgraphia
3. – Dyscalculia
4. – Auditory processing disorder
5. – Nonverbal learning disability
Other health impairment – The umbrella term “other health impairment” covers conditions that limit a child’s strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.
Autism spectrum disorder (ASD) – ASD is a developmental disability. It covers a wide range of symptoms, but it mainly affects a child’s social and communication skills. It can also impact behavior.
Emotional disturbance – Various mental health issues can fall under the “emotional disturbance” category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under “other health impairment.”)
Speech or language impairment – This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.
Visual impairment, including blindness – A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn’t qualify.
Deafness – Kids with a diagnosis of deafness fall under this category. These are kids who can’t hear most or all sounds, even with a hearing aid.
Hearing impairment – The term “hearing impairment” refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.
Deaf-blindness – Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can’t meet them.
Orthopedic impairment – An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.
Intellectual disability – Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of an intellectual disability.

12. Traumatic brain injury – This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities – A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can’t be met in a program designed for any one disability.

https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea

For more information, please visit IDEA (Individuals with Disability Education Act) at Sec. 300.8 Child with a disability

Learning Targets

The student’s annual learning targets should address the skills that need support due to learning and thinking differences specified by the student’s previously stated diagnosis. Effective learning targets are strengths-based and SMART: Specific, Measurable, Attainable, Results-oriented, and Time-bound.

Specific: Each goal is specific in naming the skill or subject area and the targeted goal.
Measurable: The goal is stated in a way that your child’s progress can be measured by standardized tests or screening.
Attainable: The goal represents the progress that is realistic for your child.
Results-oriented: The goal clearly lays out what your child will do to accomplish it.
Time-bound: The goal includes a time frame in which your child will achieve it, with the right support and services. It also states when and how often progress will be measured.

Vision Statements

Both parent(s) and the student will complete a vision statement. Parent and Student Vision Statements should define an educational and post-high school purpose for the student. Vision statements are meant to be achievable and measurable.

The term ‘best practices’ can be interpreted in different ways but it is most commonly agreed to be a term used to ‘demonstrate instructional balance in learning’ according to Benchmark Education
(https://benchmarkeducation.com/best-practices-library/how-to-effectively-observe-best-practices.html).

For a student, best practices will include:

– Be prepared for class daily
– Write homework assignments and tests in planner daily
– Check Power School daily
– Check email periodically throughout the day/evening
– Advocate for him-herself when needing help/support
– Seek additional help and resources when necessary”
– Commit to homework/organizational time at home – prioritizing short and long term assignments appropriately
– Advocate using any assistive technology that may include: speech-to-text or read-aloud

For a parent(s), best practices will include:

– Make sure medication (if any) is administered as directed
– Notify the school of any changes in medication condition or medications
– Make sure the child gets appropriate sleep and a decent breakfast.
– Make sure student comes to school on time
– Provide time and resources at home to promote student success
– Commit to a structured and quiet time/ place for students to perform school work

For a core topic educator, best practices will include:

– Allow preferential seating away from distractions
– Provide access to notes when student advocates
– Provide cues and/or prompts for attention to task
– Allow student to use technology for in-class writing assignments or voice to text
– Allow opportunities for individual/ small group instruction
– Allow opportunities for collaborative learning
– Teach to different learning styles (visual, auditory, tactile, kinesthetic)
– Assign a “study buddy” to student when student advocates

For an intervention specialist, best practices will include:

– Develop relationships with teachers to support decision-making processes related to teaching and learning.
– Offer customized support to help teachers develop problem-solving abilities.
– Allow opportunities to introduce teachers and students to new strategies
– Support teachers in making positive changes in their teaching styles.
– Provide motivation—remind teachers of their goals and support their efforts toward achieving them.
– Collaborate with teachers
– Develop a give-and-take relationship where each person has input in the professional conversation.
– Help teachers strategize and find effective ways to accomplish or change an instructional practice.
– Provide ideas for overcoming obstacles in instruction.
– Support with student’s organizational skills
– Assist in the development of classroom management plans
– Procure resources for specific needs

Please note: Saint Henry District High School does not accept state IEPs and 504 plans. Saint Henry District High School meets with the parents/guardians and creates an Academic Learning Plan that will include accommodations and modifications suggestions. Accommodations and Modifications are at the discretion of the classroom teacher. The parent/guardian acknowledgement of choosing “yes” below gives permission for Saint Henry District High School to save this Academic Learning Plan and associated evaluations/tests from health professionals in the google drive for the school and to be backed up in the Apple iCloud.

Testing Accommodations and Modifications

Testing accommodations remove obstacles to the test-taking process that are presented by the disability without reducing expectations for learning. The categories of testing accommodations most frequently required by students, as indicated in their IEPs/Section 504 accommodations plans (504 plans), are:

flexibility in scheduling/timing;
flexibility in the setting used for the administration of assessments;
changes in the method of presentation; and
changes in the method of response.

Testing modifications are changes made to the testing process or the content of the assessment that may change, lower, or reduce learning expectations. Testing modifications may also alter the underlying construct of the assessment. Examples of testing modifications that reduce expectations for learning and affect the construct of the test include:

simplification, clarification, or explanation of test questions/items;
use of spell-checking devices on a test of the student’s spelling skills; and
use of a calculator on a test of the student’s computational skills

In order to make informed, appropriate recommendations on testing accommodations for individual students, members of the ALP Committee should consider the following information about the tests in which the student will be expected to participate:

content areas covered by the test (what standards/skills the test is measuring);
grade/level tested;
how the test is administered (duration of the session(s));
when the test is administered (schedule);
presentation format (paper-based, performance-based, computer-based);
response format and nature of test items (multiple-choice, short answer, essay); and
if a test score is used to inform any decisions about supports/services for students (e.g., academic intervention services (AIS)).

http://www.p12.nysed.gov/specialed/publications/documents/testing-accommodations-guide-june-2018.pdf

Meeting Information

Student Information

Parent/Guardian(s) Information

PURPOSE OF TEAM MEETING

Diagnostic Information

Student Eligibility

Acknowledgement and Signature

Testing Accommodations and Modifications

Defenitions