Name: Matt Iwanski
Date: October 14, 2012
Grade: 12th grade
School: Laneville High School
Teacher: Mr. DesMet
Examiner: April Tritz
Reason for Referral
Matt Iwanski was referred by his high school English teacher, Mr. DesMet, for special
education consideration. Mr. DesMet addressed his concerns about Matt’s academic progress in
the general areas of written language and reading. In written language, Mr. DesMet stated that
Matt has been displaying struggles with spelling, using different writing mechanics, and sentence
structure. In reading, it was also reported that Matt was having difficulties with comprehension,
reading fluency, decoding, letter identification, and oral reading. Both Mr. DesMet and Matt’s
parents stated that Matt has displayed higher frustration and anxiety levels with his academics
especially in the last few months. Therefore, the referral team has determined to assess Matt for a
potential learning disability.
Background Information
Matt is a twelfth grade male student attending Laneville High School. He is a teenage boy
who enjoys hunting and baseball. Matt shares pictures of the different animals he has hunted
(deer, turkey, goose, and elk) on his hunting trips to Wyoming with his father. Matt is the
baseball pitcher for the varsity boy’s baseball team. He is highly motivated. He practices baseball
after school because he wants to go to state before he graduates. When class activities relate to
hunting or baseball in English, Matt becomes motivated to work on the assignments. When Matt
is at school, he appears to participate and learn in his math class. Even though he has a difficult
time reading from his math textbook, he is able to understand the problems in the math textbook
very quickly and uses different strategies to solve for the math problem efficiently.
Matt is the eldest child of two and his family lives in an urban area close to school. His
parents mentioned that he enjoys being at home with his family and friends, but he dislikes
having to attend school to read or write. Matt will procrastinate with his homework and
occasionally will not submit assignments. His parents stated that Matt’s father has dyslexia;
however, Matthew has no current health problems.
Prior standardized assessments indicated that Matt has struggled with written language
and reading for a significant amount of time. Matt has been receiving below average grades in
written language and reading throughout his entire academic career based on his report cards.
Matt’s informal assessments, WKCE results, and ACT results also illustrate that he has
difficulties in these subject areas which corresponds to his low academic performance. Informal
classroom assessments from the beginning of the school year also connect to his reading and
writing grades. Matt's parents report no unusual behavior at home from Matt besides his
frustration with his school work.
Test Administered
Matt was administered the Woodcock Johnson Tests of Achievement III (WJIII) on
October 14, 2012. During the assessment, Matt consistently displayed a high level of effort. He
appeared focused and frustrated when attempting to complete the reading and written language
portion of the WJII. Throughout the assessment, Matt would briefly put his hands over his eyes
or take short breaks by walking around the room to think about the questions and then would
select the best answer. The assessment was broken into smaller sections throughout the day since
the entire test was administered on the same day. This testing strategy allowed Matt to have
breaks in between different sections of the assessment. Therefore, the reported results can be
considered accurate and dependable. During October 2012, Matt’s classroom teacher and parent
rated Matt’s behavior using the Achenbach System of Empirically Based Assessment (ASEBA).
Academics
Reading
Matt uses the resource room frequently to work on his reading skills and participates in one-onone and small group instruction to improve on his reading skills. He avoids participating with class
readings because he is afraid of making reading mistakes in front of his peers. Matt is hesitant of reading
at a more challenging reading level; therefore, he is progressing at a slower rate with his reading skills.
In the area of broad reading of the Woodcock Johnson Tests of Achievement III (WJ-III), Matt achieved
a standard score (SS) of 100 which is considered an average range. Subtests in broad reading were
consistent with letter word identification at a SS of 103, reading fluency at SS of 88, and passage
comprehension at SS of 92. These results are consistent with classroom informal measures and teacher
observations. Last week, Matt read a short passage that consisted of words that were unfamiliar to him.
Classroom probes indicate that Matt orally read the passage at a slow pace with multiple pauses, but is
able to read the majority of the passage correctly that consisted of 25 words at seventh to eight grade
level with 80% accuracy. According to the DIBELS assessment, Matt has a fluency of 80 words per
minute (WPM) at the 12th grade level which is considered at risk. However, progress monitoring probes
indicate that Matt excels at retaining the content of different stories he has read in the past with 90%
accuracy. Matt is able to read short vowel words with 75% accuracy and is able to read long vowel
words (control e) with 70% accuracy. When Matt reads an unfamiliar word, he is able to decode the
word correctly with 50% accuracy. After reading a book with assistance, Matt is able to indicate the
main events in the context of the story; however, he has a difficult time comprehending the main idea of
the story. As a result, Matt is only able to correctly answer comprehension questions from his teacher
30% of the time. Matt demonstrates more progress when trying to comprehend the story in a small
group, but he has difficulty when trying to comprehend the reading independently. Matt’s English
teacher, Mr. DesMet, reports that even though Matt has difficulties comprehending the main idea of
different stories, he still demonstrates a significant amount of effort and motivation during
comprehension reading activities, but performs at the average grade level. The team feels that Matt
needs to increase his letter-word identification skills, passage comprehension, decoding skills, reading
fluency, and phonics in order to improve his independent reading comprehension before he possibly
enters a post-secondary education or career.
Math
Matt’s strengths lie in the academic area of mathematics. In the area of broad math, Matt
achieved a standard score of 117 with a SS of 109 in math fluency, 114 in calculation, and a 117
in applied problems based on the recent administration of the WJ-III. Based on Matt’s broad
math SS, he demonstrated above average skills. Based on classroom probes, Matt is can multiply
6 digit numbers with a 95% accuracy and is able to read charts and graphs with 90% accuracy
with no assistance. Matt’s math teacher states that he is able to learn and master new math
concepts very quickly. His teacher also reports that Matt frequently helps his peers with their
math skills and homework by demonstrating a variety of problem solving strategies. Even though
Matt is successful when solving math problems, his teacher reports that he struggles with word
problems, reading directions of his math worksheets, and has a difficult time understanding the
reading from his math textbook. However, Matt’s reading struggles do not pertain to his math
skills and performance. The team agrees that there are no needs or concerns with his math skills;
however, Matt’s difficulties in reading directions and textbook problems are noted.
Written language
Based on the WJ-III, Matt achieved a SS of 109 in broad written language, with a SS of a
92 in writing fluency, SS of a 130 in writing samples, and a SS of a 104 in spelling. These scores
indicate that Matt performs in the average to significantly above average range with his peers.
When given an introductory paragraph for an essay as a progress monitoring probe, Matt will
typically write two body paragraphs but a significant amount of the sentences are incomplete.
Many words are also spelled incorrectly. According to the District Writing Assessment, Matt
writes complete sentences to writing prompts 30% of the time at the 12th grade level. Matt’s
teacher reports that Matt forgets to incorporate appropriate writing mechanics (punctuations and
capitalization) 70% of the time and reverses ‘p’s, ‘s’s, and ‘b’s 85% of the time in his writing
responses. His teacher also stated that when Matt is given short reading passages with sentences
that contain errors (at the seventh to eighth grade level) to identify and correct, he performs with
65% accuracy. According to Matt’s parents and teachers, they reported that he enjoys writing an
essay about topics that interest him, such as hunting and baseball, but restrains from the
challenge of writing about an unfamiliar topic. Matt’s parents both reported that he is able to
spell and use terms correctly that relate to his hobbies or interest. On the other hand, they stated
that Matt’s motivation to write about topics other than baseball and hunting diminishes and his
knowledge of content lessens. Matt’s parents are concerned that he may have dyslexia due to
their family history. Matt’s parents also have noted that he writes some letters backwards (d, b, p,
and s). Matt needs to develop writing skills that concentrate on writing about new topics and
using correct writing mechanics. He needs to practice editing sentences and paragraphs that
contain errors to help him notice and identify grammatical errors. The team determined that Matt
will be more a successful writer in his general education classroom school if he is able to
develop good sentence structure. Since Matt is a high school senior, by improving these writing
skills, it will also help Matt when writing a resume or scholarship applications. The team also
suggested for Matt’s parents to have Matt tested by a professional to determine whether or not he
has dyslexia.
Academic Data:
Woodcock-Johnson Test Of Achievement Results*
Tested Area
Standard Score
Range
Broad Reading
100
Average
Letter/Word Identification
103
Average
Reading Fluency
88
Low Average
Passage Comprehension
107
Average
Broad Math
117
High Average
Math Fluency
109
Average
Applied Problems
117
High Average
Calculation
114
High Average
Broad Written Language
109
Average
Spelling
104
Average
Writing Fluency
92
Average
Writing Samples
130
Very Superior
* The ranges listed in my chart are the actual ranges for the Wood-cock Johnson Test of Achievement.
However, I wanted to practice writing and using appropriate language for a child who qualifies for
special education for a learning disability. Since the person I assessed had scores that ranged in the low
average to very superior, I wrote my about Matt’s broad reading, broad math, and broad written
language standard scores as the following:
Broad Reading= Below Average
Broad Math =Average
Broad Written Language= Below Average
Therefore my assessment report indicates that Matt had difficulties in broad written language and broad
reading.
Behaviors
Externalizing Behavior:
During October 2012, Matt was rated by his classroom teacher and parent to be in the clinical
range in the externalizing category with a T-score of 64 (parent) and 69 (teacher) based on the
Achenbach System of Empirically Based Assessment (ASEBA). Matt’s classroom teacher reports that
Matt demonstrates externalizing behavior (aggressive behavior) by being easily frustrated when
uncertain of how to answer a question. Based on classroom observations, Matt will show his frustration
when uncertain of how to respond to a question by throwing chairs or pencils in the classroom
approximately 60% of the time. He demonstrates stubbornness by resisting writing instruction 16 out of
25 times within a time period of a week and writes a one sentence response to a reading question while
his peers write a paragraph response. Matt’s teachers have verbalized that Matt will consistently argue
with his peers during class discussions. Classroom observations indicate that Matt will argue 60% of all
classroom discussions and will push or poke peers 50% of the time when peers do not agree with Matt
on a discussion topic. Based on the Behavior Point System, Matt will keep his hands and feet to himself
50% of the time and will complete and turn in his assignments 40% of the time. Based on observations
from home, Matt’s parents noted that Matt consistently demands attention whether it is negative or
positive attention. For example, if Matt does not receive attention immediately, he will push his three
siblings 7 out of 10 times in a week’s span to receive attention. When Matt doesn’t get to choose the
video game he wants to play with his siblings, he will hit his siblings or become verbally aggressive.
Matt’s parents also report that Matt has sudden mood changes. His parents state that certain facial
expressions or comments from others that Matt doesn’t prefer will trigger his temperament or change his
mood quickly. Also, Matt’s parents report that he needs to be consistently reminded of doing his chores
and cleaning up after himself. Matt’s teachers and parents agree that other areas of concern about Matt’s
externalizing behavior correlating with his aggressive behavior are the following: argumentative,
defiant, consistently destroying his own personal items when upset, explosive behavior, and sudden
mood changes. In addition, Matt’s classroom teacher rated Matt in the at risk range in the externalizing
category of rule-breaking behavior according to the ASEBA. Based on teacher observations, Matt has
demonstrated to be truant by missing 15 out of 30 school days in quarter 1 that were unexcused
absences. He is also tardy 80% of the time for all of his academic classes in a school day. Teacher
observations also indicate that Matt raises his hand 3 out of 10 times and demonstrates verbal turn taking
5 out of 10 turns. Behavior Point System indicates that he is able to follow verbal directions for
assignments and behavior (speaking in a softer voice) 35% of the time. On the other hand, Matt’s
parents rated Matt to be in the normal range based on the ASEBA in the externalizing category of rulebreaking behavior. According to Matt’s parents, they claim that Matt follows the rules at home
thoroughly. However, Matt’s mother stated that he will lie 6 out of 10 times pertaining to his completion
of his homework. The ratings based on Matt’s externalizing behavior are consistent with classroom
observations, teacher report, and parent report. Matt’s externalizing behavior interferes with his
educational performance and needs behavior management instruction. Matt needs to demonstrate
appropriate behavior skills in the general and special education setting.
Internalizing Behavior
During October 2012, Matt was rated by his classroom teacher and parent to be in the clinical
range in the internalizing category with a T-score of 74 (parent) and 71 (teacher) based on the
Achenbach System of Empirically Based Assessment (ASEBA). Matt’s classroom teacher reports that
Matt demonstrates internalizing behavior (anxious/depressed) by being nervous when doing an
assignment or test and will become emotionally upset 60% of the time. Teacher observations indicate
that when others criticize Matt’s work during peer editing for an essay, Matt will become upset and
crumple his paper into a ball and throw it into the garbage can 50% of the time. Based on parent report,
Matt’s mother states that he talks about suicide when upset or angry. Matt’s parents report that Matt
worries constantly about school work and others hurting him. The Behavior Point System indicates that
Matt uses respectful language when talking to peers and teacher 60% of the time. In addition, teacher
observations indicate that Matt demonstrates withdrawn/depressed internalizing behavior when he is
asked a question in class by a peer or teacher and will not respond. In turn, Matt will refuse to answer
the question and will put his head on his desk 40% of the time. Matt’s teachers state that Matt
demonstrates a lack of energy when he participates in classroom activities and will participate in
classroom activities 30% of the time. Based on classroom observations, Matt does not prefer to be in a
close proximity with his peers and will participate in group work 2 out of 10 opportunities. Matt’s
parents report that Matt would rather be alone than participating in family game night every Friday.
Matt’s father stated that Matt has difficulties waking up in the morning to attend school and does not
seem to have any energy throughout the day. His parents also reported that Matt is very shy during
family gatherings or in public settings such as a grocery store. Matt’s mother noted that Matt is very
afraid to ask others for help with his homework or finding an item in a store because he is afraid that
others will judge or tease him. The Behavior Point System indicates that Matt expresses enjoyment in
academic and social activities 40% of the time. Matt’s teachers and parents agree that other areas of
concern about Matt’s internalizing behavior correlating with his anxious/depressed behavior and
withdrawn depressed behavior are the following: withdrawn, fearful of school and people, very selfconscious, feels unloved, and feels worthless. On the other hand, Matt’s teacher and parents rated Matt
in the normal range in the area of somatic complaints for internalizing behavior according to the
ASEBA. Matt’s teacher and parents reported that there aren’t any specific concerns in the area of
somatic complaints for internalizing behavior. The ratings based on Matt’s internalizing behavior are
consistent with classroom observations, teacher report, and parent report. Matt’s internalizing behavior
interferes with his educational performance and needs behavior management instruction. Matt needs to
demonstrate appropriate behavior skills in the general and special education setting.
Summary:
Matt will have access for special education services in the area of learning disabilities for
reading and writing. Based on Matt’s performance on the WJIII and classroom informal probes,
it was significant that he demonstrated difficulties in both areas. On the other hand, Matt
demonstrated strong skills in mathematics but needs assistance when reading or writing
mathematical material. Based on the Achenbach System of Empirically Based Assessment
(ASEBA), Matt was rated in the clinical range in the externalizing and internalizing behavior
category by both his classroom teacher and parent. Therefore, Matt’s IEP team has decided that
Matt meets federal qualification criteria for special education services in the area of learning
disabilities in writing and reading and emotional behavioral disorder in the area of both
internalizing and externalizing behavior.