CORONA-NORCO UNIFIED SCHOOL DISTRICT

DEPARTMENT OF PUPIL SERVICES

2820 Clark Ave.
Norco, CA 92860
(951) 736-5167, Fax (951) 736-8202

CONFIDENTIAL PSYCHO-EDUCATIONAL EVALUATION

________________________________________________________________________
STUDENT: Elena Gonzalez
DATE OF BIRTH: 08/31/08
SCHOOL: Harada Elementary School
AGE: 7-5
STUDENT I.D. #: 326720
GRADE: 2
PRIMARY LANGUAGE: English
PARENTS: Angel Gonzalez & Kathia Gonzalez
ADDRESS: 12345 Mary Ave. Eastvale, CA 92880
CELL PHONE #: (323) 428-0123 Mothers cell
(323) 832-4621 fathers cell
ASSESSMENT COMPLETED BY:
SCHOOL PSYCHOLOGIST: Robert B. Garcia
SCHOOL PSYCHOLOGIST INTERN: Gerardo Sanchez
RESOURCE SPECIALIST: Avis Watts
CLASSROOM TEACHIS: Heather Vernoy
ASSISTANT PRINCIPAL: Erica Jenson
PRINCIPAL: Keith Adams
REPORT DATE: 04/07/16
REASON FOR REFERRAL
Elena Gonzalez is a 7 year, 5 month old Hispanic female who was referred for an initial
psychoeducational assessment by the Student Success Team (SST) due to concerns with a
lack of cognitive ability to access the general education curriculum. She struggles in all
academic areas, including small group or one-on-one situations. She appears to have a
hard time understanding directions. An assessment plan was developed on 12-03-15. The
plan was signed by parent on 12-17-15, and received by the school on this same date.
Elena is currently at Harada Elementary School in Ms. Vernoys general education 2nd
grade class. Known interventions and accommodations include: 2 times per week
tutoring before school with Ms. Vernoy.
BACKGROUND INFORMATION
Educational Information Elena has attended Harada Elementary from kindergarten
through the second grade. Elenas grade history reflect that her struggles began in
kindergarten. She struggles significantly in math as well as multiple step directions. In
addition, she struggles with writing coherent sentences. Elenas oral language is
satisfactory, she enjoys talking and has a history of ear infections.

Psychoeducational Report: ELENA Gonzalez

Parent Interview (02/17/16) Mrs. Aispuro, Elenas mother, stated that her main concern
for ELENA is that she has a lot of problems with her math abilities. Elena consistently
confuses addition and subtraction. Mrs. Aispuro stated that her husband, herself, and
Elenas uncle struggle when working on math concepts at home. For example, when
working one on one Elena demonstrates that she understands, but when left alone it
appears as if she forgets. Mrs. Gonzalez believes that Elena loses interest or becomes
distracted easily. She notices that Elena does not have any problems maintaining
relationships because she is very sociable, but she also notices that forming new
relationships is more difficult for Elena because she is extremely shy around new people
whether they are peers or adults. Otherwise, at home Elena is very talkative. Mrs.
Gonzalez does not have any social/emotional concerns regarding Elenas behavior.
Teacher Interview (Heather Vernoy 02/17/16) Ms. Vernoy stated that Elena is a student
with a very sweet disposition. She noted that her strengths are that she is compliant,
cooperative, courteous, optimistic, as well as having positive social skills and
demonstrates that she likes school overall. Ms. Vernoy expressed concerns over Elenas
weaknesses, which include math and expressive language. Elena appears to struggle with
simple math concepts such as more or less. Ms. Vernoy stated that Elena comes for
tutoring before school to receive help where needed. Ms. Vernoy stated that Elena
exhibits delays in expressive language. For example, when asked about what her
weekend activities. Often times, Elena raises her hand to participate, but when called
upon 9 out of 10 times she will not answer and say she forgot.
Student Interview Elena lives with her, mother, father, grandparents, twin brothers,
sister, two dogs, and a cat. She mentioned that she enjoys watching television, and
playing soccer. Elena believes that she is a really good soccer player. Elena was asked if
she could have three wishes what they would be. Her first wish was for more toys. Her
second wish was for movies and her third wish was for a beach ball. Elena appeared to be
have a shy disposition and was at ease and comfortable with the examiner.
Health and Development Elena passed her most recent hearing and vision on 08/06/15.
She had 20/20 vision in both eyes. Current school records do not indicate the presence of
any medical problems that might affect Elenas ability to learn in the school setting.
RECENT GRADES

Psychoeducational Report: ELENA Gonzalez

ATTENDANCE
Elena has one unexcused absences to date this academic school year. The unverified/
truancy absence was on 08/28/15. She has zero days tardy.
TESTS ADMINISTERED
Review of Records
Student Observation/Interview
Parent/Teacher Interviews
Woodcock-Johnson Tests of Cognitive Abilities Fourth Edition (WJ-IV COG)
Woodcock-Johnson Tests of Achievement Fourth Edition (WJ-IV ACH)
Woodcock-Johnson IV Tests of Oral Language
Wide Range Assessment of Memory and Learning Second Edition (WRAML-II)
Wechsler Individual Achievement Test Third Edition (WIAT-III)
Behavior Assessment Scale for Children Third Edition (BASC-3)
Test of Auditory Processing Skills Third Edition (TAPS-3)
Developmental Test of Visual-Motor Integration (VMI)
COGNITIVE DEVELOPMENT/LEARNING ABILITY
Standard
Score
>131
121-130
111-120
90-110
80-89
70-79
<70

Percentile
Rank
Range
98 to 99.9
92 to 97
76 to 91
25 to 75
9 to 24
3 to 8
0.1 to 2

Interpretation
Very Superior
Superior
High Average/Strength
Average
Low Average /Weakness (85-89)
Low/Possible Intellectual Disability (<75)
Very Low/Intellectual Disability Range

The results presented in this report were compiled from tests that do not share a common
norm group; however, test results have been interpreted following the Cross-Battery
Approach (XBA) and integrated with data from other sources including educational
records, parent/teacher interviews, behavioral observations, work samples, and other test
findings to ensure ecological validity. Standardization was followed for all test
administrations. No single test or procedure was used as the sole criterion for

Psychoeducational Report: ELENA Gonzalez

classification, eligibility or educational planning. Unless otherwise noted, the results of

this evaluation are considered a reliable and valid estimate of Elenas demonstrated
skills and abilities at this time.
Woodcock-Johnson IV Tests of Cognitive Abilities-Fourth Edition (WJ-IV)
CLUSTER/Test
GEN INTELLECTUAL ABIL
Gf-Gc COMPOSITE
COMP-KNOWLEDGE (Gc)
COMP-KNOWLEDGE (Ext)
FLUID REASONING (Gf)
S-TERM WORK MEM (Gwm)
COG PROCESS SPEED (Gs)
AUDITORY PROCESS (Ga)
L-TERM RETRIEVAL (Glr)
VISUAL PROCESSING (Gv)
AUDITORY MEMORY SPAN
NUMBER FACILITY
PERCEPTUAL SPEED
VOCABULARY
COGNITIVE EFFICIENCY
COG EFFICIENCY (Ext)
Oral Vocabulary
Number Series
Verbal Attention
Letter-Pattern Matching
Phonological Processing
Story Recall
Visualization
General Information
Concept Formation
Numbers Reversed
Number-Pattern Matching
Nonword Repetition
Visual-Auditory Learning
Picture Recognition
Pair Cancellation
Memory for Words

SS (68% Band)
85 (82-88)
81 (78-84)
76 (72-80)
75 (71-78)
89 (85-92)
92 (87-96)
104 (99-109)
83 (78-88)
62 (57-67)
98 (94-103)
84 (80-88)
108 (102-113)
110 (104-115)
75 (71-79)
101 (95-107)
103 (99-107)

PR (68% Band)
16 (11-21)
10 (7-14)
5 (3-9)
5 (3-7)
22 (16-30)
29 (20-39)
60 (47-72)
13 (8-21)
<1 (<1-1)
45 (34-57)
15 (9-22)
69 (56-81)
74 (61-84)
5 (3-8)
52 (36-67)
58 (46-69)

76 (70-81)
92 (87-96)
88 (83-93)
104 (97-111)
74 (67-81)
86 (80-92)
88 (82-93)
79 (74-84)
87 (83-91)
97 (91-102)
113 (106-120)
96 (91-100)
53 (48-59)
110 (103-118)
103 (97-109)
91 (85-96)

5 (2-11)
29 (19-40)
21 (12-31)
60 (41-76)
4 (1-10)
17 (9-29)
21 (12-33)
8 (4-15)
19 (12-28)
41 (27-56)
81 (67-91)
39 (28-50)
<1 (<1-<1)
75 (57-88)
59 (43-73)
27 (16-40)

Supplemental:
The WJ-IV yields an estimate of global intellectual functioning called the Global
Intellectual Ability (GIA) Cluster. Elenas performance on the Global Intellectual Ability
Cluster was in the Low Average range with a standard score of 85. Upon examining this
score with Cross-Battery Assessment (XBA) procedures it was determined that this
appears to be a valid estimate of her true ability. These cognitive scores were examined in
accordance with the Cross-Battery Assessment (XBA) principles including the Dual
Discrepancy/Consistency (DD/C) methodology which is consistent with the Individuals
with Disabilities Education Act (IDEA, 2004/06) definition of Specific Learning
Disability (Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C.; 2013). In this assessment,
selected subtests were systematically combined to estimate ELENAs performance in

Psychoeducational Report: ELENA Gonzalez

seven areas of cognitive functioning including comprehension-knowledge, short-term

memory, visual processing, auditory processing, long-term storage and retrieval, fluid
reasoning and processing speed. Flanagan et al., (2013) offers the following definitions of
these areas:
Crystallized-Knowledge is defined as the depth and breadth of knowledge and skills that
are valued by ones culture. Her standard score in this area was 76 placing her in the Low
range.
Long-Term Storage and Retrieval is defined as the ability to store, consolidate, and
retrieve information over periods of time measured in minutes, hours, days, and years.
Elena performed in the Low Average range as seen here with a standard score of 86
(based on the DMIA v2.0 software program). It is important to note that one subtest fell
within the Very Low range (WJ-IV COG, Visual-Auditory Learning) leading the
examiner to believe that Elenas overall Broad Ability of Long-Term Storage and
Retrieval can be considered intact or within normal limits.

Visual Processing is defined as the ability to make use of simulated mental imagery
(often in conjunction with currently perceived images) to solve problems. Elena
performed in the Average range as seen here with a standard score of 106 (based on the
DMIA v2.0 software program). It is important to note that one subtest fell within in the
Below Average range (WJ-IV COG, Visualization) leading this examiner to believe that
Elenas overall Broad Ability of Visual Processing can be considered intact or within
normal limits.

Psychoeducational Report: ELENA Gonzalez

Auditory Processing is defined as the ability to detect and process meaningful nonverbal
information in sound. Elena performed in the Very Low Range as seen here with a
standard score of 67 (based on the DMIA v2.0 software program). It is important to note
that one subtest fell within the Average. (WJ-IV, Sound Blending). When administered
subtests from the Test of Auditory Processing Skills (TAPS-3), Elena scores were
commensurate. She had a Phonological processing standard score of 75, which is in the
Low range.

Fluid Intelligence is defined as the deliberate but flexible control of attention to solve
novel, on-the-spot problems that cannot be performed by relying exclusively on

Psychoeducational Report: ELENA Gonzalez

previously learned habits, schemas, and scripts. Elenas standard score in Fluid
Intelligence was 89 placing her at the upper limits of the Below Average range.
Processing Speed is defined as the ability to perform simple, repetitive cognitive tasks
quickly and fluently. Elena performed in the Average range as with a standard score of
104.
Short-Term Memory is defined as the ability to encode, maintain, and manipulate
information in ones immediate awareness. Elenas standard score in this area was 92
placing her in the Average range.
SENSORY-MOTOR
Psychomotor Abilities (Gp) are defined as the ability to perform physical body motor
movements (e.g., movement of fingers, hands, and legs) with precision, coordination, or
strength. Elena participates in regular physical activities suggesting adequate gross motor
functioning. On The Developmental Test of Visual-Motor Integration, Elenas
performance resulted in with a standard score of 78 indicative of Below Average
psychomotor development. This does not appear to be a valid estimate of Elenas true
ability as she had a tendency to rush her drawings. It is also important to note that her
handwriting was legible with consistent letter formation and height.
Test of Auditory Processing Skills Third Edition (TAPS-3)
The Test of Auditory Processing Skills, Third Edition (TAPS-3) is an individually
administered assessment of auditory skills necessary for the development, use, and
understanding of language commonly utilized in academic and everyday activities.
Overall, Elena received a Phonologic standard score of 75, which is classified as in the
Low range. Elenas auditory processing ability was assessed through three verbally
administered subtests involving word discrimination, phonological segmentation, and
phonological blending
ACADEMIC ACHIEVEMENT
Woodcock-Johnson IV Tests of Achievement Form A and Extended
CLUSTER/Test
READING
BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
READING FLUENCY
MATHEMATICS
BROAD MATHEMATICS
MATH CALCULATION SKILLS
MATH PROBLEM SOLVING
WRITTEN LANGUAGE
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS

SS (68% Band)
99 (97-101)
102 (99-105)
101 (98-104)
91 (88-94)
104 (100-107)
87 (84-90)
84 (81-87)
87 (83-90)
87 (83-91)
95 (92-97)
92 (89-96)
97 (93-100)

PR (68% Band)
47 (42-52)
56 (48-64)
53 (46-60)
27 (21-34)
59 (50-68)
19 (15-25)
15 (10-20)
19 (12-26)
20 (13-28)
37 (31-43)
30 (23-38)
42 (33-50)

Psychoeducational Report: ELENA Gonzalez

CLUSTER/Test
WRITTEN EXPRESSION
ACADEMIC SKILLS
ACADEMIC FLUENCY
ACADEMIC APPLICATIONS
BRIEF ACHIEVEMENT
BROAD ACHIEVEMENT
Letter-Word Identification
Applied Problems
Spelling
Passage Comprehension
Calculation
Writing Samples
Word Attack
Oral Reading
Sentence Reading Fluency
Math Facts Fluency
Sentence Writing Fluency
Reading Recall
Number Matrices
Editing

SS (68% Band)
92 (87-96)
98 (96-100)
94 (90-98)
89 (87-91)
95 (93-97)
93 (91-95)

PR (68% Band)
29 (20-39)
45 (40-50)
34 (25-44)
23 (19-28)
38 (32-43)
32 (28-37)

107 (104-110)
79 (74-84)
94 (90-98)
91 (88-94)
92 (89-96)
96 (93-99)
93 (89-97)
98 (96-101)
106 (101-111)
85 (79-90)
88 (80-96)
91 (86-97)
98 (93-103)
100 (95-106)

68 (61-75)
8 (4-14)
35 (26-46)
28 (21-35)
31 (23-39)
39 (31-47)
32 (23-43)
45 (39-52)
66 (54-77)
15 (8-26)
22 (9-40)
28 (17-41)
44 (31-57)
51 (37-65)

Elena was assessed in terms of her academic abilities with regard to Reading and Writing
(Grw) and Quantitative Knowledge (Gq). According to Flanagan et al., (2013), Grw is
defined as the depth and breadth of knowledge and skills related to written language. Gq
is defined as the depth and breadth of knowledge related to mathematics. Her scores
appear to indicate that overall academic skills range from Below Average to Average. A
significant discrepancy does exist between her estimated ability and academic
achievement at > 1.5 standard deviations. Elena demonstrated Basic Reading skills in the
Average range (SS=101) such as her ability to recognize familiar words and decode
pseudo words. Her Reading Comprehension skills were in the Average range (SS=91)
suggesting she does not have difficulty understanding the overall meaning of a passage.
Reading Fluency or Reading Speed (RS) is defined as the rate at which a person can
read connected discourse with full comprehension where Elena scored in the Average
range (SS=104). Math Calculation, which involves basic arithmetic and general
calculations, was in the Below Average range (SS=87). Her Math Reasoning where Elena
is required to solve word problems and understand higher level math concepts, was in the
Below Average range (SS=87). Elenas Basic Writing skills were in the Average range
(SS=97). This involves spelling, grammar, and punctuation. Elena had Written
Expression skills, which is the ability to generate coherent and well-structured writing
passages that fell within the Average range (SS=92).
INTERPRETATION
The Pattern of Strengths and Weaknesses Analyzer (PSW-A v1.0) software program was
used to determine if Elenas pattern of strengths and weaknesses is consistent with a
specific learning disability in the area of reading/mathematics/writing. The following data
were entered into the PSW-A: Gc composite of 85; Gf composite of 89; Glr composite of
86; Gsm composite of 92; Gv composite of 106; Ga composite of 67; and Gs composite

Psychoeducational Report: ELENA Gonzalez

of 102. All scores were considered to contribute meaningfully to Elenas overall cognitive
ability, particularly for the purpose of performing grade-level academic tasks, with the
exception of Ga. Therefore, Elenas aggregate of cognitive strengths (or Intact Ability
estimate) was based on her performances in the areas of Gc, Glr, Gsm, Gv, Gs, and Gf.
As seen here in the analysis of Elenas strengths and weaknesses, her performance pattern
is marked by generally average ability to think and reason relative to same age peers
(SS=94) as well as a domain specific deficit in Ga was found to be statically significant,
meaning this statistical significance is considered to be considerably lower than expected
when compared to her overall cognitive ability. Therefore, Elenas pattern of strengths
and weaknesses is consistent with a specific learning disability in the area Auditory
Processing, which affects her cognitive processing in the area of Expression. Note that
absenteeism, hearing loss, visual impairment, and health is not considered a primary
cause of Elenas difficulties and other factors could not explain her processing
weaknesses. The analysis of Elenas pattern of strengths and weaknesses based on the
PSW-A v1.0 is included below:

OBSERVATIONS/SOCIAL-EMOTIONAL FUNCTIONING
As a part of this assessment Elena was observed in multiple settings.
Testing sessions (1/21/16, 2/10/16, 2/11/16, 2/17/16) Elena was friendly, but shy while
working one on one during the interview and testing process. She shared information
about her family and interests after several attempts of getting her to respond verbally. On
a few occasions, directions had to be repeated multiple times in order to proceed with an
assessment. Half way through the second testing session, Elenas demeanor and body
language began to change because she was bored. Her participation in the testing
procedures began to decline and the assessment was ended early. However, Elena was
able to complete all tasks asked of her.
There was no evidence from previous teacher reports or cumulative records, which
indicate that Elena lacks the necessary skills to behave in a socially appropriate manner.

Psychoeducational Report: ELENA Gonzalez 10

Classroom: (2/25/16) This observation was conducted in the general education 2nd grade
classroom from 8:30 to 9:00am. Elena was seated in a cluster with five other students.
Ms. Vernoy began the day by informing the students what the schedule for the day would
be. The students were given the option to work by themselves or to choose a partner for a
reading activity. Elenas face lit up with a smile and immediately chose a friend to work
with. They decided to sit on the floor and began reading. Within a few seconds, Elena
was distracted and stared at a book bag that was in front of her. She would look around at
her environment often. While Elena was off task, her partner continued to read. Elena
began to read aloud and her partner assisted her with the appropriate pronunciation of the
words. They discussed some of the relevant information related to the task at hand. Elena
was aware of the observer and looked in his direction several times. As the students
began writing down information, Elena looked at her partners work for clues on what to
write down. When off task, Elena would talk about non-related material. This occurred
approximately the same as the rest of her peers. The class was redirected three times by
receiving a quick reminder on how much time was left to complete the assignment. After
each redirection, Elena returned to her work. Elena was timed for 20 minutes out of this
30 minute observation for on and off task behaviors. She was on task for 16 minutes and
eight seconds or 80% of the time.
Playground (2/25/16) This observation was conducted from 10:30 to 10:45am. Elena
lined up with her peers and walked out to the playground. While in line he was verbally
interacting with her fellow classmates. Elena appeared to be just like her peers in the
sense that she was full of energy. Elena and the same peer that she had chosen to work
with in class immediately ran to the tether ball court. Four other girls were in line waiting
their turn to play. Elena and her friend were controlling the amount of time spent on the
court by stopping the game before anyone would lose. The girls waiting in line were
telling them to let them have a turn. This continued for five minutes before one of the
girls waiting in line had called a playground supervisor over to the court. Once the
supervisor arrived, Elena and her friend completed the game which resulted in Elena
losing the match. Instead of waiting in line for another turn, Elena went to the lunch table
area and joined seven of her female peers and began talking and laughing with them. One
of the girls offered Elena some Hot Cheetos and Elena accepted. Towards the end of
recess, Elena left the lunch table area with one of her peers and walked around for a few
minutes before the bell rang. When it was time to return to class, Elena lined up in the
designated area and continued to talk with her friend until she entered the building.

ADAPTIVE
Behavior Assessment Scale for Children Third Edition (BASC-3)

Psychoeducational Report: ELENA Gonzalez 11

This report is based on Heather Vernoys rating of Elenas behavior using the BASC-3
Teacher Rating Scales form.

Adaptability
Anxiety

The ability to adapt readily to changes in the environment

The tendency to be nervous, fearful or worried about real or imagined problems

Aggression

The tendency to act in a hostile manner (either verbal or physical) that is threatening to others

Attention Problems:
Atypicality:
Conduct Problems:
Depression:
Hyperactivity:
Learning Problems:
Somatization:

The tendency to be easily distracted and unable to concentrate more than momentarily
The tendency to behave in ways that are immature, considered odd
The tendency to engage in antisocial and rule-breaking behavior, including destroying property
Feelings of unhappiness, sadness, and dejection; a belief that nothing goes right
The tendency to be overly active, rush through work or activities, and act without thinking.
The presence of academic difficulties, particularly in understanding or completing schoolwork
The tendency to be overly sensitive to, experience, or complain about relatively minor physical problems and
discomforts.
The tendency to evade others to avoid social contact

Withdrawal:

Psychoeducational Report: ELENA Gonzalez 12

Leadership:
Social Skills:

The skills associated with accomplishing academic, social, or community goals, including, in particular, the ability
to work well with others.
The skills necessary for interacting successfully with peers and adults in home, school, and community settings

Activities of Daily Liv.

The skills associated with performing basic everyday tasks in an acceptable and safe manner.

Func. Communication

The ability to express ideas and communicate in a way others can easily understand.

Anger Control

The tendency to become irritated and/or angry quickly and impulsively, coupled with an inability to regulate affect and
self-control.

Devel. Soc. Disorders

The tendency to display behaviors characterized by deficits in social skills, communication, interests and activities;
such behaviors may include self-stimulation, withdrawal, and inappropriate socialization.

Executive Functioning

The ability to control behavior by planning anticipating, inhibiting or maintaining goal-directed activity and by reacting
appropriately to environmental feedback in a purposeful, meaningful way.

Negative Emotionality

The tendency to react in an overly negative way and to any changes in everyday activities or routines.

Study Skills

The skills that are conducive to strong academic performance, including organizational skills and good study habits.

Resiliency

The ability to access both internal and external support systems to alleviate stress and overcome adversity.

Bullying
Emot. Self-Control

The tendency to be intrusive, cruel, threatening, or forceful to get what is wanted through manipulation or coercion.
The ability to regulate ones affect and emotions in response to environmental changes.

LANGUAGE
Elenas primary language is English. The Oral Expression Cluster of the WJ-IV (SS=76)
can be used as a measure of expressive language. She scored in the Low range when
compared with her same-aged peers. This score was consistent with that of the Verbal
Ability Cluster of the WJ-IV (SS=76).

Psychoeducational Report: ELENA Gonzalez 13

CELDT Summary:
Elenas overall CELDT scores from 2014 place her in the Early-Intermediate range.
Students performing at this level of English-language proficiency continue to develop
receptive and productive English skills. They are able to identify and understand more
concrete details during unmodified instruction. They may be able to respond with
increasing ease to more varied communication and learning demands with a reduced
number of errors. Oral and written production is usually limited to phrases and
memorized statements and questions. Frequent errors still reduce communication. Her
scores in reading and writing range from Beginning to Early-Intermediate. Her listening
and speaking skills range from Intermediate to Early Advanced.
ELIGIBILITY CRITERIA
30 EC 56337 - Definition of "Specific Learning Disability" & Determining Whether a
Pupil Has a Specific Learning Disability: 56337. (a) A specific learning disability, as
defined in Section 1401(30) of Title 20 of the United States Code, means a disorder in
one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or perform mathematical calculations. The term "specific
learning disability" includes conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental aphasia. That term does not
include a learning problem that is primarily the result of visual, hearing, or motor
disabilities, of intellectual disabilities, of emotional disturbance, or of environmental,
cultural, or economic disadvantage. (b) Notwithstanding any other law and pursuant to
Section 1414(b) (6) of Title 20 of the United States Code, in determining whether a pupil
has a specific learning disability as defined in subdivision (a), a local educational agency
is not required to take into consideration whether a pupil has a severe discrepancy
between achievement and intellectual ability in oral expression, listening comprehension,

Psychoeducational Report: ELENA Gonzalez 14

written expression, basic reading skill, reading comprehension, mathematical calculation,
or mathematical reasoning. (c) In determining whether a pupil has a specific learning
disability, a local educational agency may use a process that determines if the pupil
responds to scientific, research-based intervention as a part of the assessment procedures
covered in Sections 300.307 to 300.311, inclusive, of Title 34 of the Code of Federal
Regulations (Appendix A).
Elenas performance was examined using the Cross-Battery Assessment Pattern of
Strengths and Weaknesses Analyzer (XBA PSW-A v1.01). A generally average cognitive
ability profile, despite specific deficits in certain cognitive areas, is necessary in some
procedures for determining a specific learning disability. Based upon a comparative
analysis of the assessed cognitive and achievement scores with the Flanagan, D.P., Ortiz,
S.O., and Alfonso, V.C. (2013) Dual Discrepancy/Consistency (DD/C) model, a
significant discrepancy exists between general intellectual ability and academic
achievement in the area of Oral Expression; When Elenas strengths are analyzed
together with her weaknesses in academic areas and related cognitive processes, it is clear
that her performance is marked by a pattern of strengths and weaknesses that is consistent
with a SLD in the areas of Auditory Processing(67) and Cognitive processing in the area
of Oral Expression (76).
Elena has been assessed as having Low cognitive functioning in the following basic
psychological processes:
Auditory Processing (Ga) - The ability to recognize and interpret auditory stimuli,
involving perception (discrimination, closure), memory, sequencing, and integration
(blending).
Expression (Gc) - The ability to communicate ideas through speaking, writing, and
gesturing.
The IEP Team needs to address Elenas eligibility, needs, and placement. Her difficulty
within the learning environment does not appear to be due to unfamiliarity with the
English language nor to any temporary physical disability, discipline problem,
environmental, economic or cultural factor. The test measures administered were chosen
to be non-discriminatory based on language, ethnicity, gender, or socio-economic status.
This assessment was completed in accordance with Education Code 56001(j):
Procedures and materials for assessment and placement of individuals with exceptional needs shall be
selected and administered so as not to be racially, culturally, or sexually discriminatory. No single
assessment instrument shall be the sole criterion for determining the placement of a pupil. The procedures
and materials for assessment and placement shall be in the individuals mode of communication.
Procedures and materials for use with pupils of limited-English proficiency shall be in the individuals
native language. All assessment materials and procedures shall be selected and administered pursuant to
Section 56320.
In accordance with Education Code 56320, the following considerations have been made with regard to
procedures and materials to ensure compliance with all federal and state regulations.

Psychoeducational Report: ELENA Gonzalez 15

All tests were administered in the pupils primary language or through the use of an interpreter. All test
materials have been validated for the specific purpose for which they were used. All test materials were
administered by trained personnel in conformance with the instructions provided by the producer of these
tests. Tests and other assessment materials include those tailored to assess specific areas of educational
need and not merely those that are designed to provide a single general intelligence quotient. Tests were
selected that provide results that accurately reflect the pupils aptitude and achievement and are not
influenced by impaired sensory, manual, or speaking skills.

SUMMARY
Elena, who is seven years, five months old was assessed for a suspected Specific
Learning Disability in response to the SST teams concern for Elenas lack of cognitive
ability to access the general education curriculum. She struggles in all academic areas,
including small group or one-on-one situations. She appears to have a hard time
understanding directions. Elena was found to have cognitive processing deficit in the area
of Auditory Processing, Which significantly affects her in the area of Expression. A
significant discrepancy does exist between her intellectual ability and her academic
achievement (Oral Expression), which indicates she meets the testing component of the
eligibility criteria for the state of California as a student with a Specific Learning
Disability. These findings are consistent with what has been observed in the classroom
(teacher interview) Therefore, Elena may require special education services. Her
cooperative behavior and other factors suggest that the testing results are reliable and
valid. She showed diverse strengths and weaknesses across intellectual areas, with verbal
abilities within the Low range. Overall, Elena obtained a GIA cluster score of (85), which
is in the Low Average range. Academic skills range from Below Average to Average. The
IEP Team needs to review these findings, review current academics, determine eligibility,
and recommend the most appropriate placement and interventions to meet Elenas
educational needs in the least restrictive environment.
ELIGIBILITY
Elena appears to be eligible for Special Education services as a student with a specific
learning disability as she displays a significant discrepancy in her performance as marked
by a pattern of strengths and weaknesses that is consistent with a SLD in the areas of
Auditory Processing (67) and Cognitive processing in the area of Oral Expression (76).
These discrepancies are due to Auditory processing and Cognitive processing disorders
rather than to environmental, cultural, or economic disadvantages. The assessments and
procedures in the present evaluation are deemed appropriate for this student and the
results are considered to be a valid measure of Elenas current level of functioning. The
IEP Team needs to review these findings, review current academics, and recommend the
most appropriate placement and interventions to meet Elenas educational needs in the
Least Restrictive Environment (LRE).
RECOMMENDATIONS
The following recommendations are offered to the IEP Team:
1. Refer to IEP Team for Appropriate Program/Placement.

Psychoeducational Report: ELENA Gonzalez 16

2. Break assignments into small segments so Elena will be able to achieve success.
3. Consider placement in special day classes in which limits and reasonable expectations
are consistently enforced.
4. Consider a multi-sensory approach to academic instruction. Work with smaller bits of
information at a time. Decrease the pace of presentation.
5. Consistent use of praise and reinforcement for appropriate school behaviors.
6. Mather & Jaffe (2002) offer the following suggestions to assist with
Auditory Processing (Ga):
Provide phonological awareness activities (e.g., rhyming, alliteration, imitation,
songs).
Provide specific training in sound discrimination, blending, and segmentation.
Emphasize sound-symbol associations in teaching decoding and spelling.
Provide study guides for listening activities.
Provide assistance with note taking.
Accompany oral information with visual materials.

7. Mather & Jaffe (2002) offer the following suggestions to assist with
Crystallized-Intelligence (Gc):
Relate new information to acquired knowledge.
Assess prior knowledge before introducing new topics, concepts.
Pre-teach relevant vocabulary or background knowledge.
Provide specific vocabulary instruction such as the meaning of common prefixes,
suffixes, and root words.
Incorporate interests and prior knowledge areas into instructional activities.
When presenting directions and discussing concepts, use vocabulary that is
understood by the individual.

8. Mather & Jaffe (2002) offer the following suggestions to assist with
Attention Problems:
Seat Elena close to the teacher to help her remain on task or to return to task. The
proximity of the teacher will help her stay involved in teacher-directed and
interactive tasks and make it easier for the teacher to make frequent contact and
provide feedback during independent work.

Circulate through the classroom, in a random path, between the tiers or pods of
desks, during all types of activities. This facilitates more frequent contact with the
student while at the same time increasing the frequency of your physical
proximity to other students. Moreover, teacher movement helps students remain

Psychoeducational Report: ELENA Gonzalez 17

on task by heightening their awareness that you are likely to be at any student's
desk next.

Provide preferential seating. Seat Elena away from possible distractions, such as
the air conditioner, the window, or a talkative student.

Schedule more cognitively demanding classes in the morning, leaving electives,

more active classes, or classes that hold special interest for Elena in the afternoon.

Encourage Elena to ask for clarification and repetition of instructions.

Make sure you have eye contact with Elena before speaking to her or giving oral
instructions.
When giving instructions for an activity, provide enough time for Elena to
accomplish each step before going on. For example, wait until she has found the
correct page in a text before explaining the task.
Make oral instructions clear and concise. Simplify complex instructions and avoid
multiple commands.
Explain all the instructions clearly before allowing Elena to start any assignment.
Methods for helping to clarify the instructions for Elena and the group include:
having Elena or another student repeat the instructions to the group; modeling the
activity before having students start; or pretending to model the activity and
asking the students to try and catch you in mistakes. Make mistakes deliberately,
and, when caught, ask, What did I do wrong? What was I supposed to do?
To counteract the Elena's tendency to forget to follow the second and third
instruction within a set on worksheets, have her highlight each instruction in a
different color. Each time she completes one, she checks it off.
Talk her through a set of multiple instructions so that she can break the task down
into do-able steps. Help her write down the steps on an index card, or do it for her,
so she has a visual reminder.
Do not assign more than one long-term project at a time. Elena needs support to
manage the organization of just one such project.
She is more likely to benefit from instructional approaches that promote active
student involvement and emphasize understanding of ideas and concepts, with
less emphasis on rote memory and retrieval of facts. Encourage active discussion
and debate of ideas and their real-life implications and applications.
Increase Elena's attention span in challenging tasks by providing rewards for
gradually increasing the amount of time he/she works in a focused and reflective
manner.
Reduce the amount of work in each area assigned for homework so that she can
complete her assignment in approximately the same amount of time other students
are expected to spend, provided she has demonstrated that she understands the
concept and has put forth good effort.
As Elenas difficulty with sustained attention interferes with her efficiency, allow
her extended time to complete tests and in-class assignments. Inform her ahead of

Psychoeducational Report: ELENA Gonzalez 18

time that this will be allowed so as to reduce anxiety while she is working on the
test or assignment.
Teach her goal-setting strategies and ways to use visualization to enhance success
(before she starts a task, creating a mental image of how she will carry out and
complete it).

_____________________________
Robert B. Garcia
School Psychologist
Date:
_____________________________
Gerardo Sanchez
School Psychologist Intern
Date:
I have received a copy of this report
X_____________________________

Date: _________

Psychoeducational Report: ELENA Gonzalez 19

Parent/Guardian
Appendix A
300.309 Determining the existence of a specific learning disability:
(a) The group described in 300.306 may determine that a child has a specific learning disability,
as defined in 300.8(c)(10), if
(1) The child does not achieve adequately for the child's age or to meet State-approved
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the child's age or State-approved grade-level
standards: (i) Oral expression; (ii) Listening comprehension; (iii) Written expression; (iv) Basic
reading skill; (v) Reading fluency skills; (vi) Reading comprehension; (vii) Mathematics
calculation; and (viii) Mathematics problem solving.
(2)(i) The child does not make sufficient progress to meet age or State-approved grade-level
standards in one or more of the areas identified in paragraph (a)(1) of this section when using a
process based on the child's response to scientific, research-based intervention; or (ii) The child
exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to
age, State-approved grade-level standards, or intellectual development, that is determined by the
group to be relevant to the identification of a specific learning disability, using appropriate
assessments, consistent with 300.304 and 300.305; and
(3) The group determines that its findings under paragraphs (a)(1) and (2) of this section are
not primarily the result of (i) A visual, hearing, or motor disability; (ii) Intellectual disability;
(iii) Emotional disturbance; (iv) Cultural factors;(v) Environmental or economic disadvantage; or
(vi) Limited English proficiency.
(b) To ensure that underachievement in a child suspected of having a specific learning disability is
not due to lack of appropriate instruction in reading or math, the group must consider, as part of
the evaluation described in 300.304 through 300.306
(1) Data that demonstrate that prior to, or as a part of, the referral process, the child was
provided appropriate instruction in regular education settings, delivered by qualified personnel;
and
(2) Data-based documentation of repeated assessments of achievement at reasonable
intervals, reflecting formal assessment of student progress during instruction, which was provided
to the child's parents.
(c) The public agency must promptly request parental consent to evaluate the child to determine if
the child needs special education and related services, and must adhise to the timeframes
described in 300.301 and 300.303, unless extended by mutual written agreement of the child's
parents and a group of qualified professionals, as described in 300.306(a)(1)
(1) If, prior to a referral, a child has not made adequate progress after an appropriate period
of time when provided instruction, as described in paragraphs (b)(1) and (b)(2) of this section;
and
(2) Whenever a child is referred for an evaluation.

Psychoeducational Report: ELENA Gonzalez 20

(Authority: 20 U.S.C. 1221e-3; 1401(30); 1414(b)(6))