The Sandy Hook Investigations

Politics, History, & 'Conspiracy'
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Canuckster
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The Sandy Hook Investigations

Postby Canuckster » Tue Jun 30, 2015 1:43 pm

SRBrant wrote:We need to focus our attentions against corporatism and not the ramblings of psychotic talk radio DJs! And I will NOT let paranoia and conspiracy theories tear the Kitsune Society apart!



Mayhap you are hanging out in the wrrong places then.
People say they all want the truth, but when they are confronted with a truth that disagrees with them, they balk at it as if it were an unwanted zombie apocalypse come to destroy civilization.

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Daglord
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Postby Daglord » Thu Jul 02, 2015 12:17 am

Wolfgang Halbig FOIA Hearing Report Issued
http://sandyhookanalysis.blogspot.com/2015/07/wolfgang-halbig-foia-hearing-report.html

Wolfgang Halbig FOI Hearing Report Issued as Halbig's Legal Woes Mount

Cliff Notes Version: Halbig's hearing was nearly a total failure with the recommendation being the majority of his complaints be dismissed in their entirety, a finding that ALL documents have been received by Halbig; Newtown was found to be tardy in providing the Hochsprung emails.

Commissioner Matthew Streeter has issued his Report on the Wolfgang Halbig FOI Hearings of 4-23-15 and 6-3-15. The Commission's ruling was as predicted by Sandy Hook Facts, Wolfgang Halbig's attorney failed to show that Newtown failed to provide even a single responsive document.

You may download the Commissioner’s Report in it’s entirety here:

http://www.ct.gov/foi/lib/foi/hor_2015/07082015/2014_823.pdf

http://www.ct.gov/foi/lib/foi/hor_2015/07082015/2014_461.pdf

The entire FOI Commission will consider the Commissioner's report on July 8, 2015. Generally speaking, we can expect the report will be adopted as it is or with only minor technical changes. For example, the report incorrectly spelled "Sinko's" name as "Sinka".

Therefore, it appears that the ruling will be as follows:

FIC 2014-461 - Dash Cams, Porta-Potties, and Security System

Halbig had requested Newtown provide responsive documents as to Dash Cams, Porta Potty ordering, and the Security System installed at Sandy Hook on December 14, 2012.

At the hearing, Halbig further contended the Dash Cams and Security System documents were not authentic or not complete, offering as his proof, a screen shot of Sandy Hook Fact's video.

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The Commission ruled entirely against Halbig, finding the all the documents were authentic and complete. As to the Porta Potties, the finding that Newtown had no responsive documents and therefore had fully complied. The Commission further found that Newtown had responded timely stating [Newtown's] respond was "nothing more than methodical, deliberate, and rigidly precise."

The Commission found that the Dash Cams were a true copy of the Dash Cam from Lt [Sinko's] Dash Cam; fully vindicating Sandy Hook Facts and in support of our videos and articles proving Halbig had indeed received the correct Dash Cam videos.

The Commissioner recommended Halbig's complaint #2014-461 be DISMISSED in it's entirety.

Note:
It does not appear that the Commissioner addressed several other requests docketed as 2014-461. Some of these requests include the Bio Hazardous Waste Removal contracts, the Sign-In Logs, and the Newtown School Board Minutes of 1-23-13. Perhaps these matters will be taken up by the full commission.

As to FIC 2014-823 Work Orders & emails The Commission further found as follows:

Wolfgang Halbig has received ALL documents responsive to his request.

Therefore, the issue is closed. They will not be receiving any other documents for this request.

The Commissioner found that Newtown was not prompt as to the requests for emails and was ordered to henceforth comply with promptness provisions of the Connecticut FOI Act.

Wolfgang Halbig spent $20,000 for two days worth of hearings. He was awarded no documents and the majority of his complaints where dismissed in their entirety. It should also be noted that the documents Halbig obtained at a cost of about $20,000, Sandy Hook Facts obtained for under $100. Sandy Hook Facts does agree that Halbig's hearing were a good show.

While Halbig's followers may think it was a victor for the First Selectman to admit "Homeland Security" (likely meaning the State Dept of Homeland Security) was on scene; all one really had to do to know this was refer to the report. The agency is listed as a responding agency; as would be expected of Mass Casualty Incident











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Daglord
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Postby Daglord » Thu Jul 02, 2015 12:57 pm

For anyone interested in a REAL FOI hearing re: SH.

procedures properly followed, requests made correctly, FOI requests filed properly. FOIA filing fee paid... & all this @ less than $100 spent.

this is NOT the gong show put on for the hoaxers by their idiot leaders & disinfo guys :lol:

Connecticut State Police appeals Altimari Sandy Hook Document Decision
http://sandyhookanalysis.blogspot.com/2015/06/connecticut-state-police-appeals.html

The State of Connecticut Department of Emergency Services and Public Protection (Connecticut State Police)/(CSP) has appealed the Connecticut Freedom of Information (FOIC) ruling that the State Police must release to the public the Sandy Hook shooter's documents.

Back ground references are below.

In short, several of the shooters documents were seized by CSP in the investigation subsequent to the December 14, 2012 shooting at Sandy Hook Elementary School. These documents were not released with the final report.

Image

The Courant and Sandy Hook Facts filed FOI request to obtain those documents and both were denied. The Courant appealed.

When the CSP denied Sandy Hook Facts' FOI request, the basis of the denial was that "items of personal property seized from a private residence in connection with an investigation into criminal activity are not subject to disclosure under the Freedom of Information act".

The Commission ruled in favor of Dave Altimari and the Courant ruling the items were public interest and should be released.

On June 26, 2015 the CSP filed a 31 Page Administrative Appeal.

The appeal again contends that the items seized are not subject to FOI, the argument the CSP made during the hearing. In fact, the CSP had attempted a motion o bifurcate the hearing to first determine of seized items were subject to FOI. The motion to bifurcate was denied.

The CSP Contends that the FOIC rulings were:
1. In violation of constitutional statutory provisions.
2. In excess of the statutory authority of the agency.
3. made upon unlawful procedure.
4. affected by error of law.
e. erroneous in view of the record.
f. arbitrary and capricious or characterized by abuse of discretion.

Sandy Hook Facts is directly affected by this court case as the CSP has also denied our right to access these documents.

It is clear that the Sandy Hook shooting is indeed a matter of significant public interest. Nationwide, laws and policies are written based on this incident. The incident remains in the newss daily.

We must ask:But for a case like Sandy Hook, why is there Freedom of Information at all?

The shooter's information is essential information and information that has been denied the public at large. This information includes photos of the shooter holding a gun to his head and the shooter in "dress rehearsal" clothing, writing, videos of the shooters activities including DDR, and many other articles that the public has a right to view.

This shooter is entitled to no public protection. Indeed, he should be hung from a hook in town square for the public to view. In fact, such open disclosure would do well to send many of the "on the fence" hoaxers on to other subjects.

It is clear that the public interest out weighs the states interest to keep theses matters from the public and we offer our full fledged total support to David Altimari and the Courant.

Reference Links: (Hosted on PDF Archive)

FOI Case - Superior Court New Britain
http://document.li/3p1N
Petition - Appeal Administrative Ruling
http://document.li/3p1N
Motion to Stay FOI Ruling
http://document.li/kZJu
Order to Show Cause
http://document.li/mzJx
Commission rules in Favor of Courant
http://sandyhookanalysis.blogspot.com/2015/05/foi-commission-rules-csp-must-release.html










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Postby Daglord » Thu Jul 02, 2015 2:10 pm

Timeline: Adam Lanza’s Life and Online Activity Part 1 (from birth to the Yale Child Center)

Everything we know about the events leading up to the Sandy Hook shooting, in order, and with references cited.

NOTE: Other shootings are only referenced here if a specific connection to the Lanza case is known. Also, all entries marking an online post from Kaynbred/Smiggles/Blarvink/Adam Lanza will be in bold. For screengrabs/links of a specific “Kaynbred” or “Smiggles” post, refer to the appropriate prior blog post.

https://sandyhooklighthouse.wordpress.com/2013/09/07/timeline-adam-lanzas-life-and-online-activity/

https://schoolshooters.info/adam-lanza

http://www.newtownbee.com/filesOffice_of_the_Child_Advocate_Report_PDF.pdf
Spoiler:
The Office of the Child Advocate (OCA) of the State of Connecticut released a report Friday, November 21, focusing on Sandy Hook Elementary School (SHS) mass murderer Adam Lanza. The report defines lapses in integration of education and health care, and how untreated mental illness contributed to Adam Lanza’s overall decline.

Directed by the State Child Fatality Review Panel (CFRP), in late January 2013, the OCA was asked to investigate “the circumstances leading to the death of the children at Sandy Hook, with a focus on any public health recommendations that may emanate from a review of the shooter’s personal history.”

CFRP reviews unexpected deaths of children in the state.

The report is an in-depth review of records relating to Adam Lanza’s life, from early childhood through early adulthood, when he killed himself after shooting his way into SHS on December 14, 2012, and taking the lives of 20 children and six educators there.

“OCA reviewed thousands of pages of documents, consulted with law enforcement and members of the Child Fatality Review Panel, conducted interviews, and incorporated extensive research to develop the report’s findings and recommendations,” according to the report.

Key findings of the report include that Adam Lanza presented with significant developmental challenges from earliest childhood, including communication and sensory difficulties, socialization delays, and repetitive behaviors, while living with his mother, father, and older brother in New Hampshire.

After moving to Connecticut, Newtown’s school district provided special education services to Adam Lanza while a student at SHS and Reed Intermediate School, “but services were limited and providers did not identify any communication or social-emotional deficits.”

“Social-emotional challenges” increased for him after fourth grade, although the report notes as well that Adam Lanza’s school records indicate he was “well-liked” by his peers in fifth grade. The report also includes a letter from Nancy Lanza, his mother, to SHS at the end of grade four. Adam Lanza had been exited from special education at this point, but Mrs Lanza asked that the school continue to consider his educational plan going forward and consider the selection of a “nurturing” teacher for him in fifth grade.

Key points also include indication of early preoccupation with violence, most notably in a comic book-style assignment he co-authored in fifth grade, “The Big Book of Granny.” The “graphic writing appeared to have been largely unaddressed by schools and possibly by parents.”

In eighth grade, Adam Lanza was placed in homebound educational status at his mother’s request, due to increasing anxiety he was experiencing. The report indicates that the “district provided little surveillance of [Adam Lanza’s] homebound status, which lasted an entire school year.”

“Recommendations from the Yale Child Study Center, where [Adam Lanza] was evaluated at age 14 (his 9th grade year), offered prescient observations that withdrawal from school and a strategy of accommodating [Adam Lanza], rather than addressing his underlying needs, would lead to a deteriorating life of dysfunction and isolation,” is yet another key point brought out in this report.

“Medical and education records reflect repeated reference to [Adam Lanza’s] diagnosis of Autism Spectrum Disorder, Anxiety, and Obsessive Compulsive Disorder,” the report states.

Further special education and therapeutic support, as well as taking prescribed medications, were recommendations that were not implemented.

A plan to return Adam Lanza to the school setting in tenth grade was not successful. He eventually finished school through independent study, tutoring, and classes at a local college.

“Records indicate that the school system cared about [Adam Lanza’s] success but also unwittingly enabled Mrs Lanza’s preference to accommodate and appease him through the educational plan’s lack of attention to social-emotional support, failure to provide related services, and agreement to his plan of independent study and early graduation at age 17,” is a key point emphasized in the report.

While Adam Lanza exhibited symptoms of Autism Spectrum Disorder and was diagnosed as such, “The likelihood of an individual with Autism Spectrum Disorder or severe problems with anxiety and obsessive-compulsive tendencies committing an act of pre-meditated violence, much less one of [Adam Lanza’s] magnitude, is rare,” according to the authors of this report.

Medical records do not show a need for mental health treatment, and his adult medical records “do not reflect awareness or diagnosis of ongoing mental health issues.” The report indicates a deterioration of his social, physical, and mental health in the last years of Adam Lanza’s life.

He ceased communication with his father, in 2010, and became “increasingly preoccupied with mass murder…”

He was involved with both parents (separated since 2002 and divorced since 2009) in recreational shooting, and had access to firearms and high capacity ammunition magazines in the home.

Mrs Lanza’s plan to move from Sandy Hook in 2012 may have exacerbated Adam Lanza’s fears of leaving the comfort zone of the home where he had isolated himself, following which Adam Lanza planned and executed the massacre at SHS.

The key points of the OCA report conclude: “In the course of [Adam Lanza’s] entire life, minimal mental health evaluation and treatment (in relation to his apparent need) was obtained. Of the couple of providers that saw Adam Lanza, only one — the Yale Child Study Center — seemed to appreciate the gravity of [Adam Lanza’s] presentation, his need for extensive mental health and special education supports, and the critical need for medication to ease his obsessive-compulsive symptoms.

“This report suggests the role that weaknesses and lapses in the educational and healthcare systems’ response and untreated mental illness played in Adam Lanza’s deterioration.” The report stresses that “No direct line of causation can be drawn from these to the horrific mass murder at Sandy Hook.”

Recommendations include improved screening and evaluation of children from very young ages, with outside expert evaluations “available to inform clinical and educational decision-making.”

Care coordination and information sharing among medical, community, and health providers; improved training of teachers, administrators, related service personnel, pediatricians, and parents concerning mental health issues; family focused support systems put into place; the integration of schools and mental health providers; less focus on “primary disabilities” and “more holistic approach to identification for special education eligibility”; and a need to increase expertise and services for children with developmental and mental health issues are further recommendations elaborated upon in the OAC report.

Image

April 22, 1992: Adam Peter Lanza is born to Peter and Nancy Lanza in Kingston, NH.

April 29, 1992: At eight days old, Adam Lanza has an episode of apnea and stops breathing. He is admitted back to the hospital. (source: Office of the Child Advocate report, pg 15)

Late 1994: Adam Lanza undergoes a “birth to three” evaluation in New Hampshire, ostensibly in order to qualify for state-provided support services for special-needs children. Significant impairment is noted, especially in relation to his having “created his own language.” From the Office of the Child Advocate report, page 16.

The developmental assessment completed by AL’s Birth to Three provider indicated that AL “fell well below expectations in social-personal development.” The evaluator was unable to understand any of AL’s language, needing his mother to serve as an interpreter throughout the testing. Evaluators concluded that AL presented with “significantly delayed development of articulation and expressive language skills.”

1995: Adam begins pre-school in Kingston, New Hampshire. He attended school several days per week, receiving special education support services, including speech support and occupational therapy as recommended by his Individualized Education Plan (IEP). (source: Office of the Child Advocate report, page 17)

1997: The Sanborn Regional School District discontinues speech and language support services for Adam, “due to a perception that his challenges were not impeding his ability to learn.” Source: (source: Office of the Child Advocate report, page 17)

Early April 1997: A neurological/developmental evaluation notes that Adam is an extremely active young child—he never slept through the night, continued to make up his own language, and reportedly did not like to be held, kissed or hugged. He is observed and reported to have odd repetitive behaviors and severe temper tantrums. He is reported, at times, to “sit and hit his head repeatedly.” He did not tolerate touch or textures and refused to dress. Teachers reported Adam was “very quiet during groups.”

April 22, 1997: Adam Lanza turns five.

Late April 1997: AL’s parents seek an independent evaluation from a local hospital. It appears that as a result of this hospital evaluation, special education supports were reinstated. (source: Office of the Child Advocate report, page 17)

The independent evaluation, purportedly a speech and language assessment, showed that AL had several strengths that complemented his developmental challenges. AL was observed to be “friendly [and] bright,” with “good social language ability,” as well as a good sense of humor. The evaluator posited that AL may have had a sensory integration disorder, and that he displayed “many rituals” in his behavior. Significant speech and language support was recommended in addition to a follow-up with neurology, and work with an occupational therapist certified in sensory integration therapy.

May 1997: The Sanborn Regional School District completes its own developmental assessment of Adam Lanza. The report accompanying the assessment notes that the district had previously decided to discontinue speech supports “because the disability [did] not interfere with educational abilities.” The updated assessment confirms that AL still has a dramatic discrepancy between expressive and receptive language abilities (a 42 point standard score difference). This meant that AL understood a great deal more than he could communicate and that his ability to make his needs known in a variety of settings was extremely limited or delayed. Adam would not or could not speak in groups, and had noted difficulties with auditory memory and auditory processing—meaning he had difficulty taking in auditory information and then great difficulty putting out information. (Source: Office of the Child Advocate Report — note that this 2014 report argues that “The school district should have considered the information from the speech and language evaluation and the neurological evaluation conducted in 1997 together, as reported findings were strongly suggestive of autism.”)

May 1997: Adam Lanza’s Individualized Education Plan (IEP) — updated as a result of the examinations in the preceding month — provides him with a classification of Speech and Language Impairment and the plan recommends resuming speech and language services, twice weekly, with a focus on improving expressive language and articulation in spontaneous speech.

Fall 1997: An occupational therapy consultation by the school district notes that Adam displays inconsistent eye contact and scattered motor skills. Though there were reports of seizures in early childhood, records do not indicate whether these were actual epileptic episodes or simply vasovagal (fainting) episodes, or whether they were ever resolved through an in-depth neurological assessment. (Source: Office of the Child Advocate Report, page 18)

1998: The Lanza family moves to the Sandy Hook section of Newtown, Connecticut, after Adam’s father Peter accepts a position with General Electric. (source: Official Report Summary, pg. 28)

April 22, 1998: Adam Lanza turns six.

Fall 1998: Adam Lanza begins 1st grade at Sandy Hook Elementary School. He is reported to be reading at grade level and is determined to be “[a]bove grade level” in math. Educational concerns at this time focused on written expression–attributed to AL’s speech delays—an articulation disorder (difficulty with the mechanics of speaking) and weak fine motor skills (using hands and fingers in age-appropriate ways). (Source: Office of the Child Advocate Report, page 26)

October 1998: Adam’s IEP team summary indicates that the focus of intervention was for speech and language impairment. Adam is to be provided with speech and language support thirty minutes weekly and occupational therapy support 30 minutes weekly. (Authors of the 2014 report would conclude that these durations were minimal and likely inadequate.) Source: Office of the Child Advocate Report, page 27

February 9, 1999: Nancy Lanza emails a friend in Kingston about their move to Sandy Hook: “Adam is doing well here, and seems to be enjoying the new school.” http://www.columbian.com/news/2013/feb/17/raising-adam-lanza/

April 20th 1999: Columbine High School shooting. Adam Lanza will join a forum dedicated to discussing this shooting ten years later.

April 22nd 1999: Adam celebrates his 7th birthday at the the Duck Pin Bowling Alley in Danbury, Connecticut, with 20 friends from Sandy Hook Elementary school. (source: Frontline: Raising Adam Lanza)

July 1999: Nancy Lanza’s undergoes a neurological evaluation. Results show that all testing was unremarkable, despite her claiming to numerous friends to have been suffering from a vague terminal illness at this time. The record notes that Mrs. Lanza was experiencing “significant stress in her life related to her husband.” Additional medical testing was recommended along with “psychotherapy for [Mrs. Lanza’s] emotional issues.” (Source: Office of the Child Advocate Report, page 30)

Fall 1999: Adam Lanza begins Second Grade. Due to Adam’s difficulties functioning in groups, Nancy begins coming to Sandy Hook Elementary School after-hours to assist him with completing lessons. This arrangement continues through 5th grade. (source: Official Report Book 8, file 00018285, Frontline: Raising Adam Lanza)

Image

Fall 1999: Early in second grade, Adam’s occupational therapy is discontinued, although he is still having problems with fine motor skills (e.g., shoe-tying and zipping his jacket). Adults continue to describe AL as “conscientious, quiet, but more talkative since he was grouped with another second grade student.” He is described as attentive to detail. Sensory integration goals were removed from AL’s IEP. Emphasis remained on improving articulation through speech supports. (Source: Office of the Child Advocate Report, page 27)

April 22nd 2000: Adam turns eight.

Fall 2000: Adam begins third grade at Sandy Hook elementary. IEP reports note that his speech articulation has improved, although articulation difficulties were still seen to be impacting his ability to make his needs known in the regular classroom setting. During third grade, AL was reportedly “shy” and frequently ill. Records show that he needed to be drawn out in discussion. He was encouraged to participate and share his thoughts in school. There is no reference to repetitive or ritualistic behaviors during this period. An interim report in third grade indicates that AL made a “concerted effort to volunteer answers,” but would not ask many questions. His work was “neat and thoughtful” and he was a “good citizen.” He would follow rules, help others, and accept responsibility. (Source: Office of the Child Advocate Report, page 27)

April 22nd 2001: Adam turns nine.

May 18, 2001: Nancy Lanza writes the following email to Sandy Hook Elementary School administrators, confirming that despite Adam’s apparent progress in adapting to the class environment, he is at the same time experiencing anxiety and depression (names are removed in the source: Office of the Child Advocate Report, page 28):

Spoiler:
Adam is a quiet, considerate child with a tendency to withdraw. He has made tremendous strides in your school system and has benefited from speech therapy. He does, however, tend to ‘over focus’ on rules and can be very hard on himself as a result. This year has been a challenge due, in part, to a slight mismatch in teacher style and student style. I would like to take a moment to praise TEACHER’S recognition of this problem, as well as her efforts to resolve the issue. I realize the difficulty of modifying a classroom approach to accommodate an individual. ANOTHER TEACHER also has been very helpful in keeping Adam’s stress level at a minimum. I am hoping that next year Adam will be placed in a classroom with a more casual feel to it. He responds well to a nurturing environment, and I would like his emphasis to be on learning rather than coping. He focuses on his work, enjoys structure and always adheres to the rules, but a certain level of strictness seems to bring on anxiety and depression. I have appreciated TEACHER’S willingness to work with me on this issue. I believe that if Adam is matched to the right environment for his particular learning style, the process could be less teacher-intensive. That would free Adam up to enjoy the learning process with a better result for everyone . . . .

April 22nd 2002: Adam turns ten.

Fall 2001: Adam begins fourth grade at Sandy Hook elementary. He is deemed to have met all speech goals, and is exited from special education. However, the speech report only indicates that AL had “no error sounds,” an observation that did not speak to AL’s challenges with expressive language. (Source: Office of the Child Advocate Report, page 28)

2002:Adam Lanza’s parents separate. Peter moves out, leaving just Adam, his brother, and his mother Nancy in the Yogananda Street home in Newtown. (source: Office of the Child Advocate report, page 25)
Fall 2002: Adam Lanza begins fifth grade at Sandy Hook Elementary school. Above, he signs a t-shirt along with the rest of the grade’s students (his fifth grade year extending into 2003.)

2002-2003 school year: Adam and another boy write and illustrate “The Big Book of Granny” which is described in later reports as “a very dramatic text, filled with images and narrative relating child murder, cannibalism, and taxidermy.” There are conflicting reports as to which adults, if any, were made aware of it. As of 2013, the boy who collaborated with Adam on the project is living in a mental health facility; his mother recalls that he and Adam were close:
Spoiler:
[Her son] spent a lot of time with Adam during this period of time. She told police that Adam and her son would do typical boy things together and would ride bikes and play in the neighborhood. Adam often spent time at this friend’s house and the mother described Adam as “normal and polite.” Her son had also been to Adam’s house and had never reported any worries or unusual incidents.

Image

Mid-year 2002-2003 school year: Adam Lanza, along with the rest of his fifth grade class at Sandy Hook Elementary, are switched to the new Reed Intermediate School. http://articles.courant.com/2013-06-30/news/hc-adam-lanza-pediatric-records-20130629_1_nancy-lanza-adam-lanza-danbury-hospital/3

2003: A pediatric record notes Adam’s obsessive-compulsive tendencies, including hand washing¸ leading to excoriated skin, and clothing rituals. There is no documentation in the pediatric record of any exploration of these issues or of a referral to a mental health specialist. The report (or perhaps another report from the same time period) also notes that Adam “plays this “exercise/dance game” for recreation,” referring to the game Dance Dance Revolution. (source: Office of the Child Advocate report, page 36 & 98)

April 22nd 2003: Adam turns eleven.

Fall 2003: Adam begins 6th grade at Reed Intermediate School. According to school records, he exhibited good effort, made independent application of grade-level concepts and skills, and showed great insight into the motivation of characters in stories he read, as well as solving mathematics problems. He was described as well-liked by his peers and showing appropriate classroom behavior, though his record indicates that he still struggled initiating conversation with anyone. (source: Office of the Child Advocate report, page 29)

April 2003-April 2004: Per present-day recollections from Adam’s father Peter (Source: Office of the Child Advocate report, page 36):

Spoiler:
He noticed that when Adam was between the ages of 11 and 12, he began to seem a little different, less happy. To Mr. Lanza, Adam grew more anxious and frustrated, though he did not seem to Mr. Lanza to be angry or aggressive. He didn’t like to be photographed or seen in pictures. Adam had trouble concentrating and seemed easily overloaded. He began avoiding eye contact and became increasingly anxious. Mr. Lanza reported that Adam experienced panic attacks that compelled his mother to come to school.
April 22nd 2004: Adam turns twelve.

Fall 2004: Adam Lanza begins 7th grade at Newtown Middle School.

http://articles.courant.com/2013-06-30/news/hc-adam-lanza-pediatric-records20130629_1_nancy-lanza-adam-lanza-danbury-hospital

2005 – Throughout this year, Adam has numerous sick visits to doctors for sore throats, difficulty breathing, and marked weight loss. (source: Office of the Child Advocate report, page 40)]

Image

April 2005: Concerned about his increasing anxiety at Newtown Middle School, Nancy Lanza moves Adam to a new school, St. Rose of Lima. Even though the move occurs so late in the school year, he does not complete the term, and only attends for eight weeks.

http://articles.courant.com/2013-06-30/news/hc-adam-lanza-pediatric-records-20130629_1_nancy-lanza-adam-lanza-danbury-hospital

April 22nd 2005: Adam turns thirteen.

April-June 2005: During Adam’s brief attendance at St. Rose of Lima, his writing is sufficiently disturbing that his teacher brought them to the attention of the school principal’s attention:

Spoiler:
[A]fter my years of experience teaching 7th-grade boys, I know how they are supposed to act. But I saw Adam as being not normal with very distinct anti-social issues. Adam was a very intelligent boy but he was also very quiet, barely spoke, and never responded to his classmates’ kindness of trying to help him fit in . . . . I also remember Adam never wanting to participate in anything . . . . I truly do not believe that Adam’s parents were upfront with teachers about Adam’s mental capacities . . . . I remember giving creative writing assignments to students, instructing them to write a page or two on whatever they wanted to talk about . . . Adam would write ten pages obsessing about battles, destruction and war.
I have known 7th grade boys to talk about things like this, but Adam’s level of violence was disturbing. I remember showing the writings to the principal at the time, Adam’s creative writing was so graphic that it could not be shared.

May/June 2005: Adam’s parents abruptly withdraw him from St. Rose of Lima before the end of the school year, and he is “kept home for a period of time.” (source: Office of the Child Advocate report, page 38)

April-June 2005: Reports from the Yale Child Study Center in 2006 indicate that Adam did not return to St. Rose of Lima for eighth grade due to his views on religion, though it is not clear if this was a decision by the Lanza family or if was the school’s staff: “AL disapproves of religion because it is ‘illogical’ . . . [which] proved the downfall of a brief placement at a small supportive Catholic parochial school.” Despite this, he “wanted to keep wearing his school uniform for a time.” (source: Office of the Child Advocate report, page 37-38)

Early September 2005: Adam Lanza begins Eighth Grade at Newtown Middle School.

September 19, 2005: Medical records note parental concerns regarding Adam not sleeping well, not eating well, and “sleeping a lot during the day.” The same record notes that his weight had dropped to 98 pounds. He was approximately 5 feet, 8 inches at that time.

Some point between September 20-30 2005: Nancy Lanza takes Adam to the emergency room at Danbury Hospital for an evaluation, following anxiety episodes. She describes Adam to health care providers as having had “borderline autism” in the past, but having since “outgrown it.” She reports that Adam was having trouble in school, trouble in groups, and exhibiting repetitive behaviors which had gotten worse in recent days. She fears the “beginning of possible autism.”

Spoiler:
Hospital records described him as “anxious,” “withdrawn,” and “hesitant to be touched.” He presented as agitated, hyper-vigilant, and overwhelmed with fear. The clinical consultation resulted in diagnoses of Anxiety Disorder, [Not Otherwise Specified]; Rule out Asperger Syndrome; Rule out Autistic Disorder, followed by a discharge diagnosis of Asperger Syndrome and Obsessive Compulsive Disorder.

Mrs. Lanza declined an extensive medical work up for AL, indicating that he was already scheduled to see a psychiatrist in three weeks. AL was evaluated by the hospital crisis team and recommendations for therapeutic support were discussed with Mrs. Lanza. The hospital recommended additional evaluation by staff psychiatry. Mrs. Lanza declined this recommendation, stating that AL would be “better off” at home rather than staying at the hospital for further work-up. Mrs. Lanza thought that she could manage him at home and that he was not at risk or a danger to himself or others. Mrs. Lanza stated that she wanted to get him home because he was “very comfortable” at home and would not be as anxious.

Though Mrs. Lanza told hospital personnel that her sole reason for taking AL to the emergency room was to obtain medical permission to allow him to stay home from school indefinitely, the clinical team at Danbury Hospital provided information to her regarding next steps for evaluation and treatment. Hospital staff recommended a therapeutic educational placement at the Center for Child and Adolescent Treatment Services (CCATS), and the hospital offered a full evaluation of him to expedite admission to the school.

Mrs. Lanza declined the additional evaluation and referral as documented by the clinical team at Danbury Hospital. She requested that the hospital issue a note excusing AL from school due to the stress level it created for him. Hospital staff agreed to provide a note excusing AL from school for three days, pending an IEP meeting. Mrs. Lanza agreed in writing to return him to the Emergency Department should his anxiety symptoms increase at home.

September 11, 2005: Dr. Paul Fox, MD, diagnoses Adam Lanza with Aspergers Disorder. Dr. Fox “further indicated that Adam presented with [sic] significant social impairments and extreme anxiety, he lacks empathy and has very rigid thought processes.” (see the official Sandy Hook report, book 8, document 00179889)

September-December 2005: At some point subsequent to Adam’s emergency department visit, Mrs. Lanza visited the administrator in her district office and indicated her desire to “home school” Adam. Mrs. Lanza recounted her visit with Adam to the emergency department and her concerns regarding his anxiety. The administrator remembered that Mrs. Lanza said she had to take Adam back home because he was so anxious in the emergency department that it felt “abusive” to keep him there. The administrator did not feel it would be appropriate to home school Adam, and instead recommended that the family and school work together to try and meet Adam’s needs, even in unconventional ways if necessary.

October 18, 2005: Dr. Fox provides Nancy with an “indefinite excuse” note to removed Adam from school, which stated that Adam “should not attend school due to the lack of an appropriate placement” and his “mounting overwhelming anxiety.” (source: Office of the Child Advocate report, page 41)

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Late November-Early December 2005: Dr. Fox writes this email to Newtown Public School officials (source: Office of the Child Advocate report, page 41-42):

Spoiler:
AL is a 13 year old boy who I have evaluated on 9/30/05, 10/18/05, and 11/15/05. He meets the DSM IV criteria for Asperger’s Disorder. AL presents with a significant social impairment including lack of peer relationships, avoidance of eye to eye gaze, lack of understanding of how to play or interact with peers. He avoids peer interaction and is very anxious around strangers. He lacks empathy and tends to employ a very rigid systematic thought process. He demonstrates intense emotional rage when his systematic world is threatened due to his extreme need for routine. He tends to take a very literal interpretation of written and verbal material. Concepts like metaphor, symbolism and intangible references are exceedingly difficult for him and can cause significant distress. He tends to have an overly precise quality of speech and tends to not comprehend emotional expression in others. He is phobic [of] physical contact, even with his own mother who has been his most constant and consistent individual in his life.

Due to his extreme anxiety and emotional discord due to minor changes in routines and/or his expectations he is unable to attend school.

Due to his need for systematic precision and logic there needs to be modifications in the school curriculum. For example, the English curriculum should focus on the grammar and writing in a clear precise way. Literary choices should tend to be more literal and less figurative. It would be constructive for AL to have an accelerated program in Math and Science by allowing him to take honor classes in the high school.

At this point I am strongly recommending that AL not be compelled to attend school. He has clearly demonstrated that the experience of the school setting which has an intolerable level of noise and unpredictable elements would promote extreme anxiety and discomfort.

If you have any questions please do not hesitate to call.

Late December 2005: An IEP meeting is convened in response to Dr. Fox’s recommendations. The school district offers to evaluate Adam, for the purpose of determining special education eligibility, primarydisability, and what support should be provided at the school. This recommendation was declined by Nancy, who stated that evaluations at that time would “not be in Adam’s best interests.” The IEP indicated that AL was to receive up to 10 hours of special education in the form of tutoring based on the psychiatrist’s belief that AL could not function in a regular education environment. The educational record indicates that potential evaluators would begin to meet with AL as tutoring progressed to try to establish rapport with him. There is no evidence regarding how or if the recommended 10 hours per week of homebound instruction was delivered during this school year. (source: Office of the Child Advocate report, page 42)

January-March 2006: AL remained home with his mother. Records indicate that AL may have received tutoring from both his mother and father each week. (source: Office of the Child Advocate report, page 43)

March 3rd, 2006: The Newtown Bee publishes an article “Newtown Middle School Lists Honor Students.” Adam Lanza is listed under the 8th grade honor roll. (Source)

March 2006: The school district contacts Dr. Fox requesting information about Adam’s availability for standardized CMT testing (Connecticut Mastery Test.) He responds, indicating that Adam should be exempt. The school district responds back:

Spoiler:
In order to exempt [AL] from taking the CMTS, we need a letter from you indicating that he is unable to attend school and is medically/emotionally unavailable for homebound instruction for the testing period and the make-up testing period . . . without this letter, we are mandated to send a certified teacher to [AL]’s house to give him the test.

The psychiatrist responded with a faxed note that AL was “medically/emotionally unavailable to be tested (CMT).” According to the psychiatrist, AL could not and was not receiving home-bound or hospital-based tutoring and he was not attending school at all. (source: Office of the Child Advocate report, page 43)

April 22nd 2006: Adam turns fourteen.

May 11 2006: The Newtown Bee publishes the third quarter’s list of Honor Roll students at Newtown Middle School. Adam Lanza is listed under the 8th grade honor roll, indicating that he was not going to be held back despite not attending school at all this quarter. http://newtownbee.com/news/81895
August 2006: A doctor’s visit with Adam and Nancy confirms weight and health concerns, and trouble sleeping. AL was 94 pounds at that time. The record indicated that he was “home schooled.”(Source: Office of the Child Advocate report, pg 70)

Fall 2006: Adam Lanza enters Newtown High School for 9th Grade, returning to the school system after an absence of nearly an entire year, though he is not held back. Meanwhile, his brother moves out to attend university, leaving just Adam and Nancy in the home. Adam’s attendance this year is scant, and based upon his IEP (Source: Office of the Child Advocate report, pg 59):

Spoiler:
[in 9th grade] Adam had been receiving tutoring for major academic subjects (up to 10 hours) but had also begun to come to the High School for a combination of tutoring and classroom work in Chemistry, Math, and Latin, depending on his ability to handle the environment.

Fall 2006: Peter Lanza seeks help through his Employee Assistance Program (EAP) to obtain a mental health referral for Adam (Source: Office of the Child Advocate report, pg 48):

Spoiler:
Per email correspondence from Mr. Lanza’s EAP consultant, the family wanted to obtain “evaluation and treatment” for AL’s Obsessive Compulsive Disorder. The family indicated, according to EAP coordinator, that the Lanzas would be willing to travel within the state “if there [was] a program/therapist to help their son, and them, as his disorder [was] significantly impacting the family as well.” Mr. Lanza’s emails indicate that the family was looking for a specialist who would be specifically knowledgeable about working with children diagnosed with Obsessive-Compulsive Disorder and Asperger’s Syndrome.