Completed+ReEvaluation

REEVALUATION REPORT (RR) Pennsylvania 19057 |||||| **Phone: (W)** ||||||  ||
 * **Student Name:** James |||||||||||| **Student Birth Date:** 6/17/2000 ||
 * **Age:** 8 |||||||||||| **Grade:** 03 ||
 * **Date of Report:** 2/11/2009 |||||||||||| **Date Report Provided to Parent/Guardian/Surrogate:** 2/12/2009 ||
 * **School Student is Attending:** Buchanan |||||||||||| **Local Education Agency (LEA):** Bristol Township School District ||
 * **County of Residence:** Bucks |||||||||||| **Current Educational Program:** Emotional Support (school-age only) ||
 * **Name of Parent/Guardian/Surrogate:** Mr. ||
 * **Address:** ||||||  |||||| **Phone: (H)** |||||| 215-946-2168 ||
 * |||||| Levittown,
 * **Other Information:** ||
 * **Date IEP Team Reviewed Existing Evaluation Data:** 12/23/2008 ||
 * **The IEP team must decide if it has enough data to determine: the student’s educational needs; the present levels of academic achievement and related developmental needs of the student; whether any additions or modifications to the special education and related services are needed to enable the student to meet the measurable annual goals in the IEP and to participate as appropriate in the general education curriculum; and whether the student continues to need special education and related services.** ||


 * **I. SUMMARIZE INFORMATION REVIEWED**
 * Complete Items 1-7 for all students** ||
 * **1. Physical condition, social, or cultural background, and adaptive behavior relevant to the student’s disability and need for special education:** ||
 * James is an 8 year, 6 month old, 3rd grade student currently attending Buchanan Elementary School. He attended the Tawanka Preschool program and then began school at John Fitch Elementary. He moved to South Carolina for a period of time before returning to Bristol Township this school year. He lives at home with both natural parents, a sister and a brother. ||
 * **2. Evaluations and information provided by the parent (or documentation of LEA’s attempts to obtain parental input):** ||
 * Dawn Marie, School Social Worker, took a complete social history from Mr. Thomas Alexander. The following information is reiterated from that report dated 4/25/05. As per Mr. Thomas**,** pregnancy was full term, without complications and delivery was normal. During James’ first year, he had ear infections. He had myringotomies inserted at age three. Developmental milestones were achieved at the following intervals: he just began talking within the last few months; walking within normal limits; bowel and bladder trained at 4 years. Behaviorally, he continues to tantrum. He screams and kicks, but does not hurt himself. Discipline includes time out, being sent to his room, and time off of the computer. His sleep is regular and uninterrupted. He has a great relationship with his sister, but some sibling rivalry with his brother. Father also reports that he has good peer relationships, but does not like to share toys. His health is good, vision is normal, and tubes have helped to make hearing normal, as well. James' parents provided a copy of an evaluation he received on 4/21/08. James was evaluated by Anne Kinsman, Ph.D at the Children's Hospital of the University Medical Center in Greenville, S.C.. The evaluation appeared to be thorough as it involved the use of several scales, observations, interviews, and review of previous educational and medical records. As a result of this evaluation James was diagnosed with autism.  ||
 * **3. Aptitude and achievement tests:** ||
 * James was administered the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) on 1/14/09. He obtained a Verbal Comprehension Index score of 99(47th percentile), a Perceptual Reasoning Index score of 112(79th percentile), a Working Memory Index score of 77(6th percentile), a Processing Speed Index score of 94(34th percentile), a Full Scale IQ score of 97(42nd percentile), and a General Ability Index score of 106(66th percentile). James overall abilities were measured to be in the Average range. James exhibited significant weakness in his short-term auditory and short-term visual memory. He is a conceptual thinker and can abstract thought as well. His fund of basic information is fairly weak and he has difficulty articulating many of his thoughts and ideas. His comprehension of feelings, both his own and others is poor. His comprehension of social situations is average.

Speech Language Input - Mary Ellen Maguire, MS CCC-SLP

The Test of Language Development-Primary Fourth Edition (TOLD-P:4) was administered to determine if the student's language proficiency is significantly below their peers and provide specific strengths and weaknesses in language skills. The following results were obtained:|| Subtests || Scaled Scores (7-10=average) ||
 * Picture Vocabulary || 5 ||
 * Relational Vocabulary || 9 ||
 * Oral Vocabulary || 15 ||
 * Syntactic Understanding || 11 ||
 * Sentence Imitation || 10 ||
 * Morphological Completion || 6 ||


 * Composites || Index Score (85-115=average) ||
 * Listening || 88 ||
 * Organizing || 97 ||
 * Speaking || 113 ||
 * Grammar || 94 ||
 * Semantics || 98 ||
 * Spoken Language || 95 ||

Picture Vocabulary measures the ability to understand the meaning of words when spoken. Relational Vocabulary measures the ability to organize incoming language into cognitive categories. Oral Vocabulary measures the ability to define individual stimulus words. Syntactic Understanding measures the ability to comprehend sentences having different syntactic structures. Sentence Imitation measures the ability to repeat syntactically complex sentences. Morpholological Completion measures the ability to complete an incomplete sentence by supplying the proper morphological structure.

The Composite Scores are derived from the sum of the scaled scores. The Listening Index represents the child's ability to understand spoken language and is derived from the sum of the scaled score for Picture Vocabulary and Syntactic Understanding subtests. The Organizing Index represents the ability to relate incoming speech with various kinds of cognitive memory and associative operations that are necessary for making oral responses. The Listening Index score is derived from the sum of scaled scores for Relational Vocabulary and Sentence Imitation subtest. The Speaking Index represents the child's expressive language and is derived by summing the scaled scores for Oral Vocabulary and Morphological Completion subtests. The Grammar Index represent knowledge about how words are constructed and how these words are used to produce sentences. The Grammar Index score is derived by summing the Syntactic Understanding, Sentence Imitation, and Morphological Completion subtests. The Semantic Index represents knowledge about word meanings, multiple meanings and use it appropriately in speech. The Semantic Index Score is derived by summing the scaled scores for Picture Vocabulary, Relational Vocabulary and Oral Vocabulary subtests. The Spoken Language Index Score s formed by combining the standard scores of the six core subtests. The Spoken Language Index Score is the most comprehension estimate of the child's overall language ability.

James's overall language score was within normal limits.

The Arizona Articulation Proficiency Scale:Revised was administered to assess James's articulation of single words in sentences. it revealed the following results:

/f/ for /th, /t/ for /k/ /n/ for /m/, /w/ for /l/, /pw/ for /pl/, /t/ for /d/, /r/ for /w/.

James's speech is characterized with articulation errors. It was noted during an informal conversation that James demonstrated substitution errors of /f/ for /th/, /w/ for /l/. There were some minor vowel distortions noted. It was also noted in connected speech that James will sometimes omit final consonants in words and speak at an increase rate. This affects James's speech intelligibility. ||
 * **4. Current classroom based assessments and local and/or state assessments** ||
 * Basic Reading Inventory Assessment (IRI) (February 2nd, 2009)|| Grade Level || Passages (Context) || Comprehension || Comprehension ||
 * || Miscues/Level || Questions Missed || Level ||
 * PP || 0/ Independent || 0 || Independent ||
 * P || 0/ Independent || 1 || Independent ||
 * 1st || 1/ Independent || 2 || Independent/Instructional ||
 * 2nd || 0/ Independent || 4 || Instructional/Frustration ||
 * 3rd || 1/ Independent || 3 || Instructional/Frustration ||
 * 4th || 2/ Indepdent/Instructional || 3 1/2 || Instructional/Frustration ||

Oral Reading Fluency- Winter 2009 - 64 cwpm

Fry 1000 Word List- January 2009 - Identified 930 words out of 1,000. (93% of the words able to be identified.)

Geometry Test - February 2009- Scored an 84% on assessment. (3rd Grade Level)

Vocabulary Assessments- January 2009- February 2009 (3rd Grade Level) Overall Vocabulary Score- 97% Affixes- 92%, Definitions- 100%, Synonym/Antonyms- 96.3%, Context Clues- 100%

Spelling Assessments- Feb. 2009 - Average 100%

Fact & Opinion Story Comprehension Assessment- January 2009 - 80%

Key Math Assessment (Feb. 11th, 2009)


 * Area || Raw Score || Stand Score || 90% Conf Interval || Percent Rank || NCE || Stanine || Grade Equiv. || Age Equiv. ||
 * Basic Concepts || 37 || 112 || 104-120 || 79 || 67 || 7 || 4.8 || 10.4 ||
 * Operations || 23 || 89 || 81-97 || 23 || 35 || 4 || 2.7 || 8.1 ||
 * Applications || 33 || 96 || 80-102 || 39 || 44 || 5 || 3.3 || 8.9 ||
 * Total Test || 93 || 97 || 93-101 || 42 || 46 || 5 || 3.4 || 8.10 ||
 * Total Test || 93 || 97 || 93-101 || 42 || 46 || 5 || 3.4 || 8.10 ||

Overall Math Assessment Score : 3rd grade 4th month ||
 * **5. Observations by teacher(s) and related services provider(s), when appropriate:** ||
 * James was observed during his evaluation session. He was brought to the office following an acting out episode in class. He was walked down to the office and provided the opportunity to calm down while lying on the couch. He was able to settle after a short while and agreed to accompany the evaluator to be tested. He came willingly. Initially James was very talkative and enjoyed talking about his toys and his family. He seemed eager to perform well. On a task of visual-motor skills he worked quickly and seemed to enjoy the task. James possesses strong visual-spatial reasoning but occasionally struggled with problem-solving ability. This was likely due to an inability to sustain effort and attention.

James was observed in his Emotional Support classroom on 1/16/09. He had an incident early in the day in which he threw a tantrum and was removed from class for a short while. When he returned to class he was productive with a reading assignment with the help of his PCA who kept him on task. James was proud of his work and began showing it to the teacher. When he completed his work he began acting out when it was time to transition to another task and struck a peer and the teacher. James was removed from the class and proceed to lie on the floor in the middle of the hallway. Other students had to walk around him. During this time James would not accept redirection. He was unable to verbalize why it was wrong to strike another person and he was unable to verbalize how that would make the person feel. After about 15 minutes he did calm to the point where he got up off of the floor and eventually was able to return to the classroom.

Mrs. Smith-Herman's Observations

January 20th, 2009 James displays a vast array of behaviors throughout a school day. At times, James is able to enter the room in an enjoyable, calm manner and participate in the daily routines of the day. Other times, James' behavior can become very aggressive, impulsive, as well as require immediate attention. It has been observed that once James does not get his way he throws a temper tantrum. For example, if it is time for James to chose a break center and a particular break time choice has already been selected by another student, James will refuse to work and immediately go into a tantrum. His tantrums include extreme screaming, (at times just screaming, at other times screaming about the item or thing that he wants), throwing of school items at others, kicking objects and people, scratching adults, non-compliance, and exhibiting behaviors that can hut himself and others. James has hurt the adults in the room by kicking the teacher in the stomach, as well as kicking, scratching, pinching the teacher, teaching assistant and TSS worker. Additional situations include times that James want to work on a different activity that is not related to the activity being taught. When James is redirected back to the lesson and to put away the other activity, he refuses, then goes into a tantrum. At this present time, James is not able to remove himself from the room in a calm manner. James does not have a firm grasp on how the choices that he makes are related to the consequences that he receives for them. Tantrums can last anywhere from 5 minutes to 1 hour.

February 9th, 2009 As of January 20th, 2009 it was determined by the team that James would benefit from a modified schedule. James would begin school at it's normal starting time, 9:15am, and end his school day at 12:30pm. This schedule immediately began showing positive effects on James' behavior. He was able to make more positive choices on a regular basis, accepting consequences more willingly, as well as was able to focus on the assignments at hand. James was able to adjust to his new placement at a pace that was more reasonable for him. For the last two weeks, James has make remarkable improvements in applying the taught "cool down" methods. James also has a visual schedule that is Velcroed to his desk that helps plan his day, that has helped James. James also has a set of feeling cards that he uses when he needs to tell someone how he is feeling, in over to stay in control of his own behavior. Today James' was observed participating in his reading group actively. He does have a tendency to be impulsive, calling out the answer, as well as having a difficult time waiting his turn, but has shown improvement in this area a little bit everyday. James completed all his activities for the morning, and earned his break, as well as a prize from the prize box. He responded in a timely manner, when told break time was over and complied with all directions. James will attempt a full-day schedule beginning on February 13th, 2009.

Mrs. Smith-Herman rated James' classroom behaviors on the Conners' Comprehensive Behavior Rating Scales. Her ratings of James' classroom behavior indicate clinically significant concern in the areas of Emotional Distress, Upsetting Thoughts/Physical Symptoms, Aggressive Behaviors, Hyperactivity, Perfectionist and Compulsive Behaviors, and Violence Potential. Her ratings indicate moderate concern in the areas of Social Anxiety, Language, and Social Problems. The ratings reflect the symptoms of his Autism and of the related ADHD and obsessive behaviors as well. These symptoms significantly impair James' ability to function in the classroom.

Speech Language Input - Mary Ellen Maguire, MS CCC- SLP

James was observed and evaluated in the speech room on 2/4/09 and 2/10/09. During the evaluation, James participated with re-direction. He requested to play a game and was told he could play a game after answering the testing questions. Frequent breaks were given when the TOLD-P:4 was administered and James was re-directed back to the testing. James commented on the pictures (i.e. their function, colors) presented to him and asked "what is ____" if he was unsure of the vocabulary word. James was instructed we could play a game after he answered the testing questions. James entered the speech room on 2/10/09 and stated to the speech pathologist that he was being good and making good choices. He asked the speech pathologist "Can we play a game"? He selected a game (Guess Who), sat down at the table and set the game up. The speech clinician asked "wh" questions pertaining to the game (i.e How do you play? "what do you do"). James responded and demonstrated the way he played the game. James demonstrated 2 different ways of playing the game. The speech clinician asked James if she could demonstrate a new way of playing the game and James responded tomorrow. James also stated that there are different ways of playing and I can teach him a new way tomorrow. He participated and follow the rules of the game. It was noted during his connected speech that there is some mild vowel distortions and that James occasionally omits final consonants in words and articles (i.e. an, the). When given a model and asked to repeat James can successful repeat without deleting final consonants and articles. || Recommendation #2: TSS Worker or PCA. Recommendation #3: Wrap Around Service Recommendation #4: If serve behaviors presented themselves on a daily, continuous basis, a placement in a full-time Autistic Support Class or IU class.
 * **6. Teacher recommendations:** ||
 * Recommendation #1: As of January 20th, 2009 James was in need of a modified schedule in order to be successful in school. James will attempt a full-day schedule beginning on February 13th, 2009. If aggressive behaviors present themselves, or signs of regression become present, it would be the recommendation of the teacher to attempt a modified schedule again. The schedule would progress in the length of time James would attend school, based upon the number of days James had in a row of positive behavior choices. A modified schedule would look like the following; school until 12:30pm, after 5 positive days in a row schedule would increase to 1:30pm, after an additional 5 positive days in a row- 2:30pm, and after an additional 5 positive days in a row, entire day.

It is recommended that James receive speech language support to address his articulation errors. || Based on all evaluation data reviewed, complete item 1 or item 2.** || Reason(s) additional data are not needed:** The information provided along with updated testing were sufficient to plan for James' educational needs. || i. Disability Category Primary disability category: Autism Secondary disability category(s), if any: Speech or Language Impairment
 * **7. Determining factors: A student must not be found to be eligible for special education and related services if the determining factor for the student’s suspected disability is any of those listed below. Respond Yes or No to, and provide evidence for, each determining factor below.** ||
 * || Yes No ||   || Lack of appropriate instruction in reading, including the essential components of reading instruction. Provide evidence: ||
 * Yes No ||   || Lack of appropriate instruction in math. Provide evidence: ||
 * Yes No ||   || Limited English proficiency. Provide evidence: || ||
 * **II. DETERMINATION OF NEED FOR ADDITIONAL DATA, SUMMARY AND CONCLUSIONS:
 * || **1.** ||  || **The IEP Team determined that additional data are not needed.
 * Conclusion: Complete section A or B or C ||
 * A. ||  || The student has a disability AND continues to need specially designed instruction.

ii. Summary of Findings Student’s educational strengths and needs: James is a bright student with average overall ability but above average nonverbal abilities. He is a conceptual thinker and can abstract. He enjoys schoolwork and also likes being tested. James can be very talkative and enjoys talking with adults.

James is extremely distractible and has difficulty sustaining attention and effort. He has difficulty transitioning, tends to perseverate on task, is obsessive, and will throw tantrums when he doesn't get his way. He has hit peers, teachers, and teaching assistants. James doesn't understand the concept of feelings nor can he take another's perspective. He unable to state why hitting is wrong.

Present levels of academic achievement and related developmental needs, including transition needs as appropriate: Basic Reading Inventory Assessment (IRI) (February 2nd, 2009)|| Grade Level || Passages (Context) || Comprehension || Comprehension ||
 * || Miscues/Level || Questions Missed || Level ||
 * PP || 0/ Independent || 0 || Independent ||
 * P || 0/ Independent || 1 || Independent ||
 * 1st || 1/ Independent || 2 || Independent/Instructional ||
 * 2nd || 0/ Independent || 4 || Instructional/Frustration ||
 * 3rd || 1/ Independent || 3 || Instructional/Frustration ||
 * 4th || 2/ Indepdent/Instructional || 3 1/2 || Instructional/Frustration ||

Oral Reading Fluency- Winter 2009 - 64 cwpm

Fry 1000 Word List- January 2009 - Identified 930 words out of 1,000. (93% of the words able to be identified.)

Geometry Test - February 2009- Scored an 84% on assessment. (3rd Grade Level)

Vocabulary Assessments- January 2009- February 2009 (3rd Grade Level) Overall Vocabulary Score- 97% Affixes- 92%, Definitions- 100%, Synonym/Antonyms- 96.3%, Context Clues- 100%

Spelling Assessments- Feb. 2009 - Average 100%

Fact & Opinion Story Comprehension Assessment- January 2009 - 80%

Related Developmental Needs

James needs constant redirection, praise, reinforced social skills and cool down methods, repeated lessons in identifying various feelings and emotions, consequences for negative behaviors displayed, rewards for positive behaviors, a visual schedule that James can manipulate, feeling cards, a cool down spot in the room, a communication book between home and school, visual, verbal and non-verbal cues, allotted time for completing tasks that is known to James, and a highly structured learning environment, in order for him to be successful in school.

Recommendations for consideration by the IEP team regarding any additions or modifications to the special education and related services needed to enable the student to meet the measurable annual goals in the IEP and to participate as appropriate in the general education curriculum (including special considerations the IEP team must consider before developing the IEP, measurable annual goals, specially designed instruction, and supplementary aids and services): The IEP team will need to consider the best and least restrictive placement for James. He possesses the behavioral characteristics of an autistic student. He is sufficiently bright that he can achieve academically and he enjoys schoolwork. He is also demanding of attention. James has a great deal to learn about social skills and communication. || i. Disability Category Primary disability category: Autism Secondary disability category(s), if any: Speech or Language Impairment
 * OR ||
 * B. ||  || The student does not have a disability and no longer is eligible for special education. (The parent may request an assessment to determine whether the student continues to be a student with a disability.) ||
 * OR ||
 * C. ||  || The student has a disability but no longer needs specially designed instruction, and no longer is eligible for special education. (The parent/guardian/surrogate may request an assessment to determine whether the student continues to be a student with a disability.) ||
 * **2.** ||  || **The IEP team determined that there is a need for additional data.** The LEA must issue the //Permission to Reevaluate – Consent Form// and administer tests and other evaluation materials as may be needed to produce the data below. ||
 * **NOTE: IF REEVALUATING THE STUDENT TO DETERMINE SPECIFIC LEARNING DISABILITY, COMPLETE THE DETERMINATION OF SPECIFIC LEARNING DISABILITY COMPONENT AT THE END OF THIS DOCUMENT BEFORE COMPLETING THE SECTION BELOW.** ||
 * Interpretation of additional data: ||
 * Conclusion: Complete section A or B or C ||
 * A. ||  || The student has a disability AND continues to need specially designed instruction.
 * A. ||  || The student has a disability AND continues to need specially designed instruction.

ii. Summary of Findings Student’s educational strengths and needs:

Present levels of academic achievement and related developmental needs, including transition needs as appropriate:

Recommendations for consideration by the IEP team regarding any additions or modifications to the special education and related services needed to enable the student to meet the measurable annual goals in the IEP and to participate as appropriate in the general education curriculum (including special considerations the IEP team must consider before developing the IEP, measurable annual goals, specially designed instruction, and supplementary aids and services): ||
 * OR ||
 * B. ||  || The student does not have a disability and therefore no longer is eligible for special education. ||
 * OR ||
 * C. ||  || The student has a disability but no longer needs specially designed instruction, and no longer is eligible for special education. ||
 * **Upon completion of the reevaluation, the Local Education Agency will complete and issue the report to the members of the evaluation team.** || ||


 * **Evaluation Team Participation** |||||| **Agreement and Disagreement required ONLY when evaluating students for specific learning disability.** ||
 * **Evaluation Team Participants*** |||||||||||| **Title** |||||| **Agree/Disagree**** ||
 * Jeffrey |||||||||||| Psychologist |||||| Yes No ||
 * JoAnne Allison |||||||||||| Supervisor of Special Education |||||| Yes No ||
 * Crystal Smith-Herman |||||||||||| Special Education Teacher |||||| Yes No ||
 * Mary Ellen Maguire |||||||||||| Speech and Language Clinician |||||| Yes No ||
 * |||||||||||| Parents |||||| Yes No ||
 * ||||||||||||  |||||| Yes  No ||
 * || * || A certified school psychologist is required for evaluation of the following disability categories: Autism, Emotional Disturbance, Mental Retardation, Multiple Disabilities, Other Health Impairments, Specific Learning Disability or Traumatic Brain Injury. A certified school psychologist is not required for Deaf-blindness, Deaf and Hard of Hearing, Speech/Language Impairment, Visual Impairment and Orthopedic Impairment. ||
 * ** || For specific learning disability only, if a team member disagrees with the team’s conclusion related to the identification of the student as having a specific learning disability, the member must submit a separate statement presenting the member’s dissent to the LEA. This information must be attached to the //Reevaluation Report//. Please submit this statement to: ||
 * ** || For specific learning disability only, if a team member disagrees with the team’s conclusion related to the identification of the student as having a specific learning disability, the member must submit a separate statement presenting the member’s dissent to the LEA. This information must be attached to the //Reevaluation Report//. Please submit this statement to: ||


 * JoAnn Allison ||  ||   ||   ||   ||
 * LEA Representative Name ||  || Phone Number ||   || Email Address ||

A copy of the //Procedural Safeguards Notice// is available upon request from your child’s school. This document explains your rights, and includes state and local advocacy organizations that are available to help you understand your rights and how the special education process works.

For help in understanding this form, an annotated //Reevaluation Report// is available on the PaTTAN website at www.pattan.net Type “Annotated Forms” in the Search feature on the website. If you do not have access to the Internet, you can request the annotated form by calling PaTTAN at 800-441-3215. ||
 * **DETERMINATION OF SPECIFIC LEARNING DISABILITY** ||
 * **NOTE: This component must be completed when reevaluating students for Specific Learning Disability. The information must be attached to and/or incorporated into Section II Item 2 of the completed //Reevaluation Report//.** ||
 * **Provide documentation for items 1-10.** ||
 * || **1.** |||| **The student does not achieve adequately for the student’s age or does not meet State-approved grade-level standards in one or more of the following areas when provided with learning experiences and scientifically based instruction appropriate for the student’s age or State-approved grade level standards and level of English language proficiency: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem-solving.** ||
 * **2.** |||| **Check below to identify the process(es) used to determine eligibility.** ||
 * ||  || **Response to Scientific Research-Based Intervention (RtI). Document the criteria below.
 * ||  || **Response to Scientific Research-Based Intervention (RtI). Document the criteria below.

The student does not make sufficient progress to meet age or State-approved grade-level standards in one or more of these areas: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem-solving:** ||
 * ||  || **Severe Discrepancy between Intellectual Ability and Achievement. Document the criteria below.

The student exhibits a pattern of strengths and weaknesses in performance, achievement or both relative to age, standards or intellectual development:** ||
 * **3.** |||| **The instructional strategies used and the student-centered data collected:** ||
 * **4.** |||| **The educationally relevant medical findings, if any:** ||
 * **5.** |||| **The effects of the student’s environment, culture, or economic background:** ||
 * **6.** |||| **Data demonstrating that prior to referral or as part of the referral process for an evaluation for specific learning disability, the student’s regular education instruction was delivered by qualified personnel, including the English as a Second Language (ESL) program, if applicable:** ||
 * **7.** |||| **Data based documentation of repeated assessments of achievement at reasonable intervals, reflecting progress during instruction, which was provided to the parents:** ||
 * **8.** |||| **An observation in the student’s learning environment (including the regular classroom setting) to document the student’s academic performance and behavior in the areas of difficulty. Note the relationship of that behavior to the student’s academic functioning:** ||
 * **9.** |||| **Other data, if needed, as determined by the evaluation team:** ||
 * **10.** |||| **Include a statement for each item below to support the conclusions of the evaluation team that the findings are not primarily a result of** ||
 * ||  || **Visual, hearing, motor disability:** ||
 * ||  || **Mental retardation:** ||
 * ||  || **Emotional disturbance:** ||
 * ||  || **Cultural factors:** ||
 * ||  || **Environmental or economic disadvantage:** ||
 * ||  || **Limited English proficiency:** || ||
 * **10.** |||| **Include a statement for each item below to support the conclusions of the evaluation team that the findings are not primarily a result of** ||
 * ||  || **Visual, hearing, motor disability:** ||
 * ||  || **Mental retardation:** ||
 * ||  || **Emotional disturbance:** ||
 * ||  || **Cultural factors:** ||
 * ||  || **Environmental or economic disadvantage:** ||
 * ||  || **Limited English proficiency:** || ||
 * ||  || **Limited English proficiency:** || ||