CORONA-NORCO UNIFIED SCHOOL DISTRICT

DEPARTMENT OF PUPIL SERVICES

2820 Clark Ave.
Norco, CA 92860
(951) 736-5167, Fax (951) 736-8202

CONFIDENTIAL PSYCHO-EDUCATIONAL EVALUATION

________________________________________________________________________
STUDENT: Lucy Tallarita
DATE OF BIRTH: 03/08/2005
SCHOOL: Harada Elementary School
AGE: 11
STUDENT I.D. #: 492738
GRADE: 5
PRIMARY LANGUAGE: English
PARENTS: Robert Tallarita & Patricia Tallarita
ADDRESS: 5972 Perry Dr. Eastvale, CA 92880
CELL PHONE #: (951) 123-4567
ASSESSMENT COMPLETED BY:
SCHOOL PSYCHOLOGIST: Robert Garcia
SCHOOL PSYCHOLOGIST INTERN: Gerardo Sanchez
RESOURCE SPECIALIST: Avis Watts
CLASSROOM TEACHER: Lisa Muller
VICE PRINCIPAL: Erica Jenson
PRINCIPAL: Keith Adams
REPORT DATE: 4/15/16

REASON FOR REFERRAL

This initial psychoeducational assessment for Lucy was completed per parent request on
01/08/2016. This evaluation was completed with the intention of assessing Lucy for a
Specific Learning Disability (SLD), her current levels of functioning, and for purposes of
future educational planning. An assessment plan was developed on 1/14/16 and returned
to the school signed on 1/21/16.
BACKGROUND INFORMATION
Educational Information Lucy attended Vandermolen Fundamental Elementary in the
Corona/Norco Unified School District from kindergarten through April 26th of her second
grade year before transferring to Harada Elementary on May 1st the same academic
school year. Lucy is currently enrolled in the fifth grade and has been at Harada
Elementary for three years.
Parent Interview (4/5/16) Lucys mother reports concerns that Lucy has been placed in
intervention as well as weekly tutoring, and continues to struggle in all subjects. She is
concerned about her lack of progress. This was also the case in 4th grade. In Mrs.
Tallaritas written request for a psychoeducational evaluation, she stated that Lucy suffers
from anxiety and is currently seeing a therapist through her medical provider at Kaiser

Psychoeducational Report: Lucy Tallarita

Permanente. Mrs. Tallarita stated that Lucy struggles with math despite the help her and
her husband provide to Lucy. Lucy has also received tutoring in the past and options were
spoken about for more tutoring at home. Mrs. Tallarita mentioned that Lucy appears to
shut down at times when it comes to math. Lucys therapist stated to Mrs. Tallarita to let
her do it on her own. Mrs. Tallarita stated that Lucy was the product of a normal
pregnancy and that she is not taking medication for her anxiety. She also mentioned that
Lucy is self-conscious about being pigeon-toed. Lucy does stretches to correct, and Mrs.
Tallarita is looking for a new pediatrician with the hope of being able to utilize corrective
braces.
Teacher Interview (Lisa Muller 4/4/16) Mrs. Muller stated that Lucy is a very sweet and
polite young lady. She notices that Lucy works well and displays more confidence in
small groups (intervention groups). Lucy struggles with reading comprehension, reading
fluency, and math retention. Lucy does not advocate for herself in the classroom, but will
ask for help before school when there are not that many students present. Lucy also has
trouble initiating work on her own. Mrs. Muller notices that Lucy has difficulty
sustaining attention and that she fidgets with consistency. At the beginning of the year,
Mrs. Muller noticed that Lucy displayed somatization issues and is sometimes
overwhelmed with anxiety in class that she appears to experience the onset of panic
attacks.
Student Interview Lucy stated that she lives with her mother, father, and two sisters
who are 18 and 4. She mentioned that she was about to get a pet Gecko. Lucy reported
that going to college was important to her because she wanted to be a veterinarian in the
future. She said that her favorite subject was science and her least favorite subject was
math. In further conversation, she expressed that her favorite food is Macaroni and
cheese, her favorite dessert is Mint ice cream, and that her favorite movie is the Lion
King. Lucy was asked if she could have three wishes what they would be and she
responded by stating that her first wish would be that she was better in math, her second
wish was to get a Draft horse, and her third wish would be to do better in school overall.
Health and Development Lucy passed her most recent hearing and vision (with
corrective lenses, Right eye 20/30 and Left eye 20/25) screenings on 8/6/15. Current
school records do not indicate the presence of any medical problems that might affect
Lucys ability to learn in the school setting.
RECENT GRADES

Psychoeducational Report: Lucy Tallarita

TESTING

Psychoeducational Report: Lucy Tallarita

Test

Taken Date

Grade

Scores

Pass

TESTING SUMMARY
During Lucys fourth grade year assessments, she received Level 1 and 2 scores for
English Language Arts and Mathematics. The score descriptions are as follows:
The Level 2 scores indicate that a student demonstrates partial understanding of and
ability to apply the English language arts and literacy (mathematics) knowledge and skills
needed for success in college and careers, as specified in the Common Core State
Standards.
The Level 1 scores indicate that a student demonstrates minimal understanding of and
ability to apply the English language arts and literacy (mathematics) knowledge and skills
needed for success in college and careers, as specified in the Common Core State
Standards.
ATTENDANCE

TESTS ADMINISTERED
Review of Records
Student Observation/Interview
Parent/Teacher Interviews
Woodcock-Johnson Tests of Cognitive Abilities Fourth Edition (WJ-IV COG)
Woodcock-Johnson Tests of Achievement Fourth Edition (WJ-IV ACH)
Woodcock-Johnson IV Tests of Oral Language (WJ-OL)
Wide Range Assessment of Memory and Learning Second Edition (WRAML-II)
Developmental Test of Visual-Motor Integration (VMI)
COGNITIVE DEVELOPMENT/LEARNING ABILITY
Standard
Score

Scaled
Score

>130
120-129
110-119
90-109
80-89

>16
14-15
12-13
8-11
6-7

70-79

4-5

<70

<3

Interpretation
Extremely Above Average/Normative
Strength/Intellectually Gifted Range
Well Above Average/Normative Strength
Above Average/Strength
Average
Below Average/Weakness (85-89)
Well Below Average/Normative Deficit/
Possible Intellectual Disability (<75)
Extremely Below Average/Normative
Deficit/Intellectual Disability Range

Psychoeducational Report: Lucy Tallarita

The results presented in this report were compiled from tests that do not share a common
norm group; however, test results have been interpreted following the Cross-Battery
Approach (XBA) and integrated with data from other sources including educational
records, parent/teacher interviews, behavioral observations, work samples, and other test
findings to ensure ecological validity. Standardization was followed for all test
administrations. No single test or procedure was used as the sole criterion for
classification, eligibility or educational planning. Unless otherwise noted, the results of
this evaluation are considered a reliable and valid estimate of Lucys demonstrated skills
and abilities at this time.
TABLE OF SCORES
Woodcock-Johnson IV Tests of Cognitive Abilities (Norms based on age 11-0)
CLUSTER/Test
GEN INTELLECTUAL ABIL
Gf-Gc COMPOSITE
COMP-KNOWLEDGE (Gc)
COMP-KNOWLEDGE (Ext)
FLUID REASONING (Gf)
S-TERM WORK MEM (Gwm)
COG PROCESS SPEED (Gs)
AUDITORY PROCESS (Ga)
L-TERM RETRIEVAL (Glr)
VISUAL PROCESSING (Gv)
AUDITORY MEMORY SPAN
NUMBER FACILITY
PERCEPTUAL SPEED
VOCABULARY
COGNITIVE EFFICIENCY
COG EFFICIENCY (Ext)
Oral Vocabulary
Number Series
Verbal Attention
Letter-Pattern Matching
Phonological Processing
Story Recall
Visualization
General Information
Concept Formation
Numbers Reversed
Number-Pattern Matching
Nonword Repetition
Visual-Auditory Learning
Picture Recognition
Pair Cancellation
Memory for Words

SS (68% Band)
86 (82-90)
91 (87-94)
91 (87-95)
89 (86-93)
93 (89-96)
82 (77-88)
98 (92-104)
79 (75-83)
85 (81-89)
110 (105-116)
78 (74-82)
94 (88-99)
103 (95-110)
92 (87-96)
86 (79-93)
94 (89-99)

PR (68% Band)
18 (11-26)
27 (20-34)
27 (19-37)
24 (17-32)
31 (23-41)
12 (6-21)
45 (31-61)
8 (5-13)
16 (10-24)
75 (62-85)
7 (4-11)
34 (21-48)
57 (38-74)
29 (19-40)
18 (8-32)
34 (23-47)

97 (91-102)
87 (83-92)
95 (89-101)
97 (88-105)
81 (76-87)
74 (69-80)
101 (95-106)
88 (83-93)
101 (97-105)
76 (70-83)
109 (101-117)
84 (80-89)
99 (95-103)
116 (108-124)
100 (95-106)
84 (78-90)

42 (28-56)
20 (12-30)
37 (23-53)
41 (21-63)
10 (5-19)
4 (2-9)
52 (38-66)
21 (13-32)
53 (42-64)
6 (2-13)
73 (52-88)
15 (9-23)
48 (38-59)
86 (71-95)
51 (36-65)
15 (8-25)

Supplemental:
The WJ-IV yields an estimate of global intellectual functioning called the Global
Intellectual Ability (GIA) Cluster. Lucys performance on the Global Intellectual Ability
Cluster was in the Below Average range with a standard score of 86. Upon examining this
score with Cross-Battery Assessment (XBA) procedures it was determined that this

Psychoeducational Report: Lucy Tallarita

appears to be a valid estimate of her true ability. These cognitive scores were examined in
accordance with the Cross-Battery Assessment (XBA) principles including the Dual
Discrepancy/Consistency (DD/C) methodology which is consistent with the Individuals
with Disabilities Education Act (IDEA, 2004/06) definition of Specific Learning
Disability (Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C.; 2013). In this assessment,
selected subtests were systematically combined to estimate Lucys performance in seven
areas of cognitive functioning including comprehension-knowledge, short-term memory,
visual processing, auditory processing, long-term storage and retrieval, fluid reasoning
and processing speed. Flanagan et al., (2013) offers the following definitions of these
areas:
Crystallized-Knowledge is defined as the depth and breadth of knowledge and skills that
are valued by ones culture. Her standard score in this area was 91 placing her in the
Average range.
Long-Term Storage and Retrieval is defined as the ability to store, consolidate, and
retrieve information over periods of time measured in minutes, hours, days, and years.
Lucy performed in the Well Below Average range as seen here with a standard score of
76 (based on the DMIA v2.0 software program). It is important to note that the two first
subtests administered (Story Recall and Visual-Auditory Learning) resulted in discrepant
scores with a standard deviation greater than one. An additional subtest (Retrieval
Fluency WJ-OL) was administered to provide a more accurate overall estimate of Lucys
Long-Term Storage and Retrieval abilities.

Visual Processing is defined as the ability to make use of simulated mental imagery
(often in conjunction with currently perceived images) to solve problems. Lucy
performed in the Average range as seen here with a standard score of 104 (based on the
DMIA v2.0 software program). It is important to note that the two first subtests
(Visualization and Picture Recognition) administered yielded discrepant scores equal to

Psychoeducational Report: Lucy Tallarita

one standard deviation. An additional subtest (Picture Memory- WRAMML2) was

administered to provide a more accurate overall estimate of Lucys Visual Processing
abilities.

Auditory Processing is defined as the ability to detect and process meaningful nonverbal
information in sound. Lucys standard score in the area of Auditory Processing was in
the Low Average range as seen here with a standard score of 86 (based on the DMIA v2.0
software program).

Psychoeducational Report: Lucy Tallarita

Fluid Intelligence is defined as the deliberate but flexible control of attention to solve
novel, on-the-spot problems that cannot be performed by relying exclusively on
previously learned habits, schemas, and scripts. Lucys standard score in Fluid
Intelligence was 93 placing her in the Average range.
Processing Speed is defined as the ability to perform simple, repetitive cognitive tasks
quickly and fluently. Lucy performed in the Above Average range with a standard score
of 110.
Short-Term Memory is defined as the ability to encode, maintain, and manipulate
information in ones immediate awareness. Lucys standard score in the area of ShortTerm Memory was in the Well Below Average range as seen here with a standard score of
76 (based on the DMIA v2.0 software program). It is important to note that the two first
subtests (Verbal Attention and Numbers Reversed) administered yielded discrepant scores
greater than one standard deviation. An additional subtest (Nonword Repetition WJ-IV
COG) was administered to provide a more accurate overall estimate of Lucys ShortTerm Memory abilities.

SENSORY-MOTOR
Psychomotor Abilities (Gp) are defined as the ability to perform physical body motor
movements (e.g., movement of fingers, hands, and legs) with precision, coordination, or
strength. Lucy participates in regular physical activities suggesting adequate gross motor
functioning. On The Developmental Test of Visual-Motor Integration, Lucy yielded a
standard score of 91 indicative of Average psychomotor development. Lucy provided
writing samples that were legible with consistent letter formation and height. She also
provided a freehand drawing of a dog that had three dimensional qualities.

Psychoeducational Report: Lucy Tallarita

ACADEMIC ACHIEVEMENT
Woodcock-Johnson IV Tests of Achievement Form A and Extended (Norms
based on age 11-0)
CLUSTER/Test
READING
BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
READING FLUENCY
MATHEMATICS
BROAD MATHEMATICS
MATH CALCULATION SKILLS
MATH PROBLEM SOLVING
WRITTEN LANGUAGE
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION
ACADEMIC SKILLS
ACADEMIC FLUENCY
ACADEMIC APPLICATIONS
BRIEF ACHIEVEMENT
BROAD ACHIEVEMENT
Letter-Word Identification
Applied Problems
Spelling
Passage Comprehension
Calculation
Writing Samples
Word Attack
Oral Reading
Sentence Reading Fluency
Math Facts Fluency
Sentence Writing Fluency
Reading Recall
Number Matrices
Editing

SS (68% Band)
89 (86-92)
90 (87-93)
98 (95-101)
85 (82-89)
90 (86-95)
95 (92-98)
94 (91-97)
95 (92-99)
90 (87-94)
98 (95-101)
98 (95-101)
93 (90-96)
105 (101-110)
92 (90-95)
93 (89-96)
95 (92-98)
90 (88-93)
93 (91-95)

PR (68% Band)
23 (18-30)
25 (18-32)
44 (36-51)
16 (11-23)
26 (18-36)
37 (29-46)
34 (27-41)
37 (29-46)
25 (19-34)
45 (37-53)
44 (37-52)
32 (25-40)
64 (52-76)
31 (25-36)
31 (24-40)
37 (29-45)
26 (21-32)
32 (27-36)

92 (89-96)
92 (88-97)
89 (86-93)
86 (81-90)
98 (94-102)
110 (105-116)
107 (101-113)
89 (85-93)
92 (87-97)
93 (88-98)
97 (91-103)
88 (84-92)
90 (85-94)
98 (93-103)

30 (23-38)
30 (20-41)
24 (18-32)
17 (10-26)
46 (35-57)
76 (64-85)
67 (52-80)
23 (16-32)
31 (20-43)
32 (21-44)
42 (28-58)
22 (15-31)
25 (16-35)
45 (33-58)

Lucy was assessed in terms of her academic abilities with regard to Reading and Writing
(Grw) and Quantitative Knowledge (Gq). According to Flanagan et al., (2013), Grw is
defined as the depth and breadth of knowledge and skills related to written language. Gq
is defined as the depth and breadth of knowledge related to mathematics. Her scores
appear to indicate that overall academic skills range from Below Average to Average. A
significant discrepancy does not exist between her estimated ability and academic
achievement at > 1.5 standard deviations.
Lucy performed in the Average range as seen here with a standard score of 90 (based on
the DMIA v2.0 software program). It is important to note that the two first subtests
(Letter-Word Identification and Word Attack) administered yielded discrepant scores

Psychoeducational Report: Lucy Tallarita 10

equal to one standard deviation. An additional subtest (Oral Reading-WJ-IV ACH) was
administered to provide a more accurate overall estimate of Lucys Basic Reading Skills.

Her Reading Comprehension skills were in the Below Average range (SS=86) suggesting
she has some difficulty understanding the overall meaning of a passage. Reading Fluency
or Reading Speed (RS) is defined as the rate at which a person can read connected
discourse with full comprehension where Lucy scored in the Average range (SS=90).
Math Calculation, which involves basic arithmetic and general calculations, was in the
Average range (SS=95). Her Math Reasoning ,where Lucy is required to solve word
problems and understand higher level math concepts, was in the Average range (SS=90).
Lucys Basic Writing skills were in the Average range (SS=93) that involves spelling,
grammar, and punctuation. Lucy had Written Expression skills, which is the ability to
generate coherent and well-structured writing passages that fell within the Average range
(SS=105).
INTERPRETATION
The Pattern of Strengths and Weaknesses Analyzer (PSW-A v1.0) software program was
used to determine if Lucys pattern of strengths and weaknesses is not consistent with a
specific learning disability in the area of reading/mathematics/writing. The following data
were entered into the PSW-A: Gc composite of 91; Gf composite of 93; Glr composite of
76; Gsm composite of 76; Gv composite of 104; Ga composite of 86; and Gs composite
of 110. All scores were considered to contribute meaningfully to Lucys overall cognitive
ability, particularly for the purpose of performing grade-level academic tasks, with the
exception of Glr, Gsm. Therefore, Lucys aggregate of cognitive strengths (or Intact
Ability estimate) was based on her performances in the areas of Gc, Gv, Ga, and Gf and
Gs. As seen here in the analysis of Lucys strengths and weaknesses, her performance
pattern is marked by generally average ability to think and reason relative to same age

Psychoeducational Report: Lucy Tallarita 11

peers with a Facilitating Cognitive Composite (FCC=93). A domain specific deficit in Glr
or Gsm was not found to be statically significant meaning that her scores are not
considered to be considerably lower than expected when compared to her overall
cognitive ability. Therefore, Lucys pattern of strengths and weaknesses is not consistent
with a specific learning disability. Note that absenteeism, hearing loss, visual impairment,
health is not considered a primary cause of Lucys difficulties. However, Lucys anxiety
affects her ability to maintain attention. Parent reported that Lucy suffers from anxiety
and is currently seeing a therapist through her medical provider at Kaiser Permanente.
Lucys anxiety is one factor that may affect her ability to access the general education
curriculum. Observations, interviews, assessments, and attendance provide data to
substantiate that Lucy is affected by her anxiety. The analysis of Lucys pattern of
strengths and weaknesses based on the PSW-A v1.0 is included below:

OBSERVATIONS/SOCIAL-EMOTIONAL FUNCTIONING
As a part of this assessment Lucy was observed in multiple settings.
Classroom Observation (4/4/16): This observation was conducted in Mrs. Mullers fifth
grade general education classroom from 9:10 to 9:45am. There were 33 students in the
classroom and Lucy was seated close to the entrance on the left side of the room with a
male peer to her left and a female peer to her right. The class was just finishing
reviewing math work that involved division when the observation started. The class
transitioned into a writing assignment about a state report. Lucy followed Mrs. Mullers
instructions during the transition. She communicated with her peers during the transition,
but no more so than her peers. She attended to the task at hand, but would look up
intermittently to look at her environment or the observer. Lucy was immediately aware

Psychoeducational Report: Lucy Tallarita 12

of the observers presence. She looked in the observers direction a total of 26 times
during the 35 minute observation and she looked around at her environment 16 times
during the same observation time frame. Occasionally, she looked at her peers work to
see their progress. Lucy was observed fidgeting with her fingers as well as repeatedly
rubbing her ears. During this 35 minute observation, Lucy was timed for on and off task
behaviors for a total of 20 minutes. She remained on task 93% of the time or 18 minutes,
46 seconds.
Playground Observation (4/4/16) This observation was conducted from10:50 to
11:05am. Lucy walked side by side with a female peer from the classroom, through the
playground, and onto the field. As Lucy passed the observer she waved and said hello.
Lucy and her friend were accompanied by two other female students on the field. Lucy
was interacting verbally, laughing, smiling, and jumping with her peers. Her behavior
mirrored the behavior of the other students. When the bell rang, she froze in place and
walked back to line up with the other students. Occasionally, Lucy would look back to
see if the observer was looking in her direction. This occurred five times during the 15
minute observation.
Testing Session- During the interview, it was apparent that Lucy was somewhat anxious
because she would shy away from making direct eye contact and she was fidgeting with
her fingers the majority of the time. When asked if she was nervous, she stated that she
was nervous. When asked if she knew why, she stated that she did not know what to
expect and that she did not know the assessor. After the initial testing session, Lucy made
more eye contact and the fidgeting of her fingers decreased, but was not eliminated. Lucy
was asked if she was still nervous and she stated that she was not. When asked why not,
she stated that she had an idea of what she would be doing and that she had already met
the assessor. Lucy was friendly while working one on one during the interview and
testing process. She shared information about her family and interests in addition to
completing all tasks asked of her. There was no evidence from previous teacher reports or
cumulative records, which indicate that Lucy lacks the necessary skills to behave in a
socially appropriate manner.
ADAPTIVE
Behavior Assessment Scale for Children Third Edition (BASC-3)
This report is based on Lisa M. Mullers rating of Lucys behavior using the BASC-3
Teacher Rating Scales form. The narrative and scale classifications in this report are
based on T scores obtained using norms. 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 monitoring.

Psychoeducational Report: Lucy Tallarita 13

Behavior Assessment Scale for Children Third Edition (BASC-3)

This report is based on Patricia Tallaritas rating of Lucys behavior using the BASC-3
Parent Rating Scales form. The narrative and scale classifications in this report are based
on T scores obtained using norms. 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 monitoring.

Psychoeducational Report: Lucy Tallarita 14

Adaptability
Anxiety

The ability to adapt readily to changes in the environment

The tendency to be nervous, fearful or worried about real or imagined problems

Aggression

The tendency to act in a hostile manner (either verbal or physical) that is threatening to others

Attention Problems:
Atypicality:
Conduct Problems:
Depression:
Hyperactivity:
Learning Problems:
Somatization:

The tendency to be easily distracted and unable to concentrate more than momentarily
The tendency to behave in ways that are immature, considered odd
The tendency to engage in antisocial and rule-breaking behavior, including destroying property
Feelings of unhappiness, sadness, and dejection; a belief that nothing goes right
The tendency to be overly active, rush through work or activities, and act without thinking.
The presence of academic difficulties, particularly in understanding or completing schoolwork
The tendency to be overly sensitive to, experience, or complain about relatively minor physical problems and
discomforts.
The tendency to evade others to avoid social contact

Withdrawal:

Psychoeducational Report: Lucy Tallarita 15

Leadership:
Social Skills:

The skills associated with accomplishing academic, social, or community goals, including, in particular, the ability
to work well with others.
The skills necessary for interacting successfully with peers and adults in home, school, and community settings

Activities of Daily Liv.

The skills associated with performing basic everyday tasks in an acceptable and safe manner.

Func. Communication

The ability to express ideas and communicate in a way others can easily understand.

Anger Control

The tendency to become irritated and/or angry quickly and impulsively, coupled with an inability to regulate affect and
self-control.

Devel. Soc. Disorders

The tendency to display behaviors characterized by deficits in social skills, communication, interests and activities;
such behaviors may include self-stimulation, withdrawal, and inappropriate socialization.

Executive Functioning

The ability to control behavior by planning anticipating, inhibiting or maintaining goal-directed activity and by reacting
appropriately to environmental feedback in a purposeful, meaningful way.

Negative Emotionality

The tendency to react in an overly negative way and to any changes in everyday activities or routines.

Study Skills

The skills that are conducive to strong academic performance, including organizational skills and good study habits.

Resiliency

The ability to access both internal and external support systems to alleviate stress and overcome adversity.

Bullying
Emot. Self-Control

The tendency to be intrusive, cruel, threatening, or forceful to get what is wanted through manipulation or coercion.
The ability to regulate ones affect and emotions in response to environmental changes.

LANGUAGE
Lucys primary language is English. The Oral Expression Cluster of (SS=74). The WJ-IV
can be used as a measure of expressive language. She scored in the Well Below Average
range when compared with her same-aged peers.
ELIGIBILITY CRITERIA
30 EC 56337 - Definition of "Specific Learning Disability" & Determining Whether a
Pupil Has a Specific Learning Disability: 56337. (a) A specific learning disability, as
defined in Section 1401(30) of Title 20 of the United States Code, means a disorder in
one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or perform mathematical calculations. The term "specific
learning disability" includes conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental aphasia. That term does not
include a learning problem that is primarily the result of visual, hearing, or motor
disabilities, of intellectual disabilities, of emotional disturbance, or of environmental,
cultural, or economic disadvantage. (b) Notwithstanding any other law and pursuant to
Section 1414(b) (6) of Title 20 of the United States Code, in determining whether a pupil
has a specific learning disability as defined in subdivision (a), a local educational agency
is not required to take into consideration whether a pupil has a severe discrepancy
between achievement and intellectual ability in oral expression, listening comprehension,
written expression, basic reading skill, reading comprehension, mathematical calculation,

Psychoeducational Report: Lucy Tallarita 16

or mathematical reasoning. (c) In determining whether a pupil has a specific learning
disability, a local educational agency may use a process that determines if the pupil
responds to scientific, research-based intervention as a part of the assessment procedures
covered in Sections 300.307 to 300.311, inclusive, of Title 34 of the Code of Federal
Regulations (Appendix A).
Lucys performance was examined using the Cross-Battery Assessment Pattern of
Strengths and Weaknesses Analyzer (XBA PSW-A v1.01). A generally average cognitive
ability profile, despite specific deficits in certain cognitive areas, is necessary in some
procedures for determining a specific learning disability. Based upon a comparative
analysis of the assessed cognitive and achievement scores with the Flanagan, D.P., Ortiz,
S.O., and Alfonso, V.C. (2013) Dual Discrepancy/Consistency (DD/C) model, a
significant discrepancy does not exist between general intellectual ability and academic
achievement; When Lucys strengths are analyzed together with her weaknesses in
academic areas and related cognitive processes, it is clear that her performance is not
marked by a pattern of strengths and weaknesses that is consistent with an Specific
Learning Disability.
Lucy has been assessed as having Below Average functioning in the following basic
psychological processes:
Attention (Gsm; Gs) - The ability to attend to a stimulus (alertness, coming to attention),
to discriminate among and respond to stimuli (stimulus selection, decision making), to
focus on a stimulus and maintain attention.
Association (Glr) - The ability to see similarities, correspondence among stimuli.

Article 3.1. Individuals with Exceptional Needs (Section 3030) Eligibility Criteria for
Other Health Impairment (f) A pupil has limited strength, vitality or alertness, due to
chronic or acute health problems, including but not limited to a heart condition, cancer
leukemia, rheumatic fever, chronic kidney disease, cystic fybrosis, severe hematological
disorders such as sickle cell anemia and hemophilia which adversely affects a pupils
educational performance. In accordance with Section 56206(e) of the Education Code,
such physical disabilities shall not be temporary in nature as defined by Section 3001(v).
Yes X

No __

Lucy suffers from anxiety and is currently seeing a therapist through her medical provider
at Kaiser Permanente. This continues to impact her alertness and ability to access the
general education curriculum. The IEP Team needs to address Lucys eligibility, needs,
and placement. Her difficulty within the learning environment does not appear to be due
to unfamiliarity with the English language nor to any temporary physical disability,

Psychoeducational Report: Lucy Tallarita 17

discipline problem, environmental, economic or cultural factor. The test measures
administered were chosen to be non-discriminatory based on language, ethnicity, gender,
or socio-economic status.
This assessment was completed in accordance with Education Code 56001(j):
Procedures and materials for assessment and placement of individuals with exceptional needs shall be
selected and administered so as not to be racially, culturally, or sexually discriminatory. No single
assessment instrument shall be the sole criterion for determining the placement of a pupil. The procedures
and materials for assessment and placement shall be in the individuals mode of communication.
Procedures and materials for use with pupils of limited-English proficiency shall be in the individuals
native language. All assessment materials and procedures shall be selected and administered pursuant to
Section 56320.
In accordance with Education Code 56320, the following considerations have been made with regard to
procedures and materials to ensure compliance with all federal and state regulations.
All tests were administered in the pupils primary language or through the use of an interpreter. All test
materials have been validated for the specific purpose for which they were used. All test materials were
administered by trained personnel in conformance with the instructions provided by the producer of these
tests. Tests and other assessment materials include those tailored to assess specific areas of educational
need and not merely those that are designed to provide a single general intelligence quotient. Tests were
selected that provide results that accurately reflect the pupils aptitude and achievement and are not
influenced by impaired sensory, manual, or speaking skills.

SUMMARY
Lucy, who is 11 years old, was assessed as a component of her triennial evaluation. Lucy
was found to have Below Average processing in the areas of Attention (Gsm), and
Association (Glr). A significant discrepancy does exist between her intellectual ability
and her academic achievement because her processing deficits were not found to be
significantly lower than her overall cognitive ability. Therefore, she does not meet the
eligibility criteria as a student with a Specific Learning Disability (SLD) according to the
Dual Discrepancy/Consistency (DD/C) model. Lucy was found to meet the eligibility
criteria as a student with an Other Health Impairment (OHI) due to her Anxiety and
attention abilities as a result of her anxiety. These results appear to be a valid and reliable
measure of her abilities at this time. She showed diverse strengths and weaknesses across
intellectual areas, with verbal abilities falling in the Average range. Overall, Lucy
obtained an (FCC=93), which is in the Average range. Academic skills range from Below
Average to Average. The IEP Team needs to review these findings, review current
academics, determine eligibility, and recommend the most appropriate placement and
interventions to meet Lucys educational needs in the least restrictive environment.
RECOMMENDATIONS
The following recommendations are offered to the IEP Team:
1. Refer to IEP Team for Appropriate Program/Placement.
2. Break assignments into small segments so Lucy will be able to achieve success.
3. Consider placement in general education classes with special education support, in
which limits and reasonable expectations are consistently enforced.
4. Consider a multi-sensory approach to academic instruction. Work with smaller bits of
information at a time. Decrease the pace of presentation.

Psychoeducational Report: Lucy Tallarita 18

5. Consistent use of praise and reinforcement for appropriate school behaviors.
6. Mather & Jaffe (2002) offer the following suggestions to assist with
Attention Problems:
Seat Lucy close to the teacher so that she may help her to remain on task or to
return to task. The proximity of the teacher will help her stay involved in teacherdirected and interactive tasks and make it easier for the teacher to make frequent
contact and provide feedback during independent work.

Circulate through the classroom, in a random path, between the tiers or pods of
desks, during all types of activities. This facilitates more frequent contact with the
student while at the same time increasing the frequency of your physical
proximity to other students. Moreover, teacher movement helps students remain
on task by heightening their awareness that you are likely to be at any student's
desk next.

Provide preferential seating. Seat Lucy away from possible distractions, such as
the air conditioner, the window, or a talkative student.

Schedule more cognitively demanding classes in the morning, leaving electives,

more active classes, or classes that hold special interest for Lucy in the afternoon.

Students with ADHD generally do well with calm and well-organized teachers
who use daily routines and positive, consistent behavior management techniques,
who are comfortable accommodating individual needs, who can correct without
being critical, and are knowledgeable or willing to learn about the behavioral
characteristics associated with ADHD [or other behavioral disorders.]

Encourage Lucy to ask for clarification and repetition of instructions.

Make sure you have eye contact with Lucy before speaking to her or giving oral
instructions.
When giving instructions for an activity, provide enough time for Lucy to
accomplish each step before going on. For example, wait until she has found the
correct page in a text before explaining the task.
Make oral instructions clear and concise. Simplify complex instructions and avoid
multiple commands.
Explain all the instructions clearly before allowing Lucy to start any assignment.
Methods for helping to clarify the instructions for Lucy and the group include:
having Lucy or another student repeat the instructions to the group; modeling the
activity before having students start; or pretending to model the activity and
asking the students to try and catch you in mistakes. Make mistakes deliberately,
and, when caught, ask, What did I do wrong? What was I supposed to do?
To counteract Lucy's tendency to forget to follow the second and third instruction
within a set on worksheets, have her highlight each instruction in a different color.
Each time she completes one, she checks it off.

Psychoeducational Report: Lucy Tallarita 19

Talk her through a set of multiple instructions so that she can break the task down
into do-able steps. Help her write down the steps on an index card, or do it for her,
so she has a visual reminder.
Do not assign more than one long-term project at a time. Lucy needs support to
manage the organization of just one such project.
She is more likely to benefit from instructional approaches that promote active
student involvement and emphasize understanding of ideas and concepts, with
less emphasis on rote memory and retrieval of facts. Encourage active discussion
and debate of ideas and their real-life implications and applications.
Increase Lucy's attention span in challenging tasks by providing rewards for
gradually increasing the amount of time he/she works in a focused and reflective
manner.
Reduce the amount of work in each area assigned for homework so that she can
complete her assignment in approximately the same amount of time other students
are expected to spend, provided she has demonstrated that she understands the
concept and has put forth good effort.
As Lucys difficulty with sustained attention interferes with her efficiency, allow
her extended time to complete tests and in-class assignments. Inform her ahead of
time that this will be allowed so as to reduce anxiety while she is working on the
test or assignment.
Teach her goal-setting strategies and ways to use visualization to enhance success
(before she starts a task, creating a mental image of how she will carry out and
complete it).
Due to Lucys attentional problems, she is less efficient than her peers with
comparable academic ability and takes considerably more time to complete her
assignments. Provide her with some flexibility in assignment deadlines. Give her
some passes at the beginning of the semester that will allow her one or two days,
or an extra weekend, to complete and turn in an assignment and some The dog
ate my homework passes that allow her to skip an assignment altogether, without
penalty.

7. Mather & Jaffe (2002) offer the following suggestions to assist with
Long-Term Storage and Retrieval (Glr):
Provide overlearning, review, and repetition.
Provide immediate feedback.
Provide a list of steps that will help organize behavior and facilitate recall.
Teach memory aids such as verbal mediation or rehearsal, and mnemonic
strategies.
Provide multisensory learning; use visual, kinesthetic, vocal, and auditory
channels as appropriate.
Provide context and meaning-based instruction.
Limit the number of new facts, words, concepts presented in one session.

Psychoeducational Report: Lucy Tallarita 20

Mather & Jaffe (2002) offer the following suggestions to assist with
8. Short-Term Memory (Gsm):
Keep oral directions short and simple.
Ensure directions are understood; have student paraphrase directions.
Provide compensatory aids (e.g., write directions, procedures, and assignments on
board or paper, provide lecture notes or arrange for peer-shared notes, provide
study guide to be filled out during pauses in presentation.
Provide overlearning, review and repetition.
Teach memory strategies (e.g., chunking, verbal rehearsal, visual imagery).

_____________________________
Robert Garcia.
School Psychologist
Date:
_____________________________
Gerardo Sanchez
School Psychologist
Date:
I have received a copy of this report.

Psychoeducational Report: Lucy Tallarita 21

X_____________________________
Parent/Guardian

Date: _________

Appendix A
300.309 Determining the existence of a specific learning disability:
(a) The group described in 300.306 may determine that a child has a specific learning disability,
as defined in 300.8(c)(10), if
(1) The child does not achieve adequately for the child's age or to meet State-approved
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the child's age or State-approved grade-level
standards: (i) Oral expression; (ii) Listening comprehension; (iii) Written expression; (iv) Basic
reading skill; (v) Reading fluency skills; (vi) Reading comprehension; (vii) Mathematics
calculation; and (viii) Mathematics problem solving.
(2)(i) The child does not make sufficient progress to meet age or State-approved grade-level
standards in one or more of the areas identified in paragraph (a)(1) of this section when using a
process based on the child's response to scientific, research-based intervention; or (ii) The child
exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to
age, State-approved grade-level standards, or intellectual development, that is determined by the
group to be relevant to the identification of a specific learning disability, using appropriate
assessments, consistent with 300.304 and 300.305; and
(3) The group determines that its findings under paragraphs (a)(1) and (2) of this section are
not primarily the result of (i) A visual, hearing, or motor disability; (ii) Intellectual disability;
(iii) Emotional disturbance; (iv) Cultural factors;(v) Environmental or economic disadvantage; or
(vi) Limited English proficiency.
(b) To ensure that underachievement in a child suspected of having a specific learning disability is
not due to lack of appropriate instruction in reading or math, the group must consider, as part of
the evaluation described in 300.304 through 300.306
(1) Data that demonstrate that prior to, or as a part of, the referral process, the child was
provided appropriate instruction in regular education settings, delivered by qualified personnel;
and
(2) Data-based documentation of repeated assessments of achievement at reasonable
intervals, reflecting formal assessment of student progress during instruction, which was provided
to the child's parents.
(c) The public agency must promptly request parental consent to evaluate the child to determine if
the child needs special education and related services, and must adhere to the timeframes
described in 300.301 and 300.303, unless extended by mutual written agreement of the child's
parents and a group of qualified professionals, as described in 300.306(a)(1)
(1) If, prior to a referral, a child has not made adequate progress after an appropriate period
of time when provided instruction, as described in paragraphs (b)(1) and (b)(2) of this section;
and

Psychoeducational Report: Lucy Tallarita 22

(2) Whenever a child is referred for an evaluation.
(Authority: 20 U.S.C. 1221e-3; 1401(30); 1414(b)(6))