Completing a PR-06
Narrative: Step by Step
Stacey Frey, School Psychologist
Galion City Schools
2011-2012
What is a PR-06?


A PR-06 is a form that is included in the Evaluation
Team Report (ETR).
It is sometimes referred to as the Individual
Evaluator’s Assessment page.
•

This is where you have seen the psychologist’s
analysis of the student.
The PR-06 is where an evaluator (psych, SLP, OT,
intervention specialist, teacher, etc.) enters objective
data on the student based on his/her assessments of
the student (grades, class participation rate, test
completion percentage, homework return rate, DRA
reading level, behavior, etc.)
Why am I filling out a PR-06?



The teachers’ input is legally necessary in
making decisions that determine the student’s
special education eligibility and/or services.
The only documents that can be included in
the ETR are official ETR forms (the PR-06). It
is not legal to include any other documents,
such as checklists.
You know the student the best! Help us get to
know his/her strengths, weaknesses and
needs.
I received a PR-06 request…
Now what do I do?

Gather information about the student’s progress using
grade book, work samples, attendance records, personal
notes, observations, discipline referrals, projects, RtI and
intervention data, etc.
•


You probably already have most of this info. 
Compare the student’s performance to that of typical peers
by looking at average skills of typical students in each area,
observations of the behavior of typical students, writing
samples of average students, etc.
Compare academic performance to content level
standards/grade level expectations.
•
You recently received content standard statements for all grade
levels in the areas of reading and math (the green and blue forms).
Examples of ways in which to
gather data

Academic Organization
Student has written the assignments in his
agenda book ______ out of _____ days
•

Student has brought needed materials to class
_______ out of ________days.
•

Typical Peer ______ out of _____ days
Typical Peer ______ out of _____ days
Student has been able to locate needed
supplies on time _________ out of _______
days.
•
Typical Peer ______ out of _____
Examples of ways in which to
gather data
Academic Performance/Work and Study Habits
 Student has achieved a passing grade on ________ out of
___________ tests. Student has answered discussion
questions ________ out of _________ times called on.
 Student has turned in _______ out of ________ completed HW
assignments.
 Student has asked for assistance ________ out of ______
days.
 Student completes in-class assignments on time ____ out of
____ days.
 Student demonstrates effort on assignments ____ out of ___
assignments.
 Student remains focused and on task ___ out of ___ days.
Always compare performance to that of typical peers.
Examples of ways in which to
gather data





Math
Student has correctly answered _____ out of ____ math HW
problems per assignment.
Student has shown attempts to work HW problems ___ out of
____ problems
Reading in Content Areas
Student has demonstrated understanding of _________ out of
________ vocabulary words.
Student has correctly answered _________ out of __________
comprehension questions.
Student can locate requested details in reading selections
___out of __ questions/time.
Always compare performance to that of typical peers and
content standards/grade level expectations.
Examples of ways in which to
gather data
Writing in Content Areas
 Student begins writing assignments promptly ____ out of ___
times
 Student can write to prompt ___ out of ____ assignments
 Students writes legibly ____ out of ___ assignments
 Student is able to take class notes ___ out of ___ days
 Student is able to revise initial written work ___ out of ___ times
 Student uses age appropriate vocabulary ___ out of___
assignments
 Student is able to use correct spelling ___ out of ___
assignments
 Student uses correct writing mechanics ___ out of ___
assignments.
Always compare performance to that of typical peers and
content standards/grade level expectations.
Examples of ways in which to
gather data
Behavior







Student has exercised self control in lab situations _________ out of
_________ labs.
Student has laid head on desk ________ min out of a class period _____
times a week.
Student has applied appropriate social skills w/peers _____ out of _____
instances.
Student has cheated on a test _________ out of _________ times.
Student has been corrected for inappropriate talking ___ out of _____
times per class
Student speaks respectfully w/o arguing or complaint ___ out of ___ times
per class
Student is productive in group work___ out of ___ group times.
Always compare performance to that of typical peers.
Now that I have my data, where
is the PR-06 form?

Special Education Teachers
•
•
•
•
Log on to your NCOCC account.
Enter Progressbook.
Go to “Report” and search for the student (an ETR should have
been started by the psychologist or director).
Add a PR-06 by clicking on the paper and pen icon next to “ETR 1
Individual Assessment.”
•

Be careful to not click on an assessment that has another evaluator’s
name next to it. You need to create a new one.
General Education Teachers
•
Locate the “New PR-06 Evaluation Form” word document that was
emailed to you or has been saved to your computer.
•
•
The document states, “Individual Evaluator’s Assessment” at the top of
the page.
Type in the highlighted fields.
•
The highlighting will not show up when you print.
Now that I have the document
ready, what is next?

Type in Name and Position on the document as indicated.

Complete the Areas of Assessment portion.
In order to do so, view each student’s “Guide to Complete a
PR-06 form” and see which areas are checked off under the
“PR-06 Areas of Focus.” Each area checked needs to be typed
in the PR-06 form under the Areas of Assessment section.

Complete the Evaluation Methods and Strategies section by
marking which types of assessment data you have gathered
and which will be included in your narrative.
What is the Assessment
Information section?

This section provides a clear and understandable description of
the child’s performance on assessment tools such as
intervention data, DRA, Lead 21, DIBELS, math probes, work
samples, performance on classroom assessments, writing
probes/samples, classroom observations, behavior charts,
curricular assessments, standardized assessments, etc.

The information is presented as a comparison to typically
performing peers and to grade level expectations based on
content standards.

The section includes data that describes both strengths and
needs.
Now that I know what this section should include,
how should I specifically state information?

Using objective language and data, begin by describing the
student’s strengths (academic, behavioral, social, etc).

Next, report a statement of areas of weakness and what strategies
have been used to address these issues within the classroom.

Summarize behavior and work habits and their effect on classroom
performance (i.e. Joey’s inattention causes him to miss directions
presented in the classroom.)
•
“Joey has difficulty attending during instruction which required
approximately 10 prompts to redirect his focus in a 30 minute period at the
beginning of the school year. After implementing a behavior chart to reward
him for on task behavior, his focus improved. He now only needs 1-2
redirects in a 30 minute period. To further encourage on task behavior, he is
seated in the front row to reduce distractions and allow for frequent
monitoring.”
Now that I know what this section should include,
how should I specifically state information?

Then summarize academic assessment data collected through informal assessments
and classroom based assessments as compared to typical peer performance according
to the areas of focus requested.
• Reading (Lead 21, DIBELS, Read 180, System 44, DRA, etc.)
• i.e., though Joey is in the fall of his 9th grade year, he is reading at a fourth
grade level according to the DRA. He was able to answer 4/4 explicit questions
and 2/4 implicit questions at the fourth grade level, but only 2/4 explicit and 0/4
implicit at the fifth grade level.
• i.e., Joey has averaged a 65% on vocabulary quizzes when compared with a
class average of 90%.
• i.e., when given a passage from his textbook, Joey is able to read with 85%
accuracy; however, typical peers read with at least 95% accuracy. His frequent
decoding errors could impact comprehension.
• types of decoding errors made (vowel sounds, word endings, substitutes with
similar looking word)
• comprehension: predicting events, sequencing, identifying the main idea, making
inferences, finding details
Now that I know what this section should include,
how should I specifically state information?

Writing/Spelling (Include any analysis of the student’s writing skills based
on classroom samples)
•
•
•
•
•
•
•

Average number of sentences per paragraph/paragraphs per sample
compared to what is expected
How many spelling errors per sample or percentage of sample spelled
correctly
Use of correct capitalization and punctuation
Organization of ideas, use of correct format and able to stay on topic
Complexity of vocabulary/Variety of sentence structure
Grammar—i.e. subject/verb agreement; verb tense; syntax
Uses proofreading/editing tools effectively
Math (classroom assessments and assignments, observation of mental
math skills)
•
•
Basic calculation skills—look at speed and accuracy, calculator dependent?
Reasoning skills—i.e. number sense, measurement, geometry, probability,
algebra, problem solving (use content standards to assist with specific skills)
What is the Educational Needs
section?

This section is a concise summary of
educational needs and other important
needs (behavioral, social, language,
physical, medical, functional, transition)
Now that I know what this section should include,
how should I specifically state information?


Based on assessments, the student needs to
improve what in order to be successful in
school?
A response may look like this:
•
•
“Joey needs to improve his study habits, increase his
skills in expressing ideas in writing, and increase his
attention to tasks.”
“Based on classroom data, Joey needs to improve his
comprehension of both novels and textbook material.
He also needs to increase his class participation.”
What is the “Implications for Instruction
and Progress Monitoring” section?



This section includes three components
Information should address each of the
educational needs mentioned in the previous
section.
Answer the question “How do the student’s
needs impact his/her ability to progress in
the general education curriculum?”
Provide instructional strategies which will allow
the student to accelerate his/her progress
within the general education curriculum.
What would be an example of what I
should write in this section?
“Joey has difficulty generating ideas for writing
independently, so discussing ideas aloud first and using a
graphic organizer would be beneficial strategies. Joey
benefits from being seated near the teacher and
redirected as needed.

It is important to remember that special education
determination is not made by the team at the meeting not
on this form...
Instead of…”Joey needs special education…or instruction in
the resource room,” maybe… “Joey appears to require
intensive interventions in order to be successful with the
curriculum.”
What are the final steps once I have
completed the document?

Save the document on your computer. Saving as you
go is important to preserve your information.

Print out a copy, sign it, date it and mail it to Jerri
Deffendoll, Special Education Secretary by the return
date.

Please do not hesitate to contact your school
psychologist Stacey Frey with any questions!
•
Once you have the hang of it, you can be a great resource
to any other colleague who is need of some help 
Any Questions???