SPECIAL EDUCATION REEVALUATION

Transcription

1 Student: Hope Finds DOB: 5/25/1993 Age: 17 Cle Elum School District 4233 Main Rd. Cle Elum, WA SPECIAL EDUCATION REEVALUATION BACKGROUND INFORMATION Hope initially qualified for Special Education in She received intensive occupational therapy services. Hope qualified for communication, fine motor, cognitive, academic, and self-help/adaptive in her 2001 reevaluation. She qualified under the category, Multiple Disabilities. In her 2005 Special Education Reevaluation she continued to qualify under the category, Multiple Disabilities, and she received specially designed instruction in reading, written language, math and social skills. The OT and SLP served as a consultant to Hope s teachers under related services. Hope qualified for reading, math, writing, vocational instruction, and adaptive skills in her 2008 reevaluation. Her eligibility category changed to Intellectual Disabilities. Prior to the current evaluation, Hope s cognitive ability was assessed in On the WISC-III she achieved a FSIQ of 52, a Verbal IQ of 57, and Performance IQ of 54. No additional cognitive testing occurring during Hope s 2005 or 2008 reevaluations. HEALTH HISTORY Hope is an 17 year- 5 month old female student in the 12th grade at Cle Elum High School. According to her mother and information on file, Hope was born at 31 weeks gestation, weighing 1# 15 oz. She was diagnosed with hydrocephalus at birth and experienced intraventricular hemorrhage (bleeding into the brain). Hope has a VP shunt in place, which was replaced in The functionality of the shunt is checked annually by her physician. She also experienced viral meningitis at 3 months old. As a result of these difficulties, she has right hemiparesis with minimal use of her right hand and right leg weakness. Additionally, she wore orthotics as a young child, walks with an uneven gait, and has a malformed hip. She had surgery on her right foot May 2010 for bunion repair and a toe fusion. She had one seizure episode in She was weaned off anti-seizure medication in Spring 2010 and has had no further episodes. Hope's most recent school eye exam revealed difficulty with distant vision. She also has a history of ambliopia. Her vision specialist prescribed glasses, which have improved Hope s vision. Submitted by Paula Alen, R

2 COGNITIVE PERFORMANCE Verbal Intelligence 66 EXTREMELY LOW Nonverbal Intelligence 65 EXTREMELY LOW The Verbal Intelligence measure (the highest weighted scale of general intelligence) measures Crystallized Intelligence. The student answers questions dealing with various problem situations that involve interpersonal relations and social mores. This test provides information about a student s knowledge of conversation standards of behavior, social judgment, and common sense. The nonverbal portion of the test is a measure of perceptual organization. This provides information about visual processing, learning and organizational ability, attention, and nonverbal learning and memory. Full Scale IQ 63 EXTREMELY LOW Takes into account all measures WAIS- 3 (2011) WISC-3 (2002) Verbal Intelligence Nonverbal/Performance Intelligence Full Scall IQ <69 = Extremely Low = Borderline = Low Average = Average = High Average =Superior >130 Very Superior

3 Hope was administered the Wechsler Adult Intelligence Scale, Third Edition (WAIS-III) on 1/13/2011. The WAIS-III contains 14 subtests that measure a variety of skills, which include memory, verbal comprehension, perceptual reasoning, and processing speed. The average standard score for the WAIS-III is 100 and the average range is The average scaled score is 10 with an average range of Hope earned a Full Scale IQ of 63 and there is a 95% chance that the best estimate of her true ability is between 60 and 68, placing her in the EXTREMELY LOW range of intellectual functioning. Hope has demonstrated an 11 point increase since her initial cognitive assessment on 5/13/02 (WISC-III; FSIQ=53). She earned a Verbal IQ of 66 (1st percentile). Hope earned a Performance IQ of 65 (1st percentile). Hope achieved a Verbal Comprehension (VCI) Composite Score of 68 with a 95% confidence interval that her true score is between 64 and 75 (EXTREMELY LOW to BORDERLINE range). Hope scored better than 2% of her peers on this scale, respectively. The Verbal Comprehension Composite is the most reliable Index. The Verbal Comprehension Index is a measure of general verbal skills, such as verbal fluency, ability to understand and use verbal reasoning, and verbal knowledge. It is based on both formal and informal educational opportunities, and requires understanding words, drawing conceptual similarities, and knowledge of general principles and social situations. Hope achieved a Perceptual Reasoning Composite (PSI) Score of 67 and there is a good chance (95%) that her true score is between 62 and 77. These scores indicate that her perceptual reasoning abilities are in the EXTREMELY LOW range (1st percentile). This is the second most reliable Index. The Perceptual Organization Index is a measure of non-verbal and in-the-moment reasoning. It assesses ability to examine a problem, draw upon visualmotor and visual-spatial skills, organize thoughts, create solutions, and then test them. It can also tap preferences for visual information, comfort with novel and unexpected situations, or a preference to learn by doing. Hope earned a Working Memory Composite Score of 57 with a 95% confidence interval of 53 to 66, placing her in the.2 percentile and in the EXTREMELY LOW range. The Working Memory Index (WMI) assesses ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes. It is important in higher-order thinking, learning, and achievement. It is important for cognitive flexibility and planning ability, as well as learning and ability to self-monitor. Hope achieved a Processing Speed Composite Score of 57, with a 95% confidence interval that her true score is between 53 and 71, placing her in the EXTREMELY LOW range. The Processing Speed Index (PSI) assesses skills focusing attention and quickly scanning, discriminating between, and sequentially ordering visual information. It requires persistence and planning ability, but is sensitive to motivation, difficulty working under a time pressure, and motor coordination too. It is related to reading, mathematical, and memory skills as well.

4 Hope was cooperative and attentive during testing. Rapport was easily established. Hope presents as social, friendly, and giving her best effort. She appeared at ease and comfortable, responded carefully and promptly, and generally persisted with difficult tasks. Based on these observations, the following test results may be interpreted as valid and reliable estimates. ADAPTIVE The Adaptive Behavior Assessment System-Second Edition (ABAS-II) was completed by Hope's Life Skills Teacher, Connie Wise during the month of January, The ABAS-II parent version was not returned. The ABAS-II is a comprehensive, diagnostic measure of the adaptive skills that have primary relevance for children's functioning in the home, community, and educational settings. Adaptive skill measurement is associated with the study, evaluation, and treatment of intellectual disability. The diagnosis of Intellectual disability is multi-dimensional and the outcomes from all diagnostic tools are evaluated to determine adaptive levels. Although, Hope presents with cognitive impairments, her adaptive skills are between the borderline to average range (not in the extremely low range) according to Mrs. Wise s assessment. Parent information is an essential component and because this element is missing, the adaptive assessment is incomplete. Hope has a long standing history delayed adaptive functioning, namely in social development, fine motor skills, communication, and life skills. Hope s ABAS-II profile is relatively flat with no significant differences between the scores. Hope achieved a General Adaptive Composite (GAC) score and a Conceptual Composite score of 90 and this is in the low end of the AVERAGE range. She achieved a Social Composite score of 87 and this in the BELOW AVERAGE range. Hope achieved a Practical Composite Score of 89 and this is in the BELOW AVERAGE RANGE. A description of each skill area is provided: COMMUNICATION: Hope s teacher rated her in the AVERAGE range on this measure. Communication measures speech, language, listening skills needed for communication with other people, including vocabulary, responding to questions, conversation skills, and nonverbal communication skills. COMMUNITY USE: Hope s teacher rated her in the BORDERLINE range on this measure. Community use measures skills needed for functioning and appropriate behavior in the community, including getting around in the community, expression of interest in activities outside the home, and recognition of different facilities.

5 FUNCTIONAL ACADEMICS: Hope s teacher rated her in the BELOW AVERAGE range on this measure. Functional Academics is a measure of pre-academic skills that form the foundations for reading, writing, mathematics, and other skills needed for daily independent functioning, including letter recognition, counting, and drawing simple shapes. SCHOOL/HOME LIVING: Hope s teacher rated her in the AVERAGE range on this measure. This measures the skills needed for basic care of a home or living setting or a school or classroom setting, including cleaning, straightening, helping adults with household tasks, and taking care of personal possessions. HEALTH & SAFETY: Hope s teacher rated her in the AVERAGE range on this measure. This domain measures skills needed for protection of health and to respond to illness and injury, including following safety rules, using medicines, showing caution, and keeping out of physical danger. LEISURE: Hope s teacher rated her in the AVERAGE range. This domain measures skills needed for engaging in and planning leisure and recreational activities, including playing with others, playing with gadgets, engaging in recreation at home, and following rules in games. SELF-CARE: Hope s teacher rated her in the AVERAGE range. This domain measures skills needed for personal care including eating, dressing, bathing, toileting, grooming, and hygiene. SELF-DIRECTION: Hope s teacher rated her in the AVERAGE range on this measure. This domain measures skills needed for independence, responsibility, and self-control, including making choices about food and clothing, starting and completing tasks, following a daily routine, and following directions. SOCIAL: Hope s teacher rated her in the BORDERLINE range on this measure. This domain measures skills needed to interact socially and get along with other people, including expressing affection, having friends, showing and recognizing emotions, assisting others, and using manners.

6 ACADEMIC PERFORMANCE In reference to strength and resiliency factors, Hope s educators indicate that she is able to work independently, demonstrates commitment to learning, is connected to and like school, displays good reasoning and decision making skills, and is considerate of others. Additionally, her educators indicate that she asks good questions, demonstrates constructive use of time, and helps others. In reference to math, Mr. Kahn indicates that Hope is performing at the beginning 3 rd grade level. To promote her best effort, Mr. Kahn offers reduced assignments, re-teaches content, tasks are broken down in small steps, and preferential seating. Mr. Kahn indicates that she is a hard worker, and responds well to verbal praise. At times, however Hope has a low tolerance to frustration. Mr. Kahn supports continued specially designed instruction. In reference to reading, Ms. Happy indicates that Hope is reading at the mid 4 th grade level. Hope reportedly is making slow but steady progress toward her goals. Ms. Hanley states, She is the model of excellent behavior. She reportedly attends class prepared and begins work immediately. Ms. Hanley recommends continues specially designed instruction. In reference to writing, Mrs. Dow reports that Hope requires frequent reteaching and explanation. Once she understands the directions, she is able to work independently. Work completion has improved since last year, mainly due to her improved attendance. Currently, Hope is working on writing a seven sentence paragraph with topic sentence, five supporting sentences, and an ending sentence without assistance. Hope needs help with writing mechanics including grammar, punctuation, spelling, word choice, fluency in her wiring, and proofreading. In reference to intervention and accommodations, Mrs. Dow allows extra time to complete assignments; she is allowed to redo assignment that she received a low score on. Mrs. Dow states that Hope has a great personality and is very polite and positive. Mrs. Dow recommends continued specially designed instruction. Mrs. Connie Wise, Hope s Life Skills teacher reports that Hope has adjusted nicely to having a new teacher this year. While she is usually cooperative in class, she tends to get focused on negative things, and perseverates. When she becomes frustrated or emotionally distracted she has a difficult time transitioning to a task. She has a tendency to become rude and uncooperative. Humor seems to be the best way to motivate her. Concern is indicated in regard to social development. Mrs Wise recommends specialized instruction to develop social skills.

7 ACADEMIC TESTING ACADEMIC PROFILE (WJ-III) Reading Comprehension Basic Reading Skills Written Expression Math Calcualtion Math Fluency <69 = Extremely Low = Borderline = Low Average = Average = High Average =Superior >130 Very Superior Special Education teacher, Connie Wise administered the Woodcock-Johnson Test of Achievement, Third Edition (WJ III ACH) on 1/20/2011. The WJ III ACH contains 22 tests measuring five curricular areas- reading, mathematics, written language, oral language, and academic knowledge, and to two auxiliary writing evaluation procedures. For the purpose of this evaluation the following curricular areas were administered: reading, mathematics, and written language.

8 Hope achieved a broad reading standard score of 66 (Extremely low). Comprehension and reading fluency (specifically) is well below that of her peers. She achieved a broad written language standard score of 74 (Borderline range). She demonstrates difficulty with punctuation, grammar, word selection, and content structure. She achieved a math calculation standard score of 48 (Extremely low). It appears that math is her greatest difficulty, academically. Broad Reading 66 Extremely Low Broad Written Language 74 Extremely Low Basic Reading Skills 78 Borderline Reading Comprehension 44 Extremely Low Math Calculation Skills 48 Extremely Low Math Reasoning 50 Extremely Low Written Expression 75 Borderline DECISION Hope's intellectual disability and medical conditions impact her ability to make progress that is commensurate with her peer group. Hope has a disability that has an adverse impact on learning, and she requires specially designed instruction as it pertains to her disability. It is recommended that Hope receive Specially Designed Instruction in the following areas: Reading Written Expression Mathematics Vocation Social Skills To improve her reading rate to facilitate reading comprehension. To improve her ability to write sentences and paragraphs with the correct grammar, punctuation, and spelling in response to a variety of prompts. To improve her basic facts and ability to compute accurately and efficiently. To facilitate improve understanding of math reasoning and concepts. To expand vocational skills in her area of interest to increase employability. To improve her interpersonal communication skills; to manage and cope with emotional challenges satisfactorily; and to advocate for her needs adequately.

9 TEAM CONSENSUS Position Signature Date Psychologist Teacher Intervention Specialist Parent