Educational Report

Brigham Young University-Idaho

Early Childhood Special Education Program
Demographics
Name: Andrew Jackson
School: Jefferson Elementary
Grade: 1st Grade
Date of Birth: March 31, 2009
Age: 6 years, 5 months
Evaluation Date: Sept 2016
Evaluators: Kendra Durfee & Ciara Argyle
Report Author(s): Kendra Durfee

Reason for Referral

Andrew was referred to us because his mother wanted him to work on eye contact,
transitioning from school to home, and regulating his emotions.

Background
Family History
Andrew was brought to the family as a foster child when he was 2. He was adopted when
he was 5. Between the ages of 2-5 he was living with multiple biological family members
and exposed to physical and emotional abuse. His biological mother was on drugs during
the pregnancy.
Medical
Andrew has been tested and diagnosed with Autism Spectrum Disorder, AttentionDeficit? Hyperactivity Disorder, Mild dyspraxia, and a history of Intrauterine Toxicity,
Adjustment Disorder, and probable Posstraumatic Stress Disorder.
Developmental history
Educational history
Andrew attends Jefferson Elementary school and is in 1st grade.
Social/Emotional history

Andrew has been away from and with his birth parents from 2-5 years of age. He wasnt
exposed to the best environment and was introduced to violence. When his mother was
pregnant with him it has been recorded that she was taking meth at the time.

Observations
Cognition
During the testing Ciara asked Andrew, can you sit on the seat please?, I need you to sit
down. Andrew rolls his body off the table and sat upright and on his pockets. When
instruction during the test began he looked at the person speaking and then at the test
paper. During the trial intervention Kendra told Andrew that the game was that the person
with the ball would look at the eyes of the person next to them and then look at the
person they wanted to throw or roll the ball to. Andrew looked at Kendra who had thrown
the ball to him and then he looked at his brother and then threw the ball to him.
Communication
During the test, Andrew was asked by Kendra and Ciara another word you could use that
means the same thing? Andrew said Whats another word? Kendra said Um, I want
you to word it what it is to you. Andrew replied I dont know. I cant read with out my
glasses as he said these words he used one hand to cover his face and pulled his hand
away palm up pointing to the words on the easel. Kendra asked Do you need to get
closer to the easel? Andrew crouched down closer to the easel. Kendra said Can you
see it now? Andrew replied I can see it. I cant read. Ciara said can you try sounding
it out? Andrew said Its hard. Kendra covered part of the word and said can you do
that first one? Andrew then started to say ra, ra, rabbit.
Motor
During the RBI Andrew took a soft basketball and threw the ball at his target under hand.
Andrew also took a ball and rolled it to his target. During the testing Andrew held a
pencil in his hand with his index finger and thumb and wrote words on his page. At one
point during the test the tester says to Andrew high five. Andrew looked at her hand
and raised his hand to give her a high five back.
Social/emotional
During the Trial intervention game Andrew looked at the person who threw the ball to
him and then he looked at the person he was throwing the ball to. During the RBI Andrew
took Kendra and said watch throw the ball like me. Andrew threw the ball and then
passed it to Kendra and said your turn.

Adaptive self-help
Andrew was told by Ciara he could have a gummy bear when he finished so many words.
Andrew finished those words and Kendra put a small dish of gummy bears in front of
Andrew. Andrew looked in the bowl and said I like the red ones. He picked up a
gummy bear and put it in his mouth.

Trial Intervention
For the trial intervention three different trials were given. We started with role-play by
asking him questions that were similar to the RBI just to get a good grounding of where
he stood. We then went into the emotion chart of saying how he felt to help him when he
is upset. He choose things that made him happy and practiced with the faces that were
brought to the trial intervention. The last trial intervention tried was a game that involved
eye contact, a ball, and other people. Our goal for this intervention was for Andrew to
make eye contact when he is talking to others or when they are talking to him. We sat in a
line and the person with the ball looked at the person they wanted to throw it to and then
would throw or roll the ball. Then before that person could throw the ball they had to
make eye contact with the person that threw the ball to them and then make eye contact
with the person they wanted to throw the ball to. The eye contact was the trial prompt and
Andrew made sure to look every single time. He made sure others were following the
prompt as well.

Interview
RBI
Wake-up
6:30 Andrew gets up for the day Monday through Friday. Mother will carry him from his
bed to the couch and let him wake up on his own. The family will read scriptures and eat
breakfast. Andrew then gets ready for school and his mom has to remind him about little
tasks to do as he is getting ready. Only two tasks are given to Andrew at a time as he gets
ready. Make sure not to do to many steps at once and make sure that he looks at your eyes
as you give him instructions for his next two tasks. He gets on the bus at 7:40.

After School
After school Andrew has a very hard time calming down. To help calm him down she
will put essential oils. If he is upset he doesnt like to be touched and sometimes he runs
and hides. For transitions he needs warnings to know what is coming. After calming
down he will go outside and play. Mom cooks dinner. After dinner its bath time and then
they read to get ready for bed.
Bed-Time

Bed time is between 7:30-8. Before bedtime they have dinner, bath, read, and go to sleep.
During the night he wakes up often (this happens about once a week) His mother also
uses essential oils to help calm his fear.
Concerns
His mother wants to find something that he can do to get himself to calm down both at
home and at school when he is upset. She also wants to find him his own area and she
wants to see him express his wants and needs. She worries about Andrew getting
academically behind and being over stimulated at school.
Those working with Andrew at the moment are his family and those at school along with
Ciara and I.

Functional assessment
Tests Administered
Wood cock Johnson III
This test was administered on September 29, 2015
This test ranges from 2-90+. It is a test that covers intellectual abilities in the areas of
reading, writing, oral language, and mathematics. This test supports response to
intervention in covering tiers two and three. The woodcock Johnson assists in
determining a childs placement and levels of academic achievement. The woodcock
Johnson is also used in creating an IEP.

Test Results

Reading
Letter-Word
Identification
Reading Fluency
Passage
Comprehension
Word Attack
Reading Vocabulary
Sound Awareness
Oral Language
Story Recall
Understanding
Directions
Picture Vocabulary
Oral
Comprehension

Raw Score
16

Standard score
80
95

Percentile
9
36

0
2

68

5
1
6
15
27

114
82
82
81
98

83
11
12
11
43

16
9

86
96

18
39

Mathematics
Calculation
Math Fluency
Applied Problems
Quantitative
Concepts
Written Language
Spelling
Writing Fluency
Writing Samples
Editing
Spelling of Sounds
Punctuation and
Capitalization

7
11
20
16

107
107
99
100
93

69
69
49
51
33

8
0
4
0
4
2

78
64
98
81
44

7
1
46
11
<0.1

For Andrew right now he is struggling in the reading and writing section but his math was
higher.

Interpretation
Reading
When it comes to reading, Andrew is below average. His strong points of reading are in
letter-word identification and word attack. According to the test results, home visits and
RBI, Andrew is behind in reading. During the RBI his mother raised the concern that he
would get academically behind and that his reading level is low for his age. She
mentioned that he can read sight words but other than that he cant read. In giving the
Wood cock Johnson it showed that Andrew struggles to sound out, combine, and decode
words on his own. During the test often Andrew would say I cant see, I cant read, or I
dont want to As he was prompted and words were broken down for him, he put forth an
effort to try and was able to get farther in the testing. On the woodcock Johnson, Andrew
is in the 9th percentile rank. Those working with Andrew should know that although he
will tell you he cant read, with prompting and support he will be able to read regardless
of the level he is at right now.
Andrew consistently
Sound out letters with prompts
Reads sight words he knows
Combined words with prompts
Andrew sometimes
Combine words
Doesnt try reading a word and gives up before he begins

 Uses his glasses to read the words on the page

Andrew has yet to
Combine words on his own
Sound out words on his own
Decode four letter words

Oral language
In oral language, according to the woodcock Johnson, Andrew is performing below
average. During both the test and other observations Andrew has always spoken in full
sentences, answered simple questions, and asked for help or expressed that something is
too hard. As Ciara and Kendra asked him to read a passage or listen to a passage, often
times he would say Thats too hard or I cant do it. During the RBI his mother
mentioned that when he is upset he runs and hides. He doesnt say anything he just runs
and hides. While Andrew was testing in the writing area, he didnt sound out any words
as he wrote them and most of them were incorrect. According to the data collected,
Andrew is in the 12th percentile rank. Those that work with Andrew should know that
when Andrew is over stimulated or angry his coping mechanism is to run and hide due to
his past however his other is looking for a way that Andrew can calm himself down
without running and hiding.
Andrew consistently
Speak in full sentences
Answer simple questions with ease
Asks for help or expresses that something is too hard
Andrew sometimes
Respond correctly to instruction
Controls his environment
Wont try and will say its to hard
Andrew has yet to
Express emotions when upset
Sound out words as he writes them
Express his feelings when he is upset and what he can do

Mathematics
In mathematics, according to the Woodcock Johnson, Andrews performance is average.
While testing in the math area, Andrew answered the questions he knew how to answer
and then when it started getting a little difficult for him, he would openly say, I dont
know that one. As he took this test there were a couple problems that had the correct
answer but the number was written the wrong way but on other problems the same
number was written the correct way. Once he got to two digit numbers again he didnt
attempt the m but rather say, I dont know that one. When he saw the multiplication
and division he didnt attempt them until he was prompted to and told to write the first

number that came to his mind. Sometimes during the test some of his answers were
written in the box but not in the correct spot or due to the fact that he didnt know
multiplication or division he guessed on the answers or wasnt careful in his simple math.
The woodcock Johnson III shows that Andrew is in the 69th percentile rank when it comes
to mathematics. Those working with Andrew should know that Andrew is strong in math
but sometimes needs a little motivation or prompting to keep going.
Andrew consistently
Simple addition
Simple subtraction
Writes 1,4,5,6, & 8 correctly
Andrew sometimes
Writes numbers backwards
Writes letters in correct area
Solves the problem correctly
Andrew has yet to
Add 2 digit problems
Multiple
Divide

Written language
The woodcock Johnson III shows that Andrew is performing below average. Andrew has
written his name, during the test he held a pencil correctly, and he was able to spell
simply words correctly. During the spelling part of the test, Andrew wrote some of his
letters the correct way however others were backwards. While writing a couple words, he
missed writing some vowels sometimes; he also had some periods at the end of his
sentences but not always. During the test Andrew showed that he has yet to copy words
from a bank based off of what he saw, begin his sentences with capital letters, and end
each sentence correctly with a period. Andrew is in the 7th percentile rank. If this area is
not strengthened through support and scaffolding, Andrew will fall behind academically.
Andrew consistently
Write his name
Hold a pencil correctly
Spell simple words
Andrew sometimes
Writes letters the correct way
Misses writing vowels in words
Makes a period at the end of his sentences
Andrew has yet to
Copy words from a bank based off of what he sees correctly
Begin his sentences with a capital letter

End all sentences with a period

Recommendations
Andrew is qualified and recommended under section B of IDEA. His mother mentioned
her concern for him falling behind academically. Andrew is capable of succeeding and
not falling behind with scaffolding for teachers, parents, and others that work with him.
Andrew has shown that with prompting at this point he can achieve higher and more than
he thought. According to the Woodcock Johnson Andrew is a little academically behind
however with support he can meet every benchmark and likely higher.
For teachers:
Allow for Andrew to have a space in the classroom he can run and hide until he is
ready to come out until he can go to the emotion chart and show how he is
feeling.
Give a bank of words that include both sight and a couple new he can practice
writing and saying out loud either during or after he has written the word
Use a fun creative motor activity such as shaving creak where Andrew can draw
letters and numbers the correct way
For the Family:
Give him his own space and try an emotion chart of what would make him feel
better when he is upset. Have him practice this both when he is and is not upset.
During breakfast ask him how he is feeling using the emotion chart
During scripture study in the morning find a verse that has a three letter word
Andrew can sound out with help
Give a simple word problem to Andrew after scripture study that has to do with
his environment
For Professionals:
Give Andrew his space when he needs it and have him use an emotion chart to
help know and regulate how he is feeling and when he is ready to join the group
again.
While he is in line waiting, give him a word to spell and help scaffold him if
needed
Give a simple math problem according to his environment around him

Summary
Andrew is a 6 year old boy in 1st grade who is average in mathematics but below average
in oral language, written language and reading. In the area of reading sometimes he wont
try if a word is too hard but will try if he is prompted. In oral language, Andrew is
delayed. Sometimes he will respond correctly to instruction but other times he wont

listen. In the mathematic area, Andrew is average. He is strong in simple addition and
subtraction but multiplication and division is difficult for him at this age in his life. In the
area of writing language, Andrew is also delayed. Sometimes he writes his numbers
backwards. In the written language area he is below average. Andrew can write his name,
hold a pencil correctly, and write simple words. Andrew does write some of his letters
backwards and doesnt always end all of his sentences with a period. Andrew has many
different goals to work on but the most important are working on eye contact and his
mother wanted him to be able to regulate his emotions, along with transitioning from
school to home. In accomplishing these goals, Andrew will be able to catch melt downs
before they happen and work on his listening skills through keeping eye contact with
those who are talking to him. When he accomplishes these goals he will be able to have a
greater success as a student later on in life.

Signature ________________________________________________