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HomeMy WebLinkAbout01-0796 II ~ AUG 3 0 2001 ~ IN THE COURT OF COMMON PLEAS OF CUMBERLAND COUNTY No.JlI- 01- 1Q(, ORPHANS' COURT ESTATE OF RYAN MICHAEL KENNEDY PETITION PURSUANT TO SECTION 5511 OF THE PROBATE, ESTATES AND FIDUCIARY CODE TO ADJUDICATE RYAN MICHAEL KENNEDY TO BE INCAPACITATED AND TO APPOINT PLENARY GUARDIANS FOR HIS PERSON AND HIS ESTATE \ PRELIMINARY DECREE AND NOW, this 3 I tOt' day of 4- LI ~" , 2001, upon consideration of the annexed Petition, IT IS ORDERED AND DicREIo that a hearing on this matter is set for the I ~ay of {d(l 1; /uJu , 2001, at the Cumberland County Courthouse in Courtroom No. . 3 , One Courthouse Square, Carlisle, Pennsylvania, at 02: 3 () o'clock T.M. and that a Citation be issued to Ryan Michael Kennedy commanding him to show cause why he cannot appear at the aforementioned hearing pursuant to the Petition of Eugene L. Kennedy and Karen E. Kennedy to have Ryan Michael Kennedy adjudicated an incapacitated person and to have plenary guardians appointed for his person and his estate. Notice of the hearing shall be given to Ryan Michael Kennedy by counsel for the Petition in accordance with 20 P.S. 9 5511 (a) not less than twenty (20) days prior to the hearing. BY THE COURT: :148327 pJ. Johnson, Duffie, Stewart & Weidner By: Michael J. Cassidy J.D. No. 82164 301 Market Street P. O. Box 109 Lemoyne, Pennsylvania 17043-0109 (717) 761-4540 Attorneys for Petitioners IN THE COURT OF COMMON PLEAS OF CUMBERLAND COUNTY NO. 21-01-796 ORPHANS' COURT ESTATE OF RYAN MICHAEL KENNEDY PETITION PURSUANT TO SECTION 5511 OF THE PROBATE, ESTATES AND FIDUCIARY CODE TO ADJUDICATE RYAN MICHAEL KENNEDY TO BE INCAPACITATED AND TO APPOINT PLENARY GUARDIANS FOR HIS PERSON AND HIS ESTATE NOTICE PURSUANT TO 20 Pa.C.S.A ~5511(a) TO THE COURT: Petitioners Eugene L. Kennedy and Karen E. Kennedy hereby give notice to this Honorable Court pursuant to 20 Pa.C.S.A. 95511 (a) that counsel has not been retained by or on behalf of Ryan Michael Kennedy, who is alleged to be an incapacitated person. Respectfully submitted, JOHNSON, DUFFIE, STEWART & WEIDNER Dated: September 24,2001 By: { .. Mich e J. Cassidy Attor y 1.0. No. 82164 301 Market Street P.O. Box 109 Lemoyne, PA 17043-0109 Telephone (717) 761-4540 Attorneys for Petitioners :148355 "' ~ohnson, Duffie, Stewart & Weidner By: Michael J. Cassidy LD. No. 82164 301 Market Street P. O. Box 109 Lemoyne, Pennsylvania 17043-0109 (717) 761-4540 Attorneys for Petitioners IN THE COURT OF COMMON PLEAS OF CUMBERLAND COUNTY NO. :J.J - 0' - 7QiL, ORPHANS' COURT ESTATE OF RYAN MICHAEL KENNEDY PETITION PURSUANT TO SECTION 5511 OF THE PROBATE, ESTATES AND FIDUCIARY CODE TO ADJUDICATE RYAN MICHAEL KENNEDY TO BE INCAPACITATED AND TO APPOINT PLENARY GUARDIANS FOR HIS PERSON AND HIS ESTATE AND NOW, this 2.2. "J day of August 2001, come Eugene L. Kennedy and Karen E. Kennedy, husband and wife, through their undersigned attorneys and petition this Court to be appointed guardians of the person and estate of their son, Ryan Michael Kennedy, and in support thereof aver the following: 1. Petitioners are Eugene L. Kennedy and Karen E. Kennedy, husband and wife, 521 East Lisburn Road, Mechanicsburg, Cumberland County, Pennsylvania 17055, and are the parents of Ryan Michael Kennedy, an alleged incapacitated person. 2. Ryan Michael Kennedy, an alleged incapacitated person, is twenty-one (21) years of age (D.O.B. May 4, 1980), is permanently domiciled at 521 East Lisburn Road, Mechanicsburg, Cumberland County, Pennsylvania 17055, and currently is in temporary residence at Elwyn, Inc., 111 Elwyn Road, Elwyn, Delaware County, Pennsylvania 19063. 3. Elwyn, Inc., a Pennsylvania corporation with facilities located at 111 Elwyn Road, Elwyn, Delaware County, Pennsylvania 19063, currently provides residential services to Ryan Michael Kennedy. 'f-l,. ... 4. Petitioners consent to and respectfully request that they, as the natural parents of Ryan Michael Kennedy, be appointed plenary guardians of the person and the estate of Ryan Michael Kennedy. See Consent of Petitioners attached hereto, incorporated herein by reference, and marked as Exhibit "A." 5. Petitioners have no interest adverse to Ryan Michael Kennedy. 6. Petitioners seek guardianship of Ryan Michael Kennedy because he suffers from neuronal ceroid lipofuscinosis (alkla Batten Disease), a terminal degenerative neurological condition, which severely impacts Ryan Michael Kennedy's ability to receive and evaluate information effectively to such a significant extent that he is totally unable to manage his financial resources or to meet essential requirements for his personal health and safety. 7. Ryan Michael Kennedy is severely limited by Batten Disease, both physically and mentally, in a variety of profound ways including, but not limited to: (a) He is legally blind and uses a cane for the blind or a sighted-guide for mobility; (b) He has a diagnosis that includes a history of seizures; (c) His intellectual ability and cognitive functioning has either deteriorated or has been stunted by Batten Disease, so much so that he has an intellectual level equal to that of a child four to six years of age; (d) He has suffered severe personalty and behavioral changes, including severe hallucinations; (e) He is capable of communicating with others; although his ability to communicate is substantially limited because of his limited intellectual ability and cognitive capacity; (f) He has limited physical capacity including a restricted ability to ambulate and poor cardiovascular endurance; and (g) As his disease progresses, his already-limited mental and physical capacities will continue to degenerate possibly to a vegetative state. 8. Since approximately June 1990, Ryan Michael Kennedy has resided at special care facilities capable of providing full-time care he requires as a result of his condition. He attended Overbrook School for the Blind from June 1990 until March 1992, when it was mutually agreed upon by Petitioners and Ryan Michael Kennedy's caseworkers to remove him from the program because he had become unmanageable. .- 9. Beginning March 1992, Ryan Michael Kennedy was hospitalized at the Hershey Medical Center Child In-patient Psychiatric Unit (his third hospitalization) for a period of several months. At the conclusion of his treatment at the Hershey Medical Center, Ryan Michael Kennedy resided with his parents until approximately November 1992. 10. In or about November 1992, Ryan Michael Kennedy enrolled as a residential student at Elwyn's Davidson School where he participated in an Individualized Education Program (IEP) which was designed and developed as required under state law by Mechanicsburg Area School District, which is Ryan Michael Kennedy's resident school district. A copy of Ryan Michael Kennedy's most recent IEP report, dated March 13, 2001, is attached hereto, incorporated herein by reference, and marked as Exhibit "B." 11. In or about June 2001, Ryan Michael Kennedy completed his course work at Elwyn's Davidson School as set forth in his Individualized Education Program and received his diploma from the Mechanicsburg Area School District. 12. Although he is no longer a student at the Davidson School, Ryan Michael Kennedy remains in residence at Elwyn where he continues to receive specialized attention and training designed to meet his unique needs and capabilities. 13. As evidenced by the Comprehensive Evaluation Report (CER) dated March 5, 2001, which was prepared in advance of his IEP report, Ryan Michael Kennedy is incapable of providing for his personal health and safety needs and managing his financial resources. A copy of the aforementioned Comprehensive Evaluation Report is attached hereto, incorporated herein by reference and marked Exhibit "C." 14. Ryan Michael Kennedy has undergone many years of specialized training to improve his physical abilities, mental capacities and cognitive functioning so as to maximize his ability to participate as a functioning member of society. However, Batten Disease has robbed Ryan Michael Kennedy of his ability to provide for his own personal health and safety needs and managing his financial resources. - .- . 15. Petitioner Karen E. Kennedy currently serves as payee-beneficiary for Social Security Disability insurance benefits which are paid to Ryan Michael Kennedy by the Social Security Administration on a monthly basis. 16. Ryan Michael Kennedy currently receives approximately $558.40 per month in Social Security Disability insurance benefits of which approximately 72% are paid to Elwyn, Inc., for room and board per requirements established by the Cumberland County Office for Mental Health and Mental Retardation. 17. Ryan Michael Kennedy is currently employed on a part-time basis through the Bridgewater program, which is part of Elwyn, Inc., in which he earns approximately $2.00 per hour plus piece work performing simple assembly line-like work. 18. Ryan Michael Kennedy has a gross estate valued at approximately Five Hundred and 00/100 Dollars ($500.00). 19. Petitioners, as natural parents of Ryan Michael Kennedy, are fully qualified to serve as plenary guardians of the person and estate of Ryan Michael Kennedy. WHEREFORE, Petitioners pray that a decree be issued adjudicating Ryan Michael Kennedy an incapacitated person and appointing Eugene L. Kennedy and Karen E. Kennedy as plenary guardians of the person and the estate of Ryan Michael Kennedy, to serve in such capacity without posting bond. Respectfully submitted, JOHNSON, DUFFIE, STEWART & WEIDNER By: ~ ;c... ~~ MichaM. Cassidy Attorney 1.0. No. 82164 301 Market Street P.O. Box 109 Lemoyne, PA 17043-0109 Telephone (717) 761-4540 Attorneys for Petitioners :147856 0- VERIFICA TION I, EUGENE L. KENNEDY, verify that the statements made in this Petition are true and correct to the best of my knowledge, information and belief. I understand that false statements made herein are made subject to the penalties of 18 Pa. C.S.A. 94904, relating to unsworn falsification to authorities. Date: 8/28/01 ~..(4 Eug e L. Kennedy VERIFICA T/ON I, KAREN E. KENNEDY, verify that the statements made in this Petition are true and correct to the best of my knowledge, information and belief. I understand that false statements made herein are made subject to the penalties of 18 Pa. C.S.A. 94904, relating to unsworn falsification to authorities. Date: f3/ZB/C' EXHIBIT A WRITTEN CONSENT PURSUANT TO C.C.O.C.R. 12.5-2 I, Eugene L. Kennedy, do hereby consent to being appointed guardian of the estate and guardian of the person over my son, Ryan Michael Kennedy, and in addition thereto aver the following: 1. I am a citizen of the United States of America, and I am able to speak, read and write the English language. 2. I do not intend to apply for an allowance for the support or education of Ryan Michael Kennedy. 3. I am not the fiduciary or an officer or employee of a corporate fiduciary of an estate in which Ryan Michael Kennedy might have an interest nor the surety or an officer or an employee of the corporate surety of such a fiduciary, nor do I have an interest adverse to Ryan Michael Kennedy. ~o<.H- Eu e L. Kennedy ,2001. Notarial Seal Darla C. Pamer, Notary Public lemoyne Bora, Cumberland County My CommIssion Expires Dec. 29. 2001 Member, Pennsylvania Association of Notaries 1- . WRITTEN CONSENT PURSUANT TO C.C.O.C.R. 12.5-2 I, Karen E. Kennedy, do hereby consent to being appointed guardian of the estate and guardian of the person over my son, Ryan Michael Kennedy, and in addition thereto aver the following: 1. I am a citizen of the United States of America, and I am able to speak, read and write the English language. 2. I do not intend to apply for an allowance for the support or education of Ryan Michael Kennedy. 3. I am not the fiduciary or an officer or employee of a corporate fiduciary of an estate in which Ryan Michael Kennedy might have an interest nor the surety or an officer or an employee of the corporate surety of such a fiduciary, nor do I have an interest adverse to Ryan Michael Kennedy. 1{GAM--6. i{Q~ Karen E. Kennedy Sworn to and subscribed before me this S t'ay Of~, 2001. \~. . O. Notary Public Notarial Seal Daria C. Parmer, Notary Public lemoyne Bora, Cumberland County My Commission Expires Dec. 29, 2001 Member, Pennsylvania Association of Notaries EXHIBIT B INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Name: Ryan Kennedy Parent Name.: Mr. and Mrs. Eugene Kennedy Address: 521 E. Lisburn Rd. Mechanicsburg, PA 17055 IEP Meeting Date: 3/13/01 DOB: 5/4/80 Age: 20 crrade: Ungraded - Secondary Phone: <en 717-766-6372 (W) School Year: 3/01 - 6/01 School District: Mechanicsburg Area Anticipated Year ofcrraduation: 2001 County of Residence: Cumberland Ot~er Information: {{~a.'('\ \5 p\G..c..e.d \('\-tk Da.vitl.son Sc.~o \ Df"\. 0... i ~C>-'1 rtS\cN,..-.n~\ '.op\s,~ ~V1l\J~'" ~ (lCE.. L\.O \\) y~ C2.S 5 . R.-e.sch.t\v\c.d ~ .1\'-1\0\ +0 ?\\J. \O~ o..\- ~'rt.f't-s ~ve.s\-. IEP TEAI\-I/SIGNA TURES* Last CER Date: 3/13/01 The Individualized Education Program (IEP) Team makes the decisions about the student's program and placement. The student's parent(s), the student's regular teacher and a representative from the local education agency are required members of this team. A regular education teacher must also be included if the student participates, or may participate in, regular education. Signature on this IEP documents attendance, and not agreement. POSITION(typed or printed) SIGNATURE * Parent ~~ ~~;:t* I\- Regular Education T eacher ~ Special Education Teacher ~ . 0 ...-/'L-- . Local Education Agency Rep(Chair) X:lat.~?-k1'2f /.,.b.C.L,'-L'L., Vocational Technical Representative* * . S-leve' ~"...u-(]..""~C unity Aaency Representative'" ?;&-ald .i ~e",,,,.J -..;;~-. f' J'v'\.c..L.~ E-c~' c. 0 Q...~\w~ ~ I-td (.., \tl-v I-J NUt:( 6-rfwl;/2J) ,elJe;fcfL oF ~6UI;/..J.-Y 11'1 PIJ.i R " The IEP team must im "lte the student if transition ser\ices are being planned. or is the parents Ch~ose / a~'e the s~d t p )cipate. d ~[ust be pre,sent ifa Vocational Tec~cal program is being considered~" ~ l ~ ") *** As deternuned by the. IE~ Team Chalrpers~ / /' u / :;Y-. - C:-J t---...../ C "0/~1 }/yfer c--->ctt<'O l"7e~1.f (l \ /G I. I~ ~o'r'1 S~~\o.:"o.... OOf"f"\t;-. €>lv\.-\"Y'\ C &~c) Do t'\ ("V.. U\ \J Y" Y'r" Go- ~R [(\o-Y\\ Ev~~~ C&\~ OCED~~~~~r~~~~~ NO~!~~~ c,~h~~. NMvfE (typed or printed) ~'t.~ ] I:::. . e'f\ V1 ~ Erl'c. Osfr....,...., ;?:5c"nd0 j;07/ec..~, (.5..i), Y.) rocedural Safeguards Not~. ~ Date Received: I ~ 5 () I I I Individualized Education Program (IE Page 1 of -.l::L ,I..SPECIAL CONSIDERATIONS THE IEP TEAM MUST ADDRESS.,BEFORE . DEVELOPING THE IEP A. Ja,the student bUad or v:l8aaDy impaired? UNo ~ Yes - Team must address the need for Braille/Braille instruction based on the student's current and future reading and writing skills and will be included in the development of the IEP. D Yes- Team does not need to address the need for Braille/Braille instruction based on the student's current and future reading and writing skills. B. Is the student deaf or hearing impaired? ~ No' DYes - Team must address the student's language and communication needs, opportunities for direct communication with peers and professionals in the student's language and communication mode, academic level, and full range of needs including direct opportunities for instruction in the child's language and communication mode in the development of the IEP. C. Does the student ezh1"bit behaviors that impede his/her learning or that or others? DNo ~ Yes - Team must develop strategies including positive behavior interventions and supports in the IEP. C Refer to Social Adaptation & Specially Designed Instruction sections. omments: D. ~es the student have limited English proficiency? ~No o Yes - Team must address the language needs of the student in the development of the IEP. E. Does the student have communication needs? ~No o Yes - Team must address the communication needs of the student in the development of the IEP. F. Does the student require asaistive technology devices and services? ONo ~ Yes - Team must address the student's assistive technology needs in the development of the IEP. G. Does the student need transition services? 1. Will the student be 14 years of age or older within the duration or this IEP? D No - Delete Section III ~ Yes - Team must address the student's course of study and how it aoolies to the comoonents of the IEP. Student's Course of Study: Functional Academics/Life Skills Training/Prevocational Skills Training 2. Will the student be 16 years or age or older within the duration orthislEP? o No - Delete Section III !XI Yes - Team must address and complete Section III H. Is the student within three (3) years of Graduation? D No - Go to Section II ~ Yes - Team must address graduation plan below. Plan for Completion of Necessary Credits for Graduation: Eligibility for graduation will be based upon: 1&1 Option A - Completion of IEP goals and objectives (Should be linked to planned courses) or o Option B - Completion of school district Outcomes/Standards. If,YQu selected Option 8, choose one of the following: U Course ReQuirements ( Attach a list of courses) ; OR D Assessment, Independent study, study project, other educational experiences (Attach plan) Student's Name: Ryan Kennedy Date: 3/13/01 Page ~ of JA , II. Present Levels of Educational Performance A. Sunu'I'Iary of Performance in the Current Educational Program: Social Adaptation: Ryan is a twenty year old unsighted student who is pleasant, sociable, and generally cooperative. He enjoys initiating conversations with adults and is learning to take turns rather than interrupt during social interactions with staff and peers. Ryan seems to prefer solitary craft activities or listening to music through headphones to interacting with peers. When frustrated or agitated, Ryan can become excitable and employ inappropriate language. Private one-on-one counseling and support from his teacher seems to enable Ryan to be redirected and "bounce back". Ryan continues to require regular verbal prompting to employ correct cane techniques during his mobility in school. Functional Academics: Ryan can count by 5's and 10's with cues. He can identify, sort, and match geometric shapes. Ryan is able to sort coins and identify them with 80% accuracy. He needs further practice in creating coin combinations to represent amounts up to $1.00. Ryan enjoys auditory filmstrips and sound video presentations of material. He attends well and participates in group question and answer activities based on the material he has heard. Ryan is able to define 38/50 words from the Edmark Grocery Words One functional vocabulary program. Ryan continues to maintain his functional Braille usage of numbers, days of the week, months, and functional signs. Prevocational Skills: Ryan has participated in the Production Center this year. He has displayed a willingness to attempt all tasks presented. Ryan requires one-an-one instruction and close staff supervision for assistance and adaptation of tasks. Ryan has been able to perform simple packaging and assembly line tasks with close staff support. Mobilitv/Orientation Services: Ryan is seen once a week to maintain his current traveling skill level as described in his previous IEP. He continues to travel unaided throughout Davidson School, but under the supervision of staff. Ryan's mobility skills have remained steady. Vision Services: As part of Ryan's vision services, he has had an opportunity to work in the Production Center for 1 1/2 hours each day. With individualized instruction and monitoring, Ryan has experienced the expectations, skills, and monetary benefits of working in a contract workshop. Adaptations are made as necessary to enable Ryan to work independently or with others on an assembly line. Tasks have required counting, collating, assembling, and packaging. Ryan's skills and production rates are directly related to his attitude and preparedness each morning. Ryan will continue to work in the Production Center, developing skills and being provided with experience that may benefit him after graduation. Student's Name: Ryan Kennedy Date: 3/13/01 Page -L of ~ D. Pruent LeveJa of Educational Performance (Continued) . A. SnnIWnary of PerfODlUlDce in the Current Educational Program (Continued): Phvsical Therapv Services: Please refer to the attached report. Student's Name: Ryan Kennedy Date: 3/13/01 Page ~ of :L'f ELWYN DAVIDSON SCHOOL PHYSICAL THERAPY DEPARTMENT Physical Therapy Evaluation NAME: Ryan Kennedy DaB: 05/04/80 DOE: 02/01 Ryan was seen in the physical therapy gym over multiple sessions for physical therapy evaluation in preparation for his upcoming IEP/CER conference. Ryan is scheduled to graduate from his . educational placement in June 2001. Ryan has participated well in his P.T. programming over the past school year. He has recently begun complaining of low back pain. Ryan continues to ambulate throughout his school environment utilizing his sight cane, verbal cues, and or physical assistance for guidance. Ryan demonstrates 25 degree popliteal angles bilaterally. Increased muscle tone is also noted in bilateral hip flexors and low back musculature. His strength is within functionallirnits throughout. Ryan does demonstrate poor cardiovascular endurance. Ryan demonstrates slightly exaggerated balance reactions, preferring to utilize a stepping strategy over a hip strategy. He does continue to demonstrate a crouched gait with a decreased heel strike. Low back musculature is tender to palpation. Ryan has continued to make gains toward his P.T. goals over the past school year. He has demonstrated an improvement in range of motion of his knees and hips. His stretching program needs to continue both in school and at home. Ryan has demonstrated improvement in his cardiovascular endurance as well. He can complete 5 minutes on the treadmill at 2.5 mph with a 2 % incline. He can achieve bilateral heel strike with verbal cues. Ryan has not demonstrated a regression in his balance skills, however he does continue to over react to slight challenges to his balance. This continues to appear to be a strategy to lower center of gravity as much as possible in the event of a fall. It is recommended that Ryan continue to receive physical therapy services in his educational environment until his graduation. Goals will be developed at his IEP conference and will continue to concentrate on range of motion, endurance and balance needs. Goals addressing low back range of motion and muscular endurance will also be addressed to continue to prepare Ryan for his vocational needs. Ryan will be seen for Direct P.T. two times per week for 30 minutes per session. Consultative P.T. services will also be available for up to one hour per month. /! v"'!", ~2. John E. McGrath, PQ~(.. 5' of ). tI- . B. .Strengths: - is generally pleasant and sociable - has a good fund of general knowledge - communicates his wants and needs - is receptive to auditory and tactile instruction - follows directions - has strong family interest and support - partiCipates in group activities - accepts new task learning - is very familiar with the Davidson School building and can find his way around without much help - demonstrates the physical ability to work for 45 minutes to 1 hour without disruptions - has maintained muscular strength and endurance over the past year C. Needs: - a program of multiple disabilities support to maximize development of his functional abilities - an ongoing prevocational training program to develop post-graduation employment options - vision, mobility, and life skills instruction to develop independence and self-help skills - a multi-modality approach to instruction - modeling of appropriate behavioral and social interaction skills, orally presented - physical therapy, adapted physical education, mobility, and sensory stimulation services to develop physical independence, and motor and communication skills - to develop an understanding of the responsibilities required in order to be a successful worker - many prompts to continue an appropriate sweep of his cane, which maintains his safety as he travels - close supervision to contact guard during ambulation in all settings - consideration for adaptations or modifications in school and/or work environments D. The students disability affects involvement and progress in general education curriculum in the following ways: Ryan has a multiply handicapping condition, including cognitive, vision, behavioral, and physical disabilities which preclude participation in the general curriculum of his home school district. Instead, Ryan requires an alternative functional academic, prevocational training, and life skills curriculum. Student's Name: Ryan Kennedy Date: 3/13/01 Page ~ of 2.<1 IIJ. 'Tl'aJ18itiOD pJAtntiftg PeDonta' reanonalble for coordinat:in.IF tranaitioD activitiea: D. Theodore Irrgang, Vocational Supervisor; Eric Ostrum, Teacher; and Gerald Creedon, Special Education Supervisor A. Desired post-school outcomes: Define and project the desired post-school outcomes as identified by the student, parent, and IEP team for these areas: Community Living, Employment or Post secondary Education/Training, or both. 1. Post Secondary Education/Training (Define the outcome or explain why it's not n~eded): Ryan would benefit from additional vocational training for specific job skill development. 2. Employment (Define the outcome or explain why it's not needed): A highly structured, well-supervised working environment with a high level of consideration for safety due to visual impairment. 3. Community Living (Define the outcome or explain why it's not needed): a) Residential: Long term residential placement b) Recreation/Leisure: Community activities with supervision B. Instructional Areas needed to support desired post-school outcomes: The instructional areas should support the desired post-school outcomes. The instructional area checked Yes" below, should appear in the IEP as annual goals, short-term instructional objectives or benchmarks, and/ or specially designed instruction. Indicate whether or not the student needs transition services in the instructional areas listed below. State how they will be provided or explain why they are not needed. Instruction (Academic and/or Community-based): I&] Yes 0 No Comment: Community-Based Experiences: IZJ Yes [J No Comment Additional Instructional Areas/Activities needed to support desired outcomes: may include, but are not limited to: I&] Y Acquisition of Daily Living Skills X es D No Functional Vocational Evaluation 0 Yes ~ No Career Education 0 Y es ~ No Work-based Learning 0 Yes I&] No Vocational-Technical Education* 0 Yes ~ No * If the student is attending an approved vocational-technical program at an A vrs or school district, the title of the program, including classification of instructional program (elF) title, a six-digit code must be listed: Other: Prevocational Training Student's Name: Ryan Kennedy Date: 3/13/01 Page ~ of -2::L c. 'Linkages Agencies which may provide services / support (before the student leaves the school setting) : CumberlandlPeny County MH/MR (Mark Evans) (717) 240-6325 Agency Name Phone Number Case management services for post-graduation planning & placement. Ryan has current active case management. Respons bilities / Linkages Cumberland County OVR (Bill Kissler) Ae:encv Name Post-graduation vocational training & placement (717) 787-7834 Phone Number Responsibilities/Linkages Bureau of Vision Services (Mary Moyer) Harrisburg District Office A~encv Name Post-graduation planning & placement Phone Number Responsibilities / Linkages D. Transfer of Rights at the age of majority: (If the student is twenty years of age, describe any rights that will transfer from the parent to the student at age twenty-one.) Ryan is currently twenty years old. Parents were advised of the possible need to seek legal counsel re: legal guardianship. Parents have already sought legal counsel and will continue to pursue this. The family has declined the offer of voter registration assistance due to Ryan's lack of comprehension of the process. Student's Na.me: Ryan Kennedy Date: 3/13/01 Pa.ge ~ of ~ IV. Gpills and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) Instractional Area: Social Adaptation A. Measurable Almual Goal: Ryan will demonstrate appropriate conversation skills. B. Short~Term IlI8tn1ctional Objectives or Benchmarks: 1 . Objective/Bench-ark: Ryan will participate in group discussions or lessons without interrupting the conversations of others. . Ezpected Level of .Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarterly Date Prolll"CSS Date ProlZress Date ProlZress Date Prollress .!-. Objective/Benchmark: Ryan will signal and be recognized before speaking in a group discussion. Expected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule Quarterly Date ProlZress Date ProlZress Date ProlZress Date ProlZress 2-. Objective/Benchmark: Ryan will terminate a topic or conversation when appropriate. Ezpected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule Quarterly Date Provress Date Progress Date Progress Date Progress Assessment Kev 1. No skill - instruction not begun 4. Partial skill - Future instruction anticipated on 7. Skill recently mastered 2. No skill - instruction in progress 5. Partial skill - Instruction in progress (Progress level: 8. Skill mastered - reinforcement continues 3. No skill - instruction terminated excellent, good, fair, poor) 6. Partial skill - instruction terminated 9. Skill mastered - instruction terminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page~of~ IV" Goals and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) InStructional Area: Social Adaptation A. Measurable Annual Goal: Ryan will display appropriate interpersonal interactions. B. Sho~-Term Instructional Objectives or Benchmarks: \ . Objective/Benchmark: Ryan will accept decisions that are contrary to his preference without arguing, whining, and using inappropriate language. . Ezpected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date ProgresE ~. Objective/Benchmark: Ryan will accept responsibility for his own actions and decisions. Ezpected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule Quarter1y Date Progress Date Progress Date Progress Date Progress ~. Objective/Benchmark: Ryan will refrain from talking and use appropriate mobility techniques when using his cane for movement throughout the school. Ezpected Level of Achievement: Method of Evaluation: With faded verbal prompts Performance monitoring lEva1uation Schedule: Quarter1y !Date Progress Date Progress Date Progress Date Progress Assessment Key 1. No skill - instruction not begun 4. Partial skill- Future instruction anticipated on 7. Skill recently mastered 2. No skill - instruction in progress 5. Partial skill-Instruction in progress (progress level: 8. Skill mastered - reinforcement continues 3. No skill- instruction terminated excellent good, fair, poor) 6. Partial skill- instruction terminated ~ . Skill mastered - instruction terminated Note: Specially designed instruCtion may be added with each goal/objective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page -12- of ~ ,IV'. Goals and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) . . Instructional Area: Language Arts A. Measurable Annual Goal: Ryan will demonstrate functional use of language arts skills. B. Short-Term Instructional Objectives or Benchmarks: ~ _ Objective/Benchmark: Ryan will answer fact-based comprehension questions about stories read aloud to him. Ezpected Level of Achlevemea.t: Method of Evalaation: 80% accuracy Performance monitoring Evaluation Schedule: Quarterly Date Progress Date Progress Date Progress Date Progres~ k- Objective/Benchmark: Ryan will identify and use functional Braille markings in his environment. Expected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarterly Date Progress Date Progress Date PrOgreSI Date Progress -1- Objective/Benchmark: Ryan will display understanding/comprehension of Edmark Functional Vocabulary terms. Ezpected Level of Achievement: Method of Evaluation: 45/50 words Performance monitoring Evaluation Schedule: Quarterly Date Pro~ss Date ProlUess Date Progress Date ProlUess Assessment Key 1. No skill - instruction not begun . 4. Partial skill- Future instruction anticipated on 7. Skill recently mastered 2. No skill- instruction in progress 5. Partial skill- Instruction in progress (Progress level: 8. Skill mas1ered - reinforcement continues 3. No skill- instruction terminated excellent good, fair, poo~ 6. Partial skill- instruction terminated ~. Skill mastered - instruction terminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page ~ of t-"f . . IV. ~ and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) Instructional Area: Mathematics A. Measurable Annual Goal: Ryan will display functional money skills. B. Short-Term Instructional Objectives or Benchmarks: ~. Objective/Benchwnat'k: Ryan will utilize tactile cues to sort coins. Ezpected Level of Achievemea.t: Method of Evaluation: 80% accuracy Performance monitoring Evaluation Schedule: Quarterly Date Progress Date Progress Date Progress Date Progress 1,. Objective/Benchmark: Ryan will identify coins and state their values. Expected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarterly Date Progress Date Progress Date Progress Date Progress 2-. Objective/Benchmark: Ryan will use real coins to make coin combinations upon request up to $1.00. Expected Level of Achievement: Method of Evaluation: 70% accuracy Performance monitoring Evaluation Schedule: Quarterly Date Progress Date Progress Date Progress Date Progress Assessment Key 1. No skill - instruction not begun 4. Partial skill- Fu1ure instruction anticipated on 7. Skill recently mastered 2. No skill- instruction in progress 5. Partial skill- Instruction in progress (Progress level: 8. Skill mastered - reinforcement continues 3. No skill- instruction lerminated excellen~ good, fair, poor) 6. Partial skill- instruction lerminated ! Skill maslered - instruction lerminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Page ~ of }.,., Student's Name: Ryan Kennedy Date: 3/13/01 I . , IV. Goals and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) Instructional Area: Mathematics A. Measurable Annual Goal: Ryan will demonstrate functional math skills. B. Short-Term Instructional Objectives or Benchmarks: ~ . Objective/Benchmark: Ryan will correctly sequence various groups of numbers orally ( 20's, 40's, 60's, etc.). Expected Level of Achlevemeat: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress t... Objective/Benchmark: Ryan will count up to 30 objects using one-to-one correspondence. Expected Level of Achievement: Method of Evaluation: Consistently Performance monitoring Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress I Date Progress _' Objective/Benchmark: Expected Level of Achievement: Method of Evaluation: Evaluation Schedule: Date Pro~ress Date ProJ;!ress Date ProJ;!ress Date Progress Assessment Key 1. No skill- instruction not begun 2. No skill- instruction in progress 3. No skill- instruction lenninaled 4. Partial skill- Future instruction antiCipated on 5. Partial skill- Instruction in progress (Progress level: excellent good, fair, poor) 6. Partial skill- instruction terminated 7. Skill recently mas1ered 8. Skill mas1ered - reinforcement continues Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 9. Skill mas1ered - instruction terminated Page ---.!i of ~ IV; Go,a1s and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) , Instmctional Area: Prevocational Training A. Measurable Annual Goal: Ryan will demonstrate appropriate prevocational skills. B. Short-Term Instructional Objectives or Benchmarks: .l...Objective/Bench...::n'k: Ryan will complete a task following the supervisor's instructions and guidance. Expected Level of Achievemea.t: Method of Evaluation: Consistently Vocational evaluations Evaluation Schedule: Q rt r1 ua e y Date Progress Date Progress Date Progress Date Progress ~. Objective/Benchmark: Ryan will attend to and focus on tasks requiring cooperation with others. Expected Level of Achievement: Method of Evaluation: Consistently Vocational evaluations Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress ~. Objective/Benchmark: -Ryan will attend to a task until completion. Ezpected Level of Achievement: Method of Evaluation: Consistently Vocational evaluations Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress, Assessment Key 1. No skill- instruction not begun 4. Partial skill- Fu1ure instruction anticipated on 7. Skill recently mastered 2. No skill- instruction in progress 5. Partial skill-Instruction in progress (Progress level: 8. Skill mastered - reinforcement continues 3. No skill- instruction termina1ed excellen~ good, fair, poor) 6. Partial skill- instruction terminated ( . Skill mastered - instruction terminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page~of~ IV; Go.a1s and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) . Instructional Area: Prevocational Training A. Measurable Annual Goal: Continued B. Short-Term Instructional Objectives or Benchmarks: .y.." Objective/Benchmark: Ryan will refrain from engaging in distracting conversation during work time. Ezpected. Level of Acldevemeat: Method of Evaluation: Consistently Vocational evaluations Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progres~ _" Objective/Benchmark: Expected Level of Achievement: Method of Evaluation: Evaluation Schedule: Date Progress Date Progress Date Progress Date Progress _" Objective/Benchmark: Ezpected Level of Achievement: Method of Evaluation: Evaluation Schedule: Date Progress Date Progress Date Progress Date Progress Assessment Key 1. No skill - instruction not begun 4. Partial skill- FubJre instruction anticipated on 7. Skill recently mastered 2. No skill - instruction in progress 5. Partial skill- Instruction in progress (Progress level: 8. Skill mas1ered - reinforcement continues . 3. No skill- instruction terminated excellent good, fair, poor) 6. Partial skill- instruction terminated . Skill mastered. instruction terminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page -.iL of ~ t~i. Go. and Objectives: (Use as many copies of this page as needed to pIan appropriately for the student.) Instractional Area: Mobility Skills A. Measurable Amlual Goal: Ryan will maintain his safety and orientation while traveling within the Davidson School. B. Short-Term Instructional Objectives or Benchmarks: I . Objective/Benchmark: Ryan will sweep his cane to maintain his safety when traveling within the Davidson School. Ezpected Level of Achievemeat: Method of Evaluation: 100% of opportunities Observation Evaluation Schedule: Quarterly Date Progress Date Progress Date Progress Date Progress 1::.. Objective/Benchmark: Ryan will travel to and from his designated class independently, with supervision from staff. Ezpectecl Level of Achievement: Methocl of Evaluation: 100% of opportunities Observation Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress 2. Objective/Benchmark: When traveling without his cane, Ryan will use a lower hand defense technique. Expected Level of Achievement: Method of Evaluation: 100% of opportunities Observation Evaluation Schedule: Quarterly lDate Progress Date Progress Date Progress Date Progress Assessment Kev 1. No skill- instruction not begun 2. No skill- instruction in progress 3. No skill - instruction 1erminated 4. Partial skill- Future instruction anticipated on 5. Partial skill- Instruction in progress (Progress level: excellent good, fair, poor) 6. Partial skill-Instruction 1erminaled 7. Skill recentry mas1ered 8. Skill mas1ered - reinforcement continues 9. Skill mas1ered - instruction 1erminated Note: Specially designed instruction may be added with each goal/objective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page~of~ 'IV. G9aIs and Objectives: (Use as many copies of this page as needed to plan appropmite1y for the student.) . Instructional Area: Vision Services A. Measurable Annual Goal: Ryan will demonstrate skills to be independent in all areas as they pertain to school and work. B. Short...Term Instructional Objectives or Benchmarks: J... Objective/Benr-hftlarlr.: Ryan will remain on task.in the production area for a minimum of sixty minutes. Ezpected Level of Achievement: Method of Evaluation: Faded prompts and assistance Performance monitoring Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress .!:... Objective/Benchmark: Ryan will work to task completion following the familiarization of a task. Expected Level of Achievement: Method of Evaluation: Independently Performance monitoring Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress ..l. Objective/Benchmark: Ryan will express and demonstrate responsibility for his belongings, materials, and maintenance of the work area. Expected Level of Achievement: Method of Evaluation: Independently Performance monitoring Evaluation Schedule: Quarter1y Date ProlUese Date Progress Date Progress Date Progress Assessment Key 1. No skill- instruction not begun 2. No skill - instruction in progress 3. No skill- instruction tenninated 4. Partial skill- Fulure instruction anticipated on 5. Partial skill- Instruction in progress (Progress level: excellent good, fair, poor) 6. Partial skill - instruction terminated 7. Skill recently mastered 8. Skill mastered - reinforcement continues Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 9. Skill mastered - instruction terminated Page ~ of .2L IV.' Goals and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) InStructional Area: Physical Therapy A. Measurable Annual Goal: Ryan will improve the strength of his hips and lower extremities to facilitate progress in his educational setting as demonstrated by improvements in the benchmarks listed below. B. Short-TermlDStructional Objectives or Benchwnarka: _. Objective/Benclnnark: Ryan will demonstrate 5/5 strength of hip musculature, bilateral quadriceps, bilateral d ifl d b'l t I I t fl h rf' . . . r ors exors, an I a era plan ar exors w en pe ormlng exerCIses against resls Ive bands. Bzpected Level of Achievement: Method of Evaluation: 75% of opportunities Therapist observation Evaluation Schedule: Q rt r1 ua e y Date Progress Date Progress Date Progress Date Progress _0 Objective/Benchmark: Ryan will ambulate on the treadmill at 2.5 mph and 2 degree inactive for five minutes. Ezpected Level of Achievement: Method of Evaluation: 100% of opportunities Therapist observation Evaluation Schedule: Quarter1y Date Progress Date Progress Date Progress Date Progress _0 Objective/Benchmark: Ezpected Level of Achievement: Method of Evaluation: Evaluation Schedule Date Progress Date ProlUess Date ProJ1;ress Date ProJ1;ress Assessment Kev 1. No skill - instruction not begun 2. No skill - instruction in progress 3. No skill - instruction terminated 4. Partial skill - Future instruction anticipated on 5. Partial skill - Instruction in progress (Progress level: excellent, good, fair, poor) 6. Partial skill - instruction terminated 7. Skill recently mastered 8. Skill mastered - reinforcement continues Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 9. Skill mastered - instruction terminated Page~of~ ry.' Goais and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) InStructional Area: Physical Therapy A. Measurable Annual Goal: Ryan will demonstrate improved gait quality as demonstrated by benchmarKs below. B. Short-Term Instructional Objectives or Benchmarks: --1-. Objective/Benchftlark: With contact guard, Ryan will achieve heel strike bilaterally during gait training. Ezpectecl Level of Achievemeat: Method of Evaluation: 75% of opportunities Therapist observation Evaluation Schedule: Quarteny Date Progress Date Progress Date Progress Date Progress _' Objective/Benchmark: Expected Level of Achievement: Method of Evaluation: Evaluation Schedule: Date Progress Date Progress Date Progress Date Progress _' Objective/Benchmark: Ezpected Level of Achiever.aea.t: Method of Evaluation: Evaluation Schedule: Date Pro(!'ress Date Pro(!'ress Date Pro(!'ress Date Pro(!'ress Assessment Key 1. No skill - instruction not begun 2. No skill- instruction in progress 3. No skill- instruction terminated 4. Partial skill- Future instruction anticipated on 5. Partial skill - Instruction in progress (Progress level: excellent good, fair, poor) 6. Partial skill - instruction tenninated 7. Skill recently mastered 8. Skill mastered - reinforcement continues Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 . Skill mastered. instruction lem1inaled Page~of t.-<f 'IV'. Goals and Objectives: (Use as many copies of this page as needed to plan appropriately for the student.) . InstractiouaI Area: Physical Therapy A. Measurable ADnual Goal: Ryan will improve the range of motion of his bilateral hip flexors and bilateral hamstrings to 10 degree hip extension and no greater than 20 degree popliteal angles bilaterally. B. Short...Term InatractiouaI Objectives or Benchftlarka: .1... Objective/Bench....~..k: Ryan will tolerate passive stretching of hip extensors and hamstrings. Ezpectecl Level of Achievement: Method of Evaluation: 100% of opportunities Therapist observation Evaluation Schedule: Quarterty Date Progress Date Progress Date Progress Date Progress ~. Objective/Benchmark: Ryan will demonstrate independence with home stretching program of prone extension and long sitting. Ezpected Level of Achievement: Method of Evaluation: 100% of opportunities Therapist observation Evaluation Scheda1e: Quarterty Date Progress Date Progress Date Progress Date Progress _. Objective/Benchmark: Expected Level of Achievement: Method of Evaluation: Evaluation Schedule: Date Progress Date Progress Date Progress Date Progress Assessment Key 1. No skill. instruction not begun 4. Partial skill- Future instruction anticipated on 7, Skill recenUy mastered 2. No skill- instruction in progress 5, Partial skill- Instruction in progress (Progress level: 8. Skill mastered - reinforcement continues 3. No skill - instruction tecminated excellent good,fair, poor) 6. Partial skill- instruction terminated 9. Skill mastered - instruction terminated Note: Specially designed instruction may be added with each goaVobjective and/or listed in Section 5. Student's Name: Ryan Kennedy Date: 3/13/01 Page 1-0 of ~ '\T. Special Education, Related Services and Supplementary Aids and Services A. Program MocUficatiODS and Specially Desiped Instruction (apeclaUy designed instruction may be Hated with goals and objectives) - a highly structured classroom with a small student to staff ratio - one-to-one instruction and support for more difficult tasks - a multi-modality approach to instruction - a behavior modification program with predictable rewards and consequences - vision services - mobility services - adapted physical education - physical therapy services - sensory stimulation services - curricular emphasis on communication, behavior, functional academics, self-help skills, life skills, and prevocational training - utilization of TEACCH program strategies - use of a cane - Braille instruction (grade 1) for functional use of vocabulary generated by classroom teacher - provision of break periods during the day as needed or upon request - ongoing collaboration among sensory stimulation therapist, classroom teacher, and prevocational training supervisor - adaptations of work area as needed (materials, instructions, work trials) - encouragement to travel independently while under the supervision of staff in all settings - periodic community-based instructional trips incorporating, but not limited to, any of the following instructional areas: cognitivelleaming, speechllanguagel communication, travel and safety, social and peer interactions, recreation and leisure, and functional academics - opportunities for transitioning outside the school program to maximize hisevocational skills and abilities Student's Name: Ryan Kennedy Date: 3/13/01 Page~of~ . B.. Related Services: . Transportation: Provided by School District as needed. Ryan is 7-day resident who lives on campus. List the services that the-student needs in order to benefit from or access his/her program: Services Location Anticipated Frequency Anticipatec Beginning Date* Duration* School Health Services APS As needed School Socia! Services APS As needed Supportive Psychological Services APS As needed Consultative Psychological Services APS 30minxmo Direct Psychological Services APS 1xwkx30min Vision Services APS 7.5hrsxwk Orientation and Mobility Services APS 1xwkx30min Direct Physical Therapy Services APS 2xwkx30min Sensory Stimulation Training APS 2xwkx30min .. If different from IEP beginning and duration dates. c. Supports for School Personnel: - availability of on-site supervisory staff, behavior support staff, and school nurse - availability of genetic specialist - ongoing inservice training - professional library services - clinical services support - enrichment area teachers support - ongoing communication with residential services as needed D. Extended School Year: IEP Team has considered and discussed with a determination made fOT every student. Ryan does not qualify for extended school year services because he will graduate from the Davidson School in June, 2001. E. IEP Team. has considered, if appro!,>>riate, the student's need for: Ryan part~cipates in Adapted Physical Education once a week for 30 1. Adaptive Physical Education X minutes in addition to his participation in the Davidson School Physical Education Program. 2. Enrichment and Advancement N/A Student's Name: Ryan Kennedy Date: 3/13/01 Page 2-2... of z..'f VI. Lepst Restrictive Environment (LRE) A. Participation in State and District-Wide Assessments: Student will participate in State and District-wide assessments without accommodations. OR Student will participate in State and District-wide assessments with the following accommodations. List the accommodations to be given which are both: 1) identified in this IEP for instructional purposes and 2) allowable for the test to be administered PSSA Reading (Administered in grades 5,8, and 11) PSSA Math (Administered in grades 5,8, and 11) PSSA Writing (Administered in grades 6,9) District- Wide * For Pennsylvania System of School Assessment (PSSA) see the Coordinators Handbook for allowable accommodations. OR ~ Student will not participate in State and District-wide assessment because: Ryan is not of the age at which testing occurs. Educational progress of the student will be measured through the following alternate method(s): Quarterly performance monitoring, quarterly goal/objective reviews, working assessments, informal teacher assessments B. Explanation of the extent, if any, the student will NOT participate with children without disabilities in the regular class, or in the general education curriculum: Ryan's educational and therapeutic needs require full time placement in an Approved Private School at the present time. For further clartfication, please refer to Section 11-0 of this document. c. Placement: 1. Appropriate Group: Multiple Disabilities Support 2. Level of Intervention: Full time special education program 3. Location ofIntervention: Davidson School- Approved Private School (APS) Student's Name: Ryan Kennedy Date: 3/13/01 Page -1.l. of )..'1 . . VII. .Dates A. Projected Date when services and pl'OpaDIS will begin: 3/14/01 B. Anticipated Duration of Services and Programs: 6/15/01 C. IEP Review IRevision Date(s): (Document the dates of any reviews/revision of this IEP) Revision I Date: Revision I Date: Revision I Date: VIII. Progress Reporting: A. How school will report progress toward the annual goals: Progress reports B. How frequently the school will report progress towards the annual goals: Quarterly IX. Exit Criteria These are the criteria which will be used to determine when a student is no longer in need of special education seroi.ces. Decision Points: _ No longer requires specially designed instruction ~ No longer of school age _ Met designated requirements as specified in graduation plan _ Other (specify) Student's Name: Ryan Kennedy Date: 3/13/01 Page~of~ EXHIBIT C . COMPREHENSIVE EVALUATION REPORT (CER) *********************************************** Format School Age [ ] Initial Referral [X ] Reevaluation STUDENT NAME: Ryan Kennedy DATE OF REPORT: March 5, 2001 SCHOOL DISTRICT: Mechanicsburg Area SCHOOL: Davidson School (Elwyn, Inc.) STUDENT BIRTHDATE: May 4,1980 CURRENT EDUCATIONAL PROGRAM: GRADE: Ungraded Secondary Program: Multiple Disabilities Support Classroom OTHER DEMOGRAPHIC DATA, AS NEEDED: 1. REASON(S) FOR REFERRAL: This report has been prepared in compliance with state regulations regarding two-year reevaluations concerning students in special education and because Ryan is scheduled to graduate from the Davidson School in June 2001. 2. EDUCATIONAL, SOCIAL, AND PHYSICAL HISTORY: Ryan is a 20 year old young man who has been a residential student at Elwyn's Davidson School since his enrollment in November 1992. Ryan previously attended Overbrook School for the Blind, but it was mutually agreed upon to remove him from that program. In March 1992 he reportedly became unmanageable at Overbrook and was subsequently hospitalized at Hershey Medical Center Child Inpatient Psychiatric Unit (his third hospitalization). Upon his discharge from Hershey, an alternative placement was sought. Ryan has a diagnosis that includes a history of seizures. He is legally blind. He uses a cane for the blind or sighted-guide for mobility. Ryan is allergic to Tegretol and novocaine. He has a dietary restriction of chocolates and caffeine. He has a diagnosis of Batten's Disease, a degenerative neurological condition that caused blindness and a gradual loss of intellectual ability as well as motor ability. He also has a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Ryan currently lives in Phoenix Hall, a residential building located on Ryan Kennedy, CER, March 2001 Page 1 of 7 Elwyn's Main Campus. He goes home to his family's home in Mechanicsburg, PA for vacations and every other weekend. 3. INFORMATION FROM THE PARENTS OR PERSONS WITH WHOM THE STUDENT LIVES: The parent input form was returned to the Davidson School and is attached to this report. Please refer to this form for additional information. 4. INFORMATION FROM OBSERVATIONS IN THE CLASSROOM AND OTHER SETTINGS: During this observation Ryan was to sort actual coins into their appropriate cups. He responded most favorably to positive verbal reinforcement from staff. He was given encouragement to work and thanked his teacher. When the observer asked him the values of the coins he was working with, he did demonstrate some inconsistencies, but when provided with minimal verbal prompts (partial word approximations or initial sounds) he was able to state the values of a penny, nickel, and dime, and was most accurate with the quarter. Ryan worked independently until the teacher, who was rotating from student to student, was available to assist him on a one-to-one basis. At times, Ryan just called out an answer rather than take a moment to think about his answer first. When asked to try again, or when given a sample coin to hold in order to self- correct, he responded appropriately. He corrected his work when given verbal cues such a bigger, thicker, fatter, larger, etc., responding to the adjectives given as clues. Ryan did need some encouragement to remain on his assignment until it was completed. He occasionally asked to take a break or a rest, but with prompts he persisted until the end of the class period. 5. SUMMARY OF FINDINGS/INTERPRETATION OF ASSESSMENT RESULTS: . Student's Current Performance (including cognitive, developmental, and physical functioning): No specific test scores are available due to Ryan's overall level of functioning. Please refer to the next section of this document. Ryan Kennedy, CER, March 2001 Page 2 of 7 . Instructional Evaluation Results (instructional level, rates of acquisition and retention, progress in the general curriculum): At Ryan's level of cognitive development, indicators about progress in the regular curriculum are not relevant. However, comments about his present educational levels in his instructional areas can be provided. Classroom Teacher Report, Eric Ostrum (3/01): Social Adaptation - Ryan is a 20-year-old unsighted student who is pleasant, sociable, and generally cooperative. He enjoys initiating conversations with adults and is learning to take turns rather than interrupt during social interactions with staff and peers. Ryan seems to prefer solitary craft activities or listening to music through headphones to interacting with peers. When frustrated or agitated, Ryan can become excitable and employ inappropriate language. Private one-on-one counseling and support from his teacher seems to enable Ryan to be redirected and "bounce back". Ryan continues to require regular verbal prompting to employ correct cane techniques during his mobility in school. Functional Academics - Ryan can count by 5's and 10's with cues. He can identify, sort ,and match geometric shapes. Ryan is able to sort coins and identify them with 80% accuracy. He needs further practice in creating coin combinations to represent amounts up to $1.00. Ryan enjoys auditory filmstrips and sound video presentations of material. He attends well and participates in group question and answer activities based on the material he has heard. Ryan is able to define 38/50 words from the Edmark Grocery Words 1 functional vocabulary program. Ryan continues to maintain his functional Braille usage for numbers, days of the week, months, and functional signs. Prevocational Skills - Ryan has participated in the Production Center this year. He has displayed a willingness to attempt all tasks presented. Ryan requires one-to-one instruction and close staff supervision for assistance and adaptation of tasks. Ryan has been able to perform simple packaging and assembly line tasks with close staff support. Mobility / Orientation Services, Eric DeFiore (3/01): Ryan is seen once a week to maintain his current traveling skill level as described in his previous IEP. He continues to travel unaided throughout Davidson School, but under the supervision of staff. Ryan's mobility skills have remained steady. Vision Services, Linda Steward (3/01): As part of Ryan's vision services, he has had an opportunity to work in the Production Center for 1 ~ hours each day. With individualized instruction and monitoring, Ryan has experienced the expectations, skills, and monetary benefits of working in a contract workshop. Adaptations are made as necessary to enable Ryan to work independently or with others on an assembly line. Tasks have required counting, collating, assembling, and packaging. Ryan's skills and production rates are directly related to his Ryan Kennedy, CER, March 2001 Page 3 of 7 attitude and preparedness each morning. Ryan will continue to work in the Production Center, developing skills and being provided with experience that may benefit him after graduation. Physical Therapy Services, John McGrath, (3/01): Please refer to the attached report. Ryan's disabilities preclude participation in the general curriculum of his home school district. . Ecological Evaluation Results (if appropriate): Ryan is able to transition to familiar places within the school building and to move about the education program with supervision. Ryan is able to communicate his needs to others and is generally able to take care of his personal management needs throughout the day. Ryan requires regular verbal prompting to employ correct mobility cane techniques. . Vocational Technical Education Assessment Results (for transition planning): Ryan has participated in the Production Center. He requires adaptations and one-to-one assistance for vocational tasks. Ryan is generally a cooperative and willing worker. He can follow directions and complete tasks within his ability such as simple assembly and simple packaging operations. For further information, please refer to information provided in the Instructional Evaluation Results section of this report. . Interests, Preferences, Aptitudes (for transition planning): Ryan needs to be seated when working to avoid medically-based fatigue. He can work with peers as part of an assembly line type of production activity. Ryan has demonstrated an interest in the Production Center. . Functional Behavioral Assessment Results (if appropriate): not applicable Ryan Kennedy, CER, March 2001 Page 4 of 7 6. STRENGTHS: · is generally pleasant and sociable · has a good fund of general knowledge · communicates his wants and needs · is receptive to auditory and tactile instruction · follows directions · has strong family interest and support · participates in group activities · accepts new task learning · is very familiar with the Davidson School building and can find his way around without much help · demonstrates the physical ability to work for 45 minutes to 1 hour without disruptions · has maintained muscular strength and endurance over the past year 7. NEEDS: · a program of multiple disabilities support to maximize development of functional abilities · an ongoing prevocational training program to develop post-graduation employment options · vision, mobility, and life skills instruction to develop independence and self- help skills · a multi-modality approach to instruction · modeling of appropriate behavioral and social interaction skills, orally presented · physical therapy, adapted physical education, mobility, and sensory stimulation services to develop physical independence, and motor and communication skills · to develop an understanding of the responsibilities required in order to be a successful worker · many prompts to continue an appropriate sweep of his cane, which maintains his safety as he travels · consideration for adaptations and modifications in school and/or work environments · close supervision to contact guard during ambulation in all settings 8. DEGREE OF NEED: Ryan has multiply handicapping conditions including cognitive, vision, behavioral. and physical disabilities. He has a very high need for specially Ryan Kennedy, CER, March 2001 Page 5 of 7 designed instruction. Ryan's need for supports and services far exceeds resources available in regular education. 9. CONCLUSIONS AND RECOMMENDATIONS TO THE IEP TEAM: (including recommendations regarding eligibility, specially-designed instruction, current program, change in programs, and other issues based on the student's individual needs) The team feels that Ryan's educational needs are being met in his current placement within a highly structured, self-contained class where he is receiving a full time multiple disabilities support program. Specially designed instruction should include: · a highly structured class with a small student to staff ratio · one-to-one instruction and support for more difficult tasks · a multi-modality approach to instruction · a behavior modification program with predictable rewards and consequences · vision services · mobility services · adapted physical education · physical therapy services · sensory stimulation services · curricular emphasis on communication, behavior, functional academics, self-help skills, life skills, and prevocational training · utilization of TEACCH program strategies · use of a cane · Braille instruction (grade 1) for functional use of vocabulary generated by classroom teacher · provision of break periods during the day as needed or upon request · ongoing collaboration among sensory stimulation therapist, classroom teacher, and prevocational training supervisor · adaptations to work area as needed (materials, instructions, work trials) · encouragement to travel independently while under the supervision of staff in all settings · periodic community-based instructional trips incorporating, but not limited to, any of the following instructional areas: cognitive/learning, speech/language/communication, travel and safety, social interaction, peer interaction, recreation and leisure, and functional academics · opportunities for transitioning outside the school program to maximize vocational skills and abilities The previously mentioned strengths and needs will be used to develop Ryan's IEP for the current year. Ryan Kennedy, CER, March 2001 Page 6 of 7 FOR REEVALUATION: 10. RECOMMENDATION REGARDING CONTINUED NEED FOR SPECIAL EDUCATION: The results of the comprehensive evaluation indicate that Ryan continues to meet the criteria to be identified as a student with significant handicapping conditions who is in need of a special education program and services. 11. REVIEW OF THE STUDENT'S IEP: . Student's progress in the general curriculum: Ryan's handicapping conditions preclude participation in the general curriculum of his home school district. . Instructional activities which have been successful: See Section 9 of this report (Specially Designed Instruction). . Recommendations for revision of the IEP: No major revisions are needed at this time, however, Ryan is scheduled to graduate from the Davidson School in June 2001. Ryan Kennedy, CER, March 2001 Page 7 of 7 .6) DA YlDSON SCHOOL ~lLL~ISC(PL~ARY EVALUATION REPORTfPARENT INPUT FOR."I This form is iDtended. to help you provide information about your chUd which will be used in the development of the Comprehensive Evaluation Report (CER) and Individualized Education Program (IEP). Please take a few minutes to complete this form, and return it in the enclosed envelope. Student's ~ame: ~'" 0.0'\ , "f. '^w\. ~ Date: I /;zs-Io I I I 1. Please report any changes (within the past 2 yean) regarding your child's health (physic.a.l status, medications, etc.) and family living arrangements. ":> ('\\9--' ~ m . ~ 2. Ih-lwhar areas hav ) o.::t- (\~' 7!\~~~rs~O ~~: ... ~. ,'. :t~~;;E~~~~~~~~(~~J L..l NJ'....,.Q./\'\.. Lc~. 3. Pleage indicate some of your child's favorite activities/preferred itemg. (l) ~~~~~,~1.LL~~ ~o..o~ 'r~' . 0 ___ _.+- ..1..- ' 0...0 Pv-- 0..0 ~ ~ ~~I'J'\Q.4-.\ (lNL WJJ( to 14:.. ~ ~ E~dJ~r.t.~.~~~~ ~a..():Cl'I~~~i @;"!.~ '. ~ ~. · "to fJ"\.O.'\Q.. ~ ~.(8 ~ If\.Oo1'I\<:' ~&.~ ~ 'I- . . l . .tii<'d ~~.@~ ~.@~~ 4.A{lQ.9~.60-~'to~ . '~o}fu~.~~~~. '~~~8~)~~~ .;.0 ~ ~ · t\.... "." . ~1>l..... ~ ~ ~..oIL ~ ~~~ r ~~~~ d) S~..,.c\~t) "" a._e-: ~'1 0.11\ ~U\J , (j) 4. What are your child's greatest strengths? rl' '^""" )""\...Q , S. What are your child's greatest needs? / .,....- ICC"r~"". ~i..r ....... ) .....r! ~-~.. 6. What recommendations do you have for the IEP team? ~ ~JJ..A~o1"6~ ~ ~\)ao~. ~\ ~/, D1~ s/o / 6) . .. ELWYN DAVIDSON SCHOOL PHYSICAL THERAPY DEPARTMENT Physical Therapy Evaluation NAME: Ryan Kennedy DaB: 05/04/80 DOE: 02/01 Ryan was seen in the physical therapy gym over multiple sessions for physical therapy evaluation in preparation for his upcoming IEP/CER conference. Ryan is scheduled to graduate from his educational placement in June 2001. Ryan has participated well in his P. T. programming over the past school year. He has recently begun complaining oflow back pain. Ryan continues to ambulate throughout his school environment utilizing his sight cane, verbal cues, and or physical assistance for guidance. Ryan demonstrates 25 degree popliteal angles bilaterally. Increased muscle tone is also noted in bilateral hip flexors and low back musculature. His strength is within functional limits throughout. Ryan does demonstrate poor cardiovascular endurance. Ryan demonstrates slightly exaggerated balance reactions, preferring to utilize a stepping strategy over a hip strategy. He does continue to demonstrate a crouched gait with a decreased heel strike. Low back musculature is tender to palpation. Ryan has continued to make gains toward his P.T. goals over the past school year. He has demonstrated an improvement in range of motion of his knees and hips. His stretching program needs to continue both in school and at home. Ryan has demonstrated improvement in his cardiovascular endurance as well. He can complete 5 minutes on the treadmill at 2.5 mph with a 2 % incline. He can achieve bilateral heel strike with verbal cues. Ryan has not demonstrated a regression in his balance skills, however he does continue to over react to slight challenges to his balance. This continues to appear to be a strategy to lower center of gravity as much as possible in the event of a fall. It is recommended that Ryan continue to receive physical therapy services in his educational environment until his graduation. Goals will be developed at his IEP conference and will continue to concentrate on range of motion, endurance and balance needs. Goals addressing low back range of motion and muscular endurance will also be addressed to continue to prepare Ryan for his vocational needs. Ryan will be seen for Direct P.T. two times per week for 30 minutes per session. Consultative P.T. services will also be available for up to one hour per month. /J v~t\.;1 John E. McGrath, . .. . Student Name:~ u...'l\ ~e(\~i CER Date: 3 \ ) ~ \ 0 \ ('{Y'I c.c.n'^j r~Hi>":>\">4..l ,p,oV"^ ~ 15' 10\ e,1",<.. N -.,..1C""t'''' ~ '~o...I-)'".. ~) .\- COMPREHENSIVE EV ALUA nON REPORT SIGNATURES: DIRECTIONS TO TEAi\1: ~IEMBERS: Check YES is you agree with this report; check NO if you do not agree. If you do not agree, please write the reason for the disagreement, and it will be attached to the report. -re:ncd--eR- "p IflSLJJ}J..J..\-j ~ p. - I i ()~ ~...- / ~II~ . ~ . z, ~/~ 1}Jtf1 ~ JuuL . . Do (I'f\v. ~\v~'(Y\ C G ~c.) ld;.u.m ?i/(j ik:-t:.~/d-<-, YES NO V / ;/ L 1/ L V 7 / /' SIGNATURE y Copies to: Parent (s) Teacher Davidson School Records Others: TITLE Chair~erson~ ~~ ~ I 4c..;-l.J><1 ~;-s:;-- !:1oL,-L7 f/rTlIei-- ~A t 1.1'- ~Y''ScK'i S~rN\rA ~'\l'l"\. \ 1...1: It - tr'~ fhu /v "~'LL1 '-"" I . - .... . -.....---.-. -.... Parental Waiver of 10 Day Dissemination Requirement for MDT Report Pennsylva~ia 8u~eau of Special Education Standards (342.25 (0)] ~ St.udent.'s Name: --.R'-1C\n Kef\N6."f \ "1 Program: ~ CC>rrlO!(\.___ I am aware that I have the right to review the Multidisciplinary Team Report ten days prior to the IEP meeting. I hereby waive that right and agree tc ~roceed wiw~ ~y child's IEP planning meeting. t~~ "3 /1 ~I 0 j - :at.c IN THE COURT OF COMMON PLEAS OF CUMBERLAND COUNTY NO. - ., ORPHANS'COURT ESTATE OF RYAN MICHAEL KENNEDY PETITION PURSUANT TO SECTION 5511 OF THE PROBATE, ESTATES AND FIDUCIARY CODE TO ADJUDICATE RYAN MICHAEL KENNEDY TO BE INCAPACITATED AND TO APPOINT PLENARY GUARDIANS FOR HIS PERSON AND HIS ESTATE I: FINAL DECREE AND NOW. this J..- day of ~ 2001, upon consideration of the Petition of Eugene L. Kennedy and Karen E. Kennedy and following a hearing, it is ORDERED AND DECREED that Ryan Michael Kennedy is adjudicated an incapacitated person and his parents, Eugene L. Kennedy and Karen E. Kennedy, individually, are hereby appointed plenary guardians of Ryan Michael Kennedy's estate and his person; and that said guardians are hereby authorized individually to make decisions on his behalf concerning his medical care and treatment including admission to nursing homes and hospitals and other health care providers as well as to consent to and authorize medical treatment as recommended by his treating physicians; and the guardians herein appointed are further authorized individually to make future payments of both income and principal for his care and maintenance as may be necessary, and shall serve without posting bond. BY THE COURT: . J. :148327 RYAN MICHAEL KENNEDY IN THE COURT OF COMMON PLEAS OF CUMBERLAND COUNTY , PENNSYLVANIA NCf' '; - ORPHANS' COURT 21-01-796 IN RE: IMPORTANT NOTICE CITATION WITH NOTICE A petition has been filed with this Court to have you declared an Incapacitated Person. If the Court finds you to be an Incapacitated Person, your rights will be affected, including our right to manage money and property and to make decisions. A copy of the petition which has been filed by MICHAEL J. CASSIDY, ESO. is attached. You are hereby ordered to appear at a hearing to be held in Court Room No. 3 , Cumberland County Courthouse. Carlisle. Pennsylvania. on OCI'OBER 1 2001. at 2:30 P.M. to tell the Court why it should not find you to be an Incapacitated Person and appoint a Guardian to act on your behalf. To be an Incapacitated Person means that you are not able to receive and effectively evaluate information and communicate decisions and that you are unable to manage your money and/or other property, or to make necessary decisions about where you will live. what medical care you will get, or how your money will be spent. At the hearing, you have the right to appear, to be represented by an attorney, and to request a jury trial. If you do not have an attorney, you have the right to request the Court to appoint an attorney to represent you and to have the attorney's fees paid for you if you cannot afford to pay them yourself. You also have the right to request that the Court order that an independent evaluation be conducted as to your alleged incapacity. If the Court decides that you are an Incapacitated Person, the Court may appoint a Guardian for you, based on the nature of any condition or disability and your capacity to ,~)",.. ". -.'. -,.~...._..~ _.~-......-----~. make and communicate decisions. The Guardian will be of your person and/or your money and other property and will have either limited or full powers to act for you. If the court finds you are totally incapacitated, your legal rights will be affected and you will not be able to make a contract or gift of your money or other property. If the court finds that you are partially incapacitated, your legal rights will also be limited as directed by the Court. If you do not appear at the hearing (either in person or by an attorney representing you) the court will still hold the hearing in your absence and may appoint the Guardian requested. By: C-.. Clerk, Orphans' Cou Division Cumberland County, Carlisle, PA My Commission Expires 1 st Monday. January. 2002 DATED: SEPl'EMBER 21 , 200L