Reason for Referral:
Background and Contextual Information:
Identified Areas of Strengths and Challenges
Physical Skills/ Fine and Gross Motor
Self-Care and Independent Living
Diagnosis and Recommendations:
Assessment Project Assignment Instructions
Teacher candidate will use a provided case study containing results from multiple methods of assessment and data sources in order to determine eligibility and programmatic recommendations for the case student. Basic assessment data and historical data will be provided the candidate.
Steps in the assignment:
Review case study. Analyze assessment results and anecdotal and qualitative information to determine student levels, strengths, weaknesses.
Develop two-page psychoeducational report providing a summary view of the student, of the administered assessment results, of the student’s skills and challenge areas, the special education eligibility and diagnosed disability category and of the recommendations for educational programming (special services and/ or related services).
Use articulated psychoeducational report for the Individualized Educational Plan (IEP) assignment and subsequent instructional and transition planning.
Clara is a 14-year-old student presenting significant academic delays as compared to her peer group. She has just arrived in our community and has just been enrolled in school with no accompanying educational records.
Clara’s first language is not English, but she is reasonably fluent in English. Her family and her were not born in the United States. She lives with both parents (mother and father) and has no brothers or sisters. Her father works as a short distance truck driver while her mother works in a pre-school as a teacher’s assistant. Both parents are cooperative although their grasp of English is less than their daughter’s. Clara learned English in her last school and is comfortable speaking, reading and writing at an equal level to her ability with Spanish.
An initial referral initiated assessments being administered to determine Clara’s particular needs. The following scores have been gathered using the Wide Range Achievement Test (WRAT), the Vineland Adaptive Behavior Scale and the Stanford-Binet Intelligence Test. Other data is from provided teacher observational notes.
Wide Range Achievement Test (WRAT)
Reading = .03 Percentile
Arithmetic = .04 Percentile
Vineland Adaptive Behavior Scale
Communication Domain = 40
Daily Living Skills = 50
Socialization = 68
Motor Skills = 52
Adaptive Behavior Composite Score = 48
Stanford-Binet Intelligence Test
Full Scale IQ = 40
Brigance Inventory of Basic Skills
Recognized 15 words on preprimer level
Knew 12 initial letter sounds
Rote count to 25
Recognize numbers to 30
Writing numbers to 30
Knowing addition facts to 8
Knowing values of three coins and dollar
Tell time to half hour
Can write all letters
Recognize several high frequency functional words (exit, women’s, restroom, in, out, stairs, keep out, police, go, walk, danger)
Recognize several directional words (name, address, state, zip, phone, date, email, cell)
Other Areas of Challenge
Following oral directions
Behavioral Notes from Instructional Staff Observations:
Needs to work on transitioning from one task to another
Gets along with peer group
Is motivated when enjoying the task
Difficulty following through on less exciting tasks. Burns out quickly
Needs to work on expressing feelings in more positive means (lashes out, especially at authority)
Student Reported Personal Preferences
Enjoys being with others
Likes working with food (limited)
Like play time with others in a social setting
Wants some sort of job in the future
Wants to live away from family somewhere
Doesn’t mind living with friends
Wants to get married