Exhibit List and Attached Documents

Gary S.
Austin (201601)
1 Law Office of Gary S. Austin
6809 Indiana Ave, #145
2 Riverside, CA 92506
951-525-5403
3
ATTORNEY FOR RESPONDENT
4 SIERRA FRYER
5
6
SUPERIOR COURT OF CALIFORNIA COUNTY OF RIVERSIDE
7
8
KIANA LA'TRIECE ENRIQUEZ, ) Case No.: FLRI1907534
9 )
PETITIONER, ) RESPONDENT'S EXHIBIT LIST
10 )
vs. ) Date: AUGUST 15, 2022
11 ) Time: 1:30 p.m.
) Dept: F201
12 SIERRA FRYER, ) Judge: Comm. S. Furbush
)
13 ) Date Action Filed:
RESPONDENT, ) M
14 )
)
15 )
)
16
17 NOTICE IS HEREBY GIVEN that RESPONDENT, SIERRA FRYER, by
18
and through his attorney of record, Law Office of Gary S. Austin, hereby submits this
Exhibit List.
19
EXHIBIT LIST
20
1. Attached Hereto As Exhibit "A" Is The Bactrack Activity Report
21
22 2. Attached Hereto As Exhibit "B" Is The Caden Flores Psycomotor Exam
23 3. Attached Hereto As Exhibit "C" Is The Caden Flores Student Profile

24
4. Attached Hereto As Exhibit "D" Is The Text messages with Taya
25
5. Attached Hereto As Exhibit "E" Is The Letter to the Judge
26
6. Attached Hereto As Exhibit "F" Is The Text Message
27
28
1
RESPONDENT’S EXHIBIT LIST
FLRI1907534
7. Attached Hereto As Exhibit "G" Is The Up to Parents Certificate of Completion
1
2 8. Attached Hereto As Exhibit "H" Is The 22-11-10 Psychomotor exam Caden
3 Flores
4
9. Attached Hereto As Exhibit "I" Is The 22-11-14 Riverside IEP Student Data
5
Caden
6
10. Attached Hereto As Exhibit "J" Is The 23-1-18 Orthodontic Referral Caden
7
8 11. Attached Hereto As Exhibit "K" Is The 23-10-18 Laboratory Result
9 12. Attached Hereto As Exhibit "L" Is The 23-10-24 Letter from Quiana Cooper DNP
10 13. Attached Hereto As Exhibit "M" Is The 23-10-24 Psych test and letter
11
14. Attached Hereto As Exhibit "N" Is The 23-11-30 Up to Parents
12
15. Attached Hereto As Exhibit "O" Is The 23-12-7 Student Profile Caden Flores
13
14
16. Attached Hereto As Exhibit "P" Is The 23-12-16 Bactrack View Breathalyzer Log
15 17. Attached Hereto As Exhibit "Q" Is The 24-1-12 Evidence - Text messages
16 18. Attached Hereto As Exhibit "R" Is The 24-1-16 Doctor Certificate on Bed Wetting
17
Caden
18
19. Attached Hereto As Exhibit "S" Is The 24-1-16 Doctor Excuse Letter Caden
19
20. Attached Hereto As Exhibit "T" Is The 24-1-16 Evidences Compiled
20
21 21. Attached Hereto As Exhibit "U" Is The 24-1-18 Dentist Excuse Letter Caden
22 22. Attached Hereto As Exhibit "V" Is The 24-1-18 Sylvan Assessment Caden
23
23. Attached Hereto As Exhibit "W" Is The 24-1-19 Caden Flores Alcott Grades 2022
24
2023
25
24. Attached Hereto As Exhibit "X" Is The 24-1-19 Caden Flores Dentist and Doctor
26
27 Notes
28
2
FLRI1907534
25. Attached Hereto As Exhibit "Y" Is The 24-1-19 Caden Flores email from current
1
2 teacher
3 26. Attached Hereto As Exhibit "Z" Is The 24-1-19 Caden Flores Orthodontic Referral
4
27. Attached Hereto As Exhibit "AA" Is The 24-1-19 Caden Flores Sylvan
5
Assestment
6
28. Attached Hereto As Exhibit "AB" Is The 24-1-25 Proof of Enrollment Domestic
7
8 Violence Batterers Program
9 29. Attached Hereto As Exhibit "AC" Is The 24-2-1 Evidence - Breathalyzer Activity
10 Report
11
30. Attached Hereto As Exhibit "AD" Is The 24-2-1 (Evidence - Certificate of
12
Completion
13
14
31. Attached Hereto As Exhibit "AE" Is The 2022-2023 School Grade Report Card
15 Caden
16 32. Attached Hereto As Exhibit "AF" Is The letter from Sierra

17
33. Attached Hereto As Exhibit "AG" Is The Sierra Support character letters
18
34. Attached Hereto As Exhibit "AH" Is The Support Character Letters
19
20
21 Dated:2/9/2024 By:_______________________
22 GARY S. AUSTIN
ATTORNEY FOR RESPONDENT
23 SIERRA FRYER
24
25
26
27
28
3
FLRI1907534
A
EXHIBIT ______
Activity Report
Name Sierra Fryer
Email sierrafryer@aol.com
Time zone Pacific Time (US & Canada)
Report Generated 12/16/23 11:19 AM PST
12/15/23 06:36 PM PST BAC test taken. BAC level: 0.000

12/15/23 12:25 PM PST Scheduled test was missed
12/07/23 11:58 AM PST BAC test taken. BAC level: 0.000
11/04/23 09:13 PM PDT BAC test taken. BAC level: 0.000
10/30/23 09:12 AM PDT BAC test taken. BAC level: 0.000
10/24/23 12:25 PM PDT Scheduled test was missed
B
EXHIBIT ______
• Wide Range Assessment of Memory and Learning - Third Edition (WRAML-3)
• Woodcock Johnson Tests of Achievement - Fourth Edition (WJ-IV ACH)
BACKGROUND INFORMATION
HOME/FAMILY BACKGROUND
Caden is a 9-year-old student who lives with his mom and step-dad. He did report visiting his dad in Georgia during the
summer. There is not a family history of attention deficits, learning difficulties, speech and language deficits, or mental health
concerns. There have not been any significant changes to the family structure. Caden has not experienced any traumatic
events.
HEALTH AND DEVELOPMENTAL HISTORY

Educationally relevant health and development, and medical information, was obtained from his mother. He was born full
term. No complications were reported during the pregnancy, birth, or early development. Caden met developmental
milestones at the expected ages. He said his first words at 1O months, crawled at 7 months, walked at 13 months, and used
sentences at 48 months. He does not have a history of significant injury/illness. He has not been diagnosed with anything
and does not take any medications. He had an evaluation by Inland Regional Center at 18 months. Overall, he has been
generally healthy with no serious concerns.
A vision and hearing screening conducted by the school nurse on 9/13/2022 indicates:
Vision: □ IZI Within Normal Limits (NEAR: 20/30; FAR: R- 20/25, L- 20/25)
Hearing: □ IZI Within Normal Limits
SCHOOL MEDICAL LOG
Caden does not have a significant medical log with 1 entry listed in Aeries, throughout his enrollment in RUSO. This incident
occurred on the 1st day of school. There does not appear to be an indication of psycho-somatic issues in the classroom.
LANGUAGE BACKGROUND
English is Caden's first language, and is the primary language spoken in the home. As a result, all assessments were
administered in English.
SCHOOL HISTORY
ENROLLMENT HISTORY
Caden has attended Riverside Unified School District (RUSO) since 8/8/2022 He enrolled at Alcott Elementary School for
the 4th grade. Prior to that he attended school in Moreno Valley Unified at Sugar Hill and Edgemont Elementary.
ATTENDANCE HISTORY
Caden has a history of consistent school attendance. He has been absent 4 days (93.9% of school days) and tardy 1 day
this school year thus far, whereas 10 days in a given school year are considered excessive. However, these absences
were excused due to verified illness. Caden's attendance history from his previous district is as follows:
Attendance Hlstorv
Grade Days Tardy Days Absent
K 4 6
1st 7 0
3rd 0 8
ASSERTIVE DISCIPLINE
A review of school records reveal Caden does not have a significant discipline history.
PREVIOUS GRADES
Per record review, Caden has consistently had some positive behaviors that support learning in the classroom, however he
has struggled to complete some classwork, apply academic effort, and utilize organizational skills consistently. A
review of records indicate he had met grade level standards in 1 st grade in the area of Mathematics, reading, writing,
2
Flores, Caden
C
EXHIBIT ______
/7/2023 11 :28 AM Student Profile Page 1 of 3
As of 12/7/2023
Edgemont Elementary
.�me: Flores, Caden James ID: 91138730 Grade: 03 Birth Date: 07/15/2013 Gender: M
emographic l.'1.forl!'ation
Nickname: State ID: 4311744118
Pronouns: School: Edgemont Elementary
Counselor: Poteate Payn€8't�1ZED REG1S1RA
Blrthdate: 07/15/2013 1Ir
Age: 10 years 4 months Citizenship: <Unset>
Country: <Unset>
;23 DEC 7 AMll:29 -
Birth Place: Riverside, CA US
Birth Verification Doc: Birth Certificate Marital Status: <Unset>
Verification Doc#:
Seasonal/Temp Worker:
Hispanic/Latino: No
Race: White
English Proficiency: <Unset>
Primary Language: English
Home Language: English
Home Address: 13072 Edgemont St Apt 101
Moreno Valley, CA 925538072
Mailing Address:
Address Verified: 05/06/2019

Email: 91138730@g.mvusd.net
Primary Phone:
rill'lary C��ta�ts
Lives w/
ontact Relationship Type Telephone Phone Type Student
ierra Fryer Mother Parent or Legal Guar (951) 575-8868 Cell
Email: sierrafryer@aol.com
dward Medina Step-Father Other {909) 287-5105 Cell
Email: emedphotography@gmail.com
m�rge�cy <;:_f.>.'1.!?<:ts
ontact Name Telephone Phone Type Relationship
ayla Thornsberry (706) 913-6408 Cell Stepmother
dward Medina (951) 443-8352 Cell Stepfather
�an-Marc Flores (951) 956-4173 Cell Father
iiranda Fryer (951) 472-7314 Cell Aunt
ibli_rtgS.
o Data Available
ousehold Information
o Data Available
nrollment Information � . ·�·

Current School: Edgemont Elementary Registration Date: 09/09/2016
Grade:03 Graduation Year: 2031
Counselor: Poteate Payne, Theresa Course Plan:
Resident District: Moreno Valley Unified Membership: <Unset>
Resident School: Edgemont Elementary Geocode: 73001
School of Choice: Edgemont Elementary Pickup Bus:
{estricted Information: <Unset> Dropoff Bus:
School Notes:
D
EXHIBIT ______
E
EXHIBIT ______
F
EXHIBIT ______
G
EXHIBIT ______
H
EXHIBIT ______
I
EXHIBIT ______
Page 1 of 18
_________________________________________
Riverside Unified School District
IEP – Demographic Data
Date: 11/14/2022
STUDENT INFORMATION
Student: Flores, Caden Date of Birth: 7/15/2013 Age: 9 yr. 3 mo.
Grade: 4th SSID Number: 4311744118 Student Identification Number: 506036 Gender: M
Migrant Program Eligibility: Yes ✔ No English Proficiency: ✔ EO EL
Home Language: English Hispanic/Latino: Yes ✔ No Decline to State
Race 1: White Race 2: Race 3:
LEA of Responsibility: Riverside Unified LEA of Service: Riverside Unified
School of Residence*: Alcott School of Attendance*: Alcott
*If Different, Give Reason: School Type: Public day school
Setting (ages 3-22): Regular class/Public school
Residence: Legal Guardian Specify Residence Name (if applicable):
Parent/Guardian: Sierra Fryer Email: sierrafryer@aol.com
Street Address/P.O. Box: 3250 Panorama Rd Apt 103 City: Riverside Zip: 92506
Home Phone: 9515758868 Work Phone: 9516844232 Cell Phone: 9515758868
Parent/Guardian: Jean-marc Flores Email: starcaster@gmail.com
Street Address/P.O. Box: City: Zip:
Home Phone: Work Phone: Cell Phone: 9519564173
Other Contact: Edward Medina Email:
Street Address/P.O. Box: 3250 Panorama Rd Apt 103 City: Riverside Zip: 92506-1361
Main Phone: 9514976825 Alternate Phone: Cell Phone:
Educational Rights: ✔ Parent/Guardian Educational Representative Surrogate Parent Adult Student
Ed. Rep./Surrogate (if applicable): Email:
Main Phone: Alternate Phone: Cell Phone:
MEETING/CASE MANAGER INFORMATION

Meeting Type: Initial Annual Reassessment ✔ Other: Additional Assessment
Initial Referral Date: 9/9/2016 Referred By: Parent
Date of Parent Consent for Initial Assessment: 9/20/2016 Initial Assessment IEP Date: 11/18/2016
Initial Special Education Entry Date: 11/18/2016 Last Complete IEP Date: 9/30/2022
Most Recent Assessment IEP Date: 9/30/2022 Next Assessment Due: 9/30/2025
Next Annual IEP Review Due: 9/30/2023
Case Manager: Aubree Mickelson Position: Speech and Language Specialist
Phone: 951-352-1200 Email: amickelson@riversideunified.org
SPECIAL FACTORS (check the appropriate box for each item)

Yes No
✔ This is an initial placement and student received coordinated general education early intervening services using
Federal IDEA funds in one or both of the preceding two years.
✔ Student exhibits behavior that requires a behavior intervention plan.
✔ Student is transitioning from special class or NPS to general education class on public campus.
✔ Student is transitioning from preschool to elementary school and may require a less intensive program.
✔ Student is being considered for possible change in placement due to disciplinary action (more than 10 days of
suspension or possible expulsion).
✔ Student has been identified as at risk for grade retention and final recommendation is being considered.
IEP 1 (3/14)
Page 2 of 18
__________________________________________
IEP – Eligibility
Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022
ELIGIBILITY
✔ Student is eligible for special education and related services in the area(s) identified below. ✔
Primary Disability: Speech or Language Impairment Secondary Disability: None

Student is eligible for low incidence funding (visual impairment, deaf/hard-of-hearing, or severe orthopedic
impairment).
Student is not eligible for special education and related services (explain on IEP Notes/Additional Information page).
Student will be exiting special education and related services effective:
This exit is due to:
(/,*,%,/,7<67$7(0(17
Caden is eligible for special education due to a speech and language impairment. This may interfere
with communication with peers, attract adverse attention, and adversely impact educational
performance.
The IEP Team certifies that the disability is not a result of visual, hearing, motor impairment, intellectual disability, or
emotional disturbance. (Specific Learning Disability Only)
STUDENT STRENGTHS, PREFERENCES, AND INTERESTS

Per parent report, Caden enjoys playing video games, biking, playing with friends, Legos, and baseball.
He is caring, kind, friendly, nurturing, and a good reader. His mother has seen improvement in his
reading and writing skills.
PARENT CONCERNS RELEVANT TO EDUCATIONAL PROGRESS

Parent reported concerns regarding Caden’s math and writing skills as well as his attention span. She
would like to see improvement in his math skills and participation.
IEP 2 (6/14)
Page 3 of 18

IEP - Present Levels of Academic Achievement
PREACADEMIC/ACADEMIC/FUNCTIONAL SKILLS
Reading: Caden’s reading level is lower than grade level. Caden has a STAR scaled score of 960, Instructional reading level
of 3.1, and a ZPD of 2.7-2.8. He is currently working on a Kindergarten level in Lexia and his Fastbridge a Reading score is
a 485 which puts him below the 25 percentiles. This has led him to be categorized in the urgent intervention category.
Writing: Caden is currently writing at approx. a 2nd grade level. He struggles with sentence structure, grammar rules, cause
and effect, and use of descriptive language. His writing rarely has any kind of paragraph structure with a topic sentence,
body sentences, or transitional words. He writes exactly how he speaks and he has significant issues with his penmanship.
Math: Caden is struggling with his multiplication facts, and he struggles with the current concepts. He scored a 206 on his
Fastbridge a Math assessment putting him in the twentieth percentile and he is in need of urgent intervention. Caden can
add/subtract single and multi-digit numbers routinely and has a good sense of mathematical concepts when working one on
one with him. It appears that most if his struggles in math center on his multiplication facts.
Caden learns best when he is in a small group setting where he has plenty of one on one time. He is able to work
independently for short periods of time, but can get distracted easily and often struggles to complete any work. Caden
responds well to positive reinforcement and praise
Teacher concerns: Caden struggles staying focused and on task. This has lead to significant gaps in his learning and
especially his writing. Caden struggles to complete work and understand what he is reading.
COMMUNICATION DEVELOPMENT
Caden produced a frontal lisp for /s/, /z/ and /s/ blends. He is able to produce /s/ and /z/ accurately given cues and a model.
Caden produced all other phonemes correctly. These articulation errors do not appear to impact his intelligibility, but may
attract adverse attention. Caden received an intelligibility rating of ‘good’ for 100% of his productions. Caden was
stimulable for /s/ in all positions of syllables, words, and sentences. Caden was stimulable for all /s/ blends in all positions
of syllables, words, and sentences except for /sw/. Caden was not stimulable for /sw/ in the initial position at any level.
Caden’s scores on the OWLS-2 fell within the average range compared to same age peers. On the Listening
Comprehension subtest, Caden was able to demonstrate understanding of nouns, verbs, complex sentences, and more. On
the Oral Expression subtest, Caden was able to demonstrate understanding of nouns, verbs, sequence of events, past tense,
and more.
Caden’s expressive and receptive language, pragmatic skills, voice, and fluency appear to be age appropriate at this time.
GROSS/FINE MOTOR DEVELOPMENT

Gross Motor: Caden is able to run and jump. No concerns regarding gross motor.
Fine Motor: Caden's writing is difficult to read because his penmanship and spacing is poor. Teacher and parent expressed
concerns regarding Caden's handwriting and fine motor skills. An OT consult request has been submitted and is pending.
IEP 2B (1/14)
Page 4 of 18

IEP – Additional Present Levels of Performance
On the WJIV:
Caden's BROAD READING score on Woodcock Johnson IV is 92 which is in the average range. Subtest scores are: Word Identification
93, Passage Comprehension 85, Sentence Reading Fluency 94, Word Attack 96, and Oral Reading 101.
Caden's BROAD WRITTEN LANGUAGE score on Woodcock Johnson IV is 88 which is in the low average range. Subtest scores are:
Spelling 73, Writing Samples 106, Sentence Writing Fluency 89.
Caden's BROAD MATH score on Woodcock Johnson IV is 91 which is in the average range. Subtest scores are: Applied Problems 101,
Calculation 90, Math Fluency 87.
IEP 12 (8/13)
Page 5 of 18


SOCIAL EMOTIONAL/BEHAVIOR
He is often off task in class and needs a lot of redirection. Caden is well adjusted in class and although he is a busy boy, he
is always respectful and willing to help if you need it. Caden can have issues with other students when he gets too energetic
but for the most part he is well liked in class and has not had any major behavioral issues as of late.
GENERAL HEALTH
Based on record review, Caden has a history of seizures. He had a vaccine induced seizure on 9/12/2013. Per parent report,
Caden does not have any medical diagnoses nor take any medication.
Last vision screening: _____________

9/13/2022 ✔ Pass Fail Last hearing screening: ______________
9/13/2022 ✔Pass Fail
(Include medication information):
VOCATIONAL
Caden does have trouble turning in work and staying on task when left without frequent check ins. Caden rarely turns in
classwork on time and struggles to meet his weekly goals. When specifically asked to complete a task, he will comply
willingly.
SELF-HELP
Caden is able to care for his personal needs while at school.
Areas of need to be addressed in goals and objectives for student to receive educational benefit:
Communication
IEP 2B (314)
Page 6 of 18
_____________________________________________
IEP – Annual Goals
ANNUAL GOALS
Area 1 Communication Skill (Optional)
Baseline:
He produces /s/ at the phrase level with 71% accuracy with mod-max cues. He produces /z/ at the phrase level with 100%
accuracy and max prompts.
Annual Goal:
By 9/30/2023, Caden will produce /s/ and /z/ in all positions of words at the phase level with 80% accuracy
independently across 3 consecutive sessions as measured by SLP/SLPA data.
Curriculum Standard: Monitored by:

Speech-Language Pathologist
✔ Goal is related to enabling the student to participate in general education curriculum.

✔ Goal is related to meeting other educational needs resulting from the student’s disability.
Goal supports the student’s post-secondary goals/expectations.
Goal supports one or more ELD standards as identified under “Curriculum Standard”
Area Skill (Optional)

Baseline:
Annual Goal:
Goal is related to enabling the student to participate in general education curriculum.

Goal is related to meeting other educational needs resulting from the student’s disability.
PROGRESS REPORT METHOD AND FREQUENCY

Report Provided: With Grade Reports At Conferences Other: Frequency:
IEP 3A (6/14)
Page 7 of 18

IEP – Participation in Statewide Assessments
DESIRED RESULTS DEVELOPMENTAL PROFILE (Preschool & TK Only)
Adaptations Required? No Yes (specify below)
STATEWIDE ASSESSMENT SYSTEM (Supports and Accommodations for Accessibility)

This student will be assessed using the state-approved standard assessment system following state requirements for participation.
Specific assessments and supports/accommodations are specified below.
The student is unable to participate in the state-approved standard assessment due to a significant cognitive disability and meets the
criteria for taking the following alternate assessment:
English Language Arts/Literacy Assessment (Grades 3-8 and 11): Smarter Balanced without Supports/Accommodations
Designated Supports (Non-Embedded) Accommodations (Non-Embedded)
Designated Supports (Embedded) Accommodations (Embedded)
Mathematics Assessment (Grades 3-8 and 11):Smarter Balanced without Supports/Accommodations

Science Assessment (Grades 5, 8 and 10, 11 or 12): Exempt-Outside of Required Grade Level
Non-Embedded Universal Tools that may be distracting for this student are identified below and should be deactivated.
English Language Arts Mathematics Science
Physical Fitness (Grades 5, 7, and 9): Exempt- Outside of required grade level
Variations Accommodations
IEP 4 (11/16)
Page 8 of 18
___________________________________________
IEP – Instructional Accommodations & Modifications
ACCOMMODATIONS
Accommodations are required for the student to be provided access to general education curriculum. No ✔ Yes (specify below):
Instructional accommodations needed for the student to be involved in and progress in the core curriculum (must be related to
the student’s disability). Accommodations alter how instruction is provided but do not alter the content of the curriculum.
The accommodations listed below apply to all subjects and settings unless specified otherwise.
Setting/Schedule Sensory Needs
Seat at front of room None
Seat away from distractions/noise
Use of timer to cue task completion
Directions/Instructions Student Response

Directions given one at a time Increased verbal response time
Frequent checks for understanding
Provide checklist of steps for task
Praise for specific behavior
Directions given in a variety of ways
Use preferred activities for reinforcement
Organization/Study Skills Personal Care/Equipment
None None
MODIFICATIONS
Modifications are required for the student to be provided access to general
education curriculum? ✔ No Yes (specify below)
Modification: Responsible Staff:
Location: Frequency: Duration: Start Date: End Date:

total minutes

total minutes
Modification:: Responsible Staff:

total minutes
IEP 6A (12/18)
Page 9 of 18

IEP – Special Education and Related Services
SPECIAL EDUCATION AND RELATED SERVICE OPTIONS CONSIDERED

The following service options were considered:
✔ General Education Class Home and Hospital
✔ Resource Specialist/Learning Center Support Nonpublic School
District Special Education Class ✔ Related Services
Regional Special Education Class Other:
State School Other:
SPECIAL EDUCATION AND RELATED SERVICES OFFERED

Primary Service: Provider: Placement: Location:
Speech and Language District of Serv. DIS/RS Only Separate class
Delivery Model: Frequency: Duration: Start Date: End Date:
Group Weekly 20 total minutes 10/1/2022 9/30/2023
Service: Provider: Placement: Location:

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes
IEP 7 (8/14)
Page 10 of 18
_________________________________________
IEP – Instructional Setting and Supports

PARTICIPATION IN GENERAL EDUCATION
Percent of time in general education environment: 99 % Percent of time out of general education environment 1 %
Description of activities during which the student will not participate in the general education environment:
Speech/Language services
Reason student will not participate in the above activities within the general education environment:
Needs modified and/or intensive instruction not feasible in Gen. Ed.
In selecting Least Restrictive Environment, describe the consideration given to any potential harmful effects on the child or on
quality of services that he or she needs: ______________________________________________________________________
See Notes Page
ASSISTIVE/AUGMENTATIVE DEVICES OR TOOLS

Does student require assistive/augmentative devices or tools? ✔ No Yes (specify below)
LOW INCIDENCE BOOKS, MATERIALS, EQUIPMENT

Does student require low incidence books, materials, equipment? ✔ No Yes (specify below)
SUPPORTS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING

Support in this area required? ✔ No Yes (complete information below)
Language Mode:
Specify how opportunities for direct communication with peers of similar abilities and language mode, direct communication
with professionals who are proficient in the student’s language mode, and for appropriate academic instruction, school
services, and extracurricular activities in the student’s language mode will be provided:
SUPPORTS FOR STUDENTS WHO ARE VISUALLY IMPAIRED

Support in this area required? ✔ No Yes (based on an evaluation of needs in the areas of reading and writing:
Instruction in Braille is recommended. Instruction in Braille is not recommended.
Other:
PROMOTION/RETENTION STANDARD GRADUATION PLAN (Grade 8 and Up)*
✔ District Criteria
Diploma
Progress on Goals
Certificate of Participation/Completion
Other: ______________________________________________
Other (specify):
* A student’s right to a free and appropriate public education (FAPE) is terminated upon graduation with a high school
diploma or upon reaching the maximum age for eligibility (age 22 years).
IEP 7B (7/17)
Page 11 of 18

IEP – Supplementary Aids, Services, Extended School Year
SUPPORTS FOR SCHOOL PERSONNEL

Supports for school personnel are required for this student. ✔ No Yes (specify below)
Description: Provider: Responsible Staff:

total minutes

total minutes

total minutes
TRANSPORTATION
Special Education Transportation: ✔ No Yes (Check Reason Below)
Required in order to access appropriate program Severe or orthopedic disability
Other:
PHYSICAL EDUCATION
Physical Education: ✔ Regular Modified Adapted (list on IEP 7) Requirement met or legally waived by LEA
EXTENDED SCHOOL YEAR (ESY)

Without ESY, would the nature and/or severity of this student’s disability (or interfering behaviors):
Yes ✔ No Prohibit benefit from his or her educational program during the subsequent year?
Yes ✔ No Cause regression in critical skills and/or difficulty in recovering those skills within a reasonable period
of time?
Yes ✔ No Based upon the above information, ESY services are required (if yes, complete remainder of page). DIS/RS Only
Comments:
IEP 8 (9/17)
Page 12 of 18

IEP – Emergency Conditions Provisions
If instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10
school days due to emergency conditions caused by fire, flood, impassable roads, epidemic, earthquake, imminent major
safety hazard as determined by local law enforcement, a transportation services strike by nonschool entity, or other
official order issued to meet a state of emergency or war, the IEP will be provided by means of distance learning methods,
to the extent practicable as determined by your child's teachers, in light of the emergency circumstances.
"Distance learning" means instruction in which the pupil and instructor are in different locations, and may include
interaction, instruction, and check-ins between teachers and pupils through the use of a computer or communications
technology (video/audio), and/or the use of print materials and assignments with teacher feedback.
This applies to the special education and related services in the IEP, including transition and extended school year
services, to the extent practicable in light of the emergency circumstances. Supplementary aids and services in the IEP
will also be provided in the general education distance learning environment, to the extent applicable and practicable.
As soon as practicable following the determination that instruction or services, or both, cannot be provided either at
the school or in person for more than 10 days due to a qualifying state of emergency, the parent will be notified as to
the specific means by which the student's IEP will be provided, in light of the emergency circumstances present at that
time. The IEP will be provided by alternative means as necessitated during the period of emergency conditions, only.
Comments:
Services would be provided through synchronous and asynchronous interactions.
Comments above reflect IEP team discussion and input from parent(s), teachers, and other team members. They do not constitute a change to the
District's offer of FAPE or IEP. Because the nature of any future emergency cannot be known in advance, the specific means by which the IEP
shall be provided in a future emergency will be determined at the time, in light of the circumstances.
IEP 7C (9/2020)
Page 13 of 18

If instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days due to
emergency conditions caused by fire, flood, impassable roads, epidemic, earthquake, imminent major safety hazard as determined by
local law enforcement, a transportation services strike by nonschool entity, or other official order issued to meet a state of emergency
or war, the IEP will be provided by one or more of the means stated below, to the extent practicable in light of the emergency
circumstances and District policy.
Specialized Academic Instruction and Related Services

Means of Delivery, to extent practicable ("x" all that could apply for student, depending on emergency circumstances):
Teacher-posted Virtual class Personalized learning Scheduled teacher Scheduled email Virtual office hours
lessons, asynchronous meetings, tools (virtual or paper appointments (virtual check-ins (parent (drop-in; parent or
(online or other synchronous packets, as available) or in-person, as or student) ☐
✔ student) ☐ ✔
media) ☐ ✔ ✔
☐ ☐✔ available) ☐ ✔
Other:
Comments:
Parent did not have any questions or concerns.
Postsecondary Transition Services Not Applicable ☐✔

(online or other synchronous packets, as available) or in-person, as or student) ☐ student) ☐
media) ☐ ☐ ☐ available) ☐
Other:
Comments:
Extended School Year Services Not Applicable ☐

Other:
Comments:
IEP 7C (9/2020)
Page 14 of 18


Supplementary Aids and Services Not Applicable ☐
Other:
Comments:
As soon as practicable following the determination that instruction or services, or both, cannot be provided either at the school or
in person for more than 10 days due to a qualifying state of emergency, the parent will be notified as to the specific means by
which the student's IEP will be provided, in light of the emergency circumstances present at that time. The IEP will be provided
by alternative means as necessitated during the period of emergency conditions, only.
IEP 7C (9/2020)
Page 15 of 18

IEP – Notes/Additional Information
11/14/2022 The team convened an Other Review IEP for Caden, via Google Meets, to review additional assessments.
Introductions were made.

The following IEP Team Members present:
Administrator/Administrative Designee: Rogelio Ruiz
Speech-Language Pathologist (SLP): Aubree Mickelson
Resource Specialist: Diana Bonini
School Psychologist: Kristi Mcphail
Mother: Sierra Fryer
General Education teacher was unexpectedly ill and not able to attend the meeting. Parent was given the option to
reschedule the meeting to a time when the teacher was available to attend or to excuse the teacher and proceed with the
meeting without him. Parent decided to excuse the general education teacher.
Parent was presented with Procedural Safeguards prior to the meeting. They were also sent home with the conference notice.
Parent declined another copy and did not have any questions at this time.
School Psychologist reviewed her report. The majority of Caden’s scores fell within the average range. Overall learning
ability score was 92. Visual Motor Integration score was 103. Inattention and executive functioning were consistently rated
by teacher and parent. During class observations, Caden attended 72-93% of the time, depending on the subject and his level
of interest. Parent did not have any questions.
Resource Specialist reviewed academic report. Caden scored within the low average to average in all academic areas. Parent
did not have any questions.
Eligibility was discussed. Caden continues to meet the eligibility criteria for Speech or Language Impairment.
Typed portions of the IEP were presented as a draft. Corrections and additions were entered manually during the IEP
meeting.
Parent concerns were discussed.
Strengths and weaknesses were reviewed. Present levels were discussed with input from the teacher, SLP, School
Psychologist, Resource Specialist, and parent.
An OT consult has been requested and is still pending.
Classroom accomodations were discussed.
No accommodations for statewide testing are needed in order to support the IEP goals and services at this time.
Emergency Conditions Provisions were reviewed.
No additional action is needed in order to address parent concerns at this time.
District Offer of Free and Appropriate Public Education (FAPE): The IEP team determined, based on identified unique
needs and resulting goals, that the Least Restrictive Environment (LRE) for Caden to benefit from education is the general
education classroom with speech/language services 20 minutes per week in a group setting.
**Continued on Page 2**
IEP 12 (8/13)
Page 16 of 18

Harmful Effects: In selecting the Least Restrictive Environment, consideration was given to the potential harmful effect of
Caden missing classroom instruction while speech services are provided. Caden has the opportunity to participate in all
academics, recess, break, lunch, school functions, assemblies and field trips with general education peers.
Missed Sessions: The IEP team agrees that missed sessions due to student illness, school holidays, testing, field trips or
other school wide activities such as assemblies, do not need to be made up. The IEP team agrees that services during the
first and last week of the school year along with finals week will be provided through collaboration/consultation instead of
pullout sessions.
Parent agrees with offer of FAPE.
IEP 12 (8/13)
Page 17 of 18

IEP – Meeting Participation
Student: Caden Flores Date of Birth: 7/15/2013 Date: 11/14/2022
Meeting Purpose:______________________________________________
Other Review
IEP TEAM MEETING PARTICIPANTS

The following people participated in the IEP team meeting:
Signature Position Date
Parent 11/14/2022
Sierra Fryer Participation via Telephone ✔Video Conference In Person
Participation via Telephone Video Conference In Person
Speech and Language Pathologist 11/14/2022

Aubree Mickelson Participation via Telephone ✔Video Conference In Person

Resource Specialist 11/14/2022
Diana Bonini Participation via Telephone ✔Video Conference In Person
School Psychologist 11/14/2022
Kristi McPhail Participation via Telephone ✔Video Conference In Person
Assistant Principal 11/14/2022

Rogelio Ruiz Participation via Telephone ✔Video Conference In Person

IEP 10A (7/20)
Page 18 of 18

IEP - Consent for Placement
PARENT ACKNOWLEDGEMENTS AND REQUESTS
Initial all of the following boxes that apply:

1. I have been advised and received a copy of the Notice of Procedural Safeguards.
2. I attended and participated in the IEP team meeting.
3. I received notice of the IEP team meeting but did not attend.
If parent did not attend, specify the methods and dates of contact to encourage the parent to attend.
a. Method/Date: c. Method/Date:
b. Method/Date: d. Method/Date:
4. I request a copy of this IEP in my primary language/other mode of communication:
5. I have received a copy of the assessment report(s) reviewed in developing this IEP.
6. The school district facilitated parent involvement as a means of improving services & results for my child.
PARENT CONSENTS
7. I agree with the determination of my child’s ✔ eligibility or ineligibility for special education.
If your child is eligible for special education, initial one of the following two boxes:
8. I understand and consent to the contents of this IEP.
9. I understand and consent to the contents of this IEP except for:
If your child is eligible for special education, initial the box below, if applicable
10. I approve the District's billing for MediCal related services.
I understand that services will not be made-up when my child is absent or when a normally scheduled session falls on a non-
student day unless otherwise agreed upon and that services will not be provided during school holidays and breaks except for
those provided during extended school year.
Signature below is to authorize implementation of this IEP.
Signature of Parent/Adult Student: Date: 11/14/2022

Sierra Fryer

Sierra Fryer
IEP 10B (7/20)

Page 1 of 17
_________________________________________
Date: 9/30/2022
STUDENT INFORMATION
Street Address/P.O. Box: 3250 Panorama Rd APT 103 City: Riverside Zip: 92506
Home Phone: (951) 575-8868 Work Phone: (951) 684-4232 Cell Phone: (951) 575-8868
Parent/Guardian: Jean-Marc Flores Email: starcaster@gmail.com
Home Phone: (951) 956-4173 Work Phone: Cell Phone: (951) 956-4173
Other Contact: Email:

Meeting Type: Initial ✔ Annual ✔ Reassessment Other: Administrative Placement

Yes No
IEP 1 (3/14)
Page 2 of 17
__________________________________________
IEP – Eligibility
ELIGIBILITY
✔ Student is eligible for special education and related services in the area(s) identified below.
impairment).
(/,*,%,/,7<67$7(0(17
performance.


IEP 2 (6/14)
Page 3 of 17

Math: Per teacher report, Caden’s Math scores on classroom assignment exit tickets are rarely completed so they have a
failing grade. On the mid module test covering place value, ordering numbers, comparing numbers and rounding he got
20% correct. He never completes or returns any of the math homework. On the District testing he scored in the category of
"some risk" on the Fastbridge testing.
Reading: Per teacher report, in Reading he scored on the Star Test an independent reading level of 2.4. On the District
Fastbridge test he scored an independent reading level of 2.5 with low phonic fluency and reading fluency. In class, he has
taken one reading test check on the skills of ordering events and he scored 45%.
Writing: Per teacher report, his writing is difficult to read because his penmanship and spacing is poor. We have written
opinion writing and narrative stories in the first person. We start the paper together in class and he does not even write
down what we have done together. His papers do not lend themselves to following the directions of the given task.
Teacher concerns: Caden’s teacher is concerned that he is going to fall further behind because he can't keep up with the
pacing. He has a very difficult time starting any given assignment including putting his name on his paper. He has a
difficult time following basic directions. His attention span is short.
and more.

Fine Motor: Caden's writing is difficult to read because his penmanship and spacing is poor. Teacher expressed concerns
regarding Caden's fine motor skills. It is recommended that Caden receive an OT consultation.
IEP 2B (1/14)
Page 4 of 17


He is often off task in class and needs a lot of redirection. He is new to Alcott this year and is still working towards gaining
friendships. Parent reported that Caden interacts socially with peers.
GENERAL HEALTH

VOCATIONAL
Per teacher report, most of Caden's work is incomplete and he rarely turns in homework. He is often disorganized and can't
find the paper that was just given to him.
SELF-HELP
Communication
IEP 2B (314)
Page 5 of 17
_____________________________________________
ANNUAL GOALS
Baseline:
Annual Goal:



Baseline:
Annual Goal:


Report Provided: ✔ With Grade Reports At Conferences Other: Frequency: Quarterly
IEP 3A (6/14)
Page 6 of 17



Science Assessment (Grades 5, 8 and 10, 11 or 12): California Science Test without Supports/Accommodations
Physical Fitness (Grades 5, 7, and 9): No adaptations

IEP 4 (11/16)
Page 7 of 17
___________________________________________
ACCOMMODATIONS


None None
MODIFICATIONS

total minutes

total minutes

total minutes
IEP 6A (12/18)
Page 8 of 17


✔
Resource Specialist/Learning Center Support Nonpublic School
State School Other:


total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes
IEP 7 (8/14)
Page 9 of 17
_________________________________________

See Notes



Language Mode:

Other:
Diploma
Progress on Goals
Other: ______________________________________________
Other (specify):
IEP 7B (7/17)
Page 10 of 17



total minutes

total minutes

total minutes
TRANSPORTATION
Other:
PHYSICAL EDUCATION

of time?
Comments:
IEP 8 (9/17)
Page 11 of 17

Comments:
IEP 7C (9/2020)
Page 12 of 17


media) ☐ ✔ ✔
Other:
Comments:

Other:
Comments:

Other:
Comments:
IEP 7C (9/2020)
Page 13 of 17


Supplementary Aids and Services Not Applicable ☐ ✔
Other:
Comments:
IEP 7C (9/2020)
Page 14 of 17

8/18/22 Parent agreed to open and table admin placement meeting, with no action taken, until assessments are complete.
9/30/22 The team convened a triennial IEP for Caden via Google Meets.

Administrator/Administrative Designee:Rogelio Ruiz
General Education Teacher: Leslie Robison
General Education Teacher: Matthew Chelette
Parent was presented with Procedural Safeguards. They were also sent home with the conference notice. Parent denied an
additional copy and did not have any questions.
meeting.
Parent shared that Caden was assessed for Autism around 18 months old due to a regression of skills, but he did not receive
any diagnoses at that time.
Parent concerns were discussed. Parent shared that Caden has difficulty following multiple step directions.
Strengths and weaknesses were reviewed. Present levels were discussed with input from the teacher, SLP, and parent.
Teachers shared concerns about Caden’s academic performance and attention span. Caden is receiving additional
psychoeducational assessments. The team will meet again when the assessments are completed.
An Occupation Therapy Consultation request has been submitted to address fine motor concerns.
Speech report was reviewed by the Speech-Language Pathologist.
Eligibility was discussed. Caden is currently eligible under the disability category of SLI.
New goals and services were reviewed and agreed upon by the team.
No accommodations for statewide testing.
Instructional accommodations were reviewed.
Emergency Conditions Provisions were reviewed. Parent did not have any questions or concerns.
**CONTINUED ON PAGE 2**
IEP 12 (8/13)
Page 15 of 17

pullout sessions.
Email links were sent for consent and participation.
IEP 12 (8/13)
Page 16 of 17

Meeting Purpose:______________________________________________
Triennial/Reevaluation

Parent 9/30/2022
Sierra Fryer Participation via ✔ Telephone Video Conference In Person

General Education Teacher 9/30/2022

Leslie Robison Participation via Telephone ✔Video Conference In Person
Matthew Chelette Participation via Telephone ✔Video Conference In Person

IEP 10A (7/20)
Page 17 of 17


PARENT CONSENTS

Sierra Fryer

Sierra Fryer
IEP 10B (7/20)

J
EXHIBIT ______
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H Sam Tong DDS PhD
www.BigSmileOrtho.com
11705 Slate Ave. #150 3860 Grand Ave. #C
Riverside, CA 92505 Chino, CA 91710
Tel: (951) 689-8021 Tel: (909) 902-1180
Fax: (951) 689-8025 Fax: (909) 902-1185
Date: \ } I g/ 2,01,3
Patient N�me: C o,o{-(:, ,_...., fI OV-e S
Phone Number: qs-; - 57'S - g g v; 8
Payment Type: Cash ( ) Insurance ( ) Medi-Cal (
Complimentary Consultation For:
Braces � lnvisalign ( ) Other ( )
Specific Concerns: On S v I i-
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Dental Treatment Is:

Complete� In progress ( ) On hold ( )
Prophylaxis done within 6 months Ye� No (
Instructions to patient
1. Please call to schedule your complimentary consultation
for Braces or lnvisalign.
2. Please bring this slip with you.
Referring Dentist: Dr
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Address:---------------
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Activity Report
Name Sierra Fryer
Email sierrafryer@aol.com
Report Generated 12/16/23 11:19 AM PST

Q
EXHIBIT ______
R
EXHIBIT ______
S
EXHIBIT ______
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EXHIBIT ______
RUSD SELPA
Request for Consultation
Date ___
91_2_11_2_2____
Student: ____c_a _de_ n_ _F_ lo_ r_ es

_ _______________ ID# 506036
Birthdate: 7/15/2013 Age:LGrade: .±._ Primary Service: __,..S.,p._ e._e,.cw. h ________

Case Carrier Aubree Mjckelson
District Riverside Unified School .._A""l "'"
co t -=E:.l,..
""t"' e.. m""e""n""t"'
a"-ry.__________
Disability SU Program Placement _o_,s____________ _
Parent/Guardian Name( s): _s_ierr_ a_F_rye_,a_ o,_ J_ e_a,_-M_a,_ c.,.,Fo,_,.s
_ -:-:-----::=----------,------------
Phone (h): (951) 575-8868 Phone (w): (951) 684-4232 Pho ne (other): (951\ 956-4173
Mailing Address 3250 Panorama Rd APT 103 Riverside CA 92506
Referring Staff: Asbcee Mlckelsoo Contact Number: .;;Ext ;.;;·;..;5.;.;
10..;.35;.________
□
REQUEST for: (check as needed)
Adapted Physical Education Consultation liZI Occupational Therapy Consultation
□ Assistive/Augmentative Technology Consultation □ Physical Therapy Consultation
When requesting a consultation, please include the following:

liZI Copy of student's current IEP
1iZJ Copies of pertinent assessment reports (i.e., DIS, academic, psycho-educational)
liZI Copies of pertinent medical reports (vision, hearing, neurology)
Reason for referral for consultation:
Teacher reported fine motor skills are "very poor". Also reported his handwriting is difficult to read and the spacing is incorrect.
When requesting a consultation, please include the following:

1. List the specific concerns that are impeding the student's learning:
a. Handwriting is difficult to read
b.
C.
d.
2. List interventions that have been attempted in the classroom to resolve the above concerns:
a.
b.
C.
3. List any Assistive Technology/Augmentative Communication devices/equipment currently or

previously attempted:
a.
b.
c.
d.
As a result of this consultation, written feedback will be provided to the referring teacher and
parent. If necessary, a plan will be developed for providing accommodations and modifications to
be used in the classroom. This consultation does not include individualized therapy nor is it a full
assessment. The consultation may include an interview with the student, observation of student,
review of stu 's work, review of student's file, and consultation with tea hers and staff.
q /zo ,z L
RUSDSELPA
c/o Jaimina Cole Pupil Services/SELPA Technician

5700 Arlington Avenue
Riverside, CA 92504
Email: icole@rusd.k12.ca.us Fax: 951-328-2511
Page 1 of 18
_________________________________________
Date: 11/14/2022
STUDENT INFORMATION
Street Address/P.O. Box: 3250 Panorama Rd Apt 103 City: Riverside Zip: 92506
Home Phone: 9515758868 Work Phone: 9516844232 Cell Phone: 9515758868
Parent/Guardian: Jean-marc Flores Email: starcaster@gmail.com
Home Phone: Work Phone: Cell Phone: 9519564173
Other Contact: Edward Medina Email:
Street Address/P.O. Box: 3250 Panorama Rd Apt 103 City: Riverside Zip: 92506-1361
Main Phone: 9514976825 Alternate Phone: Cell Phone:

Meeting Type: Initial Annual Reassessment ✔ Other: Additional Assessment

Yes No
IEP 1 (3/14)
Page 2 of 18
__________________________________________
IEP – Eligibility
ELIGIBILITY
✔ Student is eligible for special education and related services in the area(s) identified below. ✔

impairment).
(/,*,%,/,7<67$7(0(17
performance.


IEP 2 (6/14)
Page 3 of 18

Reading: Caden’s reading level is lower than grade level. Caden has a STAR scaled score of 960, Instructional reading level
of 3.1, and a ZPD of 2.7-2.8. He is currently working on a Kindergarten level in Lexia and his Fastbridge a Reading score is
a 485 which puts him below the 25 percentiles. This has led him to be categorized in the urgent intervention category.
Writing: Caden is currently writing at approx. a 2nd grade level. He struggles with sentence structure, grammar rules, cause
and effect, and use of descriptive language. His writing rarely has any kind of paragraph structure with a topic sentence,
body sentences, or transitional words. He writes exactly how he speaks and he has significant issues with his penmanship.
Math: Caden is struggling with his multiplication facts, and he struggles with the current concepts. He scored a 206 on his
Fastbridge a Math assessment putting him in the twentieth percentile and he is in need of urgent intervention. Caden can
add/subtract single and multi-digit numbers routinely and has a good sense of mathematical concepts when working one on
one with him. It appears that most if his struggles in math center on his multiplication facts.
Caden learns best when he is in a small group setting where he has plenty of one on one time. He is able to work
independently for short periods of time, but can get distracted easily and often struggles to complete any work. Caden
responds well to positive reinforcement and praise
Teacher concerns: Caden struggles staying focused and on task. This has lead to significant gaps in his learning and
especially his writing. Caden struggles to complete work and understand what he is reading.
and more.

Fine Motor: Caden's writing is difficult to read because his penmanship and spacing is poor. Teacher and parent expressed
concerns regarding Caden's handwriting and fine motor skills. An OT consult request has been submitted and is pending.
IEP 2B (1/14)
Page 4 of 18

IEP – Additional Present Levels of Performance
On the WJIV:
Caden's BROAD READING score on Woodcock Johnson IV is 92 which is in the average range. Subtest scores are: Word Identification
93, Passage Comprehension 85, Sentence Reading Fluency 94, Word Attack 96, and Oral Reading 101.
Caden's BROAD WRITTEN LANGUAGE score on Woodcock Johnson IV is 88 which is in the low average range. Subtest scores are:
Spelling 73, Writing Samples 106, Sentence Writing Fluency 89.
Caden's BROAD MATH score on Woodcock Johnson IV is 91 which is in the average range. Subtest scores are: Applied Problems 101,
Calculation 90, Math Fluency 87.
IEP 12 (8/13)
Page 5 of 18


He is often off task in class and needs a lot of redirection. Caden is well adjusted in class and although he is a busy boy, he
is always respectful and willing to help if you need it. Caden can have issues with other students when he gets too energetic
but for the most part he is well liked in class and has not had any major behavioral issues as of late.
GENERAL HEALTH

VOCATIONAL
Caden does have trouble turning in work and staying on task when left without frequent check ins. Caden rarely turns in
classwork on time and struggles to meet his weekly goals. When specifically asked to complete a task, he will comply
willingly.
SELF-HELP
Communication
IEP 2B (314)
Page 6 of 18
_____________________________________________
ANNUAL GOALS
Baseline:
Annual Goal:



Baseline:
Annual Goal:


Report Provided: With Grade Reports At Conferences Other: Frequency:
IEP 3A (6/14)
Page 7 of 18



Science Assessment (Grades 5, 8 and 10, 11 or 12): Exempt-Outside of Required Grade Level
Physical Fitness (Grades 5, 7, and 9): Exempt- Outside of required grade level
IEP 4 (11/16)
Page 8 of 18
___________________________________________
ACCOMMODATIONS
Seat away from distractions/noise
Use of timer to cue task completion

Praise for specific behavior
Directions given in a variety of ways
Use preferred activities for reinforcement
None None
MODIFICATIONS

total minutes

total minutes

total minutes
IEP 6A (12/18)
Page 9 of 18


✔ Resource Specialist/Learning Center Support Nonpublic School
State School Other:


total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes
IEP 7 (8/14)
Page 10 of 18
_________________________________________

See Notes Page



Language Mode:

Other:
Diploma
Progress on Goals
Other: ______________________________________________
Other (specify):
IEP 7B (7/17)
Page 11 of 18



total minutes

total minutes

total minutes
TRANSPORTATION
Other:
PHYSICAL EDUCATION

of time?
Comments:
IEP 8 (9/17)
Page 12 of 18

Comments:
IEP 7C (9/2020)
Page 13 of 18


media) ☐ ✔ ✔
Other:
Comments:

Other:
Comments:

Other:
Comments:
IEP 7C (9/2020)
Page 14 of 18


Supplementary Aids and Services Not Applicable ☐
Other:
Comments:
IEP 7C (9/2020)
Page 15 of 18

11/14/2022 The team convened an Other Review IEP for Caden, via Google Meets, to review additional assessments.

Administrator/Administrative Designee: Rogelio Ruiz
Resource Specialist: Diana Bonini
School Psychologist: Kristi Mcphail
General Education teacher was unexpectedly ill and not able to attend the meeting. Parent was given the option to
reschedule the meeting to a time when the teacher was available to attend or to excuse the teacher and proceed with the
meeting without him. Parent decided to excuse the general education teacher.
Parent was presented with Procedural Safeguards prior to the meeting. They were also sent home with the conference notice.
Parent declined another copy and did not have any questions at this time.
School Psychologist reviewed her report. The majority of Caden’s scores fell within the average range. Overall learning
ability score was 92. Visual Motor Integration score was 103. Inattention and executive functioning were consistently rated
by teacher and parent. During class observations, Caden attended 72-93% of the time, depending on the subject and his level
of interest. Parent did not have any questions.
Resource Specialist reviewed academic report. Caden scored within the low average to average in all academic areas. Parent
did not have any questions.
Eligibility was discussed. Caden continues to meet the eligibility criteria for Speech or Language Impairment.
meeting.
Parent concerns were discussed.
Strengths and weaknesses were reviewed. Present levels were discussed with input from the teacher, SLP, School
Psychologist, Resource Specialist, and parent.
An OT consult has been requested and is still pending.
Classroom accomodations were discussed.
No accommodations for statewide testing are needed in order to support the IEP goals and services at this time.
Emergency Conditions Provisions were reviewed.
**Continued on Page 2**
IEP 12 (8/13)
Page 16 of 18

pullout sessions.
IEP 12 (8/13)
Page 17 of 18

Meeting Purpose:______________________________________________
Other Review

Parent 11/14/2022
Sierra Fryer Participation via Telephone ✔Video Conference In Person


Resource Specialist 11/14/2022
Diana Bonini Participation via Telephone ✔Video Conference In Person
School Psychologist 11/14/2022
Kristi McPhail Participation via Telephone ✔Video Conference In Person


IEP 10A (7/20)
Page 18 of 18


PARENT CONSENTS

Sierra Fryer

Sierra Fryer
IEP 10B (7/20)

Page 1 of 17
_________________________________________
Date: 9/30/2022
STUDENT INFORMATION
Street Address/P.O. Box: 3250 Panorama Rd APT 103 City: Riverside Zip: 92506
Home Phone: (951) 575-8868 Work Phone: (951) 684-4232 Cell Phone: (951) 575-8868
Parent/Guardian: Jean-Marc Flores Email: starcaster@gmail.com
Home Phone: (951) 956-4173 Work Phone: Cell Phone: (951) 956-4173
Other Contact: Email:

Meeting Type: Initial ✔ Annual ✔ Reassessment Other: Administrative Placement

Yes No
IEP 1 (3/14)
Page 2 of 17
__________________________________________
IEP – Eligibility
ELIGIBILITY
✔ Student is eligible for special education and related services in the area(s) identified below.
impairment).
(/,*,%,/,7<67$7(0(17
performance.


IEP 2 (6/14)
Page 3 of 17

Math: Per teacher report, Caden’s Math scores on classroom assignment exit tickets are rarely completed so they have a
failing grade. On the mid module test covering place value, ordering numbers, comparing numbers and rounding he got
20% correct. He never completes or returns any of the math homework. On the District testing he scored in the category of
"some risk" on the Fastbridge testing.
Reading: Per teacher report, in Reading he scored on the Star Test an independent reading level of 2.4. On the District
Fastbridge test he scored an independent reading level of 2.5 with low phonic fluency and reading fluency. In class, he has
taken one reading test check on the skills of ordering events and he scored 45%.
Writing: Per teacher report, his writing is difficult to read because his penmanship and spacing is poor. We have written
opinion writing and narrative stories in the first person. We start the paper together in class and he does not even write
down what we have done together. His papers do not lend themselves to following the directions of the given task.
Teacher concerns: Caden’s teacher is concerned that he is going to fall further behind because he can't keep up with the
pacing. He has a very difficult time starting any given assignment including putting his name on his paper. He has a
difficult time following basic directions. His attention span is short.
and more.

Fine Motor: Caden's writing is difficult to read because his penmanship and spacing is poor. Teacher expressed concerns
regarding Caden's fine motor skills. It is recommended that Caden receive an OT consultation.
IEP 2B (1/14)
Page 4 of 17


He is often off task in class and needs a lot of redirection. He is new to Alcott this year and is still working towards gaining
friendships. Parent reported that Caden interacts socially with peers.
GENERAL HEALTH

VOCATIONAL
Per teacher report, most of Caden's work is incomplete and he rarely turns in homework. He is often disorganized and can't
find the paper that was just given to him.
SELF-HELP
Communication
IEP 2B (314)
Page 5 of 17
_____________________________________________
ANNUAL GOALS
Baseline:
Annual Goal:



Baseline:
Annual Goal:


Report Provided: ✔ With Grade Reports At Conferences Other: Frequency: Quarterly
IEP 3A (6/14)
Page 6 of 17



Science Assessment (Grades 5, 8 and 10, 11 or 12): California Science Test without Supports/Accommodations
Physical Fitness (Grades 5, 7, and 9): No adaptations

IEP 4 (11/16)
Page 7 of 17
___________________________________________
ACCOMMODATIONS


None None
MODIFICATIONS

total minutes

total minutes

total minutes
IEP 6A (12/18)
Page 8 of 17


✔
Resource Specialist/Learning Center Support Nonpublic School
State School Other:


total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes

total minutes
IEP 7 (8/14)
Page 9 of 17
_________________________________________

See Notes



Language Mode:

Other:
Diploma
Progress on Goals
Other: ______________________________________________
Other (specify):
IEP 7B (7/17)
Page 10 of 17



total minutes

total minutes

total minutes
TRANSPORTATION
Other:
PHYSICAL EDUCATION

of time?
Comments:
IEP 8 (9/17)
Page 11 of 17

Comments:
IEP 7C (9/2020)
Page 12 of 17


media) ☐ ✔ ✔
Other:
Comments:

Other:
Comments:

Other:
Comments:
IEP 7C (9/2020)
Page 13 of 17


Supplementary Aids and Services Not Applicable ☐ ✔
Other:
Comments:
IEP 7C (9/2020)
Page 14 of 17

8/18/22 Parent agreed to open and table admin placement meeting, with no action taken, until assessments are complete.
9/30/22 The team convened a triennial IEP for Caden via Google Meets.

Administrator/Administrative Designee:Rogelio Ruiz
General Education Teacher: Leslie Robison
General Education Teacher: Matthew Chelette
Parent was presented with Procedural Safeguards. They were also sent home with the conference notice. Parent denied an
additional copy and did not have any questions.
meeting.
Parent shared that Caden was assessed for Autism around 18 months old due to a regression of skills, but he did not receive
any diagnoses at that time.
Parent concerns were discussed. Parent shared that Caden has difficulty following multiple step directions.
Strengths and weaknesses were reviewed. Present levels were discussed with input from the teacher, SLP, and parent.
Teachers shared concerns about Caden’s academic performance and attention span. Caden is receiving additional
psychoeducational assessments. The team will meet again when the assessments are completed.
An Occupation Therapy Consultation request has been submitted to address fine motor concerns.
Speech report was reviewed by the Speech-Language Pathologist.
Eligibility was discussed. Caden is currently eligible under the disability category of SLI.
New goals and services were reviewed and agreed upon by the team.
No accommodations for statewide testing.
Instructional accommodations were reviewed.
Emergency Conditions Provisions were reviewed. Parent did not have any questions or concerns.
**CONTINUED ON PAGE 2**
IEP 12 (8/13)
Page 15 of 17

pullout sessions.
Email links were sent for consent and participation.
IEP 12 (8/13)
Page 16 of 17

Meeting Purpose:______________________________________________
Triennial/Reevaluation

Parent 9/30/2022
Sierra Fryer Participation via ✔ Telephone Video Conference In Person


Leslie Robison Participation via Telephone ✔Video Conference In Person
Matthew Chelette Participation via Telephone ✔Video Conference In Person

IEP 10A (7/20)
Page 17 of 17


PARENT CONSENTS

Sierra Fryer

Sierra Fryer
IEP 10B (7/20)

....
-GJO Riverside Ri\'ersidc Children's Dcnlbt11 Powered by Modento
V
4960 Arlington Ave Suite #A, Riverside, CA 92504
(951) 977 9992
Children's Dentistry www rcdentist.com/
ACTIVE TREATMENT PLAN VA 1/25/2022
PREPARED FOR CADEN FLORES

ON 01/25/2023
Treatment plan overview:
The goal of this plan is to tackle the most critical oral health issues. The table below presents all the procedures
that should be completed to fulfill the treatment.
Treatment plan details:
Estimated
Patient
Tooth/ Surf Procedure Fee Insurance
Portion
Coverage
3/0 sealant - per tooth $38.50 $-38.50 $0.00

-- --
1 4 /0 sealant - per tooth $38.50 $-38.50 $0.00
19 /O sealant - per tooth $38.50 $-38.50 $0.00
30/0 sealant - per tooth $38.50 $-38.50 $0.00

-- - - --
Subtotal: $154.00 $-154.00 $0.00
- --
Treatment costs Your benefits
Fee $154.00 Carrier Denti-Cal
Estimated Insurance Coverage $-154.00 Deductible $
Estimated Patient Portion $0.00 Remaining $999,999.00
Notes:
If you have dental insurance, please be aware that THIS IS AN ESTIMATE ONLY. Coverage may be different ii your
deductible has not been met, annual maximum has been met, or if your coverage table is lower than average.
Legal guardian's/Parent's signature:

Date: 01/25/2023 11 :36:46 AM
Sierra Fryer
Monday Dec 04, 2023
09:58 PM I
BAC 0.000
02:46 PM
BAC 0.011
02:44 PM
BAC 0.012
02:40 PM
U
EXHIBIT ______
V
-&ro Riverside
Children'g Dentistry
Excuse Letter For Dental Appointment
Riverside Children's Dentistry

4960 Arlington Ave. Ste A
Riverside, CA 92504-2738
Caden Flores
3250 panorama rd #103
Riverside, CA 92506
Thursday, 01/18/2024
Please excuse Caden Flores due to a dental appointment on 01/18/2024. You are welcome to
contact us with any questions.
Sincerely,
Riverside Children's Dentistry I 4960 Arlington Ave, Suite A Riverside, CA 92504 I 951-977-9992
V
EXHIBIT ______
Sylvan Insight ™ I Math Assessment
Name:
Scaled Score 642 Percentile Rank 31st Grade Level 4.6
Caden Flores Equivalent (GLE)
This score places Caden on a This compares Caden's test score This compares Caden's test score
Aasn•ment Date: learning progression from grade K to other students in North America to the average grade of other
through 12 (0-1400). It identifies at the same grade in school. For students In North America who
January 18, 2024 the best point to start Caden's example, a 4th grade student had !he same score. For example,
Grade at Assessment: Instruction. scoring In the 70th percentile a GLE of 5.3 indicates that the
scored better than 70% of all 4th student scored as well as the
5th grade; 4th month grade students who took the same average 5th grade, 3rd month
test. student.
ACADEMIC SKILLS ASSESSMENT RESULTS
1(1812024 1(18/2024
SKILLS BELOW CADEN'S PLACEMENT: SKILLS AT CADEN'S PLACEMENT:
0 Using the distributive property to complete 0 Writing improper fractions from 0 Multiplying 3-digit number by 1-
calculations picture representations digit number with regrouping
O Using probabmty to determine if a game is fair or 0 Dividing a 3-<ligit number by a 0 Modeling and writing mixed
unfair number ending in zero numbers
0 Identifying two figures that have the same size and 0 Multiplying a two-<ligit number by 0 Multiplying three 1- or 2-<ligit
shape a two-digit number numbers
0 Completing a table according to a given 0 Writing a fraction !hat is equal to 0 Using a number line with mixed
malhemalical rule another fraction numbers, improper fractions
0 Multiplying a 2--digil number by a
2--digit number, regrouping
0 Multiplying a multi-digit number
by a one-digit number
MATH FACTS FLUENCY

Whole Number Operations Integer Operations
Addition Addition
Subtraction Subtraction
Multiplication Multiplication
Division Division
Beginnef Automaticity Beginner lmermediate Advanced Automaicity
Automatlclty Is achk>Y&d In Math Facts Fluency When the student can correctly answer a serfes of math facts Items at a rate of three seconds 0< less per Item.
CADEN FLORES'S SELF-ASSESSMENT

Caden Rares completed a self-evaluation that asks students to raftec:t on their current habits, behaviors, and attitudes towards
school.
Academic Perseverance Academic Self-Confidence School Engagement
...
very low very high very low very high very low very high
Caden Flores is ready to leam new Caden Flores can Identify and address Caden Flores has room to increase
tools to aid in academic success. challenges that impede academic self engagement w�h key elements of
confidence. school success.
DIRECTOR'S COMMENTS
© 2024, Sylvan Leaming Report run at 01/18/2024 09:45:22 PM

"'
Sylvan Insight I Reading Assessment
Name:
Scaled Score 498 Percentile Rank 9th Grade Level 4.4
This score places Caden on a This compares Gaden's test score This compares Caden's test score
Annament Dam: leamlng progression from grade K to o1her studen1s in North America to the average grade of other
through 12 (0-1400). It identifies at the same grade in school. For students in North America who
January 18, 2024
the best point to start Caden's example, a 4th grade student had the same score. For example,
Grade at Assessment: instruction. scoring in the 70th percentile a GLE of 5.3 indicates that the
test. student.
1/18/2024 1/18/2024
SKILLS BELOW CADEN'S PLACEMENT: SKILLS AT CADEN'S PLACEMENT;
0 Identifying the implied main idea in a text 0 Making inferences about text 0 Orally reading text fluently
0 Recalling faCls and details from a text 0 Applying comprehension
0
(Passage 1)
Summarizing the main ideas and
0 Predicting possible outcomes based on information 0
strategies to informational text
details of a text
in a text
0 Using a table of contents and/or index to locate
Defining homophones based on
context 0 Identifying fact and opinion in a
information 0 Defining multiple meaning words

0
text
Drawing conclusions based on
0 Identifying a word's denotation information in a text
and connotation 0 Interpreting visual aids in a text
ORAL READING AND WRITING OBSERVATIONS
--
-
Oral Reading Accuracy Writing Ideas
Pacing Organization
Phrasing Voice
Word Choice
Punctuation
Sentence Fluency
Expression -
poor fair good strong Conventions
poor fair good strong

Caden Flores completed a self-evaluation that asks students to reflect on their current habits, behaviors, and attitudes towards
school.
very low
... vary high very tow very high very low very high
Caden Flores is ready to team new Caden Floras can identify and address Caden Flores has room lo increase
tools to aid in academic success. chaRenges that impede academic self engagement with key elements of
confldenca. school success.
DIRECTOR'S COMMENTS
© 2024, Sylvan Learning Report run at 01/18/202410:09:58 PM

W
EXHIBIT ______
GRADE 4 Report Card
Student's Name: Caden Flores 506036 School: Alcott Elementary School
School Year: 2022 - 2023 Teacher: Matthew Chelette Date Enrolled: 8/8/2022
Performance Level Marks Attendance T1 T2 T3

4 Performance thoroughly demonstrates evidence of grade-level standards
Absences 4 6 7
3 Performance adequately demonstrates evidence of grade-level standards.
2 Performance partially demonstrates evidence of grade-level standards. Tardies 1 2 1
1 Performance minimally demonstrates evidence of grade-level standards. Absences, tardies, or early X X
releases negatively affect
NA Not Applicable - Standard not addressed in this trimester.
achievement.
Language Arts T1 T2 T3 Other Reporting Marks
Speaking and Listening
Actively listens, collaborates, and presents ideas effectively. + Strong Performance
2 2 2
✓ Satisfactory Performance
Reading
Foundational Skills:Knows and applies grade-level phonics, word
2 2 2
- Weak Performance
analysis, and fluency skills to support reading comprehension.
Literature:Uses textual evidence and features to read and analyze
Additional Curricular Areas T1 T2 T3
literary text.
2 2 2
Visual and Performing Arts ✓ ✓ ✓
Informational Text:Uses textual evidence and features to read and
analyze informational text. 2 2 2 Physical Education ✓ ✓ ✓
Writing Digital Literacy ✓ ✓ ✓
Writing Types and Purposes:Writes with clear organization and Behaviors That Support T1 T2 T3
focus for different genres (opinion, informative/explanatory, 2 2 2
-
Leaming
narrative).
Production, Distribution & Research:Writes, revises, and edits
Applies academic effort. ✓ ✓
work appropriate to the task, purpose, and audience; conducts 2 2 2 Follows school/class rules. ✓ ✓ ✓
research. Works collaboratively in a ✓ ✓ ✓
- - -
Language group.
Language Structure:Writes and speaks with proper grammar; writes Completes classwork.
✓ ✓ -
with proper capitalization, punctuation, spelling, and penmanship.
1 1 1
Completes homework.
Vocabulary:Analyzes and uses grade level academic vocabulary
using context, roots, and resources.
1 1 1 Uses organizational skills. - - -
Mathematics T1 T2 T3 Shows respect for school + + +
Operations and Algebraic Thinking:Solves multi-step word personnel and peers.
problems using all four operations. Finds factors and multiples from 1 1 1 1 Displays digital citizenship. ✓ + +
-100.
Numbers and Base Ten:Uses place value strategies; identifies Other Program Participation T1 T2 T3
patterns; compares, rounds, adds, subtracts, multiplies, and divides. 2 2 2
Special Education
Numbers and Fractions:Uses models to compare, add, and
subtract fractions. Compares and represents fractions as decimals.
N/A 2 2 English Learner (See
addendum)
Measurement and Data:Solves problems involving distance, time,
mass, conversions, money, area, and perimeter. Displays fractions 1 1 1 DLI (See addendum)
on a li'le plot. Understands and measures angles. GATE
Geometry:Draws and identifies lines and angles. Classifies shapes
by their properties.
N/A NIA 2 Music (See addendum) X X X
Mathematical Practices:Engages in problem solving, reasoning, Title 1 X X X
and communication.
1 2 2
Other:
History-Social Science T1 T2 T3
Historical, Cultural, Geographic, Political, and Economic Literacy
Parent Notification T1 T2 T3
2 2 2
Applies Historical and Social Sciences Analysis Skills. 2 2 2 Marked if at risk of retention.
Science T1 T2 T3 Marked if conference needed. X X X
Physical, Life, and Earth Sciences 2 3 3 Next Year's Placement
Investigation and Experimentation 2 3 3 Placement I 5
The decision to retain a student with an IEP is
determined by the student's IEP team.
GRADE 4 Report Card
Elementary Music Addendum
School Year: 2022 -2023 Teacher: Matthew Chelette Date Enrolled: 8/8/2022
Music Teacher: Krystin Cowan Instrument: Violin
- Attendance T1 T2 T3
Music Classes Held 20 18
Music Classes Attended 19 16
Trimester Grade Comment
2 2 Active class participant

3 2
X
EXHIBIT ______
Timothy D. Watson, M.D. Kaneez Ali, PA-C
Board Certified Pediatrician
..... Erin Nash-Fairfax, PA-C
·s1on:. - .. �
Edilberto L. Aeas Jr., M.D. <D Ho Yan Li, PA-C
Board Certified Pediatrician Kathryn Porter, PA-C
�p,EDIATRI��
Lauren Hunt, PNP-C
Jesusa Aquino, M.D. Julie Swerdlow-Wailes, FNP-C
Board Certified Pediatrician Caralea Thompson, FNP-C
Daved VanStralen, M.D. Misty Navarrete, FNP-C
Board Certified Pediatrician Mission Pediatrics, Inc.
01/16/2024
Caden Flores
3250 Panorama Rd
103
Riverside, CA 92506
Patient Name: Flores, Caden
DOB: 07/15/2013
To Whom It May Concern:
Caden is a patient of our clinic. He presents to clinic today for physical examination. He
does have nocturnal enuresis, a common medical condition in children, usually
hereditary, someone in family have the same condition. The condition could resolve as
patient gets older. Since he did have work up for the condition yielding normal results,
this is reassuring that he will outgrow the issue.
Thank you very much.
Sincerely,
Edilberto Agas, Jr. M.D.
Edilberto L. Agas Jr MD, FAAP

cc:
enc:
Riverside Office Perris Office

6926 Brockton Avenue Suite 6 www.missionpediatrics.com 215 W. 4th Street
Riverside. CA 92506 Perris. CA 92570
Phone: (951) 779 - 1670 / Fax: (951) 779 - 1679 Phone:(951) 943-4751/ Fax:(951)657-3522
San Bernardino Office Redlands Office

1906 S. Commercenter Dr. #101 East 114 W. Vine St.
San Bernardino, CA 92408 Redlands, CA 92373
Phone:(909) 891-1913/Fax: (909) 884-0810 Phone: (951)779-1670/Fax: (951)779-1679
4-
Timothy D. Watson, M.D. Kaneez Ali, PA-C
1'c<D-s
_
Board Certified Pediatrician Erin Nash-Fairfax, PA-C
Edilberto L. A2as Jr., M.D. Ho Yan Li, PA-C
MJSSIOff
Kathryn Porter, PA-C
�p�oJATR --' �
Board Certified Pediatrician
Lauren Hunt, PNP-C
Jesusa Aquino, M.D. Julie Swerdlow-Wailes, FNP-C
Board Certified Pediatrician Caralea Thompson, FNP-C
Daved VanStralen, M.D. Misty Navarrete, FNP-C
Board Certified Pediatrician Mission Pediatrics, Inc.
01/16/2024
Caden Flores
3250 Panorama Rd
103
Riverside, CA 92506
Patient Name: Flores, Caden
MISSION PEDIATRICS APPROVED SCHOOL EXCUSE NOTE
To Whom It May Concern regarding: Caden Flores, 07/15/2013,
This is to certify that Caden Flores is medically cleared to return to school. He was
seen in our clinic on 1/16/2024. Please excuse his absence from dates 1/16/2024 to
1/16/2024. May return on 01/17/2024.
Thank you for your assistance in helping us continue to provide quality care for our
patients.
Respectfully,
Edilberto Agas, Jr. M.D. and The Mission Pediatrics Team
cc:
enc:
Riverside Office Perris Office

6926 Brockton Avenue Suite 6 www.missionpediatrics.com 215 W. 4th Street
Riverside. CA 92506 Perris. CA 92570
Phone: (951) 779 - 1670 / Fax: (951) 779 - 1679 Phone:(951) 943-4751/ Fax:(951)657-3522
San Bernardino Office Redlands Office

1906 S. Commercenter Dr. #101 East 114 W. Vine St.
San Bernardino, CA 92408 Redlands, CA 92373
Phone:(909) 891-1913/Fax:(909) 884-0810 Phone:(951)779-1670/Fax:(951)779-1679
V
-&ro Riverside
Children'g Dentistry
Excuse Letter For Dental Appointment
Riverside Children's Dentistry

4960 Arlington Ave. Ste A
Caden Flores
3250 panorama rd #103
Riverside, CA 92506
Thursday, 01/18/2024
Please excuse Caden Flores due to a dental appointment on 01/18/2024. You are welcome to
contact us with any questions.
Sincerely,
Riverside Children's Dentistry I 4960 Arlington Ave, Suite A Riverside, CA 92504 I 951-977-9992
Y
EXHIBIT ______
11:53 ,,II LTE IE!
172 Caden Flores

My name is Sierra Fryer and I'm the mother
of Caden Flores. I am emailing to provide you
with my contact information and to ask if you
have a preference for communicating about
Caden. Whether it be class dojo, remind,
email, or the Aries portal. Please let me know
if there is anything Caden needs to work on
or if any concerns arise I am always available.
Thank you,
Sierra Fryer
!��· Jordan Bandong

To:
Hello!
It is very nice to meet you. Caden seems to

be fitting in perfectly being back at Alcott. I
am going to add you to my Class Dojo today
so you can get class updates or send me
messages if needed. I look forward to a
wonderful second half of the school year!
Respectfully,
Mr. Bandong
Z
EXHIBIT ______
�••asmne
0
q,th o dontic
H Sam Tong DDS PhD
www.BigSmileOrtho.com
11705 Slate Ave. #150 3860 Grand Ave. #C
Riverside, CA 92505 Chino, CA 91710
Tel: (951) 689-8021 Tel: (909) 902-1180
Fax: (951) 689-8025 Fax: (909) 902-1185
Date: \ } I g/ 2,01,3
Patient N�me: C o,o{-(:, ,_...., fI OV-e S
Phone Number: qs-; - 57'S - g g v; 8
Payment Type: Cash ( ) Insurance ( ) Medi-Cal (
Complimentary Consultation For:
Braces � lnvisalign ( ) Other ( )
Specific Concerns: On S v I i-
C
Dental Treatment Is:

Complete� In progress ( ) On hold ( )
Prophylaxis done within 6 months Ye� No (
Instructions to patient
1. Please call to schedule your complimentary consultation
for Braces or lnvisalign.
2. Please bring this slip with you.
Referring Dentist: Dr
V01 Y"' -e
Address:---------------
ffi DIPLOMATE
AMERICAN 80ARO E
�
American
Association
Mon-be,
of
• OF OltTHODONTICI - • Orthodontists
AA
EXHIBIT ______
Sylvan Insight ™ I Math Assessment
Name:
Scaled Score 642 Percentile Rank 31st Grade Level 4.6
This score places Caden on a This compares Caden's test score This compares Caden's test score
Aasn•ment Date: learning progression from grade K to other students in North America to the average grade of other
through 12 (0-1400). It identifies at the same grade in school. For students In North America who
January 18, 2024 the best point to start Caden's example, a 4th grade student had !he same score. For example,
Grade at Assessment: Instruction. scoring In the 70th percentile a GLE of 5.3 indicates that the
test. student.
1(1812024 1(18/2024
SKILLS BELOW CADEN'S PLACEMENT: SKILLS AT CADEN'S PLACEMENT:
0 Using the distributive property to complete 0 Writing improper fractions from 0 Multiplying 3-digit number by 1-
calculations picture representations digit number with regrouping
O Using probabmty to determine if a game is fair or 0 Dividing a 3-<ligit number by a 0 Modeling and writing mixed
unfair number ending in zero numbers
0 Identifying two figures that have the same size and 0 Multiplying a two-<ligit number by 0 Multiplying three 1- or 2-<ligit
shape a two-digit number numbers
0 Completing a table according to a given 0 Writing a fraction !hat is equal to 0 Using a number line with mixed
malhemalical rule another fraction numbers, improper fractions
0 Multiplying a 2--digil number by a
2--digit number, regrouping
0 Multiplying a multi-digit number
by a one-digit number
MATH FACTS FLUENCY

Whole Number Operations Integer Operations
Addition Addition
Subtraction Subtraction
Multiplication Multiplication
Division Division
Beginnef Automaticity Beginner lmermediate Advanced Automaicity
Automatlclty Is achk>Y&d In Math Facts Fluency When the student can correctly answer a serfes of math facts Items at a rate of three seconds 0< less per Item.

Caden Rares completed a self-evaluation that asks students to raftec:t on their current habits, behaviors, and attitudes towards
school.
...
very low very high very low very high very low very high
Caden Flores is ready to leam new Caden Flores can Identify and address Caden Flores has room to increase
tools to aid in academic success. challenges that impede academic self engagement w�h key elements of
confidence. school success.
DIRECTOR'S COMMENTS
© 2024, Sylvan Leaming Report run at 01/18/2024 09:45:22 PM

"'
Sylvan Insight I Reading Assessment
Name:
Scaled Score 498 Percentile Rank 9th Grade Level 4.4
This score places Caden on a This compares Gaden's test score This compares Caden's test score
Annament Dam: leamlng progression from grade K to o1her studen1s in North America to the average grade of other
through 12 (0-1400). It identifies at the same grade in school. For students in North America who
January 18, 2024
the best point to start Caden's example, a 4th grade student had the same score. For example,
Grade at Assessment: instruction. scoring in the 70th percentile a GLE of 5.3 indicates that the
test. student.
1/18/2024 1/18/2024
SKILLS BELOW CADEN'S PLACEMENT: SKILLS AT CADEN'S PLACEMENT;
0 Identifying the implied main idea in a text 0 Making inferences about text 0 Orally reading text fluently
0 Recalling faCls and details from a text 0 Applying comprehension
0
(Passage 1)
Summarizing the main ideas and
0 Predicting possible outcomes based on information 0
strategies to informational text
details of a text
in a text
0 Using a table of contents and/or index to locate
Defining homophones based on
context 0 Identifying fact and opinion in a
information 0 Defining multiple meaning words

0
text
Drawing conclusions based on
0 Identifying a word's denotation information in a text
and connotation 0 Interpreting visual aids in a text
ORAL READING AND WRITING OBSERVATIONS
--
-
Oral Reading Accuracy Writing Ideas
Pacing Organization
Phrasing Voice
Word Choice
Punctuation
Sentence Fluency
Expression -
poor fair good strong Conventions
poor fair good strong

Caden Flores completed a self-evaluation that asks students to reflect on their current habits, behaviors, and attitudes towards
school.
very low
... vary high very tow very high very low very high
Caden Flores is ready to team new Caden Floras can identify and address Caden Flores has room lo increase
tools to aid in academic success. chaRenges that impede academic self engagement with key elements of
confldenca. school success.
DIRECTOR'S COMMENTS
© 2024, Sylvan Learning Report run at 01/18/202410:09:58 PM

AB
EXHIBIT ______
Domestic Violence Batterers Program
Type of Report Proof of Enrollment
To: Riverside Hall of Justice From: PHS Counseling - Riverside
4100 Main Street 14161 Elsworth St, STE J
Moreno Valley, CA 92553-9007
Attn: Riverslde@phscounseling.com
Phone#: (951) 526-5092
Fax#: (951) 777-3724
Fax#: (951) 402-2600
Refe"al Information
Edward Medina D08:2/2/1993 Case#:RIM2207482
Intake date: 5/6/2022 Reinstated date: 1/24/2024 First class date: TBD Last class attended:
Total Credit* Oasses accured to date: Number of Absences:
19
Qasses not paid for (payment pending): 0
Qasses attended to date: 21
*Clients receive credit only for paid classes. Graduation certificates arc issued only after the total balance bu been paid.
Finance: Pays TBD per class
EVALUATION:
Ba,cd upon integration of all the information presently availab�, including the client's behavior in group; submitted documentation; and the groui:
therapist's clinical impressions, the program's ratings of the participant arc as follows: 0-Unknown I-Failing; may be dropped soon l-Latk of effo
Needs lmprovemcat 3-Scldom 4-Sometimcs 5-A, expected; making good effort 6-0ften 7-Almost always
EsffmatcdRiskofRetldivism !Unbwwn !J=Low [TI [II II][!] [I} I!] E) [!](II� IO=High
• � ubove eslimuliu11 it not lxued 011 any te&I n,auli.. II/., only ha.,ed 011 thefacililatr,r'.• per:10nul observatim, ofthe dient's behavior duri11g group sessimr.,.
SUBSTANCE ABUSE: 0 None Apparent O Tenns Court-ordered O Terms needed

Client: D Admits abuse: 0 Alcohol O Drugs O Has appeared under the influence
Support Group (e.g. AA/NA): 0 Not needed D Attends O Refused
COMMENTS:
Edward Medina has completed enrollment documentation and is scheduled to attend orientation on 2/15/2024 with PHS
Counseling.
I declare that the information contained in this report is true and correct based upon the requirements of the program
provider, the Riverside County Probation Department Standanls and Guidelines for Tr�tment Programs, and Califor 1
fH� Cozu,,sd(ng i
State Law. Certifi,t� C,;>y 1
Authorized Signature: �a6d.i£ OM� Date: 01/25/2024
Facilitator: TBD y up#: TBO Daymme:TBD
AC
EXHIBIT ______
BACtrack I VIEW'
Activity Report
Name Sierra Fryer
Email sierrafryer@aol .com
Report Generated 02/01/24 04:10 PM PST
02/01/24 04:09 PM PST BAG test taken. BAG level: 0.000

02/01/24 09:54 AM PST BAG test taken. BAG level: 0.000
01/27/24 03:55 PM PST Scheduled test was missed \,.,c..� C7\.. S l (; ( f ·
01/25/24 11 :58 AM PST BAG test taken. BAG level: 0.000
01/20/2412:24 PM PST BAG test taken. BAG level: 0.000
01/18/24 10:31 AM PST BAG test taken. BAC level: 0.000
01/17/24 03:22 PM PST BAG test taken. BAC level: 0.000
01/16/24 08:59 PM PST BAC test taken. BAG level: 0.000
01/15/24 06:15 PM PST BAC test taken. BAG level: 0.000
... o o, V'\1 Di
01 /13/24 02:45 PM PST Scheduled test was missed V.... o_.., • · , ,,,
v • J
01/10/24 12:25 PM PST Scheduled test was missed -1.,, i t:1 r-- � I>' t O v (' -+ •
01/09/2401:50 PM PST BAC test taken. BAC level: 0.000
01/07/24 07:05 PM PST Scheduled test was missed o� .{' 1 ;�.-.� ho """ fro t"1'1 GA
01 /07/24 09:15 AM PST Scheduled test was missecrT .r&� @ °":, Po ""t" in GA.
01 /06/24 03:32 PM PST BAC test taken. BAC level: 0.000
01/06/24 08:25 AM PST Scheduled test was missed A� I-<. C f. (;, A i ;vn £, W-&t� 'S:
Z� �
01/05/24 07:05 AM PST Scheduled test was missed"! V\ G.A Co..)<'+.
01/04/24 10:35 AM PST Scheduled test was missed Oh F\ :
!l h -t t O G.A .
01/01/24 11 :08 AM PST BAC test taken. BAC level: 0.000
12/30/23 03:45 PM PST Scheduled test was missed AS I c. , 0
12/25/23 10:55 AM PST Scheduled test was missed Vr�v!h_j -re, J"lom.S {or >(- �S.
12/21/23 01 :09 PM PST BAC test taken. BAC level: 0.000
12/16/23 11 :47 AM PST BAC test taken. BAC level: 0.000
12/15/23 12:25 PM PST Scheduled test was missed \,Jtl� ·, h \,vo f' \£.. h--\ -t-(-4- ·, h �.
U
2/04/23 02:46 PM PST BAC test taken. BAC level: 0.000 oot<;��e Co.-, tGt m� het 11t
2/04/23 02:44 PM PST BAC test taken. BAC level: 0.011]
� tt"l-e Vii\,� ,e � . C, \�t,t r
2/04/23 02:40 PM PST
12/03/23 08:16 PM PST
BAC test taken. BAC level: 0.012
BAC test taken. BAC level: 0.000
/!J&'\ C O..,t t < V"' 7 LJ _ ,6 M tn
:5 ·
11/25/23 03:25 PM PST Scheduled test was missed 'OriV' iY) �
10/19/23 09:39 PM PDT BAG test taken. BAC level: 0.000
10/19/23 09:43 AM PDT BAG test taken. BAG level: 0.000
10/18/23 08:17 PM PDT BAC test taken. BAG level: 0.000
10/1 8/23 1 1 :48 AM PDT BAC test taken. BAG level: 0.000 .\ S: d � Con ttc � i h eu1 +
[10/18/23 11:46 AM PDT BAG test taken. BAC level: 0.010 ] Dv
10/18/23 11:45 AM PDT
/' R:>..A L. t=t-h -('(° zn-,: r.
BAG test taken. BAC level: 0.011 v+e."1 ('
10/12/23 07:16 PM PDT BAG test taken. BAG level: 0.000
09/24/23 11:38 AM PDT BAG test taken. BAC level: 0.000
09/1 5/23 08:39 PM PDT BAG test taken. BAG level: 0.000
AD
EXHIBIT ______
AE
EXHIBIT ______
GRADE 4 Report Card
School Year: 2022 - 2023 Teacher: Matthew Chelette Date Enrolled: 8/8/2022
Performance Level Marks Attendance T1 T2 T3

4 Performance thoroughly demonstrates evidence of grade-level standards
Absences 4 6 7
3 Performance adequately demonstrates evidence of grade-level standards.
2 Performance partially demonstrates evidence of grade-level standards. Tardies 1 2 1
1 Performance minimally demonstrates evidence of grade-level standards. Absences, tardies, or early X X
releases negatively affect
NA Not Applicable - Standard not addressed in this trimester.
achievement.
Language Arts T1 T2 T3 Other Reporting Marks
Speaking and Listening
Actively listens, collaborates, and presents ideas effectively. + Strong Performance
2 2 2
✓ Satisfactory Performance
Reading
Foundational Skills:Knows and applies grade-level phonics, word
2 2 2
- Weak Performance
analysis, and fluency skills to support reading comprehension.
Literature:Uses textual evidence and features to read and analyze
Additional Curricular Areas T1 T2 T3
literary text.
2 2 2
Visual and Performing Arts ✓ ✓ ✓
Informational Text:Uses textual evidence and features to read and
analyze informational text. 2 2 2 Physical Education ✓ ✓ ✓
Writing Digital Literacy ✓ ✓ ✓
Writing Types and Purposes:Writes with clear organization and Behaviors That Support T1 T2 T3
focus for different genres (opinion, informative/explanatory, 2 2 2
-
Leaming
narrative).
Production, Distribution & Research:Writes, revises, and edits
Applies academic effort. ✓ ✓
work appropriate to the task, purpose, and audience; conducts 2 2 2 Follows school/class rules. ✓ ✓ ✓
research. Works collaboratively in a ✓ ✓ ✓
- - -
Language group.
Language Structure:Writes and speaks with proper grammar; writes Completes classwork.
✓ ✓ -
with proper capitalization, punctuation, spelling, and penmanship.
1 1 1
Completes homework.
Vocabulary:Analyzes and uses grade level academic vocabulary
using context, roots, and resources.
1 1 1 Uses organizational skills. - - -
Mathematics T1 T2 T3 Shows respect for school + + +
Operations and Algebraic Thinking:Solves multi-step word personnel and peers.
problems using all four operations. Finds factors and multiples from 1 1 1 1 Displays digital citizenship. ✓ + +
-100.
Numbers and Base Ten:Uses place value strategies; identifies Other Program Participation T1 T2 T3
patterns; compares, rounds, adds, subtracts, multiplies, and divides. 2 2 2
Special Education
Numbers and Fractions:Uses models to compare, add, and
subtract fractions. Compares and represents fractions as decimals.
N/A 2 2 English Learner (See
addendum)
Measurement and Data:Solves problems involving distance, time,
mass, conversions, money, area, and perimeter. Displays fractions 1 1 1 DLI (See addendum)
on a li'le plot. Understands and measures angles. GATE
Geometry:Draws and identifies lines and angles. Classifies shapes
by their properties.
N/A NIA 2 Music (See addendum) X X X
Mathematical Practices:Engages in problem solving, reasoning, Title 1 X X X
and communication.
1 2 2
Other:
History-Social Science T1 T2 T3
Historical, Cultural, Geographic, Political, and Economic Literacy
Parent Notification T1 T2 T3
2 2 2
Applies Historical and Social Sciences Analysis Skills. 2 2 2 Marked if at risk of retention.
Science T1 T2 T3 Marked if conference needed. X X X
Physical, Life, and Earth Sciences 2 3 3 Next Year's Placement
Investigation and Experimentation 2 3 3 Placement I 5
The decision to retain a student with an IEP is
determined by the student's IEP team.
GRADE 4 Report Card
Elementary Music Addendum
School Year: 2022 -2023 Teacher: Matthew Chelette Date Enrolled: 8/8/2022
Music Teacher: Krystin Cowan Instrument: Violin
- Attendance T1 T2 T3
Music Classes Held 20 18
Music Classes Attended 19 16
Trimester Grade Comment
2 2 Active class participant

3 2
AF
EXHIBIT ______
Dear your Honor,
My name is Sierra Fryer and I have the privilege of being Caden's' Mother. Caden has been the light of
my life since the moment he was born he is a happy, loving, and funny boy with a big heart, love for
animals, a bigger love for sushi and has a large and loving family here in California including his little
brother who was born in May 2023. Caden has not been able to see and bond with his little brother
because shortly after he was born Caden went to Georgia to visit his dad for 2 months. Caden's aunts,
uncles, cousins, grandmother, and friends are all here in California. He has lived in California his whole
life and has many ties to the community and school district that have kept him consistently cared for and
have provided educational support as well. Throughout Caden's life I have always made sure his dad was
included in any decisions from small to large. Including schooling, medical, if he was sick, behavioral
issues, if he had to go to the doctor or hospital, his grades, attendance, and anything else regarding our
son no matter the circumstance.
Caden at 13 months old was babbling, saying a few words, and making routine consonant sounds.
Then suddenly seemingly overnight, it stopped, all of it. I took him to the Inland center in San Bernardino
at 18 months to evaluate him for Autism, it was deemed he was not autistic but was delayed, it wasn't
until 2016 that Jean-Marc admitted to shaking him briefly, stating it wasn't very hard and he just threw
him on his bed. This is when the relationship ended. However, I fully believe this is the reason for
Caden's delays and processing issue.
This is also not the first time Caden was taken and kept away from me by his father with no basis for
doing so. When Caden was in Kindergarten Jean-Marc and his wife Kayla picked Caden up from school
without telling me. I went to pick him up and was told his dad picked him up. I called and texted Jean
Marc over 15 times that day wondering where our son was and what was going on. I called hospitals and
police stations thinking they had been in an accident or seriously hurt. They both saw my messages and
pleads just let me know if everyone is okay and ignored them for over 8 hours. I finally got a hold of
Kayla where she screamed at me and said I would not be getting Caden ever. Me and Jean-Marc were
able to settle this incident by messaging on talking parents where he agreed he would not do that again.
This is now the second time Jean-Marc has fled with our son, he unenrolled him from Riverside school
district without speaking with me and did not have him in school for 6 full weeks in Georgia. He enrolled
Caden in school on October 13th and did not tell me what school, who his teacher is, or add me to the
emergency card.
Caden has an active IEP plan with Riverside school district due to a speech delay and processing
disorder, his attendance is great, and while he does struggle in school especially with math he is not
failing or at risk for retention. He participates in speech services weekly, he has had a full psychomotor
examination done at school requested by me, he has been active in violin classes through the
community center and has played baseball every season through the little league. I provide Caden with
homework support after he gets out of school, have bought all his school supplies, clothing, hygiene
products, food, and activities since he was born. Jean- Marc has not but one time sent clothes or
supplies for school and has never been placed on child support. I handle all day-to-day activities with
Caden, every doctor's appointment, every school lEP, every parent teacher conference, every stomach
bug, flu, cold, and covid by myself. Jean-Marc does not attend any meetings or IEP's even though they
are virtual, and he has been invited via email by the school every time.
The only thing I've ever asked of Jean-mare was that he stop being a rotating door for Caden. Before
his dad moved to Georgia in 2019, we had a week on week off schedule. For months Jean-Marc didn't
get Caden for his weeks with him, then we switched to Jean-Marc getting him on weekends and he
stopped doing that consistently as well, that's when I let him know he needs to be in or out because he
was causing harm to Caden's mental health and life. Then in 2019 Jean moved to Georgia to be with his
girlfriend and agreed that Caden should be with me during the school year, and he would go up to
Geogia on summer and winter breaks. Every summer and winter break for the last three years Caden has
spent in Georgia. I willingly give up the whole summer which includes every birthday of Caden's and
Christmas so that Caden can have as much time with his dad as possible.
On the night of September 4th, 2023, it was Labor Day, and I was home with Caden, my youngest son,
and the father of my youngest son, I had had a few drinks, exactly 3 from the hours of 6pm to 11pm My
youngest son's father did not drink anything. We were having a typical night at home watching movies,
cooking dinner, and getting the baby ready for bed while Caden played Xbox over the phone with his
dad. Caden had attempted to sit on the left side of the couch, however this side of the couch recently
had spring break underneath and hadn't been repaired. In order to prevent him from getting poked by
the spring my youngest son's father grabbed Caden's arm and guided him to the other side. Caden's dad
Jean-Marc did not like this and began screaming at me over the phone, calling me every name you can
think of. This in turn did start a yelling match between me and Jean-Marc. I was accused of being
intoxicated, which I was not, and by the end of the call the tensions were high, and I walked away from
the call. I went and laid down on the floor as I often do to relieve my lower back pain from 2 failed
epidurals during the birth of my youngest son in May. At this point it was almost 2 am in the morning
and I was exhausted from the argument and from the long day we had. I went to sleep, Caden came over
to me multiple times and I could hear his dad and his wife on the phone. After being screamed at and
insulted I did not want to speak with them and ignored their requests to get back on the phone. I asked
Caden to go to bed and went back to sleep. I woke up to the police knocking on my door for a welfare
check initiated by the wife of Caden's dad, I got up and spoke with the officers they deemed me not only
coherent but not intoxicated at all, the police left both of my boys with me without any issues. After this
I spoke with Jean-Marc on the phone, and he stated he would call CPS over and over, using them as a
weapon or keep calling the police to my house for welfare checks if I didn't agree to let him take Caden
for a few weeks and text him so he had proof. This normally wouldn't be an issue but since I'm the
property manager of my apartment complex having police at my residence consistently would cost me
my job and my place to live. In order to avoid this, I agreed, and his dad said he would send him back in 3
weeks.
I have never put our son in danger, I have no history of alcohol or drug abuse, and have always
ensured a loving home with consistency for my children. While I did develop postpartum depression
after my youngest was born, I am in weekly therapy and have been on an antidepressant for months
now. I have no symptoms of depression and it never affected my ability to parent my children or keep
them safe. To prove that I'm not a heavy drinker like Jean-Marc and his wife are claiming I purchased the
BACTRACK View breathalyzer which is accepted in courts nationwide. I was not ordered to do this but
did it of my own volition. I get 2 randomly timed tests daily and have passed every single day from
September 13th to now besides one test on October 18th, 2023, that was affected by a cough drop, my
BAC on the next test two minutes later was 0.00.
Jean-Marc and I made multiple written agreements to have Caden sent back home, and Jean-Marc has
reneged on every single one. The first agreed upon date was three weeks after he took him, he refused
to send him back.
I spoke to our son via facetime in September and he told me he wanted to come home before
Halloween, I video recorded this conversation. I spoke to Jean- Marc and he said I need to ask Caden
again on October 1st to make sure. This was stressful for Caden as he is being forced to choose these big
decisions by his dad and his wife instead of just being able to be a kid. Jean-Marc at this point is putting
an immense amount of stress and pressure on a 10-year-old child with a processing learning disability.
However, I asked Caden again on October 1st and once again he stated he wanted to come home on the
29th and even told me what costume he wanted (a blow up ender man costume and that he wants to go
trick or treating and to the pumpkin patch) As soon as I got off the phone with Caden Jean-Mares wife
became upset about Caden's choice and Jean-Marc then stated Caden got confused and wants to come
home at the end of December. There was no room for confusion as the question I asked Caden was "Do
you want to come home on October 29th before Halloween?" and he said "Yes" while looking towards
the front of the vehicle where his dad was driving and his wife was in the passenger seat, Caden was
visibly nervously looking at them. Every time I have spoken with Caden on facetime Jean-Mares wife
Kayla is there and anytime I ask him a question or speak with him he's looking off camera at Kayla and
looks terrified to say the wrong thing. I truly believe Caden is being told what he can and cannot say and
being coached by Kayla. Our son is terrified to tell them he wants to come home but has done so
multiple times and still they are refusing to send him home. He is being forced by his father to carry the
weight of this disagreement on his shoulders entirely and I fear it will negatively affect Caden even
further.
On October 26th Caden was taken to the emergency room at 3am due to suspected appendicitis, I was
not informed he was in the hospital or ill until almost 12 hours later at 3pm, Jean-mare did not tell me,
and I found out through a family member. Jean-Marc didn' t call me to let me know what was going on
until almost 9pm.
At the time of this letter, there had been almost 2 weeks since I had talked to Caden or received a
response from Jean-Marc, Caden's iPhone location was turned off, so I had no idea where he was or if he
was okay. I texted his dad multiple times during this period and asked his dad to just let me know that
he's okay, he eventually responded after almost 2 weeks indicating he is unable to facilitate contact with
myself and Caden because he is working.
The taking of Caden over state lines was due to a huge exaggeration from Kayla and Jean-Marc
without any proof of their claims and consistent threats and disruption to my home and place of
business. Despite the personal issues between Jean-Marc, myself, and his wife I still do believe Caden
deserves to know his dad and spend time with him in order to strengthen their relationship and build a
bond. However, the refusal to send him home as agreed upon, not including me in schooling decisions,
medical decisions, and the participation in parental alienation leads me to believe that Jean-Marc is not
capable of having joint legal custody at this time. I feel it is in the best interest of Caden that I be allowed
full legal custody, Primary physical custody and for ontinue to get every summer and
��:;,_----
winter break in Georgia.
AG
EXHIBIT ______
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Christian Williams
VILLA CAMILLE {PROPERTY MANAGER)
TO WHOEM THIS MAY CONCERN, I HAVE KNOWN SIERRA

FRYER FOR OVER 4 YEARS NOW. SINCE I MET HER SHE
HAS BEEN NOTHING BUT RESPECTFUL AND RESPONSIBLE.
SHE WORKED FOR MY BUSINESS, VILLA CAMILLE, FOR
THREE YEARS. SIERRA IS DETAIL ORIENTED, EFFICIENT
AND EX TREMELY COMPETENT. SHE GOES ABOVE AND
BEYOND MY EXPECTATIONS.I SINCERELY VALUE HER
WORK AND OUR RELATIONSHIP.
IF YOU NEED ANY MORE INFORMATION CONTACT ME AT
951-653-1695.
Christian W
10/25/2023
AH
EXHIBIT ______
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Christian Williams
VILLA CAMILLE {PROPERTY MANAGER)
TO WHOEM THIS MAY CONCERN, I HAVE KNOWN SIERRA

FRYER FOR OVER 4 YEARS NOW. SINCE I MET HER SHE
HAS BEEN NOTHING BUT RESPECTFUL AND RESPONSIBLE.
SHE WORKED FOR MY BUSINESS, VILLA CAMILLE, FOR
THREE YEARS. SIERRA IS DETAIL ORIENTED, EFFICIENT
AND EX TREMELY COMPETENT. SHE GOES ABOVE AND
BEYOND MY EXPECTATIONS.I SINCERELY VALUE HER
WORK AND OUR RELATIONSHIP.
IF YOU NEED ANY MORE INFORMATION CONTACT ME AT
951-653-1695.
Christian W
10/25/2023

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Gary S.

17 NOTICE IS HEREBY GIVEN that RESPONDENT, SIERRA FRYER, by

22 2. Attached Hereto As Exhibit "B" Is The Caden Flores Psycomotor Exam

23 3. Attached Hereto As Exhibit "C" Is The Caden Flores Student Profile

2 8. Attached Hereto As Exhibit "H" Is The 22-11-10 Psychomotor exam Caden

8 11. Attached Hereto As Exhibit "K" Is The 23-10-18 Laboratory Result

8 Violence Batterers Program

16 32. Attached Hereto As Exhibit "AF" Is The letter from Sierra

12/15/23 06:36 PM PST BAC test taken. BAC level: 0.000

HEALTH AND DEVELOPMENTAL HISTORY

Address Verified: 05/06/2019

nrollment Information � . ·�·

MEETING/CASE MANAGER INFORMATION

SPECIAL FACTORS (check the appropriate box for each item)

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

Primary Disability: Speech or Language Impairment Secondary Disability: None

STUDENT STRENGTHS, PREFERENCES, AND INTERESTS

PARENT CONCERNS RELEVANT TO EDUCATIONAL PROGRESS

Riverside Unified School District

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

GROSS/FINE MOTOR DEVELOPMENT

Riverside Unified School District

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

Riverside Unified School District

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

Last vision screening: _____________

Curriculum Standard: Monitored by:

✔ Goal is related to enabling the student to participate in general education curriculum.

Area Skill (Optional)

Curriculum Standard: Monitored by:

Goal is related to enabling the student to participate in general education curriculum.

PROGRESS REPORT METHOD AND FREQUENCY

Riverside Unified School District

STATEWIDE ASSESSMENT SYSTEM (Supports and Accommodations for Accessibility)

Designated Supports (Embedded) Accommodations (Embedded)

Mathematics Assessment (Grades 3-8 and 11):Smarter Balanced without Supports/Accommodations

Designated Supports (Embedded) Accommodations (Embedded)

Designated Supports (Embedded) Accommodations (Embedded)

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

Directions/Instructions Student Response

Location: Frequency: Duration: Start Date: End Date:

Location: Frequency: Duration: Start Date: End Date:

Location: Frequency: Duration: Start Date: End Date:

Riverside Unified School District

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

SPECIAL EDUCATION AND RELATED SERVICE OPTIONS CONSIDERED

SPECIAL EDUCATION AND RELATED SERVICES OFFERED

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Delivery Model: Frequency: Duration: Start Date: End Date:

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

ASSISTIVE/AUGMENTATIVE DEVICES OR TOOLS

LOW INCIDENCE BOOKS, MATERIALS, EQUIPMENT

SUPPORTS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING

SUPPORTS FOR STUDENTS WHO ARE VISUALLY IMPAIRED

Riverside Unified School District

Student: Flores, Caden Date of Birth: 7/15/2013 Date: 11/14/2022

SUPPORTS FOR SCHOOL PERSONNEL

Description: Provider: Responsible Staff: