Classroom Observation - According to the Cumulative Records

Date of Report: 11-21-2014                                                                        Date Report to School:XXXXXXX

Student Name: Tyler Brown

LCS Student ID Number:

Date of Birth: 6-8-2008

Parent(s)/Guardian(s):XXXXXX

Home Adrress:XXXXXX

Home Phones:XXXXXX

Referring School: Bobcat Elemantary school

Current School:Bobcat Elemantary school

Current Grade: 1st

Current Teacher: Ms. Mosley

Evaluation Date(s); 11-21-2014

Student Age (1st Evatuaion date: 6 yr old

School Psychologist: XXXXXXX

DOE Number:XXXXXXXX

REASON FOR REFERERRAL:

PRACTICE?

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Background information:

According to the cumulative records, Tyler

Observation:

CLASSROOM OBSERVATION:

while Tyler  was  taking the ktea 2, hie behavior in the begining was ex to take the to eard rward token. Tyler behavior were on-task wow takking the Reading Comprehension & Letter & Word Recognition was engaged in the task ask lot of question. he want to learn more nest grade word but tyler was very anxledy because it was his his could include writing, reading, looking at his book or computer, responding to or asking a question, and receiving

instruction/assistance from the teacher. The observations were conducted on two different days, each for twenty minutes in five second intervals. During the first observation, the class was engaged in large group reading instruction. On this date, John was on-task only 46 percent of the time while his comparison peer was on-task 51 percent of the time. While

off-task, John was noted to look around the room, ‘drum’ with his pencils, and put his head on his desk. He was observed to follow along in the story only when his teacher was near his desk. On the second observation, the class finished large group instruction and transitioned into centers. John worked at a computer during centers. On this date, John was on-task only 43 percent of the time while his peer comparison was on-task 60 percent of the time. While offtask, John was noted to be counting his ‘Reward Bucks,’ getting out of his seat to retrieve pencils with which he subsequently used to ‘drum,’ talk to his peers, take off his headphones (while on computer), and look around the room.

TESTS ADMINISTERED:

TEST RESULTS:

Kaufman Assessment Battery for Children, Second Edition

Wechsler Individual Achievement Test, Third Edition

Behavior Assessment System for Children, Second Edition

 Teacher Rating Scales-Child

KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION

Subtests/Indices                        Scaled Score/                                                 Standard Score Percentile

Reading

2 Letter & Word Recognition                97                                        42

6 Reading Comprehension                  102                                55

Math

Math Concepts & Applications                  95                                        37

Math Computation                         99                                        47

Written Language

Written Expression                         40                                        <0.1

Spelling                                  93                                            45

Oral Lauguage

Listening Comprehension                 103                                    58

EVALUATION RESULTS:

 Assessment: Tyler Brown  was administered the Kaufman Assessment Battery for Children, Second Edition (KABCII)as a way to obtain a parctice comprehensive  of his cognitive and mental abilities. Tyler Letter & Word Recognition score of 97 falls within the Average range and at the 42th percentile, relative to same-aged peers in the standardization sample. The chances are 90 that his true FCI is between 82 and 92. Examination of John’s Scale Index scores indicate Average performance on tasks involving Sequential (i.e., arranging input in sequential order to solve a problem; SS=97, 42nd percentile), Knowledge (i.e., general information; receptive vocabulary; and integration of