Curriculums and Instruction of Math for Students with Disabilities

investigate assessment data for your case study student.( I will attach. )
Create a 500-to 700-word analysis of the assessment data.
Include the following headings and information in your analysis:
Standardized Mathematics Assessments: Use Ch. 3, pp. 66-71, of Math Instruction for Students with Learning Problems as a guide.
Alternative Mathematics Assessments: Use Ch. 3, pp. 71-88, of Math Instruction for Students with Learning Problems as a guide.
Higher Order Processes: Use Ch. 3, pp. 88-91, of Math Instruction for Students with Learning Problems as a guide.
Recommendations: Provide your recommendations for further assessment, lessons, and curriculum.
Submit Assessment Analysis as a Word document by Sunday.
REFERRALAlyssa was referred for an initial evaluation at Student Study Team (SST) request for Special Education Services, as required by the Individuals with Disabilities Act (IDEA). The academic concern is difficulty in broad reading: reading comprehension and reading fluency.EVALUATION PROCEDURES:Comment on Validity of Test Results
Alyssa’s primary language, racial, and ethnic background were considered prior to selection and interpretation of evaluation procedures and measures. All assessment procedures measure a limited sample of a person's total repertoire. The selected measures have been interpreted within the limits of their measured validity. They have been administered according to standard procedures and for the specific purposes recommended by the publishers. Therefore, the validity of the test results presented in this report can be considered to be fairly reliable estimates of this student’s general cognitive functioning and expected levels of academic achievement. The evaluation procedures were administered in the child’s primary language or mode of communication and performed in all areas related to the suspected disability by a qualified multidisciplinary team. In addition, when available, independent evaluations and information provided by the parents was considered. The results of the assessment will be used to determine present academic performance, to determine if a processing disorder exists and to plan appropriate
interventions.
The following procedures were components of the evaluation:
Interview/Observation/Records Review
Wechsler Intelligence Scale for Children - 5th Edition (WISC-V)
Woodcock-Johnson IV Tests of Achievement Bateria-Pruebas de Aprovechamiento Academico (Bateria-III)
Test of Auditory Processing Skills- (TAPS-3)
Motor-Free Visual Perception Test-Fourth Edition (MVPT-4)
Test of Visual-Motor Integration Sixth Edition (VMI-6th)
Behavior Assessment System for Children-2 (Self Scale)
rpf,„vn INFORMATION/EDUCATIONAL HISTORY:
i is a 5th grade student at the Nestor Language Academy. Alyssa has been attending Nestor Language Academy A Kindergarten. Nestor employs a two-way Spanish Immersion program that is language oriented and designed