School District 15818300 Greenbay Ave.

Lansing, IL 60438

Social Developmental Study (SDS) - CONFIDENTIAL

SDS

Name: ==== Age: ==== Race: ====Grade/School: ====/==== Date of Birth: ==== Date of Report: ====Current Disability: ====

ADDITIONAL INFORMATION:

This is an initial SDS for ==== and one component of an initial evaluation for possible special education services.

FAMILY INFORMATION:

Name Relationship Age Education/Grade Employment==== Father ==== ==== ======== Mother ==== ==== ======== Brother ==== ==== – ======== Brother ==== ==== – ======== Brother ==== ======== Sister ==== ==== – ======== Self ==== = ==== – ====

====, an African-American female ====grader, lives with her intact family family in Lansing, Illinois, a suburb of Chicago, Illinois. ====is employed full-time and ==== does not work outside the home. The family is finically secure and is able to meet all financial obligations. The parents and children are healthy with ==== experiencing mild high blood pressure and ==== having occasional migraines. As a child, ====had a problem with his speech and was corrected with therapy.

====reports her pregnancy and delivery with====and her twin ==== was without complication, the girl’s birth weights were just below five pounds at ==== pounds ==== ounces for ==== and ==== pounds ====ounces for ====. ==== is older by two minutes. ==== met all developmental early with ====speaking in two and three word phrases by age ====. Of all the ====children, ==== was the quickest and easiest to potty train. The ==== lost a son. ====at seventeen days, prior to ==== birth. She is aware of this brother and her parents answer all questions she and her siblings have as to his death. Two year ago, the family experienced the loss of ====great-great grandparent. Mother feels the family and ====have grieved these losses appropriately.

The family members are very close and the children have the typical sibling relationship. ==== and her twin are very close and did (do) have twin speech. ==== does stress she is the oldest girl in the family. ====was Girl Scout and is active in her church as part of the Youth Ministry, choir, and with the Praise Dancers. ==== enjoys a close relationship with her maternal grandmother, paternal grandparents and paternal aunts, uncles and cousins.

==== reports ====has many friends and best friends in and out of school. ====, ====, and her friends especially enjoy playing with dolls. All social interactions are age appropriate with excellent social skills. Her parents express no concerns as to her social interactions. ==== is often the leader in any group.

STRENGTHS AND CONCERNS:

In addition to being a leader, Ms. ====sees ====compassion to and consideration of others as her strongest non-academic strength. Ms. ==== feels ====has an excellent, strong self-concept. She is a daredevil, but is not fearless. Mother reports ====loves school, never balks going to school, but in pre-school would give up working on a task after several attempts. Parents are concerned with her language development, and its impact on her learning. ==== also experiences difficulty learning sight words

Ms. ====, Makayla’s ====grade teacher, reports academically, ====is experiencing a very difficult time learning to read despite Tier III interventions. Ms. ====feels ====can be very hard on herself when the work becomes too difficult. Ms. ====reports ====works very hard with a positive attitude at task even when difficult. Her social interactions are age and grade appropriate and she has many friends.

ACADEMIC/BEHAVIOR INFORMATION:

====attended D158’s Pre-School for all Program as a ==== year old. The family moved to Chicago to assist ====maternal grandmother during the 2013-2014 school year where she attended ====Elementary for Kindergarten. The family returned to Lansing for the 2014-2015 school year. ====is first grader in a general education classroom and receives Tier III services for reading. Due to academic and speech difficulties, ====was referred for a domain on 9.26.2014

Per PowerSchool, ====has no behavioral data, meaning she has no office referrals for misbehaviors. Ms’ Annicks reports no behavioral concerns and all social interactions are typical for a child of age seven in first grade.

ADAPTIVE BEHAVIOR:

Ms. ====and Ms. ====completed Vineland-II Adaptive Behavior Rating Scales. Ms. ====completed the Survey Interview Form (SIF) and Ms. ====completed the Teacher Rating Form (TRF).

Teacher Rating Form:

The Vineland-II TRF provides a comprehensive assessment of personal and social sufficiency for students aged 3 -21 years in a school, preschool, or structured day care setting. The Vineland-II TRF assesses what a student does, rather than what a student is able to do. The Vineland-II TRF assesses adaptive behavior in three different domains: Communication, Daily Living Skills, and Socialization. For children 3-6 it also assesses a fourth domain, Motor Skills. As ====is ====years old, this domain was not evaluated. Adequate scores range from 85 - 115. All scores are rated as high, moderately high (Mod. High), adequate, moderately low (Mod. Low), and low.

Vineland-II Teacher Report Form (TRF) Ms. ====- First Grade Teacher

Subdomain/Domain Standard Score Percentile Rank Adaptive LevelReceptive ==== Expressive ====Written ====Communication ==== (+/-6) ==== ====

Personal ====

Academic ====School Community ====Daily Living Skills ==== (+/-6) ==== ====Interpersonal Relationships ====Play and Leisure Time ====Coping Skills ====Socialization ==== (+/-4) ==== ====

Adaptive Beh. Composite ==== (+/-4) ==== ====

==== scores indicate his abilities in the Communication Domain are ====, with abilities for Listening and Understanding ====, and ====for Talking, Reading and Writing. ==== is ====in the Daily Living Domain, with ====skills in Caring for Self, Using Numbers, and Living in the School Community. Abilities in the Social Skills and Relationship Domain are ==== with ==== skills for Play and Leisure, and ==== skills for Adapting and Interpersonal Relationships. ==== skills in the Motor Domain are ====, with ==== skills in using her large and small muscles. ====overall Adaptive Behavior Composite in the school setting is ====when compared to others her age.

Looking at specific subdomain areas of adaptive behavior:

Abilities in Communication Domain Adaptive SkillListening, paying attention, and understanding communication ====Using words and sentences to gather and provide information ====Reading and Writing ====

Abilities in Daily Living DomainTaking care of personal needs and hygiene ====Understanding time, money, and math ====Following rules and routines ====

Abilities in Social Skills and Relationship DomainInteracting and getting along with others ====Play and using leisure time ====Demonstrating responsibility and sensitivity towards others ====

Vineland-II Survey Interview Form (SIF):

Vineland-II SIF measures the personal and social skills of individuals from birth through adulthood. The Vineland-II SIF refers to the typical day-to-day performance of activities required for personal and social sufficiency. It assesses what the person does rather than what she is able to do. The Vineland-II SIF assesses adaptive behavior in three different domains: Communication, Daily Living Skills, and Socialization. For children 3-6 it also assesses a fourth domain, Motor Skills. As ====is seven years old, this domain was not evaluated. Adequate scores range from 85 - 115. All scores are rated as high, moderately high (Mod. High), adequate, moderately low (Mod. Low), and low. The Vineland-II SIF also measures problem behaviors as reported by caregiver. These behaviors are considered undesirable

Vineland-II Survey Interview Form Ms. ====- Mother

Subdomain/Domain Standard Score Percentile Rank Adaptive LevelReceptive ====Expressive ====Written ====

Communication ==== (+/-7) ==== ====Personal ====Domestic ====Community ====Daily Living Skills ==== (+/-7) ==== ====Interpersonal Relationships ====Play and Leisure Time ====Coping Skills ====Socialization ==== (+/-7) ==== ====

Adaptive Beh. Composite ==== (+/-4) ==== ====

====scores indicate her abilities in the Communication Domain are Adequate with Adequate skills for Hearing and Understanding and Talking, and Moderately Low for Reading and Writing. == is Adequate in the Daily Living Domain, with her abilities in Caring for Home as ==== and her abilities for Living in the Community and Caring for Self as ====. In the Social Skill and Relationship Domain, her skills are also ====, with == abilities as ==== for Relating to Others, for Playing and Using Leisure Time, and for Adapting. ====overall Adaptive Behavior Composite in the home and community setting is === when compared to others her age.

Looking at specific subdomain areas of adaptive behavior:

Abilities in Communication Domain Adaptive SkillListening, paying attention, and understanding communication ====Using words and sentences to gather and provide information ====Reading and Writing ====

Abilities in Daily Living DomainTaking care of personal needs and hygiene ====Performing household tasks independently ====Using time, money, the telephone, the computer, and job skills. ====

Abilities in Social Skills and Relationship DomainInteracting and getting along with others ====Play and using leisure time ====Demonstrating responsibility and sensitivity towards others ====

Abilities in the Motor DomainUsing arms and legs for movement and coordination. ====Using hands and fingers to manipulate objects. ====

====and ====’s Vineland scores are ==== with both overall adaptive levels in the ==== (average) range.

Maladaptive Behavior Index (MBI)The Vineland-II measures Problem Behaviors. The MBI is a composite of Internalizing, Externalizing and Other types of undesirable behavior, which may interfere with ==== adaptive functioning. Maladaptive Behavior Critical Items looks at more severe maladaptive behaviors that may provide clinically important information. V-Scale Score determine MBI levels; 21-24 is Clinically Significant, 18-20 Elevated, and 1-17 Average. These behaviors are defined as non-significant, intermediate, or significant.

Problem Behaviors Raw Score v-scale score LevelInternalization ==== ==== ====

Externalization ==== ==== ====Other ====Maladaptive Behavior Index ==== ==== ====

====Maladaptive Behavior was addressed by Ms. ====. Her tendency towards internalization of emotional distress is at the ==== Level and her externalization of emotional distress is ==== when compared to others her age. ==== overall MBI is at the ==== Level when compared to others her age.

Internalization Behaviors reported - None.

External Behaviors reported - None.

Other Problem Behaviors reported - None.

Maladaptive Behavior Critical Items reported - None.

Based on Ms. ==== responses ==== level on the index that assesses minor problem behaviors is ====.

CONCLUSIONS AND RECOMMENDATIONS:

====presents as an age appropriate seven year old first grader. She has excellent social skills as reported by parent, teacher and school documents. Her behavior is excellent as indicated by PowerSchool documentation. Despite experiencing academic difficulty, ====, parent and teacher report she likes school, enjoys attending first grade, and tries her best to learn and succeed. Her MBI is === based upon parent responses.

Based on these results and teacher parent reports, school social work is not deemed necessary at this time.

The multidisciplinary team will discuss these results along with other components of this evaluation, and recommend any addition programing

_____________________________Patricia L. Grey MSW, LCSWLansing District 158 Social Worker