Académique Documents
Professionnel Documents
Culture Documents
Birthdate: 2/17/06
Health Condition:
Specific learning disability
This health condition has been assigned to Student based on health information obtained from school
educational records (IEP page one, 6/11/14) and from mother, ____, by the School Nurse in January 2015.
Parent interview was conducted in Spanish on 1/27/15 by ______, CCCOE Marchus CEP Instructional
Assistant.
Allergies:
No known allergies
10/30/14MCT: right eye 20/40, left eye 20/40. Near vision 20/20 both eyes.
Passed, however Dr. S. Kou OD recommended that Student be rescreened
again next school year.
Statement of Health: Students school attendance has been good. As of 1/20/15, he was present for 82
days out of total 86 days of enrollment. He was absent for 4 days.
Student is a healthy boy who is 8 years 11 months old. He has not had any recent major accidents or
illnesses. Ms. ____ reports that he has digestive problems; he sometimes vomits when he runs, coughs,
and/or overeats. He also had a minor arm injury, and was in a cast for about 3 weeks.
Ms. ____ reports that she is in the process of applying for MediCal health insurance for him, and that
she will provide the school with health insurance information when available.
There are no medical concerns that require school educational health goals at this time.
Growth has occurred: Student is about at the 48th percentile in height and above the 95th percentile in
weight for a boy aged 8 years 8 months (as of 10/30/14). His Body Mass Index, or BMI, is 26.2 (above the
99th percentile for age and gender) which is in the obese weight range. BMI describes the relationship
between a persons height and weight. This also represents a disproportionate weight gain and BMI increase
during the past 12 months. See below.
Ms. ____ is aware of Students weight, and expressed concern about his large appetite, and frequent
desire for food. She hopes to meet with a nutritionist for guidance after Student has health insurance.
Date: 10/29/13
Date: 10/30/14
Ht: 49
Ht: 51
Wt: 78 lbs
Wt: 99 lbs
BMI: 22.6
BMI: 26.2
The Centers for Disease Control and Prevention (CDC) guidelines for children who may be obese states that
they are likely to have health related problems because of weight and should be seen by a healthcare
provider for further assessment. Obese children are more likely than normal weight children to become
overweight are or obese adults are. Overweight and obese adults are at higher risk for health complications
related to obesity, such as high blood pressure, diabetes, and high cholesterol. The goal for obese children
and adolescents is to reduce the rate of weight gain while allowing normal growth and development. Children
and teens should NOT be placed on a weight reduction diet without the consultation of a healthcare
provider. The full CDC informational report for Student was mailed to Ms. ____ on 1/29/15. It is
recommended that Student be encouraged to practice healthy weight habits by:
Educational Evaluation
____, Asahel
January 14, 2015
Page 2
Current Medications:
None
So that he may successfully access his educational curriculum, Student may require medications during the
school day, as ordered by the physician and authorized by the parent/guardian. The
school nurse communicates with the physician, parent/guardian, and school personnel regarding possible
effects of medication on Students physical, intellectual, and social behavior; signs and symptoms of adverse
side effects; omission; or overdose.
Immunizations: Immunizations are complete and current for his elementary school years. Students last
documented tetanus/diphtheria/pertussis immunization was given on 3/2/10, and is effective until the summer
before he enters 7th grade. At that time, he will need tetanus/diphtheria/pertussis (Tdap), and varicella
(chickenpox) booster shots.
Direct and indirect nursing services are available to Student tat school as part of his CCCOE program, a) to
assess and treat health events which may occur because of his mental and/or physical disabilities, and b) to
manage any acute or chronic health conditions which may impact Students progress toward his IEP goals.
Achievement Assessment Results/Teacher Report
Student was administered the Woodcock Johnson III Test of Achievement by Candace Monroe, his current
teacher, to obtain formal academic testing results for his triennial review. The results of the assessment
along with Mrs. Monroes teacher report follow.
Validity: The Woodcock Johnson III has been rigorously normed among students over the breadth of the
United States, with adequate samples to ensure statistical validity. The documentation to support these
statements is contained in an accompanying booklet that comes with the test booklet and protocols.
Testing Observations
Student was tested for several brief testing periods over a three week period. Testing was completed in the
school conference room. The conference room was quiet and well lit. Each session lasted between 10 to
30 minutes in the afternoon. Students performance was consistent during each session. During testing
sessions, he moved around in his chair often, played with all testing materials placed in front of him. He had
a positive attitude before, during and after each testing period. When testing, Student was excused from
classwork that he missed and received a cookie for each testing session that he completed with positive
effort. These motivators were offered at each session and seemed to affect Students positivity during each
testing period. The tests that are of concern are marked with an asterisk (*) on Table of Scores.
TABLE OF SCORES
Educational Evaluation
____, Asahel
January 14, 2015
Page 3
Raw
AE
481
485
478
6-9
6-6
6-10
5-4
4-8
5-9
8-4
8-9
8-0
BRIEF READING
BASIC READING SKILLS
BRIEF MATH
361
375
430
4-3
5-6
6-0
3-7
5-2
5-8
4-11
5-9
6-4
ACADEMIC APPS
ACADEMIC KNOWLEDGE
PHON/GRAPH KNOW
412
5-7
5-0
5-11
0/90
24 (17-31)
477
7-3
6-3
8-3
62/90
83 (78-89)
429
5-8
5-3
5-11
1/90
50 (42-59)
________________________________________
Letter-Word Identification
Story Recall
Understanding Directions
Calculation
Passage Comprehension
Applied Problems
Writing Samples
Word Attack
Picture Vocabulary
Oral Comprehension
Academic Knowledge
Spelling of Sounds
Sound Awareness
EASY
to
DIFF RPI
SS (68% Band)
GE
67/90
73/90
61/90
80 (77-83)
83 (78-88)
77 (72-82)
1.4
1.2
1.5
0/90
0/90
1/90
21 (17-25)
42 (37-48)
46 (40-51)
<K.0*
K.2
K.7
6
329
4-6 3-11
4-11
0/90
493
7-2
4-2
13-6
85/90
482
7-0 5-10
8-6
71/90
1
413
5-7 <5-7
5-11
0/90
4
393
3-10 3-2
5-2
0/90
22
446
6-8
6-2
7-2
7/90
2-A 397
5-2 <5-2
5-7
0/90
3
422
6-1 5-10
6-4
0/90
18
477
6-4
5-0
7-9
57/90
11
473
6-8
5-8
7-9
49/90
477
7-3
6-3
8-3
62/90
2
436 <4-11 <4-11
<4-11
1/90
12
461
5-9 4-10
6-8
25/90
________________________________________
34 (31-36)
89 (81-96)
83 (79-88)
20 (9-31)
28 (20-37)
71 (67-75)
10 (1-28)
63 (53-74)
84 (79-89)
82 (76-87)
83 (78-89)
14 (3-25)
59 (54-65)
STANDARD SCORES
DISCREPANCY
Significant at
DISCREPANCIES
Actual Predicted Difference
PR
SD
1.50 SD (SEE)
Oral Language/Achievement Discrepancies*
BASIC READING SKILLS
42
90
-48
<0.1 -3.81
Yes
ACADEMIC KNOWLEDGE
83
85
-2
43
-0.18
No
BRIEF READING
21
89
-68
<0.1 -5.56
Yes
BRIEF MATH
46
90
-44
<0.1 -3.22
Yes
*These discrepancies compare Oral Language (Ext) with Broad, Basic, and Brief ACH clusters
_______________________________________
K.3
1.9
K.4
<K.0*
1.9
1.7
K.3
<K.0*
1.4
<K.0*
K.8
1.0
1.4
1.9
<K.0*
K.5
Should I write something up about understanding directions and academic knowledge? Those were two of his
highest scores.
Classroom Observations (Behavioral)
Student is now in the 2nd grade at the Marchus Counseling and Education Program. He began Marchus
School during his Kindergarten year. Student is a kind, funny, and creative young man. He enjoys creating
things, playing games and overall having fun. Student struggles with understanding when to save fun for
appropriate times. He often becomes fixated on a piece of string, small object or paper material. He has a
hard time transitioning from one class time activity to the other. Student also struggles during class when he is
silly, wants to tell a long personal story or upset. During these times he has difficulty keeping is hands and
other body parts to him and accepting feedback from staff about expected classroom behaviors.
When Student is feeling frustrated or upset he will often yell at students and staff, refuse to do any work or
follow a directive, he may also destroy materials that are around him. On several occasions, he has tipped
over chairs and hit staff when he receives directions and/or consequences that he does not like or agree with.
Student can often be seen cutting or ripping paper into small pieces, rocking back and forth, consistently
touching, pulling and poking at objects and people, and attempting to obtain food. He has an obsession for
strings and small items. He will cut any string he finds and keep small objects hidden in his pockets and pencil
box.
Summary and Recommendations: Student is working on developing expected classroom behavior both
socially and academically. His ability to apply academic skills is limited based on his inability to control his
mood. He is working on using self-control skills when feeling frustrated or silly. Staff support is essential for
him; he needs prompts to get started, stay on task and to work independently. He benefits from the structure
and support provided by the Counseling and Education Program. He benefits from guided lessons that move
at a slower pace, allow him time to process information, and manage his feelings. The focus of his program
should be to continue to develop his ability to ask for help and to manage his feelings especially when upset or
silly. This will increase his ability to demonstrate expected classroom and social behavior. This focus will
improve his ability to be successful in a mainstream environment and his knowledge of grade level materials.
Student may benefit from explicit instruction in phonics. Student may need to be explicitly taught the
relationship between each of the sounds (phonemes) and the letters (graphemes) and how to blend
the sounds together to pronounce words.
Teaching Student how to analyze the sounds within words may increase his ability to spell words
phonemically. For example, Student would be instructed to divide a word's pronunciation into its
sound segments by raising a finger with each beat and then announcing the number of beats (e.g.,
"ta-ble has two beats"). Correct responses would be modeled and practiced if incorrect. Sound
segments of words (e.g., syllables) would be spoken by the teacher and Student would indicate the
correct segment of the printed word by framing the segment with the thumbs; corrective feedback
would be provided.
Daily practice may be effective in helping Student develop phonological awareness skills. Create a
fun and playful environment that incorporates attention to sounds and words in the daily activities.
Represent sounds with concrete objects, such as blocks, tiles, or felt squares. Teach Student to add,
delete, substitute, and rearrange sounds using manipulatives, such as blocks or poker chips. After
Student can correctly manipulate sounds with these types of objects, transition to using letters or
letter tiles to represent the sounds.
Encourage Student and his parents to spend time reading every day outside of school.
Linking new facts to Students prior knowledge about the topic may increase inferential
comprehension. Using a series of questions, the teacher activates Students prior knowledge and
then models making predictions using a think aloud approach. The KWLS strategy uses a chart to
help students organize information into four categories: (1) Know--what they already know about the
topic; (2) Want to know--what they want or need to learn from reading; (3) Learned--what they
learned from reading; and (4) Still need to learn--what additional information they still need on the
topic.
Math instruction presented within the middle to late kindergarten range will likely produce the greatest
gains for Asahel.
Use of manipulatives is essential for building conceptual understanding of math operations.
Manipulatives will help Student understand and apply math ideas, thereby increasing his accuracy
and mental representations.
Use of a concrete-representational-abstract sequence insures that Student understands the
computation or fact by first using manipulatives, then drawing representations (pictures or tallies) of
the problem, and finally solving the problem with actual numbers.