______SCHOOL DISTRICT
Exceptional Children Services
CONFIDENTIAL
EDUCATIONAL ASSESSMENT REPORT
STUDENT ______BIRTHDATE ______AGE ______
PARENT/GUARDIAN ______ADDRESS ______
TELEPHONE ______GRADE______SEX ____ CURRENT ATTENDANCE CENTER ______
REASON FOR REFERRAL ______
EXAMINER ______DATE OF REPORT______
INITIAL & 3 YEARSCORES/OBSERVATIONS DATE
EVALUATION ASSESSMENTSADMINISTERED
Standard Score Percentile
KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT By Age By Age
Reading Decoding
Reading Comprehension
READING COMPOSITE
Mathematics Computation
Mathematics Application
MATHEMATICS COMPOSITE
Spelling
BATTERY COMPOSITE
Normalized Standard
Score Converted From Percentile
TOWL-3 TEST OF WRITTEN LANGUAGE – Third Edition Percentile Rank By Age
Vocabulary
Spelling
Style
Logical Sentences
Sentence Combining
Contextual Conventions
Contextual Language
Story Construction
SPONTANEOUS WRITING QUOTIENT
This information is confidential and shall not be duplicated, copied or released without informed Parental Consent.
Student/Parent DataFill out completely to avoid possible confusion of student names.
Reason for ReferralObtain the reason for referral from the Consent from (SE 98-2). Indicate if this is a 3-year reevaluation.
Examiner/EvaluatorThe person completing the evaluation/assessment report should be identified by name and title.
Date of ReportList the day the evaluation was completed and the scores were recorded.
Date Administered/Identify the date(s) during which the test(s) was administered. Multiple testing sessions might have been
Date of Evaluationused.
Assessments Conducted/List names of all assessments administered or reviewed in developing the report. If reviewing a test which
Reviewedfalls outside the evaluation timeline, indicated in the report that it is a review. List test results and dates
administered; in addition to listing total test scores, subtest scores and results shall be indicated.
Scores/Observations/Identify all scores as standard scores by age. Use conversion chart found in assessment section of the
Behaviors ObservedSpecial Education Handbook if need to convert percentiles to standard scores. Specific observations made
during testing should be noted. Identify characteristics which may affect educational planning.
RecommendationsBased upon test results, describe student performance and educational implications. Do Not include
statements which identify a handicapping condition or recommend a specific placement, services, further evaluations, etc.
Discussion/Summary Info.Describe test behavior as it affects student performance. Include information needed to assist the reader in
interpreting test scores. A well-written summary will indicate information appropriate for present levels of performance statements in IEP development.
Student StrengthsList relevant strengths, including any information which might be helpful in developing the student’s program
in the least restrictive environment. Include positive information about the student to be shared with parents and staff.
Student WeaknessesList relevant weaknesses. Any area that represents a learning deficit should be noted here. When interpreting diagnostic information, student needs will be discussed. Do Not include statements which identify a handicapping condition or recommend a specific placement, services, further evaluations, etc. These are placement committee prerogatives.
Signature/Title/DateThe person completing the evaluation/assessment report should be identified by name and title. List the date that the evaluations were conducted and scores were recorded.
Diagnosis/PhysicianThe professional completing the evaluation must refer to the medical doctor for the diagnosis if there is one. List the M.D. by name.
RoutingRoute as indicated on the bottom of the form.
STATE RULES
Nondiscriminatory Practices. Testing and evaluation materials and procedures used for the purpose of evaluation and placement of children with disabilities must be selected and administered so as not to be racially or culturally discriminatory.
Evaluation Procedures. School districts shall ensure, at a minimum, that evaluation procedures include the following:
(1)Tests and other evaluation materials are provided as follows:
(a)Are provided and administered in the child’s native language or by another mode of communication that the child understands, unless it is clearly not feasible to do so;
(b)Have been validated for the specific purpose for which they are used; and
(c)Are administered by trained personnel in conformance with the instructions provided by the producer;
(2)Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient;
(3)Tests are selected and administered so as best to ensure that a test administered to a child with impaired sensory, manual, or speaking skills accurately reflects the child’s aptitude or achievement level or whatever other factors the test purports to measure, rather than the child’s impaired sensory, manual, or speaking skills except where those skills are the factors which the test purports to measure;
(4)No single procedure is used as the sole criterion for determining an appropriate educational program for a child;
(5)The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability; and
(6)The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social & emotional status, general intelligence, academic performance, communicative status, and motor abilities.