The BASC-4 was completed by [Student]'s parent/caregiver and classroom teacher; [Student] also completed the self-report form. Parent ratings reflected significant elevations on the Internalizing Problems Composite (T=[##]), driven by elevated Anxiety (T=[##]), Depression (T=[##]), and Somatization (T=[##]) subscales. Teacher ratings reflected [consistent elevations / lower ratings in the school setting — see note below], with the Internalizing Problems Composite at T=[##]. [Student]'s self-report on the BASC-4 [was similarly elevated / reflected an average profile — consistent with masking in school settings]. The RCMAS-2 self-report indicated significant anxiety concerns, with a Total Anxiety T-score of [##], including elevated Physiological Anxiety (T=[##]) and Worry/Oversensitivity (T=[##]) subscales. The CDI-2 Parent form yielded a Total score of [##], and the CDI-2 Self-Report indicated [Emotional / Functional] Problems scores of T=[##], reflecting [describe: persistent sadness, anhedonia, negative self-perception, or similar]. These findings, consistent across multiple instruments and informants, document a pattern of anxiety and depressed mood that is pervasive, has been present for [duration from history], and is educationally significant — [Student]'s capacity to engage in instruction, complete assignments, and maintain school attendance has been adversely affected by [his/her/their] emotional functioning.

The BASC-4 was completed by [Student]'s parent/caregiver and classroom teacher. Teacher ratings reflected significant elevations on the Externalizing Problems Composite (T=[##]), with particularly elevated scores on the Aggression (T=[##]) and Conduct Problems (T=[##]) subscales, indicating that [Student] exhibits markedly more aggressive and behaviorally disruptive responses than same-age peers in the school setting. Parent ratings were [consistent / somewhat lower], with the Externalizing Composite at T=[##]. The Behavioral Symptoms Index (BSI), which reflects overall behavioral concern across both composites, was T=[##], indicating broadly significant behavioral concerns. The BRIEF-2, completed by parent and teacher, reflected significant elevations in Emotional Control (Parent T=[##]; Teacher T=[##]) and Shift (Parent T=[##]; Teacher T=[##]), with [other EF scales within average limits / also elevated], suggesting that [Student]'s behavioral dysregulation is primarily characterized by difficulty modulating emotional responses and transitioning flexibly — rather than a global executive functioning profile consistent with ADHD. These findings have been present across [duration] and have been documented through behavioral referrals, teacher reports, and [counseling records / outside mental health records]. The frequency and intensity of [Student]'s dysregulated behavior adversely affects [his/her/their] educational performance by [describe specific impact — e.g., interrupting instruction, disrupting peer learning, resulting in removal from the classroom].

Based on the comprehensive evaluation, [Student] demonstrates [one or more of the following characteristics consistent with Emotional Disability under IDEA and TAC §89.1040(c)(5)]: [name the characteristic(s) — e.g., a general pervasive mood of unhappiness and depression / inappropriate types of behavior or feelings under normal circumstances / an inability to build or maintain satisfactory interpersonal relationships with peers and teachers]. These characteristics have been present for [duration], are exhibited to a marked degree as evidenced by [summarize normed data and corroborating sources], and adversely affect [Student]'s educational performance by [specific impact]. The ARD committee reviewed available information, including [list instruments, records, and observations], and considered whether the behavioral and emotional characteristics are primarily the result of social maladjustment, cultural factors, or another disability. [Summarize the exclusionary factor conclusion — e.g., "The pattern of findings is not consistent with social maladjustment — [Student]'s behavioral and emotional difficulties are associated with documented anxiety and depression rather than deliberate anti-social conduct."] The ARD committee determined that [Student] meets the Texas eligibility criteria for Emotional Disability.

The comprehensive evaluation did not yield sufficient evidence to establish eligibility for Emotional Disability at this time. While [Student] demonstrates [describe behavioral concerns — e.g., persistent conduct problems and oppositional behavior], a review of the available data indicates that [his/her/their] behavioral pattern is [primarily reflective of social maladjustment / not consistent with an underlying emotional disability] as defined under IDEA and TAC §89.1040. Specifically, [summarize: e.g., behavioral rating scales did not reflect significant internalizing concerns; anxiety and depression instruments were within average limits; behavioral history indicates purposeful, goal-directed conduct rather than emotionally-driven dysregulation; mental health history does not document an emotional disorder; student functions well in structured, positively reinforcing environments]. The ARD committee reviewed all available evaluation data, considered the five ED characteristics, and determined that the primary explanation for [Student]'s behavioral difficulties is not an emotional disability. This determination does not preclude future evaluation if new information indicates a change in [Student]'s emotional or behavioral status.

[Student]'s emotional disability affects [his/her/their] ability to engage consistently in classroom learning, maintain productive relationships with peers and adults, and manage [anxiety / depressive symptoms / emotional dysregulation] in the demands of a school day. [He/She/They] requires [consistent emotional support, structured re-engagement strategies, and a predictable, trauma-informed learning environment] to access instruction and participate meaningfully in school activities.