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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

Demographics

Name: XXXXXX
Date of Birth: 05/10/2012
Age: 7 Years 6 Months
Evaluation Date: November 2018
Evaluators: 19-879-6521, 38-221-3972, 77-254-7705
Report Writer: 19-879-6521, 38-221-3972, 77-254-7705

Reason for Referral

XXXXXX’s struggle with Math and lack of self-regulation is his parents’ main concerns. They
are interested in getting help for him in these areas because they are concerned that he will fall behind in
his academic success without it. XXXXXX was assessed using the Woodcock Johnson IV Tests of
Achievement as well as multiple observations and a routine-based interview.

Background

Family History and Social/Emotional History

XXXXXX has a family of four other siblings, one older and three younger. He gets along best
with his older sister who is fun-loving and imaginative while he is more serious. His mother reported him
not getting along as well with his younger brother as they will argue and have conflict with each other
often. He is very thoughtful and helps take care of his youngest sister often. He has several friends, but
has one very good friend that he interacts and plays with often. He has a friendly neighborhood and plays
with the children next door often as well as several of his cousins. His mother reported him being
impatient and having a bit of a temper due to a lack of self-regulation skills. Transitions into new
activities will usually go well unless he is really enjoying what he is doing.

Developmental History
XXXXXX is a typically developing child. His parents have noticed a lack of self-regulation skills
as well as his struggle with Math. He has mood swings as he can be very calm at times, but he gets upset
or frustrated easily and can be very impatient. While XXXXXX is unable to regulate his emotions and
struggles in Math, he is able to read fluently and exceeds proficiency in attention and memory. He stays
focused when being given instructions or asked to do something and remembers stories or directions
given to him easily. He is also easily able to solve addition or subtraction problems using his fingers and
can pick out important information from word problems.

Academic History
XXXXXX attended an at-home preschool with his neighbors and went to Kindergarten at White
Pine Charter School which he did academically very well. His mother reported that his social skills
struggled a little when other children did things that frustrated him. He is currently in first grade attending
the same charter school.

Medical History
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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

XXXXXX is currently 6 years, 7 months old and he had a normal delivery with no complications.
His mother reported having a very fast delivery. XXXXXX has been screened for vision and hearing and
passed both successfully.

Observations

Math
While at home and during class XXXXXX would finger count to solve math problems. An
example if he had two book and got two more how many would he have. XXXXXX would hold up two
fingers and then put up two more fingers. Another example, XXXXXX used his fingers to count 6 dishes
and put down 2 fingers as taking away 2 dishes. While in math XXXXXX pointed to balloons on a page
and counted them. When asked a math question orally, XXXXXX responded with an answer. When
shown math equations XXXXXX looked at the examiners and asked “What are these?”. When given a
multiplication problem XXXXXX solved the equation like an addition problem. When asked how many
quarters he would need to buy a fifty cent candy bar, XXXXXX counted how many pennies there were.

Written Language
While in the classroom, XXXXXX was observed tapping his pencil and grunting 3 to 4 times
while spelling words. He was observed smiling after his teacher told him he had spelt a word correctly. It
was observed by examiners, that XXXXXX drew a car when asked to write out the word car. When his
teacher asked XXXXXX to spell the word “car”, XXXXXX then wrote the word down. XXXXXX was
then observed drawing a tree after being prompted by his teacher to write the word “tree”. When
prompted by his teacher to spell the word “black”, examiners saw XXXXXX use a capital letter “L”
while spelling the word “black”.

Oral Language
While in the classroom and in the home, XXXXXX was observed sounding out the words
“going”, “people”, and “light”. XXXXXX repeatedly sounded out words that were unfamiliar to him.
While being observed the examiners saw him silently reading aloud to himself. When XXXXXX heard a
question orally in math or language, he was able to answer the questions asked. In the home, XXXXXX
was observed talking with his siblings and his mother. Examiners also observed him talking with his peers
and teacher while in the classroom.

Reading
XXXXXX was observed in class and at home sounded out the words while reading. During a
home observation, he sound out the words “going”, “people”, and “light”. While reading the previously
mentioned words, XXXXXX was observed sounding out each of the words multiple times before an
examiner prompted him to move on. XXXXXX was observed reading quietly and aloud to himself in the
classroom. When XXXXXX sounded out words while reading, he spent almost a minute working on
sounding those words out before being prompted by an examiner to move on.
His mother reported to examiners that XXXXXX is good at reading.

Tests Administered

Woodcock Johnson IV Tests of Achievement:The Woodcock Johnson is used to test achievement in the
academic domains of reading, written language, mathematics, and academic knowledge. The Woodcock
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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

Johnson IV was administered to XXXXXX because we were testing where XXXXXX’s academic skills
are at compared with his grade level peers.

Interpretations

Math
XXXXXX’s math skills are functioning in the average range. XXXXXX’s math skills scored in
the 50th percentile for the Woodcock Johnson IV. This means that XXXXXX scored the same as or better
than fifty out of one hundred children in the first grade. The score on the Woodcock Johnson IV are
consistent with the observations and interviews that took place.
XXXXXX currently is able to solve addition and subtraction word problems of up to around 18
and 20. He is able to easily solve the problems using the use of his fingers to count up or down. When
orally given a word problem XXXXXX is able to pick out the important information of the word problem
to solve it. The implications of these finding of XXXXXX for the parents are XXXXXX will continue to
understand math along with his same grade level peers. He will continue using different methods such as
finger counting or using math manipulatives to figure out word problems.

XXXXXX is consistently able to:

1. Add and subtract whole numbers
2. Use his fingers to count up or down
3. Compare and order three objects by length
XXXXXX needs assistance to:
1. Solve a simple multiplication problem
2. Count up to 120
3. Subtract with multiples of ten
XXXXXX does not yet:
1. Understand the concept of counting money
2. Telling and writing time
3. Understand place value

Written Language
XXXXXX’s written language skills are functioning in the average range. XXXXXX’s written
language skills scored in the 50th percentile for the Woodcock Johnson IV. This means that XXXXXX
scored the same as or better than fifty out of one hundred children in the first grade. The score on the
Woodcock Johnson IV is not consistent with the observations and interviews that took place.
XXXXXX currently is able to write sentences. The sentences often do not make sense, words are
just added. XXXXXX understand how to write a sentence but does not understand the grammar
associated with sentence writing. It was difficult for XXXXXX to see the errors in sentences, such as
capitalizing the first letter of the first word in a sentence. The implications of these finding of XXXXXX
for the parents are XXXXXX will continue to improve at his written language skills. He is going to learn
in school and understand that the first word in a sentence is capitalized. He may struggle for a little bit on
written language but will eventually come to understand.

XXXXXX is consistently able to:

1. Print uppercase and lowercase letters accurately
2. Print from left to right
3. Print his first and last name
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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

XXXXXX needs assistance to:

1. Write numbers up to 50
2. Print uniformly and legibly
3. Write simple stories with a beginning, a middle and an end
XXXXXX does not yet:
1. Stop reversing letters
2. Write words, phrases and sentences to convey messages
3. Recognize long and short vowel words

Oral Language
XXXXXX’s oral language skills are functioning in the average range. XXXXXX’s written
language skills scored in the 50th percentile for the Woodcock Johnson IV. This means that XXXXXX
scored the same as or better than fifty out of one hundred children in the first grade. The score on the
Woodcock Johnson IV is consistent with the observations and interviews that took place.
XXXXXX currently is able to speak well. He has the typical vocabulary of a first grade. He is
able to speak well so that a stranger can understand it. XXXXXX is also able to understand what is
spoken to him. When XXXXXX asks a question such as, “what is that?”. A teacher responds a
saxophone, XXXXXX repeats the word, saxophone. XXXXXX understands what words make a question,
or what words are just a statement. The implications of these finding of XXXXXX for the parents are
XXXXXX will continue to improve his oral language skills. He may get frustrated when he is not able to
sound out or say a word. You can expect XXXXXX to improve as he receives more educational teaching
and support.

XXXXXX is consistently able to:

1. Pronounce all consonant and vowel sounds
2. Sound out consonant blends
3. Explain his own writing and drawing
XXXXXX needs assistance to:
1. Use “I” and “me” correctly
2. Use four syllable words
3. Speak in complete sentences
XXXXXX does not yet:
1. Express ideas clearly
2. Describe an object using three or more properties
3. Speak in complex sentences

Reading
XXXXXX’s reading skills are functioning in the average range. XXXXXX’s reading skills scored
in the 50th percentile for the Woodcock Johnson IV. This means that XXXXXX scored the same as or
better than fifty out of one hundred children in the first grade. The score on the Woodcock Johnson IV is
consistent with the observations and interviews that took place.
XXXXXX currently is reading at grade level. His reading is at a fluent level. XXXXXX is able to
use rules of phonics to read made up words or words that do not make sense. While reading unfamiliar
words or passages XXXXXX sounded out the words phonetically. He was able to decode some of the
unfamiliar words or passages this way. He struggled with some words because the rules of phonics did
not apply to the words. The implications of these finding of XXXXXX for the parents are XXXXXX’s
reading skills will continue to improve. He may get frustrated when he comes to words that do not follow
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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

the phonetic rules. You can expect XXXXXX to improve as he receives more educational teaching and
support in the reading area.

XXXXXX is consistently able to:

1. Read about 100 words
2. Ask questions about something he is reading
3. Identify the main character
XXXXXX needs assistance to:
1. Sound out unfamiliar words
2. Predict the subject of a book
3. Distinguish between truth and make-believe in a story
XXXXXX does not yet:
1. Recognize rhymes or rhyming patterns
2. Locate the title, author name, illustrator name and table of contents
3. Construct meaning from print

Recommendations
After conducting observations, interviews, and testing. It is determined that XXXXXX is not
eligible for special education. His teachers, parents, and professionals around him will continue doing the
things they are doing with XXXXXX to continue to help his growth and development.

Parent
1. Continue to read to your child at least 2 books everyday.
2. Talk to your child about what he is learning in math, likes and dislikes.
3. Provide opportunities to practice and promote the education domains at home.

Classroom
1. Create a positive environment surrounding math.
2. Promote reading and language by having environmental print all over your classroom.
3. Continue creating and implementing lesson plans with differentiation for XXXXXX.

Summary
XXXXXX is a 7 year 6-month-old child. The pregnancy was normal, his hearing and vision tests
were normal as well. XXXXXX was found to be average in all academic areas. XXXXXX was not found
eligible for services. Recommendations were still given to promote his learning at home and in the
classroom.

Description of the Experience

We thought that this experience was beneficial. It was difficult at first because none of us new
anybody who had young elementary age children. One group member reached out to a young women
leader she had ten years ago who lives in Idaho Falls, it ended up working out. It was perfect timing when
we did the interview because XXXXXX was asleep. His school environment was slightly different
because it was a charter school, the children wear uniforms. It didn’t have the same feel as a traditional
public school. The home environment was very cozy. Even though the testing and interview took place at
home. We did not have very many interruptions by XXXXXX’s siblings. His mother did a really great job
keeping them busy and downstairs while we were upstairs. A challenge of the assessment is that we could
not find after looking for the packet for XXXXXX to fill out for certain sections. We just skipped over
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Educational Report
Brigham Young University – Idaho
Early Childhood Special Education Program

their sections or for some of the questions had him write down the answers. We felt this report was much
easier to write because we did the interview, observations, and testing.

Reflection
If we were able to complete this assignment again, we would prepare better, especially where the
test was concerned. We would make sure that we had every part of the test we needed and planned
according, even if that meant splitting up the testing into two days. We feel that this was a good
experience and other than the testing portion there is not much that we would change. The interview was
great! XXXXXX was asleep so he did not see or meet us before we went and observed him. For the
testing XXXXXX was a trooper when taking the test even though it took about a hour and a half.