<p> Translated from Norwegian</p><p>Educational report - school This report is exempt from public access. Cf. Section 13 of the Freedom of Information Act and Section 13 of the Public Administration Act.</p><p> The educational report is a mandatory appendix to all new referrals of individual cases from schools to the educational and psychological counselling service (PPT). The child's guardians must always receive a copy.  The form is used whenever a school requests for the PPT to carry out an expert assessment of a child's right to special needs education under Section 5-1 of the Education Act.  When the guardians of a school-age child make the initial request, the PPT may ask the school to prepare an educational report.</p><p>The report concerns Name: Date of birth: School: Grade: Main teacher: How long have you known the pupil? Special Education Coordinator Has the pupil formerly been in contact with the PPT? If yes, specify background for this contact.</p><p>General information The pupil's family situation and relationship with family members (Specify circumstances particularly relevant for the pupil's well- being and development. Living arrangements, siblings, half-siblings, step-siblings.) The pupil's school records (Has the pupil attended other schools? Teacher changes. Happy/unhappy in school. Causes. Faith in one's own abilities. Self- image. Absence.) The pupil's interests/hobbies Gross/fine motor skills Medical diagnoses, if any Describe collaboration between the home and school. Any problems?</p><p>Learning environment Learning environment (E.g. structure, classroom management, relationships, adapted education, varied teaching methods, clear learning objectives, Pupil's relationship with peers (Specify circumstances particularly relevant for the pupil's well- being and development. Bullying.) Pupil's relationship with teachers (Specify circumstances particularly relevant for the pupil's well- being and learning.) External factors/framework (e.g. group size, boy/girl ratio, teacher density, assistants.)</p><p>For multilingual pupils Cf. Section 2-8 of the Education Act. Native language </p><p>Updated 02/06/2014 Version 1.5 Translated from Norwegian</p><p>Lived how many years in Norway? Has the pupil attended kindergarten? Information regarding education in native country, if any. How is the pupil's proficiency in his/her native language? (E.g. vocabulary, conceptual understanding, oral, written.) Mapping as basis for administrative decision? Is the pupil receiving adapted instruction in Norwegian? Is the pupil on the standard curriculum in basic Norwegian? (Scope, organization, how is the pupil doing?) Is the pupil receiving bilingual instruction in any subjects? Which subjects? (Scope, organization, how is the pupil doing?) Is the pupil receiving instruction in his/her native language? (Scope, organization, how is the pupil doing?)</p><p>Basic skills Strengths and weaknesses Reading For younger pupils: Sounds/letters/alphabet, listening for sounds, contracting sounds. For older pupils: Reading speed, reading comprehension. How is the pupil at retelling what he/she just read? Chronology? Is the pupil able to understand and generate running text? Writing (e.g. letter formation, formulation skills, written expression, orthography, sentence structure, punctuation, etc.) Oral presentation (e.g. pronunciation, vocabulary, context, etc. How is the pupil expressing himself/herself when he/she is presenting something in a small or large group? Mathematics (e.g. using mathematical concepts, methods, describing, explaining, problem-solving.) Using digital tools Assessment of the pupil's need for adaptation </p><p>Core subjects (mathematics, Norwegian, English) Strengths and weaknesses Numeracy Understanding of basic mathematical concepts Knowledge of the four operations Understanding word problems - including understanding which operation to use Language subjects Proficiency in oral and written communication, language, literature, culture, civilization, and language learning. Assessment of the pupil's need for adaptation </p><p>Knowledge subjects - social science, science and the environment, religious and ethical education (RLE) Strengths and problems How is the pupil's interest in the subjects? (Understanding of material, ability to acquire knowledge, general orientation, level of knowledge.) Assessment of the pupil's need for adaptation Updated 02/06/2014 Version 1.5 Translated from Norwegian</p><p>Practical-aesthetic subjects (food and health, arts and crafts, physical education) Strengths and problems How is the pupil's interest in the subjects, skills, need for physical adaptation? Assessment of the pupil's need for adaptation</p><p>Methods and approaches Strengths and weaknesses Describe the pupil's approach to work, strategies and capacity on the basis of: e.g. concentration, attention, distractability, perseverance, planning ability, tempo, ability to see through what he/she started, motivation, order How is homework adapted to help the pupil succeed with homework? From school/home Assessment of the pupil's need for adaptation </p><p>Social and emotional factors Strengths and problems Self-assertion (Extroversion, confidence, initiating contact with others, voice one's opinion, reading social situations, correctability) Impulse control (Waiting one's turn, taking instructions, controlling anger, perseverance) Working together (Helping others, sharing, caring, relationships with adults/peers) Well-being. (How is the pupil liking school?) Assessment of the pupil's need for adaptation The pupil's own view on his/her education </p><p>The pupil's learning outcomes from the ordinary educational provision Cf. pages 30-37 of the Guide. In which subjects/areas is the pupil able to meet the competence objectives for his/her grade? In which subjects/areas does the pupil need to deviate from the competence objectives for his/her grade? Have competence objectives been established for each Yes No grade? Does the school have qualified staff in-house (to meet pupil's particular needs for adaptation and/or problem area)? Does the pupil have other strengths, in addition to the ones already mentioned?</p><p>Measures implemented by the school Prior to referral: Attachments from administrative procedure, stages 1-3 If the pupil is already receiving special needs education: How is this currently organized? Subjects, hours, organization, group size. What are the outcomes for the pupil from current measures? Evaluation of individual subject curriculum (IOP) (attach a copy of the current IOP and the evaluation)</p><p>Attached copy of mapping work (check and date) Mapping tool Date Score sheet Assessment of results Attached Updated 02/06/2014 Version 1.5 Translated from Norwegian</p><p>Attach copy of mapping work Carlsten Arbeidsprøven (Statped's mapping tests for reading and writing proficiency) ITPA Språk 6-16. (Statped's language screening test) Word chains test M-test (a mathematics screening test) National tests: Norwegian, mathematics, English STAS (standardized test for decoding and spelling) Other mapping work </p><p>This report has been prepared by: Main teacher/subject teacher Date Principal Date Copy to guardians Date </p><p>Updated 02/06/2014 Version 1.5</p>