Johnson, Ellis

Confidential Psycho-Educational Evaluation

HUANG UNIFIED SCHOOL DISTRICT

Special Services
1234 Happy Street
Chico, CA 95973
(530) 123-4567

CONFIDENTIAL PSYCHOEDUCATIONAL REPORT

Triennial Assessment
Student Name:

Ellis Johnson

Date of Report:

9/20/2015

Student ID #:

0000000

Date of Birth:

9/20/2004

Grade Level:

6th

Chronological Age:

11 years

Primary Language:

Spanish

School Name:

Huang Elementary

ELD Level:

Level 2 as of 9/2014

Teacher:

Mr. T

Guardian(s) Name:

Dolores and Dan Johnson

Home Address:

1234 Johnson Way

Examiner(s) Name:

Ariel Ellis, School Psychologist Intern

Date(s) of
Assessment:

8/2015- 9/2015

EVALUATION PROCEDURES:
In order to comply with Education Code 56320, the following was considered regarding the procedures and materials used
during the present evaluation: This evaluation was conducted by qualified personnel. The pupil was assessed in areas
related to the suspected disability. The assessment materials were selected as not to be racially, sexually, or culturally
discriminatory. They were administered in the students primary language or with the use of an interpreter and in
accordance with the instructions provided by the producer of each test. They have been validated for the specific areas of
educational need and not merely those that are designed to provide a single general intelligence quotient. The assessment
results provided accurately reflect the students aptitude, achievement level, or any other factors the test purports to
measure and not the students impaired sensory, manual, or speaking skills. The following assessment procedures are for
the purpose of determining eligibility under the California Educational Code, not for diagnosing a student with a medical
condition and/ or disorder.

REASON FOR REFERRAL:

Ellis was referred for a full psychoeducational assessment as part of the Triennial review of his Individual Education
Program (IEP) as required by the Individuals with Disabilities Education Act (IDEA 34 C.F.R. 300.534). State and Federal
regulations require that a comprehensive re-assessment of Special Education students is conducted every three years to
assist in program planning and instruction. The objectives of the current assessment include: a) to determine whether Ellis
continues to meet the California Education Code eligibility criteria for an Individual with Traumatic Brain Injury, (b) to
examine Ellis continued need for Special Education services as a student with Traumatic Brain Injury, (c) to measure how
much progress has been made in the last three years, (d) to determine Ellis current levels of functioning and educational
performance, (e) to determine the least restrictive environment Ellis needs can be met in, and (f) to make
recommendations for Ellis future educational needs.

BACKGROUND INFORMATION:
Health, Developmental, and Family History:
Ellis lives with his maternal grandparents. A serious car accident in 11/2010 took the lives of Elliss mother and brother
and left him with a Traumatic Brain Injury. Ellis has no contact with his biological father, who lives in Mexico. There is no
family history of learning disabilities, attention disorders, or mental illness.

Johnson, Ellis

Confidential Psycho-Educational Evaluation

Elliss vision was screened by the school nurse on 10/23/2014 and found to be within normal limits. His bilateral hearing
was screened on 11/17/2014 and found to be within normal limits by the speech and language specialist. However, a
screening conducted 8/17/2015 indicated reduced hearing at the 25db level, which includes high-pitched sounds that are
typically out of voice range. His hearing will be rescreened at the end of September 2015.
According to Mrs. Johnson, Ellis maternal grandmother, Ellis was born without complications following a normal, fullterm pregnancy. Developmental milestones were achieved within normal limits. Ellis has activity-induced asthma, for
which he uses a Xopenex inhaler as needed. He has no history of serious illness, frequent ear infections, or high fevers.
According to medical records from 4/2011, on 11/14/2010, Ellis was in a car accident in which he sustained a traumatic
brain injury evidenced by GCS score and contusions of the fronto-parietal lobes bilaterally. In addition, he had a lung
contusion, splenic laceration, buckle fracture of the right humerus and left humerus fracture that required surgical
reduction and fixation, and facial fractures. He currently complains of headaches only when he must focus for a period of
time or does not understand his school work. Following the accident, Ellis saw Dr. Boyd at UC Davis Medical Center for
regular check-ups, usually every six months to a year. Ellis has not been to see Dr. Boyd since 2013 and Mrs. Johnson
shared she has requested to have a follow-up appointment this school year. Medical records from 2011 indicate that Ellis
may continue to have improvement in brain function for several years following the accident. Ellis takes medication for
allergies and asthma, including Fexofenadine, Singulair, and Advair. He used to take medication for attention following
his brain injury, but he no longer takes it. There are no other health concerns.

Educational History:
Ellis attended Hamilton Elementary School for Kindergarten, then transferred to Shasta Elementary School for 1 st and 2nd
grade. He returned to Hamilton Elementary at the start of the 2012-2013 school year for the 3rd grade. He has attended
Hamilton Elementary since then and is now currently in the 6 th grade. He has never been retained, though it was
recommended in both 1st and 2nd grades due to missed class time following the accident and not passing standards.
Records indicated that Ellis has struggled with reading, completing classwork and homework, staying on-task, impulsivity,
and listening attentively since Kindergarten. His 1 st grade teacher noted that after the accident, he was bereft from the
loss of his family. He received school-based counseling services for a year as well as outside counseling from his church.
Ellis became eligible for special education services in November 2012, a year after the accident.
Current available grades as of 9/10/2015:
ELD - Fall
Physical Ed 6 - Fall
6th B - Fall

A+
C
B

Language Development:
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
The CELDT is a statewide assessment given to all English Learners in California public schools. The CELDT is used for initial
identification of English Learners, annual monitoring of student progress in acquiring English, and redesignation criterion
(to exit students from services for English Learners).

TEST YEAR
2009
2010
2011
2012
2013
2014

TEST
GRADE
K
1
2
3
4
5

LISTENING
PROFICIENCY
Beginning
Intermediate
Beginning
Intermediate
Early Advanced
Early Intermediate

SPEAKING
PROFICIENCY
Intermediate
Intermediate
Beginning
Intermediate
Early Advanced
Early Advanced

READING PROFICIENCY
Beginning
Intermediate
Intermediate
Early Intermediate
Beginning
Beginning

WRITING
PROFICIENCY
N/A
Beginning
Beginning
Beginning
Beginning
Beginning

OVERALL PROFICIENCY
N/A
Beginning
Beginning
Early Intermediate
Intermediate
Early Intermediate

The results of Ellis CELDT scores indicate that he has made progress with his English language development, though he is
still considered an English Language Learner. He progressed in Listening, Speaking, and with overall scores, but continues
to demonstrate Beginning level scores in reading and writing. This information is consistent with teacher, student, and
parent reports regarding areas of difficulty for Ellis. Scores from the 2015 administration are not yet available.

Johnson, Ellis

Confidential Psycho-Educational Evaluation

Elliss English Language Development (ELD) teacher, Mrs. T, filled out the Student Oral Language Observation
Matrix (SOLOM) to further evaluate his English language skills. The SOLOM is an observation system to help determine a
students classroom functioning in English (25 total points). Ellis received an overall score of 21 out of 25. In terms of
Ellis English comprehension, his teacher determined that he understands most of what is said at a slower-than-normal
speed with repetitions (3). Ellis teacher scored his fluency in everyday conversation and classroom discussion with
academic language as generally fluent with occasional lapses while the student searches for the correct manner of
expression (4). Ellis teacher described him as using vocabulary and idioms like a native speaker (5). His pronunciation is
also approximate that of a native speaker (5). According to the teacher, Ellis occasionally makes minor errors of grammar
and word order, but they do not obscure the meaning (4). Overall, Mrs. T.s scores describe Ellis as having proficient
English language skills. Elliss maternal grandparents only speak Spanish, therefore, they speak Spanish with Ellis and he
speaks Spanish to them. When Ellis is at school he speaks English with his friends and in the classroom. Ellis receives all
instruction at school in English.

Review of Previous Assessments:

Type of Assessment: Initial Psychoeducational
Date of Report: 10/2012
Assessor: Mary Tickle, School Psychologist
School District: Hamilton Unified School District

TEST ADMINISTERED

Wechsler Nonverbal Scale of Ability

(WNV)

Childrens Auditory Verbal Learning Test-2nd Edition

(CAVLT-2)
Behavior Rating Inventory of Executive Function
(BRIEF)

TEST SCORE/DESCRIPTOR
Matrices = 48, Low Average
Coding = 37, Low Average
Object Assembly = 50, Average
Recognition = 51, Average
Full Scale Score = 92, Average
Immediate Memory Span = 82, Low Average
Level of Learning = <60, Significantly Below Average
Interference = 83, Low Average
Delayed Recall = 76, Below Average
Inhibit Scale = 57, Average
Shift = 74, Clinically Significant
Initiate Scale = 75, Clinically Significant

Ellis was referred for an initial psychoeducational assessment in October 2012. Ellis sustained head injuries in a vehicle
accident in November 2011 and was immediately labeled as having a Traumatic Brain Injury. The 2012 results showed
that Ellis struggled with memory, specifically his ability to learn information over time (CAVLT-2, Level of Learning) and
executive functioning like staying on-task and resisting impulses (observations and interviews). Because his Traumatic
Brain Injury impacted his educational performance it was determined that Ellis met the state eligibility criteria for Special
Education as a student with Traumatic Brain Injury.

COMPONENTS OF EVALUATION:
TYPE OF ASSESSMENT
Review of File
Parent Interview
Student Interview
Teacher Interview
Classroom Observation
Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)
Behavior Rating Inventory of Executive Function (BRIEF)
Childrens Auditory Verbal Learning Test-2 (CAVLT-2)
Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV)

DATE
8/18/2015
9/10/2015
8/27/2015
9/4/2015
9/9/2015
9/15/2015
9/8/2015
8/27/2015
8/25/2015

Johnson, Ellis

Confidential Psycho-Educational Evaluation

CURRENT ASSESSMENT INFORMATION:

Interviews of teachers, parent, and/or student, and classroom and test observations were performed in order to obtain
additional information regarding Ellis instructional environment, learning habits, style preferences, and level of
acquisition of those skills necessary for adequate functioning in a classroom learning environment.

Parent Interview:
According to Mrs. Johnson, Ellis likes to swim, play with his pets, play board games, clean his room, and he enjoys helping
with chores such as sweeping. Her main concerns include reading and writing. Ellis tells her that reading and writing are
hard for him, that he still has to decipher words and does not know all sight words. Ellis continues to struggle with
distractibility and low frustration tolerance. She sees improvement in his ability to pay attention overall. Ellis has friends
and gets along well with others. He has improved in his ability to care for his personal needs, sleep in his own room, and
he is able to separate from his grandmother more easily. He expresses himself well and seems to understand what she
says to him.

Teacher Interview:
Elliss special education teacher, Mr. T., and his History and English Language Development (ELD) teacher, Mrs. T., were
interviewed. Mr. T. describes Ellis as being a well-mannered and respectful friend. He follows directions, participates,
perseveres despite learning difficulties, and is a problem solver. Mrs. T. describes Ellis as happy, sociable, knowledgeable,
an excellent participator, and a good listener. He is very compliant, but needs help initiating all tasks. Mrs. T. and Mr. T.
both provide redirection, simplification of directions, repetition of lessons and directions, and one-on-one attention. In
the Learning Center, Mr. T. provides slower-paced math and English instruction in a small group and with daily review. He
also receives special education support in his English, math, and science general education classes. Both Mr. T. and Mrs. T.
have similar concerns for Ellis in regards to his level of distractibility and his minimal peer relationships. He is easily
distracted in the classroom and requires frequent reminders and redirection. In regards to peer relationships, he struggles
to initiate and develop friendships and has a tendency to provoke arguments with other students or to be provoked by
them. Mrs. T. is also concerned about his struggles with writing and reading. She or the classroom aide scribe for Ellis
because he has difficulty writing what he hears orally. Mr. T. is also concerned with his impulsivity in regards to thinking
and communicating. He interrupts the teacher about two times per 50-minute lesson and has difficulty refraining from
side conversations with classmates. Lastly, Mr. T. is also concerned with the volume of Elliss voice. He has noticed that
Ellis speaks at a higher volume than his same-age peers. The Speech and Language Pathologist has been notified of this
concern and will report back after she re-tests Ellis at the end of September.

Student Interview:
Ellis does not like school. His least favorite subject is English Language Development (ELD) because it is too hard. He
enjoys math and believes that reading is the hardest subject. He prefers when directions are given verbally. Ellis reported
that he struggles to pay attention, gets distracted, and often daydreams. He avoids asking for help and tries to figure
things out by himself. He reported having only two friends. When asked what he would change about himself if he could,
he reported that he would not change anything. When Ellis finishes school he either wants to work in the fields or be a
police officer. Ellis shared that his classes would be easier if they were in Spanish because the way he hears the words is
the way they are spelled. He is able to express himself equally well in both Spanish and English.

Classroom Observation:
Ellis was observed during individual seat work in general education History class with Mrs. T. and during small group work
in Math class in the Learning Center with Mr. T. In both settings Ellis was verbally engaged with the lesson and
participated frequently. Ellis engaged in the following off-task activities: talking to fellow classmates, talking quietly to
himself, drawing on his paper, looking around the room, looking in his backpack, and fidgeting with items on his desk.
Although it appeared he was off-task, he was still taking in the information. For example, he was drawing in his notebook
and Mrs. T. asked a question and he raised his hand and knew the answer.

Testing Observation:
Ellis came willingly with the examiner, was friendly, talkative, and made good eye contact. Rapport was easily established.
He was cooperative and fully participated in all tasks presented. Ellis was eager to share stories with the examiner and
appeared comfortable. He was persistent on all tasks and was willing to keep trying until he arrived at the correct answer.

Johnson, Ellis

Confidential Psycho-Educational Evaluation

It is believed that the current assessment represents a reliable and valid assessment of Elliss current cognitive, academic,
and behavioral functioning.

NORMATIVE INFORMATION:
A standard score indicates the distance of an individuals raw score from the average, taking into account the variability of
scores among examinees of that age. A standard score of 100 is average for the persons age and the standard deviation
of standard scores is 15. A percentile rank indicates the percentage of individuals in the reference (age) group who
performed at or below the examinees score.

VALIDITY STATEMENT:
Testing was conducted in English using standardized procedures and were deemed appropriate due to Elliss level of English
proficiency in speaking (Early Advanced) and listening (Early Intermediate). Since Ellis identifies as Hispanic, all test results
were interpreted carefully due to their culturally-biased norms. Tests used are considered valid for their intended purposes
and were administered by competent, qualified personnel, having a knowledge and understanding of Ellis cultural and
ethnic background. Ellis appeared to hear and understand all of the test directions and to demonstrate adequate attention
and motivation throughout the assessment. Ellis performance was not adversely affected by failure or frustration. Overall,
the present testing and evaluation procedures appear to be reliable and valid for the purpose of addressing the reason for
referral. The results are seen as a fair estimate of Ellis ability and achievement at this time.

INTELLECTUAL/COGNITIVE ASSESSMENTS:
WECHSLER INTELLIGENCE SCALE FOR CHILDREN - 4TH EDITION (WISC-IV)
The Wechsler Intelligence Scale for Children-IV (WISC-IV) is a standardized measure of intellectual ability, which has a mean
of 100 and a standard deviation of 15. The mean is the average score based on the standardization sample and the standard
deviation is the average variation of scores from the mean. This test is intended for children ages 6 to 16 years 11 months.
Results are expressed in five components: the Verbal Comprehension Index (VCI), which provides information about verbal
abilities utilizing reasoning comprehension and conceptualization; the Perceptual Reasoning Index (PRI), which provides
information about perception and organization; the Working Memory Index (WMI), which provides information about the
ability to actively maintain information in conscious awareness, perform some operation or manipulation and produce
results; the Processing Speed Index (PSI), which provides information about the speed of mental and graphomotor
processing; and the Full Scale Intelligence Quotient (FSIQ), which measures general intelligence, scholastic aptitude, and
readiness to master school curriculum. The FSIQ is obtained by combining the VCI, PRI, WMI, and the PSI, and is considered
the best measure of cognitive ability on the test.
STANDARD SCORE
130 and above
120-129
110-119
90-109
80-89
70-79
69 and below

SCALE INDEX
Verbal Comprehension (VCI)
Perceptual Reasoning (PRI)
Working Memory (WMI)

DESCRIPTOR
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low

STANDARD
SCORE
95
96
80

95%
CONFIDENCE
INTERVAL
90-101
90-103
75-88

PERCENTILE

DESCRIPTOR

37
39
9

Average
Average
Low Average

Johnson, Ellis

Confidential Psycho-Educational Evaluation

Processing Speed (PSI)

Full Scale Intelligence Quotient (FSIQ)

80
86

75-90
82-91

9
18

6
Low Average
Low Average

When Ellis was first assessed in 2012, he was given a non-verbal cognitive ability measure due to his low level
English language skills at the time. As of 2014, Elliss overall English language proficiency is in the Early Intermediate level.
Since his speaking proficiency has progressed to Early Advanced and his English Language Development teacher rated him
as currently having proficient English language skills, it was determined to be appropriate to give Ellis a verbal cognitive
ability test. In addition, it is valuable to provide documentation of Elliss verbal cognitive ability for comparison over time.
Although it was determined appropriate to administer the WISC-IV to Ellis, the results should still be interpreted with
caution due to his categorization as an English Language Learner and the language-rich make-up of the test.
The WISC-IV was administered to assess Elliss intellectual functioning in the broad areas of verbal functioning,
visual reasoning, auditory memory, and visual processing speed. Ellis performed at the overall Low Average range of
intellectual functioning as assessed by the WISC-IV (Full Scale SS = 86). There is a 95% chance that Elliss overall
intellectual functioning falls within the 82-91 range.
Further information can be gathered by looking at the individual index scores. The Verbal Comprehension tasks
include verbal reasoning, concept formation, verbal expression, expressive vocabulary, and the ability to use knowledge
of behavioral conventions to respond to situations involving social problems. Ellis performed within the Average range
of verbal reasoning and concept formation (Verbal Comprehension SS = 95). This demonstrates that Ellis is able to take in
verbal information in English, formulate an answer, and respond verbally in English with the same amount of accuracy as
his same age-peers. His performance on this index is consistent with the SOLOM ratings completed by Elliss English
Language Development teacher.
The Perceptual Reasoning index provides a measure of perceptual and fluid reasoning, spatial processing, and
visual-motor integration. Ellis performed within the Average range on the perceptual reasoning skills (Perceptual
Reasoning SS = 96). Elliss visual reasoning, organization, and visual-motor skills are equally as well-developed as his
verbal reasoning, concept formation, and verbal expression
The Working Memory tasks include short term auditory memory, attention and concentration, sequencing, and
mental manipulation of auditory information. Ellis performed within the Low Average range on short term auditory
memory, ability to concentrate, and mentally manipulate verbal information (Working Memory SS = 80), which represents
an area of weakness for Ellis. This finding is consistent with information gathered from classroom observations and
interviews with teachers and provides evidence as to why Ellis is frequently distracted, has difficulty staying on-task, and
needs directions repeated frequently.
The Processing Speed tasks include speed of visual processing, visual perception, and visual-motor coordination.
Ellis demonstrates Low Average speed of visual processing and visual-motor integration skills (Processing Speed SS =
80), also indicating an area of weakness for Ellis. These findings provide evidence as to why slower-paced instruction
works well with Ellis and why he tends to take additional time to complete assignments.
In summary, Ellis demonstrates average visual reasoning and verbal comprehension and expression scores. He
struggles more with low average auditory working memory and ability to concentrate, and low average visual processing
speed. All areas of weakness noted here are areas that were noted within the medical records to be negatively impacted
by his Traumatic Brain Injury. Ellis appears to continue to struggle with learning due to the brain injury that he incurred.
When compared to past assessment in 2012, Elliss scores on the Perceptual Reasoning and Processing Speed
tasks are within the same range (Low Average- Average). Only non-verbal testing was done 3 years ago due to Elliss low
level of English language skills at the time, therefore there is no comparison scores of verbal cognitive ability.
BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTIONING (BRIEF)

The BRIEF is an integrated system designed to assess executive function behaviors in the home and school environments
and aide in the design of treatment plans. Behavior rating scales are filled-out by the teacher and the student himself to
measure different aspects of executive functioning.

T-SCORES
Average
Standard Deviation
Scale

50
10
Examples

Johnson, Ellis

Confidential Psycho-Educational Evaluation

Inhibit
Shift

Behavioral Shift
Cognitive Shift
Emotional Control
Initiate
Working Memory
Plan/Organize
Organization of
Materials
Monitor
Behavioral
Regulation
Index (BRI)
Meta-cognition
Index

Global
Executive
Composite

Controls impulses and behavior; appropriately stops and modulates own

behavior at the proper time or context
Moves freely from one situation, activity, or problem to another; makes
transitions; solves problems flexibly
Adjusts behaviorally to changes in environment or schedule
Solves problems flexibly
Modulates emotional responses appropriately to situational demands
Begin a task or activity; independently generate ideas
Holds information in mind for the purpose of completing a task or
making an appropriate response
Anticipate future events, uses instructions to guide behavior, implement
appropriate steps to complete a task
Keeps work and school materials organized; organizes environment,
such as bedroom or backpack
Aware of strengths and weaknesses, aware of own behaviors impact on
others

Ability to shift cognitive set and modulate emotions and

behavior via appropriate inhibitory control.
Ability to initiate, plan, organize, and sustain future-oriented
problem solving in working memory. Measures the ability to
cognitively self-manage tasks and reflects the ability to
monitor his performance.
Summary score that incorporates all eight clinical scales of
the BRIEF. The GEC cannot be interpreted if there is a
significant discrepancy (19 points) between the BRI and the
MI.

Inhibit
Shift
Emotional Control
Initiate
Working Memory
Plan/Organize
Organization of Materials
Monitor
All eight subscales

Since executive functioning is an area that is stated as being impacted by his Traumatic Brain Injury, Ellis and his special
education teacher, Mr. T., were asked to complete the BRIEF Self-Report form and Rating Scale, respectively. The BRIEF
compares Elliss executive functioning to other students his age.
BRIEF
Inhibit
Shift
Emotional Control
Monitor (Self-Report only)
Behavioral Regulation Index (BRI)
Initiate (Teacher form only)
Working Memory
Plan/Organize
Organization of Materials
Monitor
Task Completion (Self-Report)
Behavioral/Cognitive Shift (Self)
Metacognition Index (MI)
Global Executive Composite
(BRI + MI)

Teacher
71*
58
63
60
66*
60
69*
66*
60
67*
----66*

Self-Report
49
57
50
49
51
--58
57
49
49
69
60/53
60

67*

57

*T-scores of 65 or greater indicate significantly above average problem behaviors

As rated by his teacher, Mr. T., Ellis scored within the clinically significant range on the Behavioral Regulation
Index, due to the elevated score on the Inhibit scale (i.e. inability to resist impulses and the ability to stop ones own

Johnson, Ellis

Confidential Psycho-Educational Evaluation

behavior at the appropriate time). In addition, Ellis scored within the clinically significant range on the Metacognitive
Index (i.e. makes careless errors, cannot find things in room or school desk) and the Global Executive Composite. These
scores indicate that Elliss overall executive functioning is less efficient in comparison to similar aged peers.
When compared to testing conducted in 2012, Elliss ability to inhibit impulses has decreased according to
teacher ratings (2012 BRIEF rating Inhibit Scale = 57). This finding is consistent with information gathered from
observations and interviews with Elliss teachers. In contrast, he has shown significant improvement in the areas of
shifting from one activity to another and being more flexible with problem-solving (2012 Shift = 74) and also in the area of
beginning a task independently (2012 Initiate Scale = 75). This finding is consistent with information gathered from test
observations and teacher interviews. During testing Ellis was persistent when solving problems and transitioned between
tasks easily. Although Mr. Ts ratings show improvement in these areas when compared to past assessment, his score is
still borderline and this would explain why at times he has difficulty getting started on tasks.
The BRIEF self-report form measures a students perceptions of his own executive functioning. Although Ellis was
one month younger than the lower age limit of the instrument, he was given the self-report form to provide comparison
information. Ellis rated himself within the average range in all areas with the exception of Task-Completion, which was
rated within the clinically significant (i.e. the ability to finish or complete tasks appropriately and/or in a timely manner,
difficulties with the production of work). Although not commonly considered an executive function, Task-Completion
represents the outcome of other executive difficulties including working memory, planning, organization, and inhibitory
control. According to Mr. T., these areas of executive functioning are difficulties for Ellis and appear to interfere with his
learning. The findings from the BRIEF rating scale are consistent with the parent and teacher interviews as well as
classroom/testing observations, therefore, the data from this rating scale is considered valid.

ACADEMIC ACHIEVEMENT ASSESSMENTS:

WECHSLER INDIVIDUAL ACHIEVEMENT TEST - 2ND EDITION (WIAT-II)
The Wechsler Individual Achievement Test - 2nd Edition (WIAT-II) is a comprehensive, individually administered test for
assessing academic achievement for students ages 4-22. The WIAT-II contains 9 subtests measuring four curricular areas
including reading, mathematics, written language, and oral language. The scores are reported individually as well as in
composites of clustered subtests. Composite scores are a broader, more global indication of academic achievement.
Composite scores reflect many facets of an individuals achievement, within which there may be much variation. Thus,
composite scores should be interpreted with caution because of the diverse nature of scores represented.
Ellis was administered the WIAT-II in order to measure his academic achievement. Since Ellis receives all of his instruction
in English, it is appropriate to test his achievement in English.
STANDARD SCORE
>130
120-129
110-119
90-109
80-89
70-79
< 69

COMPOSITE
Reading
Composite
Written Language
Composite
Mathematics
Composite

DESCRIPTION OF COMPOSITE
Combination of Word Reading, Comprehension,
and Pseudoword Decoding: a global indicator of
decoding, phonemic awareness, and
comprehension.
Combination of Spelling and Written Expression: a
global indicator of writing and spelling skills.
Combination of Numerical Operations and Math
Reasoning: a global indicator of computational
skills and reasoning/application.

DESCRIPTOR
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low
STANDARD
SCORE

CONFIDENCE
INTERVAL

PERCENTILE

DESCRIPTOR

63

59-67

Low

71

64-78

Below
Average

81

74-88

10

Below
Average

Johnson, Ellis

Confidential Psycho-Educational Evaluation

Reading: Ellis reading skills (i.e. reading comprehension, pseudo-word decoding, and word reading) were assessed and his
performance in all areas was in the low range (Reading Composite SS=63; %tile= 1). The reading component of the WIATII includes tests that measure Elliss ability to identify beginning and ending sounds of words, blend sounds into words,
and matching sounds with letters and letter blending. Reading comprehension was assessed based on the types of
reading comprehension skills taught in the classroom or those used in everyday life. Ellis was asked to read different
types of passages and answer questions involving comprehension of content, such as identifying main idea and specific
details, making inferences, and defining vocabulary by using context clues. Pseudo word decoding was used to assess
Elliss ability to apply phonetic decoding skills. The nonsense words are designed to be representative of the phonetic
structure of words in the English language. These findings were not surprising due to previously gathered information.
Reading is an area of weakness for Ellis and he knows it. His CELDT reading proficiency is at the beginning level.
Mathematics: Math calculation and problem solving were found to be in the below average range (Mathematics
Composite SS=81; %tile= 10). Ellis was asked to identify and write numbers, count using one to one correspondence, and
solve written calculation problems and simple equations involving basic operations of addition, subtraction,
multiplication, and division. He was also asked to count, identify geometric shapes, and solve single and multi-step word
problems, including items related to time, money, and measurement. The test required solving problems using whole
numbers, fractions or decimals, interpretation of graphs, identifying mathematical patterns, and solving problems related
to statistics and probability. This finding is consistent with Elliss low average score on the Working Memory Index on the
WISC-IV. Poor working memory skills can significantly impact mathematical abilities. In addition, his difficulty with
executive functioning is likely to impact all academic areas. Although his score is considered Below Average as compared
to his same-age peers, math appears to be a relative strength for Ellis.
Written Language: The written language portion of this assessment evaluated Elliss ability to combine multiple sentences
into one meaningful sentence, as well as generate a sentence from visual or verbal cues. Ellis wrote a paragraph and an
essay and was evaluated on his mechanics, organization, and vocabulary. Written language skills were estimated in the
below average range (Written Language Composite SS= 71; %tile= 3). This finding is consistent with previously identified
areas of concern for Ellis. His CELDT written language proficiency is at the beginning level.

MEMORY AND LEARNING ASSESSMENTS:

CHILDRENS AUDITORY VERBAL LEARNING TEST- 2ND EDITION (CAVLT-2)
The CAVLT-2 is a test that measures auditory memory and level of learning of auditory information. It requires a student
to repeat a long list of words that is presented verbally over repeated trials. Memory is an important area to assess when
documenting brain functioning over time for children with Traumatic Brain Injury. In past assessment, overall memory was
an area of weakness for Ellis, therefore, it was important to get current test results.
STANDARD SCORE
131 and above
121-130
111-120
90-110
80-89
70-79
69 and below

INDEX
Immediate Memory Span
Level of Learning
Interference Trial
Immediate Recall
Delayed Recall

DESCRIPTOR
Very Superior
Superior
Above Average
Average
Below Average
Borderline
Extremely Low

INDEX SCORE
121
89
121
100
82

PERCENTILE
93
23
92
50
12

DESCRIPTOR
Superior
Low Average
Superior
Average
Low Average

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Ellis demonstrates low average ability to remember and learn auditory information that is presented over
repeated trials. His short term memory (Immediate Memory Span = 121) is Above Average and he also demonstrates
Above Average ability to distinguish between new information and already-learned information (Interference Trial = 121).
When Ellis is not given time to process new learning or the new learning is interrupted, his memory for the information is
stable, indicating that he will not easily forget what he learned (Immediate Recall = 100). When the information is
repeated several times, Ellis demonstrates Low Average ability to remember and learn the information (Level of Learning
= 89), and Low Average ability to remember the information over time (Delayed Recall = 82).
Ellis demonstrates significant improvement in the following areas of auditory memory when compared to past
testing: short term memory (2012 Immediate Memory Span = 82), overall ability to remember and learn auditory
information (2012 Level of Learning = <60), and ability to distinguish between new and already learned information (2012
Interference Trial = 83). In the area of delayed recall, Ellis continues to perform within the same range as past testing
(2012 Delayed Recall =76). Though Ellis exhibits improved memory function over the past 3 years, he continues to
struggle with recalling information after a delay, which negatively impacts academic performance.

ASSESSMENT SUMMARY:
Ellis is a 10 year 11 month old 6th grader who is being assessed as a part of his triennial review of his IEP. He was
initially eligible for services as a student with Traumatic Brain Injury in 2012. For the current assessment, Ellis performed
within the Low Average overall ability according to WISC-IV results. He demonstrates average ability to understand
language and express himself and to reason visually. Ellis is considered an English Language Learner, though his teachers
ratings on the SOLOM indicate that he demonstrates proficient English skills overall. He demonstrates low average
auditory working memory and speed of visual processing. Ellis demonstrates low average to average verbal learning
ability, short term auditory memory, and ability to distinguish new information from already-learned information, which
indicates improvement since past testing. Though Ellis exhibits improved memory function over the past 3 years, he
continues to struggle with recalling information after a delay. Ellis continues to struggle with areas of executive function,
which makes overall executive function skills less efficient than his peers. Ellis's reading skills are within the significantly
below average range, math skills are low average, and writing skills are below average.
According to California Code of Regulations 3030-12, Ellis continues to meet criteria as a student with Traumatic
Brain Injury. The IEP team should consider all of the above information in determining the most appropriate placement
for Ellis in the least restrictive environment. Appropriate accommodations and modifications should be implemented to
help Ellis function within the general education classroom.
Appropriate supplemental aids, services and other supports have been considered and provided through the IEP to Ellis to
enable education with non-disabled students to the maximum extent appropriate.

ELIGIBILITY CRITERIA:
TRAUMATIC BRAIN INJURY
Ellis has a short attention span, distractibility, poor task initiation, and poor memory skills due to a traumatic brain injury
suffered as the result of a car accident.
A pupil has an acquired injury to the brain caused by an external physical force, resulting in total or partial functional
disability or psychosocial impairment, or both, that adversely affects a childs educational performance. Traumatic brain
injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual and motor abilities;
psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to
brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.

RECOMMENDATIONS:
1) Due to the executive function weaknesses caused by his traumatic brain injury, Ellis should continue to
receive Special Education services as a student with TBI.
2) Due to his distractibility and weakness with delayed auditory memory, Ellis should be provided with visual
cues when concepts or instructions are explained in a whole-class setting. He may also benefit from one-onone instruction whenever possible.

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3) Due to Elliss short attention span and difficulty staying on-task, long, multi-step assignments should be
broken down into shorter tasks that can be completed sequentially. He would benefit from positive
reinforcement between tasks and consequences for off-task behavior.
4) Due to Elliss attentional problems, he may benefit from a classroom environment that provides brief,
behaviorally-specific instructions, short assignments, and frequent opportunities for success. The learning
environment should be well-structured with a minimal number of distractions.
5) Due to Elliss failed hearing screener, the IEP team should be updated with the new results upon completion
of testing at the end of September 2015.
6) Due to Elliss weaknesses in executive functioning, working memory, and processing speed, whenever
possible Ellis should be provided with a printed copy of class notes.
7) Due to teacher concerns about Elliss minimal friendships, Ellis may benefit from a social skills groups with
other students his age.

___________________________________
Ariel Ellis, School Psychologist Intern