bi ling sample

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SpringfieldUnified School District

Student Support Services

Special Assessment Services

1000 West Pine StreetSpringfield, California 00000-0000

(000) 000-0000

PSYCHO-EDUCATIONAL EVALUATION

First Name / IdentifyingInformation

Fredrick Date of Birth 9/23/1994

School/Agency CESAR CHAVEZ ELEMENTARYCommon Name Fredrick Gender MaleGrade 4th

Date Of IEP Meeting 7/21/2004Date Of Evaluation Report 7/20/2004Parent/Guardian Name Mr. & Mrs. SanchezEthnicity Hispanic

Language(s) of the Home SpanishExaminer Name Amy Taylor Teacher Name Ms. Jones

This sample report demonstrates the Mandated Components feature of the SEASwebEvaluation Report Writer. While writing reports, examiners have the option of using theModel Text (highlighted in red for this sample). Based on student information, referringconcerns, suspected disability and type of report being written, Model Text isautomatically offered in the appropriate report sections. Examiners simply point andclick if they wish to select text. Selected text can be edited by point-and-click and/or bythe usual word processing methods. Model Text stems from legally mandatedcomponents of evaluation reports.

Reason for ReferralFredrick was referred by the Student Success Team (SST) for this evaluation to help determine his eligibility forspecial education. At the time of the referral, the following concern was expressed: lack of progress in writingincluding fine motor control and written fluency.

Based on this concern, the following suspected disability was evaluated: Specific Learning Disability

Background InformationAccording to records, Fredrick began school at Cypress School, in San Rafael City Unified School District. There are norecords of Fredrick attending kindergarten. In first grade, it was reported that Fredrick was having difficulty and wasretained. A request for a SST meeting was submitted. Fredrick's teacher documented that he was just beginning tolearn his letters, but had difficulty recognizing numbers to 10. The teacher had attempted various interventions and it

was documented that they were not successful. Fredrick and his family then moved to northern California enrolling atCaesar Chavez School, in Springfield Unified School District.

In second grade, Fredrick put forth great effort to complete his assignments, but he was still below grade level. Heparticipated in the STAR testing, with results falling below the basic level. During his off-track time, Fredrick attendedAcademic Interventions. He appeared to not have made any progress. Reports reveal that sometimes he would try hisbest.

In third grade, report cards documented that Fredrick was reading at grade level, but still needed assistance with hiswriting. His teacher reported that he was improving his work completion skills. Although he was reading at gradelevel, writing sentences appeared to be difficult for Fredrick. In March an SST was conducted and strengths were


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Sanchez, Fredrick Page 2 of 12

reported as being math, oral ability, good peer skills, and good effort. Concerns were documented as very poorwritten language skills and a decrease in his English language development.

Currently, he has started the fourth grade with Ms. Jones. Ms. Jones reports that Fredrick tries very hard and is eagerto participate. He raises his had to read aloud and is always trying to answer questions. She also reports thatoccasionally he struggles articulating and/or finding words to express himself.

Health and Developmental HistoryAn interview was conducted in the home of Mr. & Mrs. Sanchez. According to Mrs. Sanchez, Fredrick was born full-term in a town of Tasco, Michoacan, Mexico. He was in good health weighing approximately 6lbs. Ms. Sanchez statesthat Fredricks developmental milestones were achieved at the following ages: sit at 7 months, crawled at 6-7 monthswalked at 12 months and spoke in complete sentences at 3 years of age.

Mrs. Sanchez states that Fredrick is a very active boy at home. He has a lot of energy and always wants to playoutside. He enjoys playing, riding his bike and watching movies. He doesn't have any house chores or responsibilities,but helps when asked. She reports that his behavior is difficult to control. She reports that he does not obey and criesand complains he is denied activities.

Language Background/Communication DevelopmentParents report that Fredricks language was somewhat delayed from infancy to school age. Current screening byRobyn Frye, Speech and Language Pathologist, found his competence in expressive language to be somewhatimpaired and receptive language to be just within normal for his age.

Evaluation ProceduresBecause Fredricks primary language is Spanish, the IEP team requested that his language facility (in both English andSpanish) be updated. On the California English Language Development Test (CELDT), screening results indicatedFredrick to be an early intermediate speaker of English. The Language Assessment Survey (LAS) - Spanishindicated results of a Level 4, (4/2004), with Spanish language dominant. Thus, Fredricks primary language isSpanish. This data, combined with the examiners (Mrs. Amy Taylor, Bilingual Psychologist) awareness of Fredrickscultural and ethnic background led to the conclusion that it was appropriate for this examiner to conduct a psycho-educational evaluation in Spanish and to utilize nonverbal measures; and to supplement this Spanish testing withtesting in English.

To gather all information needed relevant to the reasons Fredrick was referred, information provided by the parents(including findings from any available private assessments) was employed along with the variety of technically strongassessment tools, and the alternative procedures and strategies listed below. All areas related to the suspecteddisability were evaluated. All psycho-educational assessment procedures were selected and administered to avoidbeing racially, culturally or gender discriminatory, and have been validated for the specific purposes for which theywere used. In addition, all materials and procedures in this evaluation were selected and administered to ensure thatthey measure the extent to which Fredrick has a disability and needs special education, rather than measuring onlyimpaired sensory, manual or speaking skills.

The following evaluation procedures were used to gather information relevant to Fredricks referring concerns:

Academic Work Samples and Observations

Writing Samples, 6/25/04

Behavioral Observations

Classroom, 7/10/04

Interviews and Meetings

Parent , Mrs. Sanchez, 6/24/04

Record Reviews

School Cumulative Records, 6/25/04


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The assessment procedures used in this analysis include:

Test Name: Acronym: Date of Test:

Batera Woodcock-Muoz-Revisada [cognitive only]- Batera-R [COG] 7/11/2004Universal Nonverbal Intelligence Test- UNIT 7/11/2004Bilingual Verbal Ability Test- BVAT 7/8/2004

Developmental Test of Visual-Motor Integration, 4th Edition, Revised- VMI 7/8/2004Woodcock-Johnson III, Tests of Achievement- WJ-III ACH 7/2/2004

Classroom ObservationsAn anecdotal observation was conducted in the classroom. Ms. Jones was reading with the class. The students werevolunteering to read and answer questions of comprehension. Fredrick was listening and appeared to be followingalong. Suddenly, there was movement under the desk. He and a student in his group were playing and kicking eachother under the desks. When he realized that the examiner was watching he stopped and began to follow along. Hethen began to look around his class. When the teacher asked for volunteers to read, Fredrick raised his hand everytime. Finally, Ms. Jones chose Fredrick. He began to read and had difficulty with a few words. His partner helped himby giving him the words. After Fredrick read, he began to turn through the pages. He yawned and began to play withhis partner again. When Ms. Jones asked a question pertaining to the reading, Fredrick excitedly raised his hand. Ms.Jones called on Fredrick and he appeared to stumble with his words. He appeared to have difficulty finding words toexpress himself. In the end it appeared that Fredrick became frustrated and said "I forgot". Overall, this appears to bean accurate estimate of his present level of functioning.

Test Taking BehaviorFredrick accompanied the examiner willingly. Rapport appeared to be established and Fredrick attempted the tasks.Fredrick appeared to be very friendly and was conscientious of returning to the office after recess or lunch. Heappeared to be curious of his performance and appeared to enjoy the one to one attention.

Analysis of Test Scores

Cognitive/Intelligence TestsBatera Woodcock-MuozRevisada, Cognitiva (Bateria-Revised)

The Bateria-Revised measures seven different processing and reasoning factors making up cognitive performance.Results suggest that Fredrick's oral language falls in the low average range in Spanish. Fredrick's strengths appear tofall in areas of visual processing (Gv) and short-term memory (Gsm). Fredrick appears to have significant difficultieswith processing speed (Gs) and comprehensive knowledge (Gc). He appeared to have some difficulties withincomplete words and areas of oral vocabulary.

Universal Nonverbal Intelligence Test (UNIT)According to the UNIT, Fredrick's overall nonverbal ability falls below the average range. It appears that Fredrick haddifficulty with in the area of visual sequential memory. His strength appears to be with spatial relationships andobject memory. Overall it appears that Fredricks nonsymbolic ability is a significant strength over symbolic abilitywhich is a measure of vocabulary information.

Bilingual Verbal Ability TestThe BVAT is a measure of verbal language and the bilingual ability. The results suggest that Fredrick's verbal ability

(English and Spanish combined) fall in the borderline range. In English, Fredrick's performs age-level cognitiveacademic language tasks with 23% success. When using his English and Spanish language abilities combined, he canperform such tasks with 39% success. When compared to native English speakers at his age level, Fredrick's Englishlanguage proficiency falls in the significantly delayed range. Fredrick will still find the English language demands ofage-level tasks extremely difficult.

Basic Psychological Processes TestsVMI (Beery Buktenica Developmental Test of Visual-Motor Integration, 5th Edition)The Beery VMI assesses eye-hand coordination for paper and pencil tasks in a structured format. Fredrick's executionof the VMI designs appears to be within the low average range. His visual perception falls in the average range.Fredrick's motor coordination appears to fall below the average. During the administration of the VMI, Fredrickappeared to work on his designs very cautiously.


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Achievement TestsWoodcock-Johnson III, Tests of AchievementResults suggest that Fredrick's academic progress falls in the low average range. Fredrick's reading comprehensionfalls below the average range. Fredrick's basic reading skills, mathematics, and written expression fall in the lowaverage range.

Summary and ConclusionsFredrick is a 10-year-old 4th grade student who has been assessed through a bilingual evaluation to help determinehis eligibility for special education services and the appropriateness of his present placement. While environmentaland cultural variables would appear to be influencing Fredrick's academic difficulties; they are not a completeexplanation of his learning problems. Observations during testing led the examiner to conclude that this assessmentoffers a valid and reliable estimate of Fredrick's cognitive functioning. Fredrick put forth his best effort to complete allthe tasks requested. He was responsible to return when requested and was very courteous in all settings.

The best estimate of Fredrick's present level of functioning suggests reasoning and problem solving to fall below theaverage range on nonverbal tasks. His ability appears to fall in the low average range on verbal tasks in Spanishaccording to the Bateria-R. According to the BVAT, English verbal skills are in the delayed range, but in the borderlinerange when English and Spanish language skills are combined. Bateria-R appears to convey relative strength in visua

processing (Gv) and short-term memory (Gsm). Weaknesses fall in the area of processing speed (Gs) andcomprehensive knowledge (Gc).

Bateria-R Tests of Achievement was administered in Spanish with academic skills falling in the average range forreading skills, math reasoning and written expression. He had difficulty with reading comprehension and mathcalculations. In English, Fredrick's academic skills appear to fall below the average range for reading comprehension.Fredrick's basic reading skills, mathematic skills and written expression fall in the low average range. Overall itappears that Fredrick's reading academics in Spanish appear to be a strength for him.

Consideration of Special Education CriteriaFredrick does not meet eligibility as a child having Specific Learning Disability based on his having no discrepancybetween intellectual ability and achievement in any of the following academic areas:

1. oral expression2. listening comprehension

3. written expression

4. basic reading skills

5. reading comprehension

6. math calculation

7. math reasoning

Fredricks written expression difficulties appear to be primarily the result of limited-English-speaking status.

RecommendationsBased on the aforementioned, the following recommendations are made:

Verbal directions and assignments should be concise and simple as possible. Assignments or directions given verbally should be checked to make sure they were retained. Ask, What is the assignment? Have Fredrick paraphrase instructions or information to be remembered. Present materials in context, in pairs by association, and in categories. Use colors and pictures to help

Fredrick remember. Allow him to dictate sentences.

In the home:


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Provide trips to the library for reading. Encourage Fredrick to express himself when helping with house projects. Allow him to interpret simple concepts for practice.

Additional areas of suspected disability suggested, but not addressed in the present assessment, includethe following: Speech or Language Impairment. An assessment plan to evaluate this newly suspected

disability needs to be discussed with parents.

These results will be reported to the Individual Educational Planning (IEP) Team who together will make the finaldetermination of Fredrick's special education eligibility and the appropriateness of his present placement.

______________________________Amy Taylor, M.S.Bilingual School Psychologist


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SUMMARY OF TEST SCORESAbout Test ScoresTest scores are estimates of the attribute measured by the test. The accuracy of test scores depends on numerousfactors, such as the following:

Students feelings about being tested Familiarity with Standard English Cultural differences Conditions of the testing setting Mental or physical restrictions

Used properly, test scores are combined with other relevant information to assist with decisions about the student'sneeds. Scores from a single test should never be used to identify abnormal functioning, or in any way limitparticipation in the general educational program.

Test scores reported below are standardized, allowing direct comparisons to be made among them.

For Standard Scores (SS) the average is 100 with the average range often designated as 90 to 110. Scaled Scores (ScS) have an average of 10 and an average range from 8 to 12.

The Percentile is based on the Standard and Scaled Scores and provides an estimate of the percentage of students inyour child's age range or grade in school that, if tested, would earn lower scores. The average Percentile is 50 and theaverage range is usually considered to be between the 25th and 75th percentile.

Ranges of Standard and Scaled Scores in this report are described using various sets of terms chosen by the author ofeach test. The following is an example of one system of descriptors:

Standard Score Scaled Score Percentile Descriptor

130 and above 16 and above 98 and above Very Superior110 to 119 12 to 13 75 to 90 High Average90 to 109 8 to 11 25 to 74 Average80 to 89 6 to 7 9 to 24 Low Average

70 to 79 4 to 5 2 to 8 Below Average69 and below 1 to 3 2 and below Well Below Average

T-scores, with an average of 50 and a typical average range of 40 to 60, make up another type of standardized score.T-scores are most often used with behavior rating scales.

The behaviours most often measured by T-scores are either: 'adaptive' (for example, Social Skills), where high scoresare desirable and low scores suggest need for improvement; or 'clinical', where high scores may indicate a problemneeding to be addressed while lower scores are considered normal or desirable.

Since Percentiles are not always based directly on T-scores, they are not included with the following examples ofadaptive and clinical descriptors:

Adaptive Scales: T-

score range

Description Clinical Scales: T-

score range

Descriptor

70 and above Very High 70 and above Clinically Significant60 to 69 High 60 to 69 At-Risk41 to 59 Average 41 to 59 Average31 to 40 At-Risk 31 to 40 Low30 and below Clinically Significant 30 and below Very Low

Graphs provide a convenient way to help understand scores and to compare them from test to test. In this report, allstandardized scores from Behavior/Social-Emotional ratings are converted to, and graphed as T-scores, while all othercategories of scores are converted to, and graphed as Standard Scores.


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Cognitive/Intelligence Tests

Batera Woodcock-Muoz--Revisada (Cognitiva)

Score Specifications Confidence Level Norms

Confidence Level: 68%Scores based on: Age

Pruebas 1 a 7 de laBatera estandar

AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Memoria paranombres

7-0 90 86-94 25 Average

Memoria para frases 9-8 97 91-103 42 AveragePareo visual 8-5 79 72-86 8 LowPalabras incompletas 4-7 56 48-64 0.17 Very Low

Integracin visual 7-6 83 75-91 13 Low AverageVocabulario sobredibujos

8-7 87 81-93 19 Low Average

Analisis-Sntesis 7-10 88 83-93 21 Low Average

Pruebas 8 a 14 dela Baterasuplementaria

AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Aprendizaje visual-auditivo

6-2 73 68-78 4 Low

Memoria parapalabras

10-9 100 93-107 50 Average

Tachar 8-9 84 76-92 14 Low Average

Integracin desonidos 15-10 112 106-118 79 High Average

Reconocimiento dedibujos

11-5 104 98-110 61 Average

Vocabulario oral 6-9 71 65-77 3 LowFormacin deconceptos

7-6 85 81-89 16 Low Average

Compuestos AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

RECUPERACIN A LARGOPLAZO

6-7 83 79-82 13 Low Average

MEMORIA A CORTO

PLAZO

10-3 98 93-103 45 Average

RAPIDEZ EN ELPROCESAMIENTO

8-6 78 72-84 7 Low

PROCESAMIENTOAUDITIVO

7-5 88 82-94 21 Low Average

PROCESAMIENTO VISUAL 9-0 93 87-99 32 AverageCOMPREHENSINCONOCIMIENTO

7-6 78 74-82 7 Low

RAZONAMIENTO FLUIDO 7-8 85 81-89 16 Low AverageLENGUAJE ORAL 8-0 84 81-87 14 Low Average


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Universal Nonverbal Intelligence Test

The Universal Nonverbal al Intelligence Test (UNIT) is an individually administered test designed to assess problemsolving ability. The following scores were obtained:

Subtests: Scaled Score

Symbolic Memory 03Cube Design 07Spatial Memory 08Analogic Reasoning 06Object Memory 08Mazes 08


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Quotients: Standard Score ConfidenceInterval

%-ile Descriptor

Memory Quotient 77 72-86 6 DelayedReasoningQuotient

80 75-91 9 Low Average

Symbolic Quotient 72 68-82 3 DelayedNonsymbolicQuotient

84 78-94 14 Low Average

Full Scale IQ 75 71-83 5 Delayed

Bilingual Verbal Ability TestThe Bilingual Verbal Ability Test (BVAT), was given in English and Spanish, as a measure of his verbal cognitiveability. The test was administered first in English and then items missed were re-administered in Spanish to test hisoverall verbal ability with the combined languages. The test was normed on a geographically diverse population in theUnited States of 3,213 students ranging in ages from kindergarten through 12th grades. The following results wereobtained:

Score Specifications Confidence Level Norms

Confidence Level: 68%Norms based on: Age

BVAT Scores AE or GE StandardScore

ConfidenceInterval

%-ile Descriptor

BILINGUAL VERBALABILITY

7-0 72 69-75 3 Low

ENGLISH LANGUAGEPROFICIENCY

6-3 64 61-67 1 Very Low

Picture Vocabulary 5-2 60 54-66 0.38 Very LowOral Vocabulary 6-1 63 57-69 1 Very LowVerbal Analogies 7-6 85 79-91 16 Low Average


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BVAT CALP Scores CALP Level Descriptor

BILINGUAL VERBAL ABILITY 2 Very Limited/ExtremelyDifficult

ENGLISH LANGUAGEPROFICIENCY

2 Very Limited/ExtremelyDifficult

Basic Psychological Processes TestsDevelopmental Test of Visual-Motor Integration, 4th Edition, Revised)

Standard Score %-ile Descriptor

VMI 88 21 AverageVisual 98 45 AverageMotor 76 5 Low

Achievement TestsWoodcock-Johnson III, Tests of AchievementThe Woodcock Johnson III Tests of Achievement measures academic achievement in the areas of reading, math,writing, academic knowledge and oral language. Mrs. Rodriguez, the resource specialist program (RSP) teacher,administered the WJ-III ACH in order to obtain information on Fredrick's current English academic skills. Results areas follows:

Standard Battery AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Letter-WordIdentification

7-7 72 69-75 3 Low

Passage Comprehension 7-3 74 70-77 4 Low

Extended Battery AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Word Attack 8-4 91 89-94 27 AverageReading Vocabulary 7-4 76 73-79 5 Low


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Reading Clusters AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Basic Reading Skills 7-9 81 79-82 10 Low AverageReading Comprehension 7-3 70 67-73 2 Low

Math Clusters AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Math Calculation Skills 8-10 84 80-87 14 Low AverageMath Reasoning 8-7 85 82-87 16 Low Average

Written LanguageClusters

AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Written Expression 8-10 85 81-90 16 Low Average

Other Clusters AgeEquivalent

StandardScore

ConfidenceInterval

%-ile Descriptor

Academic Applications 86 86 84-89 18 Low Average


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