S7 – Activity 2: Educational Evaluation Report for Sarah Sample (9th)
Create a heading for each Educational Evaluation Report section below (or add more in where you would like). Then identify
which components of the report are missing.
1. Possible Heading: _______________________
Sarah, a ninth grade student at Chilly Peak High School, was referred for by her teachers in early December due to concerns about her attendance (10-15
absences this semester), her ability to follow directions, and her academic functioning, particularly in reading, and written expression. Chilly Peak is the tenth
school Sarah has attended since beginning her academic career. Her long history of learning difficulties and poor attendance resulted in two prior referrals for
special education evaluation; one in elementary and the other in middle school. Previous referrals did not lead to a formal evaluation process due to parent
refusals (see Social Report). Sarah reports that school is difficult for her and that she wishes she were "old enough to drop out." These sentiments have
prompted her family to reconsider the possibility of special education determination and services. They are very interested in keeping their daughter in school
and helping her to be successful. Mr. & Mrs Sample were informed of CDE’s guidelines regarding the application of Response to Intervention (RtI) procedures,
including the amount and nature of student performance data collected, the general education services provided, and their right to request an evaluation.
Notification of these policies was given to them in a meeting on October 12, 2012.
Her grades for the first semester are as follows:
Course
Q1
Q2
SEM 1
English 9
DF
F
Geography
D
CD+
Algebra I
F
F
F
Earth Science
DF
F
Foods 4 Health
CD
D+
Choir 9
C
C
C
Her most recent performance on a state assessment is from spring of 2011:
California Standards Test (CST) – Grade 8
Achievement Area
English language arts
Mathematics
History/social science
Science
Performance Level
Far Below/Below Basic
Far Below/Below Basic
Basic
Basic
Observations made by the school psychologist prior to Winter Break (12/11 and 12/12/12) noted that Sarah was seldom disruptive, but was generally nonparticipatory in classes. Her affect is one of disinterest (looking down or staring blankly). She was never seen volunteering a response and when called upon
to do so, she would simply shrug.
Previous interventions include Read 180 (6 weeks – non-responsive), Accelerated Reader (10 weeks, non-responsive), and Peer Mentoring (refused to meet
after first session).
2. Possible Heading: _______________________
Wechsler Individual Achievement Test–Third Edition (WIAT–III)
Administered 12/10/12
90% CONF
STD
INTERVAL
PR
NCE
S9
AGE
EQU
GRADE
EQU
SUBTESTS*
Basic Reading
Reading Comprehension
READING COMPOSITE
77
81
73
68- 86
71- 91
66- 80
6
10
4
18
23
12
2
3
2
10-3
10-0
10-3
4.9
4.5
4.9
Numerical Operations
Math Reasoning
MATH COMPOSITE
64
73
65
54- 74
64- 82
58- 72
1
4
1
<1
12
1
1
2
1
9-9
10-0
9-9
4.3
4.3
4.4
Spelling
Written Expression
WRITING COMPOSISTE
81
66
72
71- 91
56- 76
64- 80
10
1
3
23
2
11
3
1
1
11-0
7-3
9-6
5.7
1.2
4.6
* Age-based normative information was used in the calculation of subtest and composite scores.
Reading: Sarah performed in the below average range in overall reading skills, as indicated by her standard score on the Reading Composite (73). Her skills
in this area exceed those of only approximately 4% of students her age. Sarah performed comparably on tasks that required her to correctly read a series of
printed words (Basic Reading standard score = 77) and to read paragraphs and answer questions about what was read (Reading Comprehension standard
score = 81).
Mathematics: In overall mathematics skills Sarah performed in the well below average range, as indicated by her Mathematics Composite standard score
(65). Her achievement in this area is better than that of only approximately 1% of students her age. Sarah's performance on tasks that required her to add,
subtract, multiply, and divide numbers up to three digits, fractions, and decimals; and solve simple linear equations (Numerical Operations standard score =
64) is comparable to her performance on tasks that required her to understand number and consumer math concepts, geometric measurement, basic graph
usage, and single-step and multi-step word problems (Mathematics Reasoning standard score = 73).
Writing: In overall writing skills, Sarah performed in the below average range, as indicated by her Writing Composite standard score (72). Her achievement
in this area is better than that of only approximately 3% of students her age. Sarah's performance on tasks that required her to compose and write a clearly
organized and complete letter (Written Expression standard score = 66) is comparable to her performance on tasks that required her to correctly spell
verbally presented words (Spelling standard score = 81).
Strengths and Weaknesses: Sarah achieved her best performance on Reading Comprehension and Spelling (standard score = 81), and lowest score on
Numerical Operations (standard score = 64). Her performance across these areas differs significantly, suggesting that these are the areas of most
pronounced strength and weakness, respectively, in Sarah's subtest profile. She performed in the low average range on Reading Comprehension and
Spelling and well below average range on Numerical Operations, compared to other students her age.
3. Possible Heading: _______________________
Sarah's test scores and in-class performance indicate a learning profile characterized by academic skill deficits. Although her educational records are
incomplete due to a large number of school changes, standardized assessments such as the Iowa Tests of Basic Skills available for grade 5 and 7 substantiate
findings above, which place Sarah below the 15th percentile in all academic areas and verify teacher perceptions that Sarah’s present level of performance is
inadequate to meet grade level standards. In general, she appears to be functioning 4 to 5 years below grade level in Reading, Math, and Written Language.
Whether the staffing committee believes that her needs can be met in a regular education setting (including alternative or vocational options) or through the
provision of special education services, it is clear that Sarah's programming should include explicit skill-building interventions in math, written language, and
reading. Regardless of the setting it will be important to design a motivational incentives.
Edward Seike, M.A.
Learning Specialist
Chilly Peak High School
4. Which of the following pieces of SLD required documentation are missing from this report?
A body of evidence that demonstrates
1. Academic Skill deficits, and
2. Insufficient progress in response to scientific, research-based intervention
An observation of the student’s academic performance in the area(s) of difficulty in the learning environment, including the relevant
behavior and relationship of that behavior to the student’s academic functioning
The instructional strategies used
The student-centered data collected including documentation of repeated assessments or achievement at reasonable
The educationally relevant medical findings (if they exist)
The documentation that the parents were notified about:
The State’s policies regarding the amount and nature of student performance data collected and the general education services
provided
Strategies for increasing the student’s rate of learning
Results of repeated assessments of student’s progress
The right to request an evaluation
5. What feedback would you offer this evaluation writer to improve the quality of the report?
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