IEP Planning

PART 1
Pre-referral and referral
Identifying information
Name of student: Sebastian Dallman
Age: (Nine years, zero months)
Current placement: Grade 4 General education fourth-grade class

Pre-referral Information and Activities

Sebastian was referred for an evaluation by the school psychologist. Area(s) of concern included
Social Communication.
Speech Sound System
No concerns were expressed in this area by teachers and or parents. Conversational speech
appeared to be adequate for educational purposes. Sebastian is easily intelligible.
Language
Sebastian's SEE test results show that he has strong expressive and receptive social
understanding in the areas of identifying emotions (including facial expressions), social
Observation:
Adaptive Skills- Autism Spectrum Rating Scale (ASRS) questionnaires. - 2/14/2020 Sebastian’s
mother and teacher also completed separate Autism Spectrum Rating Scale (ASRS)
questionnaires.
Mother Teacher
Scale T Score Percentile Description T Score Percentile Description ASRS Scales
Social/Communication 71 98 Very Elevated 71 98 Very Elevated
Self-Regulation 66 95 Elevated 82 99 Very Elevated
Unusual Behaviors 85 99 Very No effects statement required
8
Elevated
DSM-5 Scale 77 99 Very Elevated 85 99 Very
Elevated
Treatment Scales
Peer Socialization 72 99 Very Elevated 79 99 Very
Elevated
Adult Socialization 75 99 Very
Elevated
Social/Emotional Reciprocity 72 99 Very Elevated 69 97 Elevated
Atypical Language 69 97 Elevated 77 99 Very
Elevated Stereotypy 81 99 Very
Elevated
Behavioral Rigidity 76 99 Very Elevated 85 99 Very
Elevated
Sensory Sensitivity 83 99 Very Elevated 85 99 Very Elevated
Attention 66 95 Elevated 74` 99 Very Elevated
Sebastian has difficulty using verbal and nonverbal communication appropriately, deficits in
attention, is argumentative, has limited ability to provide an appropriate emotional response in
a social situation, and has trouble focusing attention.
Sebastian’s teacher completed a checklist indicating behaviors typically related to ADHD. Her
ratings were:
Inattention:
Often fails to give close attention to details
Often does not seem to listen when spoken to directly
Often does not follow through on instructions and fails to finish work
Often has trouble organizing tasks and activities
Often avoids, dislikes, or is reluctant to do tasks that require mental effort over
a long
Often loses things necessary for tasks and activities Is often easily distracted
Hyperactivity and Impulsivity:
Often fidgets with or taps hands or feet, or squirms in seat
Often leaves seat in situations when remaining in seat is expected
Often runs about or climbs in situations where it is not appropriate
Often unable to play or take part in leisure activities quietly
Often talks excessively
Often has trouble waiting his turn
Often interrupts or intrudes on others
___________________________________________________________________
Cognitive Ability- The Reynolds Intellectual Cognitive Ability No Effect
9
Assessment Scales-2nd Edition (RIAS-2) 2/14/2020 Cognitive measures generally assess
students’ abilities to reason and solve problems verbally/nonverbally, to demonstrate acquired
knowledge, and to process information (e.g., memory, visual-spatial, speed).
Sebastian was evaluated by Susan Dineen, school psychologist, using the Reynolds Intellectual
Assessment Scales-2nd Edition (RIAS-2) It took several sessions to complete the testing because
of Sebastian’s difficulty maintaining his focus. He would begin to squirm in his chair, and then
begin to try some ‘escape’ mechanisms, such as talking about a different topic. It is possible
that the results are a low estimate of Sebastian’s abilities. Based on the above data, Sebastian
scored in the below average range in the areas of written expression.
Subtest Standard Score Percentile T Score Description
Composite Intelligence Index 94 34 Average
Verbal Intelligence Index 84 21 Below Average
Guess What 43 Average
Verbal Reasoning 41 Low Average
Nonverbal Intelligence Index 104 58 Average
Odd-Item Out 48 Average
What’s Missing 56 Average
Sebastian’s teacher rated his performance in class:
Above Grade Level: vocabulary base, oral communication. At Grade Level: reading
comprehension, generalizing information, Below Grade Level: reading fluency, basic math facts,
computational skills, math problem solving, algebraic concepts, recognizing his own errors
Far Below Grade Level: participating in class discussions
Sebastian is better at reading than math, and better at telling stories orally than writing them.

Student was observed in the classroom as per request of Mrs.b. The students entered the
classroom and unstacked their chairs while Sebastian talked to a classmate. The teacher has a
writing prompt on the board for the students to comment on in their notebooks, Sebastian
rocked in his chair backwards. Next, he organized his desk and played with the switches that
call the office. He listens to the teacher talk about humidity, but he is not writing in his
notebook. The teacher begins to explain how to have dialogue as a group like the example she
showed them of another school and Sebastian commented, “What if we are not those schools.”
The teacher commented that she was going to practice that skill until they could converse like
that example shown. Sebastian stated, “It’s going to get a little bit annoying.” The teacher said,
“I’m not going to argue with a 10-year-old.” Sebastian said, “What about a nine-year-old?” The
teacher did not comment. Sebastian then got on his knees laying across the chair. The teacher
said, “Let’s do a test ticket.”
Sebastian says, “No! I hate tests!” The teacher says, “Get in a group and gather around the
fireplace.” The students get their Chrome books and chairs and went to the teacher’s desk. She
did a countdown to prompt the students to come faster. Sebastian tried to take over the
counting by counting faster. The teacher said, “Would you like to join us? I’m right here.” He
walks over to the teacher’s desk and says, “I’m not going to take the test.” Then he walked to
the door, he steps out for a minute and then come back. He lays across 2 chairs and then goes
back to the door. A staff member came into the classroom to get Sebastian and he happily
leaves.
Referral and Initial Planning
Rarely – talks too much, interrupts or intrudes on others (teacher)
Frequently – fails to give close attention to details, does not follow through on instructions and
fails to finish school work, avoids, dislikes or is reluctant to engage in tasks that require
sustained mental effort, has difficult sustaining attention, does not seem to listen when spoken
to directly, has difficulty organizing, easily distracted, requires redirection to stay on task,
fidgets or squirms, blurts out answers before questions have been completed, has difficulty
waiting his turn.
Sebastian’s teacher reported that Sebastian is far below grade level in solving problems, paying
attention in class, motivation to learn, and persisting when tasks are difficult. She stated that he
has the capacity to succeed but refuses to do 95% of the work in class. He becomes verbally
abusive to others and walks out of class. Sebastian can be defiant when given a direction. It
appears as if he’s going out of his not to complete the task. Sebastian rarely plays with his
peers. He withdraws and doesn’t like to attempt anything new.
Based on the above findings, Sebastian’s emotional functioning may be the primary impact on
his educational performance
PART II
Sebastian Multidisciplinary Evaluation
The multidisciplinary team for Sebastian case consisted of the school psychologist, and
resource teacher. Each member of the team was responsible for administering certain tests and
gathering specific evaluation information. Here is a summary of the multidisciplinary
evaluation:

The Classroom Observation

Student was observed in the classroom. The students entered the classroom and unstacked
their chairs while Sebastian talked to a classmate. The teacher has a writing prompt on the
board for the students to comment on in their notebooks, Sebastian rocked in his chair
backwards. Next, he organized his desk and played with the switches that call the office. He
listens to the teacher talk about humidity, but he is not writing in his notebook. The teacher
begins to explain how to have dialogue as a group like the example she showed them of
another school and Sebastian commented, “What if we are not those schools.” The teacher
commented that she was going to practice that skill until they could converse like that example
shown. Sebastian stated, “It’s going to get a little bit annoying.” The teacher said, “I’m not going
to argue with a 10-year-old.” Sebastian said, “What about a nine-year-old?” The teacher did not
comment. Sebastian then got on his knees laying across the chair. The teacher said, “Let’s do a
test ticket.”
Sebastian says, “No! I hate tests!” The teacher says, “Get in a group and gather around the
fireplace.” The students get their Chrome books and chairs and went to the teacher’s desk. She
did a countdown to prompt the students to come faster. Sebastian tried to take over the
counting by counting faster. The teacher said, “Would you like to join us? I’m right here.” He
walks over to the teacher’s desk and says, “I’m not going to take the test.” Then he walked to
the door, he steps out for a minute and then come back. He lays across 2 chairs and then goes
back to the door. A staff member came into the classroom to get Sebastian and he happily
leaves.
Auditory and Visual Acuity
The nurse tested Sebastian for hearing and visual impairments.
Hearing Sebastian hearing tested within the normal range.

Vision the Keystone Visual-Screening Service for School visual screening test was used to screen
Sebastian vision. No visual difficulties were noted.

Developmental and Educational History

Per Dr. Naiman's progress note dated July 11, 2018, Sebastian has a health history of
developmental dyslexia, autism spectrum disorder, and speech delay. Per progress note on July
5, 2018, Dr. Naiman diagnosed Sebastian with developmental dyslexia, autism, and ADHD. Per
nurse observations dated 12/13/2019 and 12/16/2019, Sebastian was easily distracted by
outside stimuli, had difficulty sustaining attention to a task at hand, and it was difficult for him
to remain seated.
The current areas of concerns are social skills and academics. School records indicate that
English is Sebastian’s primary language, and the language spoken in his home.
2014-15 – Red Rock ES – preschool – absent 12 days, tardy twice
2015-16 – Red Rock ES – kindergarten – absent 8 mornings and 13 afternoons, tardy once
2016-17 – Red Rock ES – 1st grade – absent 4 mornings and 6 afternoons, tardy four times
2017-18 – Red Rock ES – 2nd grade – absent 7 mornings and 11 afternoons, tardy once
2018-19 – Red Rock ES – 3rd grade – absent 2 days
2019-Present – Red Rock ES – 4th grade – as of 1/27 absent 1 day, tardy once
Two observations were completed for Sebastian's health assessment:
Sebastian does not show major difficulty with social interaction or communication skills;
however, he does have more restrictive behaviors patterns such as: aligning objects, becoming
upset by change, and resisting change in routine. His associated behaviors are hyperactive,
impulsivity, prolonged tantrums and short attention span.
The Autism Observation Checklist was completed by classroom teacher on 1/30/2020. The
following behaviors were noted to occur frequently:
Measures of Intellectual Aptitude
Academic Achievement
Sebastian was evaluated by Susan Dineen, school psychologist. The Kaufman Test of
Educational Achievement-3rd Edition (KTEA-3) was used. Sebastian needed several sessions to
complete the test. He would begin to complain that it was either too hard or boring after just a
few items. He could work a little further before he gave up altogether. Often, Sebastian would
look at an item and decide it was too difficult, just to return to the item later and give a correct
answer. Writing was most difficult for him, and he literally groaned during the whole test.
follows:
Cognitive measures generally assess students’ abilities to reason and solve problems
verbally/nonverbally, to demonstrate acquired knowledge, and to process information (e.g.,
memory, visual-spatial, speed).
Sebastian was evaluated by Susan Dineen, school psychologist, using the Reynolds Intellectual
Assessment Scales-2nd Edition (RIAS-2) It took several sessions to complete the testing because
of Sebastian’s difficulty maintaining his focus. He would begin to squirm in his chair, and then
begin to try some ‘escape’ mechanisms, such as talking about a different topic. It is possible
that the results are a low estimate of Sebastian’s abilities. Based on the above data, Sebastian
scored in the below average range in the areas of written expression.
Subtest Standard Score Percentile T Score Description
Composite Intelligence Index 94 34 Average
Verbal Intelligence Index 84 21 Below Average
Guess What 43 Average
Verbal Reasoning 41 Low Average
Nonverbal Intelligence Index 104 58 Average
Odd-Item Out 48 Average
What’s Missing 56 Average
Sebastian’s teacher rated his performance in class:
Above Grade Level: vocabulary base, oral communication. At Grade Level: reading
comprehension, generalizing information, Below Grade Level: reading fluency, basic math facts,
computational skills, math problem solving, algebraic concepts, recognizing his own errors
Far Below Grade Level: participating in class discussions
Sebastian is better at reading than math, and better at telling stories orally than writing them.
Speech, Language, Communication Assessment
Sebastian was referred for an evaluation by the school psychologist. Area(s) of concern
included: Social Communication.
Speech Sound System
No concerns were expressed in this area by teachers and or parents. Conversational speech
appeared to be adequate for educational purposes. Sebastian is easily intelligible.
Language
Sebastian's SEE test results show that he has strong expressive and receptive social
understanding in the areas of identifying emotions (including facial expressions), social
reactions, social gaffs and identifying conflicting messages.
The Autism Observation Checklist was completed by classroom teacher on 1/30/2020. The
following behaviors were noted to occur frequently:
Qualitative Impairment in Social Interaction: (core symptoms)
• Ignores or avoids other people (i.e., he interacts on his terms)
• Prefers solitary activities (i.e., he does not like to work in groups)
Qualitative Impairment in Communication: (core symptoms)
• Repetitive play (i.e., student repeats phrases)
Restricted, Repetitive Behavior Patterns: (core symptoms)
• Align object over & over
• Upset if alignment is changed
• Resist change in normal routine, interruptions (i.e., if math time is changed, he will
announce what “should” be happening)
• Spin self, bangs
• Repetitive routines (i.e., he likes for routines to happen the way it was first established,
for example how papers are passed out to the class.)
• Needs to carry a comfort object (i.e., using chew toys but does not become angry if it is
lost or forgotten.)
Associated Behaviors (co-morbid, not core to syndrome)
• Hyperactive, impulsive, short attention span
• Sudden aggression, prolonged tantrums
• Giggles when he is in trouble
Positive Emerging Skills:
• React to others’ sadness, pleasure
• Tolerates touch
• Recognize real danger
Sebastian does not show major difficulty with social interaction or communication skills;
however, he does have more restrictive behaviors patterns such as: aligning objects, becoming
upset by change, and resisting change in routine. His associated behaviors are hyperactive,
impulsivity, prolonged tantrums and short attention span.
Voice
Vocal pitch, quality, and loudness were observed to be appropriate for age and gender.
Fluency
Stuttering-like disfluent behaviors were not observed or reported at the time of this evaluation.
Present Levels of Academic Functioning
Academic Achievement
Sebastian was evaluated by Susan Dineen, school psychologist. The Kaufman Test of
Educational Achievement-3rd Edition (KTEA-3) was used. Sebastian needed several sessions to
complete the test. He would begin to complain that it was either too hard or boring after just a
few items. He could work a little further before he gave up altogether. Often, Sebastian would
look at an item and decide it was too difficult, just to return to the item later and give a correct
answer. Writing was most difficult for him, and he literally groaned during the whole test.
Subtest Standard Score Percentile Description
Reading Composite 84 14 Below Average
Letter & Word Composition 85 16 Average
Reading Comprehension 87 19 Average
Math Composite 95 37 Average
Math Concepts & Applications 100 50 Average
Math Computation 92 30 Average
Written Expression 53 0.1 Very Low
Based on the above data, Sebastian scored in the below average range in the areas of:
written expression.
SBAC:
Key – scores are 1-4, with 1 the lowest and 4 the highest
English-Language Arts
Overall
Reading
Writing
Speaking-Listening Research & Inquiry
Math
Overall
Concepts & Procedures
Problem Solving-Modeling
Communicating Reasoning
Score
2
2
2
2
2
3
2
2
3

Sebastian’s teacher rated his performance in class:

Above Grade Level: vocabulary base, oral communication. At Grade Level: reading
comprehension, generalizing information, Below Grade Level: reading fluency, basic math facts,
computational skills, math problem solving, algebraic concepts, recognizing his own errors
Far Below Grade Level: participating in class discussions
Sebastian is better at reading than math, and better at telling stories orally than writing them.

Reading Rita was given the reading tests of the Brigance Comprehensive Inventory of Basic
Skills-Revised, the PIAT-R, the Woodcock Reading Mastery Tests-Revised and the Gray Oral
Reading Tests, Third Edition, to test reading achievement. In general, Rita scored satisfactorily
in tests of word recognition, but her performance dropped considerably when reading
comprehension was required. When she was observed during the reading, she seemed to lose
her place and had difficulty concentrating on the material. Her word identification, phonics
skills and reading vocabulary are adequate. Difficulties in reading appear when she is required
to use higher conceptual skills in reading comprehension. Her reading comprehension is at the
independent reading level of second grade. Her word recognition skills are at the fourth-grade
level.

Handwriting was also unsuccessful Sebastian did not cooperate at all instead Sebastian then got
on his knees laying across the chair and “said no more work no more testing”.

Any spelling it was unsuccessful rather than teacher was not able to get him to stay still to do
any testing.
Adaptive Behavior
Examples of behaviors Sebastian’s mother reported he always or almost always displays are:
speaks clearly and distinctly, keeps score correctly when playing a game, washes dishes, keeps
belongings neat, follows safety rules for play equipment, refuses when another person asks him
to do something foolish, apologizes if he hurts someone’s feelings.
Examples of behavior Sebastian’s mother reported he never or almost never displays are: starts
conversations about topics others are interested in, writes his address, including zip code,
attends fun community activities with others, invites others to join him in fun activities, invites
others home for fun activities, wears a variety of clothes instead of the same thing most days,
eats a variety of foods, controls feelings when not getting his way.
Examples of behaviors Sebastian’s teacher reported he always or almost always displays are
speaks clearly and distinctly, runs errands to various locations in the school building, uses
printed or internet sources to find information, carries breakable objects safely, participates
regularly in a specific fun activity.
Examples of behaviors Sebastian’s teacher reported he never or almost never displays are:
shows respect for persons in authority by following their rules, follows teacher’s directions,
keeps books neat and clean, tells time correctly, waits for his turn in games and other activities,
completes routine classroom tasks within a reasonable amount of time.
Learning Strengths and Weaknesses
Fluency
Stuttering-like disfluent behaviors were not observed or reported at the time of this evaluation
Language Sample: (Student was asked, “How are things going for you at school?” He answered,
“So, so.” (He was asked to explain.) He said, “I’m still picking up the pieces of the puzzle. I’m still
learning about life.” (He was asked what pieces were out of place.) He commented, “I need to
do better in music. It’s my least favorite special. You must hold hands fifty percent of the time.
It’s weird. And I hate math, especially fractions and decimals. People say it’s easy but not for
me. I need to be in special Ed (education). That’s what my mom says that my teacher does not
know how to help me
Interest Inventory
Sebastian is very bright and has good reading comprehension skills. He has an advanced
vocabulary. In Math, Sebastian has a good number sense (ability to manipulate numbers).
Sebastian enjoys computer games and has excellent focus when playing the computer games
that he enjoys. When asked, Sebastian stated that he likes to play with Legos, watch YouTube
videos of people playing Pokémon and Minecraft. He likes to watch Math Antics to help with
problem solving. He also likes to play fortnite on his Nintendo Switch Light.