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Sample Report 2
Sample Report 2
PSYCHO-EDUCATIONAL EVALUATION
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.
Appendix A: