Evaluation/Reevaluation Report
Documentation of Eligibility
South Carolina Public Charter School District
Evaluation Report and Documentation of Eligibility
CONFIDENTIAL
Name: Ty Lannister
Date of Birth: 06/18/2000
Age: 5
Date Evaluation Completed: 4/30/2012
Date of Evaluation Planning Meeting: 03/07/2012
Grade: K
School: Wall Charter School
Date of Eligibility Determination: 5/1/2012
This report reflects information that existed at the time of evaluation planning, as well as any new
information gathered during the evaluation process, including any and all information presented by the
parent.
Section I: Review of existing information: Listed below is each evaluation procedure, assessment, record, or
report this team has reviewed and used in determining whether additional information is necessary in order to
conduct the evaluation.
REASON FOR REFERRAL AND EDUCATIONAL BACKGROUND
Ty was referred to the SIT by his teacher and mother due to concerns about his articulation and speech intelligibility.
His mother was also concerned about how he was doing academically and socially in kindergarten due these
communication needs.
SUMMARY OF RESEARCH-BASED ACCOMMODATIONS AND/OR INTERVENTIONS
Ty’s teacher was given accommodations by the SIT team of modeling the correct speech production, showing him
the correct place to make sound, working extra one on one with letter and sound knowledge. Ty was also screened
by the SLP to help provide interventions for the classroom in the general education setting. These included language
enrichment and reinforcement activities such as matching letters in various mediums, listening to stories on tape, and
playing phonics games in a small group setting with assistance.
DEMOGRAPHIC, DEVELOPMENTAL, AND MEDICAL/HEALTH HISTORY
Parent reported a normal pregnancy and that Ty met all developmental milestones. Ty had tubes placed at 9 months
of age and removed at age 4 along with the removal of adenoids and tonsils. He has not had any other major illness
or injury. There is a family history of hearing loss and autism. Mom does reports that he tends to get very emotional
and frustrated about not being able to be understood, and says that he gets bullied and teased at school by peers
because of his communication difficulties.
Ty lives with his parents and 2 year old brother. He is described as being sweet and loving. He has many friends.
He loves anything related to Spiderman, computers, and electronics.
ENGLISH LANGUAGE PROFICIENCY
Ty’s primary language is English. No problems were noted in this area therefore no further information is needed
Ty Lannister, WCS
VISION
Ty’s vision was screened by the school nurse and results show that his vision is within normal limits.
HEARING
Ty’s hearing was screened by the school nurse and results show that his hearing is within normal limits.
SPEECH / LANGUAGE / COMMUNICATION
Additional information was requested in this area due to concerns noted by Ms. Lannister and Ms. Frey in the areas
of articulation and language expression. Ty has difficulty expressing himself at times and often becomes frustrated
when someone does not understand him.
COGNITIVE PROCESSING
Additional information was requested in this area to assist with educational planning for Ty.
ACADEMIC ACHIEVEMENT
Ty’s mom and teacher both noted concerns about learning letters and letter sounds due to his articulation delay. The
teacher also noted concerns about him being able to follow directions in the classroom. Ty often needs to redirected
and given extra one-on-one time when learning new concepts in the classroom. The teacher also noted that he is
stronger in math than language arts. Additional information was requested in this area.
ADAPTIVE BEHAVIOR
No concerns were noted in this area. Ty demonstrates age-appropriate daily living skills.
SOCIAL / EMOTIONAL / BEHAVIORAL
Ty’s is a sweet little boy and seems very happy in the classroom. Mom has reported that he gets very emotional at
times and will get very upset some days when coming to school. She also shared concerns about him being bullied at
school and not being as social with peers due to his speech problems. Ms. Frey noted that in the classroom setting
and at recess, Ty plays well with others and has a group of friends. Both Ms. Frey and Ms. Lannister noted that Ty
gets very frustrated when people are unable to understand him. Ms. Frey noted Ty’s need for frequent prompting
during instruction and independent work. Ms. Lannister noted similar behavior in the home setting. Additional
information was requested in this area.
MOTOR / SENSORY
Ty demonstrates age-appropriate gross and fine motor skills. No deficits are noted in this area. No further
information is needed in this area. No sensory issues were noted by parent or teacher.
Section II: Determination of need for additional information: After reviewing existing information, this team has
determined that:
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Ty Lannister, WCS
No additional information is needed in order to conduct an evaluation. Existing information will be used to
complete the evaluation and to determine eligibility and educational needs. Proceed to Section VI. If no additional
information is needed, the parents have the right to request an assessment to determine whether the child continues
to be a child with a disability, and to determine the educational needs of the child (34 CFR §300.305(d)). The LEA is
not required to conduct the assessment unless requested to do so by the child’s parents.
Addition information is needed in order to determine eligibility and educational needs. Proceed to Section III.
Section III: Additional Information Needed for Evaluation Plan:
Need
X
X
X
X
X
X
Evaluation Component / Area of Evaluation
Observation: during instruction
Cognitive Processing
Behavior rating scales (social, emotional, behavioral functioning):
attention/concentration
Preacademic, academic, or functional academic achievement OR
developmental skills assessment
Areas: ___ Preacademic skills ___Functional academic skills
___Developmental skills assessment _X_Oral expression
__X_Listening comprehension _X__Written expression _X__Basic
reading skill ___Reading fluency skills ___Reading comprehension
__X_Mathematics calculation __X_Mathematics problem solving
___Other:
Articulation (production of sounds)
Language (receptive, expressive, social)
Title of Team Member
Responsible for Obtaining
School Staff
School Psychologist
Parent/School Staff
School Psychologist
Speech therapist
Speech therapist
Section IV: Evaluation Schedule:
This is an initial evaluation and will be completed within 60 calendar days of receipt of written parental consent to
evaluate.
Section V: Review of Additional Data Collected:
Areas
Current Levels of Performance (based on additional data)
Cognitive Processing Ty was administered eight subtests of the Wechsler Preschool and Primary Scale of
Intelligence – Third Edition (WPPSI-III) on 4/14/2011. The Full Scale IQ (FSIQ) is derived
from a combination of seven subtest scores and is considered the most representative
estimate of global intellectual functioning. Ty’s general cognitive ability is within the
Average range of intellectual functioning, as measured by the FSIQ. His overall thinking
and reasoning abilities exceed those of approximately 50% of children his age (FSIQ = 100;
95% confidence interval = 95-105). He performed much better on nonverbal than on verbal
reasoning tasks.
Ty’s verbal reasoning abilities as measured by the Verbal Intelligence Quotient are in the
Low Average range and above those of 18% of his peers (VIQ = 86; 95% confidence
interval = 80-93). The Verbal Intelligence Quotient is designed to measure verbal
reasoning. Ty’s performance on the verbal subtests contributing to the VIQ is generally
consistent. Verbal reasoning ability is a relative weakness.
Ty’s nonverbal reasoning abilities as measured by the Performance Intelligence Quotient
are in the High Average range and above those of approximately 82% of his peers (PIQ =
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Ty Lannister, WCS
114; 95% confidence interval = 106-120). The Performance Intelligence Quotient is
designed to measure fluid reasoning in the perceptual domain with tasks that assess
nonverbal concept formation, visual perception and organization, simultaneous processing,
visual-motor coordination, learning, and the ability to separate figure and ground in visual
stimuli. Ty performed comparably on the perceptual reasoning subtests contributing to the
PIQ, suggesting that his visual-spatial reasoning and perceptual-organizational skills are
similarly developed. Perceptual reasoning ability is a relative strength.
Ty's ability in processing simple or routine visual material without making errors is in the
Average range when compared to his peers. He performed better than approximately 61%
of his peers on the processing speed tasks (Processing Speed = 104; 95% confidence
interval 95-112). Ty performed comparably on the Processing Speed subtests suggested
that his skills are similarly developed.
Personal Strengths and Weakness
Ty's performance was significantly better on the Picture Concepts subtest than his own
mean score. In the Picture Concepts subtest Ty is presented with two or three rows of
pictures and chooses one picture from each row to form a group with a common
characteristic. This subtest assesses nonverbal concept formation; (Picture Concepts
scaled score = 13).
One area of weakness relative to overall performance was noted on the Information
subtest. On the Information subtest, Ty answered questions that addressed a broad range
of general knowledge topics. This subtest assesses fund of general information and long
term verbal memory; (Information scaled score = 7).
Academic
Achievement
Summary
Ty is a five-year-old kindergarten student who completed the WPPSI-III. His general
cognitive ability, as estimated by the WPPSI-III, is in the Average range. Ty's general verbal
comprehension abilities were in the Low Average range (VIQI= 86), and general perceptual
reasoning abilities were in the High Average range (PIQ= 114). Ty’s general processing
speed abilities were in the Average range (PS = 104). Nonverbal reasoning ability was a
relative strength and verbal reasoning ability was a relative weakness.
The Wechsler Individual Achievement Test III was also administered on 3/26/2012. Ty’s
academic skills were assessed in the areas of reading, writing, and math.
Overall listening comprehension achievement was within the average range. However
there was significant variability within the subtests of listening comprehension. Ty’s
receptive vocabulary was within the significantly above average range and a relative
strength. Ty’s performance on the Oral Discourse Comprehension subtest was within the
significantly below average range. Oral Discourse Comprehension involves Ty listening to
increasingly longer amounts of verbal information and answering questions regarding what
he had just heard. Oral expression achievement was within the severely below average
range.
There was also variability within math achievement subtests. Math calculation achievement
was within the average range and math reasoning achievement was within the significantly
below average range. Ty differentiated numbers from letters and named the numbers
presented. Ty counted 10 pictured objects with one-to-one correspondence. Ty printed the
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Ty Lannister, WCS
numbers 5, 8, 2, 3, 4, 5, and 6 upon request. Ty correctly solved simple addition problems
with sums of 4 or less. Ty remarked that addition problems written vertically rather than
horizontally were written incorrectly. Ty did not correctly solve any written or oral
subtraction problems. Ty was able to identify the symbol for addition but not the symbol for
subtraction. Ty identified the concepts of more, less, longest, and same with pictured
items. However, he did not correctly identify which number was less of two numbers. Ty
did not correctly complete a number pattern involving multiples of 10. Ty appeared
confused when asked to count numbers in order, and he said the numbers in order from
largest to smallest rather than smallest to largest. Also, he didn’t correctly identify the
second object in a series of objects.
Written expression skills are within the average range. Ty correctly spelled his first name
although he appeared to have difficulty correctly forming the letter “h”. Ty printed the letters
that corresponded to the beginning sound of letters. He also spelled the word “cat”. He
printed five letters of the alphabet within thirty seconds with reversal of the letter “c”.
Ty’s Early Reading Skills were within the significantly below average range. Ty correctly
read all of the letters of the alphabet presented. Ty did not correctly identify or supply
rhyming words. Ty did not identify words with the same beginning or ending sounds. Ty
seemed to be perseverating on rhyming word information during identification of beginning
and ending sounds. Ty inconsistently identified letter groups that corresponded to
beginning sounds of words such as “st” in “stop”. Ty correctly read color words and the
word “two”. Ty incorrectly read the word “on” as “in” and the word “ball” as “balloon”.
The Woodcock-Johnson III Tests of Achievement were administered on 3/30/2012 in order
to obtain more information regarding Ty’s reading skills. Ty’s academic skills were
assessed in the area of reading.
Speech/Language
Ty’s basic reading and reading comprehension skills were within the average range. The
Reading Fluency subtest of the WJ-III was attempted. However, Ty was unable to read
enough of the required words in order to proceed with the subtest. Therefore, a score was
not able to be obtained in reading fluency. On the Letter-Word Identification subtest Ty was
able read all of the letters presented and the words “car”, “on”, and “in”. On the reading
comprehension subtest, Ty was able to match pictured objects. Ty was also able to read
enough words to match some pictured objects to words. Ty was unable to supply the
missing word to complete a sentence.
Ty was given the Preschool Language Scale Fourth Edition (PLS-4) to assess his language
skills in the area of auditory comprehension and expressive communication. Ty received
standard score in auditory comprehension of 81 and an expressive communication
standard score of 87 with a Total Language Standard Score of 82.
On the auditory comprehension section Ty was able to understand qualitative concepts
(longest, pointed, etc.), he was able to identify objects that do not belong, he was able to
put pictures in order from largest to smallest, he understood time /sequence concepts (first,
last), and he could identify initial sounds. Ty struggled with quantity concepts (three, five,
whole, half), identifying body parts on self, understanding passive voice sentences,
understand quantitative concepts (each), understanding rhyming sounds, adding and
subtracting numbers to five, understanding time concepts (seasons), and making
grammaticality judgments.
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Ty Lannister, WCS
On the expressive communication section Ty was able to use qualitative concepts (short,
long), use adjectives to describe objects, use –er endings to indicate one who (teaches is a
teacher, only identify one correctly), Formulate meaningful grammatically correct questions,
describe similarities, and he was able to repair semantic absurdities. Ty was unable to uses
past tense forms, name items that fit into a category, complete a simile, count items and
give correct number, define words (tell two things about a____), repair grammatical errors,
rhyme words, segment words, and was unable to tell a story in sequence using
grammatically correct sentences.
Behavior/Attention/
Concentration
Ty was also given the Clinical Assessment of Articulation and Phonology to assess his
consonant inventory and phonological process that may be present in Ty’s speech and
speech error patterns. Ty received a standard score of <55 with the percentile rank <1. He
displayed errors on the following sounds; /K, G, L, F, V, S, Z, TH/ with these sound errors
the following phonological process are present cluster reduction (s for sn), syllable
reduction of multisyllabic words (puter for computer), gliding (W for R or L), fronting (T or D
for K or G), stopping (D for S or Z and B for F or V). These errors were present at word
level through connected speech. Ty’s speech intelligibility decreases with the increase of
his connected speech.
Ty’s behavior was assessed across settings (classroom, home, small group, one-on-one)
using direct observation, rating scales, and parent interview.
Ty worked diligently on assessment tasks in the one-on-one testing settings. He
maintained good attention and effort throughout the assessment sessions. Ty’s speech
was occasionally difficult to understand due to articulation errors. Ty appeared to enjoy
working with the blocks on the Block Design subtest of the WPPSI-III. He asked several
times during the first assessment session if he could use the blocks again. During the
beginning of the second assessment session he asked if he would get to use the blocks
again. Conversation was spontaneous and adequate throughout the testing session.
Physical activity level was normal for a student of this age. No significant distractibility was
noted during testing.
Behavior rating scales completed by Ms. Lannister, Ms. Frey (Ty’s teacher), and Ms. Harris
(5K teaching assistant). All 3 raters showed scores within the at risk or clinically significant
ranges in the areas of Depression, Internalizing Problems, Attention Problems, and
Functional Communication. Behavior of concern both at home and at school include the
following:
Attention Problems
• staying focused
• listening well
• paying attention
Depression
• getting easily upset
• crying easily
• saying full name
Functional Communication
• communicating clearly
• saying address or phone number
• sharing ideas, feelings, or experiences
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Ty Lannister, WCS
Ty was observed in the classroom during a math activity with guest speaker from a local
bank come to talk to them about money. He sat on the rug and attended very well to what
the speaker had to say. After the speaker was finished the teacher had different stations set
up so the children could use money to buy different things. He followed along with the other
children and seemed very happy excited about getting to do this fun activity. He talked with
his peers and showed them what he had bought. Overall him seemed to interact with
teachers and peers well in the classroom.
Ty worked diligently on assessment tasks in the one-on-one setting. He maintained good
attention and effort throughout the assessment sessions. Ty’s speech was occasionally
difficult to understand due to articulation errors. Ty appeared to enjoy working with the
blocks on the Block Design subtest of the WPPSI-III. He asked several times during the
first assessment session if he could use the blocks again. During the beginning of the
second assessment session he asked if he would get to use the blocks again. Conversation
was spontaneous and adequate throughout the testing session. Physical activity level was
normal for a student of this age. No significant distractibility was noted during testing.
Section VI: Eligibility Determination:
Are this student’s difficulties primarily due to:
1. a lack of appropriate instruction in reading, including the essential components of reading
(phonemic awareness, phonics, vocabulary development, reading fluency including oral
reading skills, and reading comprehension strategies?)
Yes
No
2. a lack of appropriate instruction in math?
Yes
No
3. limited English proficiency?
Yes
No
Does the child meet disability-specific eligibility according to South Carolina State Board of Education
regulations 43-243 and 43-243.1?
Yes
No
If Yes, does the child, by reason thereof, need specially designed instruction in order to receive a free
appropriate public education?
Yes
No
If Yes, which disability category/categories:
Specific Learning Disability-secondary
Intellectual Disability
Emotional Disability
Developmental Delay
Speech or Language Impairment-primary
Traumatic Brain Injury
Autism
Other Health Impairment
Orthopedic Impairment
Vision Impairment
Deaf and Hard of Hearing
Deafblindness
Multiple Disabilities (Also check above all disabilities for which the child qualifies)
Not Eligible for services under IDEA
Additional Criteria for Initial Determination of a Specific Learning Disability
Not applicable for reevaluation or other disability category
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Ty Lannister, WCS
1. Does the child achieve adequately for his or her age or to meet state-approved,
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the child’s age or state-approved gradelevel standards? If no, indicate in which areas the child does not meet standards.
Listening comprehension
Oral expression
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
Mathematics calculation
Mathematics problem solving.
Yes
No
2. Does the child make sufficient progress to meet age or state-approved, grade-level
Yes
No
standards in one or more of the following areas when using a process based on the child’s
response to scientific, research-based interventions; or, does the child exhibit a pattern of
strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level
standards, or intellectual development, that is determined to be relevant to the identification of a specific learning
disability, using appropriate assessments?
If no, indicate the areas below.
Listening comprehension
Oral expression
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
Mathematics calculation
Mathematics problem solving.
Indicate which method(s) was used to make this determination:
Response to Intervention
Strengths and weaknesses
3. Are the evaluation findings primarily the result of a visual, hearing, or motor disability; mental retardation;
emotional disturbance; cultural factors; or environmental or economic disadvantage.
Yes
No
Section VII: Educational Needs for all Eligible Students (initial evaluation and reevaluation):
NA if student was not determined to be eligible
Description of Educational Needs (an analysis of the educational relevance of the evaluation results, strengths and
weaknesses, and a description of the adverse educational impact, including how the disability affects involvement
and progress in the general education curriculum (or for preschool children, in appropriate activities)): Areas of
relative strength for Ty include his nonverbal/perceptual reasoning skills, his math calculation skills, and his written
spelling skills. Ty has significant difficulties processing language he hears and reads. His verbal comprehension and
reasoning skills were within the low average range. He also exhibits articulation and expressive language errors and
delays that impact his ability to access and progress in the general curriculum, particularly in the areas of listening
comprehension, oral expression, and basic reading skills. Ty’s difficulties interfere with his ability to communicate
with others in the classroom and social settings at school and to process information he hears and sees (reads) when
presented with grade-level material.
Recommended Specially Designed Instruction (recommendations to the IEP team to assist in the development of
the IEP’s present levels of performance and annual goals. Specify the areas in which the child requires specially
designed instruction (i.e. math, gross motor, social skills, etc.)): Specialized instruction is needed in the areas of
speech-language communication, including articulation, oral expression, and receptive language (listening
comprehension), and basic reading skills.
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Ty Lannister, WCS
Necessary Related Services (specify the related services needed in order for the child to benefit from special
education (i.e. occupational therapy, physical therapy, counseling, audiology services, interpreting services, etc.)):
None
Other Information Needed to Develop the IEP (determined through the evaluation process and from parental input,
including any recommended supplementary aids and services for the child and program modifications or supports for
school personnel, if needed): The IEP team needs to consider providing support to assist Ty in developing more selfconfidence as he works to improve his language and communication skills.
QUANTITATIVE RESULTS
WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE-III (WPPSI-III)
Composite
Sum of
Scaled
Scores
Composite
Score
Percentile
Rank
95%
Confidence
Interval
Qualitative Description
Verbal
23
86
18
80-93
Low Average
Performance
37
114
82
106-120
High Average
Processing Speed
22
104
61
95-112
Average
Full
72
100
50
95-105
Average
Scale
Verbal
Raw Score
Scaled Score
Test Age Equiv.
Percentile Rank
Information
Subtests
21
7
4:4
16
Vocabulary
18
8
5:1
25
Word Reasoning
13
8
4:7
25
Performance
Raw Score
Scaled Score
Test Age Equiv.
Percentile Rank
Block Design
Subtests
28
12
6:6
75
Matrix Reasoning
18
12
6:6
75
Picture Concepts
19
13
7:2
84
Processing
Raw Score
Scaled Score
Test Age Equiv.
Percentile Rank
(Symbol Search)
Subtests
20
10
5:10
50
Coding
35
12
6:6
75
WECHSLER INDIVIDUAL ACHIEVEMENT TEST-III (WIAT-III)
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Ty Lannister, WCS
Subtest Score Summary
95%
Normal
Raw Standard Confidence Percentile Curve
Score Score
Interval
Rank
Equiv. Stanine
Subtest
Listening Comprehension
Early Reading Skills
Math Problem Solving
Alphabet Writing Fluency
Numerical Operations
Oral Expression
Spelling
—
16
21
5
9
—
6
94
78
84
96
95
68
96
82–106
68–88
75–93
80–112
86–104
56–80
85–107
34
7
14
39
37
2
39
42
19
28
44
43
5
44
4
2
3
4
4
1
4
Grade
Equiv.
1.2
PK.7
K.0
K.5
K.5
<PK.0
K.5
Age
Equiv.
Growth
Score
6:4
4:8
5:0
5:4
5:4
<4:0
5:8
432
393
303
466
285
345
292
Subtest Component Score Summary
Normal
Raw Standard Percentile
Curve
Score Score
Rank
Equivalent Stanine
Subtest Component
Qualitative
Description
Listening Comprehension
Receptive Vocabulary
Oral Discourse Comprehension
10
3
117
74
87
4
74
13
7
2
Above Average
Below Average
2
8
4
76
69
75
5
2
5
16
6
15
2
1
2
Below Average
Low
Below Average
Oral Expression
Expressive Vocabulary
Oral Word Fluency
Sentence Repetition
Composite Score Summary
Sum of
Subtest
95%
Normal
Standard Standard Confidence Percentile Curve
Scores
Score
Interval
Rank
Equiv. Stanine
Composite
Qualitative
Description
Oral Language
162
78
68–88
7
19
2
Below Average
Written Expression
192
94
83–105
34
42
4
Average
Mathematics
179
88
81–95
21
33
3
Average
Total Achievement
611
81
75–87
10
23
2
Below Average
WOODCOCK-JOHNSON III TESTS OF ACHIEVEMENT – FORM A (WJ-III)
CLUSTER/Test
AE
RPI
BRIEF READING
Letter-Word Identification
Passage Comprehension
6-1
6-1
6-1
97/90
97/90
97/90
SS (68% Band)
GE
107 (104-109)
105 (102-108)
107 (103-111)
K.8
K.8
K.8
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN-2 (BASC-3)
Parent and Teacher versions
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Ty Lannister, WCS
Ms. Lannister-parent; Ms. Frey-teacher; Ms. Harris-teaching assistant
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