Student Name: Family/Team Meeting

September 28, 2010

Psychologist: Name
Results:
Spelling: Grade level 1.6
Writing: Grade level 1.8
Speed task: Grade level 1.9
(worked well to provide a visual and structure when completing written work vs. Leaving
the work to be open-ended)
Math: Grade level 1.8
(multi-digit addition, multiplication)
Speed Math: Grade level 1.7
(diferent operations mixed up, had to be cued at the end of each line to keep going)
Math Word Problems: Grade level K.6 (6 months into Kindergarten)
(to do with time, money, counting with 1:1 correspondence)
Individual Word Reading: Grade level 2.3
(did not know decoding strategies when struggling. Either knew it or didnt try)
Reading fuency: Grade level 2.7
(timed for 3 minutes, understood what to do more than other tasks, was focused)
Reading comprehension: Grade level 1.4
Thinking and reasoning (verbal): Grade level 2.0
(looked at social norm questions, expression, comprehension)
E.g. What is the same between: cat and mouse (both run), anger and joy (are brothers),
summer and winter? Whats a clock (said watch)/hat (to wear)/umbrella (didnt say
anything)/bicycle (a bike)?
Processing Speed: Grade level 1.5
(lots of motor overfow, indicates delay in neural development and sensory processing)
Memory (working): Grade level 2.0
(could not rearrange sequence of 3 digits to repeat backwards)
ABAS (teachers form): in 1st percentile
Moderate Cognitive Disability: IQ less than 50
Strategies:
- adapt curriculum (start at Grade 1.5 - 2 level, may see plateau as he reaches
Grade 3 level)
- Programming for next year?
- Build up functional literacy and numeracy skills (i.e. Telling time, using money,
basic writing skills, etc)
- ESL complicates, as does anxiety