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STUDENT: Angel DOB: 08/22/2004

School: Vaughn Elementary Grade: 4
School Psychologist: Krista Helbing Report Date: 4/30/14

Angel recently transferred to Vaughn Elementary from Denver Public Schools where he was
placed in a self-contained classroom for affective needs. The reason for referral in Aurora Public
Schools is an annual review and re-evaluation to determine the best placement for Angel in
Aurora Public Schools based on his prior history in special education programs. The referral
included requests for bilingual assessment of receptive language, expressive language, language
dominance, adaptive and social emotional skills, as well as cognitive functioning.

Parent Interview
Teacher Interview
Student Interview
Record Review
Kaufman Assessment Battery for Children (KABC-2)
Emotional Disturbance Decision Tree (EDDT)
Behavior Assessment Scale for Children (BASC-2)
Woodcock Munoz Language Survey (WMLS-Revised)

According to Angels mother, and previous educational files, Angel was born healthy, and is a
healthy child. He met developmental milestones at age appropriate times, and does not have any
diagnoses or take any medications. Angel passed both his vision and hearing screenings at
school, and dos not require vision or hearing aids. He receives regular medical care at Westside
Clinic. Angel has had a tough childhood, and has been specifically affected by his father leaving,
and the death of his brothers father. Angel and his brother received grief counseling at Judys
house following the death of his step father. According to a previous parent interview and
educational records, Angel has also been witness to domestic abuse in the household, although
the extent is unknown. Angels mother reports that his behavioral difficulties began in
preschool/daycare, and have continued since.

According to Angels cumulative records from Denver Public Schools, he has been in special
education since starting kindergarten in 2009. His initial IEP came from Denver Public Schools,
where they determined Angel was identified as having a serious emotional disorder (SED). The
initial IEP from 2009 reports that Angel was receiving grief counseling from Judys house due to
the death of a step-father. The IEP from 2009 also included a Functional Behavior Assessment
(FBA) that Angel was disruptive in the classroom on a consistent basis, in addition being to
defiant and disrespectful. An IEP from 2011 stated that Angel was in an Affective Needs
starting in the middle of his kindergarten year and he was referred to the special education team
after being in the kindergarten class for 8 days. Angel has a long educational history that
includes transfers between at least 3 schools that are known of. In Angels previous settings, he
was placed in small group settings for instruction, which is where he seemed to be the most
successful. An IEP from 2012 shows that Angel was given the WISC-IV and his overall abilities
fell within the average range, with solid average abilities in processing speed and working

A Functional Behavior Assessment (FBA) was completed by Denver Public Schools in 2009,
and they concluded that Angels two main disruptive behaviors were being out of his seat and
rummaging through materials, and defiance to following rules and expectations. They found that
triggers to these behaviors include transitioning back to routines and change of rules. The
Behavior Intervention Plan (BIP) suggests that Angel responds to immediate reinforcers
throughout the school day and environment. Strategies that were implemented to reduce
problem behaviors included providing choices, setting boundaries, point sheets and paraeducator

When transferring to Vaughn Elementary, Angel came from Denver Public Schools with a
special education identification of SED, along with a Behavior Intervention Plan. According to
referral data from the speech language pathologist at Vaughn Elementary, Angel has had 4 years
of education in the US, and his achievement compared to English Language learner peers, is
behind. At Vaughn Elementary, Angels current placement is in general education classroom.

Angels mother was interviewed through the bilingual psychologist as an interpreter. Much of
the information Angels mother provided during the interview was similar to the information
gathered from Angels previous IEPs. She described his involvement in special education from
the beginning of kindergarten, and the family history regarding the death of a family member and
the familys involvement at Judys House. During this interview time, Angels mother was
asked clarifying questions about previous records and information. Because Angel already has
an IEP and the reason for referral was a re-evaluation and determination of placement, the focus
of the interview was more about gathering the most current information rather than a full
background and clinical history. Angels mother was also interviewed using a direct translation
of the EDDT from English to Spanish.

Angels teachers were briefly interviewed, as well. Because Angel is a new student at Vaughn
Elementary, they were not able to provide very much detail about Angels achievements or
performance in the classroom. The main concern for both of his teachers seems to be Angels
behavior. One of Angels teachers described posturing behavior where Angel seems to be
setting up to physically engage another student. The teacher found this behavior concerning, and
Angel has received a few behavior referrals for similar incidents. Additionally, they both
described Angel as very fidgety and distracted in the classroom.

Angel was also interviewed as part of the evaluation. Angel was given the opportunity to
conduct the interview in Spanish or in English and Angel expressed that he prefers to speak in
English, thus the interview was conducted in English. The bilingual school psychologist was
also present in case there was a need for Spanish interpretation. Angel expressed his interests in
sports like soccer, and skateboarding. He showed the interviewer some of his quarters he was
saving up to buy a new skateboard with blue wheels. Angel was cooperative during the
interview, although it appears that he is not concerned with his social emotional behavior at the
present time.

Angel was observed in Ms. Rethingers 4
grade classroom, on April 4, prior to any formal
assessment. During this observation, Angel was observed in a whole group setting, and during
independent work time. During whole group instruction, students were sitting on the floor
listening to directions from the teacher who was standing at the front of the room. Angel
appeared to be very fidgety and distracted. He was looking around the room, and looking to
peers to get their attention. During the transition from whole group instruction to independent
work time at the students desk, Angel transitioned much slower than his peers. It took him
longer to move from the carpet to his seat, and longer for him to get out his supplies and begin
working. During independent work time, the students were asked to complete a math fractions
assessment. Angel took considerably more time to get started than his peers, and was prompted
by the teacher multiple times. The teacher had to prompt Angel by saying start here and you
know what you have to do multiple times.

Angel was also observed during administration of formal assessments. He was observed during
the Woodcock Munoz Language Survey, as well as during cognitive testing. During the
Woodcock Munoz Language Survey administration, Angel also seemed very fidgety. He was
cooperative with the examiner, and responded when appropriate. These same behaviors were
observed during the cognitive assessment. Angel asked multiple times how many more or are
we done yet? He seemed like he was not very interested in completing the tasks required of

According to the home language survey, and previous educational history the language spoken in
Angels home is primarily Spanish. Angel speaks Spanish at home with his mother, although at
school he speaks primarily English. When given opportunities during testing, Angel responded
in both English and Spanish. Anecdotal information from his previous IEP indicated that when
spoken to in Spanish, Angel will often respond in English.

Angel was given the WIDA-ACCESS Placement Test (W-APT) to assess his language
proficiency in English. The W-APT is an English language proficiency screener test given to
incoming students who are designated as English Language Learners. Angel was given this test
on 2/21/14. W-APT scores are given on a scale of 1 to 6, where 1 is entering and 6 is reaching
English proficiency. Angels scores are below:

Speaking: 4
Writing: 2
Listening: 2
Reading: 1
Overall: 2.1
Angel has a nice strength in speaking English, although it appears that his proficiency in writing,
listening and reading English is behind his grade level peers. The W-APT is a placement test, to
get a beginning understanding of Angels English Proficiency and as he receives English
language education and support, this assessment will be followed with the WIDA ACCESS test
as a progress monitoring tool.

As a part of the evaluation, the bilingual school psychologist administered the Woodcock Munoz
Language Survey-Revised (WMLS-Revised) to get a better understanding of Angels language
proficiency in both English and Spanish. Scores are presented as a Cognitive Academic
Language Proficiency (CALP) score on a scale of 1 to 6 where 1 is negligible and 6 is very
advanced. The Oral Language portion of the assessment measures listening and speaking in
English including language development and verbal reasoning. Angel demonstrated limited
English oral language ability (Level 3). When compared to English speaking individuals at his
age level, Angels Oral Language skills are limited. The Lenguaje Oral portion of the
assessment measures listening and speaking in Spanish including language development and
verbal reasoning. Angel demonstrated very limited Spanish oral language ability (Level 2).
According to the bilingual school psychologists assessment, she determined that Angel is not
fluent in English or Spanish, which will make academic proficiency difficult. She also
determined that because Angel is not exhibiting a strong dominance in either language, further
testing should be completed bilingually when possible to give Angel every opportunity to

The Kaufman Assessment Battery for Children, Second Edition, (KABC-II) was administered to
assess Angels intellectual functioning. Subtest scores on the KABC-II are standardized to have a
mean of 10 and a standard deviation of 3. This means that 2 out of 3 people will obtain subtest
scores between 7 and 13. The global and index scores have a mean of 100 and a standard
deviation of 15; thus, 2 out of 3 people will obtain global and index scores between 85 and 115.
In order to assess Angels cognitive functioning; the KABC was administered using the MPI
model, which is more appropriate for Angels cultural and linguistic differences. Scores on the
KABC-II are grouped into four indices which combine into a global score: the MPI. The MPI
model uses the same subtests as the typical model, although it takes out the knowledge
component because these questions are culturally and linguistically loaded and favor native
English speakers. Testing was conducted in English with consideration regarding exposure and
experience to Spanish as a second language an Angel was allowed to respond in Spanish if he
was able to or could not answer in English. Angels scores are presented below:

Subtest Scores
Number Recall: 9
Word Order: 6

Story Completion: 15
Pattern Reasoning: 10

Rover: 9
Triangles: 13
Scale Scores
Sequential: 85

Simultaneous: 106

Planning: 114
On the Sequential/Gsm scale, a measure of Angels ability to hold information in immediate
awareness/short term memory and then use that information in a few seconds before it is
forgotten, Angel scored in the average range (85). This suggests that Angels abilities in this area
are similar to those of his same-age peers. On the Simultaneous/Gv: scale, Angel earned a score
of 106. This scale measures the ability to perceive, manipulate, and think with visual patterns and
stimuli, and to mentally rotate objects in space. Angel scored average on this scale as well. On
the Planning /Gf scale, Angel earned a score of 114. This scale measures Angels ability to draw
inferences, understands implications, and applies indicative or deductive reasoning when solving
novel problems. Angels performance on the Planning/Gf subtests indicates that this is an area of
strength for him.

Due to interruptions, during administration of the Learning scale subtests; scores from these
subtests cannot be reported. During one subtest, Angel was picked up by his mom from school,
so administration was stopped, and during another subtest Angel had to repeatedly use the
bathroom and take breaks, making the scores invalid. Similarly, these subtests could not be
repeated at a later time due to the nature of the subtest relying on memory. Because these scores
were not included, a full scale index number cannot be reported. Since the nature of the concern
or reason for referral did not include concern for Angels cognitive abilities, and previous
cognitive data from a prior evaluation showed Angel solidly in the average range, it was decided
that the information from these scales and subtests is sufficient in describing Angels cognitive
abilities as average. Should there be any question at a later time; a culturally responsive full
cognitive battery is recommended.

Because Angel is new to Vaughn Elementary, there is little academic information in his
cumulative file to review. Based on academic information collected over the first month of
Angel being at Vaughn, his teacher has noticed he is behind in almost all academic areas. The
teacher is collecting informal data so that there is a strong body of evidence for Angel to be
placed in the response to intervention process or recommended to the IST meeting for a review. .
According to Angels teachers, academics and achievement seem to be a secondary concern at
this time. The primary concern is finding the best placement for Angel, where he can manage
his social and emotional behaviors in order to access the instruction and content.

The Emotional Disturbance Decision Tree (EDDT) is a standardized, norm-referenced scale
designed to assist in the identification of children who qualify for the federal Special Education
category of Emotional Disturbance (ED). The scores are presented on the following page:



Scales T-Score Percentile
T-Score Percentile
REL 90 > 99
Very High
> 100 > 99
Very High
IBF 69 94
> 100 > 99
Very High
PM/DEP 77 > 99 High Clinical 68 95
FEARS 83 > 99
Very High
78 > 99 High Clinical
TOTAL 85 > 99
Very High
97 > 99
Very High

The EDDT Teacher Rating Scale was also completed by Mrs. Rethinger, Angels 4
teacher. She reported Very High Clinical scores in the areas of inability to build or maintain
relationships, physical symptoms or fears and EDDT total score. She reported that Angel is
likely to have marked trouble starting or keeping successful relationships with same-age peers
and/or to have problems in his interactions with teachers and adults. He may also be isolated,
overly aggressive or both. Furthermore, Angel might be spiteful, disrespectful or lack social
problem-solving skills. She also reported that Angel is often anxious, avoidant, traumatized,
worrisome, physically restless and/or dependent. Mrs. Rethinger also reported a High Clinical
concern in the area of pervasive mood/depression. She reported that Angel is appears depressed
and hopeless with little animation or enthusiasm or to be irritable and angry much of the
time. Angel might also express self-dislike, be unable to enjoy things and lack energy or
enthusiasm. Based on Mrs. Rethingers Very High Clinical and High Clinical scores, the extent
of follow-up and monitoring will be determined by the IEP team.

The EDDT Teacher Rating Scale was completed by Ms. Miller, Angels 4
grade special
education and COMPASS teacher. She reported Very High Clinical scores in the areas of
inability to build or maintain relationships, inappropriate behaviors or feelings and EDDT total
score. She reported that Angel is likely to have marked trouble starting or keeping successful
relationships with same-age peers and/or to have problems in his interactions with teachers and
adults. He may also be isolated, overly aggressive or both. Furthermore, Angel might be
spiteful, disrespectful or lack social problem-solving skills. She also reported that Angel is
poorly regulated, inappropriate, overly aroused and displays behavioral extremes of one or more
types. He is likely to tease others, seeks attention, have tantrums and/or cope poorly with
problems or discipline. It is also likely that Angel may display unusual behavior, strange
perceptions of feelings, or emotion that is inappropriate to the given situation. Ms. Miller also
reported a High Clinical concern in the area of pervasive mood/depression. She reported that
Angel is appears depressed and hopeless with little animation or enthusiasm or to be irritable and
angry much of the time. Angel might also express self-dislike, be unable to enjoy things and
lack energy or enthusiasm. Based on Ms. Millers Very High Clinical and High Clinical scores,
the extent of follow-up and monitoring will be determined by the IEP team.

The EDDT Parent Rating Scale was also completed by Angels mother. Because the rating scale
was directly translated from English to Spanish and given in an interview format, the scores
should not be reported. This interview still provides useful and meaningful information, because
on many of the questions Angels mother agreed with the two teacher reports. If the overall
qualitative labels were to be reported from the parent rating scale, Angels mother rated him in
the very high clinical ranges for IB, PM/DEP, and in the overall category. She rated Angel in the
high clinical range for fears, and in the moderate clinical range for REL. While these scores are
much less significant because of the way they were translated and administered, they provide
useful information in that Angels mother shares many of the same concerns and sees the same
behaviors, as well as rates Angel in the clinical ranges on the same scales as his classroom

Social/Emotional/Adaptive/Behavioral functioning was also assessed through teacher completion
of rating scales. On the Behavior Assessment System for Children-Second Edition (BASC-2),
scale scores in the Clinically Significant Range suggest a high level of maladjustment. Scores in
the At-Risk Range may identify a significant problem that may not be severe enough to require
formal treatment or may identify the potential of developing a problem that needs careful

The BASC-2 Teacher Rating Scale was completed by Mrs. Rethinger, Angels 4
teacher. She reported Clinically Significant concerns in the areas of hyperactivity, aggression,
depression, attention problems, learning problems, atypicality, withdrawal, social skills, study
skills and functional communication. She reported that Angel is often restless and overactive
and may have difficulty controlling his impulses. She reported that Angel displays a high
number of aggressive behaviors and may be reported as being argumentative, defiant and/or
threatening to others. She reported that Angel is withdrawn, pessimistic and/or sad. She
reported that Angel has difficulty maintaining necessary levels of attention at school. She
reported that Angel has significant difficulty comprehending and completing schoolwork in a
variety of academic areas. Mrs. Rethinger also reported that Angel frequently engages in
behaviors that are considered strange or odd and generally seems disconnected from his
surroundings. She reported that Angel is generally alone, has difficulty making friends and/or is
unwilling to join group activities. His teacher also reported that Angel has difficulty
complimenting others, encouraging others, offering assistance and saying please and/or thank
you. She reported that Angel demonstrates weak study skills, is poorly organized and has
difficulty turning in assignments on time. Furthermore, Mrs. Rethinger reported that Angel
demonstrates poor expressive and receptive communication skills, and that he has difficulty
seeking out and finding information independently. Mrs. Rethinger also reported moderate
concerns or scales falling in the At-Risk Range in the areas of conduct problems, somatization,
adaptability and leadership. Based on Mrs. Rethingers Clinically Significant and At-Risk
scores, follow-up and monitoring will be determined by the IEP team.

It should be noted that information and scores obtained from the EDDT and BASC-2 teacher
reports should be used cautiously, as these teachers have only known Angel as a student for a
brief time. Similarly, the norms for the EDDT and the BASC-2 are not normed for students who
are English Language Learners, so the actual scores mean less than they qualitative information
provided by descriptions of Angels behaviors. The information from these rating scales was
collected with the intention of beginning a body of evidence for Angel in Aurora Public Schools,
as well as information for his annual review of his IEP. The decision making process for placing
a student into a self-contained classroom or the special education identification as SED is not
based solely on these scores.

This evaluation was conducted using procedures that reduce potential bias and discrimination in
regard to culture or language. Whenever possible, less culturally and linguistically biased
assessment methods were used. Results were interpreted within the context of Angels unique
cultural and linguistic background. All conclusions were made based on multiple sources of
information and not any single score or procedure.

Angel is a 4
grade student who recently transferred to Vaughn Elementary. He came to Vaughn
with a special education identification of SED and an educational placement in a self-contained
affective needs classroom. The purpose of this evaluation is to conduct an annual review, and
determine a best placement for Angel in Aurora Public Schools at this time. According to
previous and current data, SED is still an appropriate special education label for Angel for an
annual review of his IEP. Additionally, Angel would benefit most from a classroom setting with
small group instruction and social emotional support, such as an affective needs program in
Aurora Public Schools, rather than the general education classroom.

1. Provide Angel with native language activities at school and in the home to promote
Spanish language development.
2. Provide Angel with English-Language supports in school in order to increase proficiency.
3. Transition Angel from the general education to a different classroom environment, such
as a self-contained classroom for students with social or emotional disabilities.
4. Provide Angel with small group and one-on-one instruction in as many academic areas as
5. Provide Angel routine and structure in classroom to ease transitions.
6. Provide immediate reinforces for behavior, as define in the Behavior Intervention Plan.
7. Progress monitor Angels English language proficiency.
8. Progress monitor Angels abilities in all academic areas in addition to social emotional

Krista Helbing
Student School Psychologist