IDENTIFYING INFORMATION

Student name: Jim

DOB: 7-1-2006
Age:7-8
Sex:Male
Grade: 2.7

REASON FOR REFERRAL

This is Jims annual evaluation and assessment to monitor his progress

towards his IEP goals. Jim is in the 2nd grade and has an IEP for reading
fluency, decoding and writing skills.

BACKGROUND INFO
Jim lives with his mom, dad, and siblings in XXXXX, CA. He has a brother and sister who are twins,
aged four and a younger sister, aged two and a half. Jim has a family history of dyslexia. His
father has dyslexia and received special services while in school. His father has a high school
education and works as a tile setter and his mother works from home and takes care of Jims
younger twin brother and sister and other younger sister.
Jim is currently in second grade at XXXXX in Point Reyes, CA. He attended XXXXX School for first
grade. Jim attended Bolinas-Stinson Union School for kindergarten. According to his
kindergarten report card, Jims reading skills were in the developing range (score of 2). He
was in the capable range for knowing letter names and sounds of capital letters (score of 3).
This report card also stated that Jims writing and independent working skills were in the
beginning range (score of 1). It was reported that he participated in classroom discussions.
Jim attended Bolinas-Stinson Union school District for kindergarten in the 2011-2012 school year. In
the spring of 2012, the school recommended to his parents that Jim repeat kindergarten. Jims
family has since moved from Bolinas to Olema and they made the decision to have him begin
first grade at XXXXX School in XXXXX, CA. Jim began special education services in the fall of
2012 while in first grade.

BACKGROUND INFO 2
Jim enjoys his time in class. In first grade (2011-2012), Jim was able to identify
most of the individual letters and their sounds. Jim demonstrated solid
phonological awareness. He was able to match sounds, produce rhymes
and blend phonemes or syllables that he heard. It was more difficult for Jim
to complete phoneme deletion tasks. Jim recognized some sight words (the,
see, I and, you). Jims word attack skills were below average. It was also
very difficult for him to decode words.
In first grade, Jim could identify the numerals 0 through 9 and count with one-toone correspondence most of the time. He was able to compare numbers and
identify patterns. On Jims first grade report card it was reported that he
required additional support in reading, writing and spelling. He met the
grade expectations in all other academic areas.
Jim worked with a tutor outside of school throughout the spring and summer of
2012. He worked in a one on one setting on reading skills. He was tutored 4
times a week for 30 minutes to 1 hour, beginning in April 2012, for 5 months.

PRESENT LEVELS
Jim is now in the 2nd grade at XXXXX. He loves being outdoors and interacting
with other students. Jims reading skills have really improved throughout
the last school year. He is much more willing to complete reading lessons
and assignments. Jim is learning to decode one and two syllable words
containing short and long vowel patterns, digraphs, trigraphs consonantblends, r-controlled vowels and variant vowels. His reading fluency is
increasing. He is able to read 2nd grade level text and a rate of 35 correct
words per minutes with 85% accuracy. Jim has excellent comprehension
skills at grade level when being read to. He is able to identify the main idea
of a text and supporting details.
It often takes Jim a longer time to complete writing assignments in his general
education classroom. He can form all letters (except g) correctly. His writing
is often slow and he requires frequent breaks. When writing independently,
Jim sometimes forgets to use correct capitalization and punctuation. Jim is
beginning to use the sound spellings he learned in his reading lessons to
spell words correctly as he writes.

PRESENT LEVELS 2
Jim enjoys addition, subtraction, multiplication and division. He is in his
general education classroom for all math instruction. He adds and
subtracts with fluency double-digit numbers that require carrying and
borrowing values. Jim enjoys practicing his double-digit addition,
subtraction and multiplication facts. He is very interested in adding and
subtracting numbers into the thousands place. Jim understands the
concept of fact families. Jim has been introduced to fractions and
money in the general education classroom.
The IEP accommodations include pull-out services for 1 hour a day during
the school week where Jim focuses on reading, decoding and vowel
patterns. He is able to write and erase on the white board and also is
allowed to have a wobbly board to stand on while working since he
sometimes has a hard time sitting still. Once he has completed his
work, he is allowed to play educational games through Lexia on the Ipad as a reward.

OBSERVATION/TESTING
Jim was observed over an entire school day in March. He was observed during
Walk to Read (school-wide RtI), Language Arts in his 2nd grade classroom
and in the resource room.
Overall, a good student and has a willingness to learn. Worked well with others
and paid attention to instruction.
During the administration of the WIAT-III, Jim participated and was compliant
with the testing process. He became bored after 30 minutes and became
distracted, so the testing was broken up into two sessions. He was highly
motivated when the math sections were given (because he loves math), and
because he got to do the math subtests he was more willing to do the
reading/language arts subtests.
During the administration of the QRI, Jim was compliant but was disappointed
the test deviated from his usual routine. He asked if he was still able to use
the I-Pad after the administration of the QRI.

FORMAL ASSESSMENT
READING
EARLY READING SKILLS

This subtest measures several areas important for developing reading skills: naming letters, letter-sound
correspondence, phonological awareness, and word recognition comprehension. The student names
letters of the alphabet, identifies and generates rhyming words, identifies words with the same beginning
and ending sounds, blends sounds, matches sounds with letters and letter blends, and matches written
words with pictures that illustrate their meaning. Jim performed in the above average range (SS 118;
88%) and easily completed this subtest and answered all questions.
READING COMPREHENSION
The student is required to read passages aloud or silently under un-timed conditions and then answer openended questions about each one.
Jim scored in the below average range 18% (SS 86). Jim chose to read silently and easily answered all of the
2nd grade passage questions.
Jim read the 3rd grade passage silently and it was obvious that he did not read the questions even when
encouraged to do so. He was able to answer one of the comprehension questions using the picture
associated with the passage and scanned the passage for key words before his response. He then
created stories around his answer and subsequent questions using key words, the background passage
picture and prior knowledge.

In previous formal/informal assessments, Jim has performed at or above grade level in reading
comprehension.

FORMAL ASSESSMENT 2
WORD READING
This subtest requires the student to read aloud a list of increasingly
difficult words. Jim was confident at the start of this subtest.
Jim performed in the low average range 27% (SS 91), but a markedly
positive increase from his last assessment.
PSEUDOWORD DECODING

The student is asked to read aloud a list of increasingly difficult nonsense

words. This subtest assesses the students phonemic awareness.
Jim was willing to complete the task and showed eagerness to look at the
list of words. Jim scored in the below average range of 9% (SS 80).

FORMAL ASSESSMENT (3)

ORAL READING FLUENCY
This subtest requires the student be timed while s/he reads grade leveled
passages aloud and then orally responds to comprehension questions.
Jim read two passages at the 2nd grade level. He read the first passage in 71
seconds with 7 errors. Jim read the 2nd passage in 77 seconds with 14
errors. While reading the second passage, Jim skipped over words he did
not know and substituted words that started with the same first letter (plant
instead of painting, bright instead of bring). Overall, he performed in the
average range 42% (SS 97).
WRITTEN LANGUAGE:
SPELLING
The student writes single words that are dictated within the context of a
sentence.
Jim was able to complete this task with a standard score of 84 (14%), in the
below average range.

INFORMAL ASSESSMENT
The Qualitative Reading Inventory (QRI) is an informal reading inventory
designed to measure a students independent, instructional, and frustration
reading levels. The QRI uses graded word lists and passages to determine
the students reading level. The student is asked concept questions before
reading each passage, and comprehension questions following the passage.
The student is also asked to retell the passage.
The QRI was administered to Jim over 2 sessions. Since Jim is in 2nd grade, he
read graded word lists from pre-primer to second grade level. Jims
instructional level according to the words list was second grade as he read
the second grade word list with 90% accuracy.
Jim then read aloud from the graded passages, beginning with pre-primer and
ending with primer level. Jim scored in the instructional level on the primer
level passage so testing was stopped. Jim read the primer level 63
words/minute and scored at the instructional level on his comprehension
questions.

ASSESSMENT RESULTS/INTERPRETATIONS
Jims assessment results show that he has improved in all areas except for reading
comprehension since his last formal WIAT III exam. Jim is a very motivated
student and wants to be successful in school. Although his reading and writing
skills have improved, he is still in the low average range with an SS of 94 (34%).
Jim still qualifies for educational services through Special Education but the
current interventions are working.
According to the QRI, Jims instructional reading level is second grade level.

Jims strengths are early reading skills, word reading and oral reading fluency. His
informal assessments show that he has grade level reading comprehension skills.
Additionally, he is very verbal and a great conversationalist.
Jims weaknesses are spelling and word decoding. There could be many factors that
contributed to his lower than average reading comprehension score such as: new
test administrator or test fatigue. It is recommended that the reading
comprehension portion of the WIAT be re-administered at a different time.

SUMMARY/RECOMMENDATIONS
Jims results on the WIAT-III indicate that he has a specific learning
disability. Jim qualifies for special education services under specific
learning disability (SLD).
Jims reading fluency and comprehension continues to be the main
concern for the IEP team so an IEP with continued goals directed
toward reading comprehension and fluency would be beneficial. It
would be beneficial for Jim to have access to reading materials that he
finds interesting and that he can connect to his own life. Jim has a love
of nature, outdoor activities and animals. Also, reading activities that
involve movement (like games) are recommended because Jim has a lot
of energy and gets bored easily. It is recommended that Jim be an
active member in choosing his reading activities (forced choice)
because he is an independent student and enjoys making his own
decisions.

GOALS
-By October 2014, when reading a second grade passage, Jim will apply
basic syllabication rules when decoding mult-syllabic words with 85%
accuracy in four out of five opportunities as measured by teacher
observations or running records.
-By October 2014 when reading a third grade level text aloud, Jim will do so
at a rate of 70 correct words per minute with 98 % accuracy in four out
of five opportunities as measured by the Dynamic Indicators of Basic
Early Literacy Skills (DIBELS) or a running record.
-By October 2014, when correcting his own work or when given sample
writings, Jim will distinguish between complete and incomplete
sentences with 90% accuracy in four out of five opportunities as
measured by student work samples.

TRANSITION PLAN FOR JIM

In order to transition successfully to third grade, Jim must work on his
reading fluency and focus on instruction and reading assignments. He
must continue to be given reading material that is at his instructional
level but not at his frustration level that focus on subject areas that
interest him.