Smith, Anna

PSYCHOLOGICAL SERVICES
ABC PUBLIC SCHOOLS
Privileged and Confidential Report

Psychoeducational Evaluation
Culturally and Linguistically Appropriate Evaluation Framework

Name of student: Anna Smith Date of birth: 10/10/2007

Chronological age: 10-2 Grade: 4th
School: ABC Elementary Referral Type: Reevaluation
Parent(s): Ms. Smith Program: ICT
Address: 12 Avenue Related Services: Speech Therapy & OT
NY, NY 11111 ELL: Yes
Home Language: Spanish NYSESLAT (2017): Expanding
Dates of evaluation: 12/6 & 12/8/2017 Examiner: Jadwiga Cutrone, NCSP
Languages used during assessment: English & Spanish

REASON FOR REFERRAL

Anna is a 10-year, 2-month old youngster attending fourth grade at ABC Elementary School in
Farmingdale. Anna was seen for a three-year mandated Reevaluation which is given to each child
receiving Special Education services in order to determine their educational needs and continued
eligibility for services. According to the current Individualized Education Program (IEP), Anna is
classified with a Speech and Language Impairment and attends an Integrated Co-Teaching class
program. She also receives Speech and Language Therapy (2x30x5:1) and Occupational Therapy
(1x30x5:1) at school. The purpose of this evaluation is to measure Anna’s language proficiency in
English and Spanish, cognitive abilities, academic skills, and social-emotional functioning. Results will
be used to determine the progress she has made in the last three years, and to modify, where needed, her
Special Education Program.

EVALUATION PROCEDURES AND TESTS ADMINISTERED

Informal language samples in English and Spanish
Understanding Spoken Paragraphs-English and Spanish
Lang. Elicitation Cards: SLAM (School-age Language Assessment Measures) - English and Spanish
Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) - selected subtests
Woodcock-Johnson IV Tests of Achievement (WJ-IV ACH) Form A (selected subtests)
Behavior Assessment System for Children – Third Edition (BASC 3) - Teacher Rating Scale
Student interview
Parent Interview/Social History
Input from the classroom teacher
Review of Records
Behavioral Observations

DISCLOSURE STATEMENT
Consistent with the Individuals with Disabilities Education Act and NYSED guidelines and field
recommended practices for psychological, speech and language, and educational evaluations, test scores
should not be reported for students for whom the normative sample is not representative. Standardized
scores are also invalidated when cultural and linguistic variables prevent the static assessment in
measuring what it intended to measure (AAE, APA, NCME, 2014; Geva & Wiener, 2015; ASHA;
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2016). Legal requirements are to provide an evaluation “in the form most likely to yield accurate
information on what the student knows and can do academically, developmentally and functionally”
(200.4(b)(6)(i)(a)) and that the tools and procedures used provide measures that are valid and reliable
(200.4(b)(6)(i)(b)). Therefore, any tool, subtest, material or procedure is used with the intention to
provide qualitative and descriptive information about the student’s ability to determine if they are
performing within typical or atypical means. Atypical performance given adequate exposure would be
an indicator of a disability. Being below academic standard is not an indicator of a disability alone
(Cobin, Templeton, & Burner, 2010). Therefore, the evaluation must be done in a way to “ensure that
they measure the extent to which the student has a disability and needs special education, rather than
measure the student's English language skills” (200.4(b)(6)(xvi)). As such, selected tools were used
during this assessment solely to elicit performance with specific tasks.

RELEVANT BACKGROUND INFORMATION

Birth/developmental history and present health status:

Ms. Smith, Anna’s mother, was interviewed to obtain background information and a developmental
history. Accordingly, Anna was the product of an unremarkable pregnancy and natural delivery,
weighing 5 lbs. and 3 ounces. There were no complications after birth and Anna was discharged from
the hospital after two days. In terms of developmental milestones, Ms. Smith noted that Anna crawled at
12 months, walked at 16 months, and was toilet trained at 18 months. Ms. Smith did not recall when
Anna began speaking in words but noted that she began speaking in sentences at around 1.5 years-old.
Anna did not present with developmental delays. Currently, Anna is a healthy youngster who does not
present with any medical conditions. There were no reports of surgery of hospitalization. Anna wears
glasses. She does not currently take medication.

Immigration experience and present housing accommodations:

Anna was born in Santo Domingo, Dominican Republic. Her parents were also born in Santo Domingo.
Anna moved to New York when she was around three-years-old. Presently, Anna resides with her
mother, Ms. J. Smith (age 26), step-father B. Smith, as well as her brother Luke (age 11) and sister Mia
(age 5). In addition, Anna’s uncle also resides at home. Anna’s biological father, John Smith (age 29),
lives in the Dominican Republic. Anna gets along well with siblings but they fight occasionally. In her
free time, Anna enjoys watching television shows in English, drawing, playing on the phone and playing
with her siblings. Anna completes her homework and does not present with any behavior concerns at
home.

School experience:
Anna received all formal schooling in English in the United States and was never schooled in Spanish.
She did not go to preschool but attended kindergarten. Anna has been receiving instruction in English
with the support of ENL services. Currently, Anna receives ENL instruction one period per day.

Language use:
According to the information provided by Ms. Smith, Spanish is Anna’s first language as it was the
language she was initially exposed to from birth. Spanish and English are both spoken at home at this
time. Specifically, Ms. Smith, as well as Anna’s step-father and uncle speak to Anna in Spanish and she
responds in Spanish. Anna speaks in English with her brother and sister, as well as with friends. Ms.
Smith noted that Anna prefers to speak in English.
According to self-report of language use, in school, Anna stated that she communicates in
English with her teachers and classmates. When asked about language preference, Anna indicated that
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she feels more comfortable speaking in English but that she sometimes thinks in both English and
Spanish. She also noted that she never learned to read or write in Spanish. Anna watches television
programs in English. Furthermore, according to results from the NYSESLAT administered in the Spring
of 2017, Anna performed at the Expanding level, indicating that she has not attained English language
proficiency and continues to be eligible for ENL supports.

Parent concerns:
Ms. Smith reported that Anna is forgetful at times and has learning difficulties in reading and math.

BEHAVIORAL OBSERVATIONS

Anna presents as a socially engaging and amiable youngster with a pleasant interpersonal disposition.
She willingly participated in the evaluation process, which was completed over two days at school.
During both sessions, Anna was eager to follow the examiner to the testing room and was highly
motivated to participate in test activities. Anna is average in height and weight. She was dressed for
school in casual attire, demonstrated appropriate hygiene and a kempt appearance. Anna wears glasses
and utilized them throughout the assessment. She is right hand dominant. Anna was able to navigate
school stairs and maintained an upright posture while seated.
Furthermore, rapport was easily established and maintained throughout the evaluation as Anna
exhibited spontaneous speech, shared information about her experiences and interests, and provided
extended responses. In addition, Anna was able to sustain attention and exhibited a typical level of
activity. She complied with directives and demonstrated a good tolerance for frustration and impulse
control. Anna attempted all tasks and was persistent on challenging items. She was motivated and
responded positively to praise and encouragement.
In terms of interpersonal communication and language skills, Anna’s speech was clear and
coherent, without articulation or pronunciation concerns in English and Spanish. She was able to
understand and answer basic questions in both languages. Anna provided responses in both languages
and communicated in simple sentences. Please refer to the “Language skills in English and Spanish”
section below for detailed information about observations pertaining to Anna’s language skills. Overall,
as Anna attempted all tasks, the present results are considered to be a valid and reliable measure of her
current functioning.

TEST RESULTS
The present evaluation was conducted in English and Spanish. Informal procedures were used to assess
language proficiency and formal tests were used to assess cognitive and academic functioning.
Consistent with regulations for the assessment of English Language Learners, and since the formal
instruments are not without cultural bias, qualitative descriptors of the student’s functioning, rather
than actual scores are presented. The qualitative descriptors of Anna’s functioning are considered
better indicators of her performance than individual test scores, which are not valid due to the
limitations in the norms as appropriate for this bilingual population.

Language skills in English and Spanish

Results from informal language samples, assessments and observations

Language samples, observations, and a variety of informal assessments including Understanding of

Spoken Paragraphs and the School-age Language Assessment Measure (SLAM), were utilized to elicit
language and assess Anna’s skills in English and Spanish. Receptive language skills include the ability
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to understand spoken information. Language samples reveal that Anna was able to consistently
understand basic interpersonal Yes/No questions, as well as WH-questions (who, what, where, when,
why) in English and Spanish. Moreover, Anna was administered the Understanding of Spoken
Paragraphs task to further assess her receptive language skills. When presented with short
stories/passages read aloud, Anna had difficulty retelling the story and recalling story details. She
answered 4/7 questions in English and 4/7 questions in Spanish. Nonetheless, she was able to grasp the
overall idea of each story and make simple inferences about the events in the story.
In terms of expressive skills, language samples reveal that Anna is able to respond to basic
interpersonal questions in English and Spanish. When questions were presented in Spanish, Anna
consistently replied in Spanish and when questions were stated in English, she replied in English. Anna
did not have difficulty transitioning between languages during the interview. Occasionally, when
providing a response in Spanish, Anna would code-mix and incorporate words in English within a
sentence. For example, when asked about what she likes to do in the summer, Anna replied, “Yo voy
para playa. Yo juego afuera y mucha veces voy para parties.” (I go to the beach. I play outside and
many times I go to parties.). Moreover, Anna tended to communicate in short sentences. She benefited
from prompts at times to expand on her responses and offer more information. Anna’s speech was clear
and coherent in both languages.
To further assess expressive language skills, Anna was administered the School-age Language
Assessment Measure (SLAM). Accordingly, she was presented with sequencing cards depicting colorful
pictures and asked to arrange the cards in sequence to tell a story. The first set of cards was presented
with directions delivered in English, while the second set was given with Spanish directions. Anna was
generally able to arrange the cards in correct sequence and was able to use her imagination to narrate a
short story in English and Spanish. Accordingly, Anna was able to describe pictures and use sequencing
terms (e.g., then/despues) to describe and organize story events. She was able to utilize visual
information from the cards and her background knowledge of causal relationships to take on a
character’s perspective and make basic predictions of what may happen next. In addition, Anna was able
to answer basic WH questions about the pictures, as well as generate ideas about what the characters
may be thinking (theory of mind) and what she may do if she was in a similar situation. She at times
restated the question when providing a response. Anna’s first narrative was in English and her response
included several verbal fillers (e.g., like, um) as she attempted to organize her thoughts. Once she came
up with an idea, she was able to tell the story and her response was more fluent and without verbal
fillers.
In terms of pragmatic language skills, Anna was able to maintain eye contact when speaking, ask
relevant questions, share an opinion, and take turns in conversation.
Overall, Anna is exposed to Spanish at home through her mother, step-father and uncle. She is
able to participate in interpersonal exchanges in both Spanish and English. According to self-report of
language preference, Anna prefers to communicate in English. Academically, Anna has never been
schooled in Spanish and the academic knowledge and skills she has acquired (reading, writing, math
problem-solving, science vocabulary), are in English. Anna is unable to read in Spanish. Overall, Anna’s
receptive and expressive language skills are comparable in English and Spanish (BICS), while her
content knowledge is more developed in English, the language of instruction.

Cognitive abilities

Results from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)

Anna’s cognitive abilities were assessed through administration of selected subtests from the Wechsler
Intelligence Scale for Children-Fifth Edition (WISC-V). The WISC-V is an individually administered
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clinical instrument designed to measure the cognitive ability of children aged 6 years 0 months through
16 years 11 months. It is a standardized measure of cognitive abilities and is comprised of a variety of
tasks including working with blocks, defining words/concepts, and interpreting and scanning visual
images. The WISC-V offers the Nonverbal Index (NVI), which is useful as a measure of general
intellectual ability with English Language Learners (ELLs). The NVI is considered a “language
reduced” measure as it minimizes expressive language demands for children. It is derived from six
subtests which are drawn from four of the five primary cognitive domains (i.e., Visual Spatial, Fluid
Reasoning, Working Memory, and Processing Speed). As mentioned above, results are presented in a
qualitative manner due limitations in the norms as appropriate for English Language Learners (ELLs).
Accordingly, results reveal that Anna’s performance on the subtests contributing to the
Nonverbal Index (NVI) is typical when compared to other children her age. An analysis of Anna’s
variable performance on the individual scales/subtests offers information about her unique cognitive
strengths and weaknesses.
The Visual Spatial Index (VSI) measured Anna's ability to evaluate visual details and understand
visual spatial relationships in order to construct geometric designs from a model. This skill requires
visual spatial reasoning, integration and synthesis of part-whole relationships, attentiveness to visual
detail, and visual-motor integration. The VSI is derived from two subtests. During Block Design (BD),
Anna viewed a model and/or picture and used two-colored blocks to re-create the design. Visual Puzzles
(VP) required her to view a completed puzzle and select three response options that would reconstruct
the puzzle. Anna’s performance was variable on the two subtests. While Anna showed typical
performance when assembling puzzle pieces in her mind, she showed greater difficulty using her hands
to put together multicolored blocks to match pictures. This pattern of scores may indicate that her
visuomotor skills may be less-well developed relative to her overall visual-perceptual and spatial
reasoning ability.
The Fluid Reasoning Index (FRI) measured Anna's ability to detect the underlying conceptual
relationship among visual objects and use reasoning to identify and apply rules. This requires inductive
and quantitative reasoning, broad visual intelligence, simultaneous processing, and abstract thinking.
The FRI is derived from two subtests: Matrix Reasoning (MR) and Figure Weights (FW). Matrix
Reasoning required Anna to view an incomplete matrix or series and select the response option that
completed the matrix or series. On Figure Weights, she viewed a scale with a missing weight(s) and
identified the response option that would keep the scale balanced. Anna’s performance was variable. She
was able to identify the missing pieces of patterns but struggled with using reasoning processes that can
be expressed mathematically. This suggests that her inductive reasoning skills are more developed
relative to her quantitative reasoning skills. She may have difficulty with mathematical reasoning tasks.
The Working Memory Index (WMI) measured Anna's ability to register, maintain, and
manipulate visual and auditory information in conscious awareness, which requires attention and
concentration, as well as visual and auditory discrimination. Anna exhibited diverse performance on the
WMI, but her overall performance was typical relative to peers her age. Within the WMI, Picture Span
(PS) required Anna to memorize one or more pictures presented on a stimulus page and then identify the
correct pictures (in sequential order, if possible) from options on a response page. On Digit Span (DS),
she listened to sequences of numbers read aloud and recalled them in the same order, reverse order, and
ascending order. Anna showed uneven performance on these tasks. While she showed age-appropriate
performance when recalling series of pictures in the correct order, she showed greater difficulty
recalling and sequencing strings of numbers read aloud. This pattern of strengths and weaknesses
suggests that Anna best utilizes working memory in problem solving when a visual, rather than a verbal,
stimulus is used. Further, she performs better when a recognition paradigm is used, rather than a free
recall paradigm. Anna may have an easier time holding information in her mind when she can put that
information into words.
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The Processing Speed Index (PSI) measured Anna's speed and accuracy of visual identification,
decision making, and decision implementation. It also assessed her ability to rapidly identify, register,
and implement decisions about visual stimuli. The PSI is derived from two timed subtests. Symbol
Search required Anna to scan a group of symbols and indicate if the target symbol was present. On
Coding, she used a key to copy symbols that corresponded with simple geometric shapes. Anna
demonstrated uneven performance across subtests within the PSI. Anna performed well on the Coding
task but had great difficulty on Symbol Search. Her variable performance suggests that she has strengths
in paired associate learning and/or fine-motor speed relative to visual scanning and discrimination.

Academic Skills
Anna’s academic skills were assessed through the administration of selected subtests from the
Woodcock-Johnson IV Tests of Achievement (WJ-IV ACH) Form A. The WJ-IV ACH is a
standardized, individually administered clinical instrument which measures the achievement of students
in grades Prekindergarten through 12th grade. Areas of achievement assessed include reading,
mathematics, language, and written expression.

Reading Skills

Anna’s reading skills were assessed in the areas of sight-word recognition, word decoding and reading
comprehension. Anna’s overall reading skills, as reflected by her obtained Reading Cluster score, fall in
the Very Low range and she presents with significant weaknesses in this area. Anna’s letter and word
recognition skills were assessed by the Letter-Word Identification task in which she had to identify
common sight words. Her performance fell in the Very Low range, indicating delays in sight word
recognition skills. Anna was able to identify the initial words accurately but did not recognize words she
is expected to know. Although Anna made attempts to decode the unfamiliar words, she had difficulty
applying phoneme-grapheme relationships in a proficient manner.
Furthermore, Anna’s decoding skills and phonemic awareness were assessed by the Word Attack
task in which she had to identify letter sounds and read from a list of nonsense words. She was able to
produce letter sounds when presented with letters and letter groups. Anna was able to sound out several
of the initial two and three-letter words on the list but struggled as the words increased in length. Her
performance fell in the Low Average range, revealing delays in this area. Anna may have difficulty
decoding unknown words in text.
Anna was also administered the Passage Comprehension task in which she was asked to read
short passages and identify a missing key word that makes sense in the context of the passage (a cloze
approach to reading comprehension assessment). Accordingly, Anna performed well on the initial test
items which included picture cues or consisted of a single sentence. She struggled as the text increased
in length and complexity. Anna’s performance fell in the Low range and below grade expectancy. She is
likely to have difficulty with independently reading and processing grade-level text.
According to the information provided by Ms. Westerman, the special education classroom
teacher, classroom reading assessments indicate that Anna is currently reading on a level J. The reading
level expected of students at this point in time in fourth grade is around level Q/R. Anna has difficulty
with sight word recognition and decoding. She is able to understand text at her independent reading
level. Anna is functioning below grade level in all areas. She often has difficulty completing her
homework, which is modified. Anna completes her classwork with support.

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Writing Skills

Anna is right hand dominant and her handwriting is characterized by good letter formation and spacing
of words. Anna’s writing skills, as reflected by her performance on the Written Language Cluster, fall in
the Very Low range. Specifically, on the Spelling subtest, Anna was able to accurately spell several
simple words (e.g., fun, got, is) but had difficulty spelling common words she is expected to know.
Anna’s performance fell in the Very Low range, revealing delays in the ability to translate the sounds of
orally presented/spoken words into written words.
Moreover, on the Writing Samples task, Anna was asked to compose sentences in response to
picture cues and verbal prompts. She performed in the Low Average range. Qualitative analysis of her
performance reveals that Anna was able to generate ideas for writing. However, she composed responses
that were characterized by poor sentence structure, errors in grammar and spelling. She did not follow
capitalization rules but punctuated each sentence with a period.
According to the information provided by the teacher, Anna requires support when writing and
has difficulty with organization, capitalization, punctuation, and spelling.

Math Skills
Anna’s overall math skills, as reflected by the Mathematics Cluster score, fall in the Low Average range
and she presents with strengths in this area relative to her reading and writing skills. On the math
calculation subtest, Anna performed in the Low Average range. She was able to add one, two and three-
digit numbers and subtract up to two-digit numbers. She was inconsistent with subtracting three-digit
numerals. Anna was able to multiply single digits and was inconsistent with two-digit items. She did not
attempt division items.
Moreover, Anna’s knowledge and application of math concepts and vocabulary was also
assessed using the Applied Problems subtest. She was presented with math word problems which were
read aloud and the initial items also included picture cues. Anna performed in the Low Average range,
indicating delays in math problem-solving skills. Anna was able to able to apply basic addition and
subtraction facts to solve one-step word problems. She was also able to identify quantities, identify time
on an analog clock and solve items involving money concepts (e.g., value of coins, adding coins). Anna
began to struggle as the word problems increased in length, involved deciphering salient information
and selecting an operational procedure based on the question. She performed better on items that
included picture cues. She also often drew pictures when multiplying. According to the information
provided by the teacher, Anna does not know her number facts and her understanding of math concepts
is limited.

Social-Emotional Functioning
Behavioral observations, student and parent interviews, as well as a teacher rating scale were used to
assess Anna’s social, behavioral and emotional functioning. Anna presents as a respectful, cooperative
and friendly youngster who demonstrates great social-interpersonal skills. She is able to engage in
conversation, take turns and maintain eye contact.
According to self-report, Anna has a positive attitude toward school and noted that she has
friends in class. Her favorite subjects include reading and math. When asked about her least favorite
subject, she noted that she likes all classes. In her free time, Anna enjoys playing with her brother,
playing outside and attending parties. According to Ms. Smith, Anna does not present with any behavior
concerns at home.
According to the information provided by the classroom teacher, Anna is well liked by peers and
has friends in her classroom. She puts forth great effort into her schoolwork and comes to school eager
to learn. Furthermore, the Behavior Assessment System for Children, Third Edition-Teacher Rating

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Scales-Child (BASC-3) was completed by Ms. Johnson, one of Anna’s classroom teacher, to obtain
information about Anna’s functioning in school. The BASC-3 is a questionnaire designed to aid in the
identification of emotional and behavioral problems in children. Results reveal that Anna does not
present with any behavioral, emotional or social concerns in the classroom. Ms. Johnson reported that
Anna has learning difficulties. Specifically, she has difficulty keeping up with peers on academic tasks,
receives failing grades, struggles with reading, spelling, and math and has difficulty completing
assignments.

SUMMARY

Anna is a 10-year, 2-month old youngster attending fourth grade at ABC Elementary School in
ABC, NY. Anna was seen for a Reevaluation in order to assess her current levels of performance. Anna
is classified with a Speech and Language Impairment and attends an Integrated Co-Teaching class
program. She also receives Speech and Language Therapy (2x30x5:1) and Occupational Therapy
(1x30x5:1) at school. Anna is an English Language Learner (ELL) and her native language is Spanish.
Currently both Spanish and English are spoken at home. Results from the NYSESLAT administered in
the Spring of 2017, revealed that Anna performed at the Expanding level, indicating that she has not
attained English language proficiency and continues to be eligible for ENL supports. Results from
informal measures of language proficiency reveal that Anna demonstrates basic interpersonal
communication skills in English and Spanish. Her academic content knowledge is more developed in
English, the language of instruction. Anna has never been school in Spanish and does not presently
know how to read or write in Spanish.
Cognitive test results using the WISC-V reveal that Anna’s performance on the subtests
contributing to the Nonverbal Index (NVI) falls in the Average range when compared to other children
her age. She performed in the Low Average range in the areas of visual-spatial reasoning, fluid
reasoning, and processing speed. Anna performed in the Average range on the Working Memory Scale.
She has relative strengths in visual working memory relative to auditory working memory. Anna’s
academic skills were assessed through the administration of selected subtests from the Woodcock-
Johnson IV Tests of Achievement- Form A. Results reveal that relative to her reading and writing skills,
Anna presents with strengths in math skills. She performed in the Low Average range on the math
calculation and the word problem-solving subtests. In reading, Anna presents with delays in sight-word
recognition, decoding, and reading comprehension. In writing, she has difficulty spelling words and
composing sentences with good grammar and sentence structure.
In the area of social-emotional development, Anna is a friendly, cooperative and respectful
youngster. She demonstrates great interpersonal/social skills and gets along with classmates. Anna does
not present with any behavioral or emotional concerns in the classroom or at home.

RECOMMENDATIONS

Recommendations for educational placement will be discussed by the multidisciplinary team during the
Committee on Special Education (CSE) meeting.

____________________________ ______________

Jadwiga Cutrone, NCSP Date

Nationally Certified School Psychologist
New York State Certified Bilingual School Psychologist
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