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Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 1 of 8

DYSLEXIA EVALUATION REPORT FOR ENGLISH-SPEAKING STUDENTS (NON-ELLS)

Student: Daisy_____________________________ ID#: 0000001__ DOB: 05/20/07 Gr: 2nd

Campus: Anywhere ISD______________ Date of Assessment: 11/03/14______________

REASON FOR REFERRAL: Page 1 of this form must be completed by the referring campus before sending referral to dyslexia evaluator. Provide or attach educational background data including but not limited to previous screenings, universal screeners, curriculum-based/progress monitoring, information from classroom teacher(s), parent information, and student information. The remainder of the profile is to be completed by the dyslexia evaluator.

SPECIFIC REASON FOR REFERRAL: Daisy has a history of academic and behavioral difficulties. Daisy currently has failing grades in reading/language arts with marginal grades noted in all other subjects. Daisy’s history of behavioral difficulties at school includes classroom disruptions, failure to follow adult directives, and aggression towards peers. Her current classroom teacher indicates that Daisy struggles with rhyming skills and sight word identification. Her Guided Reading level is A.

PREVIOUS SCREENING INFORMATION (Include TPRI, Istation, STAR Early Literacy scores, benchmarks, state assessment results if available, etc.): A STAR literacy diagnostic report for the current school year (Fall- BOY) indicates that Daisy has not yet mastered the following skills: alphabetic principle, print awareness and rhyming. Daisy can identify letters and most sounds consistently. She has some difficulty identifying short vowel sounds and frequently confuses /b/ and /d/. Daisy has received 12 weeks of computer-based and direct teach reading intervention. 8 weeks in the spring semester of 1st grade and 4 weeks for the current school year. Daisy’s reading intervention consists of 30 minute lessons on the LEXIA system, 3 times per week (12 weeks total). LEXIA reports indicate minimal progress. 4 weeks ago, Daisy was added to a pull-out reading group which focuses on writing and comprehension skills. She participates in this group for 20 minutes daily, 5 days per week. PARENT INFORMATION:

Daisy’s mother is aware of her problems in school and has noted that she also had learning problems growing up. Daisy’s mother indicate that she is aware of her behavior difficulties at school and notes that Daisy “doesn’t like school, especially reading”. Daisy’s older sister is served in special education for a specific learning disability in the areas of reading and writing.

TEACHER INFORMATION (Include observational data, writing samples, checklists, etc.): Daisy’s reading group teacher indicates that she exhibits serious syntax, punctuation and spelling errors. Her writing is often illegible. The teacher also notes that Daisy can retell a story orally that has been read to her. But, if asked to read a story independently, she is unable to recall specific details or basic story elements.

Summary of data points 4, 6, 9

Summary of data points 7-10

Summary of data points 15-16

Data point 11 From data points 3 and 17

Commented [MR1]: Bubbles below will aid Presenter to facilitate the tie-in between comments in evaluation with comments in data story.

Formatted: No underline

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 2 of 8

THE FOLLOWING FACTORS WERE CONSIDERED AND EXCLUDED AS PRIMARY CONTRIBUTORS TO STUDENT’S WORD READING AND SPELLING DIFFICULTIES (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pgs. 17, 22, and 69):  VISION – Daisy’s vision is within normal limits, unaided based on a school vision screening obtained

September 2014.  HEARING – Explain: Daisy’s hearing is also within normal limits, unaided based on a school hearing

screening from September 2014.  HEALTH-RELATED CONCERNS (e.g., brain injury, disease, or surgery that interferes with learning) –

Explain: No significant physical or medical concerns are noted. Birth history is unremarkable and developmental milestones appear to have been met within expected timeframes.

 ATTENDANCE (e.g., frequent change of schools or districts, irregular attendance, and/or frequent tardies, etc.) – Explain: Daisy had a total of 13 absences in KG, 10 absences in 1st grade and currently has 5 absences in 2nd grade.

 EXPERIENTIAL BACKGROUND – Explain: Daisy has attended school since Kindergarten in Anywhere ISD.

EVALUATION SUMMARY AND PROFILE – TO BE COMPLETED BY DYSLEXIA EVALUATOR

ACADEMIC SKILLS – AREAS FOR ASSESSMENT:

The committee (§504 or ARD) must first determine whether a student’s difficulties in the areas of word reading and spelling reflect a pattern of evidence for the primary characteristics of dyslexia with unexpectedly low performance for the student’s age and educational level in some or all of the following areas (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pg. 22):

PRIMARY CHARACTERISTICS OF

DYSLEXIA ASSESSMENT INSTRUMENT COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS WORD READING – [Reading words in isolation]

WJ-III  Composite X Subtest 80

DECODING UNFAMILIAR WORDS ACCURATELY WJ-III  Composite

X Subtest 88

SPELLING – [An isolated difficulty in spelling would NOT be sufficient to identify dyslexia.]

WJ-III/Informal  Composite X Subtest 65

LETTER KNOWLEDGE AND LETTER-SOUND CORRESPONDENCE: Informal and/or observational data. • Can the student name the letters of the alphabet without singing the “alphabet song”? • How quickly can the student accurately name random letters of the alphabet? • How accurately can the student identify the corresponding sound of the letter?

Daisy was able to name the letters in random order, but does not know some sounds (phonemes) for some of the letters (g/j/w/e)

Reference data point 8 and standardized test results (WJ-III)

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 3 of 8

READING FLUENCY – [Rate, Accuracy, and

Prosody must be reported separately]

ASSESSMENT INSTRUMENT

WCPM [Rate]

% CORRECT

[Accuracy]

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS

ACCURACY – [Reading words in text with no errors]

WJ-III/ Informal 5-10 50% <70*

RATE – [Words correct per minute]

WJ-III/Informal 5-10 <70*

OBSERVED PROSODY: [Pitch, tone, volume, emphasis, & rhythm]

Observation

OTHER FLUENCY INDICATORS [specify]:

OBSERVATION

TEXT FLUENCY

COULD NOT BE

FORMALLY MEASURED

Fluency scores can be obtained through curriculum-based measures.

QUALITATIVE DATA – Information from classroom to include curriculum-based monitoring data (e.g., TPRI, Istation, etc.); reading and spelling inventories; and independent writing samples. *The Reading Fluency subtest from the WJ-III was attempted, but was discontinued after administration of practice items. Anecdotal information from teachers is that Daisy’s oral reading fluency is approximately 5-10 wcpm with poor accuracy. STAR Diagnostic reports indicate that Daisy is still working on phonological awareness and alphabetic principle skills.

*If using subtest scores rather than a composite score, what additional data exists to validate subtest scores? STAR, informal observation, monitoring data from reading teacher (Guided reading level, running records)

Reference data points 8-10 and formal test results

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 4 of 8

Based on professional judgment in reviewing student’s qualitative and quantitative data, the evaluator has included assessment data in the following areas: reading comprehension, mathematics, and written expression. Measures used may be formal or informal. (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pgs. 20 – 22.)

SECONDARY CONSEQUENCES

ASSESSMENT INSTRUMENT [If formal, what assessment

instrument was utilized?]

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS READING COMPREHENSION x Formal  Informal

WJ-III  Composite X Subtest 82

MATHEMATICS X Formal  Informal

WJ-III  Composite X Subtest 89

WRITTEN EXPRESSION [Formal + Informal writing samples]

WJ-III  Composite X Subtest 71

QUALITATIVE DATA – If providing informal data only, information from classroom should include informal inventories, progress-monitoring data, and/or independent work samples. Daisy’s reading group teacher indicates that she exhibits serious syntax, punctuation and spelling errors. Her writing is often illegible. Her writing samples from the WJ-III also indicated poor sentence structure awareness, poor letter formation and serious spelling deficits. Daisy was able to complete simple sentences by providing one or two words, but struggled when asked to generate sentences independently. Daisy’s reading comprehension skills were also below average. She was able to provide a missing word to short written prompt but appeared to rely heavily on picture cues. Daisy was able to complete simple addition and subtraction problems. She did show evidence of difficulty in lining up number columns correctly with regrouping or multi-digit problems.

*If using subtest scores rather than a composite score, what additional data validates subtest scores? Her teacher also notes that Daisy can retell a story orally that has been read to her. But, if asked to read a story independently, she is unable to recall specific details or basic story elements.

Reference formal test results (WJ-III) and data points 11-14

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 5 of 8

COGNITIVE PROCESSES UNDERLYING ACADEMIC WEAKNESSES – AREAS FOR ASSESSMENT: Difficulties in phonological and phonemic awareness are typically seen in students with dyslexia. (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pg. 20.)

DIFFICULTIES: UNDERLYING CAUSE ASSESSMENT INSTRUMENT

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS PHONOLOGICAL AWARENESS CTOPP-2  Composite

 Subtest 81

RAPID NAMING CTOPP-2  Composite  Subtest 72

If phonological awareness is within the average range, consider the following: • If a composite score is reported, look at the individual subtests that may reflect specific skill deficits

reported in the composite score. • Has the student received intervention that may have normalized the score? If so, it is important to note

that because previous effective instruction in phonological/phonemic awareness may remediate phonological skills in isolation, average phonological awareness scores alone do not rule out dyslexia. Ongoing phonological processing deficits can be exhibited in word reading and/or spelling. (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pg. 22.)

Based on professional judgment in reviewing the student’s qualitative and quantitative data, the evaluator has included the following assessments: phonological memory, orthographic processing, verbal working memory, and/or processing speed. (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pgs. 20 – 21.)

SECONDARY CONSEQUENCES

ASSESSMENT INSTRUMENT [If formal, what assessment

instrument was utilized?]

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS PHONOLOGICAL MEMORY  Formal  Informal

CTOPP-2  Composite  Subtest 78

ORTHOGRAPHIC PROCESSING  Formal  Informal

Informal (spelling/sight words)

 Composite  Subtest poor

VERBAL WORKING MEMORY  Formal  Informal

 Composite  Subtest

PROCESSING SPEED  Formal  Informal

 Composite  Subtest

Reference formal testing (CTOPP)

Reference formal test results (CTOPP/WJ-III) and data points 9-12

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 6 of 8

QUALITATIVE DATA – Information from early reading screeners (e.g., TPRI, DIBELS, etc.), reading and spelling inventories, information from the teacher(s) and parent(s). Diagnostic screeners (LEXIA, STAR) support a history of struggling with basic phonological awareness skills. Teachers report difficulties with rhyming skills and consistently identifying vowel sounds. Teacher data also supports weaknesses in orthographic processing as evidenced by sight word recognition and spelling difficulties. *If using subtest scores rather than a composite score, what additional data validates subtest scores? Teacher reports, LEXIA, STAR UNEXPECTEDNESS – AREAS FOR ASSESSMENT: Based on the above information and The Dyslexia Handbook guidelines, should the committee (§504 or ARD) determine that the student exhibits weaknesses in word reading and spelling, the committee must then examine the student’s data to determine whether these difficulties are unexpected in relation to the student’s other abilities, sociocultural factors, language difference, irregular attendance, or lack of appropriate and effective instruction. “The student may exhibit strengths in areas such as reading comprehension, listening comprehension, math reasoning or verbal ability yet still have difficulty with reading and spelling. Therefore, it is not one single indicator but a preponderance of data (both informal and formal) that provide the committee with evidence for whether these difficulties are unexpected.” (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pg. 22.)

A. In the absence of print, is the student’s listening comprehension (ability to comprehend what she or she is listening to) age and grade appropriate? X Yes  No

AREA EVALUATED ASSESSMENT INSTRUMENT

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAGE

SS LISTENING (ORAL) COMPREHENSION

WJ-III X Composite Subtest

91

LACK OF FOCUS AND/OR ATTENTION: Additional factors impacting listening comprehension may include background knowledge, vocabulary, syntax, semantics, and pragmatics. Teacher and parent observation may provide informal data to support these possible factors affecting score for listening comprehension.

Data points 9-12

Reference formal test results (WJ-III)

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 7 of 8

QUALITATIVE DATA – Information from informal inventories, teacher(s), parent(s), and student. Daisy’s teachers indicate that she is sociable and talkative and appears to have well developed oral language skills. The teacher also notes that Daisy can retell a story orally that has been read to her.

*If using subtest scores rather than a composite score, what additional data validates subtest scores? Teacher ratings, observations

B. Is the student’s reading comprehension age and grade appropriate?  Yes X No C. Is the student’s math reasoning age and grade appropriate? X Yes  No

AREA EVALUATED ASSESSMENT INSTRUMENT

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAG

E SS

READING COMPREHENSION WJ-III  Composite X Subtest

82

MATH REASONING/CALCULATION WJ-III/Informal  Composite

X Subtest 89 Average

(calculation)

D. Is the student’s verbal expression age and grade appropriate? X Yes  No

AREA EVALUATED ASSESSMENT INSTRUMENT

COMPOSITE OR

SUBTEST*

STANDARD ERROR OF MEASURE1

BELOW AVERAGE

SS

AVERAGE SS

ABOVE AVERAG

E SS

ORAL EXPRESSION WJ-III X Composite  Subtest

94

VOCABULARY KNOWLEDGE WJ-III  Composite X Subtest

87

QUALITATIVE DATA – Information from informal inventories, teacher(s), parent(s), and student. Teacher notes that Daisy loves to talk and is a “great storyteller.” Her reading teacher also notes that Daisy can retell a story orally that has been read to her. But, if asked to read a story independently, she is unable to recall specific details or basic story elements. Daisy’s teacher notes that she can perform basic math calculations but struggles with story problems.

*If using subtest scores rather than a composite score, what additional data validates subtest scores? Teacher ratings, observations

Reference formal test results (WJ-III) and data points 4, 6, 11, 13, and 14

Report Writing and Case Studies – Handout 6c

© Texas Education Agency, 2015 Page 8 of 8

ASSOCIATED ACADEMIC DIFFICULTIES AND OTHER (CO-OCCURRING) CONDITIONS should be included in the summary and conclusions narrative following this section. (The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders, pg. 11.)

 ATTENTION Describe: Attentional difficulties were noted during the testing sessions and are indicated by her teachers.

 HANDWRITING Describe: Daisy struggles with letter formation and spacing. Her writing is often illegible.

 FAMILY HISTORY OF READING DIFFICULTIES

Describe: Daisy’s mother and sister both report learning problems.

 BEHAVIOR ISSUES

Describe: Daisy has a history of behavioral difficulties including: classroom disruptions, failure to follow adult directives and aggression towards peers. Much of Daisy’s behavior appears to be motivated by avoidance of difficult or non-preferred tasks.

 MOTIVATION Describe: Daisy exhibits multiple avoidance behaviors particularly with reading and writing tasks. She prefers oral retell over reading and enjoys Art, Music and PE.

 SPEECH ISSUES Describe: _____________________________________________________________ ______________________________________________________________________

 OTHER: Describe: _____________________________________________________________ ______________________________________________________________________

 OTHER: Describe: _____________________________________________________________ ______________________________________________________________________

SUMMARY AND CONCLUSIONS NARRATIVE – [attach additional page(s) if necessary]: The data collected corroborates Daisy’s historical difficulty with decoding, spelling, and written expression. The difficulties with phonological processing, rapid naming, phonological memory appear to be contributing to the academic difficulties described by Daisy’s teachers. The data collected also indicates strengths with listening comprehension and oral expression. DYSLEXIA EVALUATION COMPLETED BY: Ms. Someone _____________________________________________ Signature of Dyslexia Evaluator 1 STANDARD ERROR OF MEASURE – The standard error is the estimated standard deviation or measure of variability in the sampling distribution of a statistic. A low standard error means there is relatively less spread in the sampling distribution. The standard error indicates the likely accuracy of the sample mean as compared with the population mean. The standard error decreases as the sample size increases and approaches the size of the population.

Data point 5

Data points 4-5

Data points 15-16

Data points 4-5

Data points 11-12

The summary can be a brief review of the student’s strengths and weaknesses and educational history. Remember, the committee makes the recommendation for eligibility.

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