Using the School Psychologist Report provided to you in the Week 7 Folder and the Blank Kentucky IEP Template, Identify the areas where the student has a deficit(s).

IEP Header and Present Levels of Performance

one IEP Goal with 3 Benchmarks

Transition Sections if necessary

LAURELCOUNTY SCHOOL DISTRICT

PSYCHO-EDUCATIONAL RE-EVALUATION REPORT

CONFIDENTIAL

Name: Lois Lane

Parent(s): XXXXXXX XXXXXXX

School: XXXXX XXXXXXMiddle

Grade: 8^th

Date of Birth: 01-06-98

Chronological Age: 13-years, 8-months

Disability: __________________________________

Date of Report: 09-21-11

Reason for Referral

The School Based Admissions and Release Committee (SBARC) requested that XXXXXXX undergo a comprehensive, multi-disciplinary assessment as part of the standard three-year, re-evaluation of her current educational program. This assessment was also requested to provide further information on XXXXXXX's academic capabilities and to help determine how to best serve her needs within the educational setting.

Assessment Procedure Examiner Date

Wechsler Intelligence Scale for XXXXX XXXXX 09-01-11

Children-Fourth Edition (WISC-IV)

Kaufman Test of Educational XXXXX XXXXX 09-08-11

Achievement - Second Edition (KTEA-II)

Vineland Adaptive Behavior Scales: XXXXX XXXXX & 09-14-11

Second Edition, Teacher Rating Form XXXXX XXXXX

Behavioral Observations XXXXX XXXXX 09-15-11

XXXXX XXXXX 09-16-11

Developmental/Social/Health History XXXXXXX XXXXXXX 09-20-11

Review of Records, Student Interview, XXXXX XXXXX

Teacher input

Background Information

XXXXXXX is a 13-year, 8-month-old female student in the eighth grade at XXXXX XXXXXXMiddle School. At the present time, XXXXXXX resides with her mother and younger sister. She also has an older brother. According to the information provided on the Developmental/ Social/ Health History Update, XXXXXXX XXXXXXX, XXXXXXX's mother, described XXXXXXX as an "easy-going" child who possesses the following characteristics: argues/quarrels; day dreams; depressed; and rapid mood swings.

According to school records, XXXXXXX attended Hunter Hills Elementary School throughout elementary school and has attended XXXXX XXXXXXMiddle School since entering the sixth grade during the 2009-10 school year.Overall, XXXXXXX has never been retained a grade. In addition, XXXXXXX has been absent an average of 15 days a year during the past three school years and has been absent 2 days so far this school year.

XXXXXXX was initially referred for a multi-disciplinary evaluation during the 2005-06 school year while attending Hunter Hills Elementary School. More specifically, cognitively, on the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV), XXXXXXX achieved a Full Scale IQ Score (FSIQ = 73) within the Borderline range. Academically, on the Woodcock-Johnson Tests of Achievement - Third Edition (WJ-III), XXXXXXX achieved a Broad Math Score (Standard Score (SS) = 96) within the Average range, a Broad Written Language Score (SS = 79) within the Low range, and a Broad Reading Score (SS = 64) within the Significantly Low range.Adaptively, on the Vineland Adaptive Behavior Scales: Classroom Edition, XXXXXXX obtained an Adaptive Behavior Composite Score (SS = 70) within the Moderately Low range. In regards to XXXXXXX's communication functioning, on the ASSET XXXXXXX obtained a Total Test Standard Score of 101 which was within the Average range. Refer to the Psycho-Educational Evaluation Integrated Written Report dated 09-23-05 and Communication Written Report completed in 2005 for additional evaluation information. Thus, based on the results of XXXXXXX's initial evaluation and the SBARC discussion, the SBARC on

10-03-05 determined that XXXXXXX met the eligibility criteria for a Mild Mental Disability.

XXXXXXX underwent a re-evaluation during the 2008-09 school year while attending Hunter Hills Elementary School. More specifically, cognitively, on the WISC-IV, XXXXXXX achieved a Full Scale IQ Score (FSIQ = 84) within the Low Average range.Academically, on the Kaufman Test of Educational Achievement - Second Edition (KTEA-II), XXXXXXX achieved a Math Computation Score (SS = 89) within the Average range and a Letter & Word Recognition Score (SS = 82), Reading Comprehension Score (SS = 83), and Math Concepts & Applications Score (SS = 82) within the Below Average range.However, her Written Expression Score (SS = 65) fell within the Lower Extreme range. Adaptively, on the Vineland Adaptive Behavior Scales- Second Edition, Teacher Rating Form, XXXXXXX obtained an Adaptive Behavior Composite Score (SS = 88) within the Adequate range. Refer to the Psycho-Educational Re-Evaluation Integrated Written Report completed in 2008 for additional evaluation information. Thus, based on the results of XXXXXXX's re-evaluation and the SBARC discussion, the SBARC on 10-02-08 determined that XXXXXXX met the eligibility criteria for a XXXXX XXXXXX in the area of Written Expression.

Refer to XXXXXXX's school records for additional background information.

Behavioral Observations

A special education teacher observed XXXXXXX during language arts class in the regular education/special education collaboration classroom setting. During this observation the students were required to complete an activity on creating sentences using prepositions and prepositional phrases; and identifying the object of the preposition. The students were divided into groups to complete this assignment. According to the anecdotal observation notes, throughout the observation, XXXXXXX followed the teacher's directions and actively participated in the group activity. In addition, according to a behavioral checklist, XXXXXXX was observed engaging in the following behaviors during the observation period: completes grade-level writing assignments independently during observation; omits, adds, or substitutes words when writing; demonstrates written work that contains errors but can be easily read; and does not write complete sentences to express complete thoughts when writing.

A school psychologist intern also observed XXXXXXX during language arts class in the regular education/special education collaboration classroom setting. During this observation the students were required to complete an opening activity on editing punctuation errors in sentences then complete a test on subordinating conjunctions. According to the anecdotal observation notes, XXXXXXX completed the opening activity, but when the class was reviewing the answers XXXXXXX often did not participate and sometimes raised her hand for the incorrect answer. The observer noted that on the test when instructed to list 25 subordinating conjunctions XXXXXXX was not able to list them within the allotted time period. In addition, the observer did not mark any behaviors on the behavioral checklist during the observation period.

(Refer to the Behavioral Observation Forms in XXXXXXX's due process folder for additional details.)

Behavioral Observations During Testing

XXXXXXX came to the testing situation willingly.XXXXXXX was a cooperative student who responded to various questions posed by the examiner; thus, rapport was fairly easy to establish. Overall, throughout the testing sessions, XXXXXXX appeared focused and motivated to do her best. In addition, she understood and followed all directions presented to her. Thus, this assessment appears to be a valid and accurate representation of XXXXXXX's functioning.

Assessment Results

Health, Vision, Hearing, Motor Abilities:

According to the SBARC, this is not an indicated area of concern for XXXXXXX at this time.

Communication Status:

According to the SBARC, this is not an indicated area of concern for XXXXXXX at this time.

General Intelligence:

XXXXXXX's intellectual functioning was assessed using the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) which is an individually administered, comprehensive clinical instrument for assessing the intelligence of children ages 6 years 0 months through 16 years 11 months. On the WISC-IV, XXXXXXX achieved a Full Scale IQ (FSIQ) Score of 80 which is at the 9^th national percentile and places her within the Low Average range of cognitive abilities when compared to peers her own age. If testing conditions were consistent, the chances that the interval of scores from 76 to 86 includes her true Full Scale IQ Score are 95 out of 100.

The WISC-IV provides four index scores. (1) The Verbal Comprehension Index (VCI) is composed of subtests measuring verbal abilities utilizing reasoning, comprehension, and conceptualization. XXXXXXX achieved a VCI Score of 73 which is at the 4^th national percentile and places her within the Borderline range when compared to peers her own age.(2) The Perceptual Reasoning Index (PRI) is composed of subtests measuring perceptual reasoning and organization. XXXXXXX achieved a PRI Score of 79 which is at the 8^th national percentile and places her within the Borderline range when compared to peers her own age.There was no significant difference between XXXXXXX's VCI and PRI Score which suggests her verbal comprehension and perceptual reasoning abilities are developing at an equal, yet delayed rate.(3) The Working Memory Index (WMI) is composed of subtests measuring attention concentration, and working memory.XXXXXXX achieved a WMI Score of 102 which is at the 55^th national percentile and places her within the Average range when compared to peers her own age. (4) The Processing Speed Index (PSI) is composed of subtests measuring the speed of mental and graphomotor processing. XXXXXXX achieved a PSI Score of 88 which is at the 21^st national percentile and places her within the Low Average range when compared to peers her own age.

Academic Performance:

XXXXXXX's academic functioning in the area of written expression was assessed using the Kaufman Test of Educational Achievement - Second Edition (KTEA-II) which is an individually administered measure of academic achievement in the areas of reading, mathematics, and written language based on a national norm group for ages 4 through 25. More specifically, XXXXXXX achieved a Written Expression Score (SS = 69) within the Lower Extreme range. This score places her at the 2^nd national percentile when compared to peers her own age. Within the area of Written Expression which requires the child to complete various written tasks such as writing sentences from dictation; adding punctuation and capitalization to sentences; filling in missing words from sentences; completing sentences; combining sentences; writing compound and complex sentences; and writing an essay based on the story the student helped complete, XXXXXXX was able to consistently write her name, dictate simple sentences, combine sentences, and write simple sentences. However, she had more difficulty filling in missing words from sentences, completing sentences, writing compound and complex sentences, adding punctuation and capitalization to sentences, and writing an essay. Overall, XXXXXXX's deficits in written language will cause problems with producing a written product that accurately conveys her ideas and/or knowledge. In addition, this will impact all areas of instruction including language arts, social studies, science, etc.

In regards to XXXXXXX's most recent state assessment measure that was available for review, on the Kentucky Core Content Test conducted in 2010 while in the sixth grade, XXXXXXX obtained a Reading Scale Score of 622 which was at the Apprentice Performance Level and Mathematics Scale Score of 624 which was at the Apprentice Performance Level. In regards to a national assessment measure, on the Iowa Tests of Basic Skills (ITBS) conducted in April 2011, XXXXXXX obtained a Reading Total Score at the 16^th national percentile and Math Total Score at the 44^th national percentile.

In addition, during the 2010-11 school year XXXXXXX took the Measures of Academic Progress (MAP) assessment in the Fall (beginning-of-year), Winter (middle-of-year), and Spring (end-of-year). The MAP provides a RIT score that measures the growth and achievement data on students and indicates if the student is on grade-level based on grade-level norms.In the area of Reading the beginning-of-year median RIT score for a 7^th grade student is 217. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Reading RIT Score of 203 which falls below the beginning of the year median score for 7^th grade students. In the area of Reading the middle-of-year median RIT score for a 7^th grade student is 219. On the Winter MAP assessment (middle-of-year) XXXXXXX obtained a Reading RIT Score of 215 which falls below the middle of the year median score for 7^th grade students. In the area of Reading the end-of-year median RIT score for a 7^th grade is 219.On the Spring MAP assessment (end-of-year) XXXXXXX obtained a Reading RIT Score of 206 which falls below the end of the year median score for 7^th grade students. In the area of Mathematics the beginning-of-year median RIT score for a 7^th grade student is 225. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Mathematics RIT Score of 206 which falls below the beginning of the year median score for 7^th grade students. In the area of Mathematics the middle-of-year median RIT score for a 7^th grade student is 228. On the Winter MAP assessment (middle-of-year) XXXXXXX obtained a Mathematics RIT Score of 208 which falls below the middle of the year median score for 7^th grade students. In the area of Mathematics the end-of-year median RIT score for a 7^th grade student is 230. On the Spring MAP assessment (end-of-year) XXXXXXX obtained a Mathematics RIT Score of 213 which falls below the end of the year median score for 7^th grade students. In the area of Language Usage the beginning-of-year median RIT score for a 7^th grade student is 217. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Language Usage RIT Score of 213 which falls below the beginning of the year median score for 7^th grade students. In the area of Language Usage the middle-of-year median RIT score for a 7^th grade student is 218. On the Winter MAP assessment (middle-of-year) XXXXXXX obtained a Language Usage RIT Score of 208 which falls below the middle of the year median score for 7^th grade students. A Language Usage RTI Score from the Spring MAP assessment (end-of-year) was not available for review.

During this school year, XXXXXXX has taken the MAP in the Fall (beginning-of-year).More specifically, in the area of Reading the beginning-of-year median RIT score for a 8^th grade student is 220. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Reading RIT Score of 208 which falls below the beginning of the year median score for 8^th grade students. In the area of Mathematics the beginning-of-year median RIT score for a 8^th grade student is 230. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Mathematics RIT Score of 210 which falls below the beginning of the year median score for 8^th grade students. In the area of Language Usage the beginning-of-year median RIT score for a 8^th grade student is 220. On the Fall MAP assessment (beginning-of-year) XXXXXXX obtained a Language Usage RIT Score of 216 which falls below the beginning of the year median score for 8^th grade students.

Social and Emotional Status:

On the Vineland Adaptive Behavior Scales - Second Edition, Teacher Rating Form which assesses adaptive skills needed for personal and social sufficiency in a school setting, XXXXXXX obtained an Adaptive Behavior Composite Score (Standard Score (SS) = 100) within the Adequate range.This score places her at the 50^th national percentile when compared to peers her own age. In the Communication Domain (SS = 94) which measures how a student listens and pays attention; and how a student uses words to speak and write, XXXXXXX has adequate receptive and expressive language skills, but has difficulty completing tasks requiring age-appropriate written language skills. In the Daily Living Skills Domain (SS = 86) which evaluates a student's daily habits and hygiene; the student's understanding about time, money, and math; and a student's ability to follow rules and routine, XXXXXXX has adequate personal and school community living skills, but has difficulty completing tasks requiring age-appropriate academic living skills. In the Socialization Domain (SS = 122) which measures how a student interacts with others; uses play and leisure time; and demonstrates responsibility and sensitivity to others, XXXXXXX is able to interact with others in an age-appropriate manner, utilize her free time, and cope with changes in her daily routine.

Vocational Functioning:

According to behavioral observations and teacher input, XXXXXXX exhibits appropriate on task behavior, but sometimes has difficulty completing grade-level written assignments.

Summary and Conclusions

XXXXXXX is a 13-year, 8-month-old female student in the eighth grade at XXXXX XXXXXXMiddle School. Currently, she receives special education services as a student with a XXXXX XXXXXX in the area of Written Expression. This assessment was conducted as part of the standard three-year, re-evaluation of XXXXXXX's current educational program.

Cognitively, on the WISC-IV, XXXXXXX achieved a Full Scale IQ Score (FSIQ = 80) within the Low Average range. Academically, on the KTEA-II, XXXXXXX achieved a Written Expression Score (SS = 69) within the Lower Extreme range. Adaptively, on the Vineland Adaptive Behavior Scales: Second Edition, Teacher Rating Form, XXXXXXX obtained an Adaptive Behavior Composite Score (SS = 100) within the Adequate range.

Recommendations

The following recommendations are offered but are not considered as requirements for XXXXXXX. These recommendations are offered by this examiner for the consideration of the School Based Admissions and Release Committee (SBARC), and at their request, implementation.

1. Overall, the members of the SBARC should consider all information when determining the most appropriate services for XXXXXXX.

2. The following is a list of possible interventions to improve XXXXXXX's written expression skills: (1) Make certain XXXXXXX understands that a complete sentence has to express a complete thought about a subject and what the subject is or does. (2) Check XXXXXXX's written work at various points throughout the assignment to make certain she is using complete sentences and correct capitalization and punctuation. (3) Require XXXXXXX to proofread written work for spelling, grammatical, and punctuation errors. Reinforce her for errors corrected. (4)Have XXXXXXX keep a list of basic rules of capitalization and punctuation at her desk to use as a reference when writing (e.g., use a period at the end of a sentence, capitalize first word of a sentence, etc.).