SAMPLE REPORT CONFIDENTIAL

PSYCHO-EDUCATIONAL EVALUATION

NAME: XXX SCHOOL: Central High School

DATE OF BIRTH: 08/17/1995 GRADE: 9th grade
DATE OF EVALUATION: 01/28/2011 PARENT(S):
CHRONOLOGICAL AGE: 15 years, 5 months
EXAMINER: Jessica F. Castine

REASON FOR REFERRAL:

XXX was assessed as part of a routine reevaluation as is mandated by the New York
State Department of Education.
BACKGROUND INFORMATION:
XXX is a 15-year, 5-month-old young lady, currently in the 9th grade at Central High
School. She has been previously evaluated and has been identified as having a Speech
Language Impairment. XXX is the oldest child of FATHER and MOTHER. She has a younger
brother who also attends Central Rural School. XXX was the product of a normal childbirth and
appeared to have reached all developmental milestones at an appropriate rate. XXX appears to
enjoy school; she has a good attitude towards school and continues to put forth her best effort.
XXX has an Individualized Education Plan (IEP) in place. She is able to participate in all
general education services that are available to her and will continue to work towards a regent’s
diploma. Within her IEP, XXX receives the following services: resource room support services
and testing accommodations (i.e., separate location, rest periods, time and a half, simplified
language in directions, and additional examples).
XXX’s latest report card grades indicate that she is passing all of her classes. However,
there have been a few classes in which her grades have dropped since 1st quarter (History,
Science, English, and Reading Contract). It is also noted that teacher reports indicate that XXX is
a pleasure to have in class as well as cooperative and attentive.
EVALUATION PROCEDURES:
XXX presented as well-mannered young lady. Rapport was easily established and was
maintained throughout the evaluation process. XXX came willingly to the testing sessions.
Testing was completed in three sessions that together lasted approximately two hour and 15
minutes in total length. XXX had good attention and appeared to put forth her best ability on all
that was asked of her. XXX worked slowly; particularly during the reading comprehension
portion, during the tasks administered. However, she worked diligently and used all resources
(paper, pencil, passage, etc.) available to her when she was unsure of an answer.
 XXX (08/17/1995) pg 2

The evaluation is a valid and reliable estimate of XXX’s abilities, assessed in a

controlled, quiet setting free of distractions. The following evaluation tools were used:
Kaufman Brief Intelligence Test – Second Edition (KBIT-II)
Wechsler Individual Achievement Test – Third Edition (WIAT-III)
Behavioral Observations
Record Review
EVALUATION RESULTS:
XXX was administered the KBIT-II, an individually administered standardized intelligence
test for assessing cognitive ability. XXX’s Full Scale IQ fell within the average range [Standard
Score (SS)=99, Confidence Interval (CI)=92-106, Percentile Rank (PR)=47]. Meaning, forty-
seven percent of children her age scored at or below the level obtained and due to the possibility
of error associated with the KBIT-II, there is a 90% chance that her FSIQ would fall in the range
of 92-106, if the test were administered again. These scores indicate improvements from previous
testing results, indicating that XXX has made significant gains cognitively. Furthermore, her Full
Scale IQ is broken down into Verbal and Nonverbal ability. Both XXX’s verbal ability (SS= 94, CI=
87-101, PR= 34) and her nonverbal ability fell in the average range (SS= 104, CI= 96-112, PR=
61). Although there is a 10 point difference between these scores, it was not found to be
significant.
XXX was also administered subtests from the WAIT-III to determine her achievement
levels within the areas of reading, writing, and math. Overall, XXX’s performance within these
subtests fell within the average to above average range. XXX’s ability to write an essay on a
given topic (Essay Composition: SS=121, CI=111-131, PR=92) fell in the above average range.
XXX spent the first 30 seconds planning/deciding what to write for her essay. XXX diligently spent
all of the allotted 10 minutes to write the essay; however, it is noted that she was unable to finish
in this time. XXX’s ability to spell dictated words, which requires writing the correct spelling of
words presented orally (Spelling: SS=106, CI=100-112, PR=66) fell in the average range.
XXX’s Basic Reading performance fell within the average range (Basic Reading: SS=110,
CI=106-114, PR=75). Her reading decoding skills, which requires pronouncing nonsense words
(Pseudoword Decoding: SS=117, CI=111-123, PR=87) fell in the above average range, while her
decoding skills for real words (Word Reading: SS=103, CI=97-109, PR=58) fell in the average
range. XXX’s reading comprehension of contextual information, which requires reading a short
message and answering questions about it (Reading Comprehension: SS=100, CI=89-111,
PR=50] also fell in the average range. Throughout this portion of the test, XXX had access to the
reading passages which she often referred back to when she was unsure of an answer.
XXX’s performance within the Mathematics cluster fell in the average range
(Mathematics: SS=102, CI=96-108, PR=55). XXX’s mathematical reasoning, which requires
analyzing and solving practical math problems (Math Problem Solving: SS=102, CI=93-111,
 XXX (08/17/1995) pg 3

PR=55) fell in the average range. XXX’s ability to perform mathematical computations, which
requires calculation of simple to complex mathematical problems and equations (Numerical
Operations: SS=102, CI=96-108, PR=55) also fell in the average range. Throughout this math
section, XXX often used the paper and pencil that were provided to solve the problem.
SUMMARY/RECOMMENDATIONS:
XXX, a 9th grade student at CCRS, was assessed at this time as part of a routine
reevaluation process. She is currently identified as a student with a Speech Language
Impairment. XXX receives resource room support services and testing accommodations (i.e.,
separate location, rest periods, time and a half, simplified language in directions, and additional
examples) through her IEP.
Current intellectual test results indicate that XXX is of overall Average Ability and shows
improvements from previous testing. Her nonverbal ability is slightly higher than her verbal ability;
however, this is not a significant difference. Furthermore, in regards to her academic achievement
she fell in the average to above average range. Although XXX worked at a slightly slower pace
(particularly in the areas of reading and writing); she worked very diligently throughout testing. In
addition, XXX always used resources that were available to solve any problems she was unsure
of.
In conclusion, it appears from current test results, behavioral observations, current
grades and teacher input, XXX is a student who is capable of maintaining passing grades with
minimal support. At this point, pending the results from the Speech Language therapist,
classification as a student having a Speech Language Impairment may be no longer appropriate.
Thus it is suggested to the CSE that XXX be declassified. Her current grades as well as testing
results indicate that XXX is capable for performing well in school. However, it is believed that XXX
would benefit from structured study hall to maintain her grades as well as ensure she is doing her
work. Furthermore, XXX would also continue to benefit from testing accommodations due to her
slightly slower pace, particularly in the areas of reading and writing.

Jessica F. Castine, B.A./B.S. Date

School Psychology Trainee
 XXX (08/17/1995) pg 4

Appendix A:

Summary of Scores: KBIT-II

Composite/ Subtest Composite/ Percentile Confidence Description
Scaled Rank Interval (95%)
Scores
FSIQ 99 47 92-106 Average
Nonverbal 104 61 96-112 Average
Verbal 94 37 87-101 Average

Summary of Scores: WAIT-III

Composite/ Subtest Composite/ Percentile Confidence Description
Scaled Rank Interval (95%)
Scores
Essay Composition 121 92 111-131 Above Average
Spelling 106 66 100-112 Average
Basic Reading 110 75 106-114 Average
Pseudoword Decoding 117 87 111-123 Above Average
Word Reading 103 58 97-109 Average
Reading 100 50 89-111 Average
Comprehension
Mathematics 102 55 96-108 Average
Math Problem Solving 102 55 93-111 Average
Numerical Operations 102 55 96-108 Average