Letter sent by the Hartmanns to Ms. Kearney in March 1993 with all attachments

The enclosed VHS Video Tape provides the viewer with various circumstances to observe the behavior of Mark Hartmann, a seven-year-old child currently placed in a full inclusion program in First Grade at the Butterfield Grade School in Lombard, Illinois. Portions marked with *** are highly recommended to view Mark in school setting.

CONTENTS OF VIDEO TAPE

EDUCATIONAL HISTORY - MARK HARTMANN

1. 2 -1/2 Years of Age (YOA): Began Early Intervention Program that included Speech and Occupational Therapy - all provided privately.
2. 3 to 5 YOA: Participated in Special Education Program in School Setting morning only. Speech, Physical Education, and Occupational Therapy provided. In the afternoon three days weekly, Mark attended a Private Pre-school Program with Peers. He was aided by a teacher's assistant.
3. 5 to 6 YOA: Participated in a New Special Education Program in Private Setting with all Services Provided.
4. 6 to 7 YOA: Continued Special Education Program in Private setting - but mornings Only. Attended Full Kidergarten Program in the afternoons at Butterfield Grade School. Passed to First Grade.
5. 7 YOA to Present: Attends First Grade at Butterfield Grade School with an Instructional Assistant.

Attachment A: Principal's Report - 02/12/93

Butterfield School
Sandra K. Truax, Principal
2 South 500 Gray Avenue
Lombard, Illinois 60148
Telephone: (708)620-3737

Mark Hartmann is a first grade student at Butterfield School. Mark, a student with autism, was first brought to our attention in the summer of 1991. At that time, Mark's parents, the Pupil Personnel Coordinator, the cooperative coordinator, and I met to discuss the possibility of Mark attending Butterfield School in an inclusion program.

Since Mark was a kindergarten student at the time, it was decided that Mark would be "dually-enrolled." His morning was spent at a special education facility, then he was transported to Butterfield for the afternoon kindergarten session. During this experience, Mark recieved most therapies at the special education facility. The single exception was occupational therapy. Throughout this experience, the parents and personnel from both schools met to maintain an open line of communication.

As early as January, 1992, the possibility of including Mark at his home school for first grade began to be discussed by the Butterfield staff.

By spring, 1992, it appeared that this placement would indeed become a reality. Formalized planning by both school and parents began.

The Hartmann's offered numerous opportunities to the Butterfield staff to become informed about facilitated communication, auditory training, and autism. The school district provided spring and summer training for the teaching staff, the instructional assistant, inclusion facilitator, a select number of substitutes, and administrators about inclusion. This training allowed for a very positive attitude toward the concept of inclusion.

Mark's individual education plan calls for 60 minutes or speech daily since he communicates primarily in a facilitated mode. He also participates in ocupational therapy. The support of a full-time instructional assistant is also part of his I.E.P.

It should be noted that at the present time, Mark requires the support of the 1:1 instructional assistant. Since Mark does communicate in a facilitated manner, this assistance is essential. His math work is also presented on a computer since it allows for demonstration of his skill without requring writing. As we plan for Mark's second grade experience, it is our intention to maintain this assistance.

With the exception of the above support, Mark is fully included in the first grade program. He is a participating member of a reading group supported by his instructional asistant. He maintains the same schedule as his classmates.

This opportunity has been extremely successful for all involved, primarily Mark. This year we have noted dramatic, positive changes for this young man. He demonstrates willingness to parallel his peers and occasionally engage in activities, particularly on the playground and computer instruction. We have also noted great strides in appropriate first grade behavior. Mark has shown tremendous improvement in maintaining eye contact with his peers and adults. During his physical education instruction, he has shown growth in his skills.

Throughout this effort we have maintained close team communication. The school has also been supported in a most positive way by Mark's parents.

To assist your school better understand Mark's progress and strategies employed by his present placement, we have included reports from the vaious professionals that instruct Mark during the week. This includes the classroom teacher, instructional assistant, speech therapist, music teacher, p.e. teacher, and inclusion facilitator.

I'm sure I speak for the entire team when I say that Mark has veen appropriately placed and continues to benefit from this experience. There have also been a myriad of benefits for all who have encountered Mark - his fellow students, the entire teaching staff and our neighborhood.

As you consider our communication, please feel free to contact my office if you have questions. We are truly excited about the progress Mark has made. We are also very saddened by the possibility of his leaving.

Attachment B: Psychological Evaluation- 11/05/92

Lombard Elementary District 44
150 West Madison
Lombard, Illinois 60148
Telephone: (708) 620-3700

Attachment C: Planning Team Memo- 9/11/91

September 11, 1991
To: Planning Team
From: Sandy Truax
RE: Status of Planning for Mark Hartmann/Planning update for Mark Hartmann

Target date for start September 25th P.M.

NOTES: Team meeting can be called at any time if any staff member feels the need.

MDC for:

Review of Mark's progress
Program needs
Parent input
October 21, 1991 - 3:00 p.m.

Attachment D: Memo from Inclusion Facilitator Joanne Bade

Receptively, Mark knows and follows the clasroom routines for calendar, snacks, recess, transitions, library, speech, gym, music, etc. He responds to natural cues from his classmates; ("No, Mark, it's not your turn." "It's time to line up." "Get your coat." etc.) He accepts physical proximity of others now, as opposed to the beginning of the school year; he has extinguished (on his own) the need to "filter" a bean bag; and his eye contact and focus have increased greatly since the beginning of the school year.

Mark has benefited from a nuturing but firm environment, where expectations for him (both academically and socially) have been increased but are still realistic. Experiencing a normal school day with his non-handicapped peers has had a tremendous, positive affect on Mark's life, which is evident in his academic growth as well as his social awareness and appropriateness.

As Inclusion Facilitator, I observe and record Mark's instruction regularly and hence have seen this academic and social growth.

Joanne Bade

Attachment E: Memorandum Report 11/17/92
Janet Wangrow

November 17, 1992

Mark is adjusting quite nicely to a regular education classroom with the help of his instructional assistant, Currently, she is parallel teaching for brief periods during the regular instruction of the class by me. I would say his strongest subject is math, especially in addition. In reading, he is working on beginning sounds on the computer. He likes the computer and does well "on it after he has done a program several times. I feel this is because he memorizes the answers and not because he has learned the concept. I have also been helping him to identify objects and to match these up with words. He is making good progress on this. Each day he reads a story with his instructional assistant and then he shares the seatwork he does on this with me. Again we identify things in the story and write these words on his canon.

He is very willing to write on the canon when he can copy something. So far I have not been successful in getting him to express himself on it though. All of us working with Mark try to have the same expectations for him and we constantly share our successes and failures with each other. We try to build on each other's successes.

Mark seems a lot more flexible and relaxed than at the beginning of school. He listens quite well and is learning to accept the "school" way. There is less self-stimulating noise and motions. One of his biggest accomplishments is that he is feeling a lot more comfortable around the other children. I have been working with him on taking turns and sharing, which is hard for him. But he is doing this on the computer, when doing puzzles, and when making designs with other children.

Some of his favorite times in the classroom are when we have calendar, music, and story time. I get him to participate as much as he can. He seems to have a good sense of rhythm and we are hoping to have him play an instrument in the music program in December. Mark loves P.E. and we are very pleased with his progress there. He also likes recess and we are trying to find a variety of things for him to do, such as turning a jumprope, sliding down the slide, and swinging. Of course, this is becoming harder to do with the colder weather. He would rather filter the pebbles and leaves or eat the snow.

All is all, we feel that Mark has made progress and we are hoping he will adjust even more to new things to be introduced in the near future.

Janet Wangrow
First Grade Teacher Butterfield School

Attachment F: Report Card 11/17/92

Attachment G: Report on Mark Hartmann 1/29/93
Janet Wangrow

Report on Mark Hartmann:

January 29, 1993

Mark has been an inclusion student at Butterfield School for the last year and a half. In kindergarten, he was assigned to the class across the hall from mine for its half day session and also attended a half day program in the morning for autistic children. All year I could hear him and I heard stories of his behavior, some of which I saw for myself. At that time, he could only work on things for very brief periods of time and he could not stay seated. He was very physical when trying to express his dislike for something. Therefore, when it appeared that Mark would be assigned to a regular education first grade full-time, I became very concerned and even wrote a letter to the superintendent. I just didn't think a child with autistic behaviors could adjust and benefit from a regular education classroom.

How wrong I was. Mark was assigned to my classroom of nineteen children and he has made much progress this year. I attribute this to our dedicated staff and to the very positive role models he has in this full-time program. He now sits quietly for much of his work and many times it is hard to tell him from the other children. He rarely has the tantrums I had seen in kindergarten and we can quickly get a reversal with a "Quiet, Mark" or similar command.

A very qualified instructional assistant is assigned to Mark and I could not do my job as a classroom teacher without her. She parallel teaches much of what I teach but for shorter periods of time. In doing this, she verbalizes what I am saying and uses the facilitated communication with his Canon. She also works with him on other educational materials, such as games, book tapes, and the computer. He really enjoys these activities with her and in small groups with other children.

My school district has been very good about sending all of us working with Mark to various programs on facilitated communication and autism. None of us had dealt with autistic children before. These programs really helped us to understand the problems Mark has and to deal with them in a professional way. All of us who work with Mark try to use the methods learned and we share our successes and failures to build the best program we can for him. We realize that Mark cannot learn like the other children in the classroom but we try to adapt the program whenever possible to suit him. Many times the instructional assistant has to get much more basic with him than I do with the rest of the class.

We have seen much growth in Mark since he started in the Fall. He now feels very comfortable in large groups of children and he doesn't mind sitting in the midst of them for calendar or story time or for an all school assembly. He usually appears very interested and doesn't use self stimulating noises. The other children in my class have been great with him and praise Mark constantly when he gives a right answer if I call on him. They ignore his inappropriate behavior on a bad day and they are able to continue their work without any problem. I would say that Hark's presence has been a very positive influence on his classmates. They have shown much compassion for him and try to help whenever possible. Because of their excellent modeling, I feel that Mark's behavior has improved this year.

Mark is currently in my low reading group. His instructional assistant sits right behind him and facilitates him when needed. He seems to be making progress in reading. He likes books and he seems to like working in the group rather than alone like I once had him. During his one hour a day with the speech teacher, he has made great strides with language development, and this is starting to show up in the classroom. She has had a great deal of success in teaching him to communicate through the Canon.

Mark is also taking the weekly spelling tests with the class. He has had both good and bad weeks on these. I do feel that he could easily make 100% each week. He practices the words at home, with his O.T. instructor, and with his assistant. He seems more directed and less nervous than at first. Our district inclusion facilitator has provided me with a report card personalized for Mark. It lists his I.E.P.s and I use a code to show his progress. We would all like to see Mark progress like other children. I think this is one of the hardest things to accept when working with Mark. We have to keep remembering that he is an inclusion child and he can't be expected to be like other children.

We have all benefited from having Mark Hartmann in our classroom. I have a real feeling of accomplishment and satifaction. It's been an interesting and rewarding year. His classmates have certainly benefited from having the opportunity to work with Mark. But most of all, Mark has benefited and that's what education is all about ... finding the educational method that is best for each child and meeting his individual needs.

Janet Wangrow
First Grade Teacher Butterfield School

Attachment H: Report Card 01/29/93

Attachment I: Speech/Language Pathologist's Report - 2/12/93
Sharon Gallagher

Mark Hartman is a seven year old autistic child who followed the usual developmental path that most autistic children follow. At birth he looked like a normal child, he was verbal and his milestones appeared to be as expected. Around eighteen months Mark appeared to withdraw and became non verbal. He was showing difficulty in his relationships with people and objects, interpersonal deficits were seen in his lack of eye contact, decreased physical interaction, lack of cooperative play and self-stimulatory behaviors.

Mark came to Butterfield School as a full time inclusion student this last fall. The year before he was enrolled in our kindergarten as a half time inclusion student. The other half of the day Mark spent in private placement. Speech services remained at his private placement school.

Over the summer our district provided workshops for school personal receiving inclusion students. Mark's Mother was instrumental in alerting the school personal as to when workshops would be in our area for Facilitative Communication. I have attended five such workshops.

Without a doubt Mark's education would be a team effort. On our team was the classroom teacher, instructional aid, inclusion facilitator, occupational therapist and myself, the speech pathologist. We were all seasoned personal who were supported down the line by our superintendent, principal, and director of special education. The team had met over the summer to prepare for the opening of school. After the first week we again met and were all pleased that the first week had gone so well. At this time all apprehension was put aside and each of us just enjoyed the challenge and accomplishments of Mark.

My goal for Mark is communication. He does shake his head for yes but does not shake his head for no. Literature suggests that this is a difficult task for an autistic child.

We were not successful in getting him to use any sign language. He has a group of pictures at his desk and each morning he is aware of what his routine will be by looking at the pictures in his folder. Like most autistic children he wants that routine to be followed. Any deviation from that routine can cause Mark to become upset. I see Mark for thirty minutes in the morning and thirty minutes in the afternoon. At this point I am seeing Mark away from his classroom. The time may soon come where I will see him some in his classroom.

Up to this point most therapy for Mark has been trying to establish how much language Mark has and how best to elicit that language. I was successful in locating an old workbook that has wonderful bright pictures of different children and their activities. Mark has had no problem learning the names of the characters in the book, and is able to circle correct answers to comprehension questions. I feel that Mark has some degree of hyperlexia for he appears to have an internalized phonological system. Along with this there is comprehension. Just how much cannot be determined at this time. However, observations tell us there is a great deal of comprehension. Mark has the keyboard on his Canon recorder internalized. In the past several weeks, by way of facililated communication, Mark has shown that he does understand a degree of sentence structure. After seeing full sentence models Mark will now answer in full sentences. This is structured work, using conversation revolving around the workbook, school or home. These subjects, at this point, would be considered predictable. I am now in the process of using phrase charts. Mark communicates by picking the phrase that describes his feelings
or desires.

Mark's behavior is not always on target, but he is not disruptive to our school. It is wonderful to see how he has modeled his classmate's behavior. He eye contact is actually quite good. Mark smiles often and it is evident he enjoys school and his relationships. He displays a delightful sense of humor. While Mark has his "lazy, falling out" days, they have been the exception rather that the rule.

In concluding this I must say that I feel that our school is richer for having had the oportunity to get to know Mark. He has and remains a delightful challenge for me and the rest of the team.

Sharon Gallagher
Speech/Language Pathologist

Attachment J: Instructional Assistant's Report- 2/5/93
Mary Ann Mrazek

Mark Hartmann Grade I

Coloring - Still enjoys coloring. Holds crayon well and colors strongly. Have been workmg on staying in tne lines with some success - however when Mark "stays in the lines " he doesn't color the whole picture. Working on knowing the colors by name in Speech and hope it carries over to crayons.

Cutting - Mark cuts on his own. Follows a straight or curved line. The pair of Fiskers works well! And Mark likes to use them.

Winter playground activities - slide, swing, making a snow hill or wall with a child or teacher, but most of all, EATING snow. He can even swing with one elbow crooked around the chain and nibble on a handful of snow. We keep encouraging otner activities but I am glad to see that he IS also becoming discriminatory in choice of snow - prefers new clean stuff.

Math - good counting skills. Can fill in any number missing on a 0 - 100 number line with sticker numbers. (Does not like this activity on the computer.) Still does not have the adding concept. I am having him count dots on numerals to add them together 2 +3 = __ and he does this very well. Then together we do the same thing with numerals that do not have dots. He can do this some of the time we play dominos - he is only allowed to touch the one domino that he chooses otherwise he will filter them - and Mark does very well with matching the numbers and laying down the tiles.

Reading - recognizes and writes many words from memory. I do not know how many. There are alert days when Mark is aware of everything around him and seems able to identify all the readmg words I ask. Other days he hits the page anywhere when I ask him to point to a word, I do not ask him to associate a sound with a letter anymore. Mark doesnt seem to be that kind of learner. I ask him to find the first letter of a word or the letter that the word begins with.

Spelling - Mark got 100. on his first two spelling tests. He seemed extremely nervous about taking them but did so well. Now he does well some weeks when he is concentrating and not so well on weeks when he seems to daydream. I have the feeling he could probabably score 100 every week.

We are workmg on the first step of tying shoes and Mark shows anticipation of the next movement. With guidance he spells "Hartmann" on all the computer games that ask for last name, and on papers when there is time. Mark uses a "yes" nod of his head pretty consistently for "yes" nut does not shake head for "no" unless it is in a lesson about this.

There are times Mark indicates he is unhappy about something out so far he has not used the Canon to tell me why I try to write down questions and choice of answers in a way that Mark will want to communicate his desires clearly by typing them. It is difficult to assess now much Mark knows. Sometimes it is a matter of thinkingg of the right activity or testing method for him to demonstrate his knowledge. It is important that he communicate his wants and make choices for himself in an acceptable way.

As Mark's instructional assistant, I have seen him make great strides since the spring of 1992. I believe most of this is due to his being included in a regular classroom.

We are working on skills for independence, social interaction, and to a lesser extent academic skills. Since Mark is nonverbal, his ability to communicate plays a key role in all these areas and we work on that across the board, facilitating him on a Canon Communicator.

Towards independence, Mark is being taught to tie his own shoes, walk alone to his next class, make choices by indicating on the Canon or pointing to one of 2 or 3 choices written down. He dresses himself except for starting a jacket zipper and snapping a difficult jeans snap. He takes care of all bathroom tasks himself. Mark does not ask to go to the bathroom, but he has never had an accident. My job as an Instructional Assistant is to let him be as independent as possible.

To promote social interaction, we emphasize (and his 1st grade classmates subtly reinforce) socially appropriate behaviors. Mark nods "yes" pretty consistently but does not shake his head for "no." His negative answer to someone who forces him to hold their hand or nags him to go on the slide is usually a push and we are working on that. On the playground Mark enjoys turning the rope for jumprope. He goes on the playground slides and swings. He enjoys digging in the stones and we encourage him to do this next to a buddy. When he doesn't want to share his pebbles he throws them up in the air in anger and stalks away. He knows the boiundaries and stays on the playground; this has never been a problem for any teacher on duty. Mark is learning better behaviors every day by participation in regular classroom activities and modeling his 19 contemporaries. He sits in a group at storytime, points to the date at Calendar, approximates regular activities in PE such as running, galloping, warmups. Our music teacher makes it a point to have some "keeping time" activity along with singing a song and Mark participates in Music with little assistance. He takes his spelling test facilitated on the Canon, sits in a reading group, works on math pages with assistance during Math time, knows the Qwerty keyboard and has fairly good computer skills.

Academically I would like Mark to be able to consistently show what he knows. I think he is probably already beyond the reading level of his reader, but I am still looking for ways to get him to make the leap from counting to adding.

Suggestions for an Instructional Assistant: Establish a rapport with Mark. He has a sense of humor and can be jollied into persisting at a task. Plan for a shortattention span; if he is greatly agitated or shows disruptive behaviors (loud noises, takin off shoes) tell him "We must finish this page (or do 1 more problem, work 1 more minute - use a timer) and then we will..." Alternate things which are difficult and stressful with restful repetitive tasks. (Difficult tasks- sitting for long periods of time, seatwork, sharing computer with partner. Restful - a CD Rom book, story on a tape player, snacktime, recess, a walk to another class). An encouraging word is always helpful "goo listening, Mark" - let him know you notice appropriate eye contact, a social wave of the hand, watching at an assembly.

All teachers involved with Mark this year agreed to use the same terminology - "Quiet voice, hands down, be looking..." Check with the classroom teacher and know what is on the schedule. Mark's daily schedule is written out and he seems more comfortable knowing what is next. The teachers who work with Mark have been extremely cooperative and willing to brainstrom to solve a particular problem and it really helps to have a team spirit. Our school district has veen very supportive too and I think one of the reasons that this works is because we all want it to.

Mark's parents are very cooperative with the school. Mrs. Hartmann has practiced spelling words every night with Mark since he started taking weekly tests. They are extremely informed and interested in the school being well informed on inclusion and on techniques for dealing with communication problems.

I have never worked with an autistic child before and was apprehensive at the beginning of this year, but it has been very rewarding to see how Mark has make tremendous progress in appropriate behavior, longer attention span, awareness of others and his surroundings. I believe most of this is due to associating with regular kids and they in turn have learned kindness. Their consideration of Mark, a boy who cannot talk, has made them nicer to each other too. I believe it is important for Mark's continued growth that he be included in a regular classroom for most of his school day.

Mary Ann Mrazek
Instructional Assistant

Attachment K: Music Teacher's Report - 2/4/93
Maureen Reimann

Mark has shown improvement this year in music. He makes eye contact when spoken to and physical contact when sung "Hello" to. He also follows directions much better this year. For example, if he has played an instrument for a song, he will choose someone else to play the instrument when asked to do so.

Mark shows a good sense of steady beat. He will clap and pat with the music when we sing and even offer suggestions for other ways to move to the steady beat. He also has used different wa1ks to fit the steady beat played on a drum, recorder, or piano. He uses his steady beat to play simple percussion instruments like jingle bells, woodblock, bongo drums, bells, drum, and xlyophone.

Maureen Reimann

Attachment L: Occupational Therapist Report - 2/5/93
Debra Wallenberg

RE: Mark Hartmann
DATE: February 16, 1993

Mark has been seen for 60 minutes of direct occupational therapy during the 1992-93 school year. Goals of therapy have been to improve Mark's ability to process sensory input and to provide classroom modification as needed.

In the past a brushing program was introduced combined with vestibular and proprioceptive input. Frequently mark would become over stimulated and have difficulty calming down and redirecting his attention back to the teacher. Also, Mark participated in an auditory training program in May of 1992 which seems to have increased his ability to tolerate auditory and tactile information thereby increasing his ability to attend and function within the classroom.

Mark has a one-to-one instructional assistant that has been very beneficial with the carryover and modifications in the classroom. In an effort to introduce Mark to letter formation and words the Touch Window was used with the D'Nealian program. Mark is fascinated by computers and it was a means to positively introduce each letter. A slant board and pencil grip have also been provided to improve perceptual ability and proper pencil grasp. Mark has lower tone in the hands which makes pencil control difficult. Initially letters were introduced using a very developmental approach. Mark has mastered all the letters but continues to benefit from verbal and visual models. Presently Mark is required to choose a weekly spelling word list on a 3x5 index card. He is then asked to write the word in therapy putty which increases sensory interest while increasing finger strength and feedback regarding letter formation. Next he is asked to trace the word, copy it onto a 3/4' wide line and then type it on his Cannon without a model. Light touch to his hand provides for added stability and increased legibility during writing tasks. Mark has also worked at the chalkboard using a small piece of chalk to encourage a mature tripod grasp. Mark has demonstrated increased strength and dexterity in his hand to control the pencil better. Grasp still tends to be a digital grasp unless a mature tripod is encouraged. Mark is able to do simple cutting on straight and curved lines. He no longer needs double looped scissors but benefits from cues and bold visual lines. Fiskar scissors have been very helpful to improve quality of cutting. A bean bag chair is available for Mark in the classroom (as well as other children) to help him calm down and relax at various times throughout the day.

Self help skills are also an area that is being addressed. Mark is able to go to the bathroom by himself with pull up pants. He is also able to wash and dry his hands independently with verbal reminders. Fasteners are difficult (i.e., snaps). Presnetly Mark is able to put on his coat independently, hand over hand assist is needed to engage zipper and then his is able to zip and unzip independently. Presently, Mark is also working on tying his shoes. The process has been broken down into three steps and he has mastered the first step at this point.

Mark has benefitted from a functional sensory motor program provided by occupational therapy. Carry over into the classroom has been an important element to the success of Mark's independent functioning within the classroom.

Debra K. Wallenber, M.Ed. OTR/L
Occupational Therapist

Attachment M: Physical Education Report - 2/93
Kurt Frazier

Student: Mark Hartmann
DOB: 8-21-85

Mark is a seven year old boy receiving adapted physical education consultation in a standard first grade physical education class with his peers. He is accompanied to class by his one to one aide.

Strategies which have assisted Mark in accessesing the standard physical education program have included:

1. Encouraging Mark to view a portion of an earlier physcial education class to provide him the "anticipatory set" of what he will also be experiencing. The aide then discusses the activity with Mark.
2. Emphasizing verbally with Mark a number which has been given or a team to which he has been assigned.
3. Providing Mark with suspended equipment if the (ball) or other equipment is too fast and "gets away from him."
4. Providing Mark with a routine (warmups are changed on a unit basis every 3-4 weeks) - therefore Mark has time to learn them and anticipate the motor patterns.
5. Providing physical modifications such as hand over hand dribbling and assist with catching, etc.
6. Setting him up with selected peers which work well with Mark in his environment.

Although Mark continues to need a full time one to one aide in the physical education environment, his progress continues to amaze us all. He is beginning to demonstrate an understanding for which direction to travel in organized game play. He is emerging in his demonstration of where to go during station work (after given a number). Mark is picking up on routine and performing many of thw warm-up activities with more accuracy. He is siting withing the close proximity of his peers for diections and demonstrations. He seemingly enjoys working with and alongside his peers and is excited to be in physical education.

Mark's motor needs continue to be in the area of arm and shoulder strength, peer interactions and locomotor skills. We continue to work toward those ends. It is fun to watch the daily progress Mark is making in a standard physical education program. He is taking weight on his hands in four point for longer periods of time (up to 30 seconds). He continues to work on using his hands and arms in a supportive fashion while running.

In summary, Mark continues to receive appropriate consultative services to assist the aide and standard physical educator to make minor modifications in assisting Mark to be successful in the standard program.

Kathy Brinker, M.S. Ed.
Adapted Physical Education Instructor

Kurt Frazier
Regular Physical Education Instructor