EVALUATION REPORT

EVALUATION REPORT (ER)

School Age

Student Name: Andrew

Date of Report(mm/dd/yyyy): 11/21/2014 Date Report Provided to Parent/Guardian/Surrogate: 4/17/2014

Grade: 10th

Student Birth Date:

5/14/1999

Age: 15

Local Education Agency (LEA):

VALLEY VALLEY SD

School Student is Attending:

Valley High School

Current Educational Program:

Regular Education

County of Residence:

Valley County

Name and Address of Parent/Guardian/Surrogate: Phone(Home): 867-5309

Phone(Work):

Dad/Mom Jones Phone(Cell):

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123 Fun Drive

Email(Home):

Valleytown, PA Email(Work):

Other Information: N/A

Complete Sections 1 through 6 for all students.

If determining eligibility for Specific Learning Disability (SLD), the SLD component near the end of this document must be completed and used to complete Sections 5 and 6.

1. REASON(S) FOR REFERRAL:

Andrew is diagnosed with Attention Deficit Disorder and is currently prescribed medication. He is struggling in several of his classes. Parents report that it takes Andrew a long time to get work completed. Andrew was evaluated last spring and found to be eligible for a 504 protected handicapped plan. Since that time, difficulties have continued and not really abated to a point where he can be more successful. Additionally, the parents have requested a speech/language evaluation. Therefore, the team has requested and received permission to evaluate again to determine if Andrew meets the criteria for an educational disability? If so, is he in need of specially designed instruction?

2. SOURCES OF EVALUATION DATA - In interpreting evaluation data, the school must draw upon a variety of data sources, including those listed below, and carefully consider the information obtained. Document the information obtained from the sources below.

A. Evaluations and information provided by the parent of the student (or documentation of LEA's attempts to obtain parental input):

Andrew is excellent at historical data and facts he is interested in. He is extremely unorganized, inept at breaking down long assignments into small tasks, and is terrible at following what is due. Math is particularly challenging. Andrew has a highly evolved vocabulary, is a voracious reader which provides him with a wealth of communication knowledge, and is an excellent public speaker (comfortable in front of crowds). He lacks patience for grammar and developing complex writing. His ideas are there but he does not do well applying them in written form. Andrew is mature beyond his years in many ways, is comfortable with adults, is friendly, and is easy-going. He can be distant (meaning sometimes not there, daydreaming) and can be combative to parents (probably typical of teens). Andrew

desperately needs help organizing and keeping up with what the expectations are (i.e. assignments, homework). He is trying but because he never seems to catch up, he may give up. It just takes too long for all he needs to do. Going to school and completing his homework consumes large amounts of time. He literally takes hours to do his homework on a daily basis. Carrying over new information to application and processing is difficult for him. Difficulties with note taking have also been noted

(huge gaps in his notes). Parents report that his homework wouldn't get done if they were not helping him to get started, organize and stay through completion. Andrew is currently taking 150 mg of Welbutrin to help with his attention problems.

B. Observations - Include teacher observations and observations by related services providers, when appropriate:

9th grade teachers: Teacher 1, Spanish I:

Andrew needs to improve his homework, test taking, class participation, independent work, class preparation, motivation, and organizational skills. He is on-task about 80% to 100% of the time. Andrew completes homework most of the time. He is appropriately placed in this class. Andrew' classroom performance is below median and unsatisfactory. His behavior, attitude, and interpersonal skills are good. Andrew has asked for extra help, has come for extra help during resource time, and has needed extra time on tests. Focus and follow through seem to be his weakest areas.

Teacher 2, Algebra I B:

Andrew has poor test taking and independent work skills. He also has poor math skills. Andrew needs to improve class participation, oral expression, and attention to task. He is on task about 80% to 85% of the time. Andrew completes his homework all of the time. He is appropriately placed in this class. Andrew' classroom performance is below median and unsatisfactory. His behavior, attitude, and interpersonal skills are good. Andrew has asked for extra help and has needed extra time on tests.

Teacher 3, Honors World History:

Andrew has poor attention to task and instruction. He needs to improve his test taking, independent work, listening comprehension, and following directions. Andrew is on task about 60% of the time. He completes his homework all of the time. This class is a challenge for Andrew. His classroom performance is below average yet satisfactory. Andrew' behavior, attitude, and interpersonal skills are good. Andrew has asked for extra help and has done extra credit.

SFC Smtih, JROTC:

Andrew is on task about 95% of the time. He completes homework most of the time. Andrew is properly placed in this class. His work is better than median. Andrew' behavior, attitude, and interpersonal skills are good. No work habit needs were noted.

Seth Lehman, PE:

Andrew , 171036

Andrew is on task about 95% of the time. He is properly placed in this class. His work is better than median. Andrew' behavior, attitude, and interpersonal skills are satisfactory. No work habit needs were noted.

Teacher 4, English 9:

No work habit needs were noted. Andrew is on task about 85% to 90% of the time. He completes homework all of the time. He is properly placed in this class. His work is median. Andrew' behavior, attitude, and interpersonal skills are good.

Teacher 5, Biology:

Andrew' homework, test taking, listening comprehension, following directions, attention to instruction, and class preparation need improvement. He is on task about 75% of the time. Andrew seldom completes homework. He is properly placed in this class. Andrew' work is below median yet satisfactory. His behavior, attitude, and interpersonal skills are good. Andrew has needed extra time on tests.

Teacher Updates as of 10/17/2014: Strengths:

• Great personality

• Fun to be around

• Compliant

• Very bright

• Motivated in JROTC

• Does well with factual based assessments

• Likes the challenge of Raiders

• Accesses teachers for help

Needs:

• Needs to improve time on task

• Needs help with task initiation

• Needs to improve organizational skills

• Needs to improve/use strategies to help with working memory (e.g. 20 minutes later cannot recall information)

• Difficulty with comprehension

• Needs to go back and review building skills

• Needs help with application and processing of skills

• Needs accommodations to enhance focus

• Needs to improve note taking skills

• Needs to improve organizational/study skills

Grades as of end of 1st marking period 2014-2015 school year:

Andrew , 171036

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C. Recommendations by teachers:

Teachers made the following recommendations:

• Improve focus on tasks and instruction

• Improve follow-through on assignments

• Seek assistance during morning resource time when needed

• Needs help with task initiation

• Needs to improve organizational skills

• Needs to improve/use strategies to help with working memory (e.g. 20 minutes later cannot recall information) and chunking of assignments

• Difficulty with comprehension

• Needs to go back and review building skills (help to connect previous information to new information)

• Needs help with application and processing of skills

• Needs accommodations to enhance focus

• Needs to improve note taking skills

• Needs to improve organizational/study skills

D. The student's physical condition (include health, vision, hearing); social or cultural background; and adaptive behavior relevant to the student's suspected disability and potential need for special education:

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Andrew resides with his biological parents and younger brother. He has been diagnosed with ADHD (as reported by his parents) and takes Welbutrin. Andrew wears glasses for near sightedness. He sees a behavioral counselor. English is the primary language spoken in the home and is Andrew' first language. Andrew performs basic self-help skills independently at school. There are no social, cultural, or adaptive behavior considerations relevant to Andrew' suspected disability or potential need for special education. There may be a physical consideration of ADHD.

Educational History: Andrew has always attended school in the CVSD (Hampden Elementary School, Good Hope Middle School, and Valley High School). Attendance has always been appropriate. Andrew has never had discipline issues.

Elementary School: Andrew received a Mid-Year Difficulty Report in kindergarten. He also received reading clinic in first grade. Andrew struggled some with independent writing tasks in 4th grade and with applying the writing process in 4th and 5th grades. Consistency of math work was also weak in

4th grade. There were no teacher comments regarding inattentive and/or hyperactive/impulsive

behavior.

Middle School: Andrew earned all passing grades in middle school in all classes. His GPA at the end of

6th grade was 91.3103, at the end of 7th grade was 90.1500, and at the end of 8th grade was 89.2667. There were no teacher comments regarding inattentive and/or inattentive/hyperactive behavior.

E. Assessments - Include, when appropriate, current classroom based assessments; aptitude and achievement tests; local and/or state assessments; behavioral assessments; vocational technical education assessment results; interests, preferences, aptitudes (for secondary transition); etc.:

Andrew’s overall written expression is within the above average range. His essay composition is within the average range, and his sentence composition is above average. On the essay, his theme development and text organization, as well as grammar and mechanics are both average. His length of writing is also average. His ability to spell single-word responses is in the above average range.

Andrew’s overall math skills are within the average range. His math problem solving skills are above average, and his math calculation is average. His math fluency is within the average range, with addition, subtraction, and multiplication all being evenly developed.

State Assessments (PSSA):

8th Grade:

Math - Advanced Reading - Advanced Science - Advanced Writing - Proficient

7th Grade:

Math - Advanced

Reading - Advanced

6th Grade:

Math - Advanced

Reading - Advanced

5th Grade:

Math - Advanced Reading - Proficient Writing - Proficient

4th Grade:

Math - Advanced Reading - Proficient Science - Advanced

3rd Grade:

Math - Advanced

Reading - Proficient

Local Assessments:

Gates McGinitie Reading Test (Comprehension subtest):

8th Grade - 94th Percentile (Advanced)

7th Grade - 99th Percentile (Advanced)

AIMSweb Oral Reading Fluency:

5th grade - 211 words per minute (Established)

AIMSweb Math Computation Fluency:

5th Grade - 56 raw score (Established)

First, the Clinical Evaluation of Language Fundamentals 5 (CELF-5) was given to Andrew. The CELF-5 is a diagnostic battery for assessing a student’s use of and understanding of language through a variety of content. The test uses 8 subtests to measure the student’s skills and then subsequently uses

those scores to determine a: core language score, receptive language index, expressive language index, language content index, and language memory index. Andrew’ results on each subtest were as follows:

According to normative data collected in the CELF-5, a scaled score of 8-12 is considered average and a scaled score of 13 and above is considered above average for each subtest. Therefore, Andrew scored average on 3 subtests and above average on 5 subtests. Specific subtest scores were then combined to form core language and index scores for Andrew’ age group; results are as follows:

Sum of subtest Scaled Scores Standard Score

Core Language Score 46 109

Receptive Language Index 39 118

Expressive Language Index 42 124

Language Content Index 24 88

Language Memory Index 40 120

To determine if there is evidence of a language disorder, a core language/index score with a standard score of 86 to 114 is classified as average and a score of 115 and above is classified as above average on p.153 of the CELF-5 examiner’s manual. Therefore Andrew’ CELF-5 scores indicate that he is average and above average in his tested receptive/expressive language skills on this assessment.

Next, the speech-language pathologist administered the The Listening Comprehension Test Adolescent to Andrew. This assessment measures a student’s ability to process auditory information through listening comprehension skills. The following subtest scores reflected Andrew’ ability to listen to a story or message and answer questions; his results are captured in the following table:

Based on normative data of the The Listening Comprehension Test Adolescent, the standard scores have a mean of 100 and a standard deviation of 15. Therefore standard scores that fall in between 85 and 115 are considered average; all of Andrew’ standard scores were above average for listening comprehension and processing of auditory information.

During the last testing session, the Test of Language Development-Intermediate: Fourth Edition (TOLD-I:4) was given to Andrew. The TOLD-I:4 assesses a student’s receptive and expressive language skills through subtests that provide an objective and standard means of identifying deficiencies in important language area that make up the ability to communicate through speech. The results are useful for diagnosing specific strengths and weakness in oral language. Scores on this evaluation are as follows:

Subtest: Raw Score Scaled Score Descriptive Terms

Sentence Combining 30 15 Superior

Picture Vocabulary 69 14 Above Average Word Ordering 28 13 Above Average Relational Vocabulary 24 11 Average

Morphological

Comprehension

40 14 Above Average

Multiple Meanings 39 12 Average

These subtests are then combined to form the Composite Language Performance. Each composite looks at a different area of language. The Spoken Language composite score is the most comprehensive estimate of the student’s overall language ability.

Composite: Sum of Scaled

Scores

Index Scores Descriptive Terms

Listening 28 121 Superior

Organizing 24 110 Average

Andrew’ results on the TOLD-I:4 conclude that his language skills are average ranging to above average/superior as compared to his same-aged peers.

In summary, Andrew is a student whose expressive/receptive language skills tested in the average to superior range. On the CELF-5 Andrew scored average to above average for expressive and receptive language on all subtest and core/index scores. The Listening Comprehension Test Adolescent revealed that Andrew is above average in the areas of listening comprehension and processing of auditory information. Lastly, the TOLD-I:4 indicated that Andrew’ language skills areas are average to superior on all subtest and index scores.

Based on those results, he does not qualify for speech-language services at this time.

3. IF AN ASSESSMENT IS NOT CONDUCTED UNDER STANDARD CONDITIONS, DESCRIBE THE EXTENT TO WHICH IT VARIED FROM STANDARD CONDITIONS (including if the assessment was given in the student's native language or other mode of communication):

All assessments were conducted under standard conditions.

4. DETERMINING FACTORS - A student must not be found to be eligible for special education and related services if the determining factor for the student's disability is any of those listed below. Respond Yes or No to, and provide evidence for, each determining factor below.

Yes No Lack of appropriate instruction in reading, including the essential components of reading instructions. Provide evidence:

The student has received appropriate instruction utilizing research-based instructional strategies and materials in the core balanced-literacy program. The student received instruction that emphasized the essential components of reading - namely phonemic awareness, phonics, vocabulary, fluency, and comprehension. All teachers employed by the Valley School District are certified by the Pennsylvania Department of Education to teach in their area of certification. The principal and/or supervisor observed the teaching staff to ensure that the core program was implemented as specified.

Yes No Lack of appropriate instruction in math. Provide evidence:

The student has received appropriate instruction utilizing research-based instructional strategies and materials in the core mathematics program. All teachers employed by the Valley School District are certified by the Pennsylvania Department of Education to teach in their area of certification. The principal observed the teaching staff to ensure that the core program was implemented as specified.

Yes No Lack English proficiency. Provide evidence:

The student's primary language is English. English is the primary language spoken in the home.

NOTE: IF DETERMINING ELIGIBILITY FOR SPECIFIC DISABILITY, COMPLETE THE DETERMINATION OF SPECIFIC LEARNING DISABILITY COMPONENT AT THE END OF THIS DOCUMENT BEFORE COMPLETE SECTIONS 5 and 6.

Complete Sections 5 and 6 for all students.

5. SUMMARY OF FINDINGS/INTERPRETATION OF EVALUATION RESULTS - Considering all available evaluation data, record the team's analyses of the student's functioning levels.

A. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT - Describe the student's present levels, strengths, and the resulting academic needs, when appropriate. Include communicative status, motor abilities, and transition needs as appropriate. For students with limited English proficiency (LEP), include current level(s) of English language proficiency in reading, writing, speaking and understanding/listening:

On standardized intelligence testing, Andrew demonstrates high average verbal comprehension/reasoning skills, average visual/perceptual reasoning skills, superior auditory working memory, and average processing speed. He demonstrate no significant processing deficits that would indicate the potential of a specific learning disability.

On standardized achievement testing, Andrew’s listening comprehension skills are within the above average range. His receptive vocabulary is also within the above average range, and his ability to listen to oral discourse and answer questions about it is average.

On standardized achievement testing, Andrew’s overall reading skills are within the above average range. His basic reading skills are above average, and reading comprehension is within the average range. Andrew’s oral reading fluency is above average, with both his rate of oral reading and reading accuracy being evenly developed. His sight vocabulary is above average, and his ability to decode unfamiliar words is within the average range.

On standardized achievement testing, Andrew’s overall written expression is within the above average range. His essay composition is within the average range, and his sentence composition is above average. On the essay, his theme development and text organization, as well as grammar and mechanics are both average. His length of writing is also average. His ability to spell single-word responses is in the above average range.

On standardized achievement testing, Andrew’s overall math skills are within the average range. His math problem solving skills are above average, and his math calculation is average. His math fluency is within the average range, with addition, subtraction, and multiplication all being evenly developed.

Andrew scored in the average range for all areas of the speech/language evaluation.

B. PRESENT LEVELS OF FUNCTIONAL PERFORMANCE - Describe the student's present levels, strengths, and the resulting functional and developmental needs, when appropriate:

On a functional day-to-day basis in the classroom, some of Andrew's teachers observe significant attention issues in the classroom, while others do not. The English teacher reports that Andrew continually makes the same careless mistakes/errors in his essay writing.

Andrew reports difficulty with his ability to finish tasks such as homework or projects. He gets 'stressed' when he has long-term papers and projects. Although not significant on his self-report rating scale, Andrew reports that he has trouble getting started on tasks. He will often procrastinate to avoid the task. In the classroom, Andrew is aware of when he is not paying attention to the teacher ('zones out').

C. BEHAVIORAL INFORMATION - Include social and emotional status and behavioral strengths and needs, when appropriate:

Andrew has no significant discipline history. He is pleasant, polite, and well-behaved at school. Andrew's parents completed a Parent Report and several different rating scales. They rated him as within normal limits for the majority of the areas assessed, with no behavioral or emotional problems noted. Parent observe that Andrew has difficulty maintaining attention, getting started on tasks, effectively utilizing working memory, and organizing his time and tasks.

6. CONCLUSIONS - Determination of Eligibility and Educational Needs

Complete A or B or C.

A. The student does not have a disability and therefore is NOT ELIGIBLE for special education.

OR

B. The student has a disability but does not need specially designed instruction, and therefore is NOT ELIGIBLE for special education.

OR

C. The student has a disability AND is in need of specially designed instruction, and therefore IS ELIGIBLE for special education.

1. Disability Category

Primary disability category: Other Health Impairment

Secondary disability category(s), if any:

2. Recommendations for consideration by the IEP team to enable the student to participate as appropriate in the general education curriculum (including special considerations the IEP team must consider before developing the IEP, measurable annual goals, specially designed instruction, and supplementary aids and services):

Andrew does not meet the criteria as a student with a specific learning disability at this time. His overall intelligence is within the high average range, with no significant processing deficits. In addition, standardized achievement testing indicates that Andrew's skills in listening comprehension, basic reading skills, reading comprehension, reading fluency skills, math calculation, math problem solving, and written expression are all within the average range or higher. Therefore, as there is no significant discrepancy between his ability and acheivement levels, Andrew does not demonstrate the characteristics of a specific learning disability.

The school team will meet with Andrew's parents to review assessment results. Because the 504 plan has been less than successful, the team has given reconsideration. Andrew currently meets the criteria for an Other Health Impairment due to difficulties maintaining attention as well as other related executive functioning area weaknesses (task initiation, organizational skills, working memory). An IEP should be developed to address this deficit areas as they relate to his learning and educational performance.

Specific areas for IEP consideration:

• Improve focus on tasks and instruction

• Improve follow-through on assignments

• Seek assistance during morning resource time when needed

• Needs help with task initiation

• Needs to improve organizational skills

• Needs to improve/use strategies to help with working memory (e.g. 20 minutes later cannot recall information) and chunking of assignments

• Difficulty with comprehension

• Needs to go back and review building skills (help to connect previous information to new information)

• Needs help with application and processing of skills

• Needs accommodations to enhance focus

• Needs to improve note taking skills

• Needs to improve organizational/study skills

Speech/Language:

In summary, Andrew is a student whose expressive/receptive language skills tested in the average to superior range. On the CELF-5 Andrew scored average to above average for expressive and receptive language on all subtest and core/index scores. The Listening Comprehension Test Adolescent revealed that Andrew is above average in the areas of listening comprehension and processing of auditory information. Lastly, the TOLD-I:4 indicated that Andrew’ language skills areas are average to superior on all subtest and index scores. Based on those results, he does not qualify for speech-language services at this time.

* A certified school psychologist is required for evaluation of the following disability categories: Autism, Emotional Disturbance, Intellectual Disability, Multiple Disabilities, Other Health Impairments, Specific Learning Disability or Traumatic Brain Injury. A certified school psychologist is not required for Deaf-blindness, Deaf and Hard of Hearing, Speech/Language Impairment, Visual Impairment, and Orthopedic Impairment.

** For specific learning disability only, if a team member disagrees with the team's conclusion related to the identification of the student as having a specific learning disability, the member must submit a separate statement presenting the member's dissent to the LEA. This information must be attached to the Evaluation Report. Please submit this statement to:

Francisco LEA Representative Name Phone Number

Email Address

A copy of the Procedural Safeguards Notice is available upon request from your child's school. This document explains your rights, and includes state and local advocacy organizations that are available to help you understand your rights and how the special education process works.