Evaluation Summary Report



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St. Croix River Education District (SCRED)

Student Name: Jimmy John School: SCRED Elementary

Date of Birth: Grade: 1

ID #:123456789 Date of ESR: 5/25/05

Reason for Referral:

Jimmy was referred to the problem solving team by his teacher, Mrs. Smith due to concerns she had about his reading performance. Jimmy currently reads 15 words correct per minute out of first grade level text. The SCRED spring target for first grade students is 49 words correct per minute with an expected growth rate of 1.36 words per week.

Sources of Information

|Evaluation Tool: |Completed by: |Date: |

|Review of Records |School Psychologist |5/1/05 |

|Classroom Observations |SLD Teacher |5/1/05 |

| |School Psychologist |5/6/05 |

|Information Processing Checklist |Parent & Teacher |5/12/05 |

|Teacher Interview |School Psychologist |5/2/05 |

|Parent Interview |SLD Teacher |5/8/05 |

|General Outcome Measures of Reading |SLD Teacher | |

|Review of Student Response to Intervention |Student Support Team |5/25/05 |

Background Information

A review of Jimmy’s health history indicates that he was born full term with an uncomplicated pregnancy and delivery. Jimmy’s mother reports that he reached all developmental milestones within the normal range. Jimmy has not had any serious illnesses or injuries. His general health has been good.

A review of Jimmy’s records indicate that he has attended school in the SCRED district since Kindergarten. Data from his Kindergarten year indicate the following:

|Measure |Date | Actual Performance |Expected Performance |

|Letter Naming Fluency |September, 2003 |5 |20 |

|Letter Sound Fluency |November, 2003 |0 |7 |

|Letter Sound Fluency |January, 2004 |1 |16 |

|Letter Sound Fluency |May, 2004 |6 |36 |

| | | | |

| | | | |

|Nonsense Word Fluency |May, 2004 |5 |33 |

His records indicate he missed 4 days of school in Kindergarten and 3 days in first grade due to illness. As of May 15th, Jimmy has not had any discipline reports.

Jimmy was referred to the problem-solving team in November of 2004. The team developed scientifically based interventions and monitored Jimmy’s progress in the area of reading. This process is described in more detail in the next section. The problem solving team determined that Jimmy did not respond to the interventions put in place by the team and referred Jimmy to the Student Support Team (SST) in April, 2005.

Problem Solving Process: Response to Scientifically-Based Interventions

Problem Identification

Jimmy was referred to the Problem Solving Team on November 1st, 2004. The problem solving team determined that a problem exists in the area of reading. In November, Jimmy read 5 words correct per minute out of first grade level text. The SCRED Winter target for first grade students is 20 words correct per minute. Please review the problem solving forms attached to this report for additional information regarding problem identification.

Information used to identify the problem

|x |Review of records |

|x |Reviews of student work |

|x |Interviews with student, parent, or teacher |

|x |Observations of student |

|x |Tests (Please list below) |

| |Other (Describe below) |

Tests: General Outcome Measures of Reading collected across time.

Problem Analysis

The team reviewed information, conducted observations, interviewed teachers and parents, and conducted tests across the areas of instruction, curriculum, environment, and the learner to analyze the problem. Data indicated that Jimmy currently identifies 15 letter sounds per minute. The target score for Spring of Kindergarten is 36. In addition, Jimmy’s score on a Nonsense Word Fluency task was 13 (Spring of Kindergarten target is 33). The team used converging information to hypothesize that Jimmy is displaying difficulty with reading because he lacks adequate phonics skills to accurately decode 1st grade level text. Please review the problem solving forms attached to this report for additional information regarding problem identification.

Plan Development

The team developed interventions for Jimmy tailored to his needs. The first intervention consisted of a supplemental program which was added to his program in addition to his current core reading program. Jimmy participated in a small group of 7 students receiving the teacher directed Peer Assisted Learning Strategies (PALS) program. Jimmy participated in this group three days per week for 20 minutes each session. Jimmy’s reading progress was monitored weekly on Mondays by a classroom paraprofessional. This intervention was observed by the school psychologist on two occasions to ensure integrity of the intervention. The team set a goal that by the end of May, 2005, Jimmy would read 49 WRC/minute.

The team met in January to review Jimmy’s progress and found that we was not on track to meet his goal. In January, he read 5 words correct per minute while his goal was to read 20 words correct per minute to be on track to meet his goal in May. The team developed a second intervention consisting of an alternate supplemental program in replacement of Teacher Directed PALS. Jimmy participated in a small group of 5 students receiving instruction in Level 1 of the Phonics for Reading program. This group met 5 days per week for 30 minutes each session. The team maintained the goal of 49 WRC/min for Jimmy, and progress monitoring continued following the previous schedule. The special education teacher observed the intervention session to ensure the program was implemented as intended.

Plan Implementation and Evaluation

The team reviewed Jimmy’s academic progress over the course of the two interventions. Following the second intervention, Jimmy read 15 words correct per minute compared to his goal of 49 words correct per minute. A member of the team observed both interventions being implemented and concluded that the interventions were delivered with integrity. The team determined that a referral to the Student Support Team (SST) was necessary to evaluate whether Jimmy meets the criteria for SLD.

Based on the information provided above, did the team confirm that the student failed to respond to scientifically-based interventions?

|x |Yes | |No |

Severe Low Achievement

Rate of Progress: Data collected on Jimmy’s rate of progress indicate that his growth rate is significantly different from local expectations. Jimmy’s rate of progress is .4 words per week compared to an expected growth rate of at least 0.84 words per minute per week.

Level of Achievement: Data collected on Jimmy’s level of achievement indicate that it is significantly discrepant from local expectations. He currently reads 15 words per minute compared to an expected level of 49 words correct per minute, and the 7th percentile score of (insert score for district) words per minute.

Based on the information provided above, is the student severely discrepant from local expectations on both rate of progress and level of achievement?

|x |Yes | |No |

Statement of Educational Needs:

Briefly summarize the student’s needs in the area of instruction. (Instruction is how the student should be taught. Describe the components of the student’s instructional plan that will best enable learning.)

Systematic observational data indicate that Jimmy’s rate of accurate responding is increased when he is provided explicit instruction with frequent modeling and guided practice, as well as enough repetition and practice with feedback to allow Jimmy to master the skills. Jimmy likely needs additional time and more practice to make adequate progress.

Briefly summarize the student’s needs in the area of curriculum. (Curriculum is what needs to be taught. This includes the specific skills the student needs to learn or the student’s level or placement.)

In reading, Jimmy needs intensive work on decoding skills, including vowel sounds, blends, and sight word identification. He needs more practice on the phonemic awareness skill of segmenting words into sounds. He also needs to practice reading easy text to build fluency.

Briefly summarize the student’s needs in the area of environment (including accommodations and modifications).

Observational data and teacher report indicate that Jimmy’s rate of on-task behavior and accurate responding are increased when he learns in a small group environment. In both small and large group settings, a motivational strategy such as a sticker chart is needed to maintain expected rates of active participation and persistence. Teacher reports indicate that Jimmy does not consistently request assistance with independent work when hi needs it. Jimmy needs consistent and timely feedback on his independent work to ensure accurate progress. Jimmy will need content area text above his reading skill level read to him so he is able to fully participate in this instruction. He may also need additional time to complete reading assignments.

Based on the information provided above, are the student’s instructional needs significantly different from expectations in all areas of concern?

|x |Yes | |No |

(If no is checked, list the areas where the student’s needs do not significantly differ from what is expected.)

Information Processing:

Jimmy’s current performance in the area of Information Processing was obtained through observations, testing, and different parent and teacher reported information obtained throughout this evaluation. Both teachers and parents reported problems with acquiring information, storing information, organizing information, and expressing information.

Based on the information provided above, is their evidence that the student has needs in the area of information processing?

|x |Yes | |No |

Exclusionary Factors:

The team determined that the student’s underachievement is not the result of the following factors (check all that apply):

|x |Vision |

|x |Hearing |

|x |Motor Impairment |

|x |Cognitive Disability |

|x |Emotional Behavioral Disorder |

|x |Environmental, Cultural, or Economic Variables |

|x |Lack of Scientifically Based Instruction in Basic Skill Areas |

Summary and Conclusions

Jimmy was referred for evaluation for SLD. The team determined that Jimmy’s reading progress is significantly different from local expectation. Jimmy’s growth rate is .4 words per week compared to an expected growth rate of .84 words per week. The team determined that Jimmy’s level of reading achievement is significantly different from local expectations. Jimmy currently reads 15 words per minute from 1st grade level materials which is at or below the 7th percentile.

Prior to special education entitlement consideration, the problem solving team designed and implemented two intervention tailored to Jimmy’s needs. Interventions were designed based on analysis of the defined problem, parent input, and professional judgment about the potential effectiveness of the plan. Interventions were delivered with integrity as judged by direct observation. Progress monitoring data collected weekly, indicated a lack of response to the interventions.

Based on the information provided in the evaluation, the team determined that the student’s instructional needs are significantly different from expectations in all areas of concern. In addition, the team determined that Jimmy has information processing needs in a variety of settings.

Finally, the team confirmed that Jimmy’s underachievement is not the result of other factors, such as vision, hearing, motor impairment, mental impairment, EBD, environmental, cultural or economic variables, and/or lack of scientifically-based instruction in basic skill areas.

I agree with the team decision finding the student eligible for special education services under the category of SLD:

Team Member Name and Title

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

___ Yes ____ No __________________________________________________

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