EVALUATION REPORT 1

Evaluation Report

Bryan Anderson

Concordia University, St. Paul

SPED 586 Learners with Disabilities: Educational Assess M2583

Professor Mandy Kasowicz

February 13th, 2017

EVALUATION REPORT 2

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EVALUATIONREPORT

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X Initial Evaluation Student name: Brice Andrew Date of Birth: 05/28/08Reevaluation School: Southern Elementary Grade: 3

Date of this report: 2/3/2017

The evaluation report must include: Information reported by parents Evaluation results Interpretation of evaluation results and determination of eligibility by addressing criteria components verifying

the child is a child with a disability and is in need of (or continues to need) special education and related services

SLD written report components (for SLD evaluation) The educational needs of the child

BACKGROUND INFORMATION

Brice is an 8 year old Caucasian student who attends Third Grade in Southern Elementary School. Brice lives in Bemidji, MN with his father, mother, sister and dog. Brice is a very upbeat young man who enjoys the outdoors, sports and video games. His family lives near a local lake where he enjoys a variety of activities: swimming, fishing, tubing, biking and playing with his sister. Brice enjoys his grandparents, and has both sets of grandparents close by. He attends many activities and events with his family, grandparents and cousins.

Brice is one of the younger students in his grade. There have been concerns developmentally if he is ready for his current grade level or if he should have been held back. As such, Brice typically demonstrates immature traits and social skills. He constantly seeks peer attention in class, yet is regarded as a leader by his peers.

During his pre-school years, Brice received language therapy for six weeks. He had difficulty with articulation, intonation and phonology. He demonstrated good growth during this time and was exited out of the program. Brice has also had issues with hearing. Each year during screening, Brice fails the initial screen test. Every year he has had to retest, and passes the second screening process.

Reason for ReferralBrice has been referred for special education testing by his classroom teacher in the area of reading fluency. Brice has been struggling to make consistent academic progress in Reading. Brice’s teacher reported that he has had difficulty in reading for the past two years, as indicated by AIMSweb testing. Brice’s teacher and parents indicate that his fluency and word recognition are below grade level, and that his academic achievement in other core subject areas are being affected by his reading proficiency. Brice’s teacher and parents also indicate that he has trouble keeping his body still and attention focused while reading. His attention has had a significant impact on his ability to complete academic course requirements.

The team is recommending an initial special education evaluation in order to determine Brice’s eligibility, specific educational needs, and appropriate educational programming and support.

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There were no concerns reported in the following areas: communication, motor skills or adaptive behavior/functioning so these areas were not evaluated at this time.

Information Reported by Parents Interviewed January 22nd, 2017 by Bryan Anderson, Special Education teacher.

Brice is a very energetic and upbeat student who typically goes out of his way to help peers. He has a high level of self-confidence and security in his own persona. He has strong mathematical and science skills. Brice struggles with reading, and anxiety caused by testing and timed assignments.

Brice is one of the younger students in his grade. His parents expressed concerns if he was developmentally ready for his current grade level or if he should have been held back. They indicate that Brice typically demonstrates immature traits and social skills. He constantly seeks attention; and often demonstrates the same behavior even after being reprimanded and/or receiving a consequence for it.

During his pre-school years, Brice received language therapy for six weeks. He had difficulty with articulation, intonation and phonology. Brice has also had issues with hearing. Each year during screening, Brice fails the initial screen test but passes the second screening process conducted by the school nurse in a more isolated setting. Brice displays hearing impairments at home, many times not responding to various family members directly talking to him if he not facing them.

Brice also has a tendency to zone in on electronic stimulus, becoming unresponsive to anyone or anything in his environment while engaged with a phone, ipad, kindle, television or gaming platform. His parents are unable to attain his attention unless they provide a physical stimulus such as touching his shoulder or head. Review of Records/Educational HistoryBrice was given the AIMSweb assessment for reading and mathematics in Kindergarten and First Grade. He was tested three times throughout the year: fall, winter and spring. Brice scored 43% (below average) for letter naming and 56% (at or above average) for letter sounds in the fall. His scores were 68% (at or above average) in oral counting, 14% (below average) for number identification, 28% (below average) in quantity discrimination and 66% (at or above average) in missing number patterns. The winter AIMSweb assessment introduced phoneme segmentation where Brice scored 78% (at or above average). He remained below average in letter naming (28%) and dropped to below average in letter sound (28%). Oral counting remained at or above average (57%), but continued to be below average in number identification (34%). Brice showed growth in quantity discrimination (68%), but dropped to below average in missing number patterns (48%). The end of year assessment found Brice to be struggling in all of his academic area except letter sounds (56%). Brice dropped to 34% in letter naming, 29% in oral counting, 36% in number identification, 41% in quantity discrimination, 34% in missing number patterns and 22% in phoneme segmentation. While the data appeared to show that Brice was struggling in school, his teacher was not concerned, saying he had made great progress throughout the year.

Brice’s fall testing scores were: 27% in letter naming, 87% in letter sound, 58% in oral counting, 27% in letter naming, 36% in number identification, 34% in quantity discrimination, 52% in missing number patterns and 78% in phoneme segmentation. The winter AIMSweb tests for first grade shifted into reading and mathematical computations. Brice’s scores were below average in reading (28%) as well as math (22%). Brice was enrolled in a reading recovery program that he attended three times a week, but he continued to struggle in reading. His end of year assessment scores were all below average: 34% in reading, 17% in oral counting, 38% in number identification, 29% in quantity discrimination, 9% in missing number patterns and 22% in mathematical computations. Brice’s teacher noticed a definite increase in anxiety when Brice was presented a timed test scenario, and suggested that he work on short one-minute drills over the summer.

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Second Grade assessments introduced MAPs testing instead of AIMSweb. Students were tested in two areas, reading and mathematics. At the start of Second Grade Brice was below average in reading (31%) and average in Mathematics (59%). This test was also given three times during the year, with Brice showing gains (40% in reading and 74% in math). Brice’s end of year assessments showed considerable growth for him, ending at low-average in reading (46%) and above average in math (76%).

Brice is currently midway through his Third Grade year, and has taken the Minnesota OLPA assessment for reading, where he scored an 343. This score indicates that he is partially meeting Minnesota Reading Standards. This was a surprise to his teacher, who has noticed his anxiety when testing or working under a time restriction, as well as his difficulties in word identification and reading.

Educationally Relevant Medical FindingsDuring his pre-school years, Brice received language therapy for six weeks. He was enrolled in a speech program at the Sanford Clinic with therapy sessions twice a week for a total of 2 hours. He had difficulty with articulation, intonation and phonology.

Brice has also had issues with hearing. Brice has failed the initial screen test administered by the school nurse the past three years, but passed the second screening process conducted by the school nurse in a more isolated setting.

EVALUATION RESULTS

Tests Administered

1. Woodcock-Johnson IV Tests of Achievement. 2. Behavior Assessment Scale for Children (BASC). 3. Psychological Processing Checklist (PPC).

Intellectual Functioning: No intellectual functioning testing was administered, and there was no record of any previous testing in Brice’s file.

Academic Performance:Test: Woodcock Johnson Tests of Achievement (WJ-IV). Date: January 27th, 2017 The Woodcock-Johnson Tests of Achievement -Fourth Edition (WJ-IV ACH) is a standardized test of achievement that measures academic skills in the areas related to reading, math, and written language as compared to age or grade mates.  Results in the table below are reported as standard scores and percentile ranks. 

The WJ-IV ACH reports results as ranges based on standard scores with a mean of 100 and standard deviation of 15. The Average range includes standard scores from 90 to 109. Below the average range, standard score ranges are: Low Average 80 to 89; Low 70 to 79; Very Low 69 and below. Above the average range, standard score ranges are: High Average 110 to 119; Superior 120 to 129; Very Superior 130 and above.

Relative Proficiency Index (RPI) This statistic is particularly useful in predicting the client’s adjustment to a particular academic program. The RPI predicts a client’s level of proficiency on tasks that typical age or grade peer would perform with 90% proficiency. While each RPI score only measures a narrow slice of academic functioning, it provides a direction for specific remedial suggestions and strategies. It also “red flags” academic skill sets that might be a real struggle for a particular client. If the RPI is between 1/90 and 24/90 on a particular subtest, that means the client is quite impaired on that skill set compared to his peers.

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Therefore, this is a particularly useful statistic on predicting how one might fare in college. This evaluation report indicates developmentally how Brice perform on each subtest.

Observation and Test Behavior:Brice was evaluated by Bryan Anderson, Special Education Teacher, on January 27 th, 2017 using the Woodcock Johnson IV Normative Update Tests of Achievement (WJ-IV NU). Testing was done in the special education classroom, with only the teacher and Brice present. Brice’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brice appeared mostly at ease during testing, becoming fidgety and anxious when dealing with more complex tasks. Brice was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand. He generally persisted with difficult tasks which is typical for his age level.

On the Letter-Word Identification test Brice identified initial items rapidly and accurately but had difficulty applying phoneme-grapheme relationships to latter items. On the Applied Problems test he solved initial problems with no observed difficulty but demonstrated increasing difficulties solving the latter items. For the Spelling test he spelled initial items easily and accurately but the spelling of latter items reflected a need for further skill development. On the Passage Comprehension test Brice appeared to read initial passages easily but appeared to struggle as the reading increased in difficulty. For the Calculation test Brice solved initial problems quickly with no observed difficulties but demonstrated less automaticity with the latter items. Brice’s Writing Samples sentences were simple but adequate. On the Word Attack test he identified initial items rapidly and accurately and identified more difficult items through increased application of phoneme-grapheme relationships. For his Sentence Reading Fluency test, Brice appeared to read sentences at a rate typical for peers. His Math Facts Fluency test was done at a rate typical for peers. On the Sentence Writing Fluency test Brice wrote appropriate sentences at an adequate pace.

Description Overview of Tests Administered Basic Reading Skills is a combined measured of Brice’s oral sight-word reading skills and his

ability to apply phonics skills to pronounce unfamiliar printed words. While Brice is functioning in the average range for peers his age, developmentally this subtest is difficult for Brice in an academic setting.

Reading Comprehension is a combined measure of Brice’s ability to comprehend passages while reading silently and ability to verbally reconstruct story content that was read silently. Brice is functioning in the average range for peers his age, and developmentally this subtest is appropriate for Brice in an academic setting.

Reading Fluency is a combined measure of oral reading skills and the ability to quickly read and comprehend sentences silently. While Brice is functioning in the average range for peers his age, developmentally this subtest is difficult for Brice in an academic setting.

Broad Mathematics is a comprehensive measure of math achievement, including math calculation skills, problem solving, and the ability to solve simple addition, subtraction, and multiplication facts quickly. Brice is functioning in the average range for peers his age, and developmentally this subtest is easy for Brice in an academic setting.

Math Calculation Skills is a combined measure of math computational skills and the ability to do simple math calculations quickly. Brice is functioning in the average range for peers his age, and developmentally this subtest is easy for Brice in an academic setting.

Math Problem Solving is a combined measure of math problem solving using story problems, understanding of math vocabulary, and reasoning with number patterns. Brice is functioning in the average range for peers his age, and developmentally this subtest is easy for Brice in an academic setting.

Broad Written Language is a broad-based measure of Brice’s written language achievement, including spelling, the quality of written sentences, and speed of writing. Brice is functioning in the

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high- average range for peers his age, and developmentally this subtest is easy for Brice in an academic setting.

Written Expression is a combined measure of meaningful writing and writing speed. Brice is functioning in the very superior range for peers his age, and developmentally this subtest is easy for Brice in an academic setting.

Test Interpretation:According to the WJ-IV, Brice is functioning at average levels in Reading and Mathematics for his age. He is functioning at above average levels in Written Language. Looking at developmental measures, Brice is having difficulties in the Broad Reading, Letter Word Identification and Reading Fluency. While Brice is achieving at a level average to his peers, Brice scored low in these areas and will require extra support.  

Age Scores

SS PR Classification RPI

BROAD READING SKILLS 95 37 Average Developmentally

Difficult

Letter Word Identification 95 37 Average Developmentally

Difficult

Reading Comprehension 103 57 Average Developmentally Appropriate

Reading Fluency 93 32 Average Developmentally Difficult

BROAD MATHEMATICS 111 76 Average Developmentally

Easy

Calculation 105 64 Average Developmentally Easy

Problem Solving 109 73 Average Developmentally Easy

BROAD WRITTEN LANGUAGE 118 88 High Average Developmentally

Easy

Written Expression 134 99 Very Superior Developmentally Easy

 

Social, Emotional, Behavioral

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Test: Behavior Assessment Scale for Children (BASC) Date: January 30th, 2017

The Behavior Assessment System for Children, Third Edition (BASC-3) is a multimethod, multidimensional system used to evaluate the behavior and self-perceptions of children and young adults aged 2 through 25 years. The BASC-3 includes teachers rating forms that measure adaptive and problem behaviors in the school setting; parent rating forms that measure adaptive and problem behaviors in community and home settings; and student self-report forms. To give valid ratings, respondents should have had considerable contact with the child (e.g. a month of daily contact or 6 to 8 weeks of several days a week observation.)

The classifications in this report are based on T-scores obtained using general norms with a mean of 50 and a standard deviation of 10. This means that the average score range falls between 41-59. On the clinical scales, T-scores of 70 and above fall in the Clinically Significant range suggesting a high level of maladaptive behavior and T-scores of 60-69 fall in the At-Risk range. On the Adaptive Scales, T-scores of 30 and below fall in the Clinically Significant ranges suggesting an absences of adaptive behavior and T-scores of 31-40 fall in the At-Risk range.

Observation and Test Behavior:Brice was evaluated by Bryan Anderson, Special Education Teacher, on January 30 th, 2017 using the Behavior Assessment System for Children, Third Edition (BASC-3). Testing was done in the special education classroom, with only the teacher and Brice present. Brice’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brice appeared mostly at ease during testing. Brice was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand.

Brice obtained a V index score of caution, indicating that he may or may not have been fully attentive when completing the rating form, or that he did not fully understand the questions. After talking with Brice, it was determined that his age and lack of background experiences were the cause.

Brice obtained an L index score of caution, indicating a positive overall presentation of Brice’s thoughts, feelings and behavior, coupled with at least some denial of everyday common emotional or behavioral difficulties ordinarily experienced by most individuals his age.

Test Interpretation:Brice’s report does not have any score that directly corresponds to interventions provided in the BASC-3 Behavior Intervention Guide. He does not have any primary or secondary improvement areas, but does show adaptive skill strengths in self-reliance, relations with parents, interpersonal relations, and self-esteem. Brice has a close relationship with his parents, which is often characterized by mutual respect and positive interactions. He also indicates that he is outgoing and well liked, being able to establish and maintain relationships fairly easily. Brice reports a positive self-image, both in terms of personal and physical attributes. He also indicates that he is confident in his ability to make decisions, solve problems and is dependable.

The teacher report does not have any score that directly corresponds to interventions provided in the BASC-3 Behavior Intervention Guide. He does not have any primary or secondary improvement areas, but does show adaptive skill strengths in adaptability, social skills, leadership and study skills. His teacher reports that Brice typically adapts very well to most situations, and that he is able to recover quickly from situations that are difficult. He is typically socially adept and at ease, he is polite, courteous and generally helpful to others. Brice is creative; works well under pressure and can effectively unite others to work together. He generally exhibits exceptional organizational and study skills, and almost always completes homework in a timely fashion. Finally, Brice’s teacher reports that he generally exhibits adequate

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expressive and receptive communication skills and that he is usually able to seek out and find new information when needed.

The parent report does not have any score that directly corresponds to interventions provided in the BASC-3 Behavior Intervention Guide. His mother reports that Brice demonstrates behaviors and traits that are considered typical for others his age.

Overall, there are no scores that directly correspond to interventions provided in the BASC-3 Behavior Intervention Guide.

Parent & Teacher Scales Clinical Scales: clinically significant ≥70; at-risk= 60-69; average ≤ 59

<Parent> <Teacher>

Clinical ScalesT-

score95%CL %ile Sig T-

score95%CL %ile Sig

Externalizing Composite 50 46-54 67 49 46-52 61

Hyperactivity 56 49-63 79 NS 57 52-62 82 0.05

Aggression 45 38-52 35 NS 43 37-49 24 NS

Conduct Problems 50 44-56 66 NS 48 42-54 59 NS

Internalizing Composite 44 40-48 67 48 43-53 52

Anxiety 46 39-53 42 NS 58 50-66 81 NS

Depression 48 42 55 NS 41 33-49 18 NS

Somatization 41 34-48 15 NS 44 38-50 32 NS

Behavioral Symptoms Index 50 47-53 63 46 43-49 41

Atypicality 45 39-51 36 NS 53 46-60 74 NS

Withdrawal 48 41-55 53 NS 40 33-47 5 NS

Attention Problem 57 51-63 76 NS 46 41-51 41 NS

Adaptive Skills: clinically significant ≤30; at-risk = 31-40; average ≥41

<Parent> <Teacher>

Adaptive ScalesT-

score95%CL

%ile Sig T-

score95%CL %ile Sig

Adaptive Skills 43 40-46 25 63 60-66 90

Adaptability 48 42-54 41 NS 65 58-72 96 NS

Social Skills 41 35-47 20 NS 64 59-69 91 NS

Leadership 44 37-51 29 NS 62 56-68 87 NS

Activities of Daily Living 43 35-51 23 NS 60 56-64 80 NS

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<Parent> <Teacher>

Adaptive ScalesT-

score95%CL

%ile Sig T-

score95%CL %ile Sig

Functional Communication 45 38-52 29 NS 57 50-64 73 NS

Student Self Report Clinical Scales: clinically significant ≥70 and at-risk = 60-69; average ≤ 59

Clinical Scales T-score

95%CL

%ile Sig Clinical Scales T-score

95%CL

%ile Sig

School Problems 37 31-34 7 Internalizing Composite 40 36-44 14

Attitude to School 35 27-43 1 NS A typicality 46 38-54 46 NS

Attitude to Teachers 37 29-45 6 NS Locus of Control 38 29-47 6 NS

Sensation Seeking 46 38-54 37 NS Social Stress 37 30-44 6 NS

Inattention/Hyperactivity39 33-45 13 Anxiety 46 39-53 42 NS

Attention Problems 41 34-48 22 NS Depression 41 34-48 7 NS

Hyperactivity 39 31-47 13 NS Sense of Inadequacy 45 37-53 38 NS

Emotional Symptoms Index 38 34-42 6 Somatization 42 31-53 15 NS

Adaptive Skills: clinically significant ≤30 and at-risk = 31-40; average ≥41

Adaptive Scales T-score

95% CL

%ile Sig

Personal Adjustment 66 61-71 99

Relations with Parents 62 56-68 96 NS

Interpersonal Relations 61 52-70 94 NS

Self-Esteem 60 52-68 91 NS

Self-Reliance 66 58-74 98 NS

Test: Psychological Processing Checklist (PPC). Date: January 28th, 2017.

The Psychological Processing Checklist (PPC) asks students, parents and teachers to rate observable and measurable characteristics and behaviors of the child in the classroom to evaluate if a processing disorder is likely. Understanding a child’s level of functioning in specific areas is an important part of any assessment for children who are experiencing difficulties with learning. Basic psychological processing disorders are

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often revealed in a child’s difficulties with listening, thinking, speaking, reading, writing, spelling, or math activities. The PPC asks students, parents and teachers to rate observable and measurable characteristics.

Observation and Test Behavior:Brice was evaluated by Bryan Anderson, Special Education Teacher, on January 28 th, 2017 using the Psychological Processing Checklist (PPC). Testing was done in the special education classroom, with only the teacher and Brice present. Brice’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brice appeared mostly at ease during testing. Brice was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand.

The PPC items are grouped, for scoring and interpretive purposes, into ten areas:1. Acquisition of Information: Brice, his parents and his teacher reported that Brice learns best through a multiple senses. Hearing information is the least effective input.2. Organization: Brice reported that he is very organized, only needing help or reminders with locker and desk organization, as well as aligning homework neatly. Brice’s parents reported that although he is often organized; he is lacking in information categorization, making notes or outlines, and editing or revising work. Brice’s teacher reported that he is highly organized in most areas, but confirmed that Brice needs to focus on making notes or outlines and revision of work.3. Planning and Sequencing: Brice reported that he has strong planning and sequencing skills, but does need help getting information before working on a project. Brice’s parents reported that Brice needs support to prioritize tasks, use planning skills, and creating a logical story. Brice’s teacher indicates that Brice functions at average levels in planning and sequencing.4. Working Memory: Brice, his parents and his teacher reported that he functions at average levels in working memory.5. Visual Processing: Brice, his parents and his teacher reported that he functions at above average levels in visual processing.6. Auditory Processing: Brice and his parents report that he needs support in repeating spoken directions and asking for directions to be repeated. Brice’s teacher reported that he needs support with remembering verbal information and recalling information presented verbally. 7. Processing Speed: Brice, his parents and his teacher reported that he functions at average levels in processing speed.8. Expression- Verbal and Nonverbal: Brice and his teacher reported that he functions at average levels in expression. Brice’s parents report that he needs assistance in written communication.9. Transfer of Information: Brice and his teacher reported that he functions at average levels in transfer of information. Brice’s parents report that he needs assistance in writing sentences of varying length and complexity, finding more than one way to answer and differentiate details from key concepts.10. Motor control for Written Tasks: Brice and his teacher reported that he functions at above average levels in motor control. Brice’s parents report that he needs assistance in erasing mistakes.

Test Interpretation:Overall, there are no scores that directly correspond to interventions needed by the Psychological Processing Checklist. Brice is functioning at a level that is typical for others his age level.

CommunicationThere are no concerns with communication ability, so there is not a need for formal testing in this area.

Motor Ability There are no concerns with motor ability, so there is not a need for formal testing in this area.

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Functional SkillsThere are no concerns with functional ability, so there is not a need for formal testing in this area.

Physical StatusThere are no concerns with physical ability, so there is not a need for formal testing in this area.

Sensory StatusVision and Hearing Status: No concerns notes with vision and hearing, although historically Brice has initially failed the first hearing screening administered by the school nurse. He has passed the second screening each year.

Transition, including Vocational Brice is currently not at an age where transitional or vocational reviews are required.

EVALUATION SUMMARY

Academic Performance:According to the WJ-IV, Brice is functioning at average levels in Reading and Mathematics for his age. He is functioning at above average levels in Written Language. Looking at developmental measures, Brice is having difficulties in the Broad Reading, Letter Word Identification and Reading Fluency. While Brice is achieving at a level average to his peers, Brice scored low in these areas and will require extra support.

Social, Emotional, Behavioral:Overall, there are no scores that directly correspond to interventions provided in the BASC-3 Behavior Intervention Guide. Overall, there are no scores that directly correspond to interventions needed by the Psychological Processing Checklist. Brice is functioning at a level that is typical for others his age level.

Brice’s parents indicate that Brice typically demonstrates immature traits and social skills. He constantly seeks attention; and often demonstrates the same behavior even after being reprimanded and/or receiving a consequence for it. He also struggles with any type of time constraints, which increase his anxiety to a level where he is unable to focus. These behaviors were not observed by his classroom teacher or by the special education staff administering the evaluation tests. These behaviors were measured as typical for others his age level.

Team recommendations:The team recommends the following for the general education setting: Brice does need extra instruction in reading, although he does not qualify for special education services. Providing instruction that focuses on reading fluency and letter-word identification will allow him to be more successful in the classroom.

In conclusion, the team did not find that Brice qualifies for special education services in any areas at this time.

ELIGIBILITY DETERMINATIONATTACH RELEVANT ELIGIBILITY VERIFICATION CHECKLIST(S) COMPLETED BY THE TEAM TO THIS REPORT

Information about each item must be sought from the parent and included as part of the evaluation data. The evaluation data must confirm that the disabling effects of the child’s disability occur in a variety of settings. The child must receive two interventions prior to evaluation unless the parent requests an evaluation or the team waives the requirement due to urgency. Based on information in the Evaluation

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Report and the student file, a pupil has a specific learning disability and is in need of special education and related services when the pupil meets the criteria in A, B, and C OR A, B, and D below.

A. Documentation of Inadequate Achievement The child does not achieve adequately in one or more of the following areas in response to appropriate classroom instruction:_____Oral Expression _____Listening Comprehension _____Written Expression __X_Basic Reading Skills _____Reading Comprehension __X_Reading Fluency _____Mathematics Calculation _____Mathematical Problem SolvingAND_____ The child does not make adequate progress to meet age or state-approved grade-level standards in one or more of the areas listed above when using a process based on the child's response to scientific, research-based intervention; OR__X_ 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 (SLD). AND__X_ Documentation to support this finding must be both representative of the pupil's curriculum and useful for developing instructional goals and objectives. Documentation includes evidence of low achievement from the following sources, when available:

__X__Cumulative record reviews __X__Class work samples _____Anecdotal teacher records __X__Statewide and district-wide assessments __X__Formal, diagnostic, and informal tests_____Results from targeted support programs in general education __X__Curriculum based evaluation results

B. Information Processing The child has a disorder in one or more of the basic psychological processes, which includes an information processing condition that is manifested in a variety of setting by behaviors such as inadequate: _____Acquisition of information _____Organization _____Planning and sequencing _____Working memory, including verbal, visual, or spatial_____Visual and auditory processing _____Speed of processing _____Verbal and nonverbal expression _____Transfer of information _____Motor control for written tasks (pencil and paper assignments, drawing, and copying) _____Other: ________________________________________________

Brice does not demonstrate any disorders in the basic psychological processes.

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C. Severe Discrepancy The child demonstrates a severe discrepancy between general intellectual ability and achievement in at least one of the identified areas of achievement. The demonstration of a severe discrepancy shall not be based solely on the use of standardized tests. The instruments used to assess the child’s general Specific Learning Disability intellectual ability and achievement must be individually administered and interpreted by an appropriately licensed person using standardized procedures. For initial placement, the severe discrepancy must be equal to or greater than 1.75 standard deviations below the mean on a distribution of regression scores for the general population at the student's chronological age.

General Intellectual Ability Assessment Measure (GIAAM) __________________________________

Overall Composite Score: ___________________ Regression Score: _____________

Achievement Measure: _____________________________________________________________

Cluster Area : Composite Score Oral Expression _____________Listening Comprehension _____________Written Expression _____________Basic Reading Skills _____________Reading Fluency Skills _____________Reading Comprehension _____________Mathematical Calculation _____________Mathematical Problem Solving _____________

A GIAAM was not administered to Brice for this evaluation.

D. Inadequate rate of progress in response to scientific research-based intervention (SRBI)The child demonstrates an inadequate rate of progress in response to intensive SBRI and the following components are documented: _____ Rate of progress is measured over at least 7 school weeks on a minimum of 12 data points;_____ Rate of improvement is minimal and continued intervention will not likely result in reaching age or state-approved grade-level standards; _____ Progress will likely not be maintained when instructional supports are removed; _____ Level of performance in repeated assessment of achievement falls below the child’s age or state-approved grade-level standards; and _____ Level of achievement is at or below the 5th percentile on one or more valid and reliable achievement tests using either state or national comparisons. Local comparison data that is valid and reliable may be used in addition to either state or national data, but if it differs from either state or national data, the group must provide a rationale to explain the difference.

Although Brice’s achievement in Reading is lower than other students of his age, he is not at or below the 5th percentile. His rate of improvement in Reading is slow, but he could reach the state MCA standards in Reading (since his practice test score was a 343 where 350 is meeting).

Additional requirements for SLD: 1. Relevant behavior observed that may impact the student’s academic functioning

Brice has not demonstrated any other significant behaviors that could affect his academic functioning.

2. Educationally relevant medical findingsBrice does not have any educationally relevant medical findings on record.

3. Data regarding response to scientific-research based interventions if implemented

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Brice has demonstrated growth when enrolled in a supplemental reading program at his school.

Based on the information included in this report, the student:

A. does not meet the eligibility criteria for special education for the following reason(s):

X Does not have a disabilityX Does not demonstrate need for special education service at this time

Learning difficulty is primarily due to lack of instruction in reading or math or to limited English proficiencyNo longer qualifies for special education services.Is no longer eligible under developmental delay criteria and does not meet other eligibility criteria

B. does meet eligibility criteria for special education for the following reason(s):

Meets entrance criteria for the disability(ies) indicated below (initial evaluation)Continues to have a disability and demonstrate a need for special education service (reevaluation)Qualifies through a team override in accordance with 3525.1354 for the following disability(ies)

(P) indicates primary disability and (S) indicates secondary disability(ies):

Autism Spectrum Disorders Deaf/Blind Physical ImpairmentBlind/Visual Impairment Developmental Delay Severely Multiply ImpairedCognitive Impairment Emotional/Behavioral Disorder Specific Learning Disability

(SLD)Deaf/Hard of Hearing Other Health Impairment Speech/Language Impairment

Traumatic Brain Injury If a team member disagrees with the decision in A or B, a statement as to the reason must be attached.

Team members and checkboxes are requiredonly for SLD evaluation and for an override of any criteria

AGREEMENTWITH

CONCLUSIONS

SIGNATURE TITLE YES NO

Parent

Regular Education Teacher (K-12)

Special Education Teacher

District Representative

Student (by grade nine or age 14)

Others

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Review of Eligibility Determination To determine compliance with eligibility determination, one of the following MUST be checked._X_ The documentation supports the team decision.___ The documentation does not support the team decision.

EDUCATIONAL NEEDS/RECOMMENDATIONS Because Brice does not qualify for special education services, this section is not applicable to the student.

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EVALUATION REPORT RUBRIC