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REEVALUATION REPORT (RR)                              WARREN COUNTY SCHOOL DISTRICT
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The Perceptual Reasoning Index (PRI) is dependent on the child’s immediate problem solving abilities and nonverbal reasoni...
963. His overall math performance is considered Below Basic (Inadequate academic performance that indicates little
underst...
The class was broken up into groups. Matthew followed directions and moved to where his group was supposed to be. Each gro...
education classes. He is a child with mild mental retardation. This makes it difficult for him to achieve within the regul...
REEVALUATION REPORT (RR)                                                                      STUDENT NAME: Matthew Dunn
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Transcript of "Comprehensive+Evaluation+Report+Matt+Dunn+07[1]"

  1. 1. REEVALUATION REPORT (RR) WARREN COUNTY SCHOOL DISTRICT *****************************************************************************SCHOOL AGE DEMOGRAPHICS: Student Name: Matthew Dunn Date of Report 10/17/07 WCSD Case #: 4749 Date of Birth: 1/8/1993 Age: 14 Grade: 9 Home School District: Warren County School District School: Youngsville High School Educating School District (if different):       County of Parent's Residence: Warren County Parent Name: John and Brenda Dunn Phone # (H): 814-563-3414 Street Address: 51 Fourth Street Phone # (W):       City/State/Zip: Youngsville, PA 16371 Other Demographic Data, as needed:       Current Educational Program: Life Skill combined with Learning Support Reason for Reevaluation: Additional Information Date IEP Team Reviewed Existing Evaluation Data: 8/31/07 SUMMARIZE INFORMATION REVIEWED • Existing evaluation data (including physical, social, or cultural background and related developmental needs):       • Evaluations and information provided by the parents:       • Current classroom based assessments and observations and local and/or state assessments:       • Observations by teachers and related service providers:       • Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals in the IEP and to participate as appropriate in the general education curriculum:       Past Psych-Educational Assessment Results Matthew was administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) on 5/10/2006. Results are as follows: Scale Composite Qualitative Score Description Verbal Comprehension (VCI) 77 Borderline Perceptual Reasoning (PRI) 69 Intellectually Deficient Working Memory (WMI) 56 Intellectually Deficient Processing Speed (PSI) 56 Intellectually Deficient Full Scale (FSIQ) 58 Intellectually Deficient (*Average standard score range =90-109) The Full Scale (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. Matt’s general cognitive ability falls within the extremely low range of intellectual functioning, as measured by the FSIQ. He may experience great difficulty in keeping up with his peers in a wide variety of situations that require age-appropriate thinking and reasoning abilities. He performed slightly better on verbal than on nonverbal reasoning tasks, but there is no significant meaningful difference between Matt’s ability to reason with and without the use of words. Matt earned a score of 77 on the Verbal Comprehension Index (VCI), placing his verbal reasoning abilities in the Borderline range. The VCI draws on the child’s ability to use verbal skills and information in the solution of new problems, the ability to process verbal information, and the ability to think with words. Matt performed comparably on the verbal subtests contributing to the VCI, suggesting that these verbal cognitive abilities are similarly developed. PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office
  2. 2. The Perceptual Reasoning Index (PRI) is dependent on the child’s immediate problem solving abilities and nonverbal reasoning abilities. The tasks require the child to think in visual images and measure planning and organizational ability, attention, non- verbal learning, and memory. Matt’s nonverbal reasoning abilities as measured by the Perceptual Reasoning Index are in the Extremely Low Range. Matt’s performed comparably on the perceptual reasoning subtests contributing to the PRI, suggesting that his visual-spatial reasoning and perceptual-organizational skills are similarly developed. Matt scored a 56 on the Working Memory Index (WMI) which measures the child’s ability to actively maintain information in conscious awareness, perform an operation with it, and then produce a result. Matt’s abilities to sustain attention, concentrate, and exert mental control are a weakness relative to his verbal reasoning abilities. Matt’s ability in processing simple or routine visual material without making errors as measured by the Processing Speed Index (PSI) is in the Extremely Low Range when compared to his peers. Processing visual material quickly is an ability that Matt performs poorly as compared to his verbal reasoning ability. Processing speed is an indication of the rapidity with which Matt can mentally process simple or routine information without making errors. Current Psycho-Educational Assessment Results Matt was given the Woodcock Johnson III Test of Achievement on August 31, 2007 his scores are as follows: CLUSTER/TEST STANDARD SCORE (average standard score = 90-110) Total Achievement 79 Broad Reading 73 Broad Math 71 Broad Written Language 88 Basic Reading Skills 108 Reading Comp 94 Math Calc. Skills 73 Math Reasoning 75 Basic Writing Skills 88 Written Expression 88 Academic Skills 95 Academic Fluency 57 Academic Apps 82 Academic Knowledge 82 Letter-word Identification 111 Calculation 85 Math Fluency 63 Spelling 91 Writing Fluency 84 Passage Comprehension 89 Applied Problems 78 Writing Samples 104 Word Attack 102 Picture Vocabulary 93 Editing 88 Reading Vocabulary 100 Quantitative Concepts 77 Academic Knowledge 82 Punctuation & Capitals 65 Matthew was administered a set of tests from the WJIII Tests of Achievement on 8-31-07, when compared to others at his grade level, Matt’s academic skills are within the average range. His fluency with academic tasks is very low. His academic knowledge and ability to apply academic skills are both within the low average range. Matt’s performance is average in basic reading skills and reading comprehension; low average in basic writing skills and written expression; and low in math calculation skills and math reasoning. Past Statewide Assessment Results Matthew completed the Pennsylvania System of School Assessment (PSSA) in 7th grade. In Reading, Matthew earned a scaled score of 1074. His overall reading performance is considered Below Basic (Inadequate academic performance that indicates little understanding and limited display of skills). One area of focus for Matthew is Interpretation and Analysis of Fiction and Nonfiction Text. He is significantly behind what would be expected at his grade level in this area. In Math, Matthew earned a scaled score of PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office
  3. 3. 963. His overall math performance is considered Below Basic (Inadequate academic performance that indicates little understanding and limited display of skills). Two areas of focus for Matthew are Algebraic Operations and Numbers and Operations. He is significantly behind what would be expected at his grade level in these areas. For a child suspected of having a specific learning disability, include a statement of: 1. Whether the child has a specific learning disability; 2. The basis for making the determination (whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services or whether the child does not respond to research-based interventions or other); 3. The relevant behavior noted during the observation of the child; 4. The relationship of that behavior to the child’s academic functioning; 5. The educationally relevant medical findings, if any; 6. The determination of the team concerning the effects of environmental, cultural, or economic disadvantage:       DETERMINATION OF NEED FOR ADDITIONAL DATA The IEP Team determined that additional data are not required. Reason(s) additional data are not required:       OR The IEP Team determined that there is a need for additional data. The LEA shall issue the Permission to Reevaluate and administer tests and other evaluation materials as may be needed to produce the following data: Additonal data provided by Beacon Light indicating and confirming a diagnosis of Pervasive Developmental Disorder, Not Otherwise Specifieed. SUMMARY OF FINDINGS/INTERPRETATION OF ADDITIONAL DATA:       The following information was obtained via a Psychological Evaluation report completed at Beacon Light Behavioral Health Systems on January 25, 2007: Matt is a 14-year old, Caucasian male, who resides with his adoptive parents, John and Brenda Dunn, in Youngsville, Pa. Matt has an older biological sister, Amanda, and a younger biological sister, Miranda, that he has no contact with. Matt was adopted at age 6 after being placed in foster care at age 4. Matt attends the 9th grade at Youngsville High School. He currently receives his instruction in the life skills support and regular education setting. Matt was referred to Beacon Light to transfer his wraparound services from Northwest Human Development in November 2005. His parents reported several behavioral and emotional problems with Matt. They reported that he has problems focusing his attention in school. He daydreams, and has problems finishing assignments. They also reported that he loses his temper quickly and has a tendency to get into fights with his peers. The following diagnoses were provided by Emma Walton, under the supervision of Bruce Simons, Ph D. on 1/25/07. Axis I 299.80 Pervasive Development Disorder, NOS 309.81 Post Traumatic Stress Disorder, by history 314.01 Attention Deficit Hyperactivity Disorder, combined type 995.53 Sexual abuse of a child, victim Axis II report of mild mental retardation Axis III History of ear infections, developmental delays Axis IV Moderate to severe-victim of neglect and abuse by birth parents; developmental delays; underdeveloped social skill; need for life skills placement; susceptible to manipulation and bullying. Axis V GAF= 52 (current) Formal Observation: 9/13/07 by Mary E. Ferry, Autistic Support Teacher Matthew was seated at the back in his U.S. History class. His support staff was helping him finish up an assignment and organize his papers. Matthew was writing rapidly. His aide opened the book for him to be prepared. Matthew quickly began flipping through his notebook. The teacher gave a direction to the class. They were to write two sentences in response to a prompt. His aide had to repeat the directions to him twice. Matthew sat quiet and another aide in the room checked that he was on task. Matthew wrote something down and then began to pull on the coiled wire of his notebook. He wrote three lines. The teacher passed back a paper and Matthew looked at the grade. Other students were talking out, but this did not appear to distract Matthew. PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office
  4. 4. The class was broken up into groups. Matthew followed directions and moved to where his group was supposed to be. Each group was given a question to answer. Matthew sat quiet and watched a girl in his group draw. His group was not discussing the question. One girl in the group provided the answer. Matthew smiled and spoke to the girl and would often turn around and smile. He watched as she wrote. Even with all groups talking Matthew continued to sit quiet. Observation: Guidance Counselor 9/4/07 Mr. Vaughn observed Matt during US History I. during this time Matt appeared to be focused during the class. When he needed redirected his TSS redirect him. Matt appeared to follow along with the directed reading but did not volunteer to read. Matt did not distract others nor become distracted by others. Teacher Reports • Ms. Montgomery states that Matt is doing ‘ok’ in Choir. Sometimes he appears to be overwhelmed, but he is keeping up. There have been no behavior issues. • Mrs. Hornick states that Matt’s grade is a 76% in computer class. He is doing well. He has completed all assignments. Matthew is behaving well in class. I have him as my “driver” which means that as we go through our lesson, Matt is the student who is sitting at the computer attached to the projector. Everything that Matt does is seen by all the other students. He is good natured when dealing with my instructions and when I observe that he has made a mistake. He laughs it off. Matt can become somewhat frustrated when he works by himself and he does need help with note-taking. He gets behind as the thinks he needs to write down every word the instructor utters, even when I tell him that he does not. • Mrs. Dorunda states that Matt currently has a 78% in Intro. to Environmental Science. She states that he has no behavioral issues and currently his modification seem to be working. His TSS works very well with him giving him just the right amount of assistance. • Mrs. McKinney stated that his current grade is a 73%. He seems easily distracted during class. We have not done a lot of work to be turned in yet, so most of our points are for tests. • Mrs. Nichols states that Matt tries hard. He is inconsistent with his learning. One day he will write a paragraph and not misspell any words. The next day he will misspell words that he previously spelled correctly. Some days he is on task, while other days he has to be prompted to task several times. His grade in English is an 80%. He is currently writing using a 4 square approach. His grade in math is 90% and he is having difficulty subtracting with regrouping. He forgets to change the number when he borrows. Matt’s disability sometimes affects his involvement in class. He will volunteer information that is not relevant to the material being covered. He likes to participate and when he gives an answer and it is not correct he does not get aggravated. He continues to try on the next answer. • Mrs. Gardner states that he has trouble focusing on work. Matt has 73% in reading he is in a direct instruction reading class focusing on comprehension. He tries to keep up with the other students in the class and becomes frustrated when he can’t. Parent Information When asked, Matt’s parents how successful Matt has been in school the response is he has been good to the best of his ability. What types of jobs does your son do at home; he cleans his room, makes his bed, helps with washing, folding clothes, and rakes leaves. He does other things with parental guidance. He likes to go to the YMCA. He likes to fish and participate in sports and play his guitar. He has day to day responsibilities at home. He dresses himself properly, according to the weather. He eats the right item for the time of day such as breakfast, lunch, dinner, and snacks. He takes care of his hygiene appropriately. His parents are trying to have him do his daily hygiene routines without being reminded. He respects other peoples’ feelings. They hope to see him live on his own. And they feel he needs to learn to tell time on a face clock and become responsible. They would also like to see him learn to read music. They do not feel that there needs to be any changes educationally. They feel that he needs guidance throughout the day. They feel he has benefited by specialized instruction provided by the school. When asked if there were any changes regarding medical or emotional issues that may interfere with Matt’s progress in school, they replied ‘he forgets things a lot’. They stated that he gets upset with himself. He has trouble focusing and staying on task. He has trouble asking questions if he does not understand something. Matthew is currently prescribed Concerta, 72mg, in the morning, Buspirone, 10mg, in the morning and after school, and Trazidone, 150mg, 1 hour before bed. Nurse Report Matt has been diagnosed with ADHD. Matt was given an eye exam on 10/11/07; he passed with 20/20 vision in both eyes. It should be noted that Matthew did not have his glasses with him. Matthew also passed a hearing screening @ 25dB.       Conclusions Matt does not have a specific learning disability. This determination was based on the results of standardized and norm-referenced assessment of Matthew’s cognitive abilities and academic achievement. Matthew’s academic achievement is commensurate with his general intellectual functioning. He is highly distractible in class. He has difficult time keeping up with work in regular PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office
  5. 5. education classes. He is a child with mild mental retardation. This makes it difficult for him to achieve within the regular classroom without the use of adaptations and additional support. He has been diagnosed with Pervasive Developmental Disorder as of 1/25/07. He also is a child with ADHD for which he is prescribed medication. This determination was not based on any environmental, cultural, or economic disadvantage. Based on the information received via Beacon Light Behavioral Health Systems, Matthew qualifies for and is need of special education services through the Autistic Support Program as a student identified with Pervasive Developmental Disorder, Not Otherwise Specified. Matt’s educational program should consist of Learning Support to assist him in areas of academic and achievement and Autistic Support to provide strategies for teachers in dealing with a student with an Autism Spectrum Disorder. PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office
  6. 6. REEVALUATION REPORT (RR) STUDENT NAME: Matthew Dunn PAGE 6 OF 6 CONCLUSION The student has a disability AND continues to be eligible for special education Disability category: Mental Retardation Additional disability category(s), if any: Autism (PDD diagnosis) and OHI (ADHD diagnosis) OR The student is no longer eligible for special education. (The parent may request an assessment to determine whether the student continues to be a child with a disability.) Upon completion of the reevaluation, the local education agency will complete and issue the report to the required members of the evaluation team. Evaluation Team Participants* Title Agree Disagree Required when evaluating children with specific learning disabilities.)       School Psychologist*       Parent       Parent       LEA       Reg. Ed. Teacher       Sp. Ed. Teacher                                     * For school districts, a school psychologist is required for evaluation of the following disability categories: Autism, Emotional Disturbance, Mental Retardation, Multiple Disabilities, Other Health Impairments, Specific Learning Disability or Traumatic Brain Injury. Not required for Deaf/Blind, Hearing Impaired, Speech/Language, Visual Impairment and Orthopedic Impairment. Date copy of this report was provided to the parent:       Method of Delivery: US Mail Hand-delivered during meeting Other:       A copy of the Procedural Safeguards Notice explaining your rights is available from your child’s school. PDE Revised June 2005 Copies MUST be made for parent and Sp. Ed. Office

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