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Marin
SELPA
1/09

Assessment Summary
To be completed when a student is assessed to determine initial or
continued eligibility for special education and related services. This version
includes requirements for consideration as a student with a specific learning
disability.
Date of Report: 10/10/13
Examiner(s): XXXXXXXXXX & Theresa Alastuey-Boles (supervised)
IDENTIFYING INFORMATION
Student: XXXXXXXXXXXXXXX

DOB:
Age:
Gender:
XXXXXXX
XXXXX
XXXXXXXX
Students Language Proficiency: English Only
Ethnicity:
District of Residence: San Rafael City
School: Sun Valley
Schools
REASON FOR
Initial Assessment
Re-Evaluation
REFERRAL
Educational Assessment
Psychological Assessment
Speech and Language Assessment
Hearing Impaired Assessment

Grade: 5

Visual Functioning Assessment

Orientation and Mobility Assessment
Vocational Assessment
Occupational Therapy Assessment

The items checked below are areas of suspected disability/concern. Only those items checked will be
addressed within this report:
health and development
academic performance
cognitive functioning
visual processing skills
auditory processing skills
language functioning
communicative status
motor abilities
social/emotional functioning
self-help skills
career and vocational
orientation and mobility skills
abilities/interests
hearing
vision
VISION/HEARING
Current Vision: R Pass L Pass (9/4/14)

Current Hearing: Pass (9/4/14)

Is there a history of hearing loss?

Yes

No

Glasses:
Yes
But rarely brings to school
and recent vision test was w/out glasses. Her
glasses were for myopia (near vision was reported
as adequate)
Hearing Loss:
Yes
No
If yes, please describe:

EDUCATIONALLY RELEVANT MEDICAL FINDINGS

No know impediments to learning noted in medical file.
SIGNIFICANT BACKGROUND INFORMATION

XXXX has attended Sun Valley since Kindergarten.

History of dometic violence in the family. Father no longer lives with family and XXXX and her
brother have received counseling in past to deal with issues related to witnessing violence in
the home.
XXXX is an English Language Learner who speaks primarily Spanish at home. She has
strong verbal skills and her most recent available CELDT levels for Listening and Speaking
are at the Early Advanced level. Reading is at the beginning level and Writing at the
Intermediate level.

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Difficulties with reading have been ongoing since early grades and interventions were put in
place prior to assessment for a specific learning disability in November of 2011. xxxxx was
found eligible with a severe discrepancy between her average level cognitive skills and very
low reading skills. Processing was found severely deficient in the area of visual memory.
XXXX has been receiving services 5 days a week for 45 minutes with goals in reading. She
has been making slow but steady progress towards her IEP goals.
For more detailed background information, please refer to psychologist Lisa
Daughertys Evaluation Report dated 10/10/13 included as part of this complete initial
evaluation

STUDENTS STRENGTHS
XXXX is a kind, bright, good-natured girl with strong verbal skills. When XXXX hears information in
context, such as a story read aloud, she is able to recall many details and ideas. XXXX enjoys
cooking and likes to relate stories about fun activities she does with her family over the weekend.
XXXX has solid written expression skills.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
(Including STAR Testing Results and Report Cards)
STAR not completed last year due to introduction of new computerized testing to begin spring
2014/15 school year.
SRI Reading Comprehension:
Below Basic (Lexile 255)
DIBELS Reading Fluency:
At Risk Level (65 correct words per minute)
In the classroom and Learning Center, XXXX tries hard and is polite and helpful to others. XXXX has
difficulty finishing assignments independently in the classroom and is currently receiving Ds in both
th
English Language Arts and Math. According to her 5 grade teacher, Tree McIntyre-Bader, she rarely
turns in completed homework and only sometimes participates in class discussions or seeks help
when needed.
In the Learning Center, XXXX works hard and has made moderate to good progress over time on her
IEP goals.

EVALUATION PROCEDURES
All tests administered to the student are valid.
All tests administered to the student are valid with the exception of:
Results of the tests administered are valid.
Results of the tests administered are valid with the exception of:
Test(s) Administered
Date
WOODCOCK-JOHNSON III Tests of Achievement (Form A)
9/8/14
9/10/14
GRAY ORAL READING TEST- 4 (GORT-4)

By Whom
F. Dahlstrom

10/8/14

Test Scores/Results
Please see score report attached
The Woodcock-Johnson III is a standardized test measuring academic achievement. Selected
subtests were administered to achieve cluster scores in the broad areas of reading, written language

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and math. Scores were compared to a sample of other students XXXX age.
READING
The Broad Reading score is composed of three subtests: Letter-word Identification, Reading Fluency
and Reading Comprehension. Four additional subtests including Word Attack, Reading Vocabulary,
Spelling of Sounds, and Sound Awareness were also administered to determine broad scores in the
areas of reading comprehension and phonological awareness.
th

XXXX achieved an overall Broad Reading score within the low/low average range (9 percentile)
compared to others her age.
Phonologic/Grapheme Knowledge
The three subtests that make up the broad area of Phonologic/Grapheme Knowledge include and
Sound Awareness, Word Attack and Spelling of Sounds. Overall, XXXX scored in the low average
th
range in this broad area (19 percentile).
On the Sound Awareness subtest, XXXX responded orally to prompts involving the phonological
skills of rhyming, deleting sounds from words, substituting sounds in words and reversing sounds and
word parts. These are the basic phonological building blocks of reading that are practiced extensively
in the early grades, and XXXX scored well within the average range compared to others her age.
On the Word Attack subtest, XXXX sounded out nonsense words (i.e. nan, mibgus, dright) using her
knowledge of phonetic principles and patterns. She scored within the low average range. XXXX had
trouble decoding multi-syllable words, as well as some common phonetic patterns such as silent e
(sluke) and the long vowel combination (feap) - patterns that she has practiced extensively in a guided
direct instruction program as well as in her classroom reading. XXXX has significant difficulty holding
on to the patterns she learns. Recently, in the Learning Center, XXXX has been participating in a
program to practice breaking down multi-syllable words into prefixes, suffixes and vowel sounds. She
has much difficulty recognizing the letter combinations she reads (for example vowel combinations
and common suffixes such as tion or ive).
The Spelling of Sounds subtest is similar to Word Attack, only in this case the examiner dictates
nonsense words for the student to spell. XXXX scored in the low average range on this test. For
example, she correctly encoded the nonsense words glay, jong and foy and incorrectly encoded
splunted (she wrote speded) and grunches (she wrote griches).
___________
The Reading Fluency subtest measures how quickly and accurately a student reads. On this subtest
XXXX read short statements, i.e. The color of milk is pink, or An insect may live under a rock, and then
circled true or false. She was timed for three minutes. XXXX scored in the low average range.
She read 32 sentences and made one error. XXXXs reading on timed tests in the Learning Center, at
her independent reading level, varies depending on the day. Some days she reads fairly fluently, on
other days, or after shes been reading for a while, she makes many errors, often on small words such
as when or those.
XXXXs lowest reading score was on a subtest called Letter-Word Identification. On this test she
was asked to read an increasingly more difficult series of sight words using her knowledge of high
frequency words as well as her reading decoding skills. XXXX often relies on her relatively strong
sight word reading ability and was able to read many common words, for example, because, could,
whole and against. Where XXXX had difficulty, was in reading more complex multi-syllable words
such as experience, scientist, bounties and sentence. In addition, she read the very common word
they as why and there as were. Misreading smaller, common words like these is common in XXXXs
everyday reading as well. XXXX is a more successful reader when she is able to use context to help

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her decode unfamiliar words.

Reading Comprehension
th

XXXXs Broad Reading Comprehension score fell in the low average range (15 percentile). This
overall score is made up of two subtests: Passage Comprehension and Reading Vocabulary.
XXXX demonstrated low average skill on the Reading Comprehension subtest (reading a series of
short passages and filling in a blank in order for each passage to make sense). As the passages
became more difficult, XXXX had trouble reading many of the words, thus reducing her ability to make
sense of the text. In the small group setting in the Learning Center, XXXX demonstrates good
comprehension skill on material that is read aloud and is able to retell a story in some detail.
On the Reading Vocabulary subtest, XXXX was asked to provide synonyms (e.g. another word for
nap is __ ); antonyms (the opposite of up is _ ; and analogies (boy is to girl as man is to _). After
practicing aloud, XXXX was asked to read the words on her own and then provide the synonyms, etc.
XXXX caught on to the task quickly and many of her responses were correct (for example, for the
opposite of shallow she responded deep). XXXX could not read several fairly common words,
however, so she didnt have the opportunity to demonstrate her knowledge of that vocabulary. For
instance, she couldnt read the words pal, empty or entire. XXXX scored in the low average range on
this subtest.

The Gray Oral Reading Test 4 measures a students reading fluency and comprehension skill.
Students are timed reading short passages (words they cant read after several seconds are provided)
Questions about the passage are then read aloud as the student follows along (students cant go back
to the text to look for answers). Scores are based on rate and accuracy of reading (combined to gain
a fluency score), and comprehension of the story.
This test was administered, primarily, to get a better picture of XXXX comprehension skill. Despite a
st
low average reading fluency score (21 percentile), XXXX was able to answer comprehension
th
questions at a solid average level (50 percentile).

WRITTEN LANGUAGE
The three subtests making up the Broad Written Language score on the WJIII include, Spelling,
Writing Fluency, and Writing Samples. Overall, XXXX scored in the low average range (21st
percentile).
The Spelling subtest is in the same format as a standard classroom spelling quiz. XXXX scored in the
low range (7th percentile) spelling words such as cooked, rewards, and house correctly and words like
beautiful, crystal, and adventure incorrectly. Both in the classroom as well as in the Learning Center,
XXXX struggles to recall sounds and break down multi-syllable words. XXXXs difficulty remembering
sound parts (phonemes) makes spelling a challenge for her.
On the Writing Fluency subtest XXXX was timed for seven minutes as she took sets of three words
and made them into simple sentences without changing them in any way (i.e. pig/the/fat The pig is
fat). A picture accompanied each set of words. XXXX wrote sixteen sentences in the allotted time and
scored correctly on fourteen of the sentences. This places her in the average range (32nd percentile)
compared to other students her age.
The Writing Samples subtest is composed of writing prompts and measures written expression skill
(spelling and punctuation are only minimally considered). On this subtest, XXXX was asked to

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respond to verbal and visual prompts by writing a detailed sentence. For example, one visual prompt
is a picture of a seal balancing a ball on its nose, the verbal prompt asks the student to Write a good
sentence that describes what the seal is doing. A higher-level prompt is a three-step recipe that is
missing the middle instruction; the verbal prompt reads, A step is missing from this recipe, write what
would go in the blank. Students are scored using a 0-2 point rubric that is based upon accuracy, logic,
and detail. XXXX completed twelve sentences on this subtest providing logical and well-detailed
sentences. XXXXs overall score on this subtest placed her in the average range (69th percentile) in
comparison to others her age.
MATH
The Broad Math score is made up of the Calculation, Math Fluency, and Applied Problems subtests.
Overall, XXXX scored in the average range (36th percentile) compared to others her age with her
Math Fluency score (8th percentile) bringing down the overall score.
The Calculation subtest measures basic skill in the four operations of addition, subtraction,
multiplication, and division. XXXX worked hard on this portion of the test, stopping only when the
problems became too difficult for her. XXXX attempted double digit addition and subtraction problems
as well as problems involving fractions and multiplication and division problems using triple and
quadruple digit numbers. XXXX scored at the 35th percentile, within the average range.
Math Fluency was XXXXs lowest math subtest score. On this test, she was asked to solve simple
addition, subtraction, and multiplication facts (i.e. 9-3, 4+1) quickly while being timed for 3 minutes.
XXXX completed 36 problems and scored correctly on 35 of them.
Applied Problems is a subtest measuring skill in analyzing and solving real-world math problems.
XXXX scored within the average range on this subtest (51st percentile). The questions on this subtest
are read aloud as students follow along. Some questions include picture prompts while others do not.
XXXX responded correctly to questions that required, for example, adding coin or dollar amounts,
simple division, and perimeter of a two-dimensional shape. XXXX had a harder time solving multi-step
word problems and problems involving percentages and fractions (i.e. Bakeries use a lot of flour and
sugar each day. If seventy-five pounds of flour lasts a bakery two and one-half days, how much flour is
used per day?).

BEHAVIORAL OBSERVATIONS
Relevant behavior noted during the observation of the pupil in the appropriate setting:
XXXX was cooperative during testing and put forth good effort, although at times she seemed to lack
energy and motivation. During math work, she used strategies to solve problems and stuck with some
problems, even though she had to figure the multiplication in her head (since she is not solid on her
multiplication facts).

Relationship of that behavior to the pupils academic and social functioning:

XXXX has a hard time working independently in the classroom and needs significant guidance and
support from the teacher to complete projects, especially in math. In the Learning Center she can be
easily distracted by off topic conversations, for example sharing about events going on in her life at
home.

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SPECIFIC LEARNING DISABILITY

(Complete this section only for a student suspected of having a specific learning disability)
Relevant behavior, if any, noted during the observation of the pupils academic performance in the
regular classroom setting or an appropriate environment and the relationship of that behavior to the
students academic functioning.
Is the students achievement commensurate with the students age?
Are there strengths and weaknesses in performance or achievement or both, relative to the intellectual
development in oral expression, listening comprehension, written expression, basic reading skills,
reading fluency skills, reading comprehension, mathematics calculation, and/or mathematics problem
solving that require special education and related services?
ELIGIBILITY
It is the responsibility of the IEP team to determine eligibility for special education and services. The
information in this report will be considered along with other information by the IEP team when it
makes its determination of eligibility.
Based upon the information obtained by this assessor,
the student met the legal criteria for
the student did not meet the legal criteria for
SUMMARY AND RECOMMENDATIONS

XXXX is being assessed for her triennial Individualized Education Program. She is currently eligibile
as a student with a specific learning disability.
XXXX is a bright, hardworking, verbal student who always has a positive attitude. She is a pleasure to
work with.
XXXX was assessed using the Woodcock Johnson III, a standardized test measuring academic skills
in reading, written language and math and the Gray Oral Reading Test 4 (GORT-4). XXXXs scores
were compared to other students her age.
XXXX scored highest on the Math section of the WJIII. Her overall score in the Broad Math
category fell within the average range compared to others her age. XXXX scored in the low
average range on the Math Fluency subtest. In the classroom, XXXX struggles to keep up with
math concepts both in whole group and small group settings. According to her classroom
teacher, XXXX has trouble retaining concepts and requires repeated directions on most math
assignments.
On overall Written Language, XXXX scored in the low average range. She scored in the
average range on the subtests Writing Fluency and Writing Samples (measures written expression
skill) and scored in the low range on the Spelling subtest. In her writing, XXXX displays good
conceptual ideas and and is able to support her thinking with strong details. Spelling is challenging
due to her difficulty remembering phonemes.
Reading remains the biggest area of struggle for XXXX. Her overall Broad Reading score
fell within the low range and her Reading Comprehension score fell within the low average
range. Overall, XXXX was within the low to low average range on all subtests under the
reading category on the WJIII. Decoding, fluency, and comprehension are all difficult for XXXX in the
classroom and Learning Center. These challenges can be directly attributed to XXXXs trouble
with decoding. It is hard for her to fully understand the concepts she is reading because she is not

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correctly decoding many of the words.

On the GORT-4, XXXX demonstrated low average level reading fuency, but solid average level
comprehension when questions were read aloud to her. XXXX appears clearly capable of
understanding grade level text when she has access to it.
It is recommended that the team discuss how better to meet XXXXs needs at this time.
SUGGESTIONS:

XXXX needs consistent, daily practice reading books at her Lexile level at home and
school.

When possible, provide XXXX with books on tape to supplement her classroom texts.

XXXX makes good use of context when shes reading. Before reading with XXXX, help
her build context by talking about the text and relating it to what she might already
know about the subject.

When possible, review complex or unfamiliar words in text before reading.

Signature
Signature

Position Resource
Specialist
Phone Number (415) 4852440 X131
Position
Phone Number

Date 10/10/13
Date