& TEP Report for Studer: 40013350 / Ste, 25604001 State and District Assessments: ne to SUSO, she di nt tst with us last year, We have no testing resus for ner oe event which vill be conducted tis speng, 9 FESURS for her. She seipible forthe MSaA Section 4: Functional Performance Social Emotional and Behavior: * femme oves coming to school. She loves to help her classmates and teachers. She f play rough with other students. She also wil leave the classroom to She will sign restroom or say "pee" fcllows directions wel, She som Use the restroom without asking. whieh Femicred geil GEER has 2 9000 sense of humor. She likes to play with her classmates, and is intera ERD h2s 2 s008 play lsssmates, and is interacting with them more positively with Behavier does not significantly and adversely impact the progress in the general curriculum, Physical Development: ses both hands to participate in 9 variety of classroom activites. Her right hand seems to be the MPP is Sansa Sea Seer oe oe arom aces Hee Dndecog cc ee cee hand She ras good gross rotor skis. She can acces al areas ofthe school campus independent, She can run, 3n6 Throw a bal, She is independent with her self help skis, She ean rp and bution eer ences eh SMe CAN FU, Sump, catch Sccupational Therapy Notes: Billi orchard domont ara uizes an ettcen sight handed wid grasp pattern when win, she reeores nina omnes sha veblee Pape" wih er hon-doriarehend lige ace er rae son meas Sees however she lacks accuracy f-equentl straying fram the doe MMete I stemming face Sees om Stee 26 feters of me alphabet but he eters are very large, not well formed, and faut akeve We bestine Ges afer hata She frequently puts her head down close to the pape” resting on er atin when shee nse ge en en hah Contirmed that according to mother she does have prescription lenses but refuses to wear hese Pe pa, see her work clearly is more than Mey 8 significant contributing factor fo er pode as moter peace NY Provide consultative services inthe academic environment en such tne 9s Mis complon ah se ee ception lenses: Service delivery wil consit of modeling, coleboraton and consuiatommmmteaciory a teen ee actviies into the natural context of the school environment, Lise DéFrsiee or Me Oe Communication: speech is highly unintelligible to both familiar and unfamiliar listeners. Uke many individuals with Down Syndrome, 5 underdevgloped oral-mator skils, and this affects her abllty to use precise articulation, tn spite of her vealed speech inteligibilty, 5 2 combination of verbal words, gestures, expressions, and manual Sighs to ele in Communication. However, itis believed that an augmentative/alternative communication device can heb digas further Gevelog her expressive language skils eportindicated that ar evaluation request wes made inonterto-determine.-, whether SEEMED elgibie {0 receive an Jevice, but that evaluation has not yet been conducted, INE receptive language skils are more developed tian her expressive skills, and she is able t understand most Comments and faswuction in the classroom Parent/Adult Student's Input on Student's Current Functional Achieverient: Summary of Work Habits: an work hard and silently when she is motivated or working closely with an adult. She is much less motivated to ¢o (20 i re ey when ee erred ot word independent owes help her dassmotes She sometimes will try to help her table mate before she has completed her work, s0 ne arettng to have Her finish her work before helping her table mate with his work es Section 5: Summary of Educational Needs 9 the information from the current muldscipinary evahiauon, academic achievement, functional performance, transition bosed Gata (i eppicble), he 1 team nas determined tnt tne student nas edluctonal needs rhe Tolom areas: runctonal Acsdemics, Lie Skil, Occupational Therapy, Speech, Special Education Transporation