CONFIDENTIAL

PSYCHO-EDUCATIONAL TESTING EVALUATION

FULL AND INDIVIDUAL EVALUATION REPORT
Name: Student One
Date of Birth: 04.07.2007
Age: 8 years, 10 months, 8 days
Gender: Female
School: Amigos Por Vida
I.

Report Date: February 22, 2016

Examiner: Camille Jones
Grade: 3
Student ID: 0702016
Parents (Guardian) Name: M. Romero

DEMOGRAPHIC DATA, REASON FOR REFERRAL AND BACKGROUND INFO

Date of Evaluation: February 15, 2016

Source of Information:
Name & Title of Source or Assessments Administered:
Kaufman Assessment Battery for Children II

Acronym
(KABC-II)

Date
2.15.2016

Reason for Referral:

The current evaluation stems from an elementary campus-initiated referral. Student One (Age 8 years, 10
months) sought clarification as to her present level of cognitive and academic performance as an midyear third
grade student in her first year in English instruction having performed very well in relation to both her prior
and current class. Additional teacher observations follow. This full and individual evaluation report assesses
Student Ones current level of cognitive functioning in order to generate recommendations to enhance her
overall adaptation to the school setting.
Evaluation Procedures:
Client History Data (Permanent Record Folder)
Kaufman Assessment Battery for Children II (KABC-II)
Clinical Observations and Evaluations:
Diagnostic, clinical interviews were not conducted in detail with ER.
Relevant Background Information:
Educational History: Student One completed all pre-K-2 grade schooling at her current school in the
United States (U.S.). She evidenced early onwards Above Average language development on schoolbased diagnostic screenings for potential delays (Scaled score: 119). She participated in school programs
that supported her language development skills.
TEST SCORE HISTORY STUDENT ONE
Prek-4
Potential Delay
Screenings
IPT SPANISH
IPT ENGLISH

Language
Development
119
Advanced
Intermediate

Motor
Development
80

TELPAS 1st
(May 2014)

LISTENING
Advanced

SPEAKING
Advanced

READING
Advanced

WRITING
Advanced

KABC-II & KTEA-III Full & Individual Evaluation

Student One - 8 years, 10 months

TELPAS K
(May 2013)
MAY 2013

Advanced
High

KINDERGARTEN 2012-2013
Oral Language
English
Language
Development
S
S
E
S
S
E
FIRST GRADE 2013-2014
Reading
Writing
98 96 96 97 97 97 94 97

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ADVANCED

ADVANCED

Reading
(Phonemic Awareness)

Social Studies
96
96 97

ADVANCED

Writing
(record and
retell
experiences(
S
S
E

Mathematics
(Identify
Numbers)
31-50; 50-100
N
E
E

95

Science
Mathematics
95 91 93 94 95 97 95 95

SECOND GRADE 2014-2015

Prior Cognitive Testing
Wechsler Intelligence Scale for ChildrenFifth Edition (WISC-V)
Wechsler Individual Achievement TestThird Edition (WIAT-III)
Behavioral and Mental Health History: Student One presented neither concerns nor prior experiences
related to behavioral and mental health interventions.
Family History: Student Ones parents originate from Sonaguera, Honduras--a country she has never
visited. Student One scored Advanced High in English on the Texas English Language Proficiency
Assessment S (TELPAS) by the end of first grade. She currently lives with both her father and mother in
an apartment in Southwest Houston, Texas. Her mother speaks Spanish and English in the home.
II.

LANGUAGE, PHYSICAL, SOCIO-EMOTIONAL and BEHAVIORAL OBSERVATIONS:

Student One presented as a polite and pleasant, English-speaking, 8 year-old female nearly completing her
second year in school. While Student One stated that she takes medication for asthma, she shared no
additional history of visual, auditory or motor disabilities and took no over-the-counter medications during
the course of testing. Student One evidenced a consistently positive approach towards both testing and test
conditions. Rapport was quickly established with her and she appeared interested, motivated, and
talkative. Although Student One suffered some with allergies during WIAT-III testing and kept touching
her eyes with her index finger, she still seemed eager to complete the battery. No problems with
persistence were observedalthough Student One commented more than once that she felt incapable of
doing math without her math journal. Notwithstanding, Student One remained systematic in her problemsolving behavior and persistent in her work style. As such, the results for both tests appear to be reliable
and valid estimations of her current level of functioning.
III.

INTELLECTUAL FINDINGS:
II (KABC-II) TEST RESULTS

KAUFMAN ASSESSMENT BATTERY FOR CHILDREN

Intellectual/Cognitive Testing: Intellectual functioning was assessed using formal instruments. An

intelligence test was administered in order to assess the students general range of intellectual functioning
and to determine current strengths and weaknesses across cognitive processing areas. To assess Student

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Student One - 8 years, 10 months
Ones varied verbal and nonverbal problem solving ability, reasoning and general intellectual
functioning, the Kaufman Assessment Battery for Children II Second Edition (KABC-II) was
administered.

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Student One - 8 years, 10 months

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The KABC-II is an individually administered measure of the processing and cognitive abilities of children and
adolescents aged 3:00-18:00. It is designed to make an important contribution to psychoeducational evaluations at all
levels between preschool and high school. The KABC II is a theory-based clinical instrument that contributes to
culturally fair assessments.

Standard Score descriptive classification

131 or greater Upper Extreme
116-130 Above Average
85-115 Average
70-84 Below Average
69 or below Lower Extreme
Description of Scores:
Standard Scores are scores based on the standardization sample and have a mean (average) of 100 and a standard
deviation of 15. The standard deviation (SD) is the variation of scores from the mean. Scores ranging from 90 to 109
are typically considered average.
Scaled Scores represent where an individuals raw score is in the distribution of raw scores among his or her same-age
peers. The mean is 10 and the SD is 3. Scores of 6 and 14 are 1 SD below and above the mean, respectively.
Percentile Ranks communicate the percentage of people that the individual outperformed in his or her age group. For
example, a person who scored in the 94th percentile on a subtest performed equal to or better than 94 percent of his or
her age mates on that particular test.
Confidence Intervals represent a range of standard scores in which an individuals true score is likely to fall a certain
percentage of the time. The confidence interval is set at 95% meaning the individuals true score is likely to fall
between the upper and lower limits of the confidence interval 95 out of 100 times.

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Student One - 8 years, 10 months

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The KABC-II provides choice between two models of processing areas and broad abilities: the Luriabased neuropsychological theory and Cattell-Horn-Carroll psychometric theory that represent intellectual
functioning in specified cognitive areas. There are 18 subtests and five composite indices (i.e. Short
Term Memory, Visual Processing, Fluid Reasoning Index, Long Term Processing, Crystallized
intelligence) associated with broad and narrow cognitive abilities, along with a composite index that
represents global intellectual ability as a fluid crystallized index (FCI). Using CHC Theory, Table 1.1
reports Student Ones Scaled, Standard and FCI scores by using vertical, color-coded bands to indicate
scores with Lower Extreme, Below Average, Average, Above Average and Upper Extreme ranges.
Table 1.1 KABC II Results: Student One

Kaufmann Assessment Battery for ChildrenII (KABC-II)

Composite/Subtest I)
Standard Scores
(Scaled Scores)

50 55 60 65

70 75 80

Lower Extreme

Fluid Crystallized Index (FCI)

Short-Term Memory (Gsm)
Number Recall
Word Order
Hand Movements
Visual Processing (Gv)
Rover
Triangles
(Gestalt Closure)
(Block Counting)
Long Term Storage (Glr)
Atlantis
Rebus
Atlantis Delayed
Rebus Delayed
Fluid Reasoning (Gf)
Story Completion
Pattern Reasoning
Crystallized Knowledge (Gc)
Verbal Knowledge
Riddles
Expressive Vocabulary
Fluid Crystallized Index (FCI)
(Standard Scores)

85 90 95 100 105 110

Below Average

Average

Above Average

130
Upper Extreme

160

147

147
(18)
(18)

(14)

142

142
(16)

148

148

(17)
(18)

159

159
(19)
(17)
151

151

(18)
(18)
{(18)}

160
50 55 60 65

(Scaled Scores)

160
70 75 80
4

Lower Extreme
Superior

115 120 125

85 90 95 100 105 110 115 120 125

7 8 9 10 11 12 13 14 15

Below Average

Average

Above Average

130
Upper Extreme

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Student One - 8 years, 10 months

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Table 1.2 Composite KABC-II Scores Summary (Student One: 8 years, 10 months)
Scale

Short Term Memory (Gsm)

Visual Processing (Gv)
Long-Term Storage (Glr)
Fluid Reasoning (Gf)
Crystallized Knowledge (Gc)

Standard
Score

Percenti
le Rank

147
142
148
159
151

99.9
99.7
99.9
99.9
99.9

95%
Confidence
Interval
134-154
129-149
138-154
148-164
140-158

Qualitative
Description
Upper Extreme
Upper Extreme
Upper Extreme
Upper Extreme
Upper Extreme

Table 1.3. Kaufman Assessment Battery for Children-Second Edition (KABC-II)

Scores Based on Age Norms

Subtest
Short Term Memory (Gsm)
Number Recall
Word Order
Hand Movements
Visual Processing (Gv)
Rover
Triangles
Gestalt Closure
Block Counting
Long Term Storage (Glr)
Atlantis
Rebus
Atlantis Delayed
Rebus Delayed
Fluid Reasoning (Gf)
Story Completion
Pattern Reasoning
Crystallized Knowledge (Gc)
Verbal Knowledge
Riddles
Expressive Vocabulary
Fluid Crystallized Index (FCI)

Standard
Score
147
(18)
(18)
(16)
142
(16)
(17)
{(18)}
{(17)}
148
(17)
(18)
{(15)}
{(16)}
159
(19)
(17)
151
(18)
(18)
{(18)}
160

95% Conf.
Interval
134-154

129-149

138-154

148-164

140-158

153-165

Percentile

Descriptive Category

99.9
99
99
97
98
97
98
99
98
99.9
98
99.9
96
97
99.9
99.9
98
99.9
99.9
99.9
99.9
99.9

Upper Extreme

Upper Extreme

Upper Extreme

Upper Extreme

Upper Extreme

Upper Extreme

( ) = scaled score for subtest; {( )} = scaled score not included in global.

Statistical Significance (Critical Values) at the .05 level

The KABC-II includes five scale indices: Short-Term Memory (Gsm), Visual Processing (Gv), Lont Term
Storage (Glr), Fluid Reasoning (Gf), and Crystallized Knowledge (Gc). Subtests within each scale are used
to derive scaled scores (mean = 10, SD = 3). Summed scaled scores yield standard scores which are used
to derive the Fluid Crystallized Index (FCI). KABC-II average reliability rates (degree of consistency in
test scores) of the scale indexes are centered around .90 at both the younger (ages 3 to 6) and older (ages 7
to 18) age ranges. Applying a 95% confidence interval to results, chances are only 5 in 100 that the clients
true score lies outside the range holding the obtained score.

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Student One - 8 years, 10 months

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Descriptive Summary of KABC-II Results: Interpretation

Summary of Broad Cognitive Abilities in Relation to KABC-II (FCI) Composite Results:
An analysis of Student Ones performance across the various tests indicates shows considerable abilities in
nearly all KABC-II domains and subtests administered.
The Fluid-Crystallized Index score indicates global intellectual functioning. Student Ones FCI (is within
normal limits/indicates a normative strength in the Upper Extreme range).
Intellectual functioning was assessed using formal instruments. An intelligence test was administered in order
to assess the students general range of intellectual functioning and to determine current strengths and
weaknesses across cognitive processing areas.
An analysis of Student Ones performance across the various tests indicates shows considerable abilities in
nearly all KABC-II domains and subtests administered.
The Fluid-Crystallized Index score indicates global intellectual functioning. Student Ones FCI (is within
normal limits/indicates a normative strength in the Upper Extreme range).
Short-Term Memory (Gsm):
Short-Term Memory is the ability to take in and hold information, then use it within a few seconds. This scale
is composed of Number Recall (repeating verbatim, orally presented number sequences), Word Order
(touching a series of pictures in the same sequence as named by the examiner), and Hand Movements
(imitating a series of hand movements in the same sequence as performed by the examiner).
Short Term Memory is the broad ability needed to respond appropriately, an ability that requires
apprehending and holding information in the immediate awareness briefly and then using that information
within a few seconds, before it is forgotten.
The Gsm score is based on the following two subtests: Number Recall and Word Order. To gain additional
information the supplemental subtest Hand Movement was administered. Her score here fell at the 97th
percentile indicating that she performed equal to or better than 97 out of 100 same age peers.

Number Recall: On the Number Recall subtest, Student One was asked to repeat a series of numbers in
the same sequence as the examiner recited them, with series ranging in length from 2 to 9 numbers.

Word Order: On the Word Order subtest, Student One was asked to touch a series of silhouettes of
common objects in the same order as the examiner named them.
Hand Movements: On the Hand Movements subtest, Student One was asked to copy the examiners
precise sequence of taps on the table with the fist, palm, or side of the hand.
Student Ones standard score of 147 places her in the Upper Extreme range when compared to her same age
peers. With 95% confidence, Student Ones true score would fall between 134 and 154. Her score fell at the
99.9th percentile indicating that she performed equal to or better than 99 out of 100 same age peers.
Student Ones performance indicates significant strengths throughout, with standard scores in the Upper

KABC-II & KTEA-III Full & Individual Evaluation

Student One - 8 years, 10 months
Extreme range.

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Long-Term Retrieval (Glr):

Long-Term Retrieval is the ability to store and efficiently retrieve newly learned or previously learned
information. This scale is composed of Atlantis (identifying pictures of fish, plants and shells when given
nonsense names by the examiner) and Atlantis Delayed (pointing to nonsense pictures of fish, plants, and
shells learned 15-25 minutes earlier) as well as Rebus (learning a word or concept associated with particular
drawings and then reading a phrase or sentence composed of the drawings) along with Rebus Delayed (read
phrases and sentences composed of drawings learned about 45 minutes earlier).
Atlantis: On the Atlantis subtest, Student One was taught nonsense names for fanciful pictures of fish, plants,
and shells. Student One demonstrates learning by pointing to each picture (out of an array of pictures) when it
was named.
Atlantis Delayed: On the Atlantis Delayed subtest, Student One was asked to demonstrate delayed recall of
previously taught nonsense names for fanciful pictures of fish, plants, and shells by pointing to each picture
(out of an array of pictures) when it was named.
On the Rebus subtest, Student One is taught the word or concept associated with each particular rebus
(drawing), and Student One then reads aloud phrases and sentences composed of these rebuses.
On the Rebus Delayed subtest, Student One was asked to demonstrate delayed recall of paired associations
learned about 15-25 minutes earlier during Rebus by reading phrases and sentences composed of those same
rebuses.
Student Ones performance indicates significant strengths, with standard scores of 148 in the Upper Extreme
range (99.9th percentile).
Visual Processing (Gv):
Visual Processing is the ability to perceive, store, manipulate, and think with visual patterns. This scale is
composed of Conceptual Thinking (identifying one picture that does not belong in a set of four or five
pictures), Block Counting (identifying the number of blocks in pictures of stacks of blocks when one or more
is partially or completely hidden from view), Face Recognition (identifying faces previously shown within a
group of faces), Rover (moving a toy dog, on a grid with obstacles, to find the quickest path to the bone) and
Triangles(reproducing a printed two-dimensional design using yellow and blue triangles).
On the Triangles subtest, student was asked to assemble several identical foam triangles to match a picture of
an abstract design; for easier items, Student One had to assemble a set of colorful plastic shapes to match a
model constructed by the examiner or shown on the easel.
Student Ones performance again indicates significant strengths, with standard scores in the Upper Extreme
range.
Crystallized Ability (Gc):
Crystallized Ability is the breadth and depth of a persons acquired knowledge of a culture and the effective
application of this knowledge. This scale is composed of Verbal Knowledge (pointing to one of six pictures
that show the meaning of the word or the answer to the question asked), Riddles (pointing to a picture or
saying a single word that answers a riddle) and Expressive Vocabulary (naming objects in illustrations).

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Student One - 8 years, 10 months
Student Ones performance indicates significant strengths, with standard scores in the Upper Extreme range.

Visual Processing (Gv):

Visual Processing is the ability to perceive, store, manipulate, and think with visual patterns. This scale is
composed of Conceptual Thinking (identifying one picture that does not belong in a set of four or five
pictures), Block Counting (identifying the number of blocks in pictures of stacks of blocks when one or more
is partially or completely hidden from view), Face Recognition (identifying faces previously shown within a
group of faces), Rover (moving a toy dog, on a grid with obstacles, to find the quickest path to the bone) and
Triangles(reproducing a printed two-dimensional design using yellow and blue triangles).
Student Ones performance again indicates significant strengths, with standard scores in the Upper Extreme
range.
Glr refers to the storing and efficiently retrieving of newly learned or previously learned information. Student
One is taught labels that are paired with visual stimuli and, first, need to learn these paired associations and
then needs to recall them after a delay of about 20-25 minutes. Long term storage and retrieval is the broad
ability to store information in long term memory and to retrieve that information fluently and efficiently. The
emphasis is on the efficiency of the storage and retrieval, not the specific nature of the information stored.
Student Ones standard score of 148 places her in the Upper Extreme range when compared to her same age
peers. With 95% confidence, Student Ones true score would fall between 138 and 145. Her score fell at the
99th percentile indicates that she performed equal to or better than 99.9 of 100 same age peers. The Glr score
is based on the following two subtests: Atlantis and Rebus.
Student Ones performance indicates significant strengths throughout, with standard scores in the Upper
Extreme range.
On the Atlantis subtest, Student One was taught nonsense names for fanciful pictures of fish, plants, and shells.
Student One demonstrates learning by pointing to each picture (out of an array of pictures) when it was named.
To gain additional information the supplemental subtests Atlantis Delayed and Rebus Delayed were
administered. On the Atlantis Delayed subtest, Student One was asked to demonstrate delayed recall of paired
associations learned about 15-25 minutes earlier during Atlantis by pointing to the picture of the fish, plant, or
shell that is named by the examiner.
Atlantis Delayed: On the Atlantis Delayed subtest, Student One was asked to demonstrate delayed recall
of paired associations learned about 15-25 minutes earlier during Atlantis by pointing to the picture of the fish,
plant, or shell that is named by the examiner.
Student Ones performance indicates significant strengths throughout, with standard scores in the Upper
Extreme range.

Gv refers to the perceiving, storing, manipulating, and thinking with visual patterns. Student One is presented
with a problem that includes visual stimuli (often complex) and requires some type of spatial manipulation
and nonverbal reasoning to solve correctly. Visual processing is the broad ability that allows one to perceive,
manipulate and think with visual patterns and stimuli and to mentally rotate objects in space; this ability
facilitates performance on tasks with visual-spatial stimuli. Student Ones standard score of 142 places her

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Student One - 8 years, 10 months
in the Upper Extreme range when compared to her same age peers. With 95% confidence, Student Ones true
score would fall between 129 and 149. Her score fell at the 99th percentile indicating that she performed
equal to or better than 99 out of 100 same age peers.
The Gv score is based on the following three subtests: Rover, Triangles and Block Counting (determined by
age). These subtest scores also fell in the Upper Extreme Range (97th percentile).
Rover: On the Rover subtest, Student One moved a toy dog to a bone on a checkerboard-like grid that
contained obstacles (rocks and weeds) and tried to find the quickest path-the one that takes the fewest moves.
Triangles: On the Triangles subtest, student was asked to assemble several identical foam triangles to
match a picture of an abstract design; for easier items, Student One had to assemble a set of colorful plastic
shapes to match a model constructed by the examiner or shown on the easel.
Gestalt Closure: On the Gestalt Closure subtest, Student One was asked to mentally fill in the gaps in
a partially completed inkblot drawing and name (or describe) the object or action depicted in the drawing.

Block Counting: On the Block Counting subtest, Student One was asked to count the exact number of
blocks in various pictures of stacks of blocks.
Pattern Reasoning: On the Pattern Reasoning subtest, Student One was shown a series of stimuli that
form a logical, linear pattern with one missing stimulus; Student One was asked to complete the pattern by
selecting the correct stimulus from an array of 4 to 6 options.
Gf refers to the solving of novel problems by using reasoning abilities such as induction and deduction.
Student One is presented with a novel nonverbal problem, different from the kinds of problems taught in
school, and must use verbally mediate reasoning to figure out the correct answer. The broad ability of fluid
reasoning refers to a variety of mental operations that a person can use to solve a novel problem with
adaptability and flexibility operations such as drawing inferences, understanding implications, and applying
inductive or deductive reasoning. Fluid reasoning, assisted by verbal mediation, is needed to solve the novel
reasoning problems. Student Ones standard score of 159 places her in the Upper Extreme range when
compared to his/her same age peers. With 95% confidence, Student Ones true score would fall between 148
and 164. Her score fell at the 99.9th percentile indicating that she/he performed equal to or better than 99 out
of 100 same age peers. The Gf score is based on the following two subtests: Story Completion and Pattern
Reasoning.

Fluid Reasoning (Gf):

Fluid Reasoning is the ability to solve novel problems by using reasoning abilities such as induction and
deduction. This scale is composed of Story Completion (selecting missing pictures and placing them in the
correct location to complete a story), and Pattern Reasoning (completing a pattern by selecting the correct
stimulus from an array of four to six options.
Story Completion: On the Story Completion subtest, Student One was given a set of pictures and was asked to
select only the ones that were needed to tell a story, and place the missing pictures in their correct locations.
Verbal Knowledge: On the Verbal Knowledge subtest, Student One selected from an array of six pictures the
one that illustrated the meaning of a vocabulary word or the answer to a general information prompt.

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Student One - 8 years, 10 months
Student Ones performance indicates significant strengths throughout, with standard scores of 159 in the
Upper Extreme range (99.9th percentile).
Crystallized Ability (Gc): Crystallized Ability is the breadth and depth of a persons acquired knowledge of a
culture and the effective application of this knowledge. This scale is composed of Verbal Knowledge
(pointing to one of six pictures that show the meaning of the word or the answer to the question asked),
Riddles (pointing to a picture or saying a single word that answers a riddle) and Expressive Vocabulary
(naming objects in illustrations).
On the Riddles subtest, the examiner said several characteristics of a concrete or abstract verbal concept, and
Student One was asked to point to (early items) or names it (later items). On the Expressive Vocabulary subtest,
Student One was asked to name pictured objects.
Student Ones standard score of 151 places her in the Upper Extreme range when compared to her same age
peers. With 95% confidence, Student Ones true score would fall between 140 and 158. Her score fell at the
99.9th percentile indicating that she/he performed equal to or better than 99 out of 100 same age peers. To
gain additional information the supplemental subtest Expressive Vocabulary was administered.
Student Ones performance indicates significant strengths, with standard scores in the Upper Extreme range.

FCI is a measure of the five broad abilities and is designed to measure general cognitive ability. Fluid
Crystallized Intelligence measures general mental process ability, reflecting the functioning of attention and
concentration, processing, coding and storing of incoming information, and efficiency of brain functions.
Student Ones standard score of 160 places her in the Upper Extreme range when compared to her same age
peers. With 95% confidence, Student Ones true score would fall between 153-165. Her score fell at the
99.9th percentile indicating that she/he performed equal to or better than 99 out of 100 same age peers.

Adaptive Behavior: At school during test, Student One presented with typical social skills and no problem
behaviors. Student One evidenced no difficulty with either verbal conversation or general communication -notwithstanding the fact that all testing was done in her second language.

IV.

ACADEMIC DEVELOPMENT AND ACHIEVEMENT: KTEA-III TEST RESULTS:

To determine Student Ones current level of achievement in several academic subjects, the
Wechsler Individual Achievement Test: Third Edition (KTEA-III) was administered.

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Student One - 8 years, 10 months

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Summary:

Consideration of Eligibility: Based on her current KABC-II results as well as on results from
prior achievement and cognitive batteries, Student One is likely to qualify for evaluation for
exceptional service programs for advanced learners.

Results of the KABC-II show that Student One achieved a score in the Upper Extreme range
of functioning for her global intellectual ability and FCI score = 160, 99.9th percentile).

Student One evidences well-developed capacity to register, retain and recall verbal information in
working memory and associative memory and to manipulate that information and other inputs. Additionally,
Student One has evidenced strong vocabulary skills, abstract verbal reasoning ability, and strong capacity to
plan. Similarly, Student One has superior abilities in processing visual information quickly when it is paired
with a motor response, and in reasoning with purely abstract visual information. These results hold across
domains--notwithstanding her transition to instruction completely within a second language.

Recommendations for Student One:

1. Mathematics enrichment and inteventions aligned to TEKS and Stanford 10 Skill Foci:
Normative Strengths in Cognitive Abilities and Academic Achievement: Student One consistently
demonstrated verbal comprehension, reading, vocabulary and reading comprehension as normative strengths
through cluster task results for both cognitive and academic evaluations.
Normative Weaknesses in Cognitive Abilities: Average ranges in Mathematics contrasts with the SUperio
and Very Superior ranges of her performance within the Verbal Comprehension Index. Student One is highly
social and enjoys talkative engagement; these strengths should be harnessed to help her compensate for
earlier number concepts weaknesses that may still impact her achievement.
1. Target Normative Weaknesses in Academic Achievement through Interdisciplinary Summer
Program Lessons That Integrate Student One Interests With Numeracy Merging Math with
Reading/Writing/Listening/Speaking Literacy Enrichment:
Week 1. American Girls Count!
Skills targeted:
American Girls Math Listening
Count!
Math Skills
Units 3rd grade
TEKS

Math Speaking
Skills

Math Reading
Skills

Math Writing
Skills

KABC-II & KTEA-III Full & Individual Evaluation

Student One - 8 years, 10 months

Week 2. American Girls Measure Up:

American Girls Math Listening
Measure
Up! Skills (TEKS
Math Units 3rd
grade TEKS

Math Speaking
Skills

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Math Reading
Skills

Math Writing
Skills

Week 3. American Girls Make Pen Pals: a Friendly Academic Vocabulary Journal Unit
American
Math Listening
Math Speaking
Math Reading
Math Writing
Girls Make Skills (TEKS)
Skills (TEKS)
Skills (TEKS)
Skills (TEKS)
Pen Pals: A
Friendly
Mathemagic
Academic
Vocabulary Unit
Math 3rd grade
TEKS Unit
Week 4. English Journal Student Ones Odyssey An Odyssey of the Mind World of Math Unit
American
Girls Make
Pen Pals: A
Friendly
Mathemagic
Academic
Vocabulary Unit
Math 3rd grade
TEKS Unit

Math Listening
Skills (TEKS)

Math Speaking
Skills (TEKS)

Math Reading
Skills (TEKS)

Math Writing
Skills (TEKS)

Student One might also use multi-media technology to strengthen her number recognition skills in
mathematics, and then discuss the larger meaning of the numbers with a peer or in her journal. Mathematics
skill enhancement activities that build automaticity but invite creativity might integrate Student Ones need
for numeric practice with her skills at associative memory, story recall and other cognitive abilities.
Likewise, American Girl-themed interdisciplinary activities can also further draw upon her associative
memory and retrieval skills to encode math practice in ways that connect and extend it to concepts that
Student One already wants to master. Role play and journal writing can help her to reproduce short-term
recall of number concepts in ways that allow her to associate number concept more fully with their
operations.
Assurances and Signature
The multidisciplinary team provides the following assurances:
The testing, evaluation materials, and procedures used for the purpose of evaluation were selected and
administered so as not to be racially or culturally discriminatory;
The tests and other evaluation materials have been validated for the specific purposes for which they were
used; and

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The tests and other evaluation materials were administered by trained personnel in conformance with the
instructions provided by the producers.

It was a pleasure to work with Student One and I wish her every success in her future.

Respectfully submitted,
Camille Jones
Educational Diagnostician in Training
EDSP 6345 Houston Baptist University

KABC-II & KTEA-III Full & Individual Evaluation

Student One - 8 years, 10 months

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