Evaluation Summary

ALL Evaluations will need to have this section completed even if no additional assessments were done.

Use Section F #12 for Re-Evaluations to review the most current evaluation and provide a summary of data to demonstrate why the student meets special education eligibility in the category area in which they have qualified.

In the review of data, the team discussed:

Review of students cognitive processes - strengths and weakness (paragraph form). How does the student process information?

• STUDENT's cognitive process do fall in the average range. He does have a difference in his cognitive processes, with his Processing Speed (100) being a strength and his Fluid Reasoning (85) being a weakness.

• STUDENT does need support in building his vocabulary. He can compare words one to another from the words that he does know, but he still needs to work on building his understand of words.

• STUDENT will do better to use manipulatives and have models given to him to learn new concepts. Once he does understand the concept with more concrete and hands on representation, he should be able to apply the concept with less manipulatives. STUDENT does need to be given more direct instruction on problem solving. He may understand one situation, but he may not know how to apply the same concept to a new situation.

Review of student's academic performance - assessment information and teacher input on academic performance.

• Using STUDENT's Verbal Comprehension composite score (89) as a comparison with his basic academic skills in reading, writing, and math, STUDENT did demonstrate a -18 or more discrepancy in the areas of reading comprehension and math calculation.

• When working on calculating even addition and subtraction problems, STUDENT will draw out every single item. He does not have math facts committed to memory.

• STUDENT'S reading rate and accuracy are low. He has a difficult time sounding out words, especially words that he is not familiar with. When reading independently, he does not understand what he has read.

• STUDENT'S teacher expressed that STUDENT will write when he likes the subject he is writing about. He likes writing about informative information and not fictional or ideas that his own. This makes it difficult for him to stay on the subject.

Review Social/Emotional/Behavior data and information from parents and teachers.

• In the evaluation, STUDENT demonstrated that he struggles with visual motor skills. He struggles with organizing his surroundings. Emotional indicators were that of being shy and withdrawn. His evaluation results did not demonstrate more severe emotional indicators.

• STUDENT is seen as an obedient and happy student. His general education teacher did say that in the last couple of weeks he has been more "grumpy" with everyone.

Include any other data or information about the student and potential or continuation of services.

• STUDENT'S communication skills do make it difficult to be understood by others and he will continue to need speech language therapy as part of his individual education plan.

Re-Evaluations without additional assessments: Create summary of past evaluations similar to the example of a student having additional assessments.

STUDENT demonstrates below expected reading. He struggles to participate in the general education classroom due not understanding vocabulary terms and comprehending grade level texts without having words explained in more detail and repeated practice. He needs more support in discussing reading passages to find answers to specified questions that are beyond typical support in a general education classroom. STUDENT'S instructional reading level is lower than his grade level. He needs support with academic vocabulary in all his subject areas.