Naena Bland

20 April 2017

SPED Assessment

Lowell Oswald

Case Study

Formal Report

Background History

The student is an eight year old boy who is currently in the second grade. This student is

of the Hispanic/Latino and Caucasian/White ethnicities whose main spoken language at home is

English. The student has begun receiving Special Education services began this year, although

they did attend Daybreak Elementary and Hawthorne Elementary before the current location of

Washington Elementary. Based on the information from his special education file, he has had no

suspensions, office referrals, nor any discipline reports made.

Using the information from the parent interviews done, there was no complications with

his birth. It was a normal C-section with no difficulties. There have been no major illnesses or

major hospitalizations. He has one sister and lives with his father. Reports were made from the

family that he is very close to his sister. Both children live with their father at Odyssey with three

other families and their own children. The students mother and father have been divorced; his

mother is no longer around after leaving the family. Both parents have been used on drugs, but

the father is in rehab and has full custody of both of his children.

Previous parental education is led by the students father who finished and graduated

high school. He then went on to complete his first year in college. He had some difficulty in

school, however, he attended summer school. The father is now the manager of a grocery store in
the Salt Lake City area. The mothers education was up to the twelfth grade but dropped out to

stay home and take care of her children.

Behavior

The student has not had many behavior problems in class. The Special Education file

mentioned a concern for behavioral outbursts while in the classroom. There were observation

assessments done which revealed that the student was more on-task during the observation

periods than his fellow male students. There were no indications of needing behavior

interventions in the classroom.

Although the student has had some delays in the major developmental stages causing

some worry of poor classroom behavior, there have been no detrimental outbursts to inhibit his

learning. The student has been labelled active, impulsive, frustrated, and shy by the father and

special education teachers.

Diagnostic

The student had delays in the major developmental stages of using phrases, using

complete sentences, and has difficulty with word order stated in the students Special Education

file. He has been diagnosed with a Specific Learning Disability in reading and in math. He has

been given CBM probes and KetMath3 to help diagnose the student. He has been received

services because his Basic Math Concepts standard score 77 is of the below average mark and

scored in the 6 percentile rank levelling in grade 1.2.

His Numeration and Algebra scored in the 6 percentile rank, Geometry achieved 7

percentile, Measurement of the 5 percentile rank, Data Analysis and Probability of the 7
percentile rank, and finally his Addition and Subtraction subtest was of the 78 percentile rank

(on grade level).

Cognitive

The students level reached on the Woodcock Johnson III Achievement Test on spelling,

word attack, pictorial vocabulary, and reading vocabulary showed large discrepancies between

his achievement and cognitive levels.

He achieved scores on the third grade level on the reading scores, so the special education

teachers believe him to be twice exceptional due to these scores.

 His overall scores through the assessment is of the average range in his standard scores.

His auditory processing of the standard scores was in the superior range when compared to the

students of the same age level.

After giving the cognitive assessment, Woodcock Johnson III, his levels were all of the

average range. The special education teachers and the general education teachers consulted and

decided that there was no real discrepancy between the students levels.