LEARNING SUPPORT SERVICES

CONFIDENTIAL
Note: Due to the changing and developing nature of children, the information and
recommendations contained in this report are meant for current use. Reference to or use of
this report in future years should be made with considerable caution and reservation.
STUDENT: Danny
BIRTHDATE: Oct. 10, 2001
SCHOOL: Happy H!!" E!#$#nta%y
ACADE&IC ASSESS&ENT
R#a"'n ('% R#(#%%a!:
Danny was referred for an academic assessment to determine if a referral for psycho-educational
assessment is warranted at this time. Danny currently has demonstrated difficulty with math skills.
Dat# '( R#p'%t: April 7, 2013 A)# at A""#""$#nt: 11 years months
Bac*)%'+n, In('%$at'n :
Danny is a !rade " student at #etty $il%ert &lementary. Danny li'es in Alder!ro'e with his mom, step-
dad and three step%rothers. (is mother reported that Danny does not currently ha'e contact with his
%irth father. )he reported a normal pre!nancy and deli'ery, and that he reached all of the
de'elopmental milestones on time. *pon enterin! kinder!arten she noted she he started e+hi%itin!
pro%lem %eha'ior such as %ein! defiant and oppositional. ,n !rade three he recei'ed a dia!nosis of
AD-(D for which he currently takes Adderall. Due to on!oin! concerns a%out %eha'ior, Danny has
seen se'eral counselors, thou!h they ha'e yet to find a !ood match with a .sycholo!ist. (is mother
reported that his %eha'ior has !otten worse as of late, and seems to compete with his %rothers for
attention. (is defiant %eha'ior also seems to affect his peer relationships, as he does not ha'e many
close friends.
Danny does communicate well with adults especially in one-on-one situations. And althou!h he
stru!!les with attention, he does respond well to structure such as utili/in! the chore checklist that his
mother has implemented at home. (is teachers ha'e noted that he can often !et distracted in the
classroom and works %etter independently.
,n !rade three Danny was referred to the school counselor for %eha'ioral issues such as %ein!
physical with other students, 'er%al a%use and swearin!. (is later report cards indicate that his
classroom %eha'ior has since impro'ed. 0hrou!hout elementary and middle school Danny as
recei'ed primarily %elow a'era!e marks in all su%1ects. ,n !rade four he recei'ed support for 2A, math
and readin! , and he has also participated in 3eadin! 3eco'ery (is last report card in 4arch 2013
indicated that he was still ha'in! difficulty with multiplication and readin! comprehension. (is teacher
also noted that he needs to take %reaks %etween assi!nments. Danny currently recei'es support in
math and participates in a small readin! !roup two to three times per week.
P%#-'+" A""#""$#nt":
5-A
C+%%#nt A""#""$#nt:
WIAT-III (Weschler Individual Achievement Test Third Edition)
T#"t B#.a-'% an, O/"#%-at'n":
Danny was 'ery polite and cooperati'e durin! the assessment. Althou!h Danny was 6uiet upon
arri'in! at the session, he warmed up when talkin! a%out his fa'ourite past times 7playin! 'ideo
!ames8. (e related that he likes school, especially ..&. %ut does not particularly like math %ecause it
is 9%orin!: ,f (e persisted with tasks and easily admitted when he did not know somethin!. ;hen
!i'en the option, Danny preferred to complete the entire test on the same day rather than at a later
date. Danny appeared interested and moti'ated durin! the assessment, therefore these results
should %e considered 'alid, thou!h student e+aminer the results may not %e 'alid and should not %e
used for decision makin! purposes8
T#"t R#"+!t":
Test scores are reported in scale scores, standard scores, and percentiles. The average range
for scaled scores is 9-!. The average range for standard scores is 9"-". # percentile score
indicates the percentage of same-age peers scoring at or below Danny$$s score. %ercentile
scores between !& and '& are considered average.
0IAT1III: A measure of !eneral academic achie'ement.
S+/t#"t Sc'%# S+$$a%y
S+/t#"t Stan,a%, Sc'%# Sc'%# Int#%-a! P#%c#nt!# C!a""(cat'n
2istenin! <omprehension =0 77-103 2 A'era!e
3eadin! <omprehension =0 7=-101 2 A'era!e
4ath .ro%lem )ol'in! =1 >1-101 27 A'era!e
)entence <omposition 113 10-121 >1 A'era!e
;ord 3eadin! =7 =3-101 ?2 A'era!e
&ssay <omposition 101 =0-112 3 A'era!e
.seudoword Decodin! 11? 110-11> >2 A'era!e
5umerical @perations > 7"-=? 1" A'era!e
@ral &+pression 10" =-117 "" A'era!e
@ral 3eadin! Aluency >? 77-=1 1? #elow A'era!e
)pellin! 10 ==-111 "3 A'era!e
4ath Aluency-Addition >3 72-=? 13 #elow A'era!e
4ath Aluency-)u%traction >" 7"-=" 1> A'era!e
4ath Aluency-4ultiplication >> 7>-=> 21 A'era!e
&ssay $rammar-4echanics = >3-107 37 A'era!e
@ral 3eadin! Accuracy 102 >=-11 A'era!e
@ral 3eadin! 3ate >3 7"-=0 13 #elow A'era!e
2
S+/t#"t C'$p'n#nt Sc'%# S+$$a%y
L"t#nn) C'$p%#.#n"'n Stan,a%, Sc'%# P#%c#nt!# C!a""(cat'n
3ecepti'e Boca%ulary =7 ?2 A'era!e
@ral Discourse <omprehension >" 1> A'era!e
S#nt#nc# C'$p'"t'n
)entence <om%inin! 11= =0 A'era!e
)entence #uildin! 10? "1 A'era!e
E""ay C'$p'"t'n
;ord <ount 100 0 A'era!e
0heme De'elopment-0e+t @r!ani/ation 101 3 A'era!e
O%a! E2p%#""'n
&+pressi'e Boca%ulary =" 3= A'era!e
@ral ;ord Aluency 10= 73 A'era!e
)entence 3epetition 111 77 A'era!e
C'$p'"t# Sc'%# S+$$a%y
C'$p'"t# Stan,a%, Sc'%# Sc'%# Int#%-a! P#%c#nt!# C!a""(cat'n
@ral 2an!ua!e =7 >7-107 ?2 A'era!e
0otal 3eadin! =3 >=-=7 32 A'era!e
#asic 3eadin! 10? 101-107 "1 A'era!e
3eadin! <omprehension-Aluency >3 7-=1 13 #elow A'era!e
;ritten &+pression 107 101-113 "> A'era!e
4athematics >7 >0-=? 1= A'era!e
4ath Aluency >? 7>-=0 1? #elow A'era!e
Danny was administered the ;,A0-,,, to e'aluate his academic skills. (is composite scores for 0otal
3eadin! 73eadin! <omprehension, ;ord 3eadin!, .seudoword Decodin!, and @ral 3eadin!
Aluency8, #asic 3eadin! 7;ord 3eadin! and .suedoword Decodin!8, and 3eadin!
<omprehension-Aluency 73eadin! <omprehension and @ral 3eadin! Aluency8 all fall in the a'era!e
ran!e. ;hen attemptin! to answer readin! comprehension 6uestions, he had to %e 6ueried often and
then sometimes had to reread the passa!e in its entirety a!ain in order to find the answer. (e also
had a difficult time answerin! more a%stract 6uestions such as 9what is the theme of this passa!e:
and admitted that he didnCt always understand the 6uestions. Danny did well in readin! aloud a list of
words 7?2
nd
percentile8 indicatin! that his word reco!nition and decodin! skills are compara%ly well
de'eloped. 2astly, Danny placed %elow the a'era!e ran!e 71?
th
percentile8 when his readin! was
measured for speed, accuracy, and fluency. 0hou!h Danny made few mistakes, his rate of readin!
was 6uite slow.
DannyCs composite score for @ral 2an!ua!e fell within the A'era!e ran!e 7?2
nd
percentile8. (is
performance on the 2istenin! <omprehension su%tests 73ecepti'e Boca%ulary and @ral Discourse
<omprehension were a'era!e 72
th
percentile8 as he was a%le to remem%er details from passa!es as
well as point to the correct picture which illustrates the meanin! of the word he hears. Danny also has
stron! oral e+pression skills 7""
th
percentile8, particularly in retrie'in! words within a certain cate!ory,
as well as in repeatin! sentences. 0his indicates that Danny has a !ood 'oca%ulary and short-term
memory skills.
DannyCs composite score for ;ritten &+pression 7)entence <omposition, &ssay <omposition and
)pellin!8 skills placed him within the A'era!e ran!e 7">
th
percentile8. (e was a%le to create sentences
usin! !ood structure, spellin! and !rammar for his !rade-le'el. Danny also did well when or!ani/in!
his thou!hts into an essay, thou!h his work lacked correct punctuation as he failed to include any
periods or commas which made his work difficult to read. 0hat %ein! said, Danny did ha'e !ood
spellin! skills for his !rade-le'el 7"3
rd
percentile8.
3
,n 4athematics 74ath .ro%lem )ol'in! and 5umerical @perations8, Danny o%tained a composite score
in the a'era!e ran!e 71=
th
percentile8. (e has !ood math pro%lem sol'in! skills which means that he
understands the %asic math concepts. (e did stru!!le a %it more thou!h in the 5umerical @perations
su%test indicatin! that he has a %it more difficulty with written math calculations, especially with
multiplication and di'ision. (e was aware of these weaknesses as he e+pressed that he 9wasnCt !ood
with di'ision actually: and preferred to skip these 6uestions entirely rather than attempt to answer
them. DannyCs math fluency skills placed him in the 2ow A'era!e ran!e 71?
th
percentile8 which means
that he has difficulty with math calculations that are measured for speed and accuracy.
C'nc!+"'n": Danny was referred for academic screenin! to determine if further psycho-educational
testin! is warranted. <urrent results indicate that Danny stren!ths were in readin! and writin! as he
was a%le to read fluidly without many mistakes. (e also has a !ood !rasp of spellin! and 'oca%ulary,
meanin! that he has !ood decodin! and phonics skills. 0hou!h his readin! comprehension and
fluency skills are satisfactory, Danny needs support with his rate of readin! and ad'anced
comprehension such as drawin! inferences. (e currently reads at a slow rate and so needs more
practice in this area in order to keep up with !rade-le'el e+pectations.
Althou!h he understands math concepts such as tellin! time, interpretin! !raphs and fractions, Danny
had trou%le with %asic math operations such as multiplication and di'ision. 0his was e'ident %oth in
the numerical operations su%test as well as the math fluency su%tests, which placed him in the #elow
A'era!e ran!e or 'ery close to the #elow A'era!e ran!e. ,t should also %e noted that Danny had
particular difficulty with punctuation when writin! independently %ut his or!ani/ation of written material
is well within the a'era!e ran!e.
As Danny has %een dia!nosed with AD-(D it is possi%le that issues pertainin! to his attention has
affected those skills that are detail oriented such as such as punctuation and readin! comprehension.
)o althou!h he is a%le to understand the lar!er concept, his difficulty with concentration may impact
his performance. Danny also does not perform well on timed tests as indicated on his Aluency scores,
and !enerally works at a slower pace.
R#c'$$#n,at'n":
1. A co!niti'e assessment is recommended in order to determine his academic potential and to
rule out a math disa%ility.
2. A Deymath assessment may also %e useful in determinin! his specific areas of weakness in
the area of math to identify !oals for remediation.
3. 4ath support is recommended should continue, especially in %asic computations with
increased difficulty.
4. 3ate readin! can %e impro'ed %y timed repeated readin!s. Danny can %e assi!ned a
passa!e a passa!e at the %e!innin! or the week and record his readin! rate. (e then
practices the passa!e throu!hout the week and is timed a!ain on Ariday to see if his rate
has impro'ed.
5. 4ore opportunity to write independently with particular attention and specific feed%ack paid
to punctuation.
,t has %een a pleasure workin! with Danny. ,f there are any 6uestions re!ardin! this assessment,
please feel free to contact the undersi!ned at )pecial )er'ices, 32-01>>, local 3>".
EEEEEEEEEEEEEEEEEEEEEEEEEEEEEE
)tephanie Fan/en
.racticum )tudent 7*ni'ersity of <al!ary8
4
EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE
Dr. <.3., 3. .sych.
.racticum )uper'isor
5