Review the Following Excerpts from Henry’s Evaluation Report

Biographical Information

Name Henry _________

Date of Birth __/__/______

Gender Male

Age ___ years old

Grade ___

School or Learning Center _______________

Parent’s Phone Number (___)___-______

Parent’s Email Address ___________@______.____

Reason for Referral

Henry is a transfer student to the school who enrolled approximately three weeks after the start of the

school year. His previous school did not send past school records. Henry is currently in an inclusive

classroom that is being co-taught by Mr. Franklin and an educator representing special education.

 

Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in

whole-group discussions. When asked to read aloud, Henry will comply; his verbal expression is

restrained, but he is unable to decode each word. While reading silently during independent practice, he

struggles with answering grade-level comprehension questions that require higher-level thinking skills. In

group-work settings, Henry will listen and doodle to avoid peer requests for his involvement.

 

Parent concerns:

• Academic

• Attention

• Spelling

• Reading

• Written language

• Schoolwork/homework

• Memory

 

 

Response to Intervention

 

(Image credit: polo.k12.mo.us, n.d.)

PAST INTERVENTION:

Henry has received extra remediation in the below academic areas:

 

Reading Intervention:

Reported by Parent: Henry has been receiving individualized reading tutoring one hour per week for the

past two years from a registered tutor.

Reported by Mr. Franklin: Henry has received Tier 1, 2, and 3 interventions since entering his classroom.

 

Writing Intervention:

Reported by Parent: Henry has been receiving individualized writing tutoring one hour per week for the

past two years from a registered tutor.

Reported by Mr. Franklin: Henry has received Tier 1, 2, and 3 interventions since entering his classroom.

 

Spelling Intervention:

Reported by Parent: Henry has been receiving individualized spelling tutoring one hour per week for the

past two years from a registered tutor.

Reported by Mr. Franklin: Henry has received Tier 1, 2, and 3 interventions since entering his classroom.

 

Mathematics Intervention:

Reported by Parent: Henry has not required any additional remediation in the academic area.

Reported by Mr. Franklin: Henry has received Tier 1 interventions for story problems and written

instructions since entering his classroom.

 

 

 

PAST INTERVENTION SUMMARY:

Based on the above information, parents and instructor report evidence of Intensive, Individualized Tier 3

intervention implemented for the following areas: Reading, Writing, and Spelling.

Behavioral Observations during Testing

During the reading portion of the education assessment, Henry told the assessor that he didn’t like reading

because he “isn’t very good at it.” He also said that his mom takes him to the library once a week, but he

has a difficult time finding a book the he likes and usually ends up checking out a movie or CD instead.

 

Although Henry mentioned, several times, how he does not like reading, he was willing to try each

portion of the assessment and seemed to be putting forth his best effort. It is relevant to mention that after

each subtest, Henry asked the assessor if he did “a good job?”

 

Based on Henry’s overall performance on the education assessment and his academic history, the

evaluation results appear to be a valid representation of his abilities.

Sources of Information, Tests, and Procedures

Personal Observations and Interviews:

Henry (student)

Henry’s parents

Teacher reports

Classroom observation

 

Formal and Informal Assessments:

Woodcock-Johnson Test of Achievement

Wechsler Intelligence Scale for Children (WISC-V)

Wechsler Individual Achievement Test-Third Edition- (WIAT-III)

Curriculum Based Measurements (CBM)—Filed with Mr. Franklin

Student portfolio—Filed with Mr. Franklin

 

 

 

 

Test Results

Woodcock-Johnson, Education Assessment:

The following is a summary of Henry’s current performance in reading, math and language/content:

Letter-Word Identification: Henry was asked to read a list of words beginning at his level of

independence and gradually becoming more difficult. He scored within the low average range (standard

score: 88)

 

Word Attack: Henry was asked to decode (phonetically pronounce) a list of nonsense words using letter

patterns that gradually advanced in difficulty. He scored within the low average range (standard score: 87)

 

Passage Comprehension: Henry was asked to read a passage (beginning at his level of independence)

silently and then verbally provide the omitted word. This subtest measured Henry’s level of reading

comprehension. He scored within the low range (standard score: 77)

 

Reading Vocabulary: Henry was asked to provide the antonym (opposite) and synonym (same) for two

separate vocabulary lists, and then he was asked to complete analogies. He scored within the low range

(standards score: 76)

 

Writing Fluency: Henry was asked to formulate and write sentences comprised of three given words

along with a picture within a 7-minute timeframe. He scored within the low average range (standards

score: 82)

 

Writing Samples: Henry was asked to formulate sentences that combine visual and auditory information.

There is no penalty, in this subtest, for basic writing, spelling or punctuation errors. He scored within the

average range (standard score: 92)

 

Math Calculation: Henry was asked to complete basic addition, subtraction, multiplication and division

equations gradually advancing in difficult to more complex computations involving decimals, fractions

and geometry. He scored within the average range (standards score: 95)

 

Math Fluency: Henry was asked to complete simple addition, subtraction and multiplication facts within

a 3-minute timeframe. He scored within the average range (standard score: 90)

 

 

 

 

Conclusions

Strengths: Henry’s strengths are in math calculation and fluency where he scored in the average range.

He also excelled in completing the “Writing Samples” and “Letter-Word Identification” subtest that

requires visual and auditory information input.

 

 

Areas of Need: Based on the assessments administered, it is evident that Henry struggles in the areas of

reading and vocabulary comprehension. In the subtests that required “Passage Comprehension (standards

score: 78), “Reading Vocabulary” (standard score: 76) and “Writing Fluency” (standard score: 76), Henry

scored in the low range. These scores indicate an area of need in demonstrating vocabulary and reading

comprehension skills. Although considered low- average, Henry struggled with phonetics of non-sight

words in the “Word Attack” subtest (standard score: 87).

 

WISC-V COGNITIVE BATTERY ASSESSMENT:

WISC-V Indexes Composite Score

 

Percentile

Rank

 

95%

Confidence

Interval

 

Qualitative

Description

 

PRIMARY INDEXES

Verbal Comprehension Index (VCI)

Visual Spatial Index (VSI)

Fluid Reasoning Index (FRI)

Working Memory Index (WMI)

Processing Speed Index (PSI)

Full Scale Intelligence Quotient (FSIQ)

 

ANCILLARY INDEXES

Auditory Working Memory Index

(AWMI)

Nonverbal Index (NVI)

General Ability Index (GAI)

Cognitive Proficiency Index (CPI)

 

95

115

115

77

78

96

 

 

78

 

97

105

78

 

37

84

84

6

7

39

 

 

7

 

42

63

7

 

87-103

106-122

106-122

71-88

72-91

91-102

 

 

73-85

 

91-103

99-111

72-87

 

Average

High Average

High Average

Very Low

Very Low

Average

 

 

Very Low

 

Average

Average

Very Low

 

 

WIAT-III EDUCATIONAL BATTERY ASSESSMENT:

WIAT-III

Subtest

 

Standard

Score

 

95%

Confidence

Interval

Percentile

Qualitative

Description

 

< 15th

%ile

 

READING

Word Reading

– Word Reading Speed

 

89

 

 

85-93

 

 

23

50

 

Low Average

 

 

 

 

 

 

Pseudoword Decoding

– Pseudoword Decoding Speed

Oral Reading Fluency

– Oral Reading Accuracy

– Oral Reading Rate

Basic Reading Composite

MATHEMATICS

Numerical Operations

Maths Reasoning

Maths Fluency

 

WRITTEN LANGUAGE

Alphabet Writing Fluency

Sentence Composition

Essay Composition

– Word Count

– Theme Dev. and Text Org.

– Grammar and Mechanics

Spelling

 

89

 

81

81

82

95

 

 

103

100

102

 

 

97

107

75

86

68

82

83

 

85-93

 

69-93

69-93

70-94

90-99

 

 

94-112

92-110

93-113

 

 

81-113

97-117

64-86

 

 

 

76-90

23

50

10

10

12

39

 

 

58

50

56

 

 

42

68

5

18

2

12

13

Low Average

 

Low Average

Low Average

Low Average

Average

 

 

Average

Average

Average

 

 

Average

Average

Very Low

Low Average Extremely Low

Low Average

Low Average

 

 

Yes

Yes

Yes

 

 

 

 

 

 

 

 

 

 

Yes

 

Yes

Yes

Yes

 

Summary & Recommendations

Student Summary: At this time, there have been no records transferred from Henry’s previous school for

teachers and other school personnel to review. Parents report he was under evaluation for concerns in the

classroom. Because there is no background information, the team is only able to use the current class

performance and his educational assessment regarding his ability levels and eligibility for services

provided under IDEA. It is evident from the teacher and parent reports along with classroom observation

that Henry’s area of weakness is in reading and vocabulary comprehension.

 

The assessment results indicate that Henry is not making effective progress in the areas of reading and

vocabulary comprehension at his grade level. If allowed to continue without proper support and

intervention strategies, he will continue to fall behind his same-aged peers as he progresses through each

grade level.

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