Lawrence USD497

110 McDonald Drive

Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
REASON(S) FOR EVALUATION:
CHILD’S INFORMATION: TYPE OF EVALUATION: Initial

Dr
PK is a charismatic, friendly, and hardworking 15.5-year-old
NAME: Liam James Ramsey   8th grader who attends BubbleTree
GRADE: Third grade  
Montessori. The student was referred for an evaluation due
BIRTH DATE: 08/01/2010  
to concerns with his transition to high
school and the supports needed to ensure his success. The  referral was initiated by parents and
 
PARENTS’/ GUARDIAN INFORMATION: DATES:
the special education team.

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019

Thus, the FOR

following evaluation will assist the team in answering the following questions:

ft
REASON(S) EVALUATION:
Liam was referred by his current teacher, Ms. Hart, due to concerns with early literacy skills and critical thinking skills needed for solving
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
1. What are the student's speech and language related strengths and areas of need? How do they
impact
1. What educational performance?
health, developmental, or medical factors in uence the student’s educational performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
2.3.What are the student's occupational therapy related strengths and areas of need? How do they
What accommodations, modi cations, and/or instructional strategies may the student bene t from?
impact educational
4. Does the student qualifyperformance?
as a student with an exceptionality? Under Speci c Learning Disability?
3. 5.What
Does the student require special education and related services in order to access a Free and Appropriate Public Education?
are the student's academic strengths and areas of need? How do they impact educational
performance?
INTERVENTIONS/ SERVICES SUMMARY:
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
4. provide
Whata summary
are theof interventions
student’sroutinely
cognitive
providedabilities
to this child. and adaptive behavior skills? How do they impact
educational
Liam has receivedperformance?
interventions from the instructional support assistants (ISA) since kindergarten; interventions have focused on

5. increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
What accommodations, modifications, and/or instructional strategies may the student benefit
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
from?
setting or 1:1. In the classroom, Liam is provided with extended time to complete tasks, modi ed work, and other opportunities to show
6. what
Does he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
the student qualify as a student with an exceptionality?
accuracy skills continue to be an area of need. 
7. Does the student require special education and related services in order to access a Free and
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
Appropriate Public Education?
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
INTERVENTION/SERVICE SUMMARY:
 
PK has been able to receive the following services and accommodations, as noted by his teachers
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
who completed an input form.
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
• 1:1 intervention, daily, for literacy development
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
• Assistance with tracking when assignments are do, writing assignments down, and breaking
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
down assignments into smaller parts
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
• Pre-teaching strategies for reading, such as "what do you know about main character?"
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 

• SUMMARY
Additional time for assignments
OF OBSERVATIONS:
04/22/19; Math: 9:40­10:10 a.m.
• At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
Modified and shortened assignments
• materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
Reading tasks modified to his impendence level
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
• name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
I:1 math support for novel tasks
• was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
During science guided notes have been found to be useful along with modified content
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
• students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
1:1 with him on most writing assignments-- papers are generated sentence by sentence.
• Small group with Social Thinking skills to help increase his awareness of how he is
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
perceived is a careful balance with social anxiety

SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:

Ms. PK has expressed that PK’s skills have increased tremendously and that they work on skills
needed for independent living at home— Ms. PK has worked to help ensure that PK is
successful. In the future, she would like to see PK go to college after high school and for the
college to match the pace that he needs to learn.

STUDENT INTERVIEW:
PK expressed that he enjoys playing tennis and hanging out with his group of friends. His

Based on USD 497 report template 1 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
favorite classes are math and Latin— he did not note that TYPE
CHILD’S INFORMATION:
anyOFclass was difficult for him at this
EVALUATION: Initial

Dr
time. When asked “how do you learn best?” PK stated that  it really depends on the subject/class,
NAME: Liam James Ramsey

but he likes to do able to ask for 1:1 help when he needs it.   Finally, when asked “what’s
GRADE: Third grade
BIRTH DATE: 08/01/2010
something you wish your teachers knew about you?” he said
    “Nothing they already know I’m
amazing at tennis!”.
PARENTS’/ GUARDIAN INFORMATION: DATES:

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019

TEACHER INPUT:

ft
REASON(S) FOR EVALUATION:

PK’s teachers have

Liam was referred beenteacher,
by his current instrumental
Ms. Hart, due intohis success
concerns at Raintree—they
with early literacy skills and criticalidentified
thinking skills several
needed for areas
solving of
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
strength and areas of need for PK. They noted that PK often has difficulty focusing in class,
starting tasksdevelopmental,
1. What health, independently, keeping
or medical factors in appropriate physical
uence the student’s educationalspace with others, recognizing and
performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
responding appropriately to nonverbal cues, and has difficult regulating
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from?
his volume to various
situations. However, they also noted that PK transitions well, follows
4. Does the student qualify as a student with an exceptionality? Under Speci c Learning Disability? directions, and gets along
5. Does the student require special education and related services in order to access a Free and Appropriate Public Education?
well with others. Please refer to pages 2-4 in the appendix for more detailed information.
INTERVENTIONS/ SERVICES SUMMARY:
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
CLASSROOM OBSERVATIONS:
provide a summary of interventions routinely provided to this child.
Due
Liamto the
has timing
received of thefrom
interventions evaluation andsupport
the instructional environmental
assistants (ISA)limitations, formal
since kindergarten; classroom
interventions have focused on
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
observations were not conducted.
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
setting or 1:1. In the classroom, Liam is provided with extended time to complete tasks, modi ed work, and other opportunities to show
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
OBSERVATIONS DURING TESTING:
accuracy skills continue to be an area of need. 
The following was noted by Senaida Mehmedovic, School Psychologist:
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
Rapport was easily built, and PK was very open to interacting with Ms. Mehmedovic. He seemed
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
to being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
be overly confident when approaching tasks and, at times, would quickly provide an answer.
too; she would like to see Liam become a better reader and read closer to grade level.  
However,
 
he responded positively when reminded to take his time and that the most important
part was for him to do his best, not get every answer correct. Testing with Ms. Mehmedovic
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
lasted over the span of 6 days and sessions were no longer than 30 minutes at a time; this seemed
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
to cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
be the length of time that PK was able to focus on the tasks. He shifted easily from one task to
another and responded well to behavior specific praise, as well as receiving animal crackers
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
throughout testing he shared that animal crackers were his favorite, so Ms. Mehmedovic
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
purchased them to have during testing with PK.
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 

SUMMARY OF OBSERVATIONS:
04/22/19; Math: 9:40­10:10 a.m.
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
Each day, before Ms. Mehmedovic presented any tasks to PK, she asked him if he was hungry,
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
thirsty, or tired. PK always responded no to all of these questions. It is important to note that PK
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
responded best when told the length of time that he would have to work for, rather than the
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
amount of work that he would need to do.
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
The following was noted by SS, Speech Language Pathologist:
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
PK worked hard throughout testing, but his attention began to decrease with time and the testing
was split up into two separate days. The results are judged as an adequate measure of PK’s
language abilities. However, the pragmatics portion of the test was based on very limited
interactions and observations, therefore, the pragmatics portion cannot be considered reliable and
reports from PK’s teachers will be a more reliable source.

Based on the above observations, the results of this evaluation are considered to be a valid
representation of PK’s current skills and abilities.

Based on USD 497 report template 2 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
MEDICAL INFORMATION:
CHILD’S INFORMATION: TYPE OF EVALUATION: Initial

Dr
PK was assessed by Dr. HJ on 06/22/19; his testing suggests
NAME: Liam James Ramsey   that PK’s vision is within normal
limits. Ms. PK has also shared that PK is diagnosed XYZ   Syndrome [redacted to conceal
GRADE: Third grade
BIRTH DATE: 08/01/2010
students’ identity].
   
PARENTS’/ GUARDIAN INFORMATION: DATES:

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
SUMMARY OF ASSESSMENTS:
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019

The following tools were used as part of this evaluation:

ft
REASON(S) FOR EVALUATION:
Liam was referred
1. Review of records by his current teacher, Ms. Hart,
completed due to concerns
by Senaida with early literacyAnita
Mehmedovic, skills and critical thinking
Nelson, and skills
SS.needed for solving
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
2. Teacher input obtained by Senaida Mehmedovic on 04/17/19 and 04/18/19 via a google
forms
1. Whatsurvey. Please seeor below
health, developmental, for results.
medical factors in uence the student’s educational performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
3. 3.Student interview conducted by Senaida Mehmedovic on 04/16/19 prior to the administration
What accommodations, modi cations, and/or instructional strategies may the student bene t from?
of4.any
Does the student qualify in
assessments, as aorder
studentto build
with rapport. Under Speci c Learning Disability?
an exceptionality?
5. Does the student require special education and related services in order to access a Free and Appropriate Public Education?
4. Observations during testing noted by Senaida Mehmedovic and SS.
5. INTERVENTIONS/
The Clinical Evaluation
SERVICES SUMMARY: of Language Fundamentals Fifth Edition (CELF 5) was
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
administered
provide a summaryby SS in May
of interventions ofprovided
routinely 2019.toThe CELF5 battery is a comprehensive assessment which
this child.
evaluates a student's
Liam has received strengths
interventions and communication
from the instructional support assistantsneeds. Subtests
(ISA) since kindergarten;measure
interventionsvarious aspects
have focused on of
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
language, including semantics, syntax, morphology, and pragmatics
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
6. setting
The orAdolescent/Adult
1:1. In the classroom, LiamSensory Profile
is provided with extended is time
a self-report questionnaire.
to complete tasks, modi ed work, and It other
is designed
opportunities toto show
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
promote self-evaluation of behavioral responses to everyday sensory experiences. It provides a
accuracy skills continue to be an area of need. 
standard method for professionals and individuals to measure and to profile the effect of sensory
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
processing on functional performance. An individual answers questions regarding how he or she
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
generally responds to sensations, as opposed to how he or she responds at any given time. This
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
enables
 
the instrument to capture the more stable and enduring sensory processing preferences of
anSTUDENT INTERVIEW: 
individual.
7. Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
Beery Buktenica Developmental Test of Visual Motor Integration Sixth Edition (Berry
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
VMI6) measures handeye coordination and the student’s ability to synthesize perceptual and
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
motor skills. MA administered the measure in May of 2019.
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,

8. Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
The Print Tool was administered by MA in May of 2019. It measures the eight basic
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
handwriting skill areas.
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 
9. SUMMARY
EasyCBM Passage Reading Fluency measures progress with grade level curriculum
OF OBSERVATIONS:
standards and student’s oral reading fluency skills. Senaida Mehmedovic administered the
04/22/19; Math: 9:40­10:10 a.m.
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
measures on 04/25/19.
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
10.five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
The Protocol for Accommodations in Reading (PAR) is a formative assessment tool that
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
can be used with any student that is struggling with reading; it is intended to help educators make
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
informed decisions about reading accommodations. It contains questions that measure various
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
aspects of reading comprehension (i.e. main idea, facts, inferences, and vocabulary) and students
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
areproblem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
required to orally respond. Senaida Mehmedovic administered the probes on 04/17/19 and
04/26/19.
11. The Test of Everyday Reading Comprehension (TERC) measures how well a person
understands what they read in everyday life. For example, is their reading good enough to order
lunch from a canteen menu? Can they read the instructions on a medicine bottle well enough to
take the right number of tablets? Senaida Mehmedovic administered the probe on 04/22/19.
12. Aimsweb MAZE measures sentence level comprehension by having students circle the word
that would make the sentence complete and logical. Senaida Mehmedovic administered the
probe on 04/17/19 and 04/26/19.
13. Aimsweb Math Computation (MCOMP) is a brief, standardized test of math operations

Based on USD 497 report template 3 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
that are part of the typical
CHILD’S INFORMATION: TYPE OF EVALUATION: Initial

Dr
curriculum. Mastery level is considered to be 91100% accuracy
NAME: Liam James Ramsey   and instructional level is
GRADE: Third grade  
considered to be between 7590% accuracy. Probes for various
BIRTH DATE: 08/01/2010  
grade levels were administered by
Senaida Mehmedovic on 04/17/19, 04/22/19, and 04/25/19.
   
PARENTS’/ GUARDIAN INFORMATION: DATES:
14. Aimsweb Math Concepts and Applications (MCAP) is a brief, standardized test of math

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
concepts, computation, and application skills. Mastery level
NAME: Jamie Engnehl Dateis considered
of Evaluation: to be 91100%
05/13/2019

accuracy andEVALUATION:
instructional level is considered to be between 7590%

ft
REASON(S) FOR
Liam was referred
accuracy. Probes by his
forcurrent teacher,
various Ms. Hart,
grade due to concerns
levels with early literacy skills
were administered and critical thinking
by Senaida skills neededon
Mehmedovic for solving
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
04/17/19, 04/25/19, and 04/26/19.
15.1. What
Wechsler Intelligence
health, developmental, Scale
or medical forinChildren,
factors Fifth
uence the student’s Edition
educational (WISCV) is an individually
performance?

administered intelligence test for children that provides a measure

2. What are the student's academic strengths and areas of need? How do they impact educational performance?
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from?
of a child’s overall cognitive
ability. Senaida Mehmedovic administered the assessment on
4. Does the student qualify as a student with an exceptionality? Under Speci c Learning Disability? 05/06/19 and 05/09/19. It is
5. Does the student require special education and related services in order to access a Free and Appropriate Public Education?
important to note that the FSIQ is the most accurate reflection of overall cognitive abilities and
that any analysis
INTERVENTIONS/ SERVICES beyond
SUMMARY: this score is not empirically supported.
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
16.provide
Thea summary
Vineland Thirdroutinely
of interventions Edition (Vineland3)
provided to this child. is a standardized measure of adaptive behavior
theLiam
things that interventions
has received people dofrom to the
function in support
instructional their everyday
assistants (ISA)lives. Whereasinterventions
since kindergarten; ability measures
have focusedfocuson on
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
what the examinee can do in a testing situation, the Vineland3 focuses on what he or she actually
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
does inordaily
setting life.
1:1. In the Because
classroom, Liam it is a norm-based
is provided with extended time instrument, the examinee's
to complete tasks, modi ed work, and adaptive functioning
other opportunities to showis
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
compared to that of others his or her age. Please see below for the standard scores.
accuracy skills continue to be an area of need. 
PK’s general education teachers CK, WS, and SH completed the form on 04/19/19; AE, reading
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
teacher, completed the form on 04/25/19; Ms. PK, PK’s mother, completed the form 05/09/19—
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
part of the form was started with Ms. Nelson, High School Psychologist, and the rest was
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
completed
 
by Ms. PK at home.
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
SUMMARY AND RECOMMENDATIONS:
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
1. What are the student's speech and language related strengths and areas of need? How do
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
they impact educational performance?
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 
PK’s articulation,
SUMMARY voice, and fluency were observed throughout testing and judged to be within
OF OBSERVATIONS:
04/22/19; Math: 9:40­10:10 a.m.
normal limits. PK meets eligibility requirements for a student with a receptive and expressive
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
language disability. Please refer pages 5-6 in the appendix for more specific information.
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
2. What are the student's occupational therapy related strengths and areas of need? How
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
do they impact educational performance?
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
According to the Sensory Profile PK has high scores (More Than Most People) in the area of
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
Low Registration. His Sensation Sensitivity and Sensory Avoiding score fell within the Similar
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
to Most People classification. His Sensation Seeking score fell in the Less Than Most People
Classification.

Individuals with low registration tend to miss or take longer to respond to stimuli that others
notice. For example, a person with low registration might not detect a smell that everyone else in
the room finds bothersome. In general, people with low registration have trouble reacting to
rapidly presented or low intensity stimuli. Such individuals find it easier to focus on tasks of
interest in distracting environments. They tend to be more flexible and are comfortable with a
wide range of sensory environments.

Based on USD 497 report template 4 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
When an individual has a low score in sensation seeking, this
CHILD’S INFORMATION:
suggests that he or she does not
TYPE OF EVALUATION: Initial

Dr
create additional sensory stimuli and is not actively involved
NAME: Liam James Ramsey   in intensifying the sensory
environment. PK demonstrates a righthand dominance and   utilizes a mature tripod grip when
GRADE: Third grade
BIRTH DATE: 08/01/2010
holding a writing utensil. PK uses cursive writing; he shows
    strengths with neatness and
PARENTS’/ GUARDIAN INFORMATION: DATES:
formation of letters.

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019

Please refer to pages 7-8 in the appendix for more detailed information.

ft
REASON(S) FOR EVALUATION:
Liam was referred by his current teacher, Ms. Hart, due to concerns with early literacy skills and critical thinking skills needed for solving
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
3. What are the student's academic strengths and areas of need? How do they impact
educational performance?
1. What health, developmental, or medical factors in uence the student’s educational performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from?
Reading:
4. Does the student qualify as a student with an exceptionality? Under Speci c Learning Disability?
5. Does the student require special education and related services in order to access a Free and Appropriate Public Education?
When asked to read a passage aloud, PK is accurate across a variety of grade level probes which
suggests that SERVICES
INTERVENTIONS/ he hasSUMMARY:
developed the skills needed to read new and unfamiliar words (decode).
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
However, his reading
provide a summary rate
of interventions decreases
routinely provided toas
thisthe
child.grade level is increased and low reading rates may
impact
Liam hasareceived
student’s ability
interventions tothe
from comprehend the assistants
instructional support information that
(ISA) since they read.
kindergarten; interventions have focused on
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
PK’s accuracy in orally answering comprehension questions about text that he just read
setting or 1:1. In the classroom, Liam is provided with extended time to complete tasks, modi ed work, and other opportunities to show
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
decreases as the grade level increases. Overall, he struggles with verbally answering questions
accuracy skills continue to be an area of need. 
about the main idea of each text that he reads and has difficulty answering questions about
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
vocabulary—he often required a prompt to go back to the text and use context cues to answer the
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
question. PK is also still developing reading comprehension skills needed for everyday living.
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
However,
 
he does have a personal strength when it comes to verbally answering factual and
inferential questions. Additionally, PK is accurate across various grade level texts when sentence
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
level comprehension is measured.
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
Please refer to pages 9-11 in the appendix for more detailed information.
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
Math:
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 

PKSUMMARY
has strong math fact knowledge and is good at rote memorization. He is working on applying
OF OBSERVATIONS:

his04/22/19; Math: 9:40­10:10 a.m.
math fact knowledge to real life situations. PK gives and make correct change but struggles
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
to materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
do these tasks quickly and accurately, requiring lots of think time and several tries. Questions
involving money estimation
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
He quickly identifies most and least expensive and is good at solving problems involving 1:x
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
ratios. He does struggle with more complicated ratios and figuring percentage of sales. PK tells
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
time on an analog clock and accurately estimates how much time there is until an event. PK has
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
difficulty with spatial reasoning. It is hard for him to receive and carry out instructions including
words like left, right, behind, around, etc

Please refer to pages 12-13 in the appendix for more detailed information.

Based on USD 497 report template 5 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
4. What are the student’s cognitive abilities and adaptive
CHILD’S INFORMATION:
behavior skills? How do they
TYPE OF EVALUATION: Initial

Dr
impact educational performance?
NAME: Liam James Ramsey  
GRADE: Third grade  
BIRTH DATE: 08/01/2010  
Full Scale Intelligence Quotient (FSIQ) score reflects overall cognitive ability. PK’s overall
   
PARENTS’/ GUARDIAN INFORMATION: DATES:
performance was in the Significantly Below Average Range (SS=52, PR=.1), which suggests

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
that PK’s cognitive abilities may hinder his learning. General Ability (GAI) score reflects overall
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019

cognitive abilities, with processing speed and working memory measures removed. PK’s overall

ft
REASON(S) FOR EVALUATION:
Liam was referred by his current
performance was in the Moderately teacher, Ms. Hart,Below
due to concerns
Averagewith early literacy(SS=56,
Range skills and critical
PR=.2),thinkingwhich
skills needed for solving
suggests that
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
PK’s cognitive abilities may hinder his learning.
1. What health, developmental, or medical factors in uence the student’s educational performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
Overall, there was a range of scores from low to the adequate range. PK's mother feels more
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from?
confident in his skills in the home setting and his ability to care for himself. There are some
4. Does the student qualify as a student with an exceptionality? Under Speci c Learning Disability?
5. Does the student require special education and related services in order to access a Free and Appropriate Public Education?
things PK is not expected to do in the home setting.
INTERVENTIONS/ SERVICES SUMMARY:
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
At school, the librarian, Mrs. Edwards, who is also PK's reading instructor, reported scores that
provide a summary of interventions routinely provided to this child.
were
Liam slightly
has receivedhigher thanfrom
interventions histheother teachers.
instructional supportOverall teachers
assistants (ISA) at his current
since kindergarten; school
interventions ranged
have focused on PK's
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
skills from the
Interventions low range
provided by ISA occurto theandmoderately
daily low
for 30 minutes at range.
a time.The In theheacademic
instruction received was setting, PKinmay
either provided a smallstruggle
group
a bit more
setting or 1:1.with
In the understanding materials,
classroom, Liam is provided having
with extended time opportunities to complete
to complete tasks, modi ed work, and daily living skills,
other opportunities to showand
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
depending on the class, has more opportunities for socialization with peers and adults.
accuracy skills continue to be an area of need. 

SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:

Please refer to pages 14-15 in the appendix for more detailed information.
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
5. What accommodations, modifications, and/or instructional strategies may the student
 
benefit from?
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
a. Occupational therapy services are not recommended at this time. PK does show some
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
difficulties in the area of visual motor and sensory processing. However, PK is currently using
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
adaptations and modifications to meet his needs.
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
b. Intervention strategies for low registration enhance task features and contextual cues so that
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 

theSUMMARY
person’s neurological thresholds can be met. You can accomplish this by increasing the
OF OBSERVATIONS:
04/22/19; Math: 9:40­10:10 a.m.
contrast or intensity of stimuli, or by decreasing the predictability of the routines. Another useful
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
strategy is to slow down the rate of presentation of stimuli so that the individual has time to
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
detect and process the information. Incorporating these strategies into PK’s school day should
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
help with his ability to engage and participate in classroom activities. Activities that Can Provide
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
Input for a Student whose Registration patterns interfere with daily life document; click here.
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
c. The team should determine what accommodations and supports would be most appropriate,
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or
given PK’s strengths and areas need. Suggestions are outlined below.

Based on USD 497 report template 6 of 8

 Lawrence USD497
Program M odi cat ions
110 McDonald and Support s
Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000
The st udent does not require program m odi cat ions and support s.
All program modi cat ions and support s willEVALUATION
begin on 05/ 22/ TEAM
2019 REPORT
 
MINFORMATION:
CHILD’S odi cat ion / TYPE OF EVALUATION: Initial Durat ion (lengt h of
Locat ion Frequency (when)

Dr
Accom
NAME: m odat
Liam James ion
Ramsey   mod/ acc)
GRADE: Third grade  
Whenever given an assignm ent or assessm ent Kwabena
BIRTH DATE: 08/01/2010 All  
Extended
 
tim e requires opportunities for repetition,
 
repeated readings for 1.5x that of peers
subjects
PARENTS’/ GUARDIAN INFORMATION: com prehension and needs extra timDATES:
e to organize his ideas.

Draf
NAME: Michael Ramsey Date of Meeting: 05/13/2019
Assistance in recording All When an assignm ent is given, sta will support Kwabena in
NAME: Jamie Engnehl Date of Evaluation: 05/13/2019 last 5 m ins of each class
assignm ents subjects recording assignm ents
REASON(S) FOR EVALUATION:
Liam was referred Allteacher, Ms.
by his current When
Hart,an assignm
due ent that
to concerns withinvolves m ultiple
early literacy skillssteps, thosethinking Duration
and critical of each
skills needed for solving
Chunking of assignments

a ft
more complex problems in math.subjects
Thus, the steps willevaluation
following be brokenwill
down and
assist theexplicitly presentedthe following questions:
team in answering assignm ent

Outlines/Graphic All When given a writing or presentation assignm ent to support Duration of each writing
1. What health, developmental, or medical factors in uence the student’s educational performance?
Organizers subjects organization assignm ent
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from? Shorten assignm ents to

t
4. Does the student qualify as aAll
student withShorten
an exceptionality?
assignm entsUnder Speci on
to focus c Learning
top 1-3 Disability?
m ain ideas or re ect reduced scope
Shorten assignm ents
5. Does the student require special education and related
subjects outcom es for services
assignminent
order to access a Free and Appropriate Public
(topEducation?
1-3 m ain
INTERVENTIONS/ SERVICES SUMMARY: ideas/outcom es)
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
provide a summary of interventions
When class reading m aterials are above Kwabena's Duration of tim e
Allroutinely provided to this child.
Read
Liam aloud
has received interventionssubjects instructional
from the instructional level,assistants
support the text will besince
(ISA) readkindergarten;
to Kwabenainterventionsnecessary to read
have focused on
increasing reading uency skills through direct (com puter,instruction
phonics in person,and
or audio recording)
generalizing m aterial
the skills he learned in a small group setting.
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
Language When the class is reading a longer work, such as a novel or Duration of tim e class is
Other
settingAdapted
or 1:1. Inreadings
the classroom, Liam is provided with extended time to complete tasks, modi ed work, and other opportunities to show
Arts play using readings
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
accuracy
Other skillsassignm
Modify continueents
to be an area of need. 
When assignments and assessm ents are given, they will be
and assessm ents to All
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF to
THE
Duration of each
m odi ed reCHILD:
ect the essential elem ents or the top 1-3
Kwabena's instructional subjects assignm ent/assessm ent
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
m ain ideas for the class
level
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
Duration of period that
 
Other Guided Notes Science When class is taking notes
class is taking notes
STUDENT INTERVIEW: 
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
Other Frequent checks for All Com prehension checks at
When instruction is provided
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
Understanding subjects least 2x/class period
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
Support s for School Personnel
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
The st udent does not require support s for school personnel.
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 
A copy of Kwabena's goals and accom m odations/m odi cations will provided to sta working with Kwabena.
SUMMARY OF OBSERVATIONS:
04/22/19; Math: 9:40­10:10 a.m.
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
Transport at ion
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
Special t ransport at ion is required t o and from schools and/ or bet ween schools. Yes  No
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or

Based on USD 497 report template 7 of 8

 Lawrence USD497
110 McDonald Drive
Lawrence, Kansas 66044
Phone: (785) 832-5000

EVALUATION TEAM REPORT

 
PRONG 1: DETERMINING WHETHER THE CHILD
CHILD’S INFORMATION:
IS A CHILD WITH AN
TYPE OF EVALUATION: Initial

Dr
EXCEPTIONALITY
NAME: Liam James Ramsey  
GRADE: Third grade  
Intellectual Disability
BIRTH DATE: 08/01/2010  
KAR 91401
   
PARENTS’/ GUARDIAN INFORMATION: DATES:
"Intellectual Disability" means significantly subaverage general intellectual functioning, existing

a
NAME: Michael Ramsey Date of Meeting: 05/13/2019
concurrently with deficits in adaptive behavior and manifested
NAME: Jamie Engnehl during05/13/2019
Date of Evaluation: the developmental period,
which adversely affects a child’s educational performance.

ft
REASON(S) FOR EVALUATION:
Liam was referred by his current teacher, Ms. Hart, due to concerns with early literacy skills and critical thinking skills needed for solving
more complex problems in math. Thus, the following evaluation will assist the team in answering the following questions:
1. Information relating to subaverage general intellectual functioning.
❑Student’s
1. What health,’s rate of learning,
developmental, as measured
or medical factors by
in uence the progress
student’s monitoring,
educational is markedly different from
performance?
2. What are the student's academic strengths and areas of need? How do they impact educational performance?
peers
3. What accommodations, modi cations, and/or instructional strategies may the student bene t from?
4. Does the student qualify as a student with an exceptionality? Under Speci c Learning Disability?
2. 5.Information
Does the student require special education and related services in order to access a Free and Appropriate Public Education?
related to deficits in adaptive behavior
❑Observations,
INTERVENTIONS/ SERVICESrecord review and progress monitoring data also indicates that student’s
SUMMARY:
Provide a summary of all interventions done prior to the child's referral for an evaluation or done as part of the initial evaluation. For all reevaluations
communication skills areroutinely
provide a summary of interventions wellprovided
belowto that of peers.
this child.
❑Their
Liam has communication hasthe
received interventions from a significant
instructional supportimpact on their
assistants development,
(ISA) since educational
kindergarten; interventions progress,
have focused on and
increasing reading uency skills through direct phonics instruction and generalizing the skills he learned in a small group setting.
interactions with others
Interventions provided by ISA occur daily and for 30 minutes at a time.The instruction he received was either provided in a small group
setting or 1:1. In the classroom, Liam is provided with extended time to complete tasks, modi ed work, and other opportunities to show
3. Information related to initial occurrence during the developmental period ❑I.E. medical
what he knows. Despite these interventions Liam's reading uency skills are signi cantly below same-grade peers and his reading
accuracy skills continue to be an area of need. 
diagnosis of Down Syndrome
SUMMARY OF INFORMATION PROVIDED BY PARENTS OF THE CHILD:
❑Student has demonstrated global delays in adaptive functioning
Ms. Engneh stated that Liam is very caring towards others and that he has great social skills. He enjoys playing football, Pokémon, and just
being outside.  When asked about areas of need, Ms. Engneh noted that reading is difficult for Liam and this makes math a bit more difficult
too; she would like to see Liam become a better reader and read closer to grade level.  
4. Evidence of Adverse Effects on Educational Performance
 
❑Observations and progress monitoring data shows that their performance is well below grade
STUDENT INTERVIEW: 
level expectations ❑Student does not participate in grade level assessments, such as AIMSweb
Senaida Mehmedovic conducted an interview with Liam on 04/11/19 prior to the administration of any assessments, in order to build rapport.
Liam expressed that his favorite thing to do was play video games, doing his chores to earn money for his allowance. Liam also talked about a
and MAP benchmark assessments
cruise that he was going to this summer and went into detail about it, suggesting that Liam was comfortable with Ms. Mehmedovic. Liam stated
that math was his favorite subject in school and that reading was really hard for him; when Ms. Mehmedovic asked “what makes it so hard?”,
Liam stated that he gets stuck on the words.  Liam also shared that his sister and dad told him that they to had trouble learning how to
read. Finally, when asked “if you had a magic wand and you could wish for anything, what would you wish for?” Liam stated that he would want
PRONG 2: DETERMINING WHETHER THE CHILD NEEDS SPECIAL EDUCATION
a baby sister and then went on to talked about his siblings—again, suggesting that he was comfortable around Ms. Mehmedovic. 
AND
SUMMARYRELATED SERVICES
OF OBSERVATIONS:

Does the student’s progress monitoring data indicate intense or sustained resources needed in
04/22/19; Math: 9:40­10:10 a.m.
At the beginning of Math, Liam sat quietly and looked at the teacher as she gave directions. As the teacher and students in the class passed out
order for student to demonstrate adequate progress? Do they continue to show a need for
materials, Liam looked around the room. Liam started working when he received his materials.   When the teacher told the students to “give her
intensive instruction and intervention to access the general curriculum? Does the intensity of the
five” Liam stopped playing with the dice, but he did not raise his hand as the other students in the class did. He followed directions by writing his
name on the paper when directed. When an announcement came on asking a member of the heart team to go to a room, Liam acted as if he
support that the student requires is beyond what could be implemented with fidelity by general
was going to leave and another student told him to stop. Liam did not leave his seat though and followed directions that the teacher gave
education staff alone?
next. As the teacher talked, Liam looked down at his jacket, the table, or the ground, but followed directions when the teacher asked the
students to do something. Liam was quiet when the teacher had the students respond to her questions as a group. After the teacher finished
giving directions, she came over and helped Liam count his fractions. The teacher went through the steps again with him for the next
problem. Liam then worked on his own. He was able to stay on task the majority of the time, but occasionally talked to a student at his table or

Based on USD 497 report template 8 of 8