Non compliant

General Introductory Statement

STUDENT is a 12 year old 7th grader at Miller Middle School. He was found eligible in October of 2009 and is receiving special education services in the MMS BEST classroom for an emotional disability.


Pertinent Information

STUDENT is lactose intolerant and should remain away from dairy products.  His mother usually sends a lunch with STUDENT.  STUDENT is aware of his condition and tries to make the proper choices, but sometimes will forget.  On those days when he eats a cafeteria lunch, his choices should be looked over.  STUDENT is being treated for ADHD and sees Dr. L (234-5678, Lean Medical Clinic) for both conditions.  His mother administers 50mg. of Vyvance to Jack every morning before school.


School Skills/ Work Habits

STUDENT's attendance is poor; he has missed 13 of the last 40 days of school.  When in class, he will try all assignments, but when frustrated will often get out of his seat claiming the need to do things around the room (get a tissue, sharpen his pencil, get some paper, straighten his desk) to avoid the work.  When asked to sit down, STUDENT will argue to the degree it disrupts the entire class, accusing the teacher of always picking at him.  A sure sign that he is struggling with the work is when he’s out of his seat.  When he understands and can complete things on his own, he will usually stay with it until it’s done.  When STUDENT participates in class, he will be able to address the topic but often goes off on, related but definite, tangents.  Teachers should let him finish a thought then gently return him to topic.  If this is done in a harsh manner, STUDENT will become argumentative saying that the teacher is just angry because he knows more about the topic than anyone.  He often engages the class in “voting behavior” about who is right in this situation. His homework is turned in if it was received the day before, if he has missed a day(s) after the homework is assigned, it’s usually not returned.


Social Skills/Behavioral/Functional

STUDENT has exceptional personal hygiene. He likes to be recognized by adults and peers.  He does not necessarily need to be the leader, but has a need to let others know he has information about a subject. He will jump into conversations that are started by other students, which will sometimes make his peers angry. STUDENT does have two friends that he appears to talk with on the same level; usually all three are standing while conversing.  STUDENT is very aware of social issues and can relate news topics to class discussions. In whole class discussions, asking for participation by going up and down rows (or in some pattern) appears to be the best strategy for STUDENT.


Academic Progress

STUDENT is in the BEST classroom to work on the argumentative tendencies and whole class engagement behaviors that have consistently thwarted attempts to put him in a general education setting. His BIP addresses these behaviors with goals of reducing office referrals to 1 time per month.  In the past 2 years he has had 30 office referrals and 7 out of school suspensions.

STUDENT did not pass either section of the ISTEP for 7th grade; his Language Arts score was 495/556, his Math score was 400/586.  I believe that these scores have a direct correlation to STUDENT's poor attendance (which has been a problem since about 5th grade).   He has emerging skills in writing concepts and an age appropriate vocabulary; his reading comprehension is just under grade level.  He can understand and maneuver most math concepts individually but has very little understanding on how they fit together or are applied to the next step.


Cognitive functioning/Language

STUDENT presents as a young man with above average cognitive skills but very poor attendance has put holes in learning. His language and communication skills are somewhat below average as he has not developed the skill to avoid arguments when he feels he knows more than the person speaking.


Statement of how student’s disability affects his/herinvolvement and progress in the general education curriculum

STUDENT is a 7th grade student who qualifies for services with an emotional disability. He is currently receiving service in the BEST classroom for all core classes. STUDENT struggles with the need to show he knows a lot of information about a topic.  When he struggles he avoids the work by getting out of his seat, challenging authority when he feels he is being talked down to, and engaging the entire class in the incident.  This behaviors has kept STUDENT from the general education setting as the constant arguing is costing time and teacher attention, at the cost of other students, in the larger general education classes. A teacher must avoid power struggles with STUDENT.  When he is out of his seat, go over to him and quietly ask what he struggles with that is is taking him away from finishing the task. Taking turns or using some pattern with class discussions will work as well as putting time limits on how long each person can speak.


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