Brown, Bobby Page 1 of 12 PSYCHOLOGICAL SERVICES ABC
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Brown, Bobby PSYCHOLOGICAL SERVICES ABC PUBLIC SCHOOLS Privileged and Confidential Report Culturally and Linguistically Appropriate Psychoeducational Evaluation Name of student: Bobby Brown Date of birth: 10/12/2007 Chronological age: 10-1 Grade: 4th School: ABC Elementary Referral Type: Initial Parent(s): Ms. Brown Program: General Education Address: Lily Lane Related Services: n/a ABC, NY 1111 ELL: Yes Home Language: Spanish NYSESLAT (2017): Expanding Dates of evaluation: 11/21, & 11/22/2017 Examiner: Jadwiga Cutrone, NCSP Languages used during assessment: English & Spanish REASON FOR REFERRAL Bobby is a 10-year, 1-month old youngster attending fourth grade at ABC Elementary School in ABC, NY. Bobby was referred to the Committee on Special Education (CSE) for an initial evaluation by the school team due to academic concerns. The purpose of this evaluation is to measure Bobby’s language proficiency in English and Spanish, cognitive abilities, academic skills, and social-emotional functioning. Results will be used to determine Bobby’s current level of functioning/educational needs and eligibility for special education services. EVALUATION PROCEDURES AND TESTS ADMINISTERED Informal language samples in English and Spanish English Non-word Repetition Task Spanish Non-word Repetition Task Understanding Spoken Paragraphs-English Understanding Spoken Paragraphs-Spanish Informal reading assessment in Spanish Kaufman Assessment Battery for Children- Second Edition (KABC-II)-Nonverbal Scale Woodcock-Johnson IV Tests of Achievement (WJ-IV ACH) Form A (selected subtests) Behavior Assessment System for Children – Third Edition (BASC 3) - Teacher Rating Scale Student interview Parent Interview Input from the classroom teacher Review of Records Behavioral Observations RELEVANT BACKGROUND INFORMATION Birth/developmental history and present health status: Ms. Brown, Bobby’s mother, was interviewed to obtain background information and a developmental history. Accordingly, Bobby was born at X Hospital (New York) via C-section after a full-term, uncomplicated pregnancy. At birth, Bobby weighted seven pounds. Ms. Brown reported Page 1 of 12 Brown, Bobby that Bobby experienced complications with his kidneys, was in a coma, and received blood transfusions. He remained in the hospital for one month. Bobby did not present with physical or medical complications upon being discharged. In terms of developmental milestones, Ms. Brown noted that Bobby crawled at six months, walked at nine months, and was toilet trained at four years- old. In terms of language, Bobby spoke in words at the age of one, and in sentences at the age of two. Overall, Bobby reportedly did not present with developmental delays. At the present time, Bobby is in good general health, does not present with allergies, asthma or major medical conditions. Bobby does not currently take medication. There were no reports of hospitalization or surgery. Ms. Brown stated that Bobby has always been very “hyperactive.” Immigration experience and present housing accommodations: Bobby was born in New York. Ms. Brown immigrated to the United States from Honduras fourteen years ago. Bobby resides with his mother, Ms. Brown (age 37), older brother Henry (age 17), and grandfather. Bobby visits his biological father, B. Brown, on the weekends. Bobby reportedly does not get along well with his brother. Ms. Brown also reported that Bobby’s responsibilities at home include doing his homework and helping with cleaning tasks. In his free time, Bobby enjoys playing videogames and spending time with friends. Bobby is described as affectionate and loving. He has a good relationship with his mother. He does not reportedly present with any significant behavioral concerns at home. School experience: Bobby received all formal schooling in English in the United States. He attended school in Disney Land school district (NY) and then transferred to ABC district in third grade. School records reveal that Bobby was retained in first grade in Disney Land district. Bobby has been receiving instruction in English with the support of ENL services. Language use: According to the information provided by Ms. Brown, Spanish is Bobby’s first language as it was the language he was initially exposed to from birth. Spanish and English are both spoken at home at this time. Specifically, Ms. Brown communicates with Bobby in Spanish and she is unable to speak in English. Bobby communicates in English with his brother and grandfather. When Bobby visits his father on the weekends, he communicates with him in both English and Spanish. According to self-report of language use, in school, Bobby communicates in both English and Spanish with his friends. When asked about language preference, Bobby indicated that he feels comfortable speaking in English and that he usually thinks in English. He also noted that he does not know how to read or write in Spanish. Ms. Brown also indicated that Bobby was never taught to read or write in Spanish. When Bobby watches television at home, he watches programs in English. Furthermore, according to results from the NYSESLAT administered in the Spring of 2017, Bobby performed at the Expanding level, indicating that he has not attained English language proficiency and continues to be eligible for ENL supports. Parent concerns: Ms. Brown reported that she does not have any concerns regarding Bobby’s academic skills. He presented with behavior problems in third grade but is doing better this school year. Page 2 of 12 Brown, Bobby BEHAVIORAL OBSERVATIONS The evaluation was completed at Bobby’s school during one test session. The examiner met Bobby in the main office. Bobby was sent from his classroom to the main office and although he responded to the examiner’s greeting, he appeared guarded. After the examiner explained the evaluation process, Bobby noted that he thought he was being sent to the office because he was in trouble. After reassurance, Bobby accompanied the examiner to the testing room. The testing conditions were optimal, with adequate lighting and no visual or auditory distractions. Bobby is average in height and weight. He was dressed in casual attire and demonstrated appropriate hygiene and grooming. Bobby is right hand dominant. He does not wear glasses. At the onset of the test session, Bobby expressed frustration about missing his gym glass. Despite encouragement, Bobby appeared angry, ripped his bracelet, lowered his head and avoided eye contact. He did not answer questions and became increasingly uncooperative. The examiner suggested to take a walk to his classroom and inquire about a make-up gym period. Bobby followed along. After further encouragement from his teacher and the examiner, as well as an offer of possibly making up gym, Bobby agreed to participate in the evaluation. Once in the testing room, Bobby sat down and began to answer interpersonal questions. Rapport was slow to establish as Bobby appeared reserved and presented with a flat affect. Nonetheless, with time, Bobby was able to actively participate in test activities, and followed directives. Although he participated in dialogue and attempted tasks, Bobby maintained a guarded but respectful demeanor. Moreover, Bobby was distracted infrequently and returned to tasks readily without assistance. He exhibited a typical level of activity, but was somewhat impulsive at times. After being initially frustrated about missing gym, Bobby showed an overall good tolerance for frustration. He attempted all tasks and was persistent on challenging items. Bobby was motivated with minimal support and although he was generally accepting of praise, he was indifferent at times. In terms of interpersonal communication and language skills, Bobby’s speech was clear and coherent, without articulation or pronunciation concerns. He was able to understand and answer basic questions in English. Bobby was able to understand basic questions in Spanish but responded spontaneously in English, unless prompted to speak in Spanish. Please refer to the “Language skills in English and Spanish” section below regarding detailed information about observations pertaining to Bobby’s language skills. Overall, as Bobby attempted all tasks, the present results are considered to be a valid and reliable measure of his current functioning. PAST TEST RESULTS Language Proficiency Assessment (6/08/2017) Bobby’s language proficiency was assessed on 6/8/2017 using the Woodcock-Munoz Language Survey-Revised (WMLS-R) Form A-English, as well as the Spanish form. The WMLS-R, English and Spanish forms, are individually administered clinical instruments that provide a broad sampling of proficiency in oral language, language comprehension, reading and writing. The following results were reported: English Spanish CLUSTER/Test Descriptive Category Descriptive Category Broad Ability Low Average Extremely Low Page 3 of 12 Brown, Bobby Oral Language Low Average Extremely Low Listening Low Extremely Low Writing Low Extremely Low Results reveal that Bobby demonstrated Limited Broad English Ability (CALP Level 2) and Negligible Broad Spanish Ability (CALP Level 1). Bobby demonstrated limited to fluent English oral language ability and very limited Spanish oral language ability. The Listening cluster measures listening ability (primarily receptive language skills), comprehension, and linguistic competency. Bobby demonstrated limited listening ability in English and Spanish. According to the results, although below average for his age, Bobby’s language skills are higher in English than