Joshua was observed in the classroom on several different days for a total of 65 minutes. During a math lesson, he appeared to be on task approximately 78% of the time in comparison with 71% for his classroom peers. He fiddled with scissors, and when called on gave one correct answer and one incorrect answer. During reading instruction, Joshua appeared on task approximately 24% of the time in comparison with 52% of the time for his classroom peers. He spent the majority of his time picking at his fingernails. Joshua tended not to volunteer to read or volunteer answers. When called on, he did not identify the work with a "long a" in it. However he did volunteer and correctly identified a compound word.

Joshua was fully cooperative throughout multiple testing sessions. With the learning specialist, he tended to be more outgoing during the second session than the first. Writing was quite labored, and he tended to write only one or two words instead of sentences. With his examiner, he remained quite serious, not spontaneous, throughout. He made occasional eye contact. Joshua smiled and was more outgoing when seeing the examiner in other locations of the school such as the hallways. He tended to be rather fidgety, especially with his fingers almost always in motion. AT times when Joshua worked with manipulable materials, heavy breathing and audible sighes were heard, and on occasion, his face flushed. He subvocalized some as he worked.

A variable, right handed pencil grip was used. At times, his index and middle fingers overlapped his thumb, his index finger was very close to the lead, and his grip appeared "scrunched."

About school, Joshua said that he had a fine year in second grade. He said he most liked playing on the playground and drawing, does not like doing homework (kind of hard), is best at drawing, worst at reading, doing math is easiest, and writing words in alphabetical order is hardest. Joshua said that he liked his teachers fine, he has friends at school and does not get into trouble at school. He does however get into trouble in the afternoon day care program and does not like to go there as he says the "counselors" are mean.

When he is not at school, he said he likes to watch T.V., skateboard, ride his bike. Joshua reported that he does not know what he wants to do when he grows up.

These scores are in the average range, overall at the 42^nd percentile. Joshua's verbal abilities appear relatively evenly developed. Relative to his other nonverbal abilities, he did best on tasks involving visual organization, while he did least well on tasks involving synthesis skills and on a timed paper and pencil visual tracking/copying task. A relatively slow rate of processing some kinds of information was evidenced.

To further assess Joshua's single word receptive vocabulary, the PPVT-III was administered. On this measure, the student is asked to select one of four pictures on each page which best describes a word presented by the examiner. The following scores were obtained:

Peabody Picture Vocabulary Test

SS — 122 Percentile Rank 92 Age Equivalent 9-8

These scores are in a superior range, several years above the chronological age and substantially higher than his expressive vocabulary scores on the WISC-III, suggesting that he may understand more than he is able to express effectively verbally.

To obtain an understanding of his visual motor integration skills, the Developmental test of Visual-Motor Integration Skills was administered. This test requires the student to copy designs (three per page) using paper and pencil. On this measure, the following scores were obtained:

SS — 94 Percentile Rank 34 Age Equivalent 6-6

These scores are in the average range, a little below his chronological age and consistent with the WISC-III performance scale.

To obtain a current understanding of his academic skills, the Learning Specialist, administered portions of the WJTA-R. Average Standard scores are generally considered to be between 90 to 109, high average standard scores between 110 and 119, superior standard scores between 120 and 129, low average standard scores between 80 and 89, and borderline scores between 70 and 79. The following scores were obtained:

These scores are within the low average to average range, somewhat below measured abilities, but not "significantly" so. Joshua's efforts on writing sentences was very labored, with some responses including only one or two words rather than sentences.

On a reading exercise, Joshua read slowly, had difficulty with some of the words as well as with some of the comprehension questions. He was asked to read three second grade passages. The median number of words read correctly per minute was 26. The average number of words read correctly per minute for second grade students during the fall of year was 23-82. His performance is in the 3^rd quartile. Some words had to be provided to him such as: Fred, wonder, money, important, newest, let, show, just. He read hated as hatted, danced as became, what as that, with as which, couldn’t as can. Several times, he skipped a line as he was reading.

Joshua was asked to draw three pictures. His pictures filled most of each of the three pages, and contained indicators of dependency, verbal aggression, and perseveration.

Although Joshua's reading achievement test scores are lower than his ability test scores, the difference is not quite significant according to school district's criteria for classification for learning disabilities. According to present test scores, it does not appear that he is currently eligible for special education services. Test scores are one component of determination of eligibility for special education services; the multidisciplinary team will determine program eligibility.

It is suggested that consideration be given to readministration of achievement testing near the end of the present school year to assist determining whether the gap between ability and achievement has narrowed, remained about the same, or grown..

Joshua was placed in the Great Leaps program, special reading program, in which he worked with a tutor for 10 minutes a day on sounds and words.

The primary purpose of this report is to describe Joshua's performance as an individual in grade 3.0. Thus, interpretation is referenced to his grade placement and includes level of development, degree of mastery, and peer comparison scores.

Broad Reading includes reading identification skills and comprehension of short passages. Joshua's developmental level on Broad Reading is comparable to that of the average student in grade 1.7 from the normative sample. This is within the low range of scores obtained by others at his grade level, as shown by his percentile rank (7) and standard score (77). Tasks requiring reading below grade 1.4 level will be quite easy for him; those above grade 2.0 level will be quite difficult for him. When average students in his grade perform Broad Reading tasks with 90% success, he performs them with 27% success.

Broad Mathematics includes calculation and problem solving using addition, subtraction, multiplication, and division. Joshua's developmental level on Broad Mathematics is comparable to that of the average student in grade 2.6 from the normative sample. This is within the average range of scores obtained by others at his grade level, as shown by his percentile rank (34) and his standard score (94). Tasks requiring mathematics below grade 1.9 level will be quite easy for him; those above the grade 3.3 level will be quite difficult for him.

Broad Written Language includes production of single-word responses and production of sentences embedded in context. Joshua's developmental level on Broad Written Language is comparable to that of the average student in grade 1.5 from the normative sample. This is within the low average range of scores obtained by others at his grade level, as shown by his percentile rank (9) and his standard score (80). Tasks requiring written language below the grade 1.3 will be quite easy for him; those above the grade 2.0 level will be quite difficult for him. When average students in his grade perform Broad Written Language tasks with 90% success, he performs them with 47% success.

WJTA- R