Heart-breaking Report of Staggering Ignorance?

So last evening, just before bedtime, I check my gmail one last time to verify that the District has indeed elected not to supply me with a draft report. Oh, something's there all right -- just not in the least complete (or dare-I-say accurate) and certainly not including conclusions and recommendations.

Here's their contribution to the testing:

Gross Motor <1st %ile
Fine Motor NO SCORES WHATSOEVER
Sensory Processing - Auditory, Visual, Touch, Vestibular, Multi-Sensory Differences
Vision Perception NO SCORES WHATSOEVER
Speech (Articulation, CAAP) standard score 55, which is -- though not 'fessed -- <1st %ile
Speech (Expressive, PLS) 2nd %ile
Speech (Auditory Comprehension, PLS) 4th %ile
Socialization (per the Vineland-II) 4th %ile
Daily Living (per the Vineland-II) 3rd %ile
Behavior Scales - TOO DEPRESSING TO REPORT HERE
Academics - Some skills above age-expectation, while missing key preschool readiness skills altogether.


And their summary:

Previous assessment has shown Charlie’s cognitive skills to be in the average range (KABC-II). Current assessment results indicate that Charlie continues to demonstrate delays in social/emotional development and self-help skills. Additionally, he is requiring very frequent cuing throughout his day to follow the basic routine and activities and to participate in peer interactions beyond limited cooperative play and parallel play. Frequent cuing and modeling also was needed during the arena assessment for novel and lower interest tasks. Readiness skills according to the ABLLS show scattered skills sometimes well above age expectation; however, Charlie is missing some foundational readiness skills. Through a thorough records review, it is apparent that Charlie has made significant progress in some areas of communication, compliance and academic readiness skills. He continues to struggle significantly with sustained attention to task, initiation of attention for non-preferred tasks, interactive peer socialization and independence with his daily routine at school.

In the area of speech and language, Charlie presents with severe delays in social communication (pragmatics), receptive language, expressive language, and a severe impairment in speech production skills. Current SLP Assessment Report includes standardized test data and non-standardized assessment data which support medical necessity for SLP service. Charlie’s speech and/or language performance is significantly below average for his chronological age and is negatively impacting his socialization with peers and his educational progress in the pre academic areas of listening and speaking.


[OT Summary]


[APE/PT Summary]


Assessment results indicate that Charlie appears to continue to require special education intervention and services in order to succeed in an educational curriculum; however, this determination will be made with the IEP team. Charlie appears to meet the eligibility criteria both for autistic-like behaviors and also under the eligibility of other health impaired due to limitations in alertness and vitality. Charlie’s neurologist has indicated he may be having very frequent absent seizures. Charlie also has a significant medical and neurological history including the removal of an arachnoid cyst and the return of a (benign) tumor. He has had very frequent illnesses especially in the past three months which appear to impact his vitality in a learning program. Although he does continue to demonstrate the characteristics of autism and these issues impact his communication, socialization and learning, the impact of the seizures, inattention and health/attendance issues may be primarily affecting his educational progress. Charlie most likely will benefit from a comprehensive and specialized program that addresses his unique health, learning, communication, sensory, motor and socialization needs with a focus on developing independence and engaged social interactions, increasing on-task behavior and reducing the amount of cuing he currently requires. Program and services will be discussed specifically at the IEP meeting.

In short, this cast of characters did not conduct and/or report scores for several of the agreed-upon assessments while selectively including previous assessment findings (conveniently discarding his School Options OT report and his independent Speech report).

Most encouraging my inclination to boo-hoo, the report seems to suggest that he's destined for a Most Restrictive Placement offer. Not one of the schools on the Grand Tour, for example, has a school nurse (which the report suggests is required). And that, Gentle Blog Readers, brings us full-circle in 4 months back to the Realm of Disagreement, Retainers, and Litigation.