Classroom Observation – According to the Cumulative Records
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Date of Report: 11-21-2014 Date Report to School:XXXXXXXStudent Name: Tyler BrownLCS Student ID Number:Date of Birth: 6-8-2008Parent(s)/Guardian(s):XXXXXXHome Adrress:XXXXXXHome Phones:XXXXXXReferring School: Bobcat Elemantary school Current School:Bobcat Elemantary school Current Grade: 1st Current Teacher: Ms. MosleyEvaluation Date(s); 11-21-2014Student Age (1st Evatuaion date: 6 yr oldSchool Psychologist: XXXXXXXDOE Number:XXXXXXXXREASON FOR REFERERRAL:PRACTICE?+=Background information:According to the cumulative records, TylerObservation: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 receivinginstruction/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. Whileoff-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 EditionWechsler Individual Achievement Test, Third EditionBehavior Assessment System for Children, Second Edition Teacher Rating Scales-ChildKAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITIONSubtests/Indices Scaled Score/ Standard Score PercentileReading2 Letter & Word Recognition 97 426 Reading Comprehension 102 55MathMath Concepts & Applications 95 37Math Computation 99 47Written LanguageWritten Expression 40 <0.1Spelling 93 45Oral LauguageListening 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