Pearland Full and Individual Evaluation Recommendations and Assurances Date of Report: 1112(2919 Age: 6 Current Campus: Silverlake Elementary Grade: Gender: Based on the data in this report, the student: Michael Crichton El does not appear to meet the criteria for having a disability. Discussion: At this time, Michael does not display any academic or behavior concerns in the general education setting. He does not demonstrate a need or eligibility for Speech and Language Therapy. Based upon the information from multiple sources, Michael does not appearto have a condition that would require Special Education services and support. Overall, Michael's results from the indicate no academic concerns or difficulties. He demonstrated overall intellectual ability within the average range of standard scores. Comparisons were made between his cognitive and achievement scores. Based on a mix of cognitive tasks associated with performance in each area, Michael is performing at predicted levels in reading. mathematics. and written language. Although Michael may demonstrate some behaviors that can be associated with the condition of Autism, he does not demonstrate a need for Special Education services and support at this time. Michael does have a documented medical history. including the conditions of ADHD and asthma. Although ?nal placement and consideration is always an ARD committee decision, the ARD committee may wish to consider placing Michael under Section 504 for the accommodations that it would provide. The ARD committee could recognize that if Section 504 accommodations do not meet his needs in th 2011- 12 school year, that the eligibility of Other Health Impaired could be considered along with placement in Special Education services and support. ASSURANCES The multidisciplinary team assures that: Test, or evaluation materials, used forthe purposed evaluation, were selected and administered so as not to be racially or culturally discriminatory. Any standardized tests have been validated for the specific purpose for which they were used. Any standardized tests were administered by trained personnel in accordance with any instructions provided by the producer of the test. More than one procedure was used for determining whether a student has a disability and for determining an appropriate educational program for the student. Tests were selected and administered so as best to ensure that if a test was administered to a child with impaired sensory, manual, or speaking skills, the test results accurately re?ect the student's aptitude or achievement level or other factors the test purports to measure, rather than re?ecting the student's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). Technically sound instruments were used to assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. The evaluation provides relevant information that directly assists persons in determining the educational needs of the child. Materials and procedures used to assess a student with limited English pro?ciency were selected and administered to ensure that they measure the extent to which the student has a disability and needs special education, rather than measuring the student?s English language skills. lnfonnation has been drawn from a variety of sources including aptitude and achievement tests, parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior. I have reviewed this report and it re?ects my professionai conclusions. ?If you disagree, submit a written explanation of area(s) of disagreement. *Denctes Required Item Recommendations and Assurances (11i2i'2010) Page 1 of 2