2/13/17 Eligibility Report Page 1 of 14

[Pages:14]Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 1 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

CONTACT INFORMATION

Parent/Guardian Name: Nina Nunez Mailing Address: 1234 Whitepine Ave Native Language: Spanish

Parent/Guardian Name: Mailing Address: Native Language:

Primary Phone Number: (208) 222-2222 Secondary Phone Number: Email Address: ninanunez@

Primary Phone Number: Secondary Phone Number: Email Address:

PROCEDURAL SAFEGUARDS

I have been provided the special education procedural safeguards in my native language or other mode of communication:

Offered and Accepted

Offered and Declined

Parent/Guardian or Adult Student Signature

Date

EVALUATION TEAM INFORMATION

Names of All Evaluation Team Members Invited to Attend

Position or Title

Leo Nunez

Student (whenever appropriate)

Agreement with Report

34 CFR 300.321(a)(7)

Yes

No

NA

Nina Nunez

Parent/Guardian

34 CFR 300.321(a)(1)

Yes

No

Pedro Hernandez

District Administrator or Designee 34 CFR 300.321(a)(4)(i)-(iii)

Yes

No

Lisa Paul

General Education Teacher

34 CFR 300.321(a)(2)

Yes

No

Timothy Segal

+ -

Paul Rodriguez

+ -

Tom Miller

Special Education Teacher School Psychologist EL Academic Coach

34 CFR 300.321(a)(3)

Yes

No

Yes

No

Yes

No

Note: In the case of a learning disability determination, each member must indicate whether the report reflects that member's conclusion.

Any evaluation team member who disagrees with the conclusions of this report must attach a separate written statement of his or her

conclusions.

34 CFR 300.311(b)

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 2 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

Standard Eligibility

SLD Eligibility

Reevaluation/Redetermination

SECTION 1: EVIDENCE OF INSUFFICIENT PROGRESS

34 CFR300.309(a)(1)(i)-(viii)

Student does not achieve adequately for the student's age to meet State-approved grade-level standards in response to

scientific, research-based intervention.

A. Academic Grade-Level Area(s) of Concern Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Reading Fluency Skills Mathematics Calculation Mathematics Problem Solving

B. Parent Input 34 CFR 300.304(b)(1)

Note the statement from parents regarding their student's strengths and needs.

Leo's mom reports that he loves to build. He does a lot of Lego building and will use directions to help him build from top to bottom. If he takes his time, he can do very well following directions and building Legos. She reports that he loves to play the reading and problem solving games on his tablet. Leo's mom reports that he struggles a lot with reading. He tells his mom that he does not know how to read and feels very sensitive about this. She also sees that he has difficulty in math - specific in problem-solving due to his struggles in reading. She reports that he doesn't know how to subtract problems and writes his numbers backwards.

C. Background Information 34 CFR 300.305(a)(1)(i)-(iii)

Review and summarize existing evaluation data and information provided by the parents, current classroom-based, local or State assessments, classroom-based observations by teachers and related service providers, note educationally relevant developmental, educational, and medical/ health history.

Leo wears glasses. He passed his most recent hearing screening in September 2015. There are no health/medical concerns noted in his health file. He has had good attendance throughout his school career and has not changed schools frequently.

D. Data that establishes the core curriculum is effective for most students

34 CFR 300.307(b) and Idaho Special Education Manual 2016

1. For each area of concern, list the percentage of students within the student's grade level who met grade-level performance benchmarks.

Identified Area of Concern

+ Basic Reading Skills

-

+ Reading Fluency

-

+ -

Mathematics Calculation

Assessment Name

IRI IRI MCOMP

Date

9/15/16 9/15/16 9/20/16

Grade Level Performance Benchmark

(Proficiency Score)

3

% of Grade Level Peers Meeting Performance Benchmark

62 %

Student's Performance Level/Score

1

3

62 %

1

14

50 %

7

2. Disaggregated Group Data Only

Updated: July 2016

34 CFR 300.307(b)

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 3 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

If the referred student belongs to a population of students whose performance is regularly disaggregated (racial/ethnic groups, economically disadvantaged students, students with limited English proficiency), whole grade data for the disaggregated group should be reviewed and considered.

Compare the student to the most specific disaggregated group in which the student belongs.

If no disaggregated group, then indicate "Not Applicable."

25% of students within Leo's disaggregated peer group met the performance benchmark on the Idaho Reading Indicator. 15% of students within Leo's disaggregated peer group met the performance benchmark on the grade-level MCOMP.

E. Access to Core Curriculum 34 CFR 300.309(b)(1)-(2)

1. Document instruction in reading (phonemic awareness, phonics, fluency, comprehension, vocabulary).

Yes

No Did lack of research-based instruction in reading inhibit the access to and progress in the general

education curriculum?

2. Document instruction in math.

Yes

No Did lack of research-based instruction in math inhibit the access to and progress in the general

education curriculum?

F. Intervention Provided

+ -

+ + -

34 CFR 300.309(b)(1)-(2)

Academic Area of Concern Basic Reading Skills

Basic Reading Skills

Intervention Hartcourt Reading Intervention

MONDO

Mathematics Calculation

Dream Box

Begin Date

9/16/16

Duration

End Date

1/24/17

Frequen

(How often pe

4

10/3/16 1/24/17

4

12/5/16 1/24/17

4

G. Progress Monitoring Data 34 CFR 300.309(b)(1)-(2)

For each academic area of concern, include standardized, norm-referenced progress monitoring data in a narrative format. Interpretive information must include aimline, trendline, decision points, student's rate of improvement, and national or local norm for grade level peers. A graph or visual representation for each area of concern must be included. For students who are culturally diverse and/or English Learners, progress monitoring documenting the student's growth should also be compared against their subgroup's progress.

+ -

Academic Area of Concern: Basic Reading Skills

Standardized, norm-referenced progress monitoring data in a narrative format.

This evaluation is an initial comprehensive evaluation due to concerns in reading and math skills. He is performing significantly below grade level in all academic areas even though he has been provided targeted interventions in the areas of reading and math. Leo has participated in reading interventions since Kindergarten. During his Kindergarten year, he participated for 7 months of targeted interventions with Saxon Phonics, which is an early reading intervention program. In 2015-16 school year, Leo participated in a Hartcourt Intervention Program to work on his basic reading skills. MONDO was added to his intervention period during the year to provide added instruction.

In the area of Basic Reading Skills, Leo has been progress monitored using second grade AIMsweb passages. On his last three assessments, Leo read 9, 2 and 7 correct words per minute, which is below the 1st percentile compared to same grade peers. Leo's average rate of improvement is .2 correct words per minute per week.

Within Leo's peer comparison group, 8 of the 13 students are currently receiving similar intervention services for reading

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 4 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

and math. 6 of those 8 students are making adequate progress with the extra supports provided, averaging 32 correct words per minute on the AIMsweb Reading Fluency probes.

+ -

A graph or visual representation for this area of concern:

Click below to add image:

+ -

Academic Area of Concern: Mathematics Calculation

Standardized, norm-referenced progress monitoring data in a narrative format.

This evaluation is an initial comprehensive evaluation due to concerns in reading and math skills. He is performing significantly below grade level in all academic areas even though he has been provided targeted interventions in the areas of reading and math. Leo has participated in math interventions since December 2016. He has received intervention using the Dream Box curricular program, 4 times weekly.

Leo's math calculation skills have also been progress monitored using second grade AIMsweb Math Calculation probes. On his last three probes, Leo scored 5, 8, and 7. This is below the 10th percentile compared to same grade peers.

Within Leo's peer comparison group, 8 of the 13 students are currently receiving similar intervention services for reading and math. 5 of those 8 students are making adequate progress with the extra supports provided, averaging 10 points on the AIMsweb Math Calculation probes.

+ -

A graph or visual representation for this area of concern:

Click below to add image:

H. Observation of academic performance/behavior in the area(s) of concern 34 CFR 300.310 and 300.311(a)(3)

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 5 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

+ -

Academic Area of Concern: Basic Reading Skills

+ Name and Title of Observer: Timothy Segal

-

Location of Observation: 2nd Grade General Education Classroom

Date Observation conducted: 1/24/17 Duration of Observation: 45 minutes

Summarize the observational information related to the student's identified academic area of concern:

Leo was observed in his general education class during a reading and writing lesson. This lesson took place on the rug, where students sat on the floor while the teacher instructed the whole group. Leo sat in the front of where the teacher was teaching. He struggled to keep pace with the lesson. He looked down at this hands and was focused on biting his nails while the teacher was teaching. The teacher gave Leo three redirections during the lesson. Leo was asked to work with a partner and share ideas for their letter assignment. He didn't share any ideas or engage with his partner. While at his desk, Leo struggled to gather his materials. He was not able to independently use the graphic organizer for this activity. His peers were independently using the graphic organizer to start this activity. Leo engage in talking to those sitting near his desk. The teacher redirected him two times. After 5 minutes of Leo producing little work, the teacher pulled him into a small group of students at the back of the classroom. There she retaught the lesson. During the small group instruction, he struggled to complete the required tasks. When asked to read aloud, Leo was not able to accurately read the materials that his peers within the group read. Leo was able to complete the activity once his teacher provided one on one support to Leo.

+ -

Academic Area of Concern: Mathematics Calculation

+ Name and Title of Observer: Timothy Segal

-

Location of Observation: 2nd Grade General Education Classroom

Date Observation conducted: 1/12/17 Duration of Observation: 30 minutes

Summarize the observational information related to the student's identified academic area of concern:

Leo was observed in his general education class while the students worked on creating their 100s chart. Leo's desk is located near the front of the classroom. During the whole group instruction, Leo struggle to keep up with the directions that were given. He stared off or look around the room, not attending to the instruction. He was slow to begin the assignment and rested his head on his desk for long periods of time. When completing his 100s chart, Leo had difficulties with simple counting and one-to-one correspondence, even with a model in front of him. He switched the tens and ones position often. These inaccuracies caused him confusion and frustration as he feel behind his peers' progress on the activity each time this happened. At one point during the activity, he tried to work quickly by going down the column to write his numbers rather than writing them sequentially. He missed the number 5, so the numbers moving down one column were incorrect. He recognized that something was wrong but was not able to identify the missing 5 as the problem.

SECTION 2: EVIDENCE OF LOW ACHIEVEMENT 34 CFR 300.309(a)(1)(i)-(viii)

A. Area(s) of Concern Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Reading Fluency Skills Mathematics Calculation Mathematics Problem Solving

B. Provide evidence of low achievement in the area(s) of concern.

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 6 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

+ Name of assessment and description of all achievement measures below:

-

(include a brief description along with average range and standard deviation statement)

The Woodcock-Johnson IV-Tests of Achievement (WJ-IV ACH) is a comprehensive set of individually administered tests to measure educational achievement in the areas of reading, mathematics, written language, oral language, academic skills, fluency and applications. Scores are presented as standard scores with a mean of 100 and a standard deviation of 15. Percentile ranks are also reported.

Validity Statement and Testing Observations: The administration of this assessment is considered valid. The test was administered in a quiet location, free from distractions. Leo was very compliant while taking the Woodcock Johnson IV assessment. He answered only the questions he felt he understood. He worked hard and listened to the instructions given before attempting or completing the tasks given. Leo skipped items he wasn't sure about and would proceed to the next test item.

Academic Area of Concern

Basic Reading Skills

Assessment Name

Woodcock Johnson IV (WJ-IV)

Date

12/14/16

Subtest/Composite

+ Basic Reading

-

Skills + Letter-Word

-

Identification Subtest + Word Attack

-

Subtest

SS %ile Evaluator/Title

80 9 Timothy Segal 73 4

89 24

Interpretive Information: Basic Reading Skills cluster is a combination of Letter-Word Identification (reading a list of words aloud) and Word Attack (reading nonsense letter combinations that are phonically consistent or regular patterns in orthography). These tests measure sight word vocabulary, the application of phonics and structural analysis skills.

Leo's score on the Letter-Word Identification subtest was a standard score of 73, which is at the 4th percentile and in the belowaverage range. His score on the Word Attack subtest was a standard score of 89, which is at the 24th percentile and in the low average range. Leo's overall Basic Reading Skills score was 80, falling in the 9th percentile and in the low-average range. Specifically, Leo demonstrated strength in sounding words out rather than reading sight words. Leo has difficulty reading gradelevel sight words within the Letter-Word Identification subtest.

+ Name of assessment and description of all achievement measures below:

-

(include a brief description along with average range and standard deviation statement)

The Woodcock-Johnson IV-Tests of Achievement (WJ-IV ACH) is a comprehensive set of individually administered tests to measure educational achievement in the areas of reading, mathematics, written language, oral language, academic skills, fluency and applications. Scores are presented as standard scores with a mean of 100 and a standard deviation of 15. Percentile ranks are also reported.

Validity Statement and Testing Observations: The administration of this assessment is considered valid. The test was administered in a quiet location, free from distractions. Leo was very compliant while taking the Woodcock Johnson IV assessment. He answered only the questions he felt he understood. He worked hard and listened to the instructions given before attempting or completing the tasks given. Leo skipped items he wasn't sure about and would proceed to the next test item.

Academic Area of Concern Assessment Name

Date

Subtest/Composite SS %ile Evaluator/Title

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 7 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

Mathematics Calculation

Woodcock Johnson IV

12/14/16

+ Math Calculation 82

-

Skills Composite + Calculation Subtest 83

-

+ Math Facts Subtest 85

-

12 Timothy Segal

13 16

Interpretive Information: Math Calculation Skills cluster is a measure of computational skills and automaticity. This cluster is composed of combination of Calculation (completing math computations on a worksheet) and Math Fact Fluency (completing simple addition, subtraction, and multiplication facts within a 3-minute time limit) .

Leo's math calculation skills were assessed using the WJ-IV. Leo's standard score on the Calculation Subtest was 83, which is in the 13th percentile. On the Math Facts Fluency Subtest, Leo scored 85, which is in the 16th percentile. Leo's overall score on the Math Calculation Cluster was 82, which is in the 12th percentile. All scores fall in the low-average range.

SECTION 3: PSYCHOLOGICAL PROCESSING SKILLS 34 CFR 300.309(a)(2)(ii)

A. Pattern of strengths and weaknesses in performance, achievement, or both which impact learning.

+ Name of psychological processing assessment and description of all cognitive measures below:

-

(include a brief description along with average range and standard deviation statement)

The Kaufman Assessment Battery for Children-Second Edition (KABC-II) is an individually administered, norm-referenced standardized assessment us to measure psychological processing abilities in individuals between the ages of 3 and 18 years.

Validity Statement and Testing Observations: Leo put forth good effort on all tasks given to him, demonstrating average energy and attention. He became dramatic at times with his responses and a little silly but would focus and answer questions thoughtfully when needed. Rapport was easily established and maintained, therefore test results are considered valid.

+ -

Processing Area

Crystallized Intelligence/ General Knowledge

Assessment Name

KABC-II

Date

1/20/17

Subtest/Composite SS %ile Evaluator/Title

+ Knowledge/

-

Crystallized Intelligence (Gc)

106 66 Paul Rodriguez

+ Verbal Knowledge 105 63

-

Subtest

+ Riddles Subtest

-

105 63

Interpretive Information: Crystallized Intelligence is the breadth and depth of a person's acquired knowledge of a culture, the ability to communicate one's knowledge (especially verbally), and the ability to reason using previously learned experiences or procedures. It includes the areas of Lexical Knowledge (extent of vocabulary) that can be understood in terms of correct word meanings and General Information (range of general knowledge). The KABC-II has two subtests which comprise Crystallized Intelligence, and they are Verbal Knowledge and Riddles. Leo scored a standard score of 105, which is in the average range on the Verbal Knowledge subtest, which required him to select from an array of six pictures that either illustrates the meaning of a vocabulary word or the answer to a general information prompt. Leo scored a standard score of 105, which is in the average range on the Riddles Subtest. This subtest requires the student to listen to a list of several characteristics of concrete or abstract verbal concepts and then point to or name the item. Overall, Leo's Crystallized Intelligence is in the average range with a standard score of 106, falling in the 66th percentile.

Updated: July 2016

Document Date: 2/13/17

Initial Evaluation

Student Name: Leo Nunez

Native Lang: Spanish

District:

Lodgepole District

Eligibility Report

Page 8 of 14

Reassessment

3-Year Reevaluation

District ID: 1234

State ID: 1234

Grade: 2 Sex: M

Ethnicity: Hispanic Birthdate: 3/17/09 Age: 7

School: Idaho Elementary School

Phone: (208) 888-8888

+ -

Processing Area

Fluid Intelligence/Fluid

Reasoning

Assessment Name

KABC-II

Date

1/20/17

Subtest/Composite

+ Planning/Fluid

-

Reasoning (Gf) + Story Completion

-

Subtest + Pattern Reasoning

-

Subtest

SS %ile Evaluator/Title

96 39 Paul Rodriguez 100 50 95 37

Interpretive Information: Fluid Intelligence refers to the mental operations that an individual may use when faced with a relatively novel task that cannot be performed automatically. Inductive Reasoning (the ability to discover the underlying characteristics that goven a problem or set of materials) and General Sequential Reasoning (or deductive reasoning, is the ability to start with stated rules, premises or conditions and to engage in one or more steps to reach a solution to a problem) are two components of Fluid Intelligence. The KABC-II has two subtests which comprise Fluid Reasoning - Story Completion and Pattern Reasoning. Leo scored a standard score of 100, which is in the average range on the Story Completion subtest. On this subtest, the student is shown a row of pictures that tell a story, but some pictures are missing. The student is given a set of pictures, selects only the ones that are needed, and places the missing pictures in their correct locations. Leo scored a standard score of 95, which is in the average ranges on the Pattern Reasoning subtest, which requires the student to select from an array of options the correct stimulus to complete a pattern. Overall, Leo's Fluid Reasoning is a standard score of 96, which is within the average range. Leo looked at his choices carefully before making a decision and put forth good effort on both subtests; test results are considered valid.

+ -

Processing Area

Short-Term Memory

Assessment Name

KABC-II

Date

1/20/17

Subtest/Composite SS %ile Evaluator/Title

+ Sequential/Short-

-

term Memory (Gsm)

106 66 Paul Rodriguez

+ Number Recall

-

Subtest

105 63

+ Word Order Subtest 105 63

-

Interpretive Information: Short-Term Memory is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds. Memory Span (the ability to attend to and immediately recall temporally ordered elements in the correct order after a single presentation) and Working Memory (the ability to temporarily store and perform a set of cognitive operations on information that requires divided attention and the management of the limited capacity of short-term memory) are both parts of Short-Term Memory. The KABC-II has two subtests which make up Short-Term Memory and they consist of Number Recall and Word Order. On the Number Recall and Word Order subtests, Leo scored a standard score of 105, which is in the average range. The Number Recall subtest requires the student to repeat a series of numbers in the same sequence as the examiner said them. The Word Order subtest has the student touch a series of silhouettes of common objects in the same order as the examiner said the names of the objects. Leo's overall standard score in the are of Short-Term Member is 106, which is in the average range. Leo put forth good effort on both subtests, demonstrating average attention and concentration.

+ -

Processing Area

Assessment Name

Date

Subtest/Composite SS %ile Evaluator/Title

Updated: July 2016

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