EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE

ASSESSMENTS)

Evaluations/Reports:
Speech/Language Progress Summary (03/17/2015)
- Based on data collection and clinical observations, J is able to correctly manipulate phonemes 3/5 x. He is able to correctly
name objects and pictures
2/5x. He still continues to have dificulty with recalling vocabulary words, categorizing and making associations . J has
dificulty following simple and multi-step directions, especially when the information becomes complex or lengthy. He
continues to have dificulty processing information when it is not broken into smaller segments.
Social History (01/14/2014)
Psychological Evaluation
(01/13/2014) Educational
Evaluation (12/17/2013)
Test Results:
Woodcock-Johnson-III Achievement Tests (12/17/2013)
- Academic Knowledge 83 (Standard Score), K.7 (Grade Level Equivalent)
- Broad Math Cluster 72 (Standard Score), 1.0 (Grade Level Equivalent)
- Broad Reading Cluster 74 (Standard Score), 1.2 (Grade Level Equivalent)
- Broad Written Language Cluster 73 (Standard Score), 1.3 (Grade Level Equivalent)
WASI-2 (12/10/2013)
- Full Scale IQ 93 (Standard Score), 32 (Percentile Rank)
- Perceptual Reasoning Index 99 (Standard Score), 47 (Percentile Rank)
- Verbal Comprehension Index 90 (Standard Score), 25 (Percentile Rank)
BASC - TRS (Child) (12/09/2013)
- Adaptability 38 (T-Score), At-Risk Range

Adaptive Skills Composite 35 (T-Score), At-Risk Range

- Aggression 43 (T-Score), Typical Range
- Anxiety 39 (T-Score), Typical Range
- Attention Problems 65 (T-Score), At-Risk Range
- Atypicality 69 (T-Score), At-Risk Range

- Behavioral Symptoms Index 56 (T-Score), Typical Range

- Conduct Problems 45 (T-Score), Typical Range
- Depression 42 (T-Score), Typical Range
- Externalizing Composite 46 (T-Score), Typical Range
- Hyperactivity 55 (T-Score), Typical Range
- Learning Problems 80 (T-Score), Clinical Range
- School Problems Composite 75 (T-Score), Clinical Range
- Somatization 64 (T-Score), At-Risk Range
- Study Skills 33 (T-Score), At-Risk Range
- Withdrawal 55 (T-Score), Typical Range

Speech/Language:
- He has dificulty identifying shapes; he is unable to correctly label them. Based on data collection and clinical observations, J is
able to correctly manipulate
phonemes 3/5x. He is able to correctly name objects and pictures 2/5x. He still continues to have dificulty with recalling
vocabulary words, categorizing and making associations. J has dificulty following simple and multi-step directions,
especially when the information becomes complex or lengthy . He continues to have dificulty processing information when it
is not broken into smaller segments . He is unsure of himself, at times, and becomes very quiet, or gives up quite easily.
Study Skills:
- 2014-Academically, according to testing using the Woodcock Johnson Tests of Achievement, J s academic skills are in the low
range for his age. When
compared to others at his age level, Js standard scores are low-average in Academic Knowledge (SS=83), and in the low range in
Broad Reading (SS=74) in
Broad Written Language (SS=73) and in Broad Math (SS=72).
On the TerraNova assessment given in September, 2014, J earned a Level 1 on ELA and Math. On the Middle of the Year DIBELS
assessment for Oral
Reading Fluency, he read 29 words per minute putting him in the High Risk Range (benchmark score is 72 WPM).
J' learns best when material can be completed in a small group setting and larger tasks are broken down into smaller,
more manageable parts . J needs prompting to start tasks and to maintain attention during instruction .
Mathematics:
- J is able to use his fingers to add and subtract basic math facts. He has learned place values and regrouping using the standard
algorithm. He needs
assistance completing multi-step word problems, in order to identify operations or details needed to find a solution . J
shows frustration when learning new concepts and often focuses attention elsewhere. Parallel teaching or Reteaching
material in small group helps lesson anxiety of new material for J'.
Reading:

- J has shown progress in his reading fluency from reading 11 WPM at the end of the year to 29 WPM at the middle of the 20142015 school year . He
continues to perform in the High Risk Range for fluency (benchmark score for the end of the year is 87 WPM). J is able to
read basic sight words and has been able to read words with two - three syllables. He continues to struggle to sound out
longer words which impacts his ability to read challenging grade level passages. He benefits from reading a passage 2-3
times. J needs interventions with decoding skills and his ability to use context clues for unknown vocabulary.
Writing:
- J writes very little independently. The class writes in a journal in the morning and J shows little efort in making entries . He has
shown some progress in
writing about a topic. Last year a journal entry for J was: "I am go to my home". This year, about the same time in the
academic year, his entry is as follows: "I am going to my grama hose and my grapa I was playing spidrman than I wat owtside
it was cood and I wat Bake inside" J has good penmanship but struggles with sentence structure, punctuation and
capitalization. When writing informational text about a story read in class, J needs small group instruction to complete
written work.
STUDENT STRENGTHS, PREFERENCES, INTERESTS:
- J is able to work with peers during small group instruction given specific directions and extra support by the teacher .
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF
CONCERN TO THE PARENT:

- J needs to improve:
- receptive and expressive language skills
- decoding and fluency skills
- independent reading comprehension skills
- ability to solve math problems, including multi-step and word problems
- to identify when material is too dificult and ask for assistance (rather than "shut-down" and demonstrate of-task behaviors)
SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT'S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL
ADJUSTMENT TO SCHOOL
AND COMMUNITY ENVIRONMENTS:

- Social interactions with peers and adults are within normal limits . J is described as being a quiet student that has
friends. J can be unfocused during large group instruction and independent work. He needs continuous prompting and
close proximity to the teacher for maximum success.
STUDENT STRENGTHS:
- He gets along well with peers and adults and continues to work on improving attention to task.
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
- J is unfocused during large group instruction and independent work and needs continuous prompting and close proximity to the
teacher for maximum
success.
PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR
LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS:

- Physical levels and abilities are age appropriate.

STUDENT STRENGTHS:
- J is a healthy child who fully participates in all activities.
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
- There are no physical needs at this time.
MANAGEMENT NEEDS
THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS
NEEDS IDENTIFIED ABOVE:

- J needs:
-encouragement to use words to express concerns.
-preferential seating with close proximity to teacher for maximum cueing
-frequent checks for understanding
-refocusing and redirection
-to have larger tasks broken down into smaller chunks
-re-teaching of materials when needed