Opinion ID: 3003498
Heading Depth: 3
Heading Rank: 1

Heading: Acquiring and using information

Text: Acquiring and using information refers to how well a child acquires or learns information and how well he uses the information he has learned. 20 C.F.R. § 416.926a(g). Adolescents between the ages of 12 and 18 should be able to demonstrate what they have learned in academic assignments and be able to use what they have learned in daily living situations without assistance (e.g., going to the store and using public transportation). 20 C.F.R. § 416.926a(g)(2)(v). They should be able to “comprehend and express both simple and complex ideas” and use “complex language in learning and daily living situations.” Id. They should also learn to apply these skills practically in order to enter the workplace after finishing school. Id. No. 08-2491 7 The ALJ found LG had less than marked limitations in this domain based on statements from his teachers and the conclusions of four of LG’s doctors, but the ALJ did not articulate what statements or reports supported this finding. The ALJ acknowledged LG’s placement in special education and noted his level of academic knowledge. The ALJ stated LG’s grades improved to As, Bs, Cs and Ds in his Individualized Education Program (“IEP”). The ALJ also noted a February 1, 2006 IEP report, which stated LG had difficulties beginning and completing assignments, but was capable when he remained focused and on task. Finally, the ALJ mentioned that an eighth grade teacher reported LG required additional explanation and examples to grasp new concepts. Ms. Hopgood argues that the ALJ did not explain what in the teachers’ reports supported the ALJ’s findings and that the ALJ failed to discuss several portions of the teachers’ reports that were favorable to LG. Specifically, the ALJ did not address the report of Ms. Johnson, LG’s eighth grade special education teacher, that indicated “obvious” or “serious” problems in six of the ten activities listed on an SSA form for acquiring and using information. The ALJ also did not address the report of Ms. Mathew, another of LG’s special education teachers, explaining that he had “obvious” problems in all areas related to this domain. Ms. Hopgood criticizes the ALJ for finding LG improved his grades, when under his IEP he was required to turn in only 60% of the assignments given to other children in his special education class. Ms. Hopgood further argues that the ALJ failed to explain his reliance on the doctors’ reports and that he ignored portions of 8 No. 08-2491 these reports favorable to LG, including, for example, Dr. Polczinki’s opinion that LG’s medications significantly impacted his ability to function. Finally, the ALJ failed to address the testimony of Ms. Hopgood, who testified that LG could not catch a city bus or go to the store alone. The Commissioner counters that the ALJ was not required to describe all of the evidence in detail, that he did not need to explain the teachers’ reports because they were consistent with his findings, and that the ALJ indirectly took the effects of LG’s medications into account because the evaluations occurred when he was on medication.2 Several aspects of the ALJ’s analysis in this domain strike us as deficient. Specifically, the ALJ failed to explain why he did not credit portions of the record that were favorable to LG, including the teachers’ reports that found LG had serious or obvious problems in this domain. See Murphy v. Astrue, 496 F.3d 630, 634-35 (7th Cir. 2007). The ALJ’s conclusion that LG’s grades improved to As, Bs, Cs and Ds, did not take into account that LG’s IEP required him to turn in only 60% of his assignments, which shows that teachers recognized LG’s limitations. Moreover, the ALJ’s assessment of Ms. Hopgood’s testimony is less than complete. The ALJ found Ms. Hopgood to be “generally credible,” but did not 2 We decline to address the Commissioner’s final argument that the teachers’ reports stating LG had “obvious” problems equated to less than marked limitations because the ALJ never offered this rationalization in making his determination. No. 08-2491 9 explain why he did not find her testimony regarding LG’s limited functioning in this domain persuasive. Ms. Hopgood testified about LG’s inability to use public transportation or go the store alone—a skill set specifically addressed in the regulation related to this domain. See Giles, 483 F.3d at 489 (“If . . . [claimant’s] testimony was credible, the ALJ was required to explain why the testimony did not support a finding that [the child] was markedly limited in attending and completing tasks.”). Furthermore, the ALJ did not explain its reason for finding Ms. Hopgood generally credible, as required for the benefit of subsequent reviewers. See id. at 488.