Snohomish Middle School 321 West B Street Snohomish, Wa Initial Evaluation

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1 Angela Deering 6 th grade DOB: 1/17/1999 Age 11 Snohomish Middle School 321 West B Street Snohomish, Wa Initial Evaluation Evaluation Team: Sarah Pemble, School Psychologist Nurse Miles Ms. Truman, Teacher Mr. Leed, SE Teacher Ms. Curry, Teacher Ms. Ship, Counselor Parents Mr. Pots, Social worker Health & Developmental History Report submitted by Debra Miles, RN on 12/13/10: Information collected from Developmental Health History completed by, mother, Sonya Deering, dated 11/15/10, Seattle Children s Hospital Psychiatry Outpatient Clinic note dated October 6, 2010 completed by Carry Boyd, M.D. and brief interaction with student on 12/13/10. Angela's mother reports that she was born of healthy pregnancy and delivery. No health concerns throughout early childhood and she attained developmental milestones within expected ranges. Angela has a history of surgery at 11 years of age for removal of enlarged, benign lymph node. Parent reports regular sleep habits and sleeps throughout the night. Angela has a diagnosis of ADHD, treated with Metadate 50 mg at home in the morning and an additional school dosage of Ritalin, 5mg at lunch. Parent noted Angela appears socially behind her peers and struggles in school. Report explains grandparent observes hyperactive and oppositional behavior when Angela has not taken her medication. Health care provider noted Angela has difficulty maintaining her weight and she is selective about foods. Parent has identified Angela has problems with maintaining friendships. Activities and interests include soccer, guitar, video games and action figures. Parent describes Angela s strengths as creative, vivid imagination, musically gifted and athletic. Health care provider is monitoring medication, nutritional status, weight and sleep pattern. Angela works on social skills with Mr. Pots, MSW.

2 12/13/10 weight: 70 pounds ( 5th percentile), height: 57 ½ inches (just below 50th percentile), BMI: 14.9 (6th percentile) At time of interaction, Angela was cooperative, asked questions to clarify directions and in brief discussion maintained eye contact. Angela has allergies to brass & animal dander. Diagnostic History Report submitted by Debra Miles, RN on 12/13/10: In a report dated 10/6/2010, Carry Boyd, MD describes and confirms Angela s circumstances. The diagnosis is Attention Deficit Hyperactivity Disorder. Factors which interfere with Angela s classroom performance include disorganization, distractibility, impulsivity, poor focus, forgetfulness and social issues adversely impacting academic areas and productivity. Parent reports Angela has difficulty concentrating and sitting still after school. Angela takes daily medication in the morning at home and an additional dose at lunch time at school. General Education Report submitted by Sarah Pemble, School Psychologist on 12/12/2010: Angela is a 6th grade student. In reference to strengths and resiliency factors, she is described as friendly, considerate, engaged, and wants to perform well. In reference to academic achievement, her performance varies. In reference to math, Mrs. Curry reports significant concern. Angela demonstrates a great deal of difficulty solving equations with multiple steps. Multiplication fluency is not a well developed skill. She is highly distracted which seems to impact her ability to track and follow problem solving strategies/solutions. She requires constant redirection. In reference to interventions, Angela is allowed to retake tests, homework is modified, and she has a file folder to assist with organization. To decrease test anxiety, Mrs. Curry engages her students in a mindfulness activity just before the start of a test. Angela states this activity increases confidence and helps with test anxiety. In reference to her performance in Humanities, Mrs. Truman states that Angela is meeting grade level expectations and is making improvements. However, she is missing assignments, and organization is an area of concern. Mrs. Truman is also concerned about Angela's inattention and distractibility. She has difficulty following instructions. In reference to interventions, Angela has an assignment calendar and parent contact is frequent. Social, Emotional, Behavioral Assessment Report submitted by Sarah Pemble, School Psychologist on 12/12/2010: Angela has a long standing history of ADHD. Her educators report that she consistently struggles to turn in home work and class assignments. They report that she is highly distractible, has a short attention span, day dreams, and is often unprepared for class. She has difficulty following directions and tracking class discussions.

3 Angela's parents were interviewed on 11/16/2010. Angela's parents report that Angela demonstrates significant difficultly completing homework. Information has to be retaught multiple times. She seems to forget previously learned information, which results in reteaching. Angela's parents found several completed homework assignments in her backpack. They indicate concern with Angela's ability to concentrate, and follow directions. Cognitive Ability Report submitted by Sarah Pemble, School Psychologist on 12/13/2010: Angela was administered the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) on 12/1/2010. The WISC-IV contains 15 subtests that measure a variety of skills, which include memory, verbal comprehension, perceptual reasoning, and processing speed. The average range is The average scaled score is 10 with an average range of Angela s WISC-IV Full Scale IQ (FSIQ) could not be interpreted because she demonstrated too much variability in her performance across the four indexes that make up this score, namely Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed indexes. However, because Angela s performance on the Verbal Comprehension and Perceptual reasoning indexes was similar, these Indexes can be combined to yield a General Ability Index (GAI). The GAI differs from the FSIQ in that it is not influenced directly by Angela s performance on working memory and processingspeed tasks. Angela earned a GAI of 91, classifying her general level of intellectual ability as AVERAGE. The chances are good (95%) that Angela s true GAI is somewhere within the range of 87 (low average) to 96 (average). Her GAI is ranked at the 27th percentile, indicating that she scored higher than 27% of other students of the same age in the standardization sample. Angela achieved a Verbal Comprehension (VCI) Composite Score of 91 with a 95% confidence that her true score are between 85 and 98. Angela scored better than 27% of her peers on this scale, respectively. The VCI Scale (the highest weighted scale of general intelligence) measures Crystallized Intelligence. Crystallized Intelligence develops through formal and informal education, acculturation, and exposure to various life experiences, and it is (to an extent) learned information. The Perceptual Reasoning portion of the WISC-IV is a measure of perceptual organization. This provides information about visual processing, scanning and organizational ability, attention, nonverbal learning,

4 and memory. Angela s score of 92 (30th percentile) falls into the AVERAGE range. There is a 95% chance that her true score is between 85 and 100. The Working Memory scale is a measure of one s ability to actively maintain information in conscious awareness, perform some operation or manipulations with it and produce a result. Angela s score of 102 (55th percentile) falls into the AVERAGE range. There is a 95% chance that her true score is between 94 and 109. The Processing Speed scale is a measure of one s speed of information processing, which is related to mental capacity, reading performance and development, reasoning and the efficient use of working memory. Angela s score of 70 (2nd percentile) is in the BORDERLINE range. Angela scored a 5 on the Coding subtest. The coding subtest consists of the student copying simple symbols that are paired with simple geometric shapes within a 120 second time limit. This test measures a student s ability to learn a code rapidly and provides information about the student s speed and accuracy of eye-hand coordination, short term memory, and attention skills. Angela scored a 4 on the Symbol Search subtest. The Symbol Search subtest involves having the student look at target symbols and then at another group of symbols that may or may not contain the target symbols. The student is asked to indicate whether the target symbols are among the other group of symbols. This measures visual discrimination and visual perceptual scanning ability. This test provides information about speed and accuracy, attention and concentration and short term visual memory. Verbal Comprehension 91 AVERAGE Perceptual Reasoning 92 AVERAGE 92 AVERAGE Working Memory 102 AVERAGE 102 AVERAGE Processing Speed 70 BORDERLINE 70 BORDERLINE General Ability 91 AVERAGE 91 AVERAGE Index Academic Report submitted by Mr. Leeds, Special Education Teacher on 12/10/2010: Testing was administered on 12/06/2010. Mr. Leeds administered the assessment. The test administered was the Woodcock Johnson III Normative Update Test of Achievement (Form B). Angela was tested on a broad range of skills including: mathematics, applied problems, and quantative concepts. Test scores on the WJ ACH III indicate the following performances:

5 BROAD MATH 88 LOW AVERAGE BRIEF MATH 88 LOW AVERAGE MATH CALC 83 LOW AVERAGE MATH REASONING 96 AVERAGE Calculation 82 LOW AVERAGE Math Fluency 92 AVERAGE Applied Problems 95 AVERAGE Quantitative Concepts 97 AVERAGE DECISION Student qualifies under the category, Health Impairment: The results of the evaluation indicate a disability, an adverse educational impact, and a need for specially designed instruction. Effects of disability: Difficulty listening in class, may daydream, spaces out and misses content or homework assignments, lack of attention to detail, makes careless mistakes in work, difficulty staying on task and finishing school work, distractible, moves from one uncompleted task to another, difficulty with following multi-step math problems, needs steps broken down, is disorganized and may complete homework but fails to turn it in. SPECIALLY DESIGNED INSTRUCTION Organization- To improve her ability to manage homework and class work assignments efficiently. To improve her ability to employ effective study skills and to facilitate improved test taking strategies. Math calculation: To improve her basic facts and ability to compute accurately and efficiently. SUPPLEMENTARY AIDS & SERVICES The team determined that no supplementary aids/services was needed. TEAM CONSENSUS Signature Date

UNIVERSITY OF WISCONSIN LA CROSSE. The ACCESS Center

UNIVERSITY OF WISCONSIN LA CROSSE 165 Murphy Library 1725 State Street La Crosse, WI 54601 Phone: (608) 785-6900 Fax: (608) 785-6910 VERIFICATION OF ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD) provides