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EDUCATIONAL EVALUATION

Achievement Assessment Results/Teacher Report


Name:

Birthdate: 2/17/06

Health Condition:
Specific learning disability
This health condition has been assigned to Student based on health information obtained from school
educational records (IEP page one, 6/11/14) and from mother, ____, by the School Nurse in January 2015.
Parent interview was conducted in Spanish on 1/27/15 by ______, CCCOE Marchus CEP Instructional
Assistant.
Allergies:

No known allergies

Most Recent Vision:

10/30/14MCT: right eye 20/40, left eye 20/40. Near vision 20/20 both eyes.
Passed, however Dr. S. Kou OD recommended that Student be rescreened
again next school year.

Most Recent Hearing:

10/30/14Pure tone audiometry: Passed at 25 dB 1K, 2K, 4K both ears.

Statement of Health: Students school attendance has been good. As of 1/20/15, he was present for 82
days out of total 86 days of enrollment. He was absent for 4 days.
Student is a healthy boy who is 8 years 11 months old. He has not had any recent major accidents or
illnesses. Ms. ____ reports that he has digestive problems; he sometimes vomits when he runs, coughs,
and/or overeats. He also had a minor arm injury, and was in a cast for about 3 weeks.
Ms. ____ reports that she is in the process of applying for MediCal health insurance for him, and that
she will provide the school with health insurance information when available.
There are no medical concerns that require school educational health goals at this time.
Growth has occurred: Student is about at the 48th percentile in height and above the 95th percentile in
weight for a boy aged 8 years 8 months (as of 10/30/14). His Body Mass Index, or BMI, is 26.2 (above the
99th percentile for age and gender) which is in the obese weight range. BMI describes the relationship
between a persons height and weight. This also represents a disproportionate weight gain and BMI increase
during the past 12 months. See below.
Ms. ____ is aware of Students weight, and expressed concern about his large appetite, and frequent
desire for food. She hopes to meet with a nutritionist for guidance after Student has health insurance.
Date: 10/29/13
Date: 10/30/14

Ht: 49
Ht: 51

Wt: 78 lbs
Wt: 99 lbs

BMI: 22.6
BMI: 26.2

BMI Percentile: 98th


BMI Percentile: >99th

The Centers for Disease Control and Prevention (CDC) guidelines for children who may be obese states that
they are likely to have health related problems because of weight and should be seen by a healthcare
provider for further assessment. Obese children are more likely than normal weight children to become
overweight are or obese adults are. Overweight and obese adults are at higher risk for health complications
related to obesity, such as high blood pressure, diabetes, and high cholesterol. The goal for obese children
and adolescents is to reduce the rate of weight gain while allowing normal growth and development. Children
and teens should NOT be placed on a weight reduction diet without the consultation of a healthcare
provider. The full CDC informational report for Student was mailed to Ms. ____ on 1/29/15. It is
recommended that Student be encouraged to practice healthy weight habits by:

Educational Evaluation
____, Asahel
January 14, 2015

Page 2

Eating healthy foods, emphasizing food choice and portion control


Participating in physical activity on most (preferably all) day of the week
Limiting television viewing and computer use

Current Medications:

None

So that he may successfully access his educational curriculum, Student may require medications during the
school day, as ordered by the physician and authorized by the parent/guardian. The
school nurse communicates with the physician, parent/guardian, and school personnel regarding possible
effects of medication on Students physical, intellectual, and social behavior; signs and symptoms of adverse
side effects; omission; or overdose.
Immunizations: Immunizations are complete and current for his elementary school years. Students last
documented tetanus/diphtheria/pertussis immunization was given on 3/2/10, and is effective until the summer
before he enters 7th grade. At that time, he will need tetanus/diphtheria/pertussis (Tdap), and varicella
(chickenpox) booster shots.
Direct and indirect nursing services are available to Student tat school as part of his CCCOE program, a) to
assess and treat health events which may occur because of his mental and/or physical disabilities, and b) to
manage any acute or chronic health conditions which may impact Students progress toward his IEP goals.
Achievement Assessment Results/Teacher Report
Student was administered the Woodcock Johnson III Test of Achievement by Candace Monroe, his current
teacher, to obtain formal academic testing results for his triennial review. The results of the assessment
along with Mrs. Monroes teacher report follow.
Validity: The Woodcock Johnson III has been rigorously normed among students over the breadth of the
United States, with adequate samples to ensure statistical validity. The documentation to support these
statements is contained in an accompanying booklet that comes with the test booklet and protocols.
Testing Observations
Student was tested for several brief testing periods over a three week period. Testing was completed in the
school conference room. The conference room was quiet and well lit. Each session lasted between 10 to
30 minutes in the afternoon. Students performance was consistent during each session. During testing
sessions, he moved around in his chair often, played with all testing materials placed in front of him. He had
a positive attitude before, during and after each testing period. When testing, Student was excused from
classwork that he missed and received a cookie for each testing session that he completed with positive
effort. These motivators were offered at each session and seemed to affect Students positivity during each
testing period. The tests that are of concern are marked with an asterisk (*) on Table of Scores.
TABLE OF SCORES

Educational Evaluation
____, Asahel
January 14, 2015

Page 3

Woodcock-Johnson III Normative Update Tests of Achievement (Form B)


Woodcock Interpretation and Instructional Interventions Program, Version 1.0
Norms based on age 8-11
CLUSTER/Test

Raw

AE

ORAL LANGUAGE (Ext)


ORAL EXPRESSION
LISTENING COMP

481
485
478

6-9
6-6
6-10

5-4
4-8
5-9

8-4
8-9
8-0

BRIEF READING
BASIC READING SKILLS
BRIEF MATH

361
375
430

4-3
5-6
6-0

3-7
5-2
5-8

4-11
5-9
6-4

ACADEMIC APPS
ACADEMIC KNOWLEDGE
PHON/GRAPH KNOW

412
5-7
5-0
5-11
0/90
24 (17-31)
477
7-3
6-3
8-3
62/90
83 (78-89)
429
5-8
5-3
5-11
1/90
50 (42-59)
________________________________________

Letter-Word Identification
Story Recall
Understanding Directions
Calculation
Passage Comprehension
Applied Problems
Writing Samples
Word Attack
Picture Vocabulary
Oral Comprehension
Academic Knowledge
Spelling of Sounds
Sound Awareness

EASY

to

DIFF RPI

SS (68% Band)

GE

67/90
73/90
61/90

80 (77-83)
83 (78-88)
77 (72-82)

1.4
1.2
1.5

0/90
0/90
1/90

21 (17-25)
42 (37-48)
46 (40-51)

<K.0*
K.2
K.7

6
329
4-6 3-11
4-11
0/90
493
7-2
4-2
13-6
85/90
482
7-0 5-10
8-6
71/90
1
413
5-7 <5-7
5-11
0/90
4
393
3-10 3-2
5-2
0/90
22
446
6-8
6-2
7-2
7/90
2-A 397
5-2 <5-2
5-7
0/90
3
422
6-1 5-10
6-4
0/90
18
477
6-4
5-0
7-9
57/90
11
473
6-8
5-8
7-9
49/90
477
7-3
6-3
8-3
62/90
2
436 <4-11 <4-11
<4-11
1/90
12
461
5-9 4-10
6-8
25/90
________________________________________

34 (31-36)
89 (81-96)
83 (79-88)
20 (9-31)
28 (20-37)
71 (67-75)
10 (1-28)
63 (53-74)
84 (79-89)
82 (76-87)
83 (78-89)
14 (3-25)
59 (54-65)

STANDARD SCORES
DISCREPANCY
Significant at
DISCREPANCIES
Actual Predicted Difference
PR
SD
1.50 SD (SEE)
Oral Language/Achievement Discrepancies*
BASIC READING SKILLS
42
90
-48
<0.1 -3.81
Yes
ACADEMIC KNOWLEDGE
83
85
-2
43
-0.18
No
BRIEF READING
21
89
-68
<0.1 -5.56
Yes
BRIEF MATH
46
90
-44
<0.1 -3.22
Yes
*These discrepancies compare Oral Language (Ext) with Broad, Basic, and Brief ACH clusters
_______________________________________

K.3
1.9
K.4
<K.0*
1.9
1.7
K.3
<K.0*
1.4
<K.0*
K.8
1.0
1.4
1.9
<K.0*
K.5

Classroom Observations (Academic)


Students academic ability is highly dependent on his mood. When in a positive space or calm mood he is
focused and completes assignments. He is also able to follow along with class lessons and follow directions
during these times. Student often becomes frustrated. When frustrated, he has a hard time asking for help or
completing work. Class lessons are usually led by teacher instruction and group participation. Most lessons
involve students to break into a small group or work one-on-one with a teacher. During work periods, Student
will complete his work when he is in a positive mood, or if he has an opportunity to play with string. When he is
in a negative mood, Student will shut down and refuse to do anything. This may last for days.
Student is quick to say that he doesnt know or understand something that is being asked of him. Since he
inconsistently completes work and simple academic task, it is difficult to assess what he truly understands.
When working independently Student has the ability to recall or scan for necessary information in order to
complete assignments with 40% or greater accuracy.
Reading: Test results indicate that Students reading achievement including decoding, reading speed, phonics
and the ability to comprehend information is in the low average range for his age. Student is presently
performing at a kindergarten or below level. These results do match what is seen during the majority of class
time. Informal class assessment results show that Student knows 12 upper case letter names, 13 lower case
letter names and 15 letter sounds. He is able to read two of the Dolce preprimer sight words. However with
teacher assistance, Student is able to decode kindergarten and early first grade books.
Student often takes on reading tasks with a negative attitude. When asked to participate in a lesson with a
teacher or complete independently, Students ability level is highly dependent on his mood. When Student is
in a positive space, he is able to work independently and complete text assignments at his reading level with
75% accuracy or higher. When mentally prepared to work, Student can sound out words with teacher
assistance and use of a letter chart. When in a negative space he will push items off his desk and say he cant
read. This is often before he has even attempted the assignment on his own. During these times, Student is
unable to focus even with teacher help. Students spelling scores vary. When assessed in class he
demonstrated an improving spelling knowledge. Starting the year with only spelling and identifying letters, to
recently spelling primer sight words with 70% accuracy. However, when completing testing during the WJIII,
informal class assessments and on writing samples his spelling scores are low
Math: Test results for Students math ability varies slightly. Class assessments indicate Student is performing
between a late kindergarten and beginning 1st grade math level. However, the WJIII, indicate that he is
performing between a kindergartener in their third month of school (K.3) and a middle of 1st grade level. On
the WJIII, Student scored higher (1.4 GE) on the applied problems portion of the assessment. This
corresponds with class observations. When a math scenario is verbally explained to Asahel, he can more
efficiently analyze and solve the math problem on his own. When math equations are written numerically with
no verbal explanation, Student will often quickly exclaim that he does not know what to do.
During scaffold class lessons, Student follows along and contributes answers 80% of the time. When working
one-on-one or independently he is able to independently complete work with 80% accuracy or higher. One
area of need for Student that was observed both on the WJIII and in class is his math fluency. Student
struggles to complete basic math computations with fluency. He often forgets the meaning of math symbols (+,
=, -) as well as printed numbers. To recall numbers, Student often counts with his fingers or manipulatives to
remind himself. 95% of the time Student uses a number line for visual reminders.
Writing: Test results indicate Students ability to produce written text with correct spelling and fluency is in the
low average range. In class, Student completes written assignments through dictation and rewriting.
Handwriting is difficult for Student he often refuses to attempt or complete assignments and it can be difficult
for both staff and Student to reread what he has written. Student works on weekly writing journals with staff
assistance.

Should I write something up about understanding directions and academic knowledge? Those were two of his
highest scores.
Classroom Observations (Behavioral)

Student is now in the 2nd grade at the Marchus Counseling and Education Program. He began Marchus
School during his Kindergarten year. Student is a kind, funny, and creative young man. He enjoys creating
things, playing games and overall having fun. Student struggles with understanding when to save fun for
appropriate times. He often becomes fixated on a piece of string, small object or paper material. He has a
hard time transitioning from one class time activity to the other. Student also struggles during class when he is
silly, wants to tell a long personal story or upset. During these times he has difficulty keeping is hands and
other body parts to him and accepting feedback from staff about expected classroom behaviors.
When Student is feeling frustrated or upset he will often yell at students and staff, refuse to do any work or
follow a directive, he may also destroy materials that are around him. On several occasions, he has tipped
over chairs and hit staff when he receives directions and/or consequences that he does not like or agree with.
Student can often be seen cutting or ripping paper into small pieces, rocking back and forth, consistently
touching, pulling and poking at objects and people, and attempting to obtain food. He has an obsession for
strings and small items. He will cut any string he finds and keep small objects hidden in his pockets and pencil
box.
Summary and Recommendations: Student is working on developing expected classroom behavior both
socially and academically. His ability to apply academic skills is limited based on his inability to control his
mood. He is working on using self-control skills when feeling frustrated or silly. Staff support is essential for
him; he needs prompts to get started, stay on task and to work independently. He benefits from the structure
and support provided by the Counseling and Education Program. He benefits from guided lessons that move
at a slower pace, allow him time to process information, and manage his feelings. The focus of his program
should be to continue to develop his ability to ask for help and to manage his feelings especially when upset or
silly. This will increase his ability to demonstrate expected classroom and social behavior. This focus will
improve his ability to be successful in a mainstream environment and his knowledge of grade level materials.

Student may benefit from explicit instruction in phonics. Student may need to be explicitly taught the
relationship between each of the sounds (phonemes) and the letters (graphemes) and how to blend
the sounds together to pronounce words.
Teaching Student how to analyze the sounds within words may increase his ability to spell words
phonemically. For example, Student would be instructed to divide a word's pronunciation into its
sound segments by raising a finger with each beat and then announcing the number of beats (e.g.,
"ta-ble has two beats"). Correct responses would be modeled and practiced if incorrect. Sound
segments of words (e.g., syllables) would be spoken by the teacher and Student would indicate the
correct segment of the printed word by framing the segment with the thumbs; corrective feedback
would be provided.
Daily practice may be effective in helping Student develop phonological awareness skills. Create a
fun and playful environment that incorporates attention to sounds and words in the daily activities.
Represent sounds with concrete objects, such as blocks, tiles, or felt squares. Teach Student to add,
delete, substitute, and rearrange sounds using manipulatives, such as blocks or poker chips. After
Student can correctly manipulate sounds with these types of objects, transition to using letters or
letter tiles to represent the sounds.

Encourage Student and his parents to spend time reading every day outside of school.
Linking new facts to Students prior knowledge about the topic may increase inferential
comprehension. Using a series of questions, the teacher activates Students prior knowledge and
then models making predictions using a think aloud approach. The KWLS strategy uses a chart to
help students organize information into four categories: (1) Know--what they already know about the
topic; (2) Want to know--what they want or need to learn from reading; (3) Learned--what they
learned from reading; and (4) Still need to learn--what additional information they still need on the
topic.
Math instruction presented within the middle to late kindergarten range will likely produce the greatest
gains for Asahel.
Use of manipulatives is essential for building conceptual understanding of math operations.
Manipulatives will help Student understand and apply math ideas, thereby increasing his accuracy
and mental representations.
Use of a concrete-representational-abstract sequence insures that Student understands the
computation or fact by first using manipulatives, then drawing representations (pictures or tallies) of
the problem, and finally solving the problem with actual numbers.

Candace Monroe, Special Education Teacher

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