Alejandro M

CONFIDENTIAL REPORT

Durham Unified School District

9420 Putney Dr.
Durham, CA 95938
(530) 895-4675

CONFIDENTIAL MULTIDISCIPLINARY TEAM ASSESSMENT

TRIENNIAL PSYCHOEDUCATIONAL EVALUATION
Student
Name:
Student ID #:
Student
Gender:
Ethnicity:
Primary
Language:
Parent(s)
Name:
Examiner(s)
Name:

Hispanic/Latino

Date of
Report:
Date of Birth:
Chronological
Age:
Grade Level:

Spanish

School Name:

Alejandro M
x
Male

Home
Address:
Sara Smith, School Psychologist
Emily Adams, School Psychology Intern
Deanna Coyne, Education Specialist
x

01/7/16
x
11 years 3 months
6th
Durham Intermediate School
x
Date(s) of
Assessment
:

12/09/20151/7/16

REASON FOR REFERRAL/PURPOSE OF EVALUATION

Alejandro M is an 11-year-old boy attending Durham Intermediate School and was
referred as part of his three-year review for special education. The purpose of this
assessment is to determine whether Alejandro continues to meet the criteria for
Other Health Impairment. The following will serve as his triennial report which will
assist in planning his educational program and help in determining the most
appropriate educational placement or Least Restrictive Environment for Alejandro.

BACKGROUND INFORMATION
Alejandro has been receiving special education services since Kindergarten. He has
been receiving special education services since Kindergarten for his primary
disability of Other Health Impairment (OHI). Alejandro has a congenital
sensorineural hearing loss in his right ear, that has required accommodations and
monitoring to insure continued progress.
According to the student interview, Alejandro currently lives in Oroville with his
father, mother and younger sister. As indicated in his confidential file, Alejandro and
his familys primary language is Spanish.

HEALTH, MEDICAL, AND DEVELOPMENTAL HISTORY

The following school history was gathered from Alejandros cumulative file:
Vision and hearing tests

Alejandro M
CONFIDENTIAL REPORT
Vision test on: 09/15/14 PASSED
Right: 20/20
Left: 20/20
by school nurse, Alma Hayes
Hearing test on: 02/03/14
Pure tone audiometry revealed the following:
Right: mild to profound, downward sloping, sensorineural hearing loss
Left: Normal
By D. Richard C. Lind in Yuba City, Ca. Dr. Lind Recommended preferential
seating and a sound field FM system be used in classroom.

SCHOOL HISTORY AND EDUCATIONAL PROGRESS

Alejandro has attended Durham Unified School District since Kindergarten in 2010.

CURRENT GRADES: As of January 8th, 2016

Class

Quarter 1 Grade
(Aug 19-Oct 16
2015)
BA
D
A
C+
D

Math
ELD
Language Arts
PE
Science
Social Science

Percent

81%
97%
63%
100%
77%
64%

PREVIOUS ASSESSMENT RESULTS:

Alejandro was last evaluated in January of 2010 during his triennial evaluation.
Tests administered included:
The Bateria Woodcock-Munoz Pruebas de Habilidad Cognitiva (Bateria-III)
Composite Score

General
Intellectual Ability
Verbal Ability
Cognitive Ability
Cognitive
Efficiency
Phonemic
Perception
Working Memory

Standard Score
(average range =
85-115)
88

Percentile
Rank

Description

22nd

Low Average

68
90
103

2nd
25th
58th

Very Low
Average
Average

91

28th

Average

99

47th

Average

The Woodcock Johnson-III (WJ-III)

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CONFIDENTIAL REPORT
Cluster

Brief Reading
Broad Math
Broad Written
Language
Academic Skills
Academic
Applications

Standard Score
(average range=
85-115)
82
97
96

Description

94
90

Average
Average

Low Average
Average
Average

STATE TESTING:
Test Year

Grade
Level

Subject

Subject Proficiency

Spring 2015

5th

English Language
Arts/Literacy

Spring 2015

5th

Mathematics

Spring 2013

3rd

English Language
Arts

Spring 2013

3rd

Mathematics

2275
Standard Not Met
2394
Standard Not Met
221
Far Below Basic (150258)
343
Basic (300-349)

Alejandro scored in the Basic range for the Mathematics portions of the California
State Assessment during his 3rd grade year, and scored in the Far Below Basic range
for the English Language Arts portion.
Alejandro did not meet the achievement standard in the English Language/Literacy
and the Mathematics portions of the California State Assessment during his 5 th
grade year.

LANGUAGE SKILLS:
Alejandro has taken the California English Language Development Test (CELDT)
every year since kindergarten. His scores include:
6th grade

5th grade

4th grade

Overall
524 intermediat
e
523
Intermediat
e
482 Intermediat

Listening
599 Early
Advanced

Speaking
553 Early
Advanced

Reading
455 Beginning

541 Early
Advanced

540 Early
Advanced

484
Intermediat

512 Early
Advanced

487 Early
Intermediat
e
466 Beginning

Writing
491 Early
Intermediat
e
527 Intermediat
e
469 Early
Intermediat

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CONFIDENTIAL REPORT
e

CURRENT ASSESSMENT:
EVALUATION TOOLS:
Observations
Record Review
Interview
Wechsler Intelligence Scales for Children-IV (WISC-IV)
Woodcock Johnson Achievement Test-III (WJ-III)
Beery Visual Motor Integration-6 (VMI-6)
Comprehensive Test of Phonological Processing (CTOPP)

OBSERVATION
Conducted by Emily Adams, School Psychologist Intern
Alejandro M was observed in Ms. Lincolns classroom during math at 10:55 AM on
December 17th, 2015 by psychologist intern, E. Adams. Continuous time sampling
was used. The class was divided into small groups of 4 or 5. There were 5 groups
total. When the observation began Ms. Lincoln was explaining the new math unit to
the class. Alejandro was seated in a group of 5 students. The teacher was to his left
as she explained the algebra unit they would soon be learning. For three minutes
Alejandro was intermittently gazing around the room and looking at Ms. Lincoln. At
10:58 she turned on the FM system and asked students to take turns reading a
math problem they were about to solve. At 11:02 Ms. Lincoln prompted the class to
work together in their groups to solve the problem. Alejandros group began working
independently. At 11:05 Alejandro got out of his seat to use the pencil sharpener.
He paused and waited patiently as Ms. Lincoln spoke to the whole class regarding
the math problem. He retrieved a new pencil from nearby the sharpener and
returned to his seat. Alejandro briefly looked around the room and then began
writing in his notebook at 11:09. He wrote for roughly 30 seconds then gazed
around the room while Ms. Lincoln spoke to the class about the math problem again.
Ms. Lincoln asked Alejandro to work through the problem with her. He verbally gave
correct answers and she wrote them on the board. She then explained to him the
next part of the problem and encouraged him to solve that part on his own. He
nodded and quickly began writing in his notebook. At 11:13 Alejandro stops writing
and listens to Ms. Lincoln as she began explaining the problem and writing it out on
the board. She prompts two students to walk around the room and help each group.
Alejandros group continue working independently. At 11:19 Alejandro got out of his
seat and wandered around the room. One minute later he returned to his desk but
remained standing. At 11:21 a student came over to their group to help them work
through the problem. At 11:22 Alejandro and another group member raise their
hands and tell Ms. Lincoln they got the answer. At the end of the observation
Alejandro was writing in his notebook and Ms. Lincoln solves the problem on the
board.

INTERVIEW

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CONFIDENTIAL REPORT
Conducted by Emily Adams, School Psychologist Intern
The following information was taken from an informal interview between Alejandro
and school psychology intern, Emily Adams. Alejandro reported that he lives with his
mother, father, and younger sister, Yareli. His favorite color is green and he likes to
play soccer. When not in school he likes to watch SpongeBob and play with apps on
his tablet. When Alejandro is at school he enjoys P.E. class and taking breaks
between classes because he says it is a break from learning. A school subject he
finds easy is math. He says problems are easier than word-problems. A school
subject Alejandro finds difficult is Language Arts and reading. He has a hard time
reading long books and tends to read shorter book because they are easier for him.
Alejandro says that in the classroom he benefits from the FM system, being able to
follow along as someone reads to him, and being able to get a snack when he is
hungry and is not able to focus on his work. Alejandro says he considers himself to
have a medium amount of friends, not a lot and not a little. He says he does not
have a best friend because he considers all his friends as good friends. If granted
three wishes Alejandro would wish for good grades, the ability to turn invisible
whenever he wanted, and for money.

STATEMENT OF VALIDITY

The instruments and procedures used as part of this assessment are considered
valid and appropriate. These test results are considered an accurate representation
of Alejandros skills at the time of this report.
SCALED
SCORE

15 to 16

STANDARD
SCORE
130 and
above
120 to 129

13 to 14

110 to 119

75 to 90

8 to 12

90 to 109

21 to 73

6 to 7

80 to 89

9 to 23

4 to 5

70 to 79

2 to 8

1 to 3

69 and
below

2 and below

17 to 20

PERCENTILE

DESCRIPTOR

98 and
above
91 to 97

Very
Superior
Superior
High
Average
Average
Low
Average
Borderline
Significantly
Below
Average

COGNITIVE ASSESSMENT
To test Alejandros ability to learn, the Wechsler Intelligence Scale for Children
fourth edition (WISC-IV) was used. This is an individually-administered intelligence
test for children between the ages of 6 years and 0 months to 16 years and 11
months. This test is made up of 10 subtests intended to measure verbal
comprehension, perceptual reasoning, working memory and processing speed.
Scores between 85 and 115 are considered to be in the average range.
Wechsler Intelligence Scale for Children fourth edition (WISC-IV)

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CONFIDENTIAL REPORT
Test

Standard
Score/
Scaled Score

95%
Confide
nce
Interval

Percen
tile
Rank

Descriptor

Verbal
Comprehension
Similarities
Vocabulary
Comprehension
Perceptual
Reasoning
Block Design
Picture Concepts
Matrix Reasoning

89

83-96

23rd

Average

7
9
8
104

96-111

61st

Average

9
8
15

Working Memory
Digit Span
Letter-Number
Sequencing

88
7
9

81-97

21st

Average

Processing Speed
Coding
Symbol Search
General Ability Index
(GAI)

97
9
10
96

88-106

42nd

Average

91-102

39th

Average

*Bold text indicates a composite measure, which has a mean of 100, standard deviation of
15.
Italicized text indicates a scaled measure, which has a mean of 10, standard deviation of 3.

The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was

administered to get a current measure of Alejandros cognitive ability. These Index
scores are considered good measures of verbal, nonverbal intelligence, memory,
and cognitive processing speed. On this measure, Alejandros Full Scale Intelligence
Quotient (FSIQ) could not be obtained due to the variability between in his subtest
scores. Therefore, his General Ability Index (GAI) was calculated and was in the
Average range of cognitive functioning (SS=96). This score placed him at the 39th
percentile when compared to his peers nationwide. There is a 95 percent
probability that Alejandros true GAI score would be included in a range of scores
from 91 to 102 that fall within the Average level of functioning. These findings are
considered a valid estimate of Alejandros ability given his willingness to work, his
level of effort, and background information.
Alejandro scored in the Average range in all WISC-IV indices. He scored in the 23 rd
percentile rank (SS=89) in the Verbal Comprehension Index which indicates he
has the ability to listen to a question, use information to get an answer, and then
express the answer. Alejandros score fell in the 61st percentile range (SS=104) in
the Perceptual Reasoning Index which indicates he has the ability to organize
visual information and to reason and problem solve with visual data. Alejandros

Alejandro M
CONFIDENTIAL REPORT
score fell in the 21st percentile range (SS=88) in the Working Memory Index which
indicates he has the ability to encode information, hold it in immediate awareness,
and manipulate it mentally to produce a result. Alejandros score fell in the 30th
percentile range (SS=97) in the Processing Speed Index which indicates he has
the ability to quickly scan and organize visual information and produce a variety of
motor responses.
During testing Alejandro had an upbeat and positive attitude. He frequently joked
between subtests with the examiner and also exclaimed that he was having fun
while learning. As we progressed through Block Design he asked if the problems
would become more difficult, when the examiner confirmed, he expressed
excitement and said that he was having fun. During the Verbal Comprehension
subtests Alejandro persisted and gave his best guess if he was unsure of the
answer.

ACADEMIC ASSESSMENT
Alejandro was assessed by Education Specialist teacher, D. Coyne, using the
Woodcock Johnson-III to get a measure of his current academic achievement. The
Woodcock-Johnson Tests of Achievement (W-J III ACH) contains up to 22 tests
measuring five curricular areas. The areas assessed include reading, mathematics,
written language, oral language and academic knowledge. The test has both a
Standard Battery that contains 10 cluster scores, including a Total Achievement
score, and an Extended Battery that contains 9 clusters.
Woodcock-Johnson Tests of Achievement - 3rd Edition (W-J III ACH)

Indices:
Brief Achievement
Broad Reading
Letter-Word ID
Reading Fluency
Passage Comprehension
Broad Math
Calculation
Math Fluency
Applied Problems
Broad Written
Language
Spelling
Writing Fluency
Writing Samples
Brief Reading
Brief Math

Scaled Score/ Percentil

Standard
e Rank
Score
88
21st
89
23rd
90
100
86
96
40th
95
100
96
97
42nd
81
99
122
87
95

19th
37th

Descriptor
Low Average
Low Average

Average

Average

Low Average
Average

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CONFIDENTIAL REPORT

Math Calculation
Skills
Calculation
Math Fluency
Brief Writing
Written Expression
Writing Fluency
Writing Samples
Academic Skills
Letter-Word ID
Calculation
Spelling
Academic Fluency
Reading Fluency
Math Fluency
Writing Fluency
Academic Applications
Passage Comprehension
Applied Problems
Writing Samples

96
95
100
97
114
99
122
87
90
95
81
100
100
100
99
99
86
96
122

40th

Average

42nd
82nd

Average
High Average

19th

Low Average

50th

Average

47th

Average

Alejandro was administered a set of tests from the W-J III Tests of Achievement in
January of 2016. The norms are based on age 11 years, 2 months. Use care when
interpreting test scores. Remember that norms are not standards of performance.
Norms simply report how scores are distributed in a representative sample of the
population. By statistical definition, one-half of the subjects at any age level must
be at or below that age score and one-half of the subjects must be above.
Alejandro scored in the Average range in 7 out of the 12 clusters. He scored High
Average on his performance on Written Expression. He seemed to score in the
Low Average range on clusters with reading and spelling activities.

INFORMATION PROCESSING ASSESSMENTS

Alejandro was given the Beery Developmental Test of Visual-Motor Integration-6 to
get a current measure of his visual and motor abilities. The Beery VMI-6 is a paper
and pencil test in which a student is asked to copy a series of increasingly complex
designs printed in a test booklet. This is a standardized and norm-referenced
instrument for children ages 2-0 to 18-11, and is designed to assess the extent to
which an individual can coordinate their finger and hand movements with what their
eyes see (i.e., eye-hand coordination). This skill is important for performing such
tasks as copying from the chalk board or from a text. Two supplemental tests,
Visual Perception and Motor Coordination, separately assess a students skills with
regard to visual perception (specifically visual discrimination) and fine-motor

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CONFIDENTIAL REPORT
control. Performance on the VMI-6 is described by a standard score with a mean of
100 and standard deviation of 15.
Beery Developmental Test of Visual-Motor Integration - 6th Edition (VMI-6)
Subtest
Visual-Motor
Integration
Visual Perception
Motor-Coordination

Standard
Score
100

Percentile
Rank
50th

Description

103
106

58th
65th

Average
Average

Average

On the 6th edition of the Beery VMI, Alejandro obtained a standard score of 100. His
performance is ranked at the 50th percentile, indicating that he is functioning as well
as or better than 50 out of 100 of his same age peers. These results fall within the
Average classification range and indicates strength related to visual-motor
processing. These scores suggest visual motor abilities are not negatively impacting
his classroom performance.
Comprehensive Test of Phonological Processing (CTOPP)
Alejandro was given the Comprehensive Test of Phonological Processing to get a
current measure of his phonological strengths and weaknesses. The CTOPP is a
standardized, norm-referenced comprehensive instrument designed to assess
phonological awareness, phonological memory, and rapid naming. Individuals with
deficits in one or more of these areas may have more difficulty reading than those
who do not. This test contains six core subtexts and eight supplemental tests.
Test

Elision
Blending Words
Phonological Memory

Composit
e Score/
Scaled
Score
94
12
6
73

Memory for Digits

Non-word Repetition
Rapid Naming

5
6
85

Phonological Awareness

Rapid Digit Naming

Rapid Letter Naming

Percent
ile Rank

Descripto
r

35th

Average

3rd

Borderlin
e

16th

Low
Average

8
7

In the area of Phonological Awareness, Alejandro scored in the Average range

indicating a strength to identify small sounds within words. Alejandro scored in the
Borderline range for Phonological Memory and Low Average for Rapid Naming. His
Borderline score on Phonological Memory may have to do with how he hears the
recording on the CD player. Although the examiner took care to position the CD

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CONFIDENTIAL REPORT
player on his left side due to his hearing loss in his right ear, the quality of the
sound on the recording may have had an effect on his scores.

SUMMARY
Alejandro M is a charismatic, positive, and hard-working student as evidenced by
testing and classroom observations. He is well-liked by his peers. Alejandro has
been receiving special education services since Kindergarten for his primary
disability of Other Health Impairment (OHI). Alejandro has a congenital
sensorineural hearing loss in his right ear, that has required accommodations and
monitoring to insure continued progress. He has difficulty with reading at his grade
level, particularly with passage comprehension. His CELDT scores fell within the
Intermediate or advanced range with the exception of his reading score which fell in
the beginner range.

EDUCATIONAL IMPLICATIONS
Based on the current data, Alejandro continues to be eligible for special education
services as a student with Other Health Impairment at this time. The IEP team
should consider all of the above information in determining the most appropriate
placement for Alejandro in the least restrictive environment.
The final decision as to whether or not Alejandro meets special education eligibility
will be determined by the individualized education program (IEP) team and will take
into account all relevant information available. The IEP team is encouraged to use
current test results along with other relevant data to develop the most appropriate
educational program for Alejandro. No single score or product of scores, test or
procedure shall be used as the sole criterion for the decision of the IEP team as to
the students eligibility for special education. The IEP team is encouraged to
provide the least restrictive environment when developing the educational
placement/program for the student. Alejandros educational needs are not due to
unfamiliarity with the English language, temporary physical disabilities, social
maladjustment, environmental, cultural, or economic factors.

RECOMMENDATIONS
Based on assessment findings, it appears that Alejandro may benefit from the
following:
1. The IEP team is recommended to continue to provide specialized academic
instruction for Alejandro within the least restrictive environment.
2. It is recommended Alejandro receive preferential seating close to the teacher
to increase optimum audio comprehension.
3. Use of an FM system in each of Alejandros classes is recommended to
maintain the level of a primary signal (e.g., the teachers voice) at a constant
level above the background noise.
4. It is recommended Alejandro be seated away from sources of noise such (e.g.,
windows or air conditioning units).

10

Alejandro M
CONFIDENTIAL REPORT

Multidisciplinary Report compiled by:

__________________________________

__________________________________

Emily Adams

Sara Smith, MA

School Psychologist Intern

School Psychologist

11