Student Profile 1

Student Profile

SBU Evaluator: Kaitlyn Derrick

SBU Professor: Dr. Diana Lawrence-Brown
*Contact Information:

Kaitlyn Derrick
Derrickn15@bonaventure.edu
Contact Information: 716-375- 2165;

dlawrenc@sbu.edu

Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for graduate-
level assessment course. The author is a qualified teacher in an advanced academic program.
The contents may be limited by the as-yet-developing expertise of the author, time limitations of
the course, etc.

I. Student Data and Background Information

A. Students Pseudonym (unless parents have given permission to use student's real
name): John
B. Date of Birth, Age: December, 22, 2006, 10 years old.
C. Current Placement: Type of class, grade level/subject(s), location, number & age-
range of classmates, number of students with and without exceptionalities (disabilities &/or
gifted/talented), number of staff, and by whom the class is primarily taught (general, special, or
gifted education teacher), type and amount of any push-in support or modifications available to
students in this classroom.
John currently attends a 4th grade General Education classroom at Scio Central School. In
Johns current class, there are 15 students ranging from 10-11 years of age. In Johns class, there
are no students with exceptionalities. There are two fourth grade classrooms next to each other.
One teacher teaches English, spelling, and grammar. While the other teacher teaches Math,
Science, and Social Studies. These two teachers work closely together to make sure that all
students are getting a good education; although it is difficult with the constant drama that occurs
on a daily basis. There are two groups of fourth grade classes occurring at the same time, this is
so that students can receive more one-on-one time or additional support when needed. During
English, both classes have an aid that pushes in to assist everyone. Speech is provided to John
and 4 other students, counseling is open to all that need it, including John. Students either have
appointments to go to, counseling, or they can ask the teacher at any point throughout the day if
they can go. Modifications are made based on everyday assessments through observation,
homework, and classwork. John is to receive additional adult support during math class on a
daily basis. John needs prompts to stay on task and to minimize distractions on a daily basis in
all classes. John also needs preferential seating, near an adult, away from windows, and any
distractions on a daily basis in all classes. The evaluator would like to note that John attends an
afterschool program called tutoring that is funded by Boces. This program gives him time to sit
down and get his homework done before going home to his siblings. This program has one
teacher whom is in charge of knowing all of the students work that is due and lasts an hour.
John has the opportunity to sit in a quiet classroom and get help if needed.
 Student Profile 2

D. Referral Information: Why the student was assessed (include areas of particular
interest or concern, e.g., reading difficulties, etc.). Attach "Referral and Intervention History"
(use form provided).
If the student has been formally identified as having a disability or special
gifts/talents, also list any special services that the student receives (including the amount
of time for each) and include the IDEA classification (if applicable).
The reason for Johns referral is his continuous academic difficulty. Primary
concerns are in the areas of reading and attention difficulties. Johns attention difficulties
have resulted in low grades in social studies and math. This was noticed in first grade and
resulted in a referral to the CSE and later for psychological testing. John has been
formally identified as having a Learning Disability in 2014. He currently still receives OT
once a week in a group session for 30 minutes, individual Speech services for 30 minutes
twice a week, and group Speech services for 30 minutes.
E. Family History. (NOTE: If you are unable to interview the parents, you may consult
student records &/or interviews of school personnel who know the student well).
1. Family composition (e.g., number of people in the home, ages of siblings,
etc.) and socioeconomic status (e.g., parents occupations, etc.).
John has twin siblings, 1 sister and 1 brother age 3. John lives at home with his step-dad,
mom, and siblings. His mom and dad have been divorced since John was 5 months old.
His dad just got out of jail in November 2016, after being there for 4 years. His mom is a
bartender, his dad is unemployed, and his step-dad works at a high income job.
2. Cultural and language background. Include at least continent of ancestry
(e.g., European-American, Native American, African American, etc., nation if known)
and primary language. Also use this section to describe any speech/language issues for
the student.
John and his family all speak English, and come from a European-American background.
3. Family history of exceptionality (gifted/talented, disability).
John does not have records of either gifted/talented or disabilities in his family. It was
noted that his mothers level of education is to 10th grade.
4. Medical background, including vision, hearing, allergies, any medications that
affect school performance (include how), and other known medical problems.
John was just put on ADHD medication on March 13, 2017. He was recommended to be
put on this medication by his mom and the school psychologist. His mom noted John has
exhibited behavioral problems at home, it is hard to get him to concentrate on his
homework, and that he is a very active child. The school has agreed with his mom and
noted that he has extreme difficulty in paying attention to instructions and direct
instruction. There are no other known medical problems that John has. John has passed
his hearing and vision testing.
5. Peer relationships, extracurricular and community involvement, anything
noteworthy related to socialization or school adjustment.
John gets along well with others in structured settings. In non-structured settings John
runs through the halls and gets students hurt, he slides into them, or kicks them. The other
students like him, just not when he gets excited and hurts them. John does not participate
in extracurricular activities and community involvement.
F. Education History (generally available in the students cumulative &/or confidential
files).
 Student Profile 3

1. Attendance record (also note frequent moves, if applicable).

John has lived in his house since he was 5 months old and is only absent if he has doctor
appointments or is sick.
2. Achievement (briefly summarize history of academic strengths and
difficulties, note learning preferences, summarize patterns of report card performance,
note any retention, acceleration, or other educational placements, etc.).
Johns academic strengths are his ability to be friendly to other students and help them if
they do not understand. John is an active student who enjoys outdoor activities and
participates in all activities asked of him. Johns academic difficulties are mathematics,
reading, social studies, and science. Johns reading, writing, seems to fluctuate, although
his overall grade for this class every marking period is an F. John really likes learning
about science and social studies, although it is hard for him to recall information in any
subject area. John has not accelerated or decelerated, he has just passed each grade level.
In Johns interview he said that he would rather learn through videos and creative
projects.
3. Instructional reading level (grade level, unabbreviated name and administration
date of IRI results (Independent, Instructional, and Frustration levels) or standardized
reading test (report standard scores and percentile ranks). If unavailable, you may use the
teacher's estimate. In either case, provide the source of the information:
Johns recent tests for reading was Aims Web Reading on 5/12/2014 and Wechsler
Individual Achievement Test 3rd Ed on 5/9/14. Johns Aims Web results state that his
fluency is 34 wcpm (strategic range) and the target was 67 wcpm. Johns WIAT-III
results are Word Reading-87 (average), Pseudoword Decoding-99 (average), Oral
Reading Fluency-77 (below average), Total Reading-88 (average), Spelling-102
(average), and this test also tested math results that show a below average range.

4. Student's IQ Score: _88___ Name and date of intelligence test: Subtest:

General Intellectual Ability- Scores: 21 (percentile rank);Low Average (Range). Given
on 5/5/14.

[If you are denied access to the IQ score, provide your best estimate (as below) and
explain how you arrived at your estimate, e.g., conferred with teacher, observation of
student, etc.]
Estimated IQ:
___X Average Range (IQ 70-130). Some find a further breakdown helpful: Low
Average: 70-85; High Average: 115-130
___ Intellectually Gifted (IQ above 130)
___ Mild Intellectual Disability (IQ 55-70)
___ Moderate Intellectual Disability (IQ 40-55)
___ Severe Intellectual Disability (IQ below 40)
Comments:

3. Disciplinary record (e.g., detentions, suspensions, other disciplinary actions).

John does not have a disciplinary record. He needs help academically and after one
warning for John to stay on task he usually does for at least 15 minutes. Teachers do not
send him to the office for his behavior because they feel that they can control the
situation.
 Student Profile 4

II. Present Levels of Performance. The goal here is to provide meaningful and helpful
information for teaching the student.
A. Complete and attach the most important "Checklist(s) to Guide Description of
Student" (at least one, based on the Reasons for Referral). Use these to help you complete
the chart with specific skills. Available on Moodle.
B. Complete the chart below, bringing together the information gained from individual
evaluation reports and other records, Checklist(s) to Guide Description of Student and
other informal assessments, student work, observations, and interviews.
Areas related to the Reason(s) for Referral should be developed in particular
depth (at least 10-15 specific skills/concepts that are relative strengths or
weaknesses/needs).

Meeting Relative Relative Interests/Preferen

Grade- Strengths Weaknesses/Needs ces
level (list specific (list specific (be specific, i.e.,
Expectati skills/concepts skills/concepts that topics, types of
ons? that the student the student needs to assignments,
has achieved) learn) ways of receiving
information,
ways of
demonstrating
knowledge)
Reading (incl. ___ Yes -Reading -Comprehending Likes using
decoding, reading _X__ No Comprehensio information he has technology to
comprehension) n when being read. Spends a lot of perform tasks, i.e.
read to. time rereading the IPad.
-Reading same passage or
comprehension chapter over again.
within a -Has a hard time
sentence. decoding words.
Writing (incl. ___ Yes -Begins -His handwriting is Likes using his
spelling and _X__ No writing with a hard to read. laptop to take
composition) positive -Forgets to restate, spelling tests and
attitude. even when verbally type any
-Does not ask reminded to do so. assignments.
for help when
writing.
Math ___ Yes -Uses adding -Recalling Likes more
_X__ No strategy to information needed discussion based
problem solve. to understand new learning.
concepts.

-Breaking down
complex word
problems.
 Student Profile 5

Meeting Relative Relative Interests/Preferen

Grade- Strengths Weaknesses/Needs ces
level (list specific (list specific (be specific, i.e.,
Expectati skills/concepts skills/concepts that topics, types of
ons? that the student the student needs to assignments,
has achieved) learn) ways of receiving
information,
ways of
demonstrating
knowledge)

-John becomes
easily frustrated
when faced with a
math problem he
doesnt understand.
He then tends to
guess on the rest of
his classwork.
Science, Social ___ Yes - Enjoys -Recalling -Likes acting out
Studies _X__ No getting to information that he in plays and
investigate is tested on. completing
how different Experiments
items work -Gets stuck on (hands-on
(sinks/ floats, reading harder activities).
push and passages. Makes it
pulls). hard for him to
answer
comprehension
questions.
Social/Behavioral _X__ Yes -Outgoing and -When he gets -Enjoys free time,
___ No friendly and excited, he talking and
works well accidentally telling stories to
with his peers. physically hurts his adults.
friends that are
around him.
Supplemental areas _X__ Yes -Demonstrates -Cannot balance on -Enjoys being
(choose at least one): ___ No good fine a balance beam. able to run
___Athletics_______ motor control, around and throw
_ which helps his things.
Ex: arts/music, handwriting
cognitive skills (e.g., and his
reasoning ability), throwing
athletics, extra- abilities.
curricular activities,
 Student Profile 6

Meeting Relative Relative Interests/Preferen

Grade- Strengths Weaknesses/Needs ces
level (list specific (list specific (be specific, i.e.,
Expectati skills/concepts skills/concepts that topics, types of
ons? that the student the student needs to assignments,
has achieved) learn) ways of receiving
information,
ways of
demonstrating
knowledge)
hobbies, study/test
taking skills.

C. Individual Goals (from IEP if available, or informal goals if there is no IEP). How do
the student's existing goals relate to the strengths and needs youve identified above?
Johns existing goals are still relevant to the strengths and needs identified above. He still has a
difficult time staying in his seat and recalling information to apply.
Student's current goals Student's Characteristics: For Example: For each
each goal, identify the characteristic, give a specific
specific characteristic example of something the
observed in the student student does that exemplifies
leading to that goal (you each characteristic.
may find it helpful to
interview the teacher or
parent).
John will be able to attend to adventurous Walks around the room to
a sit down task for 20 sharpen pencil, that doesnt
minutes with no more than 2 need sharpening.
verbal redirections to attend
to task.
John will accurately recall Confusing task John is asking the teacher
progressively more complex repeatedly What did you
information (presented as say?
directions, tasks, sequences)
with no more than 1 reminder
per task.
Ex: A goal to improve spelling skills may be related to the characteristic of confusing long and
short vowel patterns (the reason for the goal). A specific example would be misspells "coat" as
"cot."

III. Summary & Recommendations

A. Summarize your overall impressions of the student.
John is a very caring, adventurous, loving child whom tries his very best to make
teachers happy. John tends to feel overwhelmed when he gets behind in class and he
either gives up or tries to do the math problem on his own, which takes so long that
 Student Profile 7

he has fallen behind and doesnt know how to do the current problem the teacher is
at.
B. Research-based Recommendations.
1a. Conduct a professional literature search for specific instructional strategies
that might be helpful in addressing the Reason for Referral and strengths and needs
identified above. Suggest strategies that appear not to have been attempted already (or
modifications that may be more successful if approached in the way the research
suggests). Describe at least three; your descriptions should be specific enough for an
unfamiliar educator to be able to visualize the strategy.
Reminder: Be tactful (see Purpose, above). Ex: "The student might benefit from" vs.
"The teacher should"
Each school year, a number of students will be diagnosed with a learning disability. As of
2013, 2.4 million students (ages 3-21) have been diagnosed with a learning disability. According
to Cortiella and Horowitz (2014), a learning disability can be defined as a disorder in which one
or more psychological processes effects a persons ability to listen, think, speak, read, write,
spell, complete mathematical calculations, and sometimes the attention of an individual. There
are three most common forms of learning disabilities: Dyscalculia (math), Dyslexia (reading),
and Dysgraphia (writing) (Cortiella and Horowitz, 2014). In Johns case, he suffers from
dyscalculia, a form of learning disability that affects an individuals ability to perform in
mathematics. Based on professional research, there are many strategies teachers can use to help
increase overall skills with students with learning disabilities.
According to research conducted by Montague, Enders, and Dietz (2011), one strategy
John may benefit from is called Solve It! Solve It! is a cognitive strategy that teaches students a
variety of cognitive and metacognitive strategies along with mental activities to help facilitate
the students learning. Teachers will provide constant feedback, cues, prompts, and will
continuously model how to use this strategy for the students. This strategy is used in hopes that
students performances will improve. Solve It! helps students become better problem solvers,
allowing them to process word problems. This strategy places an emphasis on teaching students
the process needed to correctly solve each given problem (Montague, Enders, and Dietz 2011).
Solve It! is used as a comprehensive strategy containing seven cognitive steps that help students
understanding (read, paraphrase, visualize, hypothesize, estimate, compute, and check) and has
students practice their self-instruction, self-questioning, and self-monitoring skills. John would
benefit from this strategy, because John has a hard time focusing, which limits his
comprehension for specific subject areas. Through consistence and routine, John will learn how
to solve word problems using the Solve It! strategy.
In addition, another group of researchers provided teachers with a number of strategies to
help reach their students whom have a learning disability. Jayanthi, Gersten, and Baker (2008)
identify five teaching strategies teachers can use to make learning math easier for students with a
learning disability. First, it is important to provide explicit instruction for not only students with
a learning disability, but for all students. It is important that when teaching new techniques and
concepts, that teachers thoroughly model how to effectively use these techniques. When students
both hear and see how the teacher models each step of the problem, students tend to obtain more
of what is being taught. When combined with explicit instruction, visuals are most beneficial for
students. Students are able to first figure out what is being asked in the question (what type of
problem they need to solve), then they can draw a visual representation to help show their work
and explain how they came about their answer.
 Student Profile 8

Teachers know that not all students learn the same, so providing multiple ways to solve a
problem may also increase students with learning disabilities word problem skills. No matter
what strategy is used, teachers should always teach students to read the problem, highlight key
information, solve the problem using one technique, resolve using a different technique, and
finally check to see if your answer and work is correct. Teachers need to spend more time
planning math instruction, making sure that all students will be able to take away the main
objective for the lesson. Jayanthi, Gersten, and Baker (2008) suggests that when teachers give
students examples of problems, they should do it in a specific sequence. Such as, concrete to
abstract, easy to hard, and simple to more complex. Therefore, when teachers teach a variety of
examples from the simplest form to the most complex form, the learner is able to apply their
skills to a broader variety of problem types.
Research also states that when faced with harder problems, students with learning
disabilities make impulsive decisions. Many students will either circle random answers or put
down any work they can think of at that given time. Currently, John is struggling with math and
becomes easily frustrated. John doesnt have a good concept for basic math skills, so solving
harder problems is a challenge for him. John does demonstrate some impulsive behaviors
because he does put random answers down. In order to decrease Johns behavior, the teacher
should verbalize the step-by-step process to solve a given problem. Therefore, teachers who
simply adjust their teaching style to: incorporate more explicit instruction, give students many
examples of problems, provide students with multiple ways of solving problems, visuals, and
allowing students to verbalize reasoning may help their students with learning disabilities
increase their performance in math. John might benefit from the use of these strategies because
the math instruction he receives would be more explicit and personable.
Finally, based on the research of Gonsalves and Krawec (2014), the use of number lines
may increase the understanding for students with a learning disability solving word problems.
Number lines are flexible and allows a variety of age groups to utilize them for their own
learning. For students who have a learning disability in math, known as Dyscalculia, they tend to
struggle with complex math problems, such as word problems. In order to solve word problems,
students need to have prior knowledge of the steps it takes to correctly solve a problem, which
involves higher order thinking. Research suggests that this is a difficult concept for students with
a learning disability. In order to understand how to solve word problems, students must know the
problem information, maintain a mental picture of the problem, and decide the best way to solve
the given problem (Gonsalves and Krawec, 2014).
Many students can become easily aggravated when working with complex problems.
Students may give up easily on their work and put down random work to show their answers. By
providing students with proper strategies to solve word problems, teachers will eliminate the
random guessing that goes on students work. Visual representation is just one strategy teachers
can use to help students gain a stronger knowledge on solving word problems. Teachers can use
number lines to help students visualize how to break down and solve a word problem. Gonsalves
and Krawec (2014) state that students with a learning disability should explicitly be taught how
to independently create a visual representation, such as the number line, to become a more
skilled problem solver. Once students have practiced using the number line they are able to use
this skill to solve difficult word problems. By using number lines for word problems, the teacher
is limiting the amount of words students must understand before they can create a plan for
solving the problems. There are some important steps that need to be taken to convert a word
problem into a number line. First, the students need to identify the important information in the
 Student Profile 9

word problem. Then the students need to figure out what the connections are between the
important pieces of information. Last, the students need to find the connection between the
important information and the goal of the question. Therefore, it is important that teachers
provide students with learning disabilities the right amount of support they need in order to gain
an understanding for solving word problems.
John would benefit from all three strategies because currently, John is in fourth grade and
still uses his fingers to do addition, subtraction and multiplication (uses his finger to determine
the multiples the nines family). John struggles with basic concepts of math, so solving grade
level word problems is a major struggle for John. Using any of the three strategies listed above
would give John a clearer picture of how to solve word problems, rather than just writing down
random answers.

b. Explain your recommendations using student-specific illustrations. Describe what this

strategy would look like in a particular lesson.
While researching, the evaluator was able to find three helpful strategies that the teacher
can teach John to use. The purpose of the strategies is to help John gain an understanding of how
to solve more complex grade level questions. The first strategy stated above was called the Solve
It! strategy. This strategy allows students to break down the process of solving a word problem
into multiple smaller steps. The steps include: read, paraphrase, visualize, hypothesize, estimate,
compute, and check. These steps help the student focus on one part at a time to learn the steps on
a more deep level. After the steps are mastered the student can more easily put them all together
to solve word problems.
In 4th grade, this strategy would be modified and explicitly taught. First, the teacher
would teach a few separate lessons (probably 2) on how to break down word problems. The
teacher will model for the students what each step looks like. The teacher will tell the students
what to do for each step. After the teacher explains what students should do for each step, the
teacher will model what each step looks like. The teacher is providing both an auditory and
visual example for her students. The teacher will review with her class what steps are needed to
solve a word problem. The teacher will then give the class a word problem. The teacher will
model how the students should break down this word problem into the learned steps. The teacher
will provide students will multiple examples so that the class can focus on the: I do, we do, you
do method.
The next lesson the teacher will review the different steps that need to be taken to break
down a word problem. The teacher will provide helpful phrases to help the students remember
the steps they need to take to solve a word problem. The teacher will model more examples, but
she will allow students to practice more independently using the Solve It! strategy. For example,
if the class was given a word problem At a carnival, Dalton and his brother collected 64 pieces
of candy all together. Each of them ate 4 pieces of candy that evening. The next day, Dalton had
27 pieces left. How many pieces did Dalton's brother have left? they would be asked to solve
this problem using the Solve It! method. John would think of the proper steps he needs to take to
solve this problem. He would need to read and highlight important information in the given
question. What information is given in the problem? What do I need to find? Create visual
representation of the given information and estimate how many pieces Daltons brother has left.
Lastly, ask himself How would I check my work?
The second strategy mentioned above is more of an instruction tool for teachers. Many
teachers may not know how to effectively teach students with a learning disability. Teachers
 Student Profile 10

need to explicitly teach students the basic skills and techniques used to solve a word problem.
Teachers need to provide multiple examples of word problems students are expected to know
how to solve. Teachers need to provide both auditory and visual examples for each problem. It is
essential that teachers have more than one way to teach students how to solve word problems.
Not all students learn the same way, so making sure all students needs are being met is
important. An example of how this would look like in the classroom would be a teacher is
teaching students how to solve a specific word problem Mitch started collecting lunch boxes
when he was 5 years old. He had 26 superhero lunch boxes, 15 outer space lunch boxes, and 17
rock band lunch boxes. Then Mitch's cousin started her own lunch box collection. Mitch wanted
to help her get started, so he gave his cousin 19 lunch boxes from his collection. How many
lunch boxes does Mitch have left in his collection? The teacher would describe how she would
break this problem down to make it more simplified. She would verbalize how she knows what
steps need to be taken to solve the problem. The teacher will also provide the students with a
visual representation of how to group the lunch boxes together. She will finish completing the
problem and show how to check her work. If the teacher notices that this teaching method
doesnt effectively work, she will provide addition ways to solve this word problem.
Finally, based on research conducted Gonsalves and Krawec (2014), students with a
learning disability may find using a number line to be the most beneficial way to solve a word
problem. Like any new concept, teachers need to explicitly teach students how to use new
strategies. Teachers need to model how students can use number lines to solve math word
problems (addition, subtraction, multiplication, and division). Using a number line to solve a
problem eliminates the amount of words that student are exposed to. In a 4th grade math lesson,
students will probably use a number line for multiplication and division word problems. The
teacher may start off the class by introducing a word problem. Students will then use the number
line strategy to help them figure out the correct answer for the problem. An example of a how
students would use the number line theory is shown below.

c. As
part of your
description
(above), use
APA style to
 Student Profile 11

cite the peer-reviewed literature (professional journal articles, textbook chapters, or

conference proceedings) supporting these strategies. Also provide a "References" section
(below) to allow your reader to find your sources him/herself if needed.

2. How might other needs be approached (social/behavioral, other areas of

interest)? Also describe any other areas that might be helpful to assess, including why
and how.
John is very social and enjoys spending time with his friends. John can become
the center of attention and has tendencies to be overactive. Therefore, based on the
observations that have been made, it is clear to say the John would benefit from having
his ability to focus (attention) assessed. John craves for attention on a daily basis. John is
always blurting out and interrupting his classmates from being able to learn. John
interrupts what is being taught to tell a story that is irrelevant to the topic that is being
taught. John seems to have to tell a story in every class he attends. It has been noticed that
when John switches classes (from math to reading), he has to interrupt that teachers
lesson as well. This also applies for specials and sometimes during speech. If John is told
to stop interrupting the class, the results are John has a hard time listening. John will try
to control himself, but he wont be satisfied until he has been able to finish telling his
story.
The IEP team has discussed more of Johns academic difficulty, especially in
reading. The IEP team discussed some goals that John could work on to strengthen his
academics. Maybe, the IEP team can figure out a goal that will limit the amount of
interruptions that occurs on a daily basis. One strategy that can be used is at the
beginning of the day the teacher can allow John to tell one story for the whole day. This
can be incorporated as part of the daily morning meeting. The teacher can remind John
that he has 2 minutes to tell his class and teacher one story. After telling his story, he is
expected to show his teacher that he is ready to learn for the rest of the day. Another
approach the teacher could take is that John needs to work hard during each lesson. If
John is able to put forth 85% or more effort he will be rewarded with telling the class a
story at the end of the class period.

IV. References. At least three peer-reviewed literature citations supporting your recommended
instructional strategies (above). Acceptable sources include professional journal articles,
textbook chapters (other than ours), or conference proceedings. Use APA style.

Cortiella, C., & Horowitz, S.H. (2014). The State of Learning Disabilities: Facts, Trends and
Emerging Issues (3rd ed.) NY: National Center for Learning Disabilities.

Gonsalves, N., & Krawec, J. (2014). Using Number Lines to Solve Math Word Problems: A
Strategy for Students with Learning Disabilities. Learning Disabilities Research &
Practice, 29(4), 160-170.

Jayanthi, M., Gersten, R., Baker, S. (2008). Mathematics instruction for students with learning
disabilities or difficulty learning mathematics: A guide for teachers. Portsmouth, NH:
RMC Research Corporation, Center on Instruction.
 Student Profile 12

Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math
Problem Solving of Middle School Students with Learning Disabilities. Learning
Disability Quarterly, 34(4), 262-272.

V. Appendices (here, provide details of the sources of information you used to complete the
PLEP chart, above).
A. Referral and Intervention History forms
(all forms are attached in Appendix)
B. Complete and attach the most important "Checklist(s) to Guide Description of
Student" (at least one, based on the Reasons for Referral).
Use these to help you complete the PLEP chart with specific skills. These
Checklists are available on Moodle (if your student's skills are far above or below
the range of checklist, please see me right away).
As the student teacher in the classroom, I asked the two fourth grade teachers,
psychologist, and special education teacher for information regarding John and files
needed to complete this project. The student teacher was able to receive Johns progress
reports from this year and was able to see that he tends to hand in assignments late and
his grade completely fluctuate on a daily basis in every subject area.

C. Student Observations and Interview. Areas related to the Reason(s) for Referral should be
developed in particular depth. NOTE: If creativity is an area of interest, consult
Colangelo, N. & Davis, G. (2003). Ch. 24, Handbook of Gifted Education (3rd Ed.). Boston:
Allyn & Bacon. (Avail. in Friedsam.)
1. Student Observations: Structure your observations to help you gather
information needed for the Present Levels of Performance chart.
a. Summarize the results of your student observations.
John was embarrassed to complete this survey with me, even though the teacher
told him my professor will be the only ones looking at this. He is very
comfortable with the evaluator in a normal setting, but for some reason felt this to
be funny and weird. He wanted to tell the evaluator a lot about how he gets
frustrated often and that it upsets him when he talks to his dad about his life. He
wanted the evaluator to know that he is stressed from home and school. He really
likes to read and eat food. He does well in Spelling and is very confused in Math
and Social Studies.
b. Describe how the students performance compares to peers. Discuss
variations in student performance depending on particular subject areas,
personnel, school environments (including unstructured settings), or peers.
Johns peers are more mature and able to complete fourth grade material. John
becomes very frustrated in Math. All of his peers are holding up their white
boards and getting the answer correct, meanwhile he is still working on how to
solve the problem.
c. Attach completed observation protocol(s), i.e., tool you designed to
help you gather information about specific skills/behaviors related to "Reason for
Referral".
The teacher created questions based on information she thought she knew and
wanted to confirm, along with new information she was seeking to discover based
on his home life and how he handles situations. While asking him questions from
 Student Profile 13

my interview sheet, the teacher also asked him additional questions due to his
answers from previous questions. The teacher also talk to John almost every day
to see how he is doing and to ask him questions here and there. For Example: the
teacher asked John If he would like a one on one tutor instead of a group tutor?
and If he would like to keep his materials not being used by the teachers desk, so
that he is not wanting to catch up on back work during direct instruction on the
next lesson. He answered yes to both of these questions.
2. Student Interview (start with Spinelli): Attach your completed interview
protocol. TIP: Ask open-ended questions; find out students interests and
preferences, what works best for him/her in school.
(Student interview attached in Appendix)
D. Analysis of Student Work (at least 2 sources). Analyze and attach copies of dated
and graded student work (or other student performance data) that represent the areas of
interest/concern noted in "Referral Information," above; samples must be copied prior to
any student corrections. Attachments must be labeled (e.g., Work Sample #1).
What do the samples reveal about the student's specific strengths and needs (in the
areas of interest/concern noted in "Referral Information," above)? How does the
student's performance compare to peers? Support your answer using specific instances
from the work samples.
These may be probes you administer to help you gather Present Levels of
Performance information needed for the chart, or regular work assigned by the student's
teacher(s).

Work Sample #1: The first work sample is a topic 11 test. This test was given after a
series of lessons taught within a topic of a module (Ex: Topic D Module 3). John was
given this test on February 8th 2017. This test consisted of 16 math questions. Six
questions were multiple choice, eight were short answer (fill in fraction, order fractions
greatest to least, and what is the prime number for..), there were two word problems.
Johns overall score was a 35/100. John was able to correctly answer 3 out of 6 or
multiple choice questions. John was able to answer 2 out of 8 or short answer
questions, and 1 out of 2 or of the word problems correctly. Based on the presented
data, the evaluator can see that John performs best when presented with multiple choice
answers. Having more answers may give John more reassurance that he knows the
correct answer. He may know that he can use the process of elimination to help him find
the right answer. John struggles with comprehending both short answer and word
problems. John seems to struggle with listing fractions from least to greatest, or even
greatest to least, and listing the factors for specific numbers. Compared to his classmates,
John is performing significantly lower. John is performing below grade level with a
failing grade. Overall, Johns test proves that he does struggle with grade level math
material.

Work Sample #2: The second form of work sample was a homework assignment. This
homework assignment was assigned on February 7th, but turned in on February 8th, 2017.
This work sample had 8 questions that consisted of significantly higher level fraction
problems. All of these problems consisted of common denominator fractions (Ex: 4 1/10
+ 6 5/10). Johns homework assignment asked for students to show their work and to
 Student Profile 14

make sure the answer is in simplest form. John received a 25% on this homework
assignment. John was able to correctly answer 2 out of 8 questions. John was able to
correctly answer one question, but he forgot to simplify his answer. While reviewing
Johns work, the evaluator noticed that John was able to correctly add the whole numbers
in the problems, but when it came to adding the fractions he started to mess up. For
example, the question 8 + 7 =? John answered this question as 15 . John was right
with saying 15, but John did not take adding the into the equation. If John was able to
correctly answer this question, he would know that and = 6/4. John may have then
put down 15 and 6/4 as the correct answer. John would have missed the last step of
simplifying the answer. If John correctly solved and simplified this problem, he would
have been able to see that 16 and would have been the correct answer.
While reviewing Johns work, the evaluator noticed one strength John had when
completing this assignment. One strength John had was how he organized his work.
Johns work was very clear and easy to follow. Johns work was on one side of the
problem and on the other side John wrote his answers. This may help the teacher see
what step John missed, or where he went wrong with solving his math problem.
Compared to his classmates John is performing below grade level. John received a total
of 2/8 or 25% of his questions correctly. Johns classmates on average scored 80% or
higher with this homework assignment. This assignment shows that John may have some
knowledge on how to add fractions, but his work shows that he doesnt simplify his
answers. Johns goal should be to remind himself to always check his work and make
sure it is in simplest form.

E. Test Results. Analyze the student's psychological evaluation; list and explain the
results of individual IQ and achievement tests that were administered to the student. Include:
1. The unabbreviated name of the test, the date that it was administered, and the
age of the student at that time.
2. Results of each test and any subtests included. Include standard scores and
percentile ranks.
3. What the results of each test mean to you. Discuss the student's performance
compared with age/grade peers in the norm group (refer to your standard scores/normal
curve handouts), along with relative strengths and weaknesses.
4. Evaluate the technical adequacy of the academic achievement and/or IQ test.
You may conduct your own evaluation or work with a Reference Librarian to obtain
professional reviews of technical adequacy from the Buros Mental Measurements
Yearbook1 (if so, summarize in your own words and site your source).
John was administered the Woodcock Johnson Test of Cognitive Abilities-3rd Ed at the age of 7.
This test is a comprehensive assessment of a childs overall cognitive development. The results
of this test indicate that John is at a low average range for his age compared to his peers. Overall
Ability is a standard score of 88 and percentile rank of 21 (low-average). John scored equal to or
better than 21 out of 100 of his same age peers, which puts John between O standard deviation
and -1 standard deviation away from the mean. This means that he is not far away from the
average student and that he could reach this within a year. Given the possible error within the
test, there is a 68% chance that Johns actual GIA score is between 86 and 90. Verbal Ability is a
standard score of 96 and percentile rank of 39 (average). This test is a measure of language
11
Use Tests in Print to find out which Mental Measurements Yearbook your test is reviewed in.
 Student Profile 15

development that includes comprehension of individual words and the relationship among words.
With the Verbal Ability test, John is placed between O standard deviation and -1 standard
deviation away from the mean. Thinking Ability is a standard score of 94 and percentile rank of
33 (average). John scored equal to or better than 33 out of 100 of his same age peers, which puts
John between O standard deviation and -1 standard deviation away from the mean. This scale
represents a sampling of different thinking processes (long term retrieval, visual-spatial thinking,
auditory processing, and fluid reasoning) that are involved when information in short term
memory cannot be processed automatically. Cognitive Efficiency is a standard score of 80 and
percentile rank of 9 (low-average). This test is a measure of automatic or rapid cognitive
processing. When comparing Johns three cognitive scores (Verbal Ability, Thinking Ability,
and Cognitive Efficiency), there are no significant differences among the scores. This indicates
that the GIA score is the most reliable and valid representation. Phonemic Awareness is a
standard score of 99 and percentile rank of 48 (average). With the Phonemic Awareness test,
John is placed at 2 percent less than O standard deviation from the mean, this means that he is
about at average level from his peers. Phonemic Awareness is a measure of skills and knowledge
related to analyzing and synthesizing speech sounds. Working Memory is a standard score of 77
and percentile rank of 6 (low). With the Working Memory test, John is placed between -2
standard deviation and -1 standard deviation away from the mean, which is very low compared
to his peers. Working Memory refers to the ability to hold information in immediate awareness
while performing some metal operation on that information. The teacher knows that John is low
in this area, and now the tests have proved her right.

John was administered Wechsler Individual Achievement Test-3rd Ed. At the age of 7. This test
is a measure of reading achievement, including the ability to read or sound out written words, red
fluently or quickly, and understand what is being read. The Early Reading Skills subtest is a
measure of phonemic awareness and pre-literacy skills. John received an Early Reading score of
92, which is at the 30th percentile, which is between -1 and 0 standard deviation, and is in the
average range for his age. The Word Reading subtest measures a students decoding and sight
word reading skill by asking him to read a list of increasingly difficult words. John received a
Word Reading score of 87, which is at the 19th percentile, which is between -1 and 0 standard
deviation, and is in the average range for his age. The Psuedoword Decoding subtest required
John to sound out nonsense words, so he was not allowed to rely on sight memory. John received
a Psuedoword Decoding score of 99, which is at the 49th percentile, which is 1 percent below 0
standard deviation (mean), and is in the average range for his age. The Oral Reading Fluency
subtest assesses the students ability to read at a typical rate. John received an Oral Reading
Fluency score of 77, which is at the 6th percentile, which is between -1 and -2 standard deviation
(4 percent away from -2), and is in the low range for his age. The Reading Comprehension
subtest requires the student to read passages that may be accompanied by a picture and answer
questions. John received a Reading score of 82, which is at the 12th percentile, which is 4 percent
below -1 standard deviation, and is in the below-average range for his age. Throughout this test,
John had to be reminded to read carefully. He would want to answer questions before reading the
passage and then seemed to read quickly and answer questions impulsively. Johns Spelling
score was of 102, which is in the 55th percentile, which is 5 percent above the mean (0 standard
deviation), and he is average for his age compared to his peers. On the Numerical Operations (
adding and subtracting one-digit problems) subtest John received a standard score of 86, which is
at the 18th percentile, which is 2 percent higher than -1 standard deviation, and is in the below-
 Student Profile 16

average range for his age compared to his peers. On the Math Problem Solving Subtest, John
read various math problems, often accompanied by a picture. John had to follow procedures and
accurately solve the problem. John received a standard score of 85, which is at the 16th
percentile, which is at the -1 standard deviation, and is in the below-average range for his age.
On the Fluency subtests, John was given one minute to solve simple addition and subtraction
facts. John received a standard score of 96 on his Addition Fluency subtest, which is at the 39th
percentile, which is about directly in-between 0 and -1 standard deviation, and is in the low-
average range for his age. On Johns Subtraction Fluency subtest, he received a standard score of
77, which is at the 6th percentile, which is 4 percent above -2 standard deviation, and is in the
low range for his age.

John was administered Basic Reading Inventory at the age of 9 to assess his reading skills. John
was asked to read words in isolation and passages, and comprehension questions about the
passages read. John read the Pre-primer list at an independent level. The Primer, first grade, and
second grade lists were all at an instructional level and the third grade list was at a frustrational
level. The results prove that John has more difficulty reading passages then single words and is
at well below average.

The teacher conducted her own evaluation based off of evaluation that was given to John by his
Psychologist. All tests given seem to have a technical adequacy of the academic achievement
and IQ test based on the fact that the tests matched what the teacher had seen in her classroom,
and the scores in the related tests were relatively close.
F. Teacher and/or Parent Interview(s): You will find it particularly helpful to interview
the person making the referral and the teacher responsible for the IEP or other individualized
goals. Try to find out what would be most helpful to the person receiving your report.
Summarize the results of your interview(s) here. Attach your completed interview protocol as an
Appendix.
Based off of the interview, the evaluators results from the observations were accurate. The
teacher has been in constant contact with his mother and his teacher and together have noticed no
change after starting medication. His teacher and the evaluator have had many conversations
regarding what could the teachers do in the classroom to help John. (Teacher interview attached
in Appedix)

G. Other Sources of Information: Optional. If used, summarize the results here. Attach
any additional documentation as an Appendix.

H. Collaboration: Explain the ways in which you and other professionals involved (e.g.,
writers of professional assessment reports, teachers and others currently working with the
student) engage the student with exceptionalities to work toward quality learning and
performance and provide feedback to guide him/her. (See CEC Assessment Elements 4.3 & 4.4)
Every day that the teacher is at school, she asks John how he is doing and the teacher and John
talk briefly in-between classes. On lunch, he comes up and eats with the teacher, together John
and the teacher work on fractions or back work. The two fourth grade teachers and the evaluator
provide John with constant positive feedback and if he is falling behind the teachers try to help
him. During our lunch time or his tutoring time after school, the teacher sits with him and
together works on strategies to help him with fractions and multiplication.
 Student Profile 17

Appendix: (all information needed is attached).

Includes: signed referral form, teacher interview, student interview, referral history, intervention
history, and checklist to describe description of student.