School: Vaughn Elementary Grade: 4 School Psychologist: Krista Helbing Report Date: 4/30/14
REASON FOR REFERRAL Angel recently transferred to Vaughn Elementary from Denver Public Schools where he was placed in a self-contained classroom for affective needs. The reason for referral in Aurora Public Schools is an annual review and re-evaluation to determine the best placement for Angel in Aurora Public Schools based on his prior history in special education programs. The referral included requests for bilingual assessment of receptive language, expressive language, language dominance, adaptive and social emotional skills, as well as cognitive functioning.
ASSESSMENT PROCEDURES Parent Interview Teacher Interview Student Interview Observations Record Review Kaufman Assessment Battery for Children (KABC-2) Emotional Disturbance Decision Tree (EDDT) Behavior Assessment Scale for Children (BASC-2) Woodcock Munoz Language Survey (WMLS-Revised)
BACKGROUND INFORMATION According to Angels mother, and previous educational files, Angel was born healthy, and is a healthy child. He met developmental milestones at age appropriate times, and does not have any diagnoses or take any medications. Angel passed both his vision and hearing screenings at school, and dos not require vision or hearing aids. He receives regular medical care at Westside Clinic. Angel has had a tough childhood, and has been specifically affected by his father leaving, and the death of his brothers father. Angel and his brother received grief counseling at Judys house following the death of his step father. According to a previous parent interview and educational records, Angel has also been witness to domestic abuse in the household, although the extent is unknown. Angels mother reports that his behavioral difficulties began in preschool/daycare, and have continued since.
EDUCATIONAL HISTORY According to Angels cumulative records from Denver Public Schools, he has been in special education since starting kindergarten in 2009. His initial IEP came from Denver Public Schools, where they determined Angel was identified as having a serious emotional disorder (SED). The initial IEP from 2009 reports that Angel was receiving grief counseling from Judys house due to the death of a step-father. The IEP from 2009 also included a Functional Behavior Assessment (FBA) that Angel was disruptive in the classroom on a consistent basis, in addition being to defiant and disrespectful. An IEP from 2011 stated that Angel was in an Affective Needs starting in the middle of his kindergarten year and he was referred to the special education team after being in the kindergarten class for 8 days. Angel has a long educational history that includes transfers between at least 3 schools that are known of. In Angels previous settings, he was placed in small group settings for instruction, which is where he seemed to be the most successful. An IEP from 2012 shows that Angel was given the WISC-IV and his overall abilities fell within the average range, with solid average abilities in processing speed and working memory.
A Functional Behavior Assessment (FBA) was completed by Denver Public Schools in 2009, and they concluded that Angels two main disruptive behaviors were being out of his seat and rummaging through materials, and defiance to following rules and expectations. They found that triggers to these behaviors include transitioning back to routines and change of rules. The Behavior Intervention Plan (BIP) suggests that Angel responds to immediate reinforcers throughout the school day and environment. Strategies that were implemented to reduce problem behaviors included providing choices, setting boundaries, point sheets and paraeducator support.
When transferring to Vaughn Elementary, Angel came from Denver Public Schools with a special education identification of SED, along with a Behavior Intervention Plan. According to referral data from the speech language pathologist at Vaughn Elementary, Angel has had 4 years of education in the US, and his achievement compared to English Language learner peers, is behind. At Vaughn Elementary, Angels current placement is in general education classroom.
INTERVIEWS Angels mother was interviewed through the bilingual psychologist as an interpreter. Much of the information Angels mother provided during the interview was similar to the information gathered from Angels previous IEPs. She described his involvement in special education from the beginning of kindergarten, and the family history regarding the death of a family member and the familys involvement at Judys House. During this interview time, Angels mother was asked clarifying questions about previous records and information. Because Angel already has an IEP and the reason for referral was a re-evaluation and determination of placement, the focus of the interview was more about gathering the most current information rather than a full background and clinical history. Angels mother was also interviewed using a direct translation of the EDDT from English to Spanish.
Angels teachers were briefly interviewed, as well. Because Angel is a new student at Vaughn Elementary, they were not able to provide very much detail about Angels achievements or performance in the classroom. The main concern for both of his teachers seems to be Angels behavior. One of Angels teachers described posturing behavior where Angel seems to be setting up to physically engage another student. The teacher found this behavior concerning, and Angel has received a few behavior referrals for similar incidents. Additionally, they both described Angel as very fidgety and distracted in the classroom.
Angel was also interviewed as part of the evaluation. Angel was given the opportunity to conduct the interview in Spanish or in English and Angel expressed that he prefers to speak in English, thus the interview was conducted in English. The bilingual school psychologist was also present in case there was a need for Spanish interpretation. Angel expressed his interests in sports like soccer, and skateboarding. He showed the interviewer some of his quarters he was saving up to buy a new skateboard with blue wheels. Angel was cooperative during the interview, although it appears that he is not concerned with his social emotional behavior at the present time.
OBSERVATIONS Angel was observed in Ms. Rethingers 4 th grade classroom, on April 4, prior to any formal assessment. During this observation, Angel was observed in a whole group setting, and during independent work time. During whole group instruction, students were sitting on the floor listening to directions from the teacher who was standing at the front of the room. Angel appeared to be very fidgety and distracted. He was looking around the room, and looking to peers to get their attention. During the transition from whole group instruction to independent work time at the students desk, Angel transitioned much slower than his peers. It took him longer to move from the carpet to his seat, and longer for him to get out his supplies and begin working. During independent work time, the students were asked to complete a math fractions assessment. Angel took considerably more time to get started than his peers, and was prompted by the teacher multiple times. The teacher had to prompt Angel by saying start here and you know what you have to do multiple times.
Angel was also observed during administration of formal assessments. He was observed during the Woodcock Munoz Language Survey, as well as during cognitive testing. During the Woodcock Munoz Language Survey administration, Angel also seemed very fidgety. He was cooperative with the examiner, and responded when appropriate. These same behaviors were observed during the cognitive assessment. Angel asked multiple times how many more or are we done yet? He seemed like he was not very interested in completing the tasks required of him.
LANGUAGE According to the home language survey, and previous educational history the language spoken in Angels home is primarily Spanish. Angel speaks Spanish at home with his mother, although at school he speaks primarily English. When given opportunities during testing, Angel responded in both English and Spanish. Anecdotal information from his previous IEP indicated that when spoken to in Spanish, Angel will often respond in English.
Angel was given the WIDA-ACCESS Placement Test (W-APT) to assess his language proficiency in English. The W-APT is an English language proficiency screener test given to incoming students who are designated as English Language Learners. Angel was given this test on 2/21/14. W-APT scores are given on a scale of 1 to 6, where 1 is entering and 6 is reaching English proficiency. Angels scores are below:
Speaking: 4 Writing: 2 Listening: 2 Reading: 1 Overall: 2.1 Angel has a nice strength in speaking English, although it appears that his proficiency in writing, listening and reading English is behind his grade level peers. The W-APT is a placement test, to get a beginning understanding of Angels English Proficiency and as he receives English language education and support, this assessment will be followed with the WIDA ACCESS test as a progress monitoring tool.
As a part of the evaluation, the bilingual school psychologist administered the Woodcock Munoz Language Survey-Revised (WMLS-Revised) to get a better understanding of Angels language proficiency in both English and Spanish. Scores are presented as a Cognitive Academic Language Proficiency (CALP) score on a scale of 1 to 6 where 1 is negligible and 6 is very advanced. The Oral Language portion of the assessment measures listening and speaking in English including language development and verbal reasoning. Angel demonstrated limited English oral language ability (Level 3). When compared to English speaking individuals at his age level, Angels Oral Language skills are limited. The Lenguaje Oral portion of the assessment measures listening and speaking in Spanish including language development and verbal reasoning. Angel demonstrated very limited Spanish oral language ability (Level 2). According to the bilingual school psychologists assessment, she determined that Angel is not fluent in English or Spanish, which will make academic proficiency difficult. She also determined that because Angel is not exhibiting a strong dominance in either language, further testing should be completed bilingually when possible to give Angel every opportunity to succeed.
COGNITIVE The Kaufman Assessment Battery for Children, Second Edition, (KABC-II) was administered to assess Angels intellectual functioning. Subtest scores on the KABC-II are standardized to have a mean of 10 and a standard deviation of 3. This means that 2 out of 3 people will obtain subtest scores between 7 and 13. The global and index scores have a mean of 100 and a standard deviation of 15; thus, 2 out of 3 people will obtain global and index scores between 85 and 115. In order to assess Angels cognitive functioning; the KABC was administered using the MPI model, which is more appropriate for Angels cultural and linguistic differences. Scores on the KABC-II are grouped into four indices which combine into a global score: the MPI. The MPI model uses the same subtests as the typical model, although it takes out the knowledge component because these questions are culturally and linguistically loaded and favor native English speakers. Testing was conducted in English with consideration regarding exposure and experience to Spanish as a second language an Angel was allowed to respond in Spanish if he was able to or could not answer in English. Angels scores are presented below:
Planning: 114 On the Sequential/Gsm scale, a measure of Angels ability to hold information in immediate awareness/short term memory and then use that information in a few seconds before it is forgotten, Angel scored in the average range (85). This suggests that Angels abilities in this area are similar to those of his same-age peers. On the Simultaneous/Gv: scale, Angel earned a score of 106. This scale measures the ability to perceive, manipulate, and think with visual patterns and stimuli, and to mentally rotate objects in space. Angel scored average on this scale as well. On the Planning /Gf scale, Angel earned a score of 114. This scale measures Angels ability to draw inferences, understands implications, and applies indicative or deductive reasoning when solving novel problems. Angels performance on the Planning/Gf subtests indicates that this is an area of strength for him.
Due to interruptions, during administration of the Learning scale subtests; scores from these subtests cannot be reported. During one subtest, Angel was picked up by his mom from school, so administration was stopped, and during another subtest Angel had to repeatedly use the bathroom and take breaks, making the scores invalid. Similarly, these subtests could not be repeated at a later time due to the nature of the subtest relying on memory. Because these scores were not included, a full scale index number cannot be reported. Since the nature of the concern or reason for referral did not include concern for Angels cognitive abilities, and previous cognitive data from a prior evaluation showed Angel solidly in the average range, it was decided that the information from these scales and subtests is sufficient in describing Angels cognitive abilities as average. Should there be any question at a later time; a culturally responsive full cognitive battery is recommended.
ACADEMIC ACHIEVEMENT Because Angel is new to Vaughn Elementary, there is little academic information in his cumulative file to review. Based on academic information collected over the first month of Angel being at Vaughn, his teacher has noticed he is behind in almost all academic areas. The teacher is collecting informal data so that there is a strong body of evidence for Angel to be placed in the response to intervention process or recommended to the IST meeting for a review. . According to Angels teachers, academics and achievement seem to be a secondary concern at this time. The primary concern is finding the best placement for Angel, where he can manage his social and emotional behaviors in order to access the instruction and content.
SOCIAL EMOTIONAL FUNCTIONING The Emotional Disturbance Decision Tree (EDDT) is a standardized, norm-referenced scale designed to assist in the identification of children who qualify for the federal Special Education category of Emotional Disturbance (ED). The scores are presented on the following page:
Teacher Mrs. Rethinger
Teacher Ms. Miller
Scales T-Score Percentile Qualitative Label T-Score Percentile Qualitative Label REL 90 > 99 Very High Clinical > 100 > 99 Very High Clinical IBF 69 94 Moderate Clinical > 100 > 99 Very High Clinical PM/DEP 77 > 99 High Clinical 68 95 Moderate Clinical FEARS 83 > 99 Very High Clinical 78 > 99 High Clinical TOTAL 85 > 99 Very High Clinical 97 > 99 Very High Clinical
The EDDT Teacher Rating Scale was also completed by Mrs. Rethinger, Angels 4 th grade teacher. She reported Very High Clinical scores in the areas of inability to build or maintain relationships, physical symptoms or fears and EDDT total score. She reported that Angel is likely to have marked trouble starting or keeping successful relationships with same-age peers and/or to have problems in his interactions with teachers and adults. He may also be isolated, overly aggressive or both. Furthermore, Angel might be spiteful, disrespectful or lack social problem-solving skills. She also reported that Angel is often anxious, avoidant, traumatized, worrisome, physically restless and/or dependent. Mrs. Rethinger also reported a High Clinical concern in the area of pervasive mood/depression. She reported that Angel is appears depressed and hopeless with little animation or enthusiasm or to be irritable and angry much of the time. Angel might also express self-dislike, be unable to enjoy things and lack energy or enthusiasm. Based on Mrs. Rethingers Very High Clinical and High Clinical scores, the extent of follow-up and monitoring will be determined by the IEP team.
The EDDT Teacher Rating Scale was completed by Ms. Miller, Angels 4 th grade special education and COMPASS teacher. She reported Very High Clinical scores in the areas of inability to build or maintain relationships, inappropriate behaviors or feelings and EDDT total score. She reported that Angel is likely to have marked trouble starting or keeping successful relationships with same-age peers and/or to have problems in his interactions with teachers and adults. He may also be isolated, overly aggressive or both. Furthermore, Angel might be spiteful, disrespectful or lack social problem-solving skills. She also reported that Angel is poorly regulated, inappropriate, overly aroused and displays behavioral extremes of one or more types. He is likely to tease others, seeks attention, have tantrums and/or cope poorly with problems or discipline. It is also likely that Angel may display unusual behavior, strange perceptions of feelings, or emotion that is inappropriate to the given situation. Ms. Miller also reported a High Clinical concern in the area of pervasive mood/depression. She reported that Angel is appears depressed and hopeless with little animation or enthusiasm or to be irritable and angry much of the time. Angel might also express self-dislike, be unable to enjoy things and lack energy or enthusiasm. Based on Ms. Millers Very High Clinical and High Clinical scores, the extent of follow-up and monitoring will be determined by the IEP team.
The EDDT Parent Rating Scale was also completed by Angels mother. Because the rating scale was directly translated from English to Spanish and given in an interview format, the scores should not be reported. This interview still provides useful and meaningful information, because on many of the questions Angels mother agreed with the two teacher reports. If the overall qualitative labels were to be reported from the parent rating scale, Angels mother rated him in the very high clinical ranges for IB, PM/DEP, and in the overall category. She rated Angel in the high clinical range for fears, and in the moderate clinical range for REL. While these scores are much less significant because of the way they were translated and administered, they provide useful information in that Angels mother shares many of the same concerns and sees the same behaviors, as well as rates Angel in the clinical ranges on the same scales as his classroom teachers.
Social/Emotional/Adaptive/Behavioral functioning was also assessed through teacher completion of rating scales. On the Behavior Assessment System for Children-Second Edition (BASC-2), scale scores in the Clinically Significant Range suggest a high level of maladjustment. Scores in the At-Risk Range may identify a significant problem that may not be severe enough to require formal treatment or may identify the potential of developing a problem that needs careful monitoring.
The BASC-2 Teacher Rating Scale was completed by Mrs. Rethinger, Angels 4 th grade teacher. She reported Clinically Significant concerns in the areas of hyperactivity, aggression, depression, attention problems, learning problems, atypicality, withdrawal, social skills, study skills and functional communication. She reported that Angel is often restless and overactive and may have difficulty controlling his impulses. She reported that Angel displays a high number of aggressive behaviors and may be reported as being argumentative, defiant and/or threatening to others. She reported that Angel is withdrawn, pessimistic and/or sad. She reported that Angel has difficulty maintaining necessary levels of attention at school. She reported that Angel has significant difficulty comprehending and completing schoolwork in a variety of academic areas. Mrs. Rethinger also reported that Angel frequently engages in behaviors that are considered strange or odd and generally seems disconnected from his surroundings. She reported that Angel is generally alone, has difficulty making friends and/or is unwilling to join group activities. His teacher also reported that Angel has difficulty complimenting others, encouraging others, offering assistance and saying please and/or thank you. She reported that Angel demonstrates weak study skills, is poorly organized and has difficulty turning in assignments on time. Furthermore, Mrs. Rethinger reported that Angel demonstrates poor expressive and receptive communication skills, and that he has difficulty seeking out and finding information independently. Mrs. Rethinger also reported moderate concerns or scales falling in the At-Risk Range in the areas of conduct problems, somatization, adaptability and leadership. Based on Mrs. Rethingers Clinically Significant and At-Risk scores, follow-up and monitoring will be determined by the IEP team.
It should be noted that information and scores obtained from the EDDT and BASC-2 teacher reports should be used cautiously, as these teachers have only known Angel as a student for a brief time. Similarly, the norms for the EDDT and the BASC-2 are not normed for students who are English Language Learners, so the actual scores mean less than they qualitative information provided by descriptions of Angels behaviors. The information from these rating scales was collected with the intention of beginning a body of evidence for Angel in Aurora Public Schools, as well as information for his annual review of his IEP. The decision making process for placing a student into a self-contained classroom or the special education identification as SED is not based solely on these scores.
STATEMENT OF VALIDITY OF RESULTS This evaluation was conducted using procedures that reduce potential bias and discrimination in regard to culture or language. Whenever possible, less culturally and linguistically biased assessment methods were used. Results were interpreted within the context of Angels unique cultural and linguistic background. All conclusions were made based on multiple sources of information and not any single score or procedure.
SUMMARY Angel is a 4 th grade student who recently transferred to Vaughn Elementary. He came to Vaughn with a special education identification of SED and an educational placement in a self-contained affective needs classroom. The purpose of this evaluation is to conduct an annual review, and determine a best placement for Angel in Aurora Public Schools at this time. According to previous and current data, SED is still an appropriate special education label for Angel for an annual review of his IEP. Additionally, Angel would benefit most from a classroom setting with small group instruction and social emotional support, such as an affective needs program in Aurora Public Schools, rather than the general education classroom.
RECOMMENDATIONS 1. Provide Angel with native language activities at school and in the home to promote Spanish language development. 2. Provide Angel with English-Language supports in school in order to increase proficiency. 3. Transition Angel from the general education to a different classroom environment, such as a self-contained classroom for students with social or emotional disabilities. 4. Provide Angel with small group and one-on-one instruction in as many academic areas as possible. 5. Provide Angel routine and structure in classroom to ease transitions. 6. Provide immediate reinforces for behavior, as define in the Behavior Intervention Plan. 7. Progress monitor Angels English language proficiency. 8. Progress monitor Angels abilities in all academic areas in addition to social emotional development.
_____________________________ Krista Helbing Student School Psychologist