the third
Steven911
Henry_Evaluation_Report1.pdf
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.
