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CONFERENCEREPORT

þInitialEligibilityþInitialIEPþAcopyofProceduralSafeguardswasgivenInitialConsentDate:Hadleyalmost3yearsold

StudentLastName: ParentNames:TrentandShellyCaroll ReevaluationDate:In3years

FirstName:Hadley CurrentGrade:Pre-K

Age:2years,11monthsLanguageModeofCommunication(Parent):English

LanguageModeofCommunication(Student):English

Gender:Female Race:White PrimaryDisability:SpeechandLanguageImpairment(S/L)

PurposeofConference

IdentificationofNeededAssessmentsþEligibilityþIEP� FBA/BIP� Transition� Graduation�ManifestationDetermination� Other:ParticipantsStudent:� Elig� IEP

Administrator:� Elig� IEP

Nurse:PamConnersþElig� IEP

Parent:ShellyþEligþIEP

SLP:SusanHillþEligþIEP

GuidanceCounselor:� Elig� IEP

Parent:� Elig� IEP

SocialWorker:KatieMooreþEligþIEP

Vocational/TrainingStaff:� Elig� IEP

LEARepresentative:MaggieSmithþEligþIEP

OT:AmandaRitzþEligþIEP

FriendandSLP:SueMoranþEligþIEP

RegularEdTeacher:VeronicaRobinsonþEligþIEP

PT:� Elig� IEP

Other:� Elig� IEP

SpecialEdTeacher:VeronicaRobinsonþEligþIEP

Psychologist:MaggieSmithþEligþIEP

Other:� Elig� IEP

ConclusionþYes �NA Parent(s)givenacopyoftheIEP.þYes �NA Parent(s)givenacopyoftheeligibilitydocuments.þYes �NA Parent(s)givenacopyofthedistrict’sbehavioralinterventionpolicy.þYes �NA Parent(s)givenacopyofthebehavioralinterventionprocedures

(initialIEPonly)

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SchoolDistrict:OakHillsServingSchoolName:HilltopPersonsresponsibleforimplementinggoalsandserviceswillbenotifiedoftheirresponsibilitiesinaccordancewithdistrictpolicyandproceduresby:MaggieSmith.DOMAINDOCUMENTATIONConsiderallofthestudent’srelevantfunctional,developmentalandacademicinformation.Datamyincludeparentinput,observation(s)ofthestudent,aptitudeandachievementtests,educationalteaminput,currenthealthstatus,socialculturalbackground,adaptivebehaviorandstrategies.Describetheobservationsandneedsastheyrelatetoeducationalperformanceinthefollowingdomains.AsinglemeasureorassessmentmayNOTbeusedasthesolecriterionfordeterminingwhetherthestudentisanindividualwithadisability.Completeallsectionsthatarerelevanttothestudent.Screening Pass Fail CorrectedVision x Hearing x

DeterminantFactorsThedeterminantfactorforthestudent’sdisabilityis:� Yes þNolackofappropriateinstructioninreading,includingtheessentialcomponentsofreadinginstruction� Yes þNolackofappropriateinstructioninmath� Yes þNolimitedEnglishproficiency� Yes þNoenvironmentalandculturalfactorsand/oreconomicdisadvantageIfanyoftheaboveanswersis“yes,”andthestudentdoesnototherwisemeeteligibilitycriteria,thestudentisnoteligibleforservicesundertheIDEA.

DETERMINATIONOFSPEECHORLANGUAGEIMPAIRMENTInclusionaryCriteria:þSpeech� Voice� FluencyþLanguageDelay/Disorder� PragmaticsþTHESTUDENTMEETSTHESPEECHANDLANGUAGEIMPAIRMENTCRITERIA.� THESTUDENTDOESNOTMEETTHESPEECHANDLANGUAGEIMPAIRMENTCRITERIA.

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DISABILITYAREA ADVERSEEFFECTS

Describehowthedisabilityadverselyaffectseducationalperformance.

EDUCATIONALNEEDSIdentifythestudent’seducationalneedsthatrequirespecialeducationservicestoaddresstheadverseeffectsontheeducationalperformance.

ELIGIBLEFORSPECIALEDUCATIONSERVICE

SpeechorLanguageImpairment

Hadley’sreceptiveandexpressivelanguagedelayanddifficultywithspeechsoundproductiondrasticallyimpactsherabilitytoeffectivelycommunicatewithteachersandpeerswithinhereducationalenvironment.

Hadleyneedsdirectspeechtherapytoimproveherreceptiveandexpressivelanguageandspeechsoundproductionskillstoadequatelyexpressherselfduringacademicandsocialsituations.

Yes

� THESTUDENTISNOTELIGIBLEFORSPECIALEDUCATIONSERVICES.þTHESTUDENTISELIGIBLEFORSPECIALEDUCATIONSERVICES.ELIGIBILITYAREAS Primary SecondaryA.IntellectualDisability(IntD) � � C.OrthopedicImpairment(PI) � � D.SpecificLearningDisability(SLD) � � E.VisualImpairment(VI) � � F.HearingImpairment(HI) � � G.Deafness(D) � � H.Deaf-Blindness(D-B) � � ELIGIBILITYAREAS Primary SecondaryI.SpeechorLanguageImpairment(S/L)

þ �

K.EmotionalDisability(ED) � � L.OtherHealthImpairment(OHI) � � M.MultipleDisabilities(MD) � � N.DevelopmentalDelay(DD) � � O.Autism(AUT) � � P.TraumaticBrainInjury(TBI) � � ConferenceNotesFebruary-Initialeligibility/IEPmeetingheld.Parentinattendance.Teamreviewedresultsoftheevaluation.Basedonresultsofevaluation,Hadleyqualifiesforspecial

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educationservicesunderthecategorySpeechorLanguageImpairment.Hadleyhasasignificantmedicalhistoryandiscurrentlymonitoredbymedicalstaff.Hadleyhasundergonegenetictestingandtheresultsofthatevaluationarepending.WhenparenthasresultsorpertinentinformationthatmayimpactHadley’seducationalneeds,shewillsharethemwiththeteam.Teamcanmeettoreview/considerchangesinherrecommendedprogramingatthattime.Teamreviewedeligibilitydeterminations.MaggieSmithreviewedspecialeducationproceduresandprotocol.Parentandteaminagreementwitheligibility.TeamreviewedproposedIEP.Domain:FunctionalPerformanceDateCompleted:Hadleyalmost3yearsoldDomain:CognitiveFunctioningDateCompleted:Hadleyalmost3yearsoldEvaluationReport:REASONFORREFERRAL/REVIEWOFRECORDSHadleyisa2yearoldchildcurrentlyreceivingdevelopmental,speechandoccupationaltherapiesthroughearlyinterventionservices.Hadleybeganreceivingservicewhenshewasone.ThemostrecentEIreportindicatedthatHadleyisexploringherenvironment,recognizingcauseandeffect,anddemonstratingemergingproblemsolving.Hadleyusesgesturestocommunicateandrequest.Shewasreportedlyrespondingtothenamingoffamiliarpeople,respondtoadultpraise,greetingfamiliaradults,followingdirectionsrelatedtodailyliving,andplayingwithherpeers.Hadleywasreportedtodemonstrateemergingskillsinshowingaffectiontopeers,sittingforlongerperiodsoftime,andseparatingfromparentsmoreeasily.ResultsoftheBattelleInventoryareasfollows:Cognitive:43%delay,GrossMotor:49%delay,FineMotor4%delay,Receptive:35%delay,Expressive:70%delay,Social/Emotional:26%delay,andAdaptive:39%delay.OBSERVATIONS:HadleywasobservedaspartofaDevelopmentalProfile2(DP-3)assessmentcompletedbytheEarlyChildhoodteaminJanuary.HadleywasaccompaniedbyhermotherandtwinbrotherJack.Hadleypresentedasshyandreservedinitiallyuponenteringtheroomandchosetositonhermother’slap.Uponenteringtheevaluationroom,Hadleyseparatedeasilyfromhermotherandengagedintheplayarea.Hadleytookparticularinterestinthekitchenset,playingwiththebabydoll,anddrawingatthetable.Hadleywasobservedtositandfollowdirectionswhenworkingonfinemotortasks.Shelookedtotheexaminers,sharedinsocialexchangessuchaslaughingandsmilingandrespondedthroughsoundsandgesturestoquestionsbeingasked.HadleywasobservedtoprotestbycryingwhenherbrothertookatoyfromherandwasobservedtosharewithhimonoccasionHadleywasobservedtoseeoutfamiliargrossmotoractivitiessuchasswinging,climbinguptheramp,sittingontheramp,androckingintherecliner.Overall,Hadleywasajoytoworkwith.

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INTELLECTUALFUNCTIONING:DevelopmentalProfile,ThirdEditionResultsTheDevelopmentalProfile,ThirdEdition(DP-III),isameasureofchilddevelopmentthatutilizesinputfromparents,teachersand/orcaregiverstoassessthedevelopmentandfunctioningofchildrenfrombirththroughage12.Itprovidesscoresinfivekeyareasofdevelopment:physical,adaptivebehavior,social-emotional,cognitive,andcommunication.TheDP-IIIwascompletedbythepreschooldiagnosticteamtoprovideamorereliableassessmentoffunctioningacrossallareasofdevelopment.Perthediagnosticteam’sfindingsbothbasedonobservationaldataandparentreport,Hadley’soveralldevelopmentiswithintheaveragerangewiththeexceptionofspeechandlanguage.ThefollowingchartexaminesHadley’sstandardscoresandestimateddevelopmentalageforeachscaleassessed.ScaleStandardScoreDevelopmentalAgePercentileRankPhysical892-223AdaptiveBehavior932-532Social-Emotional962-639Cognitive982-745Communication701-82TheCognitivescalereflectsontheabilitytounderstandspokenandwrittenlanguageaswellasusebothverbalandnonverbalskillstocommunicate.Withinheragerange,Hadleyisabletopointtoatleastonebodypart,usecrayonstomakemarksonthepage,pointtoatleasttwocolorsandidentifyobjectsinabookbypointing(animals,shapes,colors).Hadleyhasknowledgeofcolors,numbers,andlettersandisabletocategorizebysize,colorandshape.Hadleytookparticularinterestinthebabydoll(feeding,sleeping)andcarriedherthroughouttheevaluation.Shewasabletomimicsomeanimalsounds(baaforsheep,maforcow.Hadleywasnotabletousedescriptivesizewordsordemonstrateandunderstandingofover,underorbetween.Hadleyhaslimitedexpressivelanguageanddemonstratedherskillsthroughgestures,sharedinteractions,reciprocalplay,andcompletingtasksnonverbally.TheAdaptiveBehaviorscalemeasures:ageappropriateindependentfunctioning.Perobservationsandparentreport,Hadleyisabletodemonstratethefollowingskillswithinheragerange:independentlyremovehershowsandsocks,drinkfromachild-sizedglass,independentlyuseaspoonandfork,andindependentlyputthingsawayinatleastthreeplaces.SheisabletoundozippersandVelcro,putonhershoes,andindependentlywashherfaceandhands.Hadleyisnotyetabletotakeoffherclotheswithoutassistance,sheisnotyettoilertrained,andcannotyetnavigateaTVtoselectavideo.Hadleywasobservedtonavigatetheplayroomindependently,selecttoysofinterestandgestureforhelporassistancewhenneeded.

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Hadleyisa2-yearoldchildcurrentlyreceivingdevelopmental,speechandoccupationaltherapiesthroughearlyinterventionservices.Perthediagnosticteam’sfindingsbothbasedonobservationaldataandparentreport,Hadley’soveralldevelopmentiswithintheaveragerangewiththeexceptionofspeechandlanguage.CommunicationStatusHadleyalmost3yearsoldOakHillsDistrictConfidentialCaseStudySpeech-LanguageEvaluationName:HadleyCarollChronologicalAge:2years,11monthsEvaluationMeasures:TheDevelopmentalProfile,ThirdEdition(DP-3)CommunicationScaleReviewofRecordsInformalPlay-basedObservationParentReportReferral/BackgroundInformation:HadleycurrentlyreceivesspeechservicestwotimesaweekthroughEarlyIntervention(EI)programandwillbetransitioningtothepublicschoolsystemuponherthirdbirthday.Shewasreferredforafullcasestudytodetermineeligibilityforspecialeducationservicesinthepublicschoolsetting.AreviewofherbirthanddevelopmentalhistoryindicatedthatHadleywasbornafulltermtwinandweighted5lbs.13oz.Shepresentedwithaprolapsedcordandsuctionwasrequiredfordelivery.HadleywasmonitoredinNICUfor10daysandtheteststhatweredonewerenegative.Hadleypassedhernewbornscreeningandwasdischargedhomewithoutmedications.AnaudiologicalexaminationwascompletedwhenHadleywas2.Shepassedthesoundfieldandtheaudiologicalexamination.Hadleylivesathomewithherparents,oldersisterandtwinbrother,Jack.ReviewofRecords:HadleyreceivesspeechservicesthroughEItwiceaweek.Shehastwodifferentspeech-languagepathologists(SLP)thatprovideherservices.AreevaluationwascompletedbyoneoftheSLPsonAugust2016.Asix-monthprogressreportwascompletedbyHadley’sotherSLPwhenHadleywas2½.Thefollowingisasummaryoftheinformationprovidedintheserecords.Forherreevaluation,HadleywasgiventheRosetti-Infant-ToddlerLanguageScaleandobtainedthefollowingresults:Interaction/Attachment(0%delay):Pragmatics(57%delay):Gestures(10%delay):Play(37%delay):LanguageComprehension(50%delay):LanguageExpression(60%delay).Averagerangeonthismeasureis0-29%delay.Atthattime,althoughherparentsnotedimprovementsinherattentionandplayskills,theywerestillconcernedthatHadleywasnotusingwordstocommunicate.Hadleywasabletoidentify4bodypartsandclothingonself,understandcommands“come

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here”and“sitdown”chose5familiarobjectsuponrequest,andunderstandthemeaningofactionwords.Shewasalsoshowingemergingskillswithfollowing2-stepdirectionsandansweringsimple‘wh’questionswhengivenpicturechoices.Shewashavingsomedifficultyidentifyingcommonobjectsinnovelsituations.Atthattime,Hadleytypicallycommunicatedbyusingsounds,gestures/pointing,pictures/picturesymbols,andoccasionalwordapproximations.Sheoccasionallysaid“mama”and“dada”;howevershewasnotsayingthesewordsoncommand.Shealsousedsomesinglesigns(more,open,alldone)andpictures(PECSsystem-pointingtosinglepictures)forrequestingduringtherapysessionsandoccasionallyathome.Shehasabinderthatholdsherpicturesymbolsandsheisabletolookthroughherbindertofindthedesiredpicturesymboltomakeherrequest.Shehadabout5words/wordapproximations(hi,Jack,mama,dada);however,shewasnotproducingthemoncommand.Shewasobservedtoproducethefollowingconsonant-vowelsyllableshapes(“ha”,“ba”,“da”,“ma”,“ga”).Socially,Hadleydemonstratedimprovementswithherjointattentionskillsandeyecontacthadincreased.Shewasreportedtogiveseveralsocialsmilesduringinteractions.Intheareaofspeechproduction,itwasnotedthatsheappearedtodemonstratemotorplanningdifficultywithherspeechproductionthatmaybecharacteristicofchildhoodapraxiaofspeech(CAS);however,itwasneverformallydiagnosedduetoherageandthelimitednumberofwordsinherexpressivelanguage.EvaluationInformation:Hadleywasassessedduringtheplay-basedobservationusingtheCommunicationScaleoftheDevelopmentalProfileThirdEdition(DP-3).Themajorityoftheinformationthatwasgatheredforthismeasurewastakenfromobservation/elicitationofskillandparentreport.Scoresbetween85-115ontheDP-3areconsideredtobewithintheaveragerange.Hadleyreceivedastandardscoreof70ontheCommunicationScale,whichindicatedskillsthataresignificantlybelowtheaveragerangeascomparedtosame-agepeers.Shewasobservedtoimitatesomespokenwords,awellas,gestures(ex.Waving)andheadnoddingtoindicate“yes”and“no”torespondtoadultquestions.Hermothersharedthatsheseemstoclearlyunderstandthemeaningof“no”asshewilltypicallystopwhatsheisdoingafterbeingtold“no.”Shewasreportedtorequest“more”bysigningandalsosaying/mo/asanapproximationfor“more”.Shewasobservedtorespondcorrectlytoinstructionsconsistingofthreeormorewords(ex.“Turnoffthelight.),aswellas,follow2-stepdirections.Shehaddifficultyusingwordstorequestitemsandimitatingandinitiatingsentencesoftwoormorewords.Sheisnotcurrentlyabletoname20thingsseeninpicturesandtypicallydoesnotverbalizethenamesofpeoplewhoarenotseenonaweeklybasis.Aninformalplay-basedobservationwasalsousedtoassessHadley’soverallcommunicationskills.Bothhermotherandtwinbrother,Jack,accompaniedherforthisobservation.Throughouttheobservation,Hadleyproducedvocalizations,wordapproximations(ex.“puhpuh”/purple,“wa”/water,“ya”/yes)alongwithpointing/gesturingandsigningtocommunicatewithothersintheroom.Hadley’s

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motherreportedthatwithinthelastmonthsheasstartedtoincreaseherwords/wordapproximationsandshecurrentlyhasapproximately15-20wordsthatsheusesconsistently.Shewasabletofollowsimpledirectionsduringavarietyofplayactivitiesandwasabletoidentifyanumberofcommonobjectsintheevaluationroom.Sheapproximatedverballabelsforthecolorsred(“weh”)andpurple(“puh-puh”)whenprovidedverbalmodeling.WhenrequestingmoreofanactivityHadleywasabletosign“more”andpairitwithaverbalapproximation“ma.”Sherespondedwelltorequestforimitationsofsounds/words.Shealsospontaneouslyproducedsomeanimalsounds“baa”forsheepand“ma”forcow.Hadleyusedpointingandeyecontacttoestablishjointattentionwithhercommunicationpartnertoindicatedesireforuseoftheswing.Shealsousedgestures,suchas,headnoddingandpointing,aswellas,anapproximationfor“yes”toanswersimplequestions.Sociallyshewasabletoengageinplayactivitiesandallowedtheadultstojoinherplay.Heruseofeyecontactwasjudgedtobeappropriateforherage.Intheareaofspeechsoundproduction,Hadleywasobservedtoproducethefollowingsyllablesequenceswhengivenverbalmodeling:consonant-vowel(“baa”forsheepsound)andreduplicatedCVCV(“puh-puh”forpuppy).HercurrentSLPnotedthatshehasrecentlybeguntoalternatesecondvowelsoundinCVCVsyllablesequences(ex.Baby);howeversheisnotyetabletoproducefinalconsonantsoundsinVCorCVCsyllablesequences.Hadleywasobservedtoproducethefollowingsoundsduringtheobservation:h,b,m,p,y,g,w.TheareasofvoiceandfluencyweredifficultytoadequatelyassessasthistimeduetoHadley’slimitedexpressivelanguageskills.TheseskillsshouldcontinuetobemonitoredasHadley’sexpressivelanguageincreases.Summary:Hadleyisa2-year,11-montholdgirlwhowasreferredforafullcasestudytodeterminehereligibilityforspecialeducationservices.AreviewofrecordsfromEIindicatedbelowaveragerangeskillsintheareaofreceptivelanguageandexpressivelanguage,aswellas,speechsoundproduction.InformationfromEIalsonotedthatHadleydemonstratedpossiblecharacteristicsofchildhoodapraxiaofspeech;however,itwasneverformallydiagnosedduetoherageandthelimitednumberofwordsinherexpressivelanguage.OntheCommunicationScaleoftheDP-3Hadleyreceivedastandardscoreof70(Avgrange85-115),whichindicatedasignificantdelayinheroverallcommunicationskills.Throughouttheevaluation,Hadleyproducedvocalizations,singleword/wordapproximations,alongwithgesturesandsignstocommunicatewithherfamilyandotheradultsintheroom.Shewasobservedtoproducethefollowingsyllablesequences:consonant-vowel(“baa”forsheepsound)andreduplicatedCVCV(“puh-puh”forpuppy).Hadley’sdifficultywithherreceptiveandexpressivelanguageskillsandspeechsoundproductionsignificantlyimpactherabilitytoeffectivelycommunicateinbothacademicandsocialsituations.

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Thisreport,alongwithrecommendations,willbediscussedathereligibilitymeeting.Reportedby:SusanHill,M.S.CCC-SLP/LSpeech-LanguagePathologistDomain:HealthDateCompleted:Hadleyalmost3yearsoldEvaluationReport:OakHillsSchoolDistrictNursingServicesHealthAssessmentandMedicalReviewInitialHealthAssessmentNameofStudent:HadleyCarollParent(s)Names:TrentandShellyCarollSchool:ElmSchoolEarlyChildhoodAssessmentConductedbySchoolNurseInformant:ShellyCarollOthersourcesofinformation:reportsreceivedfromEarlyInterventionInterpreter:NAStudentHouseholdMembersofHousehold(SeeSocialHistory)SchoolAttendanceReferralandAssessmentConcernsReasonforAssessment:Initialevaluationofstudent’spossiblehealthneedsintheeducationalsetting.ParentPerspective-Theparentshavespeechandlanguageconcerns.StudentPerspective-NADevelopmentalHistoryPrenatalHistoryNumberofPregnancies:4Fullterm:2premature:Miscarriages/Stillborn:2Overallhealthofthemotherduringpregnancy:normalpregnancy.Mother’suseofmedicationduringthepregnancy.Mrs.CarollhasHashimoto’sDisease.Shetookuni-thyroiddailyfortheunderactivethyroidandprenatalvitamins.

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Mother’suseofillicitmedications,smoking,alcohol:Noreporteduseofdrugs,alcohol,orsmokingnotes.Suspectedmaternalexposuretodiseasesortoxins:NomaternalexposurenotedBirthHistory:BirthOrder:2outof2BirthWeight:5lbs.13oz.Apgarscoresifknown:ScoresareunknownDeliverytype:Hadleywasbornvaginallyandhasatwinbrother.Descriptionofthelaboranddelivery:Laborwasinducedat37.5weeks.Deliveryrequiredvacuumassistanceduetoaprolapsedcord.Conditionofinfantfollowingthebirth:AfterHadleywasborn,shehaslowoxygenlevelsandwastransportedtotheNICUforfurthermonitoring.Asleepstudywasdoneanditwasnegative.Hadleypassedthenewbornhearingscreening.ItwasnotedthatHadleyhadaslightlyenlargedbicuspidaorticvalveandwasseenbyacardiologist.Sheismonitoredannually.Hadleywasevaluatedbyaphysicaltherapistduetolowtone.Notreatmentwasneeded.Shewasdischargedafter10days.Infantdischargedfromhospital10daysfollowingbirth.Xwithmother.Development:Specialmedicalanddevelopmentalservicesneededinthe1stthreeyearsoflife:HadleyhasreceivedDT,PT,andSpeechservicesthroughEarlyIntervention.Achievementofdevelopmentalmilestones(age):Satunsupported7mo.Crawled:Cruisedalongfurniture:Walkedalone:17mo.Spokeinsimplesentences:languagedelayedToilettraining:workingonitCurrentdevelopment:Hadleyhaddevelopmentaldelaysinherspeechandlanguagedevelopment.Sheisinthe40%thforweightand12%thforheightaccordingtotheparentformfromherrecentphysicalexamination.Parent’sperceptionofstudent’smotorskills:Finemotorskills__above__sameasþbelowabilitiesoftypicallydevelopingpeers.

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Largegrossmotorskills__above__sameasþbelowabilitiesoftypicallydevelopingTypicalactivities:Hadleylovesdancing,artclassesandtumbling.ReviewofSystems:CurrentorPastHealthAllergies:sweetpotatoesRespiratory/asthma:nonereportedSkin:HadleyhasahistoryofeczemawhichtheparentusesaprescribedtopicalcreamOral/Motor:speechandlanguagedelaysEar/Nose/Throat:NohistoryofearinfectionsHeart/blood:AfterbirthHadleywasnotedtohaveanenlargedbicuspidaorticvalve.NotreatmentwasneededandHadleyismonitoredbyacardiologistannually.Stomach/bowel:HadleytakesMiralaxforconstipation.Kidney-Genito-urinary:noconcernsNeurological:Hadleywasreferredtoaneurologistwhenshewas15monthsduetovisibleforeheadveins.AnMRIandmicroarraywasdone.Thetestsindicatedasmallpituitarygland.Endocrine:Growthhormonesstarted@18mo.duetosmallstature.AnMRIshowedasmallpituitarygland.Musculoskeletal/Orthopedic:PTservicesduetolowtone.HadleywasseenbyaGeneticistandabonetestindicatedaneedforgrowthhormonestobestarted.GeneralHealthVisionScreening:PASSEDHearingScreening:PASSEDPrimaryCare:Dr.TomTobiasNutrition:Hadleyisagoodeateraccordingtohermother.Shelikessunbutterandfingerfoods.ShepossiblyisallergictosweetpotatoesandtheparentavoidsgivingthemtoHadley.Hadleywilleatavarietyoftexturesandtastesoffoods.Shecanfeedherselfandcandrinkfromanopencup.Theparentlimitsdairy.Sleephabits:Sleephasgreatlyimprovedatnightwithlesswakingupduringthenight.GeneralBehavior:Hadleyisasweetlittlegirl.

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EnvironmentalAssessment:N/AMedicationstaken:HadleyisonNorditropin,SynthroidandMiralax.PersonalHealthHistoryIllnesses:Hadleyisahealthchild,withtheexceptionofcoldsandothercommonviruses.Hospitalizations:NohospitalizationsSurgeries:NosurgeriesAccidents/Injuries:NoaccidentsFamilyHealth:Referral/Resource/AccesstoCareNeedsN/ASummaryHadleywasbornatwinat37.5weeks.Deliveryrequiredvacuumassistanceduetoaprolapsedcord.AfterHadleywasborn,shehadlowoxygenlevelsandwastransportedtoNICUforfurthermonitoring.Asleepstudyforapneawasdoneanditwasnegative.Hadleypassedthenewbornhearingscreening.ItwasnotedthatHadleyhadaslightlyenlargedbicuspidaorticvalveandwasseenbyacardiologist.Sheismonitoredannually.Hadleywasevaluatedbyaphysicaltherapistduetolowtone.Notreatmentwasneeded.Shewasdischargedafter10days.EarlyInterventionserviceswerestartedduetospeechandlanguagedelays.Hadleyreceivedspeech,developmentalandphysicaltherapies.Hadleyisahealthychild.Shehashadgenetictestinginthepastandmorerecenttesting.Thedoctorshavediscussedwiththeparentstheirconcernsofageneticabnormality.Theresultsfrotherecenttestingarenotavailableatthistime.Hadleyisasloweateraccordingtohermother.Shelikessunbutterandfingerfoods.Shecanfeedherselfandcandrinkfromanopencup.Theparentlimitsdairyduetoconstipationissues.HadleyisonNorditropin,SynthroidandMiralax.Shepassedhervisionandhearingscreenings.EvaluationReport:OakHillsDistrictOccupationalTherapyAssessmentEarlyChildhood

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Name:HadleyCarollChronologicalAge:2years11monthsInstrumentsutilized:ParentInterviewReviewofrecordsObservationDevelopmentalProfile-III;physicalsectionSensoryProcessingMeasure-PreschoolBackground/ReasonforReferral:Hadleyisa2yearoldchildcurrentlyreceivingdevelopmental,speechandoccupationaltherapiesthroughearlyinterventionservices.Hadleybeganreceivingservicewhenshewasone.ThemostrecentEIreportindicatedthatHadleyisexploringherenvironment,recognizingcauseandeffect,anddemonstratingemergingproblemsolving.Hadleyusesgesturestocommunicateandrequest.ThisinformationwastakenfromreportsreceivedfromEarlyIntervention.Hadleywasbornafulltermtwinandweighted5lbs.13oz.duetoaprolapsedcord.Suctionwasrequiredfordelivery.HadleywasmonitoredinNICUfor10daysandtheteststhatweredonewerenegative.Aslightlyenlargedbicuspidaorticvalvewasnotedbythecardiologist,butnotreatmentwasneeded.Hadleyalsoreceiveddevelopmentalandphysicaltherapyduetolowmuscletone.Hadleyhasahistoryofslowgrowthandpoorweightgain.Shehasahistoryofeczemaandhasbeentreatedwithanantihistamineandsteroidcream.HadleyhasbeenonNorditropin,SynthroidandMiralax.ThereportsnotedthatHadleyhasbeenhealthywithnohistoryofearinfections,ERvisitsorhospitalizations.Anaudiologicalexaminationwasdone.Shepassedthesoundfieldandaudiologicexamination.Avisionscreeningwasalsodoneandshepassed.Parentwillfaxtheresultstotheteam.ReviewofrecordsindicatePTevaluationwhenHadleywas2resultedinaveragegrossmotorskillsonthePDMSIIwithdelayslessthan30%;goodsittingbalance;evolvingbalanceanddynamicstabilityinstanding.NoPTserviceswererecommended.OTevaluationatthesametimeindicateaveragefinemotorskillsonthePDMSIIwithdelayslessthan30%.ShedemonstratesatypicalsensoryprocessingontheInfantToddlerSensoryProfilewithprobablydifferenceforsensationseekingandadefinitedifferencefororalsensoryprocessing.Observation:HadleyarrivedwithhermotherandtwinbrotherJack.Duringthedomainmeetingshewasnotedtoengageinplaywithherbrotherandeasilytransitionedtotheassessmentroom.Hadleypresentedasshyandreservedinitiallyuponenteringtheroomandchosetositonhermother’slap.Uponenteringtheevaluationroom,Hadleyseparatedeasilyfromhermotherandengagedintheplayarea.Shemaintainedgoodeyecontactand

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wasinitiallyshybutshedidtolerateinterferenceinherplay.Shewasfriendly,smiledandwashappy.Sheenjoyedplayingandsharedhertoysnicely.Hadleywasnotedtoimitateplay,cooperatedandengagedinpretendplay,anddemonstratesexcellentcompliancewithonestepadultdirections.FineMotor/VisualMotorSkills:Hadleydemonstratesmuscletonethatiswithinfunctionallimitsbutnotedtobeonthelowend.Herrangeofmotionandmusclestrengtharewithinfunctionallimits.Hadleywasobservedtocrossthemidlineofherbodytoboththerightandleftsidesspontaneouslyduringplay.Shewasobservedtomaintainanuprightposturewhenseatedatthetableandshewasabletositonthefloorwithgoodstability.Shewasnotedtomovefromasquattostandandnavigateoverobstacleswithoutlossofbalance.Whendrawingorcoloring,Hadleymaintainedarighthandeddigitalpronatedgraspandwouldswitchtoarighthandedfunctionalgrasppatter.Shewasabletoimitatedrawingsimplepre-writingshapes,cutwithscissorsandstackblocks.OntheDevelopmentalProfileIIIHadleyscoredintheaveragerangewithastandardscoreof89forthephysicalsection.85-115iswithinaveragerange.SelfHelpSkills:Hadleyisabletodemonstratethefollowingskillswithinheragerange:independentlyremovehershoesandsocks,drinkfromachild-sizedglass,independentlyuseaspoonandfork,andindependentlyputthingsawayinatleastthreeplaces.SheisabletoundozippersandVelcro,putonhershoes,andindependentlywashherfaceandhands.Hadleyisnotyetabletotakeoffherclotheswithoutassistance,sheisnotyettoilettrained,andcannotyetnavigateaTVtoselectavideo.Hadleywasobservedtonavigatetheplayroomindependently,selecttoysofinterestandgestureforhelporassistancewhenneeded.Hadleyreceivedastandardscoreof93(average)onthisdomain.SensoryProcessingSkills:TheSensoryProcessingMeasure-Preschool(SPM-P)wascompletedbyHadley’smothertoprovideinformationregardinghersensoryfunctioningathome.TheSPM-Pprovidesacomprehensiveassessmentofachild’ssensoryperformanceandisajudgmentbasedcaregiverquestionnaire.Theresultsarereportedastypicalperformance,someproblems,anddefinitedysfunctionascomparedtootherchildren.Therearetwoareasonthemeasurethatarenotspecificallysensorysystems,SocialParticipationandPlanningandIdeas.Childrenwhohavedifficultyprocessingsensoryinformationoftentimesalsohavedifficultyinthesetwoareas.IfbothoftheseareasarereportedintheSomeProblemsrangeorDefiniteDysfunctionrangewithoutdifficultyinthesensorysystemsthenfactorsotherthansensoryprocessingneedtobeexplored.Oftentimes,SPM-Parereportedbelow.Tscoresbetween40-59arewithintypicalperformancerange;Tscoresbetween60-69arewithinthesomeproblemrange;andTscoresbetween70-80arewithinthedefinitedysfunctionrange.SocialParticipationT=44typical

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VisionT=47typicalHearingT=40typicalTouchT=41typicalBodyAwarenessT=40typicalBalanceandMotionT=40typicalPlanningandIdeasT=53typicalTotalT=40typicalSummary:Hadleyisasweetandenjoyablegirlwhoisundergoingacasestudyassessmenttodetermineherneedsintheeducationalenvironment.HadleydemonstratesaveragegrossmotorandfinemotorskillsontheSP-3andtypicalsensoryprocessingontheSensoryProcessingMeasure-Preschool.Thisreportaswellasrecommendationswillbediscussedathereligibilitymeeting.ReportCompletedby:AmandaRitz,OTR/LDomain:Social/EmotionalStatusDateCompleted:Hadleyalmost3yearsoldEvaluationReport:SocialDevelopmentalStudyInitial:StudentHadleyInformal:a)Parentb)Teacherc)Hadleyd)otherFormal:a)VinelandIIb)AAMDc)SIBd)otherDP-3socialemotionaldomainB.ConsultationwithParents:MotherwasinterviewedforpurposesofafullcasestudypromptedviaEarlyInterventionReferralduetonearingageof3years.Primaryparentalconcernsinclude:speech/language/communication.C.DevelopmentalHistory:Hadleywasbornafulltermtwinandweighted5lbs.13oz.Reportsindicateshehadprolapsedcordthatresultedinsuctionfordelivery.HadleyunderwentmultipletestsandwasplacedintheNICUfor10dayswithnoreportedchallengesduetothedelivery.Hadleyeatswell,however,shehadexperiencedslowgrowthandweightgain.MomwasrelievedtosharethatherhusbandhasgreatinsurancewhichhelpsalotwithHadley’sdailygrowthhormone.

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D.CulturalFactors:Hadleyresideswereherbiologicalparentsaswellaswithhertwinbrother,Jackandtheir6yearoldsister,Mackenzie.PrimarylanguagespokenathomeisEnglish.Therearenoreportedaccommodationsnecessaryduetofamily,religionand/orculture.E.EducationalHistory/SignificantEvents:Hadleycurrentlyattendsapreschoolprogram1/weekfor3hours.Hadleyisbecomingincreasinglyassertiveandtypicallyseparateswellassheattendstheprogramwithhertwinbrother,Jack.ThoughHadleydoesattendtheprogram,itshouldbenotedthattimedemands,socialinteractionsandteacherdirectedactivitiescontinuetobenewexperiencesforHadley.Hadleyalsoparticipatesinadanceclass.Initially,shewouldnotattendtodirections,didnotfollowthesocialcuesofpeersanddisplayedinhibitionsinfollowinggesturesofsongssuchas“Headandshoulder,kneesandtoes.”Atthistime,Hadleyhadmadegreatstridesand“allofasudden”sheisfollowingalongwiththedirectivesofclasspromptlyaswellasjoinsinwithpeers.SignificantEvents:Therearenoreportsofsignificanteventsthathaveaffectedthefamilyoverthepast12months.F.Social/AdaptiveBehavior:MomdescribesHadleyasahappychildwho“tendstobeinkahootswithhertwinbrother.”Theyliketojumponthebedtogetherandiftoldto“stop,”onewillstopwhiletheotherlaughsandcontinuestojump.Hadleygetsalongwellwithbothofhersiblings.Shetendstobe“ajokester,aclownwithafunpersonalitywholiketomakeotherslaugh.”Hadleyunderstandshumorandwilldothingslikeputanapkinonherheadduringdinner,gigglesandwaitsfroalaughfromfamilymembers.Shetendstobeawareofhersocialpartnersand“doctorshavealwaysnoticedthatsheisveryawareofherenvironment”ingeneral.Athome,HadleylovestoplaywithherMelissaandDougpretendcookiebakingset,pretendtoshopandbuythingswithherpretendcashregisterandusesrealwipestocleanherbabydollwhilechangingherdiaper.About6monthsago,momstruggledwithknowingwhattobuyHadleyfortheholidays,asshewasnotplayingfunctionallywithtoys.Shehasmadegreatstridesandisnow“mucheasiertobuypresentsfor,”statedmom.Inpublicplaces,Hadleywillapproachapeer(familiarorunfamiliar)andwilltrytosay“hi,”followsthemaroundandmakesattemptstojointhegrouporthepeerinplay.MomreportedthatthisisalsogreatprogressfromafewmonthsagowhenHadleywasnotascomfortableapproachingandinitiatingwithpeers.

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Hadleyisabletodisplayavarietyofnonverbalgesturestoindicateherwants,needsandfeelings.Sheisempathetictowardothersandwillrespondappropriatelyifsomeonegetshurtbyattemptingtoconsolethem.Hadley‘stantrumsaredescribedascautiouslythrowingherselftothefloor,putsherheaddownandwhimpersorcries.Sheisresponsivetoredirectionaswellasmodeling.Hadleyisnotfondofcleaningupandwilltendtopickuponeitemfollowedbywalkingawayfromthe“mess”oftoyssheandhersiblingstookout.Givenaverbalredirection,Hadleydoesnotcomply,however,ifmomrefersto“AuntLizzie”Hadleywillcomplyalmostimmediately.ResultsofDP-3,Social-Emotionaldomain,viaparentinterviewaswellasobservationindicateastandardscoreof96.Pertheseresults,Hadley’ssocial/emotionaldevelopmentiswithintypicallimits,between85-115.G.Updates/Summary:Hadleyappearedtoenjoypositiveattention,wasabletoexpressherwants,needs,likesanddislikesvianonverbalgesturesandindicationsandtrulyappearedtothriveinhersocialenvironment.Shedoesnotpresentwithfrustrationconsideringhercommunicationchallengesandappearstousewhatevershecantomakeherneedsknown.Hadleyappearedcomfortableintheevaluationsetting,playedwellwithherbrother,attendedtonewcomersintheroomandwouldsmileatapersonwhentheyenteredtheroomasifsheweregreetingthem.Hadleyseparatedwellfromherparent,followedherbrothertotheevaluationroomandbegantoexploretheevaluationroomtoyswithinterest.Shedisplayedstrongpretendplayskillsasshefedherdollabottleandrockedhertoydoll.Wheninteractingwithorattemptingtogainattentionofasocialpartner,Hadleydisplayedstrongeyecontactwithherintendedpartner.Thisreportwillbediscussedatthemultidisciplinaryconference,atwhichtimeeligibilityandappropriateserviceswillbediscussedanddetermined.KatieMoore,MSWSocialWorker

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EarlyChildhoodIEP:FirstyearEC,Hadley3yearsoldSTUDENTSTRENGTHSHadleydemonstratesageappropriatedevelopmentintheareasofcognitiveability,physicalability,adaptivebehavior,andsocial-emotionalskills.Sheispartofalovingfamilythatprovideshersupportwithincreasinghercommunicationskills.RESULTSOFRECENTOROTHERASSESSMENTDATAResultsoftheDevelopmentalProfile-3areasfollows:ScaleStandardScoreDevelopmentalAgePercentileRankPhysical892-223AdaptiveBehavior932-532Social-Emotional962-639Cognitive982-745Communication701-82PARENTALCONCERNSFORENHANCINGTHESTUDENT’SEDUCATIONParent’sprimaryconcernisHadley’sabilitytocommunicateandexpressherself.STATETHEACADEMIC,DEVELOPMENTALANDFUNCTIONALNEEDSSTEMMINGFROMTHESTUDENT’SDISABILITY(IES)Hadleyrequiresdirectinstructionwithguidedpracticeinordertodevelopfunctionalcommunicationskillstoeffectivelyparticipateinbothacademicandsocialsituationsinhereducationalenvironment.

CONSIDERATIONOFSPECIALFACTORS

NA NO YES SPECIALFACTORS REQUIREMENTS/FOLLOWUP X Doesthestudent

requireassistivetechnologydevicesandservices?

Hadleywouldbenefitformtheuseofatotalcommunication

approach(verbalizations/approximations,

signs,gestures,assistivetechnologies,etc.)tosupporthercommunicationduring

classroomactivities. X Doesthestudent

haveanyspecialneedsrelatedtocommunication/orisdeaf/hardofhearing?Ifyes,completelinguisticsand

Hadleywillreceivespeechtherapytoaddresshercommunicationneeds.

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culturalaccommodationssectionsbelow.

X DoesthestudentwiththelimitedEnglishproficiencyhavelanguage-relatedneedsrelativetoIEP?

X DoesthestudentwhoisblindorvisuallyimpairedrequireinstructioninBrailleand/ortheuseofBraille?

X Doesthestudent’sbehaviorimpedestudent’slearningorthatofothers?Ifyes,teammustconsiderstrategies,includingpositivebehavioralinterventionsandsupportstoaddressbehavior.

X DoesthestudentmeettheeligibilitycriteriaforAutismorhasadisabilityontheautismspectrumasdefinedintheDSM-V?

BehaviorInterventions TransitionPlan HighSchool

Graduation/AttainmentofAge22

Doesthestudent’sbehaviorimpedestudent’slearningorlearningof

þNotapplicableatthistime.� Studentwillbeage14.5

� HighSchoolGraduationisnotanticipatedduringthenextyear.

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others?þNo� Yes� Positivebehavioralinterventions,supportsandotherstrategieswillbeattemptedandmonitored.� Abehaviorinterventionplanisrequiredandisattached.� Abehaviorinterventionplanisrequiredandwillbeinitiated.

orolderduringimplementationofthisIEP� Studentwillreachtheageofmajority(18years)andhasbeeninformedofrightsthatwilltransfertohim/heruponreachingageofmajority.

� Studentisprojectedtograduatefromhighschoolwitharegularhighschooldiplomaorexitby(date):� Studentwillreachtheageof22withinthe2017schoolyear.

LINGUISTICANDCULTURALACCOMMODATIONS

No Yes SPECIALFACTORS REQUIREMENTS/FOLLOWUP

X ThestudentrequiredaccommodationsfortheIEPtomeethis/herlinguisticandculturalneeds.Thisincludesstudentswhoaredeaf/hardofhearing.Ifyes,specifyanyneededaccommodations.

Inadditiontospeechtherapy,useatotalcommunicationapproach(verbalizations/approximations,signs,gestures,assistivetechnologies,etc.)alongwithverbalmodelingandvisualcueing,willbeusedtosupportHadley’sspeechandlanguageskillsintheclassroom.

X SpecialeducationandrelatedserviceswillbeprovidedinalanguageormodeofcommunicationotherthanorinadditiontoEnglish.Thisincludesservicesprovidedtostudentswho

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aredeaf/hardofhearing.Ifyes,specifyanyneededaccommodations.

Forstudentswhoaredeaf/hardofhearingandothers,asapplicable:Identifythelanguageandcommunicationneeds:� ASLþ Auditory/Oral� CuedSpeech� SpeechGeneratedDevice� Tactile� SignedEnglishþ Other(pleasedescribe):total

communicationapproach(verbalizations/approximations,signs,gestures,assistivetechnologies,etc.)

Listtheopportunitiesfordirectcommunication/interactionwithpeersandprofessionalpersonnelinthechild’slanguageandcommunicationmode:AtotalcommunicationapproachwillbeusedintheclassroomandHadleywillbegivenopportunitiesandencouragedtointeractwithbothstaffandpeersinEnglishintheclassroom.Listtheidentifiedmodeofcommunicationaccessibleinacademicinstruction,schoolservices,andextracurricularactivitiesthatthestudentwillreceive:Hadleywillbeprovidedverbalcommunication,alongwithvisualsupports,duringclassroomactivities,includingacademicinstruction.Hadleywillbeencouragedtouseatotalcommunicationapproachtoparticipateinclassroomactivities.GOALSANDINSTRUCTIONALOBJECTIVES/BENCHMARKSPRESENTLEVELOFACADEMICACHIEVEMENTANDFUNCTIONALPERFORMANCEBasedonresultsfromherspeechandlanguageevaluation,Hadleydemonstratesdelaysinherreceptiveandexpressivelanguageandspeechsoundproduction.Throughoutherevaluation,Hadleyproducedvocalizations,singleword/wordapproximations,alongwithgesturesandsignstocommunicatewithherfamilyandotheradultsintheroom.Shealsowasreportedtousesinglepicturesymbolstorequestitemsduringtherapyandathome.Shehasabinderthatholdsherpicture

TITLESOFIMPLEMENTERSSpeech-LanguagePathologistandEducationTeam

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symbolsandsheisabletolookthroughherbindertofindthedesiredpicturesymboltomakeherrequest.Shewasobservedtoproduceafewofthefollowingsyllablesequences:consonant-vowel(“baa”forsheepsound)andreduplicatedCVCV(“puh-puh”forpuppy)duringtheobservation.ANNUALGOALþAcademicþFunctional� Transition� ESYWhengivenverbalmodelingandvisualcueing,HadleywillproduceCV(consonant-vowel),CVCVandVC(vowel-consonant)syllablesequencesaswellas,usegesturestoindicateayes/noresponse,combine2+wordstogetherusingatotalcommunicationapproach(verbalizations/approximations,signs,gestures,assistivetechnologies,etc.)on80%ofopportunities,2outof3trials.GoalreflectsconsiderationofCommonCoreStandard(s):EarlyLearning

PROGRESREVIEWþReportCards/ProgressReview� GoalsandObjectivesUpdate� Other:

INSTRUCTIONALOBJECTIVE/BENCHMARK CRITERIA PROCEDURE SCHEDULE

Whengivenverbalmodelingandvisualcueing,HadleywillproduceCV(consonant-vowel)syllablesequenceson80%ofopportunities,2outof3trials.

80%accuracy DataCharting Weekly

INSTRUCTIONALOBJECTIVE/BENCHMARK CRITERIA PROCEDURE SCHEDULE

Whengivenverbalmodelingandvisualcueing,HadleywillproduceCVCV(consonant-vowel)syllablesequenceson80%ofopportunities,2outof3trials.

80%accuracy DataCharting Weekly

INSTRUCTIONALOBJECTIVE/BENCHMARK CRITERIA PROCEDURE SCHEDULE

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Whengivenverbalmodelingandvisualcueing,HadleywillproduceVC(vowel-consonant)syllablesequenceson80%ofopportunities,2outof3trials.

80%accuracy DataCharting Weekly

INSTRUCTIONALOBJECTIVE/BENCHMARK CRITERIA PROCEDURE SCHEDULE

Whengivenverbalmodelingandvisualcueing,Hadleywillcombine2+wordsusingatotalcommunicationapproach(verbalizations/approximations,signs,gestures,assistivetechnologies,etc.)foravarietyofcommunicativepurposeson80%ofopportunitiesfor2outof3trials.

80%accuracy DataCharting Weekly

INSTRUCTIONALOBJECTIVE/BENCHMARK CRITERIA PROCEDURE SCHEDULE

Whengivenverbalmodelingandvisualcueing,Hadleywillusegestures(headnodding/shaking)toindicateayes/noresponseon80%ofopportunitiesfor2outof3trials.

CURRENTSCHOOLYEARGeneralEducationClassesSubject/Class A B C Minutes/day Days/week Total/weekEarlyChildhoodFristStepClassroom

x 138 5 690

TotalMinutesPerWeek(a1):690.00

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ServicesinGeneralEducationEnvironmentRelatedandOtherServices

SC Location TM Frequency

SpeechLanguageServices

23 GeneralEd.Classroom

30 Perweek

TotalMinutesPerWeek(a3):30.00

EducationalEnvironmentKeyA- General education classroomwithNOmodifications and/or supplementary aidsservicesB- Generaleducationclassroomwithmodificationsand/orsupplementaryaids servicesC- GeneraleducationclassroomwithspecialeducationinstructionD- SpecialeducationclassroomSpecialEducationClasses/ProgramsSubject/Class D Minutes/day Days/week Total/weekSpeech-LanguageTherapyProgram

x 30 2 60.00

TotalMinutesPerWeek(a2):60.00CALCULATIONSEDUCATIONALENVIRONMENT(EE)1.TotalSpEdminutesoutsideofGenEd.Environment(a=a2+a4)-60.002.Totalbelltobellminutes(b)-750.003.Divide(a)by(b):(c=a/b)-0.084.92.00%ingeneraleducation

PERCENTAGEOFSPECIALEDUCATION1.TotalofALLSpEdminutesperweek(d=a2+a3+a4)-90.002.Totalinstructionalminutes(e)-7503.Divide(d)by(e):12%ofSpecialEducation(f)