Evaluation/Reevaluation Report

Documentation of Eligibility
South Carolina Public Charter School District
Evaluation Report and Documentation of Eligibility
CONFIDENTIAL

Name: Jon Snow Date of Evaluation Planning Meeting: 1/24/2013

Date of Birth: 9/23/1999 Grade: 7th
Age: 13 years School: ABC Academy
Date Evaluation Completed: 4/8/2013 Date of Eligibility Determination: 4/19/2013

This report reflects information that existed at the time of evaluation planning, as well as any new
information gathered during the evaluation process, including any and all information presented by the
parent.

Section I: Review of existing information: Listed below is each evaluation procedure, assessment, record, or
report this team has reviewed and used in determining whether additional information is necessary in order to
conduct the evaluation.

REASON FOR REFERRAL AND EDUCATIONAL BACKGROUND

Jon was referred for evaluation by his mother and teachers due to concerns about how his emotions and behaviors
are impacting his ability to access and progress in the general curriculum. Jon has difficulty controlling his anger; he
often reacts impulsively when he is frustrated or when he perceives he is being challenged. He will react both
verbally and physically. Ms. Stark, Jons adoptive mother, provided information concerning Jons background to the
school when he enrolled in August. This is an expedited evaluation due to a disciplinary incident that led to a
recommendation for expulsion.

A review of available information showed that Jon attended the preschool HeadStart program in Winterfell and then
attended public school in Winterfell. He had an IEP as early as 1st grade and received services under the category of
Other Health Impairment due to the adverse effect of his Attention Deficit Hyperactivity Disorder (ADHD) on his ability
to access and progress in the general curriculum. At the time of the initial evaluation, he also had been diagnosed as
having Depressive Disorder, a mixed receptive-expressive language disorder, a developmental coordination disorder,
and other developmental delays. Jon was reevaluated in 2nd grade so that the team could gather additional data in
the area of need for assistive technology.

In 3rd grade, Jons IEP addressed weaknesses in reading, writing, math, articulation, and functional behavior.
Supplemental services included OT consult and a behavior intervention plan. Ms. Snow homeschooled Jon toward
the end of this time. In January 2010, Jon was placed at Kings Place, a residential treatment facility that provides
intensive intermediate and long-term care to children and adolescents who have psychiatric and behavioral health
disorders. Diagnoses at the time of placement included ADHD, Mood Disorder, Oppositional Defiant Disorder,
Posttraumatic Stress Disorder, and Reactive Attachment Disorder. Jon was placed in order to have services that
would address his emotional/behavioral issues that were impacting him in his home and community settings. Jon
was dismissed from Kings Place sometime during the 2010-11 school year. He was then homeschooled for the
2011-12 school year and enrolled at ABCA in August of 2012 as a 7th grader.

SUMMARY OF RESEARCH-BASED ACCOMMODATIONS AND/OR INTERVENTIONS

Jon Snow, ABCA
As stated above, Jon had an IEP throughout his time in the Winterfell school district. He also received intensive
support services (counseling in both small group and individual settings, medication management, behavior support,
and educational support) through a plan of care at Kings Place.

Shortly after enrolling at ABCA, a behavior intervention plan was put into place to help deescalate frustration,
defiance, and verbal aggression. Jon was given a BIP pass that he could use to leave class for a designated area
when he felt the need for a short cool down time. Teachers could also signal Jon quietly to take a break if they
noted he was becoming agitated.

Jon is currently under the care of an adolescent psychiatrist who provides medication management. He has received
counseling services to address his behavioral/emotional issues for the past 7 years.

DEMOGRAPHIC, DEVELOPMENTAL, AND MEDICAL/HEALTH HISTORY

Ms. Stark provided information about Jons birth, early development, medical, and family history. Jon and his twin
were born prematurely, with low birth weight, and positive for crack/cocaine. There was also prenatal exposure to
alcohol and drugs. Jon also has a history of physical abuse and neglect by his birth mother and sexual abuse while
in foster care.

Jon and his brother were adopted by the Starks when they were 5 years old. Ms. Stark has little information about
Jons infancy other than knowing that he was severely delayed in all areas when he was adopted at age 5. He had
an appendectomy at age 8; he developed an infection and had to be readmitted to the hospital for treatment. Jon
has environmental allergies that are treated with Zyrtec. He has also been diagnosed with Episodic Mood Disorder,
Impulse Control Disorder, Antisocial Personality Disorder, and ADHD. He takes Vyvanse, Zoloft, Risperdal, and
Depakote to help control the symptoms of these disorders.

Jon lives with his parents, twin brother, and older sister. Jon enjoys sports such as basketball, soccer, and
swimming. He also enjoys playing video games, reading, and watching movies. Ms. Stark described Jon as being
kind, solicitous, charming, and determined when there is something he wants. He works well towards goals he wants
to achieve or on projects in which he is interested. Jon can become very belligerent and disrespectful at times. He
may threaten or hit others. Ms. Stark report that Jon typically requires disciplining 3 to 5 times daily for anything from
disrespect to lying to destroying someone elses property. Discipline techniques used at home include loss of
privileges, assignment of additional chores, and removing Jon from the situation.

ENGLISH LANGUAGE PROFICIENCY

English is Jons primary and native language. No concerns were noted in this area.

VISION
According to screening information and reports from his parents and teachers, Jon has functional vision. No
concerns were noted in this area.

HEARING
Screening information indicated that Jon has functional hearing.

SPEECH / LANGUAGE / COMMUNICATION

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Jon received special education services to address articulation issues through 3 rd grade. No significant problems are
noted with his articulation at this time. Ms. Stark reported that Jon was diagnosed as having a language processing
disorder last year. Due to these difficulties, the team requested additional information primarily in the area of listening
comprehension and receptive language.

COGNITIVE / PROCESSING
A review of information indicated that Jons cognitive processing skills have been assessed at least twice in the past
with consistent results. Assessments indicated that Jon has average to borderline skills in the areas of verbal
comprehension, perceptual reasoning, working memory, and processing speed. Full scale scores have consistently
been within the low average range.

ACADEMIC ACHIEVEMENT
Jons most recent grades indicate significant scatter. He is currently passing Spanish, math, science, and
introduction to family and consumer science, but is failing English/language arts and social studies. His grades from
first to second gave varied as well improving in some classes and falling in others. Information in Jons previous
IEP from 3rd grade indicated that he was able to read and perform math activities on grade level at that time. His IEP
provided supporting instruction to improve his skills in reading, writing, and math. The team requested additional
information in this area to assist with educational planning.

ADAPTIVE BEHAVIOR
Ms. Stark reported that Jon demonstrates age-appropriate self-help skills. He has difficulty in the areas of
communication and socialization at home and in the community. The team requested additional information in these
areas.

SOCIAL / EMOTIONAL / BEHAVIORAL

Jon has a long history of problems in this area. Early in school his difficulties with attention, concentration, and
impulse control interfered with his ability to consistently access and progress in the general curriculum. Ms. Stark
reported that across settings of home, community, and school Jons behavior has impacted his ability to interact with
others. Building and maintaining relationships with others is very difficult for Jon. His behavioral difficulties in the
home setting led to his placement at Kings Place in January of 2010. These difficulties were addressed through
direct and indirect instruction, supplementary services, and other supports in his IEP prior to placement at Kings
Place.

As mentioned previously a behavior intervention plan was implemented at ABCA soon after Jon enrolled. The plan
was implemented on 9/18/2012 and Jon used his BIP pass to leave class on 6 occasions for an average of 15
minutes per outing. He was successful in calming himself, talking through the issues, and returning to class. From
the date of implementation until Nov. 2 this system worked well; Jon only had one referral during this time. Beginning
Nov. 2 until the date of this evaluation planning meeting, Jon has had 28 referrals. It is unclear what changed or what
prompted this increase in disruptive behavior. Of the 28 referrals, 59% (17 referrals) were for class disruption, 28%
(8 referrals) for defiance, 3% (1 referral) for other minor offences, and 3% (1 referral) for physical aggression. The
removals from class were sometimes initiated by Jon and sometimes by the teacher. On an average Jon was out of
the classroom anywhere from 15 minutes to 3 hours, with an average time being 30 minutes. Two incidents resulted
in out-of-school suspensions.

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The most recent event occurred on 1/14/2013. Jon slammed the door on another student, then became agitated
when questioned by two of the teachers. He refused to go to the assigned classroom for a cool down time and was
disrespectful with his language. Jon was suspended for 5 days for this event.

Due to the school having reason to suspect Jon might have a disability, Jons placement was placement was
changed to an interim alternative setting with his mothers consent while an expedited evaluation as completed.

The team requested additional information in this area to assist with educational planning.

MOTOR / SENSORY
Jon has received occupational therapy in the past (age 9) to address difficulties in various areas that included
handwriting (letter formation, spacing, sizing, positioning, and speed); attention to task; emotional and behavioral
regulation; and sensory processing. Due to continued difficulties in these areas, the team requested updated
information.

No significant problems with gross motor skills were noted by Ms. Snow or by teachers. No additional information
was requested in this area.

TRANSITION
The team requested information concerning Jons interests and preferences to assist in educational planning.

Section II: Determination of need for additional information: After reviewing existing information, this team has
determined that:
No additional information is needed in order to conduct an evaluation. Existing information will be used to
complete the evaluation and to determine eligibility and educational needs. Proceed to Section VI. If no additional
information is needed, the parents have the right to request an assessment to determine whether the child continues
to be a child with a disability, and to determine the educational needs of the child (34 CFR 300.305(d)). The LEA is
not required to conduct the assessment unless requested to do so by the childs parents.
Addition information is needed in order to determine eligibility and educational needs. Proceed to Section III.

Section III: Additional Information Needed for Evaluation Plan:

Title of Team Member
Need Evaluation Component / Area of Evaluation Responsible for Obtaining
X Observation: 3 in at least 2 different settings At least 2 different school
staff
X Interview: student School staff
X Behavior log/Anecdotal records: records of behavior incidents, School staff
removals from class, length of removals, and causes of removals
X Documentation of behavioral interventions and results of progress School staff
monitoring: see above
X Behavior rating scales (social, emotional, behavioral functioning): At least 2 teachers and
social and emotional as well as attention parent
X Preacademic, academic, or functional academic achievement OR School staff and Speech
developmental skills assessment therapist
Areas: ___ Preacademic skills ___Functional academic skills

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___Developmental skills assessment __Oral expression
_X__Listening comprehension __X_Written expression _X__Basic
reading skill _X__Reading fluency skills __X_Reading
comprehension _X__Mathematics calculation _X__Mathematics
problem solving ___Other:
X Language (receptive, listening comprehension) Speech therapist
X Visual-motor skills Occupational therapist
X Fine motor skills (small muscle movements) Occupational therapist
X Sensory functioning (processing information from the environment Occupational therapist
taken in by the senses)
X Assessment of childs need for assistive technology (devices and Occupational therapist
services that assist the child in adapting to and/or accessing
educational instruction and settings)
X Assessment of childs interests and preferences regarding School staff
postsecondary outcomes for the purpose of determining transition
needs

Section IV: Evaluation Schedule:

This is an expedited initial evaluation and will be completed within 20 calendar days of receipt of written
parental consent to evaluate.

Section V: Review of Additional Data Collected:

Areas Current Levels of Performance (based on additional data)
Academic Jon was administered the Woodcock-Johnson Tests of Achievement III in the areas of reading
Achievement fluency, reading comprehension, math calculation, math reasoning, and written expression by M.
Retan, Special Education Teacher across 2 different days. Jon tried his best on all subtests, but did
state that math was his least favorite and that he did not like math. Standard scores ranged from
62-94 (the average range is 90-109). Jons reading fluency was his highest score. He was able to
read smoothly and quickly. Reading fluency was in the average range for his age. Passage
comprehension standard score was an 88, which is in the low average range.

Writing fluency subtest standard score was an 84, which fell in the limited range. Observations of
Jons writing sample during this subtest were varied. Jon was able to compose simple sentences
given three words and a picture fairly easily. He did not use capitalization or punctuation in most of
his sentences. However, he was able to construct simple sentences at an average rate with
minimal effort. Spelling subtest standard score was 79, which fell within the limited range. Jon tends
to spell words just how they sound to him, and did so on the subtest.

Jon reported prior to the testing that math was his least favorite subject and that he did not like to
do math, especially without a calculator. Jon achieved a standard score of 62 on the subtest for
math calculation, and a 75 subtest score for applied problems. He was unable to subtract with re-
grouping or multiply other than a basic multiplication fact. He did not attempt to divide and stated
that he did not know how to divide. He was unable to complete any fraction problems either. His
standard score for math calculation fell in the very limited range based on age level norms. During
the applied reasoning subtest, Jon did not use paper or pencil or any apparent strategy to solve the
problems. He reported that he did them in his head, and once he was unable to do that, he simply
said he did not know. His score for math reasoning again fell in the very limited range based on age
level norms.

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Currently Jon is passing science with a 78 average and PE with a 97 average. He is failing social
studies, math, and English/language arts. His behavior is significant impacting his classroom
performance and achievement. Ms. Calvo reported that when Jon took the recent Measures of
Academic Progress (MAP) test, she had given directions to the class to carefully read questions
before clicking answers on the computer. Jon immediately began to click answers indiscriminately.
His score, of course, was lower than his fall score on the same measure. This is typical of how
Jons behavior often impacts his classroom performance.
Functional Jons functional behavior was assessed using a variety of methods including direct observations
Behavior across times and settings; information from parents, teachers and Jon himself via rating scales and
interviews; review of behavioral data including referral reasons, times, and details and anecdotal
data.

OBSERVATIONS

The following information was obtained from observations that were conducted across small and
large group and one-on-one sessions and instructional, transition, and evaluative sessions:

Jon was observed with other seventh grade students during transition in the hallway. Jon came out
of his classroom very hurriedly, bumping into a student and continued to the locker area. He did not
go to his locker, but stood in the hallway, as if waiting for something. He did not talk with other
students, including his brother. He ignored his brother when he was spoken to during this time.

Jon did not respond to the teachers in the hallway when asked to move on into class, rather he
appeared not to hear them and then walked slowly into the classroom after other students had
cleared the hall. Upon entering the room, Jon sat at the side of the door, near the back, away from
many students. There was no interaction between Jon and the other students. He was interested in
his notebook and did not seem to notice that class was beginning. He got up and came to the
doorway for a brief moment, as if he were looking for someone and then returned to his seat. There
was a substitute in the classroom and he did answer when the roll was called. He did not engage in
any other conversation that he observer noticed. Additionally, he did not begin the work, rather after
he was given the assignment; he got up and left the room.

The observer followed him and observed him going to the STOP room. He went inside and said he
needed to work in that room. He said there was a substitute and he couldnt stay there, referring to
the other classroom. After realizing the observer was watching him, he mumbled to himself. The
observer concluded the observation.

Jon was observed during a PE class as well. He entered the gym with other 7th grade students. He
walked around while others were entering. As the class began, Jon took part in the warm up
activity. He did not talk to other students and tended to separate himself from the group. Jon
participated and responded appropriately when called on by the coach to do his part of the strength
training. He completed the activities and then walked along the stage for the remaining 10 minutes.

During an observation in the large group language arts setting, Ms. Calvo, the teacher, was using
literacy circles (peer groups) to promote student discussion. Students were called on to report their
interpretations of what had been read. Jon was observed to be without a pencil and had to get a
pencil from Ms. Calvo. Within 5 minutes, he asked for another pencil. Jon dropped that pencil on
the floor and did not attempt to pick it up. When novels for reading were passed out, Jon placed his
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novel under his desk and put his head down. Ms. Calvo walked over to try and engage Jon in the
lesson. She spoke quietly to him, but Jon did not respond to the directions. He then attempted to
engage another student in conversation, but was ignored by the student. The teacher attempted to
redirect Jon again to begin reading, but Jon put his head down once more. He kept his head down
for another 25 minutes.

Jon was observed again during language arts and science and his off-task behaviors were tallied
and compared to a typical student in each class. Over 2 thirty-minute observations, Jon was
observed to be on-task significantly more than the comparison student (Jon was off-task only2-3
times in 30 minutes whereas the comparison student was off-task 12-16 times during the same time
period).

Jon was seen on March 22 and 25, 2013 for a language evaluation. He was inquisitive as to the
nature of the testing and rapport was not easily established. He complained about the length of the
testing and continually asked when he could leave. He also expressed at times that the tasks were
too hard or that he was tired. The second day of testing was difficult as he refused to cooperate
several times finally resulting in his mother removing him from to the room to address the issue. He
returned and resumed testing, but did not put forth much effort.

Jon was very calm during the OT evaluation and participated fully. Initially, he had his head on the
table but quickly became engaged in conversation and the assessment. Jons visual motor skills
are higher than his chronological age. He also scored well overall on the Print Tool assessment but
has some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his
finger joints and his need for proprioceptive input. Jon was very fidgety during the writing portion of
the assessment. He changed postures and positions in his chair frequently. He did extremely well
on the assistive technology portion and was continuing with the device until he had to leave.

RATING SCALES

Jons behavior was also assessed using rating scales completed by his mother, two of his teachers,
and Jon himself. The Behavior Assessment System for Children-2 (BASC2) and the Conners-3
rating scale.

Self-Rating

Jon completed the BASC-2 self-report. This report is based on Jons rating of himself using the
BASC-2 Self-Report of Personality form. The narrative and scale classifications in this report are
based on T scores obtained using norms. Scale scores in the Clinically Significant range suggest a
high level of maladjustment. Scores in the At-Risk range may identify a significant problem that may
not be severe enough to require formal treatment or may identify the potential of developing a
problem that needs careful monitoring. It should be noted that when the scales was administered
to Jon, he did not appear to take the task seriously. This lack of validity was verified by the ratings
of extreme caution on the validity index.

School Problems
The School Problems composite scale T score is 73, with a 90 percent confidence interval range of
67-79 and a percentile rank of 98. Jons T score on this composite scale falls in the Clinically
Significant classification range. Jons T score on Attitude to School is 71 and has a percentile rank
of 97. This T score falls in the Clinically Significant classification range. His T score on Attitude to
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Teachers is 67 and has a percentile rank of 93. This T score falls in the At-Risk classification range.
Also, Jons T score on Sensation Seeking is 65 and has a percentile rank of 93. This T score falls in
the At-Risk classification range.

Internalizing Problems
The Internalizing Problems composite scale T score is 74, with a 90 percent confidence interval
range of 71-77 and a percentile rank of 98. Jons T score on this composite scale falls in the
Clinically Significant classification range. Jons T score on Atypicality is 66 and has a percentile
rank of 92. This T score falls in the At-Risk classification range. His T score on Locus of Control is
68 and has a percentile rank of 94. This T score falls in the At-Risk classification range. His T score
on Social Stress is 78 and has a percentile rank of 99. This T score falls in the Clinically Significant
classification range. His T score on Anxiety is 53 and has a percentile rank of 65. His T score on
Depression is 75 and has a percentile rank of 96. This T score falls in the Clinically Significant
classification range. His T score on Sense of Inadequacy is 73 and has a percentile rank of 97. This
T score falls in the Clinically Significant classification range. Finally, Jons T score on Somatization
is 68 and has a percentile rank of 93. This T score falls in the At-Risk classification range.

Inattention/Hyperactivity
The Inattention/Hyperactivity composite-scale T score is 68, with a 90 percent confidence-interval
range of 61-75 and a percentile rank of 95. Jons T score on this composite scale falls in the At-
Risk classification range. Jons T score on Attention Problems is 58 and has a percentile rank of 79.
Also, his T score on Hyperactivity is 73 and has a percentile rank of 97. This T score falls in the
Clinically Significant classification range.

Emotional Symptoms Index

The Emotional Symptoms Index composite scale T score is 73, with a 90 percent confidence
interval range of 69-77 and a percentile rank of 97. Jons T score on this composite scale falls in
the Clinically Significant classification range.

Personal Adjustment
The Personal Adjustment composite scale T score is 26, with a 90 percent confidence interval
range of 21-31and a percentile rank of 2. Jons T score on this composite scale falls in the Clinically
Significant classification range. Jon T score on Relations with Parents is 30 and has a percentile
rank of 4. This T score falls in the Clinically Significant classification range. His T score on
Interpersonal Relations is 23 and has a percentile rank of 2. This T score falls in the Clinically
Significant classification range. His T score on Self-Esteem is 30 and has a percentile rank of 5.
This T score falls in the Clinically Significant classification range. Finally, Jons T score on Self-
Reliance is 45 and has a percentile rank of 31.

Jons scores on Interpersonal Relations, Depression, and Hyperactivity fall in the clinically
significant range, and probably should be considered among the first behavioral issues to resolve.
Note that Jon also had scores on Social Stress, Sense of Inadequacy, Attitude to School, Relations
with Parents, Self-Esteem, Somatization, Locus of Control, Attitude to Teachers, Atypicality, and
Sensation Seeking that are areas of concern. Jons BASC-2 profile indicates significant problems
with Depression, Hyperactivity, and Attitude to School. Based on CHILDs ratings, Jon is
experiencing problems with the following behaviors:
Depression
having things go right
having fun
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being listened to
caring about things
feeling things are getting worse
feeling understood
Hyperactivity
interrupting others
remaining still
talk without waiting for others
Attitude to School
not liking school
bored at school
wanting to quit school

Ratings by Others

Ms. Stark, Ms. Calvo (ELA teacher), and Mr. Rider (math teacher) also completed BASC-2 rating
scales. Areas rated as being within the clinically significant range by all 3 raters included
Hyperactivity, Aggression, and Atypicality. Areas that were rated as being within either the clinically
significant or at risk range by all 3 raters included Conduct Problems, Depression, Attention
Problems, Withdrawal, Adaptability, Social Skills, and Adaptive Skills. Both teachers rated Jons
skills in the areas of School Problems, Leadership, and Study Skills to be within the at risk range.
Behaviors of concern included:
Aggression
treating others kindly
keeping temper
speaking kindly to others
respecting authority
being flexible
Withdrawal
making friends
joining activities
joining conversations
Hyperactivity
leaving seat
acting without thinking
having poor self-control
being overly active
disrupting others
Depression
being lonely
being pessimistic
getting easily upset
Conduct Problems
using foul language
stealing
sneaking around
breaking rules
lying

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Jons behavior was also rated using the Conners-3. Areas that were rated as being within the very
elevated or elevated range by all 3 raters included Hyperactivity/Impulsivity, Learning Problems,
Defiance/Aggression, and Peer Relations. Ratings indicated that behaviors typically displayed met
the symptom count for the Conduct Disorder and Oppositional Defiant Disorder.

The review of discipline data indicated that Jon has had 39 referrals at school this year. The
referral trend shows the beginning of an increase in referrals in November with a sharp spike in
December, then a gradual decline in the number of referrals since December (when Jon was
placed in the interim alternative setting). In looking at the offense distribution, 44% of the referrals
(17) have been for class disruptions; 28% (11) have been for defiance; 8% (3) for other minor
offenses; 5% (1) for physical aggression; and 3% (1) for profanity. The majority of offenses has
occurred in the classroom setting during seatwork activities and is fairly equally distributed across
social studies, science, and English/language arts classes.

Behaviors that are observed significantly more frequently than with typical peers include refusal to
complete work or follow direction; verbal or physical aggression toward peers and teachers (threats,
throwing objects, breaking items); and class disruptions (talking out, arguing, requiring significant
time from the teacher to coax him into working). Teachers report that when Jon is asked/told to
do something he does not want to do, he becomes defiant and resistant. He often refuses to follow
directions and then becomes disruptive to instruction. There behaviors interfere with Jons ability to
complete work independently in the general education setting and with the instruction of others.
Jon does not often interact with his peers and when he does, it is usually not appropriate; he often
teases others or seems to annoy others on purpose.

Jon has difficulty with other functional behaviors including organization, planning, and sequencing
of events/activities. When assigned a task, Jon often has difficulty knowing what to do to begin,
how to break the task into smaller steps, and how to keep everything organized. He completes
work, then cannot find it when it is time to turn it in. He is often unprepared for class (no paper,
pencils, or books). He has difficulty following multi-step directions.

Jon appears to have very little insight into how his behavior may be impacting the reaction of
others. He does not typically take responsibility for his actions, but rather blames others. He
sometimes reports that he does not remember events after he becomes angry and it is unclear to
teacher and his mother if this is another means of avoiding responsibility for his actions or if he is
so angry that he has no recollection of his behavior during these episodes. Jons perception of
events at times does not match actual events. He often reports that others have said or done
things to provoke his behavior/outbursts or he misinterprets others behaviors.

Interventions and accommodations attempted have included allowing or directing Jon to go to a

designated alternative location when he becomes agitated or distracted so that he may calm down
or may complete his work in a quieter setting (the Character Ed room); modifying his day so that he
has a shortened day; removing Jon to a setting where he can talk through the problem and focus
on a more positive response to his frustration/agitation; in-school suspensions; and out-of-school
suspensions. Jons mother also has also been at the school or come to the school to allow Jon to
sit with her away from the classroom setting to complete his work. Although the number of referrals
has decreased, Jons behavior has not improved. He is spending more time each day out of the
general education setting and in an alternative setting (the Character Ed room or the office). Jon
has also received counseling consistently for the past 8 years. Ms. Snow reported that she sees
the same behaviors of concern that she saw when Jon was 5 years old. She also stated that
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although Jon made some progress while at Kings Place, he reached a plateau and staff
recommended he be discharged because he was unable/unwilling to move past that point.

Summary

The information gathered is consistent with Jons history in the educational and home settings and
also consistent with Jons diagnoses from his psychiatrist. Jon demonstrates oppositional
behaviors across settings. He avoids work or other tasks that he is not interested in by either
ignoring directions/requests (putting his head down, refusing to comply) or overtly refusing by
verbally stating he will not comply or physically avoidance of leaving the room. When confronted
with his lack of compliance, Jon is often volatile and reacts aggressively. These combined
behaviors have become a very effective means of avoiding tasks and activities that Jon does not
want to participate in or finds difficult at home and at school. Teachers report that it is often easier
to let Jon sit quietly than to push him to work and risk an outburst. It is very difficult to predict how
Jon will react to a direction or instruction. There are times when he complies without any issue and
there are other times when he explodes verbally or physically in defiance.
Fine Motor / PRESENTING ISSUES: Poor writing legibility, sensory issues, behavioral issues
Sensory
Processing BACKGROUND: Referral was made for Occupational Therapy evaluation due to difficulty with
handwriting and illegible written work in the classroom, which results in behavioral episodes.
Parent reports Jon has had Occupational Therapy in the past in school and on an outpatient basis.
Parent reports he was discharged from outpatient services due to meeting goals. Student in the
assessment process for special education.

Neuromuscular Status:
Muscle tone is the tension inside the muscles at rest and during activity, tone has to be high
enough to hold a childs body up against gravity and yet low enough to allow muscle movement to
occur. Normal muscle tone but sat in slouched position and frequently changed positions during
assessment. Jon has full range of motion of his bilateral upper extremities. Jon is noted to have
hyper flexible joints in his hands.

ASSESSMENTS: The Print Tool Handwriting Assessment, Beery-Buktenica Developmental

Test of Visual-Motor Integration, Work samples, observation, teacher report and parent
report.

RESULTS:

Fine Motor/Grasping Skills: Fine motor skills include all the muscles of the hand required to
complete fine manipulative work. Radial manipulation is the ability of a student to use their thumb,
index and middle fingers to perform movements of objects (such as tweezers and scissors) while
the ring and little finger are inactive and are stabilized into the palm of the students hand. In-hand
manipulation is the ability to separate both sides of the hand in order to move objects such as a
pencil without assistance of the other hand. Distal finger control movements are the small
movements of the thumb and index finger. Poor fine motor skills may lead to decreased efficiency
and fluidity of fine movements such as handwriting, coloring and cutting. Jon was able to hold his
pencil with a right dominant tripod grasp and heavy pressure noted.

Fine Motor Skills Functional Needs Improvement Comments

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Hand Dominance x
Radial manipulation x
Pencil Grasp x

Visual Motor: Beery Test of Visual Motor Integration: VMI: Raw score: 28 Age Equivalent: 14
yr. 10 Mths.

Visual motor skills include the ability to transfer what is perceived visually into a motor output. In
other words, visual motor skills demonstrate how a child interprets what he or she sees with their
hands. Copying shapes, for example, require the student to process visual information from a
model and recreate the image through a motor response. Jon was able to copy all items during the
assessment. He attempted all the items with no frustration noted.

Sensory Processing:
Sensory processing refers to the way in which a child registers and perceived information from a
variety of sensory channels including auditory, visual, tactile (touch), proprioceptive(input from the
muscles to the joints) and vestibular (movement)systems. This sensory input provides the child with
information about the environment, which allows the child to respond purposefully and successfully
to the demands of the environment. OT was unable to give full sensory checklist due to time
constraints for assessment to be administered. Parent reports he likes vestibular and proprioceptive
input and has always had heavy pressure with writing.

Handwriting:
The Print Tool assesses 7 areas (memory, orientation, placement, size, start, sequence, control)
and spacing (optional).
The following defines what each area means:
Memory Remembering and writing dictated letters
Orientation Facing letters in the correct directions
Placement Putting letters on the baseline
Size Writing too large for current grade
Start Where each letter begins
Sequence Order and stroke direction of the letter parts
Control Neatness and proportion of the letter parts
Spacing Amount of space left between letters in words and words in sentences

Suggested Handwriting Expectations of a 13 year old child according to The Print Tool
Memory Orientation Placement Size Start Sequence Co

CAPITAL 100% 100% 95% 85% 95% 95% 95

Lowercase 100% 100% 95% 85% 95% 95% 95
Numbers 100% 100% 95% 85% 95% 95% 95
OVERALL SCORE 95%

Jon Snow s score on The Print Tool, 02-13-13.

Memory Orientation Placement Size Start Sequence Co

CAPITAL 73% 100% 100% 95% 100% 100% 10

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Jon Snow, ABCA
Lowercase 96% 100% 68% 100% 96% 96% 96
Numbers 100% 100% 67% 100% 100% 100% 89
OVERALL SCORE 93%

Jon is scoring only 2% behind other students his age. He has difficulty with placement, memory of
how to form the letters and occasional control of his pencil. Jon reports his hands cannot keep up
with his thoughts. He also complains of hand fatigue due to heavy pressure on his pencil. Jon
wrote one 4-word sentence then stopped when asked to write something.

Assistive Technology: Jon was given Ipad to type the same 4-word sentence as above. He was
very familiar with the keyboard and was able to touch type quickly and with confidence. He then
continued and typed 5 sentences in less than 5 minutes using the Word prediction and Ipad
application. Mother reports he has been doing long assignments on his laptop at home and now is
training dragon diction.

Conclusion: Jon was very calm during the evaluation and participated fully. Initially, he had his
head on the table but quickly became engaged in conversation and the assessment. Jons visual
motor skills are higher than his chronological age. He also scored well overall on the Print Tool
assessment but has some weak areas when writing. Writing is laborious for him due to his hyper
flexibility in his finger joints and his need for proprioceptive input. He did extremely well on the
assistive technology portion and was continuing with the device until he had to leave.
Interests / Jon in interested in various rock formations and money from other countries. He currently has a
Preferences collection of each of these items. He has expressed interest in animals. Jon helps at home with
laying hens, honey bees, and he also has a puppy that he helps with. He enjoys animals and a
career working with them is of interest to him. Jon is not sure what he will do after high school at
this time.
Speech / Jons speech functions were informally assessed during the evaluation session. His articulation,
Language voice, and fluency appeared adequate to communicate in the educational environment.

The Clinical Evaluation of Language Fundamentals-4 (CELF-4) was administered to assess Jons
comprehension and memory skills. The CELF-4 evaluates language through two areas: receptive
and expressive skills. Receptive language tasks assess comprehension of spoken language,
identification of vocabulary, and the ability to follow directions. Expressive language tasks assess
the ability to communicate orally, participate in conversations, usage of appropriate grammar, and
the ability to provide information upon request.

Jons language was assessed via the Core Language, Expressive Language, and Memory portions
of the evaluation instrument. The core language score yields an overall language score. The
receptive language area includes receptive vocabulary, understanding spoken paragraphs, and
semantic relationships. The expressive language area covers recalling sentences, formulating
sentences, and expressive vocabulary. And the language memory area covers recalling sentences,
formulating sentences, and semantic relationships.

The following table is a profile of Jons performance.

Subtest Scaled Scores Standard Score

Core 24 76
Language

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Receptive Language 16 72
Expressive Language 17 73
Language 11 60
Memory

Each subtest standard score has a mean of 100 and a standard deviation of 15. Jons overall
language score is 1.5 standard deviations below the mean. His receptive and expressive language
scores fell in the same range, while his language memory score was 2.5 standard deviations below
the mean.

Jons strongest area was in receptive vocabulary. The other areas revealed weaknesses in his
overall language usage with the lowest area being language memory. His ability to chunk
information for storage and later retrieve it appear to be the breakdown in his language functioning.
He appeared to either pick up on and retain the first part of what was being said or the last part, if
he was attending during the discussion. It should be noted that Jon was tested under distress.
Therefore, it is difficult to truly assess if he performed poorly due to lack of skill or lack of
cooperation.

Section VI: Eligibility Determination:

Are this students difficulties primarily due to:

1. a lack of appropriate instruction in reading, including the essential components of reading Yes No
(phonemic awareness, phonics, vocabulary development, reading fluency including oral
reading skills, and reading comprehension strategies?)
2. a lack of appropriate instruction in math? Yes No
3. limited English proficiency? Yes No

Does the child meet disability-specific eligibility according to South Carolina State Board of Education
regulations 43-243 and 43-243.1? Yes No

If Yes, does the child, by reason thereof, need specially designed instruction in order to receive a free
appropriate public education? Yes No

If Yes, which disability category/categories:

Specific Learning Disability Intellectual Disability
Emotional Disability Developmental Delay
Speech or Language Impairment Traumatic Brain Injury
Autism Other Health Impairment-ADHD, Impulse Control
Disorder, Episodic Mood Disorder, Anti-Social Personality Disorder
Orthopedic Impairment Vision Impairment
Deaf and Hard of Hearing Deafblindness
Multiple Disabilities (Also check above all disabilities for which the child qualifies)
Not Eligible for services under IDEA

Additional Criteria for Initial Determination of a Specific Learning Disability

Not applicable for reevaluation or other disability category

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1. Does the child achieve adequately for his or her age or to meet state-approved, Yes No
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the childs age or state-approved grade-
level standards? If no, indicate in which areas the child does not meet standards.
Listening comprehension Oral expression
Written expression Basic reading skill
Reading fluency skills Reading comprehension
Mathematics calculation Mathematics problem solving.
2. Does the child make sufficient progress to meet age or state-approved, grade-level Yes No
standards in one or more of the following areas when using a process based on the childs
response to scientific, research-based interventions; or, does the child exhibit a pattern of
strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level
standards, or intellectual development, that is determined to be relevant to the identification of a specific learning
disability, using appropriate assessments?
If no, indicate the areas below.
Listening comprehension Oral expression
Written expression Basic reading skill
Reading fluency skills Reading comprehension
Mathematics calculation Mathematics problem solving.
Indicate which method(s) was used to make this determination:
Response to Intervention Strengths and weaknesses
3. Are the evaluation findings primarily the result of a visual, hearing, or motor disability; mental retardation;
emotional disturbance; cultural factors; or environmental or economic disadvantage. Yes No

Section VII: Educational Needs for all Eligible Students (initial evaluation and reevaluation):
NA if student was not determined to be eligible

Description of Educational Needs (an analysis of the educational relevance of the evaluation results, strengths and
weaknesses, and a description of the adverse educational impact, including how the disability affects involvement
and progress in the general education curriculum (or for preschool children, in appropriate activities)): Jon appears to
have most of the basic academic skills needed to be successful in the general education setting. He is able to
complete many tasks that he is interested in and willing to attempt. Jons oppositional behaviors (related to his
diagnoses of Episodic Mood Disorder, Impulse Control Disorder, Antisocial Personality Disorder, and ADHD) often
impact his daily performance, yielding very inconsistent and misleading grades and outcomes. These oppositional
behaviors, coupled with Jons difficulties with other functional behavior such as organizational skills, auditory short-
term memory, sequencing, and planning, significantly impact his ability to access and progress in the general
curriculum consistently because his disruptive, defiant, noncompliant, and sometimes aggressive behaviors often
lead to stopping of instruction and/or Jons removal from the classroom setting (by his own accord or at the direction
of the teacher or administrator). These behaviors also interfere with his ability to establish and maintain appropriate
relationships with peers and adults. At times his behaviors interfere with the ability of others to access instruction.
Jon also displays some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his finger
joints and his need for proprioceptive input. Jon responded extremely well on the assistive technology portion of the
assessment.

Recommended Specially Designed Instruction (recommendations to the IEP team to assist in the development of
the IEPs present levels of performance and annual goals. Specify the areas in which the child requires specially
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Jon Snow, ABCA
designed instruction (i.e. math, gross motor, social skills, etc.)): Specially designed instruction is required in the
areas of social skills, work completion, and organizational skills.

Necessary Related Services (specify the related services needed in order for the child to benefit from special
education (i.e. occupational therapy, physical therapy, counseling, audiology services, interpreting services, etc.)):
Jon needs occupational therapy in order to benefit from his special education services; these services should include
use of assistive technology and methods to meet Jons sensory needs within the classroom.

Other Information Needed to Develop the IEP (determined through the evaluation process and from parental input,
including any recommended supplementary aids and services for the child and program modifications or supports for
school personnel, if needed): The team needs to plan for use of assistive technology to compensate for his weak fine
motor skills. Positive behavior supports should be used to teach and reinforce appropriate functional behaviors in the
classroom and school settings and to decrease Jons inappropriate, disruptive behaviors.

QUANTITATIVE RESULTS

WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT-III (WJ-III)

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BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN-2 (BASC2)-teacher and parent versions

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BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN-2 (BASC-2)-self-report

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