Caulfield Holden2/12/13

Mary Kate Bueltmann

ED 490

12 February 2013

Case Conference Report/IEP

Student Name:Holden Caulfield

Date of Birth: 06/16/2004

Age: 7 year 6 months

Gender: Male

Grade: 2

Ethnicity: Caucasian

Parent/Guardian/Surrogate Name 1:Danielle Caulfield

Parent Email:

Parent/Guardian/Surrogate Address:123 Main Street, Indianapolis, IN 46241

Home Phone: 739-4748

Cell Phone: 493-4857

Legal Custody Status: Maternal Parent

Home School Corp.: MSD of Wayne Township

Home School: Bridgeport Elementary

If the student is age 3 – 5, was the student referred from First Steps: N/A

Present Levels of Performance

***Academic and/or Functional Skills***

Academic Skills:

Reading – Area of Need: NO

Assessments:

Wechsler Intelligence Scale for Children—4th edition (WISC- IV), Woodcock-Johnson Test of Achievement (WJTA), parent report, teacher observation

Skill Level:

Holden reads mostly at the second grade level. He often has low or inconsistent scores on his AR reader tests. He is easily distracted and often loses his place while reading. He reads silently in his head and fluently when reading aloud. Holden scored a standard score of 104 on the reading section of the WJTA. The mean score is 100, which puts him at about an average reading level for his age. He scored a standard score of 89 on the verbal comprehension section of the WISC-IV. Once again the mean is 100, which means Holden may be slightly below average, but nothing to worry about.

Written Expression – Area of Need: NO

Assessments:

WJTA, Writing Prompt (15 minutes to write), parent report, teacher observation

Skill Level:

Holden writes inconsistently, taking long breaks to stare at the wall or pick at the eraser on his pencil about every 3 minutes. He wrote slightly less than the other students in his class, but he also drew a picture of a rat in the corner of his paper. Holden scored a standard score of 101 on the writing section of the WJTA, which puts him right at the average for a second grader.

Math – Area of Need: NO

Assessments:

WJTA, parent report, teacher observation

Skill Level:

Holden does not recall math facts automatically, it takes him about 20 seconds to recall a simple math fact, however his scores untimed are average for grade 2. He expresses frustration on story problem questions of math homework. Holden scored a standard score of 104 on the math portion of the WJTA, which puts him at or slightly above the average for a second grader.

Communication Development - Area of Need: YES

Assessments:

WISC-IV, parent report, teacher observation

Skill Level:

Holdenis easily distracted, does not listen to what other students say, does not hear all of what is said by teachers, and does not react to important environmental sounds. He has difficulty with tasks requiring listening and often needs directions repeated. He does better when the source of sound is closer to him. He requires eye contact in order to listen successfully. His verbal comprehension skills are below the average for a second grader. He has been diagnosed already with a developmental language disorder. He has weak fine motor skills. His handwriting is unreadable. He scored a standard score of 89 on the verbal comprehension portion of the WISC, which may mean that he has trouble finding words and understanding them.

Adaptive Behavior/Vocational – Area of Need: YES

Assessments:

Attention Deficit Disorder Evaluation Scale—Third Edition (ADDES-3), Adaptive Behavior Assessment System—Second Edition (ABAS-II), parent report, teacher observation

Skill Level:

Holden does not listen to directions well. He has a very hard time remaining focused on the task at hand. He does get along well working in groups. He is prone to frequent inappropriate outbursts in class. He often needs directions repeated to him. He often leaves his seat without permission. He hops or jumps instead of walking from place to place. His displays inappropriate behaviors in class including tipping his chair, tapping and making noises, touching other students as they walk by, and rocking in his chair. The teacher score for Holden’s ADDES-3 test totaled 23 for inattention and 26 for hyperactivity meaning that Holden exhibits symptoms of ADHD. He also scored in the 80’s on all of his ABAS-II scores done by the teacher of his class, meaning that his social and behavioral skills are below average for a second grader.

Social/Emotional Behavior – Area of Need: YES

Assessments:

Behavior Assessment System for Children—Second Edition (BASC-II),parent report, teacher observation

Skill Level:

Holden exhibits symptoms of anxiety and depression often displayed through psychosomatic symptoms. He often misses school for pains in his stomach and head that are mainly psychological. He has anxiety about playing with other students on the playground, often choosing to eat lunch alone in the library or his teacher’s classroom instead of going out to play. He occasionally has outbursts of anger. Instances of hitting or pinching have been recorded during these outbursts. Holden showed to be at risk in the externalizing problems, adaptive skills, hyperactivity, aggression, conduct, and attention sections of the teacher evaluated BASC-II meaning that Holden is very below average in social and emotional skills for a second grader.

Health:

Medical notes/diagnosis:

Potential Aspergers’ Syndrome, developmental language disorder,

Summary of Assessment Results

Description of Evaluation(s), procedure(s), and report(s):

Holden was evaluated over three formal sessions on March 16, April 20, and May 4, 2012. He was tested in a quiet and well lit room. His teacher and parents also observed Holden at school and at home. Holden was evaluated by the WISC, Woodcock Johnson, TOVA, ADHD rating scales, ABAS-II, and the BASC-2. These tests evaluated mainly his Attention/impulse control, academic achievement, social/emotional functioning, and adaptive behavior skills. A summary of the results is below.
Category / Test / Date / Score
Academic Achievement / WISC-IV
Woodcock-Johnson
  • Reading
  • Math
  • Writing
/ 03/16/12
03/16/12 / Standard Score: 100
  • Reading SS: 104
  • Math SS: 108
  • Writing SS: 101

Attention/Impulse control / TOVA / 04/20/12 / Attention Performance Index:
-2.09
(Scores below 0.00 suggest an attention disorder)
Social/emotional functioning / BASC-2 / 05/04/12 / Externalizing problems SS: 153
Internalizing problems SS: 90
Social Skills SS: 75
Adaptive behavior / ABAS-II / 05/04/12 / General SS: 84
Conceptual SS: 86
Social SS: 87
Practical SS: 85

Eligibility

Based upon the evaluation data presented and present levels of performance, the case conference committee determines:

 The student DOES meet eligibility criteria per Indiana State Board of Education regulations (Article 7) or Section 5 Rehabilitation Act of 1973.

Primary Disability: Aspergers Syndrome

Reasons for eligibility determination:

Based on current testing, Holden meets eligibility criteria as a student with Aspergers’ Syndrome based on his inability to exhibit functional behaviors in class and at home, his inability to work in groups, and to follow directions and social norms.

Goals and Objectives

COMMUNICATION DEVELOPMENT STANDARD:directional skills
Measureable Annual Goal:
Holden will go from responding to directions on class work in his general education class after 7 times to responding within two times of being asked by the next annual case review.
Benchmark/Short Term Objectives:
  1. Holden will respond to directions within 6 teacher prompts by September 2013
  2. Holden will respond within 4 prompts by December 2013
  3. Holden will respond within 2 prompts by March 2014
/ Method of Evaluation:
General ed teacher will observe during class and there will be an aid in the classroom that will have a behavioral journal to take notes.
ADAPTIVE BEHAVIOR STANDARD:ADHD Management
Measureable Annual Goal:
Holden will be able to go from being able to work on classwork quietly in his chair for 10 minutes to being able to work on his class work quietly in his chair for 60 minutes by the next annual case review.
Benchmark/Short Term Objectives:
  1. Holden will be able to sit quietly for 25 minutes by September 2013
  2. Holden will be able to sit quietly for 40 minutes by December 2013
  3. Holden will be able to sit quietly for 60 minutes by March 2014
/ Method of Evaluation:
Parent and teacher observation.
ADAPTIVE BEHAVIOR STANDARD: Adaptive Behavior
Measureable Annual Goal:
Holden will go from 5 unprovoked violent outbursts a day to zero unprovoked violent outbursts a day by the next annual case review.
Benchmark/Short Term Objectives:
  1. Holden will only commit up to 3 unprovoked violent outbursts by September 2013
  2. Holden will commit 2 unprovoked violent outbursts a day by December 2013
  3. Holden will no longer commit unprovoked violent outbursts by March 2014
/ Method of Evaluation:
Teacher and parent observation.

Progress Monitoring

Special Education Services / Content Area / Location / Length of Services / Frequency / From / To
Direct Instruction / Adaptive Behavior / Social Worker’s office / 100 minutes / Semester (18 weeks) / 05/15/
2013 / 05/15/
2014
Direct Instruction / Supervised Social Practice / School Environment / 814 minutes / Semester (18 weeks) / 05/15/
2013 / 05/15/2014
Related Services / Content Area / Location / Length of Services / Frequency / From / To
Anger Management / Adaptive Behavior / Doctor’s office / 120 minutes / Semester (18 weeks) / 05/15/2013 / 05/15/
2013
Occupational Therapy / Functional Skills / School Environment / 200 minutes / Semester (18 weeks) / 05/15/2013 / 05/15/
2012

Least Restrictive Environment

Holden will remain in a regular classroom for the full academic day. He will eat lunch either in the social worker’s office or in the special ed classroom everyday, so that he can practice socializing. Holden will also have an aid in the classroom for half off everyday to monitor his behavior in class and to write a report for his parents.

Accommodations, Supplementary aids and/or Services

Extra time when testing, tested in a room by himself, squishy stress ball is allowed to be with him at all times.

Communication with Parents

Parents will receive information via a chart that is sent home with Holden each week. Holden’s aid will sign Holden’s chart if he has behaved properly throughout the week. If he has not, the aid will write the reason for not signing the chart, and potentially make a phone call home. Parents will also attend a meeting once a month with the teacher’s aid and the teacher to discuss Holden’s behavioral development outside of school.