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Reading program. (Exhibit S-24)

Ms. Wasserman, Ryan’s grade 6 special education teacher, reported that Ryan had made incredible progress.  Ryan utilized his class time wisely, he would ask for and accept teacher assistance, he completed his agenda with verbal and visual assistance and was able to prepare for tests as well as lengthy written assignments.  Ms. Wasserman anticipated that Ryan would meet his goals and objectives by the end of the IEP period. (Exhibit S-24)

By November of 2009, Ms. Kelly reported that Ryan’s ability to formulate grammatically correct sentences given visual examples had increased to 90%.  He was also able to formulate grammatically correct sentences in two out of five opportunities without the use of models.  His accuracy increased to 90% given visual cues.  Again, Ms. Kelly anticipated that Ryan would achieve his speech and language goals by the end of the IEP period. (Exhibit S-23)

Ms. Robillard also reported more progress in her November 2009 progress report.  At that time, Ryan was able to read and spell closed syllable words with 3-5 syllables with 80% accuracy.  Ryan was also able to read and spell closed syllable words with the suffixes “ing” and “ed”. (Exhibit S-23)

Ryan was reevaluated at MGH on January 4, 2010 by Kay Seligsohn, a pediatric neuropsychologist.  Ryan’s parents were aware that Ryan’s IEP was about to expire and they had concerns about whether Ryan was making academic progress.  They were also concerned because Ryan was losing interest in school. (Exhibit P-7 and testimony of Ryan’s mother and father)

Dr. Seligsohn administered some of the same tests that Dr. Castelo had administered to Ryan in October 2008.  Some of Ryan’s test scores decreased while other test scores increased.  Ryan showed an improvement in his ability to formulate sentences.  He was also better able to listen to brief paragraphs and answer questions about them.  Dr. Seligsohn reported that Ryan’s results in some areas were consistent with the results of his 2008 evaluation.  Ryan also showed some solid areas of growth and consolidation of skills. (Exhibit P-7)

Whereas Ryan had made some progress, Dr. Seligsohn reported that Ryan was not progressing at the expected rate.  She found that across all subjects, Ryan had made less than one year’s progress to one year’s progress in a period of fifteen months.  Dr. Seligsohn stated that the subtest score on the GORT revealed a “significant” drop in Ryan’s comprehension skills6.  Dr. Seligsohn found that Ryan had made minimal gains in his decoding, reading rate and accuracy.  She concluded that Ryan had put so much effort into decoding that he was comprehending less of what he read when compared to the 2008 testing. (Exhibit P-7)

6 Ryan’s scaled score decreased from a 7 to a 6.  There was no testimony to establish that this was a statistically significant drop.

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