EDUCATIONAL EVALUATION REPORT Grade School · stepfather, Juan Hernandez and Cesar’s cousins also...

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S PECIAL E DUCATION D EPARTMENT U NIVERSITY OF I LLINOIS AT C HICAGO UIC Assessment Clinic (312) 9968137 U NIVERSITY OF I LLINOIS AT C HICAGO EDUCATIONAL EVALUATION REPORT REASON FOR ASSESSMENT Cesar Chavez was referred to the UIC Assessment Clinic by his mother, Maria Ortiz. Ms. Ortiz expressed her concerns about Cesar continuing his education. From this assessment, Ms. Ortiz wanted to know how Cesar’s future educators and herself could ensure he received the necessary support and guidance needed to be successful in school. She also wanted to know what additional resources he would need once he returned to school, as a result of the assessments. ASSESSMENT INSTRUMENTS Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-Cog) Woodcock-Johnson IV Tests of Achievement (WJ-Ach): Form A Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-5) Selected subtests: Recalling Sentences, Formulated Sentences, Word Classes, Following Directions, Understanding Spoken Paragraphs, Sentence Assembly, and Semantic Relationships Conners Rating Scales-3 rd Edition: Long Version (Parent and Self-Report Forms) Piers Harris Self-Concept Scale- 2 nd Edition Social Skills Improvement System (SSIS): Parent, Teacher, & Self-Report forms Multiscore Depression Inventory for Children (MDI-C) Revised Children Manifest Anxiety Scale-2 (RCMAS-2): AutoScore Form DEVELOPMENTAL AND BACKGROUND HISTORY Name: Cesar Chavez Birth date: April 28, 2004 Dates of Examination: 6/29, 7/6/, 7/13, 7/20, 7/27 Age: 14 Examiners: Olivia DeLeon-Rodriguez and Bailey Schwartz Grade: 8th Supervisor: Kary Zarate School: Unity Junior High School Clinic Director: Norma A. Lopez-Reyna, Ph.D. Primary Language: Spanish (First Language) & English

Transcript of EDUCATIONAL EVALUATION REPORT Grade School · stepfather, Juan Hernandez and Cesar’s cousins also...

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U N I V E R S I T Y O F I L L I N O I S A T C H I C A G O EDUCATIONAL EVALUATION REPORT

REASON FOR ASSESSMENT

Cesar Chavez was referred to the UIC Assessment Clinic by his mother, Maria Ortiz. Ms.

Ortiz expressed her concerns about Cesar continuing his education. From this assessment, Ms.

Ortiz wanted to know how Cesar’s future educators and herself could ensure he received the

necessary support and guidance needed to be successful in school. She also wanted to know what

additional resources he would need once he returned to school, as a result of the assessments.

ASSESSMENT INSTRUMENTS

Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-Cog)

Woodcock-Johnson IV Tests of Achievement (WJ-Ach): Form A

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-5)

Selected subtests: Recalling Sentences, Formulated Sentences, Word Classes, Following

Directions, Understanding Spoken Paragraphs, Sentence Assembly, and Semantic

Relationships

Conners Rating Scales-3rd Edition: Long Version (Parent and Self-Report Forms)

Piers Harris Self-Concept Scale- 2nd Edition

Social Skills Improvement System (SSIS): Parent, Teacher, & Self-Report forms

Multiscore Depression Inventory for Children (MDI-C)

Revised Children Manifest Anxiety Scale-2 (RCMAS-2): AutoScore Form

DEVELOPMENTAL AND BACKGROUND HISTORY

Name: Cesar Chavez

Birth date: April 28, 2004 Dates of Examination: 6/29, 7/6/, 7/13, 7/20, 7/27

Age: 14 Examiners: Olivia DeLeon-Rodriguez and Bailey Schwartz

Grade: 8th Supervisor: Kary Zarate

School: Unity Junior High School Clinic Director: Norma A. Lopez-Reyna, Ph.D.

Primary Language: Spanish (First Language) & English

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A telephone interview was conducted with Ms. Maria Ortiz, Cesar’s mother, on Monday,

June 25, 2018. The interview lasted nearly ninety minutes. At the time of the interview, Cesar

Chavez was fourteen years old. Ms. Ortiz notified the interviewers that Cesar was not in school

but had attended Unity Junior High School in Cicero, IL about a month prior to the interview. He

was just three to four weeks away from graduating, but could not due to his involvement with the

juvenile detention system. Cesar lived in Cicero with his mother, stepfather, and two half-

siblings at their family home. Cesar's sisters were four and eleven years old. Ms. Ortiz described

her family as close and always together. They would go to mass, have dinner, play soccer and

basketball, and attend different activities together. Ms. Ortiz reported that Cesar was very close

to his family members; “Siempre quiere ser cosas con su familia” (he always wants to do things

with his family). She also reported that Cesar loved fishing, soccer, and basketball. Ms. Ortiz

highlighted that Cesar liked school and wanted to continue with his education.

Birth Development History

During the phone interview, Ms. Ortiz reported that Cesar was born one month

premature. She did not report any birth complications, however, she reported that Cesar had

significant delays in his developmental milestones. Cesar never crawled and he began to walk at

between two and a half to three years of age. Cesar was potty trained at three years and six

months, fed himself at about four years and six months, and he began to dress himself at five

years of age.

Medical History

Ms. Ortiz did not report much information regarding Cesar’s medical history. She

mentioned that Cesar had seasonal allergies that were caused by the air conditioner, which she

treated with nasal spray. Cesar also had one surgery between five and seven years old to remove

his tonsils.

Language Development/Languages Spoken

Ms. Ortiz reported that Cesar’s most significant developmental delay was with his

language. Cesar did not speak until the age of four and a half years, about two to three months

after beginning preschool and attending speech class. Cesar began talking using single words at

that time and learned to combine words at five-years-old, named single objects at six-years-old,

used simple sentences at seven-years-old, and engaged in conversation at eight-years-old.

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Ms. Ortiz reported that Cesar would often have a difficult time expressing himself when

speaking or having a conversation with others, as he tried to understand what was being said and

formulate a response. Cesar was bilingual and Spanish was his first language. At home Cesar

spoke Spanish with his family; however, he also spoke English with his sisters. Cesar would

converse with children and adults in both Spanish and English.

It was reported that others, including his mother, had difficulties understanding Cesar’s

speech, because he would take a long time to respond. Ms. Ortiz reported that Cesar had

difficulty pronouncing the letters ‘r’, ‘s’, and ‘t’. In addition, she mentioned that there was a

history of speech challenges in her family, as several of Cesar’s cousins had speech difficulties.

Social-Emotional Development

Ms. Ortiz reported that Cesar was always social but was also very quiet and serious. He

spent a lot of time with family members and friends. He had excellent relationships with all of

his family members, and they were always together. Ms. Ortiz expressed concern with the

possibility of Cesar becoming involved with gangs and reported that he was aware of this

concern. It was also reported that Cesar was being bullied at school by two peers and he

expressed fear in this situation. Ms. Ortiz spoke with the principal, but there was no follow-up by

the school.

Educational History

Ms. Ortiz reported that Cesar began school at Good-Bye, Jumpstart when he was four

years old. His mother indicated he attended Cicero West Elementary School from kindergarten

through third grade, however his Individualized Education Program (IEP) stated he was enrolled

in a bilingual kindergarten at Woodbine School. He attended Cicero East Elementary School

from fourth grade through sixth grade, and Unity Junior High School from sixth through eighth

grade. Cesar stopped attending Unity Junior High School just three to four weeks prior to

graduation. Cesar had been enrolled in bilingual education and speech class throughout his entire

educational career. Mom reported that she tried to remove Cesar from bilingual education, but

the school did not comply. Ms. Ortiz reported that Cesar typically did well in school, receiving

grades of A, B, and C; however, the last trimester he received D’s and F’s. The low grades were

in the following classes: mathematics, social studies, sports, and literature. Cesar received

tutoring in the mornings before school in the subjects where he performed low. Cesar’s

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stepfather, Juan Hernandez and Cesar’s cousins also tutored and helped him with his

schoolwork. Ms. Ortiz reported that Cesar liked school. Ms. Ortiz reported that she spoke to

Cesar, and he stated that he wanted to return to school and finish.

It was unclear from the interview with Ms. Ortiz whether Cesar had received any recent

evaluations or the nature of the interventions he was receiving beyond tutoring. Ms. Ortiz

reported that Cesar did not have an Individualized Education Program (IEP) at that time, but that

in November or December of 2017 Unity Junior High School suggested that he be evaluated for

an Individualized Education Program. According to and older IEP dated February 2014, Cesar

had been receiving speech-language therapy from a bilingual speech language pathologist for 30

minutes per week. In April 2014, he was re-evaluated, and it was determined he was no longer

eligible for special education services. At that time, Cesar was also labeled as an ELL student,

and he was in a transitional classroom with an ESL certified classroom teacher.

Typical Routines

Ms. Ortiz reported that Cesar’s typical routines consisted of school and family time

during the school year. On the weekends Cesar would attend catechism on Saturdays and mass

on Sundays with his family. Cesar and his family would attend events in Cicero, such as family

parties. He would spend time with cousins, go to the movies, play sports, and go fishing on

weekends when possible.

BEHAVIORAL OBSERVATIONS

Cesar was assessed at the UIC Educational Assessment Clinic during the summer after

his eighth grade. He was always polite and soft spoken when interacting with the UIC interns

and staff. He spoke about his interests in soccer, football, and fishing. He also mentioned he

enjoyed listening to music, watching movies, such as The Purge series and Despicable Me, and

that he hoped to attend the University of California - Los Angeles for college. When asked

questions, Cesar was very soft-spoken in his response; the interns often had to ask him to repeat

himself. On occasion, his responses didn't answer the question asked.

Upon arrival, Cesar would greet the UIC interns and staff and was prepared to start the

day’s scheduled assessments. He did not often make eye contact with the interns during testing,

but he appeared engaged. When items became difficult, he would shake his head and look down;

however, he would proceed when offered encouragement. Cesar very rarely would skip an item

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entirely; he would almost always try to respond. He was observed a number of times saying, "I

forgot the word" and would attempt to describe the word he was searching for, by describing its

purpose or other words associated with it. Nearing the end of each session, he would begin

asking for the time and appeared tired.

RESULTS AND DISCUSSION

For purposes of interpretation of the norm-referenced test scores, the following scales were used.

Standard Scores ( =100, S=15) ………....70…..……………85……………....100……………..115……..……..….130……….

Significantly Below Average

Below Average Average Above Average Significantly Above

Average Scaled Scores ( =10, S=3) ………....4…..……………….7…………....…10………….…...13……..…….…….16………. Significantly Below

Average Below Average Average Above Average Significantly Above Average

T- Scores ( =50, S=10) ………....30…..……………40…………….....50………….…..60……..………..….70………. Significantly Below Average Below Average Average Above Average Significantly Above

Average

COGNITIVE PROCESSING

The Woodcock Johnson Tests of Cognitive Abilities IV (WJ-Cog) is a standardized

norm-referenced assessment battery that contains 18 subtests that measure numerous cognitive

functions involved with the learning process. The subtests were combined into clusters to

interpret the test results that ranked Cesar’s strengths and needs through the use of standard score

guidelines. On each subtest, the task gradually increased in difficulty. Cesar’s scores were

compared to the norms for individuals in his grade (8.9) and reported as standard scores.

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Woodcock-Johnson IV Test of Cognitive Abilities (WJ-IV Cog) A norm-referenced measure of cognitive processing abilities.

Test Number Test Name Standard Score

( =100, S=15) Interpretation

1 Oral Vocabulary 63 Significantly Below

Average 2 Number Series 92 Average

3 Verbal Attention 68 Significantly Below

Average 4 Letter-Pattern Matching 90 Average

5 Phonological Processing 50 Significantly below

average

6 Story Recall 57 Significantly Below

Average 7 Visualization 71 Below Average

8 General Information** 53 Significantly Below

Average

9 Concept Formation 69 Significantly Below

Average

10 Numbers Reversed 47 Significantly Below

Average 11 Number-Pattern Matching 94 Average 12 Nonword Repetition 82 Below Average 13 Visual-Auditory Learning 82 Below Average 14 Picture Recognition 83 Below Average 15 Analysis-Synthesis 73 Below Average 16 Object-Number Sequencing 78 Below Average 17 Pair Cancellation 80 Below Average 18 Memory for Words 82 Below Average

CLUSTER SCORES

COMPREHENSION-KNOWLEDGE Subtests 1, 8 53 Significantly Below

Average FLUID REASONING EXTENDED Subtests 2, 9, 15 78 Below Average SHORT-TERM WORKING MEMORY EXTENDED Subtests 3, 10, 16

55 Significantly Below Average

COGNITIVE PROCESSING SPEED Subtests 4, 17, 11 82 Below Average

AUDITORY PROCESSING Subtests 5, 12 62 Significantly Below

Average

LONG-TERM RETRIEVAL Subtests 6, 13 64 Significantly Below

Average VISUAL PROCESSING Subtests 7, 14 73 Below Average PERCEPTUAL SPEED Subtests 4, 11 91 Average QUANTITATIVE REASONING Subtests 2, 15 80 Below Average

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Cognitive Processing Summary:

Overall, Cesar worked diligently. He always attempted to answer questions even when

they were challenging. Cesar demonstrated relative strengths and needs in the area of cognitive

processing, which is the ability to gain knowledge through thoughts, experiences, and senses. In

general, Cesar worked very slowly which affected his scores during timed exercises such as

when asked to identify and indicate pairs of numbers and images within a three-minute time

limit. The exercises were completed accurately, however he completed fewer items than

expected for his age in the time allotted. Cesar, did relatively well when working with visual

representations and cues as well as with numbers. He was, for example, able to recall and

distinguish previously seen images in a group of similar images and able to determine missing

numbers from simple sequences. He could not, however, solve part-to-whole puzzles.

In addition, Cesar struggled with tasks that were presented orally or from an audio track

and required listening skills. For instance, he struggled to state words that contained certain

sounds, and had difficulty creating new words when requested to substitute one sound in place of

another. He did well on short-term memory tasks that involved simple repetition of items, but

when asked to use the information in some way, such as reordering the list, he performed poorly.

Cesar was also able to apply basic math skills and concepts to solve everyday scenarios.

ACADEMIC

Reading

The Woodcock Johnson-IV Tests of Achievement (WJ-Ach) is a standardized norm-

referenced measure of isolated reading skills such as decoding, reading speed, and reading

comprehension. The student’s performance was compared to the performance of a nationally

representative sample of students in the same grade, producing a standard score. Five subtests

on the WJ-Ach were combined to create two overall cluster scores.

NUMBER FACILITY Subtests 10, 11 68 Significantly Below

Average

COGNITIVE EFFICIENCY Subtests 4, 10, 3, 11 70 Significantly Below

Average **Información General, the Spanish version of General Information, was administered to Cesar, his score 55, was significantly below average.

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Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form A

A norm-referenced measure of isolated academic skills.

CLUSTER/Subtest Name/Number Standard

Score ( =100, S=15)

Interpretation

Reading READING Subtests 1, 4 79 Below average BROAD READING Subtests 1, 4, 9 70 Below average BASIC READING SKILLS Subtests 1, 7 92 Average READING COMPREHENSION-EXTENDED Subtests 4, 12, 17 65 Significantly below average

READING FLUENCY Subtests 8, 9 75 Below average READING RATE Subtests 9, 15 63 Significantly below average 1 Letter – Word Identification 89 Average 4 Passage Comprehension 68 Significantly below average 7 Word Attack 97 Average 8 Oral Reading 98 Average 9 Sentence Reading Fluency 66 Significantly below average 12 Reading Recall 90 Average 15 Word Reading Fluency 63 Significantly below average 17 Reading Vocabulary 57 Significantly below average

Reading Summary:

During these assessments, Cesar made a huge effort to respond to every item. He was

engaged and appeared confident in his reading and spelling abilities. Cesar demonstrated relative

strengths in basic reading skills, particularly the ability to match sounds with the letters they

represented, also known as phonics. He was able to pronounce unfamiliar multi-syllable words

using this skill, such as septuagenarian and heuristic. In one subtest, he was observed breaking a

word down, sound by sound, to himself and then saying it fluently to the intern. Cesar was able

to read aloud and make few errors, only mispronouncing a small fraction of the words. He was

able to pronounce more difficult words, such as ocelli and vespertine without pausing to sound

them out. He was also able to recall information he had just read very well.

However, Cesar struggled significantly with his reading rate, which was seen on the

timed activities. Though his work was relatively accurate, he worked at a very slow rate that

resulted in low scores. He also had difficulty completing sentences with an appropriate word

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using context clues. Cesar performed very poorly in tasks involving vocabulary, and he was

unable to provide words with similar or opposite meanings which may be due to language-based

challenges. In addition, the timed activities were indicative of slow processing of language

Overall, Cesar demonstrates needs in reading, as seen by his below average scores. To help

Cesar improve, he requires direct instruction and strategies to aid his memory, recall, and

understanding.

Writing

The Woodcock Johnson-III Tests of Achievement (WJ-Ach) is a standardized norm-

referenced measure of isolated writing skills such as spelling, writing speed, grammar, and

written expression. The student’s performance was compared to the performance of a nationally

representative sample of students in the same grade, producing a standard score. Six subtests on

the WJ-Ach were combined to create three overall writing cluster scores.

Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form A A norm-referenced measure of isolated academic skills.

CLUSTER/Subtest Name/Number Standard

Score ( =100, S=15)

Interpretation

Writing WRITTEN LANGUAGE Subtests 3, 6 86 Average 3 Spelling 84 Below average 6 Writing Samples 92 Average 16 Spelling of Sounds 72 Below average

Writing Summary:

Cesar demonstrated relative strengths in writing simple sentences when given a picture

prompt. In addition, he was able to accurately spell simple real and nonsense words however,

made errors as they increased in difficulty. During the spelling tests, Cesar would sometimes say

the words to himself, sounding them out before he wrote. When writing, Cesar wrote slowly and

carefully, often pressing quite hard into the paper. As situations became more abstract, Cesar

struggled to write sentences that made sense in the context. His writing was not very detailed,

and he did not use complex sentences. In addition, he did not use correct capitalization,

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capitalizing both the first word in every sentence as well as random words throughout. In one

instance, he wrote, "because", crossed it out and wrote "Because" above it. There were also a

small amount of spelling errors, such as "counl't" instead of couldn't, "trowing" instead of

throwing, "preety" instead of pretty. During these assessments, Cesar was engaged and worked

hard. It was noticed he had a tight grip on his pencil and wrote slowly. Overall, writing was a

relative strength for Cesar, although, direct instructions to improve spelling, increase his level of

detail, and complexity would be beneficial.

Math

The Woodcock Johnson-IV Tests of Achievement (WJ-Ach). The WJ-Ach is a

standardized norm-referenced measure that combined individual math subtest scores to

determine overall performance in the areas of Broad Math, Math Calculation, and Math

Reasoning. The student’s score was compared to a nationally representative sample of students

in his same grade and reported as standard scores.

Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form A A norm-referenced measure of isolated academic skills.

Test Number CLUSTER/Subtest Name

Standard Score

( =100, S=15) Interpretation

Math BROAD MATHEMATICS Subtests 2, 5, 10 68 Significantly below average MATH CALCULATION SKILLS Subtests 5, 10 68 Significantly below average MATH PROBLEM SOLVING Subtests2, 13 74 Below average 2 Applied Problems 76 Below average 5 Calculation 70 Below average 10 Math Facts Fluency 71 Below average 13 Number Matrices 78 Below average

Math Summary:

Cesar did relatively well when asked to solve problems that involved identifying a pattern

or using reason and logic. However, he had significant difficulty with some basic math skills,

including multiplication and division. This was evident when he was able to use a pencil and

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paper and when asked to do mental math. He was also observed counting on his fingers quietly

to himself. During one test, he skipped several questions and told the intern he did not want to try

them even after encouragement. Similarly to other areas of academic need, Cesar worked slowly

on all the math subtests, and performed poorly with those that involved a time constraint. His

work was relatively accurate, but he was not able to complete enough problems in the allotted

time. During a subtest which required him listen to story problems and solve them, Cesar

struggled significantly. During these assessments, Cesar was less engaged, evidenced by

skipping several problems. These challenges may stem from receptive language needs. Cesar

would benefit from direct support in math in addition to gaining math strategies, as evidenced by

his challenges with basic math calculations and difficulties understanding word problems.

Overall, Cesar demonstrated below average skills in math.

Language

The Clinical Evaluation of Language Fundamentals-5th Edition (CELF-5) consisted

of the administration of a variety of subtests that assessed both expressive (oral) and receptive

(comprehension) language, through semantics (word meanings), morphology and syntax (word

and sentence structure), and memory (recall and retrieval of spoken language). Cesar’s

performance on these subtests was recorded, scored, and then interpreted according to his age,

14. The index scores derived within the CELF-5 provide information about a student’s general

performance abilities in the areas of core language, expressive language, receptive language, and

language content.

Clinical Evaluation of Language Fundamentals- 5th Edition (CELF – 5) A norm-referenced measure of receptive & expressive language skills.

Test Name Scaled Score ( =10, S=3) Interpretation

Recalling Sentences** 4 Significantly Below Average

Formulated Sentences 7 Low Average

Word Classes 5 Below Average

Following Directions 7 Low Average

Understanding Spoken Paragraphs 8 Average

Sentence Assembly 6 Below Average

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Semantic Relationships 2 Significantly Below Average CORE & INDEX SCORES

(Standard Score =100, S=15)

Score Standard

Score Interpretation

CORE LANGUAGE SCORE Subtests WC, FS, RS, USP, SR

72 Below Average

RECEPTIVE LANGUAGE INDEX Subtests WC, FD, USP, SR

71 Below Average

EXPRESSIVE LANGUAGE INDEX Subtests FS, RS, SA

75 Below Average

LANGUAGE CONTENT INDEX 78 Below Average LANGAUGE MEMORY INDEX 76 Below Average ** Recordando Oraciones, the Spanish version of Recalling Sentences, was given to Cesar. His score was a 3, Signficantly Below Average.

Language Summary:

Throughout testing, despite the difficulty, Cesar was focused and tried his best when

answering each question. When it was clear that he did not know how to answer he responded

with “I do not know”, while shaking his head and looking down. Cesar had difficulty with each

assessment as the material became more challenging and complex. He demonstrated a relative

strength in applying his short-term memory in order to recall details when asked questions about

a short informational passage of text that was read out loud to him.

Overall, Cesar demonstrated the most difficulty in the areas of receptive language and

core language skills, having scored below average in each. Cesar struggled in tasks that were

presented orally, requiring his auditory skills, in order to retain, interpret, and identify correct

answer choices to the presented material. He was unable to determine common relationships

between two words amongst a field of three to four words, without visual representation. Cesar

also struggled with accurately listening to spoken sentences and repeating them without any

changes, especially as the length and complexity of the statements increased. Cesar scored low

average on the task of formulating sentences while incorporating a set of key words, presented

orally; however, it was challenging and he was unable to accurately create the sentences as they

became more complex.

A CELF- 4 Spanish Edition subtest was administered in order to determine whether there

was a language barrier that was impacting Cesar’s progress on the assessments; however, there

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was no significant difference in his performance. As a result of the similar “significantly below

average”, it was concluded that the challenges Cesar faced were not a result of language barriers,

for he performed similarly in English and Spanish. Cesar’s significant language-based challenges

impact all areas of his academic performance, and may impact his social-emotional needs. Cesar

would benefit and is in need of direct language support and strategies tailored to improving his

ability in this area.

AFFECT The Conners Rating Scales-3rd Edition: Long Version was completed by Cesar and his

mother, Maria Ortiz, completed the Conners 3 - Parent Short. He answered a variety of

questions that addressed Cesar’s attention and behavior as exhibited within the educational and

home settings. The results of these questionnaires revealed concerns in the following areas:

Hyperactivity-Impulsivity, Learning Problems, and Peer Relations.

Note: Scores that are in bold in the chart are in either the “Elevated” or “Very Elevated” Categories.

Conners-3 Rating Scale (Parent & Self-Report forms)

High scores indicate areas of concern.

Category T-Score & Interpretation

Mother Cesar

Inattention 56

Average 50

Average

Hyperactivity-Impulsivity 61

Elevated 55

Average

Learning Problems 61

Elevated 41

Average

Executive Functioning 53

Average N/A

Aggression 51

Average Less than or equal to 40

Average

Peer Relations 62

Elevated N/A

DSM-IV-TR: ADHD Inattentive N/A 44 Average

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DSM-IV-TR: ADHD Hyperactive-Impulsive

N/A 47 Average

DSM-IV-TR: Conduct Disorder N/A 41 Average

DSM-IV-TR: Oppositional Defiant Disorder N/A 44 Average

Criteria met for DSM categories: N/A

Self-Concept

The Piers-Harris 2 Self-Concept Scale was administered to determine how the student

viewed himself. Based on Cesar’s own perceptions rather than the observations of parents or

teachers, the Piers-Harris 2 assessed self-concept in individuals, ages 7 to 18. It was composed of

60 yes/no items covering six subscales: physical appearance and attributes, intellectual and

school status, happiness and satisfaction, freedom from anxiety, behavioral adjustment, and

popularity. The resulting total score reflected how Cesar perceived himself overall, while scores

for each separate subscale provided details that allowed for more in-depth interpretation.

Piers-Harris Children’s Self-Concept Scale, 2nd Edition Completed by the student

Low scores indicate areas of concern while high scores indicate high self-concept. Domains T-Score Interpretation Total (TOT) 47 Average Behavioral Adjustment (BEH) 46 Average Intellectual and School Status (INT) 46 Average Physical Appearance and Attributes (PHY) 48 Average Freedom From Anxiety (FRE) 43 Average Popularity (POP) 44 Average Happiness and Satisfaction (HAP) 51 Average

Anxiety

The Revised Children’s Manifest Anxiety Scale Second Edition by Reynolds and

Richmond (2008) is a norm referenced anxiety scale that uses 40 yes/no items to identify the

source and level of anxiety in children. This assessment pinpoints clusters such as the presence

of academic stress, test anxiety, peer and family conflicts, and drug problems in order to focus on

intervention and reduce stress levels.

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Depression

The Multiscore Depression Inventory for Children (MDI-C) by David J. Berndt and Charles F.

Kaiser (1996) is a self-report measure of depression and of features related to depression. The

MDI-C consists of 79 items in the form of brief sentences with a true/false response format. The

measure yields scores on eight scales, as well as a total score measuring the general severity of

depression.

The RCMAS- 2nd Edition Student Self Report

(Items in bold indicate are of concern) Domains Standard Score

T-Score (x=50, s=10)

Interpretation

Total Anxiety (TOT) Score is based on all items that ask about Physiological Anxiety, Worry, and Social Anxiety.

47 Average

Defensiveness (DEF) Responses indicate whether respondent is willing to admit to everyday imperfections that are commonly experienced.

64 High Average

Physiological Anxiety (PHY). The scale addresses somatic concerns such as nausea, sleep difficulties, headaches, and fatigue.

43 Average

Worry (WOR). The scale contains items about a variety of obsessive concerns. The concerns are for the most part ill-defined, and include fears about being hurt emotionally isolated.

50 Average

Social Anxiety SOC). The scale contains items that ask about anxiety in social performance situations.

50 Average

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Multiscore  Depression  Inventory  for  Children  (MDI-­‐C)  A standardized norm-referenced measure completed by Cesar

Higher scores indicate mild to moderate levels of symptomatology related to depression

Domains   T-­‐Score   Interpretation  Total   41   Average  Anxiety  (A)   49   Average  Self-­‐Esteem  (SE)   41   Average  Sad  Mood  (SM)   42   Average  Instrumental  Helplessness  (IH)  

45   Average  

Social  Introversion  (SI)   51   Average  Low  Energy  (LE)   50   Average  Pessimism  (P)   36   Average  Defiance  (D)   40   Average  

Affect summary:

Cesar was a polite teenager who had a positive attitude towards all assessments, always

dedicated to trying his best. He completed the affective scales with ease and determination. Cesar

showed reserved affect when interacting and communicating with the UIC Assessment Clinic

staff and interns; he demonstrated minimal emotion, regardless if the interaction was positive or

negative. Overall, however, Cesar maintained a pleasant and hardworking demeanor and was a

pleasure to work with throughout all five weeks of testing.

Cesar’s self-report on several affective measures indicated that he had no areas of

elevated concerns. His responses indicated that he generally fell within an average range of

happiness and self-esteem. Although the scales did not reflect any areas of concern, the UIC

Assessment Clinic staff and interns observed Cesar as a shy and reserved teenager. A significant

finding from the affect scales administered was that Cesar demonstrated an unwillingness to

admit to everyday personal imperfections that are commonly experienced for his age group. This

conclusion is based off Cesar’s responses to statements such as, “Very much true (Very often,

Very frequently)” to the statement I am perfect in every way, “Yes” to I am always kind, “Yes”

to I like everyone I know, and “Yes” to I am always good. As a result of the defensiveness

domain score, Cesar’s results may have been skewed in representing his actual personality and

attitude. Cesar exhibited an unwillingness to acknowledge his own weaknesses and

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imperfections during conversation with and observations by the UIC Assessment Clinic staff and

interns.

On the Conners 3 – Parent Short, Cesar’s mother’s responses indicated areas of elevated

concern with regard to his attention and behavior, specifically with hyperactivity-impulsivity,

learning problems, and peer relations. With regard to his hyperactivity-impulsivity she responded

that he occasionally fidgeted or squirmed in his seat, and that he was often restless or overactive.

Related to her concerns with in the learning domain, she reported that he often had trouble with

reading, occasionally his spelling was poor, he occasionally could not grasp arithmetic, and that

he occasionally needed extra explanation of instructions. Furthermore, his mother reported that

he often did not know how to make friends. In contrast to what Ms. Ortiz reported, the UIC

Assessment staff and interns did not notice signs of hyperactivity-impulsivity, as he was

reserved, calm, and quiet during each visit. This contrast is likely due to the one-on-one, highly

structured clinic setting.

Transition Planning

The Transition Planning Inventory–Second Edition (TPI-2) provides a systematic

way to address critical transition-planning areas and to account for individual students

preferences, interests, strengths, and needs. Key information is gathered from students, parents,

guardians, and school personnel through the use of rating scales and open-ended questions.

The Transition Planning Inventory 2nd Edition was completed by Cesar. Cesar

answered a variety of questions that addressed his level of knowledge and skills attention and

behavior as exhibited within the educational and home settings. The results of the questionnaire

revealed self-reported needs and strengths in the following domains:  

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Transition Planning Inventory 2nd Edition

Featured Content from (Self-Report form) Domain Needs Strengths

Working Career Choice and Planning

Needs to learn to name occupations he likes the most.

Needs to learn more about jobs of interest, what they require, and how to get a obtain that job.

Knows how to choose occupations that fit interests, preferences, and strengths.

Somewhat knows about jobs of interest and what they require and how to get a job.

Employment Knowledge and Skills

Cesar needs to learn skills necessary to know how to change jobs, learn work attitudes for keeping jobs, and needs to learn specific knowledge and skills for an entry-level job.

Cesar has general job skills for keeping a job; however, could learn further skills.

Knows how to get into a community job-training program.

Has some knowledge on general job skills necessary for keeping a job.

Learning Further Education/Training Needs to learn how to get

into a college or career-technical school that meets his/her needs.

Knows some study and organization skills and how to access services for students with disabilities; however, he could benefit from further knowledge.

Knows how to get help from classmates, friends, family, or others.

Knows some study and organization skills and how to access services for students with disabilities.

Functional Communication Needs to learn, necessary speaking, reading, and writing skills.

Can benefit form learning more necessary listening skills.

Has some necessary listening skills.

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Self-Determination Understand strengths and limitations; however, could benefit from learning further about strengths and limitations.

Needs to learn how to explain how disability affects life situations and basic legal rights.

Knows how to set goals based on personal preferences, interests, strengths, and needs.

Knows how to make legal decisions affecting his life.

Knows how to speak up for self-interests and needs; makes own personal decisions; plans for reaching goals and follow through.

Living Independent Living Needs to learn how to do

basic home maintenance and repairs.

Needs to further learn what to do in situations that are possibly harmful.

Knows how to find a place to live after leaving home, knows how to do routine household tasks, knows how to solve problems in new or unexpected situations, and knows how to use everyday technology.

Somewhat knows what to do in situations that are possibly harmful.

Personal Money Management

Needs to learn how to pay bills and how to budget and manage money.

Needs to learn how to use a checking, savings, credit, or other account.

Knows how to buy everyday items that he needs or wants.

Community Involvement and Usage

Can benefit from further learning how to be a responsible citizen and how to get help from government programs.

Knows how to locate and use businesses to buy things, how to use needed local transportation systems, how to get to places in the community, and how to get a driver’s license.

Has an idea on how to be a

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responsible citizen and how to get help from government programs.

Leisure Activities Can learn further how to go to different places for entertainment.

Knows what he likes to do in free time. Is able to participate in various indoor activities and participate in various outdoor activities.

Is somewhat able to go to different places for entertainment.

Health Needs to learn how to be physically healthy and how to be emotionally and mentally healthy.

Will benefit from further knowledge on how to take care of emotional and mental health problems that arise.

Knows how to take care of physical problems that arise and how to make choices regarding sexual behavior based on accurate information.

Somewhat knows how to take care of emotional and mental health problems that arise.

Interpersonal Relationships Is not a parent; therefore, still needs to learn all the skills and responsibilities of being a parent.

Can get along well with family members and relatives and with others outside of family.

Able to make and keep friends in different settings and act appropriately in everyday social settings.

Knows how to handle problems that occur with other people in public.

Able to figure out how to act appropriately in new social situations.

Knows about the skills and responsibilities of being a parent.

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Notes:

 

Category Example of Items in this Category Employment Knowledge and Skills

Cesar responded “Strongly Disagree” for the following item:

• Knows how to change jobs

Self-Determination Cesar responded “Strongly Agree” for the following items:

• Sets goals based on personal preferences, interests, strengths, and needs.

• Knows how to make legal decisions affecting his/her life.

Independent Living Cesar responded “Strongly Agree” for the following items:

• Solves problems in new or unexpected situations. • Knows how to use everyday technology.

Personal Money Management

Cesar responded “Strongly Disagree” for the following item:

• Knows how to use a checking, savings, credit card, or other account.

Community Involvement and Usage

Cesar responded “Strongly Agree” for the following items:

• Locates and uses businesses to buy things. • Knows how to get to places in the community. • Knows how to get a driver’s license.

Leisure Activities Cesar responded “Strongly Agree” for the following items:

• Knows what he/she likes to do in free time. • Participates in various indoor activities. • Participates in various outdoor activities.

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Interpersonal Relationships Cesar responded “Strongly Agree” for the following items:

• Gets along well with family members and relatives. • Gets along well with others outside of family. • Makes and keeps friends in different settings. • Knows how to handle problems that occur with other

people in public. • Figures out how to act appropriately in new social

situations.

Transition Planning Inventory Summary: During an hour long interview, Cesar revealed many thoughts and ideas about his future.

He was quite engaged during the conversation. Cesar hoped to graduate high school and attend a

university, preferably the University of California, Los Angeles. He wanted to become a

professional soccer player; however, expressed that he would also like to have a career in

construction. Cesar felt that he had many of the skills necessary already and was knowledgeable

about the skills he might need to obtain. Overall, Cesar would benefit from learning about other

possible career options that he may be interested in and the necessary steps to attain those

careers. It was encouraging that he believed college was in his future. He would also benefit

from learning about the college application process and what the requirements are for the

colleges/universities he is interested in attending.

SUMMARY

At the time of assessment, Cesar was fourteen years old and a rising freshman. He was a

hardworking, respectful, and dedicated adolescent who was always determined to perform his

best. Cesar enjoyed soccer, basketball, fishing, watching movies, and listening to music. Cesar’s

mother expressed concerns with his language and communication skills, as she mentioned that

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these skills have always been areas of difficulty for him. Cesar was also experiencing acts of

bullying from same age peers and seemed acutely aware and becoming increasingly anxious

about his academic abilities. Overall, Ms. Ortiz, Cesar’s mother, wanted to know how Cesar’s

future educators and she herself could ensure that Cesar received the necessary support and

guidance needed to be successful in school.

During testing, Cesar was engaged and made a huge effort to answer every test item.

Overall, Cesar demonstrated relative strengths in problem solving, using logic. In addition he

was able to write short creative responses to prompts. However, he demonstrated significant

needs in reading, math, and language. Specifically, he struggled to complete items with time

constraints in both reading and math. He also had difficulty with reading and vocabulary

comprehension, both of which were significantly below average. In addition, throughout all

academic and social-emotional assessments, Cesar struggled to respond verbally with detailed

answers, and often was unable to follow or understand directions the first time they were stated.

Based on the evaluation performed by the UIC Assessment Clinic interns and staff, Cesar fits the

profile of a student with a language-based learning disability.

Strengths

Overall, Cesar was a pleasure to work with as he maintained a positive attitude towards

all assessments. He demonstrated relative strengths in working with numbers, such as solving

puzzles and identifying patterns using logic and reasoning. Tasks that included visual cues, clear

verbal directions, and basic vocabulary were more feasible for him to complete. Retaining

information provided in spoken paragraphs and interpreting the information when answering

questions pertaining to the readings, were a relative strength for Cesar.

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In addition, Cesar was able to read a grade level text aloud and pronounce new and

difficult words with ease. Moreover, Cesar was able to recall important details from a story he

had heard to write short responses based on prompts.

Needs

Cesar’s assessment profile fits that of a student with a language-based learning disability.

He struggled with assessments relating to memory (such as word retrieval), summarizing

readings, learning new information and applying it, and he demonstrated limited vocabulary and

background knowledge. These multiple assessments point to an underlying inability to process

information quickly, and while this pattern of test scores is also common among English

Learners, the evidence suggests that Cesar experiences this information processing regardless of

language. During several timed tests, though his work was relatively accurate, he did not

complete the requisite number of items. He also needed directions explained to him multiple

times in some instances before he was able to complete the task. At other times, it was clear he

did not understand the directions even with repetition.

In terms of reading, Cesar experienced difficulty recalling aspects of a short text that he

read to himself and with timed reading tasks. Although his work was relatively accurate, he often

completed fewer items than were expected of his age group within the allotted timeframe. Cesar

also performed poorly with vocabulary assessments such as when he was asked to provide

synonyms and antonyms. He is aware of his struggle and often articulated that he knew the word,

but he couldn’t remember it. Other times, he would provide a description to a word, rather than

the word itself. For instance, when asked to provide a synonym for residence, Cesar said, “A guy

that lives on the street for a long time, for many years.” To determine if this was because

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Spanish was his first language, additional tests were administered in Spanish. However, Cesar

demonstated similar difficulties in both languages suggesting underlying memory deficits or

language processing challenges.

Though writing was a relative strength for Cesar, his sentences were not complex or

detailed. Again, this is common among students whose first language is not English and

associated lack of vocabulary. He struggled to respond to more abstract prompts, and his writing

was slow and unedited, containing editing errors such as capitalization.

Cesar also demonstrated difficulties in math. He struggled with grade level math

computations and was not able to complete word problems accurately, neither when asked to

solve them without or with a pencil and paper. Timed math tasks were especially difficult for

him.

Throughout testing, Cesar struggled to comprehend and follow directions. On one

assessment, the intern had to go through multiple additional examples until he understood the

task. On another, despite doing this, Cesar was unable to complete the task correctly. On tasks

that involved audio recordings, Cesar had a very difficult time listening and repeating

information back to the interns. For instance, when asked to repeat a list he had heard backwards,

he was often unable to recall items or would include items that were not on the list. More than

once, he simply repeated the list in the original order, rather than repeating it backwards. This

may be indicative of difficulties with quickly taking in new information and using it, also known

as short term working memory.

Cesar’s language needs are evident throughout all academic testing, and impact his

ability to learn, retain, and use new information quickly and accurately. These results are

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corroborated by the mother’s report regarding Cesar’s early and current use of language and his

ability to comprehend. Cesar fits the profile of a student with a language-based learning

disability and he requires specialized instruction, classroom accommodations and modifications,

as well as a clear Transition Plan through an Individualized Education Program (IEP).

RECOMMENDATIONS

The following recommendations are divided into three sections: (1) Home (2) School and

(3) Student. All were designed to assist Cesar with his areas of need and to enhance his strengths.

In addition, we have included recommendations to assist Cesar with transitioning to and from

various environments.

HOME

The following are a set of recommendations suitable for Cesar’s specific needs,

especially in the areas of comprehension, and positive community and school engagement and

transition skills. These resources are listed here because they would be helpful; however, do not

feel obligated to try all of them at the same time. You can start by trying one or two and decide

whether they are helping Cesar.

General:

1. Schedule an appointment with Cesar’s high school to discuss the assessment results,

as well as eligibility for an Individualized Education Program (IEP) under the

eligibility requirements for language-based learning disability. Discuss interventions

that will help Cesar in developing his language skills, particularly direct instruction

support in all academic subjects as well as social emotional support through social

work and counseling.

a. See the links below for parent support on the IEP process:

https://www.isbe.net/Pages/Special-Education-Parent-Rights.aspx

https://frcd.org/individualized-education-program-iep/

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2. To help Cesar be more productive at home when he does his homework create a

space that is quiet and provides very few distractions. It could be beneficial to set a

schedule and organize homework time so that it is more manageable and can be

completed in a timely manner. Cesar should record his assignments and important

due dates in his school planner. There are also free printable and customizable

homework organizers and checklists at this site:

a. https://www.worksheetworks.com/miscellanea/homework-planners/five-day-

week.html

b. http://www.ldonline.org/article/Helping_Your_Child_with_Organization_and_Stu

dy_Skill

c. https://www.educationcorner.com/study-location.html

3. Enroll Cesar in the Morton Freshmen Center. Connect with administration and faculty

in order to develop a successful transition plan into the school that fits Cesar’s needs

and his mother’s requests.

Morton Freshmen Center Registration Information:

https://www.morton201.org/Page/896, https://www.morton201.org/domain/148

(Spanish versions available) or call 708-780-4000 ext. 2327 or ext. 2329.

Morton Freshmen Center Administrators:

https://il01904869.schoolwires.net/domain/149

Staff Directory: https://www.morton201.org/domain/153 (Note: Guidance

Counselors - Claudia Alvarez and Rosendo Arreguin)

4. Consider seeking local counseling services with the goal of helping Cesar understand

that all people have imperfections and challenges that they can work towards

overcoming. It would be beneficial for Cesar to identify his personal struggles and

develop a plan with specific strategies to address them.

Cicero Family Service (Family Service and Mental Health Center of Cicero):

http://www.cicerofs.org/index.html

5. Utilize these websites for information about Cesar’s language-based disability:

http://www.ldonline.org/features/espanol

https://ldaamerica.org/types-of-learning-disabilities/dyslexia/

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Reading, Organization, and Memory

6. In order to help Cesar, you can practice reading comprehension at home, try sharing a

newspaper article or magazine story with him, and have a conversation about what

you both read. He can also read to or with his sisters.

7. Play card games as a family, such as Uno, Crazy 8s, Go Fish, or War. This will help

him improve his memory, because he has to remember what other cards were already

played. Here are some other suggestions:

a. https://www.understood.org/en/school-learning/learning-at-home/homework-

study-skills/8-working-memory-boosters

8. There are also many games the family could play to help with word retrieval and

memory, such as Taboo or Charades. Other games may boost vocabulary by using

word associations, such as Scattergories, Apples to Apples, or Pictionary.

a. A great memory game that doesn’t require any materials is “I’m going on a

Picnic...” Go to this site for directions:

https://www.classicgamesandpuzzles.com/Going-on-a-Picnic.html

b. The Harold Washington Library has a collection of board games that can be

played onsite: https://www.chipublib.org/news/play-board-games-at-harold-

washington-library-center/, as does the Cicero Public Library:

http://cicerolibrary.org/.

Successful transitioning for independent living:

9. To help Cesar understand directions more clearly, try to provide a written or visual

example for tasks. For example, if you are teaching him how to do a load of laundry,

give him a checklist of steps. If he is helping you prepare dinner, provide a copy of

the recipe. These checklists could be placed in plastic sleeves and placed in a binder

or folder, so that Cesar can access them as needed and do these tasks independently.

10. Help Cesar create an organization system that he can use now for school, and later

when he is living alone to keep track of important documents and information. See

this explanation for details:

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a. http://www.ldonline.org/article/Organizational_Skills_for_Students_with_Learnin

g_Disabilities%3A_The_Master_Filing_System_for_Paper

11. To help Cesar develop team building and recognize his own strengths to build self-

confidence, get him involved with local community programs after school, such as

the Stay in School Initiative run by Corazón Community Services and the Morton

Freshman Center. They also run the Fuerza Youth Center.

a. http://www.corazoncs.org/education-leadership.html or call 708-656-1400.

12. To help Cesar begin to prepare for his life after high school, try to enroll Cesar in the

Youth Leadership Program run by Youth Crossroads. This is an opportunity that will

provide him with leadership training, college and job readiness, and a wide variety of

volunteer opportunities. They also take fun field trips.

a. Find information on their website http://www.youthcrossroads.org/youth-

leadership-program/ or by calling 708-484-7400.

SCHOOL

The following are a set of recommendations suitable for Cesar’s specific needs,

especially in the areas of reading, organization, and memory. Although he may already be

receiving some of these, they are listed here because they would be helpful.

General:

1. Above, it was recommended that the parents initiate contact with Morton School

District to develop a new Individualized Education Program (IEP) for Cesar. When a

plan is created, teachers and administrators at Morton Freshmen Center/Morton

Alternative should be prepared to meet with the family to discuss how to implement

the IEP and accommodate Cesar’s needs. During this meeting, stress that Cesar needs

additional time to complete tasks, as well as written or visual directions. He may also

benefit from being able to type writing assignments instead of writing them by hand.

Here are additional supports you can discuss with Cesar before the meeting:

a. https://dyslexiamaterials.com/pages/list-of-reasonable-accommodations

2. To help Cesar play a more active role in his learning process, involve him in the

decision making process. This will help motivate and engage him. Ask Cesar what he

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would like support in, what resources would help him, and check-in with him on his

progress on a regular basis.

a. https://www.landmarkoutreach.org/strategies/landmarks-six-teaching-principles-

tm/

3. It is essential that educators provide opportunities for success, by teaching him

strategies to approach difficult tasks, academic and social, and by believing in their

ability to learn and succeed. This helps in developing self-efficacy, one’s belief in

their own ability to succeed in difficult situations.

4. To assist Cesar in understanding classroom instruction and discussion, it would be

useful to use multisensory approaches so that all content is supported through visual

or other formats besides auditory. This would allow Cesar to fully understand what is

being explained to or asked of him, by giving him opportunities to process the

information at his own pace.

5. Apply direct teaching in the classroom by dividing information into smaller sections

and using simplified instructions so he may clearly follow classroom discussions and

assignments.

6. To ensure Cesar truly learns academic material, provide opportunities for practice and

review of knowledge and skills through repetition. This practice will allow him to

absorb the concepts, recall material without hesitation, and access it in other points in

time.

7. To guide Cesar in accurately completing assignments, it would prove helpful to

provide him with models of the assignments, so that he can use them to compare to

his own work and progress.

8. Consider implementing tutoring sessions to help Cesar in math and reading, including

reading comprehension, vocabulary comprehension, math skills, and the ability to

complete tasks under time constraints. Timed tasks may be something that Cesar will

always struggle with, but he can improve.

a. https://www.interventioncentral.org/response-to-intervention

In addition, both Morton Alternative and the Morton Freshman Center provide a

period for additional help between 8:00-8:40, before the start of the school day.

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Reading, Organization, and Memory

9. To help Cesar understand what he is learning in school, he would benefit from pre-

teaching vocabulary and the main concepts of the lesson. His teachers could utilize

advance organizers to do this. These organizers provide an outline that he can follow

to check his understanding, as well as help he develop questions to ask to further his

understanding.

https://www.understood.org/en/school-learning/partnering-with-childs-

school/instructional-strategies/common-advance-organizers-and-why-they-work

http://www.adlit.org/strategies/22229/

10. To aid in recalling vocabulary, Cesar can create semantic maps.

http://www.readingrockets.org/article/connecting-word-meanings-through-semantic-

mapping

11. To assist Cesar in reading comprehension, Cesar can utilize the “Click or Clunk”

strategy, where he engages in self-talk using a checklist to determine whether he

understood what he read. https://www.interventioncentral.org/academic-

interventions/reading-comprehension/reading-comprehension-practice

12. In addition, look into using the SQ3R (Survey, Question, Read, Recite, Review) to

increase reading comprehension. https://www.nhti.edu/student-resources/where-can-i-

get-help-my-studies/study-solutions-lab/reading-and-learning-sq3r

13. To assist with reading fluency, encourage Cesar to do repeated readings of a text.

Cesar can do this independently or with a small group.

https://www.interventioncentral.org/academic-interventions/reading-

fluency/repeated-reading https://www.interventioncentral.org/node/964581

14. Utilizing peer tutoring for learning vocabulary will asssit Cesar with developing his

word knowledge:

a. https://www.marshfieldschools.org/cms/lib/WI01919828/Centricity/Domain/82/P

eer%20Tutoring%20in%20Vocabulary.docx

15. Use word maps to learn new vocabulary words in-depth. This also creates a visual aid

that Cesar can use to study.

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a. http://www.readingrockets.org/strategies/word_maps See appendix of resources

for an example.

Successful transitioning for academics:

16. Set up a counseling session for Cesar to assist with career and college planning, as

well as to support while in high school.

17. Encourage Cesar to join a mentorship program to help him understand his disability,

and that it is not a negative thing that should cause shame. Eye to Eye matches up

older youth with disabilities with younger youth to mentor.

https://eyetoeyenational.org/getstarted

CESAR

General:

1. Cesar, it was a pleasure to work with you this summer. We truly appreciated your

dedication to all the tasks we asked you to complete! In this section we will provide

you with a few strategies on how to make sure that you stay organized and on track

with your schoolwork, especially since you will be entering high school this year.

• Set up a quiet area at home where you can remain focused while completing your

homework. This will help you complete it correctly and in a timely manner.

• Talk with your family and set up a scheduled time to complete your homework.

For example, you could let them know between 3:30-5:00, you don’t want to be

disturbed, and they should try to be as quiet as possible.

• In order to stay organized and to keep track of all assignments, tests, and due

dates be sure to use an assignment notebook. Your school might provide you with

one, but you could also purchase one at the store, such as at Target, Wal-Mart,

Walgreens, etc. If you are feeling creative, you could also create one in a regular

notebook! Check out this website for ideas on how to personalize it:

https://www.wikihow.com/Make-Your-Own-School-Planner

• You have the right to be part of the process to create an education plan to help

you achieve at school! Since the plan is about helping you, you should think about

what kind of support you want at school. Here is a list of examples:

https://dyslexiamaterials.com/pages/list-of-reasonable-accommodations You can

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read about this plan and your rights on this website:

http://www.ldonline.org/article/5944/

• Download the “Eye to Eye: Empower Different Learners” app on your phone, to

help you reflect about what makes you strong and special, as well as access

resources about your disability and how to communicate your needs.

Reading, Organization, and Memory

2. Play games with your sisters and cousins to help you work on your memory skills!

You could play card games like Uno, War, or Go Fish. There are also lots of board

games that could help you work on your vocabulary, like Scattergories, Taboo,

Charades, or Pictionary.

3. Read stories with your family and talk about what you read and learned with them.

Here’s a book series about a group of friends in Chicago who play soccer together,

called The Wild Soccer Bunch. https://www.wildsoccerbunch.com/about_us.php

There are also other books about soccer on this site, and some are in Spanish. There is

also a magazine about soccer, called FUEL. It’s $2.95 an issue. Find information

here: https://www.usyouthsoccer.org/players/fuel/

4. You can also ask the librarians at the Cicero Public Library for suggestions. Tell them

a topic you are interested in, and they will have many recommendations.

5. Ask your teacher for written directions and instructions, so you can always go back

and re-read them if you need to.

6. Ask your teacher to give you an outline of the main ideas, new words and their

definitions, and questions you should think about before you read or learn something

new. This could look a lot of different ways, but there is an example at the end of this

document, in the Appendix of Resources.

7. Talk to yourself while you’re reading. Ask yourself, “did I understand this?” “Why

didn’t I understand it?” You can use the checklist at the end of this document, in the

Appendix of Resources to help you monitor your understanding, as well as ways to

help you better understand what you’ve read.

Successful transitioning for work:

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8. There are a lot of community programs near you that can help prepare you for life

outside your home, as well as preparing for college. Check out the Fuerza Youth

Center http://www.corazoncs.org/fuerza-youth-center.html and the Youth Leadership

Program http://www.youthcrossroads.org/youth-leadership-program/

9. There are lots of volunteering opportunities in your community that you use to start

building workplace skills, as well as build up a resume. You can go to the Cicero

Public Library and ask for a volunteer application.

10. ACE Mentoring is a program that will help you learn about careers in architecture,

engineering, and construction. You aren’t old enough to apply for this program yet,

but you can start preparing to apply so that once you are a junior or senior in high

school you will meet all requirements necessary to enroll.

http://acementorchicago.org/enroll/

Report Prepared By:

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Appendix A: Cognitive Achievement Tables

Woodcock Johnson-IV Test of Cognitive Abilities (CHC Factor Clusters):

Comprehension Knowledge: assessed the breadth and depth of vocabulary knowledge, including the ability to reason using vocabulary and communicate one’s knowledge. Cesar received a standard score of 55, which was significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 1: Oral Vocabulary Comprised of two tasks that measuring acquired word knowledge. 1A. Synonyms presented the student with a word and asked to provide another word that meant the same thing. 1B. Antonyms required the student to state a word that meant the opposite of the presented word.

Cesar was unable to provide synonyms for presented words, such as artificial, devour, and untamed. As the difficulty of the words increased, he also struggled to provide antonyms. For example, he was unable to give a word with opposite meaning to friend, he said "Brother."

60 Significantly below average

Test 8: General Information** Comprised of two tasks measuring the depth of general verbal knowledge. 11A. Where. Asked the student where things could be found. 11B. What. Asked the student what particular objects are used for.

Cesar was unable to state where common items may be found. He was successful in stating what they were used for until difficulty increased. For example, when asked what people would usually do with a thesaurus, he

53 Significantly below average

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said he didn't know. When asked if he could guess, he said no.

**Información General, the Spanish version of General Information, was administered to Cesar, his score 55, was significantly below average.

Fluid Reasoning: measured the ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Both subtests required multi-step, comparison and problem solving. Cesar earned a standard score of 82, which was below average. An additional subtest was combined with the previous two subtests to create a Fluid Reasoning-Extended score; Cesar received a standard score of 76, which was also below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 2: Number Series A measure of quantitative reasoning and inductive reasoning, the student is presented with a series of numbers with one number missing the series and directed to solve for the missing number.

N/A 92 Average

Subtest 9: Concept Formation A measure of inductive reasoning and executive processing. The student was presented with a series of shapes (circles or squares) that differed in color (red or yellow) or size (large or small). One or more of the shapes was placed in a box. The student was required to identify the rule or the reason why the figure was placed in the box. This was a learning task, which provided immediate feedback regarding the correctness of each response before a new item was presented.

Initially, Cesar was able to explain the rule that separated a series of shapes into two groups. As the problems increased in difficulty, he was unable to determine why the shapes were separated, especially if the answer involved multiple characteristics, such as color and size. Often, he would explain the distinguishing characteristics of each group instead of just the requested group.

69* Significantly below average

Extended Cluster also includes Subtest 15 Subtest 15: Analysis-Synthesis To measure deductive reasoning, this test required

Cesar was able to determine the reasoning behind

73 Below Average

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the student to reason and draw conclusions. Instructions described how to work puzzles with colored squares by using the key presented on every page to fill in the missing parts of the puzzles. Again, a learning task that provided immediate feedback regarding the correctness of each response before a new item was presented.

puzzles with one step. He was unable to solve puzzles with two or three steps, which required the use of substituting portions of a key.

*Test was re-administered informally, because it was unclear if he was having difficulty with the vocabulary required or understanding the task being asked of him. When re-administered informally with guidance, Cesar scored 75, which was below average.

Long Term Retrieval: measured the ability to store information and easily retrieve it at a later time. Cesar obtained a standard score of 64, which was significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 6: Story Recall Measured meaningful memory and some aspects of oral language development. The student listened to a passage presented from the audio recording, then was asked to retell as many details from the story that he or she could remember.

Cesar was unable to include important details while retelling stories he heard on an audio track, such as a character wearing glasses.

56 Significantly below average

Subtest 13: Visual-Auditory Learning Measured associative memory, or the ability to learn, store, and retrieve a series of various images that symbolized words. The examiner pointed to each picture as it was introduced, stated the word it symbolized, and orally repeated the word. The child was required to read each of the short stories by recalling the words each of the images represented. As the stories progressed more symbols were presented.

Cesar was able to recall the meaning of some of the symbols he saw on the pages; however, as more symbols were presented, it became harder to recall the symbols and tell the stories without multiple errors.

82 Below Average

Visual Processing: assessed the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations. Cesar obtained a standard score of 73, which

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was in the below average range.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 7: Visualization Measured the ability to visualize spatial relationships across two tasks. During 7A Spatial Relations, the student was required to identify two or three pieces of a puzzle that could be combined to form the whole piece, which was presented. During 7B Block Rotation, the student was required to identify the two block patterns that match the target pattern. As the items progressed the number of pieces required to form the shapes increased.

Cesar was unable to distinguish which smaller pieces made up a larger image. He also struggled to match images that had been rotated, and he struggled to correctly identify the letters they were labelled with.

72 Below Average

Subtest 14: Picture Recognition Measured visual memory of images. For example, the student was presented with an image of a maple leaf and was asked to remember it; then when presented with the original image among new images and had to select the original image. Each test item was composed of 1-4 images to identify.

At first, Cesar was able to identify the images he was instructed to memorize amongst new images. When asked to memorize two or three images in a field of three to four, Cesar performed this with little difficult; however, he had greater difficulty when instructed to memorize three images amongst a field of five or more.

81 Below Average

Auditory Processing: measured his ability to encode, synthesize, and discriminate auditory stimuli. As a combined score, Cesar obtained a standard score of 63, which was significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 5: Phonological Processing Measured speed of lexical access across three tasks.

Cesar performed poorly when

53 Significantly Below

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5A Word Access required the student to provide a word that has a specific phonemic element in a specific location. 5B Word Fluency required the student to name as many words as possible in 1-minute that begin with a specific sound (/d/ and /m/). 5C Substitution required the student to substitute part of a word to create a new word.

asked to provide words that included specific sounds at the beginning, middle, or end of words. For example, when asked to provide a word that started with /sh/, he said snake. He was also unable to replace specific sounds in words to create new words, such as substituting /pl/ in planet with /gr/ to make granite. He was unable to list words that began with /d/.

Average

Subtest 12: Nonword Repetition Measured phonological short-term memory. The task required the student to listen to a nonsense word and then repeat the word exactly. The words increase in difficulty as the number of syllables increases.

When given one and two syllable nonsense words Cesar was able to orally repeat the words back to the facilitator, with little error. As the nonsense words increased to three or more syllables Cesar had difficulty orally repeating some of those words. For example, Cesar attempted but was unable to orally repeat some of the nonsense words such as, flabstriction, graphomorphicon,exculflator, preligitation.

82

Below Average

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Cognitive Processing Speed: measured the ability to quickly perform simple and complex tasks, under time constraints, while maintaining attention and concentration to tasks. Cesar obtained a standard score of 82, which was below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 4: Letter-Pattern Matching Specifically measured perceptual speed and visual information processing. In 3 minutes, the student located and circled two identical letters (beginning with single letters and progressing to triple) in each row of six options.

N/A 89 Average

Subtest 17: Pair Cancellation Provided information about processing, concentration, and the ability to perform a simple task in a specified amount of time. The student was presented with repeated pictures of a soccer ball, a puppy, and a coffee cup in 21 rows and was given 3 minutes to find and circle all combinations of the soccer ball followed by the puppy appeared.

Cesar was able to identify the soccer ball and dog pair; however, his pace was not fast enough to get through a sufficient number of test items.

79 Below Average

Short-Term Working Memory: two subtests measured the student’s working memory, using decontextualized, random information. Cesar obtained a standard score of 47, which was in the significantly below average range. An additional subtest was combined with the previous two subtests to create a Short-Term Working Memory-Extended score; Cesar received a standard score of 53, which was also significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 3: Verbal Attention This test assessed the ability to hold information (a mixed series of objects and numbers) in short-term memory, and then instructed to repeat only certain items from the list just heard. Items increased in difficulty by adding multiple objects and numbers (i.e., horse, 8, 2, sock).

Cesar had trouble recalling specific items from a list when prompted, especially as items on the list increased to 4 or more items. For example when told, cow...1...monkey...3...9...6.Tell me the first and then the last animal, he said "Cow...cat."

65 Significantly below average

Subtest 10: Numbers Reversed Primarily measured short-term memory span but could also be a measure of working

Cesar performed poorly when asked to repeat the numbers in reverse order.

48 Significantly below average

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memory. The task required holding several numbers (ranging from a series of 2 to 5 numbers) in immediate memory and orally repeating them in reverse order.

He repeated the list as a number, for instance saying, "Ninety-three." instead of 9-3 and stated numbers not included, such as "5-7-9-2-5." instead of 5-2-8-3-7.

Extended cluster also includes subtest 16. Subtest 16: Object-Number Sequence This test assessed the ability to hold information (a mixed series of objects and numbers) in short-term memory, divide it into two groups (objects first, then numbers in order), and shift attentional resources to say the two new ordered sequences. The items began by presenting one object and one number (i.e., shoe, 6) that needed to be recalled and repeated and then items increased in difficulty by adding multiple objects and numbers (i.e., horse, 8, 2, sock).

Cesar did well at first; however, he began to struggle when the number of items he was asked to remember increased to three pieces of information. Cesar was able to recall items such as, "fish-plate-9". For some sequences with three items he was able to remember all the items of the questions, but in the incorrect order: instead of sweater-6-5, he said, "sweater-5-6". For sequences with four items he was able to recall some but not all items, instead of coat-juice-5-9, he said, "coat-juice-5-10".

78 Below Average

Woodcock Johnson-IV Test of Cognitive Abilities (Clinical Clusters):

The following five cluster score areas are clinical clusters that provide cognitive

processing information that is more directly linked to school-based eligibility criteria and may be

helpful when developing instructional plans and supports. Some of the subtests utilized in

forming these clusters have been previously discussed in the clusters listed above.

Perceptual Speed: provided information about the ability to rapidly perform simple clerical tasks that use symbols, such as matching letters or numbers. Perceptual Speed is related to orthographic processing, an important ability for decoding and encoding. Cesar received a combined standard score of 90, which was average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 4: Letter-Pattern Matching Previously discussed.

89 Average

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Subtest 11: Number-Pattern Matching Measured the speed at which an individual can make visual symbol discriminations. The student is asked to locate and draw a line through the two identical numbers in a row of six numbers. The difficulty increases as numbers increase from single-digits to triple-digits.

N/A 94 Average

Quantitative Reasoning: provided information regarding the ability to reason inductively and deductively with numbers, mathematical relations, and operators. Cesar received a combined cluster standard score of 80, which was below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 2: Number Series Previously discussed. 92 Average Subtest 15: Analysis-Synthesis To measure deductive reasoning, this test required the student to reason and draw conclusions. Instructions described how to work puzzles with colored squares by using the key presented on every page to fill in the missing parts of the puzzles. Again, a learning task that provided immediate feedback regarding the correctness of each response before a new item was presented.

Previously discussed.

73 Below Average

Auditory Memory Span: measured the ability to hold auditory information in immediate awareness.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 18: Memory for Words Measured short-term auditory memory. The student was asked to repeat lists of unrelated words in the correct sequence.

Cesar was able to remember and repeat sequences of up to four words with only two errors, instead of just...there...like, he said, "just...like...there" and instead of it-yellow-all-off, he said, "it-yellow-off". He was unable to remember sets of five or six words; however, he

82 Below Average

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recalled one set of five words in the correct order: "will-or-every-got-said".

Appendix B:

Reading Achievement Tables

Woodcock Johnson-IV Test of Achievement-Reading Subtest and Clusters:

Reading: measured overall reading achievement including reading decoding and reading comprehension. Cesar received a Reading Cluster standard score of 79, which was below average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 1: Letter-Word Identification Measured word identification skills, requiring the student to read letters and words.

N/A 89 Average

Subtest 4: Passage Comprehension Measured the ability to read and comprehend a sentence or short passage and then identify a missing word that made contextual sense.

Cesar performed poorly when asked to complete sentences with appropriate words. For example, when asked to fill in the blank of this sentence: There is an insect called a "walking stick" that looks just like a small twig. But when it starts to move, you can see it really is a _____." He responded, "Stick."

68 Significantly below average

Broad Reading: measured reading decoding, fluency, and reading comprehension. Cesar received a Broad Reading Cluster standard score of 70, which was below average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 1: Letter-Word Identification Previously discussed 89 Average Subtest 4: Passage Comprehension Previously discussed 68 Significantly

below average Subtest 9: Sentence Reading Fluency Measured the speed and accuracy of

Cesar was unable to accurately respond to many

66 Significantly below average

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reading and understanding simple sentences. The student was given 3-minutes to answer YES/NO to simple questions such as: Fire is hot.

YES/NO statements in 3 minutes. He incorrectly responded yes to Tires are always flat and People love to swim in puddles.

Basic Reading Skills: measured reading decoding, sight vocabulary, phonics, and structural analysis. Cesar received a Basic Reading Skills Cluster standard score of 92, which was average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 1: Letter-Word Identification Previously discussed 89 Average Subtest 7: Word Attack Measured the application of phonics and structural analysis skills to pronounce unfamiliar printed words. The items required the student to read aloud letter combinations that were phonically consistent but not actual words in the English language. For example, wreet.

N/A 97 Average

Reading Comprehension: through the administration of Subtest 4 and 12, measured reading comprehension, reasoning, and to a lesser extent, long-term retrieval abilities. Cesar received a Reading Comprehension Cluster standard score of 75, which was below average. Additionally, Subtest 17 was administered to determine the Reading Comprehension-Extended cluster score (which included all three subtests below) for which Cesar received a standard score of 65, which was significantly below average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 4: Passage Comprehension Previously discussed 68 Significantly below average

Subtest 12: Reading Recall Measured the ability to read a short story and immediately retell the details of the story. The student was directed to read the story and then retell it while the examiner marked the number of elements and target vocabulary recalled.

N/A 90 Average

Subtest 17: Reading Vocabulary Measured the ability to read words and then provide synonyms or antonyms.

Cesar struggled to provide synonyms and antonyms for presented words. For example, when asked to provide a word with a similar meaning to ill, he responded,

57 Significantly below average

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"I don't know". When asked for a word with an opposite meaning to success, he said, "Improvement."

Reading Fluency: measured aspects of fluency including prosody, automaticity, and accuracy. Cesar received a Reading Fluency cluster standard score of 75, which was below average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 8: Oral Reading Measured how well the student reads words in context. Given a short passage, the student was asked to read aloud and the oral reading errors were recorded.

N/A 98 Average

Subtest 9: Sentence Reading Fluency Previously discussed 66 Significantly below average

Reading Rate: measured automaticity with reading at the single-word and sentence levels. Cesar received a Reading Rate cluster standard score of 63, which was significantly below average.

Subtest Analysis of Performance Standard

Score ( =100, S=15)

Interpretation

Subtest 9: Sentence Reading Fluency Previously discussed 66 Significantly below average

Subtest 15: Word Reading Fluency Measured the speed and accuracy of reading and interpreting words at the word-level. The student was given 3-minutes to mark the two words in a row of four words that go together. For example, the student was shown: dog shoe car puppy; and expected to mark dog and puppy.

Though his work was relatively accurate, Cesar was unable to complete enough items in this exercise, which involved reading a list of items and choosing the matching pair under a three minute time limit.

63 Significantly below average

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Appendix C: Writing Achievement Tables

Woodcock Johnson-IV Test of Achievement-Writing Subtest and Clusters:

Written Language: provided an overall measure of writing achievement, including spelling of single words and quality of expression. For this cluster Cesar received an 86, which was average.

Subtest Analysis of Performance

Standard Score

( =100, S=15) Interpretation

Subtest 3: Spelling Measured the ability to write orally presented words correctly.

Initially, Cesar performed well on this test. As words

increased in difficulty, such as

manager and skiing, he began to

make errors. He also spelled some

words using Spanish language

rules. For example, he wrote

"Gymnacion" for gymnasium and "negociate" for

negotiate.

84 Below average

Subtest 6: Writing Samples Measured the ability to answer questions by writing sentences that gave specifically requested information.

N/A

92 Average

Supplemental subtests to provide further information on these skills. Subtest 16: Spelling of Sounds

Measured Cesar’s phonological and orthographic coding skills through spelling.

When writing single syllable nonsense words heard on a recording, Cesar performed relatively well. However, he began to struggle with longer and multi-syllable nonsense

72 Below average

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words. For example, when the recording said automerous, he wrote "automarious". He also incorrectly heard some words, writing "Yang" instead of jang and "blayting" instead of glating.

Appendix D: Mathematics Achievement Tables

Woodcock Johnson-IV Tests of Achievement (WJ-Ach)

Broad Mathematics: Measured overall math achievement including problem solving, computational skills, number facility, automaticity, and cognitive processing speed. Cesar received a standard score of 68, which was significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15)

Interpretation

Subtest 2: Applied Problems Required the child to solve math word problems mentally or by using pencil and paper.

Cesar performed poorly when asked to listen and solve

word problems. For example, when read

to him: There are three eggs in each of

four baskets. How many eggs are there in all? He answered 15, but the correct

answer was 12.

76 Below average

Subtest 5: Calculation Measured the ability to perform mathematical computations in a written workbook.

Initially, Cesar was able to accurately

perform subtraction, addition, and some multiplication and division problems.

70 Below average

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As problems increased in difficulty, by

including fractions or negative numbers,

he was unable to provide the correct

answers. Subtest 10: Math Facts Fluency Measured the ability to solve simple addition, subtraction, division, and multiplication problems under a time constraint.

When given three minutes to complete

as many math problems as he

could, Cesar performed poorly. While he did solve

problems accurately, he didn't complete a

requisite amount.

71 Below average

Math Calculation Skills: Measured math computational skills (adding, subtracting, multiplying and dividing) and his ability to automatically solve basic math facts, and cognitive processing speed. Cesar received a standard score of 68, which was significantly below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15)

Interpretation

Subtest 5: Calculation Discussed previously 70 Below average

Subtest 10: Math Facts Fluency Discussed previously 71 Below average

Math Problem Solving: A measure of overall ability to solve problems and apply information including reasoning, problem solving, analysis, and fluid reasoning. Cesar received a standard score of 74, which was below average.

Subtest Analysis of Performance

Standard Score

( =100, S=15)

Interpretation

Subtest 2: Applied Problems Discussed Previously 76 Below

average Subtest 13: Number Matrices Measured reasoning by requiring the child to solve for the missing number in a number grid. The student was shown a grid with a

Though he initially was able to solve for the missing number, Cesar struggled when the problems increased in difficulty. For

78 Below average

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pattern of numbers and directly to solve for the missing number.

example, when asked to solve the following, he said, "15", but the correct answer was 16. 5   6   8  8   9   11  13   14    

Appendix E: Language Tables

Clinical Evaluation of Language Fundamentals-5th Edition (CELF-5) Core Language Score: The Core Language score is typically used to make decisions about the presence or absence of a language disorder. For the Core Language Cluster, Cesar received a standard score of 72, which was below average.

Subtest Analysis of Performance Scaled Score

( =10, S=3) Interpretation

Formulated Sentences (FS) Measured the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity (i.e., simple, compound, and complex sentences), using given words (e.g., car, if, because), and contextual constraints imposed by illustrations.

N/A 7 Average (Low)

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Recalling Sentences (RS)** Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).

Cesar was unable to accurately listen to spoken sentences provided by the examiner and repeat them without any changes to the original sentence. Cesar was able to repeat the sentences with little to know changes for simpler and shorter sentences; however, as they increased in complexity and length this became more difficult. Cesar was able to repeat, “Did you remember to bring your lunch?” but was unable to repeat My mother is the nurse who works in the community clinic, instead he said, “My mother is the nurse that works with community clinic”.

4 Significantly Below

Average

Understanding Spoken Paragraphs (USP) Measured the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity while creating meaning from oral narratives. The child was asked to listen to a spoken paragraph and use critical thinking strategies to interpret beyond the given information, make inferences and predications, and recall main idea, facts and details.

N/A 8 Average

** Recordando Oraciones, the Spanish version of Recalling Sentences, was given to Cesar. His score was a 6, Below Average.

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Semantic Relationships (SR) Measured the ability to interpret sentences that make comparisons, identify location or directions, specify time relationships, include serial order, or are expressed in a passive voice by choosing two options out of a series of four related to spoken sentence.

Cesar was unable to interpret orally administered statements in order to determine which answer choices fit the descriptions presented. The examiner presented Teenagers are younger than, with the options being infants, adults, grandparents, and children; Cesar replied with “infants” and “children”, while the correct answers were adults and grandparents. Another test question was The ball rolled to the left of the goal. The ball was, with the options being next to the goal, on the left side of the goal, in the goal, and behind the goal, he replied with “next to the goal” and “in the goal”; however, the correct answers were next to the goal and on the left side of the goal.

2 Significantly Below

Average

Recordando Oraciones Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).

The English version of this test was re-administered in Spanish, in order to determine whether a language barrier was present. Cesar demonstrated the same

difficulties as the English version, Recalling Sentences;

scoring one scaled score below that of the English

version.

3 Significantly Below

Average

Receptive Language Index: Measured listening skills and auditory comprehension. Cesar received a standard score of 71, which was below average.

Subtest Analysis of Performance Scaled

Score (=10, S=3)

Interpretation

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Word Classes (WC) Measured the ability to understand relationships between words based on semantic class features, function, or place or time of occurrence. The child was asked to identify two words that were related in a series of 3 to 4 words.

Cesar was able to identify two words that shared a common relationship among a group of three or four words when presented with pictures. When presented with pictures of alligator, caterpillar, and butterfly, Cesar correctly responded with “caterpillar” and “butterfly”. Cesar was unable to accurately determine the two words that shared a common relationship amongst a group of four words that were provided orally by the examiner and without pictures. When orally presented with the words running, jumping, eating, and hearing, Cesar responded with “jumping” and “hearing”; however, the correct answers were running and jumping.

5 Below Average

Understanding Spoken Paragraphs (USP) Measured the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity while creating meaning from oral narratives. The child was asked to listen to a spoken paragraph and use critical thinking strategies to interpret beyond the given information, make inferences and predications, and recall main idea, facts and details.

8 Average

Semantic Relationships (SR) Measured the ability to interpret sentences that make comparisons, identify location or directions, specify time relationships, include serial order, or are expressed in a passive voice by choosing two options out of a series of four related to spoken sentence.

Discussed previously

2 Significantly Below

Average

Expressive Language Index: Measured the ability to produce language. Cesar received a standard score of 75, which was below average

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Subtest Analysis of Performance Scaled

Score (=10, S=3)

Interpretation

Formulated Sentences (FS) Measured the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity (i.e., simple, compound, and complex sentences), using given words (e.g., car, if, because), and contextual constraints imposed by illustrations.

7 Average (Low)

Recalling Sentences (RS) Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).

Discussed previously

4 Significantly Below Average

Sentence Assembly (SA) Measured the ability to formulate grammatically acceptable and semantically meaningful sentences by manipulating and transforming given words and groups. The child was shown a set of words or phrases in mixed order and asked to create two sentences from these.

Cesar was able to formulate two

grammatically and semantically accurate

sentences from a set of words presented visually. When presented with the words the teacher, assign

homework, and didn’t, Cesar answered with “The

teacher didn’t assign homework” and “Didn’t

the teacher assign homework”?

As the set of words and sentence options

progressed and became more challenging, Cesar was unable to formulate two grammatically and semantically accurate

sentences from a set of words presented visually. When presented with the

words the runner, the race, to win, going, and isn’t,

Cesar answered only with “The runner isn’t going to win the race”; however, could not formulate a

second sentence.

6 Below Average

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Language Content Index: Measured the depth of vocabulary and ability to use words. Cesar received a standard score of 78, which was below average.

Subtest Analysis of Performance

Scaled Score (=10, S=3)

Interpretation

Word Classes (WC) Measured the ability to understand relationships between words based on semantic class features, function, or place or time of occurrence. The child was asked to identify two words that were related in a series of 3 to 4 words.

Discussed previously

5 Below Average

Understanding Spoken Paragraphs (USP) Measured the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity while creating meaning from oral narratives. The child was asked to listen to a spoken paragraph and use critical thinking strategies to interpret beyond the given information, make inferences and predications, and recall main idea, facts and details.

8 Average

Sentence Assembly (SA) Measured the ability to formulate grammatically acceptable and semantically meaningful sentences by manipulating and transforming given words and groups. The child was shown a set of words or phrases in mixed order and asked to create two sentences from these.

Discussed previously

6 Below Average

Language Memory Index: Measured the ability to remember language. Cesar received a standard score of 76, which was below average.

Subtest Analysis of Performance

Scaled Score (=10, S=3)

Interpretation

Following Directions (FD) Measured the ability to interpret spoken directions of increasing length and complexity, follow the order of familiar shapes with varying characteristics, and identify from among several choices the pictured object that was mentioned.

7 Average (Low)

Formulated Sentences (FS) Measured the ability to formulate complete,

7 Average (Low)

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semantically and grammatically correct spoken sentences of increasing length and complexity (i.e., simple, compound, and complex sentences), using given words (e.g., car, if, because), and contextual constraints imposed by illustrations. Recalling Sentences (RS) Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).

Discussed previously

4 Significantly Below

Average

Appendix F: Affect Tables

Conners Rating Scales-3rd Edition: Long Version

Note: Scores that are in bold in the chart are in either the “Elevated” or “Very Elevated” Categories.

Conners-3 Rating Scale (Parent & Self-Report forms)

High scores indicate areas of concern.

Category T-Score & Interpretation

Mother Cesar Inattention 56

Average 50

Average Hyperactivity-Impulsivity 61

High Average

55 Average

Learning Problems 61 High

Average

41 Average

Executive Functioning 53

Average N/A

Aggression 51

Average Less than or equal to 40

Average

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Peer Relations 62 High

Average

N/A

DSM-IV-TR: ADHD Inattentive N/A 44 Average

DSM-IV-TR: ADHD Hyperactive-Impulsive N/A 47 Average

DSM-IV-TR: Conduct Disorder N/A 41 Average

DSM-IV-TR: Oppositional Defiant Disorder N/A 44 Average

Indicate here any criteria met for DSM categories. N/A

Piers-Harris 2 Self-Concept Scale

Piers-Harris Children’s Self-Concept Scale, 2nd Edition Completed by the student

Low scores indicate areas of concern while high scores indicate high self-concept. Domains T-Score Interpretation Total (TOT) 47 Average Behavioral Adjustment (BEH) 46 Average Intellectual and School Status (INT) 46 Average Physical Appearance and Attributes (PHY) 48 Average Freedom From Anxiety (FRE) 43 Average Popularity (POP) 44 Average Happiness and Satisfaction (HAP) 51 Average

Revised Children’s Manifest Anxiety Scale Second Edition

The RCMAS- 2nd Edition Student Self Report

(Items in bold indicate are of concern) Domains Standard Score

T-Score (x=50, s=10)

Interpretation

Total Anxiety (TOT) Score is based on all items that

47 Average

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Categories in

which

Cesar

indicated possible

concerns on the RC

MAS-2

Category

Common Characteristic

Example of Items in t

ask about Physiological Anxiety, Worry, and Social Anxiety. Defensiveness (DEF) Responses indicate whether respondent is willing to admit to everyday imperfections that are commonly experienced.

64 High Average

Physiological Anxiety (PHY). The scale addresses somatic concerns such as nausea, sleep difficulties, headaches, and fatigue.

43 Average

Worry (WOR). The scale contains items about a variety of obsessive concerns. The concerns are for the most part ill-defined, and include fears about being hurt emotionally isolated.

50 Average

Social Anxiety SOC). The scale contains items that ask about anxiety in social performance situations.

50 Average

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s

his Category

DEF

Students with a high defensivene

14. I like everyone I know. 19. I

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ss score indicate that they may be unwilling

am always kind. 24. I always have good manne

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to admit to common imperfections or have tr

rs. 29. I am always good. 33. I am always nice

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ied to give a positive image of themselves.

to everyone. 44. I sometimes say things I sh

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Cesar scored in the high average range, indi

ould not say. 48. I have told a lie.

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cating that he may have answered untruthfull

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y.

Multiscore  Depression  Inventory  for  Children  (MDI-­‐C)  A standardized norm-referenced measure completed by Cesar

Higher scores indicate mild to moderate levels of symptomatology related to depression

Domains   T-­‐Score   Interpretation  Total   41   Average  Anxiety  (A)   49   Average  Self-­‐Esteem  (SE)   41   Average  Sad  Mood  (SM)   42   Average  Instrumental  Helplessness  (IH)  

45   Average  

Social  Introversion  (SI)   51   Average  Low  Energy  (LE)   50   Average  Pessimism  (P)   36   Average  Defiance  (D)   40   Average  

APPENDIX G: RESOURCES

Page 65: EDUCATIONAL EVALUATION REPORT Grade School · stepfather, Juan Hernandez and Cesar’s cousins also tutored and helped him with his schoolwork. Ms. Ortiz reported that Cesar liked

S P E C I A L E D U C A T I O N D E P A R T M E N T U N I V E R S I T Y O F I L L I N O I S A T C H I C A G O

C.Chavez 06/2018

UIC

Assessment Clinic (312) 9968137

Graphic organizer for big ideas

Reading comprehension checklist

Page 66: EDUCATIONAL EVALUATION REPORT Grade School · stepfather, Juan Hernandez and Cesar’s cousins also tutored and helped him with his schoolwork. Ms. Ortiz reported that Cesar liked

S P E C I A L E D U C A T I O N D E P A R T M E N T U N I V E R S I T Y O F I L L I N O I S A T C H I C A G O

C.Chavez 06/2018

UIC

Assessment Clinic (312) 9968137