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CheckBox297@ CheckBox251A CheckBox252B CheckBox253C CheckBox254D116 Bothers other studentE117 Responds inappropriatF118 Will not share possesG119 Will not allow othersH120 Does not resolve confI121 Does not make approprJ122 Cannot work appropriaK123 Does not share schoolL124 Writes and passes notM 125 TattlesN CheckBox255O CheckBox256P CheckBox257Q CheckBox258R CheckBox259S CheckBox260T CheckBox261U CheckBox262V CheckBox263W CheckBox264X CheckBox265Y CheckBox266Z CheckBox267[ CheckBox268\126 Has unexcused absence]127 Has unexcused tardine^128 Blames other persons_129 Does not participate`130 Blames self for situaa131 Is preoccupied with pb132 Is not motivated by rc133 Is easily upset by ad134 Avoids situations asse135 Demonstrates selfdestf136 Threatens to hurt selg137 Feels no one likes orh138 Ignores consequencesi139 Does not smile laughj 140 Cheatsk141 Throws temper tantruml142 Is tired listless apam143 Does not care about an144 Is overly critical ofo145 Frowns scowls looks up146 Needs immediate rewarq147 Does not care for perr148 Is pessimistics149 Runs away to avoid prt150 Whines or criesu151 Behaves inappropriatev152 Behaves inappropriatew153 Behaves impulsively wx154 Exhibits extreme moody155 Is unpredictablez156 Inappropriate sexuall{157 Moves about unnecessa|158 Is easily overexcited}159 Lies denies exaggerat~160 Speaks in an unnatura161 Speaks incoherently162 Engages in nervous ha163 Destroys school or ot164 Has difficulty accept165 Reacts physically whe166 Engages in inappropri167 Becomes pale may thro168 Demonstrates phobic t169 Does not change behav170 Cannot fasten article171 Will not change cloth172 Does not demonstrate179 Demonstrates inapprop180 Does not follow the c173 Steals or forcibly ta174 Inappropriate seat be175 Does not follow direc1 7 6 Brings inappropriat1 77 Responds adversely t1 7 8 Does not follow sch184 Does not demonstrate185 Does not raise hand w186 Behaves inappropriate187 Does not take notes w188 Is under the influenc189 Has difficultyy movin190 Behaves more appropri191 Behaves inappropriate192 Behaves inappropriate193 Behaves inappropriate181 Does not wait appropr182 Does not wait appropr183 Does not use schoolre FillText164 FillText165 FillText166 FillText167 FillText168 FillText169 FillText170 \KhC" }* ````  Assessment TermsCriterion Referenced Test (CRT) Criterion referenced tests assess an individual's performance on a specific set of standards or criteria. These criteria are based on specific skills or objectives the individual has been taught. The CRT measures the level to which the criteLynette StoddardHillary Stoddard1217June 27, 1985Monty and Lynette Currently Hillary's standardized assessment scores are not in line with her classroom grades. I would like Hillary to be given an opportunity and time to achieve standardized assessments scores that are more in line with her classroom grades.Experience less test anxiety.Continue to explore and focused on positive realistic potentials.Good sense of Humor and helpful to teachers.Resourceful and knowledgeable about sports scienceStrongly committed to goals. Life is never dull around Hillary.She can make even the most routine, mundane event seem exciting. 103831 Road 17436-23930104/01/031000Last semester Hillary earned a 3.7 GPA on a 4.33 Scale (A-). On standardized achievement scores, according to the CAT/5 Anticipated National Percentile score (AAMP) , Hillary should be scoring at the 41st percentile however she scores 26%ile on the total Battery. Note that her classroom grades are more in line with what is expected.April 1, 2003 (-Continue to allow Hillary extra time to complete assignments and classroom assessments test items.that Hillary be tested for learning disabilities.Hillary StoddardKari Gifford Ed Newland Nick Hodge Carol NewlandHillary Stoddard000Hillary Stoddard000000Hillary StoddardHillary Stoddard00Hillary Stoddard}|{p-3,#1"q!O~u A? 2 , B Karin JonesCurtis Hanan510 years, 7 months 13 days02/03/1994Amy Hauck00632-99810109/16/0401Karin Jones10Curtis Hanan Curtis Hanan 000Curtis Hanan000000Curtis HananCurtis Hanan00Curtis Hanan    }|{rq p g, ~u     (%(?-Barb CooperSavannah Jordan16 years 7 months 28 days01/17/1998Hope and Gregg WurdemanStudent is presently substituting 'F' for 'th' Sound. We world like her not to do this.103253 Rd 67783-100309/14/040109/14/0400Barb Cooper00The classroom teacher has modeled the correct speech patterns.08-30-04: Our speech teacher, Doy Hergert visited with Savannah and recommended the SAT meet with the classroom teacher. SAT members were made aware of Savannah's speech problems. The classroom teacher also supports the need for intervention. The SAT would like to allow at least two weeks of classroom instruction and intervention to take place before reviewing this case. Further recommendations of take place at that time. Currently the teacher might model correct speech patterns.Review and two weeks, or after parent teacher conferences.Savannah JordanTwila Griffiths, Madalyn Soule, Ed Newland, Carol Newland, and Karin JonesDuring parent teacher conferences classroom teacher, Barb Cooper and Savannah's mother, Hope (0Mrs. JemenezAlexandria JordanK5Oct 30, 1998Kelly and Heather SchmidtThere is a possible speech deficit. She says "F" instead of "th".Alex does great academicallyAlex is a little shy.She is a friendly girl103253 CR 36 Harrisburg, NE783-57550009/01/0401Hellen Jemenez00The problem is newly identified so I have not yet addressed it.The speech teacher met with her briefly on Tuesday, Aug. 31st. Continue to model correct speech patterns. Increase child's awareness.Reconvene after 10 days and consider formal assessments.Alexandria JordanTwila Griffiths Ed Newland Karin Jones Helen JemenezMrs. Eberspecher and I have emphasized the "th" sound in kid writing so all kids are more aware of it. Alex only seems to notice the problem when it is pointed out to her. --Hellen Jemenezcontinue current strategies modeling etc.The Team Recommends speech and language testing take place as soon as possible. The team recommends continued instructional emphasis on the aforementioned speech patterns.Alexandria JordanK(2Wardeman agreed Savannah should be further evaluated. Mrs. Wurdeman contacted me, Ed Newland, to request that the SAT follow through with the recommendation for further testing of Savannah.Continue modeling correct speech patterns.The SAT would like to recommend speech testing. Counselor will advise Doy Hergert on this date.Savannah JordanCarol Newland Ed Newland Madalyn Soule Karin JonesTwila GriffithsSeptember 28 2004010Savannah Jordan000000Savannah JordanSavannah Jordan00Savannah Jordan}|{srq5pg`f*e-J,#:"! >~u  W     #O3 )  +     (}D("9(0arin Jones Carol Newland Ed Newland Twila Griffiths Madalyn Soule Hellen JemenezSeptember 28 2004010Alexandria Jordan000000Alexandria JordanAlexandria Jordan00Alexandria Jordan}|{srq9pgf)e-7,#8"I!> ?~u   A  }|{spgfe,#"& ;~u  &&$       ~u#O3 )  +      Alexan(.(2Ed NewlandKacey Fleenor1016 years, 7 Months02/29/1988Lansen FleenorOur school district would like Kacey to succeed in school by passing his subjects.We would like Kacey to know where to get help with his class room studies and take it upon himself to ask for assistanceI would like to reserve this space to add comments from his teachers.Good sense of humor101517 Avenue J635-0450 (Kim 635-1902)10/11/040110/07/0400Ed Newland01Kacey FleenorKacey Fleenor000Kacey Fleenor000000Kacey FleenorKacey Fleenor00Kacey Fleenor    }|{p , ~u    ExR   ((Peggy EberspecherAnnel Sandoval811/27/90Yucundo SandovalParticipate in physical educational program designed to meet specific functional needs of Annel such as appropriate range of motion (flexibility) , strength, and endurance.NOTES: This document will not be processed. I attended a SPED meeting on 10/28/04 regarding Annel Sandoval. The SAT was not asked to convene. Therefore this matter will remain under the control and supervision of the Physical Education Teacher.10HC 85 Box 83308-262-66510010/29/0410Read Notes00Annel SandovalAnnel Sandoval000Annel Sandoval000000Annel SandovalAnnel Sandoval00Annel Sandoval}|{p,~u   (A$Juneil Schamp00000000Juneil SchampMrs. Griffiths advises that one-on-one instruction is helpful. However, she is concerned about Juneil becoming to dependent and not taking responsibility for her own education. The student assistance team plans to look into this at the meeting in January. No action or intervention taken at this time.Continue current interventions and encourage make Juneil aware of her need to initiate action when it comes to study skills.Testing: learning and behavior. Counselors to initiate consent for evaluation. SAT plans to meet in January for follow-up.Juneil SchampCarol Newland Karin Jones Ed Newland Twila GriffithsDecember 9, 20041001Banner CountyJanuary 3, 2005Sharlene SchampJuneil SchampBanner County School District001011It is our intent to not only provide Juneil with the opportunity to meet or exceed learning standards but to make certain all necessary resources become accessible. While some classroom interventions have some positive effect on Juneil's ability to (2 learn, she sometimes demonstrates anger, avoidance, feigning illness, and can become obstinate.I. Math Intervention: (1) Involve classroom aid (provide one-on-one instruction) (2) Expand Curriculum to include appropriate math level content (3) Provide aid with resource materials from Title I and 3rd grade classroom. II. Address her desire to learn. III. Address study skills (desire to learn).The students assistance team decided to focus on an area that could be managed at this time (Math Skills). Interventions related to her desire to learn and avoidance behaviors could not be supported due to a lack of information. (1) Student Assistance Team evaluations (2) Iowa Test of Basic Skills (3) CTBS Terra Nova (4) NWEA RIT Scores (5) Student Progress Reports (6) Teacher Recommendations (7) Attendance Records (8) Disipline NoticeDocumentation reveals a sequence of events and/or circumstances, when factored together, help explain academic deficiencies. However, a common thread that falls outside the rea(2 lm of these events includes teacher recommendations that Juneil receive extra academic assistance and improve her study habits.Juneil SchampBanner County602/06/1992Juneil SchampBanner County602/06/199200Juneil SchampBanner County602/06/1992         /,Y  }|{sq7p g{f|e., ~u (2 Kari GiffordMatthew Hawk91405/08/1991Loretta Hawkcomplete and turned in assignments on timelistened and participate in class discussion, oral reading, etc.Matthew is polite in friendlysleeps in classlikes to talk about sportsdraws and his notebook instead of taking notes and participated in class discussiondoes not turn assignment even if he is givenMatthew enjoys drawingtime to complete them in class101401 19th Avenue No. 40, Scottsbluff NE 69361635-245709/20/050109/14/0510Kari Gifford00I have moved Matthew so that he is sitting in the front of the classroom. I asked them to read aloud and asked him discussion questions to involved in the classroom discussion. I remind him to sit up and listen, get started on his work, etc.This StAT meeting generated many questions based on Matthew's behavior. There are many peripheral concerns that fall outside the realm of this report. A simple interpretation of Matthew's weakness is his preference not to work. Documentation on an 8th grade permanent record s(F tates: "Grandmother related Matt had been diagnosed as ADD and was on medication". This statement was made during the 3rd quarter of his 8th grade year. Current statements from the classroom teacher and shared chronological documentation support a reoccurring theme throughout Matthew's educational career. Various descriptors are used to pinpoint his behaviors which include the following: (SEE ATTACHMENT)1. Counseling sessions (n=2): Discuss his behavior patterns and their relationship to positive regard, indifference, and negative regard. Make certain Matthew is aware of skills and conditions necessary to promote positive regard. 2. Allow Matthew to work in a quiet place. Mr. Cooper has agreed to allow Matthew to use his room if necessary. Mr. Cooper's calculus class has 1 student as opposed to 23 students in Mrs. Gifford's Business class. REVIEW October 10 @ 3:30 PM in Cafeteria Matthew HawkCarol Newland Rebecca Favinger Kari Gifford Twila GriffithsMadalyn Soule Ed NewlandMatthew will se(F t in Mr. Cooper's room and still not attend to his workThe student assistance team recommends after school academic detention to start in January if supported by our school board. The SAT team also recommends that Matthew be evaluated in intellectual, academic, social and emotional domains.Re-evaluate after Four Weeks.Matthew HawkMattie Soule -SAT member Becky Favinger -Science Teacher Karen Jonas -SAT member Carol Newland -SAT memberKari Gifford-SAT Gerald Wallace-principalDecember 7 2005001Banner County SchoolTuesday, Dec. 13, 2005Loretta HawkMatthew HawkBanner County School District001011It is our intent to not only provide Matthew with the opportunity to meet or exceed learning standards but to make certain all necessary resources become accessible. Matthew is failing english, social studies, physical science, spanish, shop and business class. scores below the 20% on achievement test (MAP Fall 2005). Classroom interventions have had little effect on Matthews ability to learn. Despite num(F erous interventions, Matthew demonstrates reoccurring behaviors that include, but are not limited to, a preference not to work, indifference, avoidance, insubordination, and unusual attention seeking behaviors..Counseling: create awareness of skills and conditions necessary to promote positive regard. Provide a quiet working environment for Matthew during school and after school. Continued awareness and implementation of the principles of remediation for: (1) Low Self-Esteem (2) failure to complete assignments (3) Excessive Activity (4) failure to give attention to Routine Tasks and Activities (5) Noncompliance and Failure to Complete Tasks, and (6) Difficulty at the Beginning of Tasks.Interventions related to Matthews inability to learn and unconventional behaviors could not be supported due to a lack of specific academic, social and emotional information.(1) Classroom grades and transcripts. (2) student assistance team documentation (3) discipline records (4) behavior reports from former scho(F ols. (5) MAP CRT (Fall 2005 Assessment) (6) no information by way of standardized achievement tests.Documentation on an eighth-grade permanent record states "Grandmother related Matthew had been diagnosed as having ADD and was on medication". We have no official written documentation to support the aforementioned.60 DaysMatthew HawkBanner County SchoolMatthew HawkBanner County School00Matthew HawkBanner County School   m  }|{sr*qmp gfeF.->, #,"! ~u -, S   @*    (HFKari GiffordJessica Bolton915 years 5 Months 18 days06-27-1990Jody Eaton (Foster Parent)perform at a higher level when completing work that requires reading. For example, when taking tests and completing worksheets.conscientious about her workdoes not seem to comprehend what she reads.she is friendlystumbles over words when reading out loudJessica does poorly on written exams and worksheetswhen Jessica asked questions, she wants a "quick" fix or just wants the answer.10245 D Street, Gering Nebraska 69341436-334012/07/050112/06/0510Mrs. Kari Gifford00Ms. SchadeggMr. CooperMs. FavingerMr. VanPeltMs.DvorakMrs. WoundedArrowMrs.GiffordMrs. ParsonsWe read out loud in class, with each student taking a turn. This gives Jessica an opportunity to listen to the required reading. I have asked Jessica to be sure to ask about any questions that she doesn't understand when taking a test or completing an assignment. Math teacher, Mr. Cooper, advises "innate to our Mathematics curriculum. written passages are br(DJerry RevelleTyler Darnell7136-20-1992Robin and Lane DarnellI want him to be ready when class starts, have his paper and pencil out and be ready to participate and take notesI would like him to turn his work and on-time. Study for tests.Bring his assignment book, notebook to class, book, and assignment to class with himHe is politeHe does not focus on the task, it doesn't matter if it is lecture notes an assignment or readinghe is friendly and has lots of friendshe doesn't like seat working so finds other things to keep him occupiedhe is always messing with other objects instead he is happyof paying attention in classhe likes sewing so is doing well in that areaHe is immature for his age103020 Road 67 Harrisburg, NE 69345308-783-227711/30/050111/22/051000Mr.RussellMrs. SouleMr. Van PeltMrs. RevelleMr. MalcolmMrs. ParsonsMrs. Wounded ArrowI tried to get him to bring items with him to class by checking them periodically and giving extra points for having them. I reminded him to fill out his assign(9ment book and put his paper in his notebook but he doesn't get it done. I have also visited with his mother about the problem. She asked if I would start this process.Poor grades, visiting with other teachers I have gotten the same response from them about his behavior in class. Wrestling coach indicated that he is easily distracted and will wander to another place in the gym when they are talking to the wrestlers or practicing.Mrs. Revelle advises Tyler will have a schedule change that will allow for a study skills class instead of extra time in music class. Mr. Wallace to look into this schedule change.Tyler DarnellTyler Darnell000Tyler Darnell000000Tyler DarnellTyler Darnell00Tyler Darnell    }|{p , "!  J      ~u !- 0 G & `  T@r(9ief and concise".Jessica entered our school system, September 26, 2005 as a 9th grade student. Based on the spring norms of 2005 Jessica scores around the 16th percentile in reading (MAP). She scores around the third percentile on the sub-test category called "main idea". She scores lower on the vocabulary. Seventh grade transcripts show Jessica earning a 61 percent in reading. The eighth grade norm reference scores (Terra Nova) show Jessica working at a grade equivalent of 5.0, local percentile is 9th, and a national percentile of 24 in reading. Jessica's work ethic is perceived, by teachers, as strong and consistent.Addressing a need to provide all students that will benefit from extra time, an opportunity to focus on academics, the student assistance team recommends after school academic detention to start in January. A discussion will take place with all of Jessica's teachers regarding this SAT meeting with the goal of creating an awareness of aforementioned concerns. The SAT also reco(Dmmends that Jessica be reevaluated in the areas of academic and intellectual domains. UPDATE NOTICE (December 15, 2005): This recommendation has been amended, by Administration, to address students who are noncompliant. Jessica does not fall into a noncompliant category.the assumption is that no follow-up until testing takes place. (Follow-up was not addressed)Jessica BoltonMattie Soule -SAT member Becky Favinger -Science Teacher Karin Jones -SAT member Carol Newland -SAT memberKari Gifford-SAT Gerald Wallace-principalJessica Bolton000Banner CountyJan. 2, 2006Jody Eaton (Foster Parent)Jessica BoltonBanner County School District000011While achievement documentation is on file, our district does not have student ability scores. It is believed a discrepancy exists between Jessica's ability to learn and poor academic success. Low or Failing grades in Social Studies, English, Physical Science and Business as opposed to high grades in Math, Music Theory, Art and Physical Education. A performanc(De correlation between courses that require considerable reading may be real. Reevaluation would not only clarify this but allow for accommodations that will promote learning. Provide additional time via detention after school to address academic needs.Recommendation was rejected on the basis of this student's effort. Jessica demonstrates responsible behavior with classroom tasks. She is demonstrating efforts to succeed in the classroom.Jessica's sincere efforts to learn that produced poor grade reports inspired this referral. Tara Nova and MAP achievement test results sustain classroom grades. However a student ability index is missing.Jessica BoltonBanner CountyJessica BoltonBanner County00Jessica BoltonBanner County   M  }|{p.*-m,#\"!e {       ~u(DRoger RussellJeremy Greenman71308/27/1992Jackie GreenmanBasic Math Facts (examples Attached)organize and compete daily assignmentsseems to be behind in basic math facts101814 Avenue C632-69590009/14/1510Roger Russell00I have encourage Jeremy to ask questions when he needs helpthe StAT team has recommended Jeremy receive math tutoring from senior student aims. More specifically, Jeremy will be pulled from one (1) junior high band class (course No. 069) scheduled to meet fifth hour, two days a week (Mon.-Tuesday). At 12:05 PM each Monday Mattie Lapaseotes (student aid) will tutor Germany for 15 minutes on math facts in the elementary library. A worksheet will be provided to Germany by Mr. Russell. Every Thursday Ryan Parker Jake Knaub may be available to Germany eighth (8) hour. Mr. Russell supervise this processintention of this intervention is to help Jeremy fill educational gaps, as it relates to mathematics, and improve his confidence. The team will follow up on Jeremy's progress October (.10th at 3:30 PM in the cafeteria.Jeremy GreenmanNOTE: WHILE I (MR. NOON) AND RESPONSIBLE FOR DOCUMENTATION OF StAT MEETINGS I WAS NOT AVAILABLE TO RECORD FOR CHAIR THIS MEETING.Jeremy needs extra help with after school study hall Jeremy should continue working with high school student beginning to second semester sharing has been withdrawn from band class input into a study skills class seven-hour each day. Jeremy is still provided an opportunity to take band class three days a week. The decision to withdraw Jeremy from band class and add him to a study skills class was based upon his need to bring up his grades in all this core curriculum courses.investigate a formal 504 plan. While Jeremy does not qualify for special education services a 504 plan may need to be considered. Mr. will be looking at processing this investigation.Jeremy Greenmanunknown0101Jeremy Greenman000000Jeremy GreenmanJeremy Greenman00Jeremy Greenman(.\KhC  Y5 !SSSS ! GUIDELINES FOR TEAM MEMBERSj!Y\2  m 0,i SSSS Team members carry the responsibility for preparing for each team meeting by being familiarwith the case and bringing recommendations for action to the meeting. There are eightguidelines for fulfilling this responsibility.!F2+D [!BU U!XS!f . ;sJ? !SSSS I.<ktlI  F\sVR !SSSS Become familiar with the case. ]uQć  [;&lb !SSSS A. D]j>  }Q SSSS Read the referral.Identify the student's areas of strengths and weaknesses.Study the interrelationships of problem areas.Consider recommendations W~   F\{l@ !SSSS B.]l(k  kP 9 \&l !SSSS C.]j  ~b . \{l !SSSS D.]ӿ(k  }vB-  C3J !SSSS II.4lI  \9 !SSSS Be on time for the meeting.]:58  *QKx !SSSS III.Q,IT  \OQv !SSSS ==Be supportive of the referring teacher's need for assistance.]PR = !3!hK68 !SSSS IV. 4b"J5  #F\!#I SSSS Attempt to overcome your own need for more information (unless absolutely necessary) and try to respond to the referring teacher's need."$] #5 T"#]3F 3 &3;RK&j !SSSS V.%<RTIg  (\S($k !SSSS 88Keep your comments limited to the point being discussed.']PU'h 8 *2ishK !SSSS VI.)3tJl  ,\t !SSSS 00Be succinct in your responses and contributions.+B^v 0 .U*'KN !SSSS VII.-+zI*  0\%L !SSSS Q[ Help other team members explore their point thoroughly before raising new points./]x^( Q 2!K !SSSS   VIII.1#I  44] C SSSS RX Respond appropriately to the leader's responsibilities and the needs of other team3^l R 6a"Sz !SSSS GUIDELINES FOR TEAM LEADERS5#OV  8<f4 !SSSS YYThe team leader carries the responsibility for insuring that the team achieves the stated7->1 Y :1</bG !SSSS SSobjectives for each meeting. There are seven guidelines which may help team leaders9=@1C S <J/9PVP !SSSS .; L:N2M  >/=v@c!W !SSSS fulfill this responsibility.=>A yT  @=aLy !SSSS I.?>0cJu  B]2bYy !SSSS --Help team members prepare for the meeting by:A@_c`5v - D~Wz SSSS Alerting team members to the time and place of the meeting.Asking each team member to read the referral, identify problem areas, studytheir interrelationships and consider recommendations prior to the meeting.Assign a team member to talk with the teacher and possibly the child in class.CG{aZ ; F]{$m' !SSSS A.E^S|k CJDU 8 K I]ދxm !SSSS B.H@_1&l CKGf$ KCJUDG N MD]E  !SSSS __C.Call the meeting to order at the appropriate time.Appoint a team member to serve as recorder.LO_&lH  P4XK !SSSS II.LSM@_[ 2N=6jJ[  RQ,kK !SSSS III.Q-jJn LO^n + U4K' !SSSS IV.T5%jJ$  W]'!N( !SSSS Begin the discussion by:V^z*%  YW~)˿@ !SSSS FFReviewing the reasons why the referring teacher requested the meeting.X*x= F [D]I*$mpA !SSSS A.Z^+kL>  ^]:$mQ !SSSS B. _~:Q !SSSS &&Summarizing the child's problem areas.\^&<kN ]&<;N & a\Kb !SSSS CCInsuring that everyone has a common understanding of the situation.`SLV__ C c]K$mb !SSSS C.b@_Mk_  eD]ol t SSSS uuAsk the referring teacher to state her expectations and help the group negotiatea specific objective for the meeting.df^mr Pde^~P % i3 K2 !SSSS   VI. j] 2 !SSSS ,,Lead the group's problem solving efforts by:g4^jJ h^^ , lW~ !SSSS ##Stating each topic to be discussed.kո› # n\׷l !SSSS A.mB^*}k  qD] $m2 !SSSS B. rW~ J2 !SSSS Establishing time limits.o^^k p^hI  t}@\g !SSSS ))Helping group members speak to the point.s C ) v]l !SSSS C.u@_}k  yD]lE !SSSS D. zW~E !SSSS ##Summarizing relevant contributions.w^q}k! xq›! # |~Sz !SSSS MMBeing alert to group and individual needs and helping each member contribute.{UV  M ~]l !SSSS E.}^|k   , M" !SSSS VII.@. YL  _]6( !SSSS Schedule the follow-up meeting.`b5\%  @?1@ X/| ```` members[Zl ria have been met.Norm Referenced Test (NRT)Norm referenced tests compare an individual's performance on a test to other people who took the test. The results are reported in comparison to other people rather than how much of a specific criteria has been met.National PercentilesNational Percentile ranks indicate relative standing of a student in comparison with other students in the same grade in the norm group who took that test at a comparable time of year. Percentile ranks range from a low of 1 to a high of 99, with 50 denoting average performance for the grade. The percentile rank is a way of comparing the relative ranking of a student who took the test at that grade level. A percentile of 74 indicates that the students did better than 73 of every 100 students who took the test.StaninesStanine scores indicate a students relative standing in the national norm group. They range from a low of 1 to a high of 9. Stanine Scores of 1, 2, or 3 indicate functioning below average. Stanines of 4, 5, and 6 are considered average, and stanines of 7, 8 or 9 are considered above average.Normal Curve Equivalents (NCE)NCE's were developed to avoid problems that often occur with other types of scores. School personnel frequently try to aggregate percentile scores, but percentile scores should never be added, subtracted or averaged because the distance between points is not equal. At the upper and lower ends of the scale, the percentile points are farther apart than in the middle. Because of its equal-interval nature, any difference, such as 5 NCE's, has the same meaning, regardless of the part of the normal curve being referenced.  ^ #)u3 ^ u3)CC ^ CC)S ^ S)b y^ b)r s^ r){  ^ {)I  ^ I)  ^ ) s ^ ) d ^ )  ^ )O  ^ O) ^ ) ^ ) v^ )  w^ )U0 w^ U0)#@ y^ #@)O %^ O)_ ^ _)o ^ o)[ y^ [)) x^ )) 3^ )Ů ^ Ů) ^ )a t^ a)/ p^ /) x ^ ) q!^ )  = ^ )g Y  g g Arial"Courier New1Times New RomanpBookman Old StylehC\Kj ƚ;!SSSS a\  F&8F :6U6 2 EET zW SSSS !' Percent of casesunder portions of N- N'  T6,  !SSSS 34.13% &4u  lb.  !SSSS 14% Ү  !SSSS 13.59% p^  !SSSS 34.13% c  %p _a  ?R8  !SSSS 14 % ʰ  !SSSS 13.59% .S}  !SSSS 0.13%P6 Ph TP|  B| !SSSS the normal curve 0.13%inA  T @F@U v( %!SSSS StandardDx{ Y"  FwZ6!SSSS Deviations  -4qx3  TӪT ",F3 !SSSS  -3q!- E0  %!1 !SSSS  -2q &!5 !SSSS  +2q#ԃ 0 $P#2  (#-y7 !SSSS  +4q' $ڦ4  , o!/ !SSSS   -10q -X@#J2 !SSSS  o .&(5 !SSSS   +1q)^"02 *A EI0 +g$93  0\<&}V}5 !SSSS  +3q/=[$)U*4  767  4_>SR !SSSS 1 5>R !SSSS 12@O 3@QO  9h:?@R !SSSS 1 :RC?HR !SSSS 1 ;I?OR !SSSS 16;g@]?5P 7Dg@G5P 8>Kg@8N5P  >i?AS !SSSS 1 ?i?AS !SSSS 1<@CP =D@>P  A@ S !SSSS 1@eA3Q  CsMM:Q%a !SSSS Cumulative Percentages 0.1%BƌNOn^  E&KN)#b !SSSS 1 5.9%DxOl_  I҄Nxb !SSSS 23% J!1Nt\xb !SSSS 50.0% KNxb !SSSS 84.1%F$O5_ Gt2O"[_ HmOƲ_  NNi b !SSSS 9 7.7% Ob9N eb !SSSS 99.9%LGP ` M:GPc`  Q\\p !SSSS RoundedP]m  UƊ`t !SSSS  2% V`t !SSSS 16% W6`*Wt !SSSS 50%R#bAq S#bq Tj7#bUq  Yc w !SSSS 98%X?Meu  [za#Ru !SSSS 84%ZbЭr  ]_Ñ!SSSS 1\dӉ %  _:Ո]?!SSSS 1^<( >z  avFA !SSSS  Percentile`wmf cv  !SSSS  Equivalents 1bwG@ eDv:a !SSSS 1dwg  y rzۦ j:: ?a !SSSS  1 k]:Ua !SSSS  1h<= i  mg !SSSS  10 20 30 40 50 60 70 80 90l8  qy !SSSS  5 rq!SSSS 95 sg q!SSSS 99n9j޺ o3 p 3  u4  !SSSS 1tDV  xIMa !SSSS 1 ya !SSSS 1vJܯL w;ܯ7  {BI6O !SSSS 1zJ[M*  ]5 !SSSS 1 ]5 !SSSS 1 o]t5 !SSSS 1 M]A5 !SSSS 1 H]5 !SSSS 1 ]5 !SSSS 1|O }K ~Jqs   ?  `hm !SSSS 1 TBH !SSSS 1iXl CIG  :ZA !SSSS 1 _ !SSSS 1f;Y@( Y(  u !SSSS  z- scoresFwS j !SSSS 1W`&  l !SSSS   ,1,"n4   Jf !SSSS  4.0 xf !SSSS -1.0 >  1+HJ !SSSS -3.0  !SSSS -2.0 VAK !SSSS o,5H ԃ5 B5CJ  m7ڨ !SSSS +1.0Y  h6Ud !SSSS +3.07T  h} !SSSS +2.03*  5Ӫ  !SSSS +4.0W  uA!SSSS T - scoresFwA BI6OD !SSSS 1 >uzD !SSSS 1 1D !SSSS eJpMh vp6yh pޤh  r !SSSS  1 BrH !SSSS 1 rA !SSSS 1 r !SSSS 1 Hr !SSSS 1 r# !SSSS 1O CG K F  "  <2!SSSS 1 ?;1B!SSSS 1 5jn!SSSS 1 (!SSSS 1 !SSSS 1P <@P kmP ݕՙP -~P  b =@ !SSSS 40p  q !SSSS 30ɟ"  5$H !SSSS  20 <gO !SSSS 506<Fv 5><Nv  2> !SSSS 60e  -`o !SSSS 7 0    %DV !SSSS 80wE: WUt  &-!SSSS Sub testEy*  g&4 !SSSS  e AguH4 !SSSS 1 Þg^4 !SSSS e11 B#G1  1  xj4 !SSSS e qHN4 !SSSS 12 IgM2  A:e3A5 !SSSS 1;?2  ;/ FillText164l9 l9  ; 1/ FillText165l9 l9  1 B/ FillText166l9 l9  B / FillText167l9 l9   I/ FillText168l9 l9  I / FillText1694l9 l9  ;/ !SSS >; 1/ !SSS >1 B/ !C SSS >B / !SSS > I/ !SSS >I / !ESSS > 56 !SSSS 1?a 7Y3 fA:. D. tA. Kx. rH.  Re. ͟%w?!SSSS  Scale U&ow<  <4kMiF !SSSS  10 04iF !SSSS 13 4iF !SSSS 7 {C4SiF !SSSS 195>5LD 5gD 5zD D5]RD  +4F !SSSS 16~56boD  <75(G !SSSS 46֙D  954@gG !SSSS 1:6>E  C9^!SSSS CompositeE9[ YN%h!SSSS 1 &YNàh!SSSS 1 YNhh!SSSS 1 IYNaPh!SSSS 1 Oe  yOqe  Oe  KOOe  BNsI#i!SSSS 1CP!H#f  :OAxi!SSSS 1 O*xi!SSSS 1 mO_xi!SSSS l;VP5@xf ߔVPטxf VP xf  _KU6o!SSSS Scale ~Vl  /cc/c g{ !SSSS  85 !8g R{ !SSSS 100 "g{ !SSSS 115=$ix =:$iPx ݓ$ix  %D%h˞{ !SSSS 70 &3%h{ !SSSS 130#xiyFy $xiFy  )4zhFR| !SSSS 55 *@zhOYR| !SSSS 145'5iEy ()BiWy W W . .Z Z   ?    5(   FillText170l9 l9 46(   !SSSS >5[) 84>  !SSSS  47_  >5!k !SSSS 3 ?>Hk !SSSS 5 @-luk !SSSS 6 A(ik !SSSS 7 Bik !SSSS 89 :1@xG ;mrt <{ =%  Dy !SSSS 2C5:'  Gd<k !SSSS 1 H < & !SSSS 9Ee6j] Fs$]  K7 \ !SSSS  7% L  !SSSS  12% 17% 20% 17% 12%I]+ JC]+  N_7 !SSSS  7%Mk  QO]v !SSSS  4% R4* !SSSS  4%O^tԱ P[)Ա  T  !SSSS Percent in stanineSӜJ г  W#!SSSS 1 X@D#!SSSS 1U3 VA3C  \959>x!SSSS 1 ]5x!SSSS 1 ^5̜x!SSSS 1Y?;<ڼ Z4ڼ [љxڼ  a̾!SSSS 1 b%r̾!SSSS 1_ܶ>. `xܶ.  &m2&m ?s?  H UUD tt/ \ \#\#8 IOIO+\KhC_Q x[H```` Page 5\M4  =# 2!SSSS DEPRESSION/MOTIVATION>7%_ 1  =2zI!SSSS 126. Has unexcused absences>4&@  (g14M>126 Has unexcused absence \l9 l9 (g14M>10 =@X!SSSS 127. Has unexcused tardiness >2BN  (@4gM127 Has unexcused tardine]l9 l9  (@4gM10 =P>g!SSSS &&128. Blames other persons or materials >QQ=^ & (P4r]128 Blames other persons ^l9 l9 (P4r]10 =u^u!SSSS 129. Does not participate>_]nl  (_4l129 Does not participate_l9 l9 (_4l10 =lKj(!SSSS ..130. Blames self for situations beyond his/her>Tmhy . (wn4]{130 Blames self for situa`l9 l9 (wn4]{10 =zj#!SSSS control>O|Qi  =k?p!SSSS ..131. Is preoccupied with problems unrelated to>nd . (ƈ4131 Is preoccupied with p#al9 l9 (ƈ410 =f!SSSS school>d  "=)!SSSS 132. Is not motivated by rewards!>UJ $(4m132 Is not motivated by r'bl9 l9 #(4m10 &=+Z8R!SSSS ''133. Is easily upset by a suggestion or%>~7$ ' ((4133 Is easily upset by a-#cl9 l9 '(410 *=!SSSS constructive criticism)>E  ,=&(:!SSSS $*134. Avoids situations, assignments,+>f& $ .(4134 Avoids situations ass3'dl9 l9 -(410 0>!SSSS responsibilities/?*3  2=YA !SSSS ++135. Demonstrates self-destructive behavior1>mW + 4(4135 Demonstrates selfdest7-el9 l9 3(410 6=Qg!SSSS --136. Threatens to hurt self or commit suicide5>?e - 8(F4,136 Threatens to hurt sel;3fl9 l9 7(F4,10 :=p,(!SSSS ..137. Feels no one likes or cares about him/her9>Xo . <(4!137 Feels no one likes or?7gl9 l9 ;(4!10 >=W"i~9!SSSS --138. Ignores consequences of his/her behavior=>#hP0 - @(#4{0138 Ignores consequencesC;hl9 l9 ?(#4{010 B?2 bI!SSSS ++139. Does not smile, laugh, or appear happyAPA3`@ + D(.4 4A139 Does not smile laughG?il9 l9 C(.4 4A10 F?D[!SSSS 140. CheatsEPAF]R H(E 4R 140 CheatsKCjl9 l9 G(E 4R10 J?bVm!SSSS %141. Throws temper tantrumsIPAWo[d  L(W 4d141 Throws temper tantrumOGkl9 l9 K(W 4d10 N?h|!SSSS 44142. Is tired, listless, apathetic, unmotivated, notMOAj{v 4 P(8j 4w142 Is tired listless apaUKll9 l9 O(8j 4w10 R?;yb!SSSS interested in schoolQOAzU4  T?mw!SSSS --143. Does not care about academic performanceSPAvf - V( 4143 Does not care about aYOml9 l9 U( 410 X?j!SSSS 144. Is overly critical of selfWPA4c  Z( 4ը144 Is overly critical of]Unl9 l9 Y( 4ը10 \BS.z!SSSS ""145. Frowns, scowls, looks unhappy["DL-L " ^( 4145 Frowns scowls looks uaYol9 l9 ]( 410 `Bxl!SSSS **146. Needs immediate rewards/reinforcement_"D-%k * b( 4146 Needs immediate reware]pl9 l9 a( 410 dB*]Q!SSSS **147. Does not care for personal appearancec#D}D\# * f( 4l147 Does not care for periaql9 l9 e( 4l10 hB/!SSSS 148. Is pessimisticg"D!ۻ  j(* 4148 Is pessimisticmerl9 l9 i(* 410 lB[&!SSSS 149. Runs away to avoid problemsk#D%  n( 4149 Runs away to avoid prqisl9 l9 m( 410 pBc(!SSSS 150. Whines or crieso#D0  r( 4s150 Whines or criesxmtl9 l9 q( 4s10 tE _2@SSSS 00INAPPROPRIATE BEHAVIOR UNDERNORMAL CIRCUMSTANCESsuFa!]. stk1d9>  wE0>{WU!SSSS 00151. Behaves inappropriately when others do wellvF?()L 0 y[+<6I151 Behaves inappropriate~qul9 l9 x[+<6I10 {GWJbY!SSSS or receive praise or attentionzHKPX  }E \Hq0s!SSSS .4152. Behaves inappropriately for the situation|F\]oj . [+Z6f152 Behaves inappropriatexvl9 l9 ~[+Z6f10 EenJpH}!SSSS ..153. Behaves impulsively, without self-controlFon^| . [+l6x153 Behaves impulsively w~wl9 l9 [+l6x10 Eg7?!SSSS ""154. Exhibits extreme mood changesFk6 " [+t~6Z154 Exhibits extreme moodxl9 l9 [+t~6Z10 EԪ!SSSS 155. Is unpredictableF7  [+ 6155 Is unpredictableyl9 l9 [+ 610 ECdj!SSSS ,,156. Inappropriate sexually related behaviorFcc< , [+6156 Inappropriate sexuallzl9 l9 [+610 Ev!SSSS 157. Moves about unnecessarilyFɼo  [+ҹ6157 Moves about unnecessa{l9 l9 [+ҹ610 E8_!SSSS 158. Is easily overexcitedF1  [+6158 Is easily overexcited|l9 l9 [+610 E,!SSSS 22159. Lies, denies, exaggerates, distorts the truthF} 2 [+6159 Lies denies exaggerat}l9 l9 [+610 E&!SSSS !!160. Speaks in an unnatural voiceF% ! [+6z160 Speaks in an unnatura~l9 l9 [+6z10 E!SSSS 161. Speaks incoherentlyF   [+)6161 Speaks incoherentlyl9 l9 [+)610 E-!SSSS 162. Engages in nervous habitsF([$  [+16"162 Engages in nervous hal9 l9 [+16"10 ]F(?!SSSS //163. Destroys school or other students propertyG)6 / t,(75163 Destroys school or otl9 l9 t,(7510 ]F 914P!SSSS $$164. Has difficulty accepting changeG`:0G $ t,97E164 Has difficulty acceptl9 l9 t,97E10 ]FJua!SSSS 00165. Reacts physically when excited (e.g., flapsGLtX 0 t,nJ7TW165 Reacts physically whel9 l9 t,nJ7TW10 ]F[( r!SSSS hands, stutters, trembles, etc.)G\i |+ B!SSSS //166. Engages in inappropriate behaviors related,u9 / )6166 Engages in inappropril9 l9 )610 <E\,S!SSSS to bodily functionsX=ZI  Je  b!SSSS ..167. Becomes pale, may throw up, or passes out6LX . IV167 Becomes pale may throl9 l9 IV10 [ϖr!SSSS when anxious or frightened]}i  !SSSS 4>171. Will not change clothing for Physical Education ^ 4 jP171 Will not change clothl9 l9 jP10  !SSSS ..172. Does not demonstrate appropriate mealtimeg . 172 Does not demonstratel9 l9 10 "!SSSS behaviors*  ! !SSSS //179. Demonstrates inappropriate behavior on the8 ޢ / ͕179 Demonstrates inappropl9 l9 ͕10 fE@!SSSS school groundslD  180 Does not follow the cl9 l9 10 z!SSSS RULES AND EXPECTATIONSOɽ   h9'!SSSS 00173. Steals or forcibly takes things from otherse  0  173 Steals or forcibly tal9 l9  10 + &R7!SSSS 174. Inappropriate seat behavior~!Ӹ$. 2+174 Inappropriate seat bel9 l9 2+10 12\XI!SSSS 00175. Does not follow directives from teachers or3 *@ 0 /<175 Does not follow direcl9 l9 /<10 BYvY!SSSS other school personnelDuP  P g!SSSS 17176. Brings inappropriate or illegal materials toR^ 1 O[1 7 6 Brings inappropriatl9 l9 O[10 a  y!SSSS school9c o  o!SSSS &&177. Responds adversely to redirectionq1} & !o|1 77 Responds adversely tl9 l9 !o|10 Ǿʛ!SSSS !!178. Does not follow school rulesu ! 1 7 8 Does not follow schl9 l9 10 S%"<!SSSS ..184. Does not demonstrate appropriate care and'!3 .  :' 4184 Does not demonstrate l9 l9  :' 410 S5L!SSSS handling of others' property6<C  SDj\!SSSS ))185. Does not raise hand when appropriate JFR ) _C~EP185 Does not raise hand wl9 l9  _C~EP10 SFWmn!SSSS ..186. Behaves inappropriately going to and fromX?e . T~a186 Behaves inappropriate l9 l9 T~a10 Szg~!SSSS schoolhsu  Sxs!SSSS ''187. Does not take notes when necessarytq ' p~}187 Does not take notes wl9 l9 p~}10 Sԝ!SSSS //188. Is under the influence of drugs or alcohol / ƒ~188 Is under the influenc"l9 l9 ƒ~10 S6J!SSSS while at school4Hڤ  S){z!SSSS GROUP BEHAVIOR @y  !S!SSSS (2189. Has difficultly moving with a group  ( #~189 Has difficultyy movin&l9 l9 "~10 %S !SSSS ++190. Behaves more appropriately alone or in$F  + ' ~190 Behaves more appropri."l9 l9 & ~10 )S!SSSS **small groups than with the whole class or (&R * +S݄!SSSS in large group activities*  -S!6H!SSSS ..191. Behaves inappropriately in small academic,t . /~191 Behaves inappropriate4&l9 l9 .~10 1S ( !SSSS groups0T   3S2 !2!SSSS //192. Behaves inappropriately in the presence of2M( / 5d~J%192 Behaves inappropriate:.l9 l9 4d~J%10 7S/+MiVB!SSSS a substitute teacher6,g(9  9S <GS!SSSS ..193. Behaves inappropriately in large academic8s==J . ;:~G193 Behaves inappropriateB4l9 l9 ::~G10 =SMN#e!SSSS groups<OO[  ?!SSSS ((180. Does not follow the classroom rules>Pڹ: ( A~#!SSSS 22181. Does not wait appropriately for an instructor@P+" 2 CQ7181 Does not wait approprH:l9 l9 BQ710 E5!SSSS to arriveDP G~#!SSSS 22182. Does not wait appropriately for assistance orFP+" 2 I182 Does not wait approprNBl9 l9 H10 K@5g !SSSS attention from an instructorJP9  MLs!SSSS **183. Does not use school-related materialsLQ|E * O^D183 Does not use schoolreHl9 l9 N^D10 Q;-!SSSS appropriatelyPP'S:$       !"#$%&'()*+,-./0123456789:;<=>?@ABCFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~\KhC^a  9N'J6!SSSS ''59. Does not compose complete sentences]:(:IG5 '  98< I!SSSS !!or express complete thoughts when]:9zF !  9Ii]X!SSSS writing]:KUhW   9Xk1Wf!SSSS ''60. Fails to correctly organize writing]:Y0f ' 9iAr{x!SSSS activities ]:$kpw 9{sWX!SSSS **61. Omits, adds, or substitutes words when ]:,} V҉ *  9 i!SSSS writing ]:_Uh  9u!SSSS 1162. Fails to form letters correctly when printingN;מt} 1 9b |!SSSS or writingN;z[  9Sg!SSSS ++63. Fails to use verb tenses correctly when]:<}R +  9i!SSSS writing]:oUh  :\}p!SSSS //64. Uses inappropriate letter size when writing@<*oU / AC!SSSS SPELLINGB<<  9< !SSSS 65. Fails to use spelling rulesN; q5  ;||j0!SSSS ..66. Has difficulty with phonetic approaches to1= )iu- . ;Z0xn?!SSSS spelling1=1%mS>  "9@"y_Q!SSSS 2267. Omits, substitutes, adds, or rearranges letter!N;%BwN 2 $9P0?a!SSSS ""or sound units when spelling words#N;R.^ " & 9 e\v!SSSS --68. Has difficulty spelling words that do not%]:^fk[s - (<tv!SSSS follow the spelling rules'#>Kv  * 96Oiѓ!SSSS ,,69. Does not use word-endings correctly when)]:g/ , ,9)!SSSS spelling or omits them+O;J  .9Ux!SSSS 1170. Spells words correctly in one content but not-N;{wN 1 09޴ex!SSSS in another/N;1~ 28V!SSSS ,,71. Requires continued drill and practice in1l9RU , 482H!SSSS order to learn spelling words3l9+  698.!SSSS MATHEMATICAL CALCULATIONS5;^7  8;mX- !SSSS $$72. Has difficulty solving math word7<,f $ :;K w!SSSS problems9< uD  <;E!'!SSSS !!73. Fails to change from one math;<r >& ! >;%3!SSSS operation to another=<M'3  @ `"x```` Page 4?las$  B (B,5 CheckBox237Cl9 l9 A (B,510 D YB,e CheckBox238EAl9 l9 C YB,e10 F B|B, CheckBox239GCl9 l9 E B|B,10 H B,i CheckBox240IEl9 l9 G B,i10 J ؾB, CheckBox241KGl9 l9 I ؾB,10 L B, CheckBox242MIl9 l9 K B,10 N B, CheckBox243OKl9 l9 M B,10 P B,+ CheckBox244QM l9 l9 O B,+10 R 2AB, N CheckBox245SO!l9 l9 Q 2AB, N10 T }bB,Xo CheckBox246UQ"l9 l9 S }bB,Xo10 V ɃB, CheckBox247WS#l9 l9 U ɃB,10 X B, CheckBox248YU$l9 l9 W B,10 Z QB,, CheckBox249[W%l9 l9 Y QB,,10 \ B,\ CheckBox250]Y&l9 l9 [ B,\10 ^ B,# CheckBox269['l9 l9 ] B,#10 `:44;8K!SSSS %+74. Does not understand abstract math_6<d59 B % b:FDlm[!SSSS ""concepts without concrete examplesa5<E?R " d={Q8Ph!SSSS **75. Fails to correctly solve math problemsc ?RNt_ * f=[a2)5SSSS ++requiring regrouping (borrowing andcarding)eg ?b'To #ef ?ru  i;*~/7Q!SSSS %%76. Works math problems left to righth&=}5# % k; ۥ!SSSS instead of right to leftj'=  m:0RW!SSSS ++77. Fails to follow necessary steps in mathl6<P) + o:ev!SSSS problemsn5<lu^  q8:K!SSSS **78. Fails to correctly solve math problemspb9DI * s8&M!SSSS involving fractions or decimalsrb9y  u83;!SSSS %%79. Fails to demonstrate knowledge oftb9g1  % w8(!SSSS place valueva9G~ y8r-'!SSSS ##80. Confuses operational signs whenxa9%k  # {8 "!SSSS working math problemsza9   }8[%3!SSSS %%81. Fails to correctly solve problems|b9$T* % 8;,bC!SSSS involving money~a9-4:  8>6MU!SSSS ++82. Fails to correctly solve problems usingb9%@KL + 8\Of!SSSS measurementa9PU] 8]Ku!SSSS **83. Fails to correctly solve math problemsb9,_  $!!SSSS 92. Does not turn in homeworkw3Ϫ  $ ܱ\!SSSS 93. Cannot work independentlyw1   $.Jk,!SSSS 94. Fails tests or quizwi'+  $q/sY ?