Confidential

Psychological Evaluation

Name: Patrick Long School: Southside High School

Date of Birth: 9/23/2005 Classification: Speech Language Impairment
Age: 16 Evaluator: Ashley Maynard
Grade: 10th Date of Report: 1/27/2022
Parents: Steve & Martha Long Date of Evaluation: 1/4/2022, 1/11/2022, &
1/12/2022

Confidentiality:
All participant’s identifying information has been altered for confidentiality purposes.

Reason for Referral:

Patrick was referred for a psychological reevaluation in accordance with New York State
standards for students receiving special education services. The purpose of this evaluation is to
provide updated information regarding Patrick’s current level of functioning to inform a
determination of his continued eligibility for special education and to make recommendations
regarding his academic programming needs.

Evaluation Methods:
• Review of Records
• Student Interview
• Parent Interview
• Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
• Adaptive Behavior Assessment System – Third Edition (ABAS-3)
o Parent Rating Scale
o Teacher Rating Scale

Background Information:
Patrick is a 16-year-old, 10th grade student at Southside High School in the Panorama Central
School District. Patrick currently lives in Panorama, NY with his father, Steve Long, and mother
Martha Long. Patrick also has an older sister Emily Long (age 18). Patrick has an early history of
significant speech, fine motor, social thinking, and early academic skill delays. In 2008, Patrick
received a diagnosis of Mixed Developmental Disorder and began receiving special education
services as a Pre-School Student with a Disability (PSD). In his Kindergarten year, Patrick entered
Meridian Center Elementary and transitioned to receiving special education support through an
Individualized Education Plan (IEP) under the classification of Speech or Language Impairment.
Throughout elementary school, Patrick received Speech-Language Therapy, Occupational
Therapy, Physical Therapy, and Resource Room. Additionally, he received support through a 2:1
paraprofessional, assistive technology consultation, and a variety of other classroom and testing
accommodations.

Patrick transitioned to Triumph Middle School in his 6th grade year. During his 6th grade year,
Patrick received support through special class Math, English, and Core Support, a supplemental
support period where students receive social skill instruction, academic support, and overall skill

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development. He also was placed in an Integrated Co-Taught (ICT) Science and Social Studies
class. During his 7th grade year, his program became slightly more restrictive, as he was placed in
special class Science and Social Studies. During his 8th grade year, Adaptive Physical Education
was added. Throughout middle school, Patrick continued to receive Speech-Language Therapy as
well as, Physical Therapy and Occupational Therapy consultation services.

Patrick entered Southside High School at the start of his 9th grade year. He is currently enrolled in
a BOCES Multi-Occupational program, focusing on technology-based classes. He attends this
program in the morning and his classes at Southside High School in the afternoon. While at
Southside, Patrick receives special education support through special class Math, Science, and
Core Support. Patrick also receives support in Adaptive Physical Education. Related services
include Speech-Language Therapy, Cccupational Therapy consultation, and Adaptive Technology
consultation. Additionally, Patrick has a 3:1 aide who is with him during core classes and electives.
Testing accommodations include tests administered in a separate location, language in directions
simplified, on-task focusing prompts, answers recorded in a test booklet, breaks, and extended
time (x1.5).

Behavioral Observations:
Patrick was assessed over the span of three sessions, lasting approximately 40 minutes in length.
Patrick initially entered the testing location in a hesitant fashion and appeared to be nervous as he
had not worked directly with this examiner before. After the examiner explained the assessment
process and provided reassurance, Patrick appeared to be more comfortable. Throughout testing,
Patrick made limited eye contact with the examiner and remained fairly quiet. However, Patrick
completed all tasks asked of him and appeared to give his best effort even though some items were
difficult for him. He responded well to positive praise for his effort and was able to engage in brief
general conversation with the examiner when prompted. Due to Patrick’s diligence in completing
all portions of the assessment with good effort, these results are considered a valid and accurate
representation of his skills and abilities at this time. However, it should be noted that the examiner
and Patrick wore facemasks throughout the assessment, which is inconsistent with standardized
procedures.

Student Interview:
Patrick was interviewed by the examiner to obtain information on his current level of functioning
from his perspective. Overall, Patrick shared that he has a positive attitude towards school. He
reports that this year is going well for him, he enjoys his classes, and rated school a 10 out of 10.
Additionally, Patrick stated that he enjoys his BOCES Multi-Occupational program. Patrick shared
that he gets a lot of homework, and typically spends about 30 minutes a day on it but is able to
complete his assignments at school. When asked about friendships with peers, Patrick stated that
he has some friends he sits with at lunch and spends time with during extracurricular activities.
Patrick is currently a member of the school’s track and cross-country team.

Parent Interview:
Patrick’s parents, Steve and Martha Long were interviewed by the examiner to obtain more
information on his current level of functioning from his perspective. Overall, Mr. and Mrs. Long
shared that Patrick is a happy and friendly kid who enjoys school. He is currently attending the
BOCES Multi-Occupational program. The Longs shared that he was hesitant about the program at

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first but likes it now. They shared that his Earth Science and Algebra classes are difficult for him
this year and he is nervous about the exams but is working hard. The Long’s main concern
currently is figuring out Patrick’s path for next year (i.e., classes and type of diploma). When asked
about any recent major changes in the family, the Long’s shared that this year, Patrick’s Grandma
passed away and his older sister went off to college. Lastly, the Longs shared that Patrick is
currently involved in track, cross-country, and unified bowling.

Previous Evaluation Results:

WISC-IV (2013) Standard Percentile Descriptor
Score Rank
Verbal Comprehension Index (VCI) 77 3 Borderline
Perceptual Reasoning Index (PRI) 79 6 Borderline
Working Memory Index (WMI) 68 8 Low
Processing Speed Index (PSI) 85 2 Low Average
Full Scale IQ (FSIQ) 72 16 Borderline
Patrick’s cognitive abilities were previously evaluated in 2013. Results indicate that Patrick’s
overall ability falls within the Borderline range. Cognitive processing speed appeared to be a
relative strength for him, which fell within the Low Average range. Patrick’s verbal and nonverbal
thinking abilities are fairly evenly developed, both falling within the Borderline range. Working
memory appeared as a relative weakness, which fell within the Low range. According to the
previous examiner, Patrick can be described as a concrete thinker who can remember facts and
procedures, but he needs regular review to retain information for longer periods of time. Even
when he remembers concrete information, he has difficulty applying it to new situations and
struggles to grasp more abstract concepts.

Current Evaluation Results & Discussion:

Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
Patrick’s cognitive abilities were assessed with the Wechsler Adult Intelligence Scale – Fourth
Edition (WAIS-IV). The WAIS-IV is an individually administered test of general cognitive
ability that can be used to gain information about Patrick’s learning profile. This instrument aids
in the identification of Patrick’s strengths and weaknesses in various areas of cognitive
functioning. The WAIS-IV is comprised of four different indexes including Verbal
Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing
Speed (PSI). In addition, the WAIS-IV assesses a student’s full-scale IQ (FSIQ) which is a
representation of general intellectual ability. As such it is considered a good indicator of learning
potential. An individual's scores on the WAIS-IV can be influenced by outside contextual
variables (i.e., motivation, attention, interests, and opportunities for learning). All scores may be
slightly higher or lower if Patrick were tested again on a different day. Therefore, these test
scores should be viewed as a snapshot of Patrick’s current level of intellectual functioning.

Two types of normative scores, standard scores, and percentile ranks are provided for
interpretation of Patrick’s performance on the WAIS-IV. The test results are compared to same-
aged individuals using standard scores with a mean of 100 and an average performance range of
90-109. A percentile rank (PR) is also provided to show Patrick's standings relative to other
individuals within the WAIS-IV normative sample. For example, a percentile rank of 50 would
mean that Patrick scored as well or better than approximately 50% of children his age.

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Additionally, it is important to remember that no test is perfectly accurate. Therefore, a
confidence interval is reported to indicate that on any given day 95 times out of 100 Patrick’s
true score will lie within that range of scores. Patrick’s results and guidelines for interpretation
are as follows:

Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)

Index/ Standard/ Percentile Confidence Descriptor
Subtest Scaled Rank Interval*
Score
Verbal Comprehension Index 78 7 73 - 85 Below Average
Similarities 5 5 - -
Vocabulary 5 5 - -
Information 8 25 - -
Perceptual Reasoning Index 69 2 64 - 77 Well Below
Average
Block Design 4 2 - -
Matrix Reasoning 4 2 - -
Visual Puzzles 6 9 - -
Working Memory Index 71 3 66 - 80 Below Average
Digit Span 5 5 - -
Arithmetic 5 5 - -
Processing Speed Index 74 4 68 - 85 Below Average
Symbol Search 4 2 - -
Coding 6 9 - -
Full Scale IQ 68 2 65 - 73 Well Below
Average
*Standard score: Mean = 100, SD = 15; Scaled scores between 8 and 12 are considered within the average
range. Standard scores between 90 and 109 are within the average range.
**Range within which a score should fall 95 times out of 100.

Result Ranges & Score Descriptors (WAIS-IV)

Standard Scores Scaled Scores Percentile Rank Descriptor
130+ 16+ 98+ Well Above Average
116-129 14-15 85-97 Above Average
111-115 13 76-84 High Average
90-110 8-12 25-75 Average
85-89 7 16-24 Low Average
70-84 4-6 2-15 Below Average
<70 <4 <2 Well Below Average

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Full Scale IQ (FSIQ):
The Full Scale IQ (FSIQ) composite score is derived from a combination of ten subtest scores
and is considered the most representative estimate of global intellectual functioning. Subtests are
drawn from four areas of cognitive ability: verbal comprehension, perceptual reasoning, working
memory, and processing speed. Patrick’s overall ability, as estimated by the FSIQ, falls within
the 2nd percentile and Well Below Average range. Ninety-five times out of 100, Patrick’s true
ability score should fall between 65 and 73. Patrick’s FSIQ score is fairly consistent with his
previous evaluation, completed in 2013.

Verbal Comprehension Index (VCI):

The Verbal Comprehension Index (VCI) measured Patrick's ability to access and apply acquired
word knowledge. The application of this knowledge includes verbal concept formation,
reasoning, and verbal expression. All items on the subtests comprising the VCI required a verbal
response. Overall, Patrick's verbal reasoning abilities, as assessed by the VCI, are less developed
than would be expected for a student his age. Patrick earned a standard score of 78, falling in the
7th percentile, and indicating abilities in the Below Average range. His performance in this area
indicates a normative weakness with respect to his verbal reasoning system, including word
knowledge acquisition, information retrieval, ability to reason and solve verbal problems, and the
ability to communicate his knowledge.

The VCI is comprised of three subtests, Similarities, Vocabulary, and Information. More
specifically, Patrick was asked to describe a similarity between two words that represent a
common object or concept (Similarities), define words that were read aloud (Vocabulary), and
answer questions related to general concepts (Information). Patrick struggled more on a task of
abstract verbal reasoning where he had to draw comparisons between verbal concepts and
categories. He also has more difficulty defining vocabulary words in isolation. Patrick performed
much better on the Information subtest, meaning he has a relative strength in retrieving general
information from his long-term memory. This aligns with previous examiner report, meaning
Patrick has an ability to recall concrete information, however, has more difficulty applying this
knowledge to novel situations/tasks.

Perceptual Reasoning Index (PRI):

The Perceptual Reasoning Index (PRI) assessed Patrick’s fluid reasoning abilities in the
perceptual domain using tasks that assess nonverbal concept formation, visual perception and
organization, simultaneous processing, and visual-motor coordination. This index measured
Patrick’s ability to use spatial relations, visualization, general knowledge, and inductive
reasoning to solve novel problems. Overall, Patrick’s perceptual reasoning abilities, as assessed
by the PRI, were below his same-aged peers. Patrick earned a standard score of 69 on the PRI,
falling in the 2nd percentile and Well Below Average range.

The PRI is comprised of three subtests, Block Design, Matrix Reasoning, and Visual Puzzles.
More specifically, Patrick was asked to replicate a presented pattern using colored blocks (Block
Design), identify the missing piece to complete a matrix (Matrix Reasoning), and identify the
pieces needed to replicate a presented geometric puzzle (Visual Puzzles). Patrick’s performance
on PRI tasks was comparable, indicating that his nonverbal reasoning and visual spatial thinking
abilities are underdeveloped for a student his age.

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Working Memory Index (WMI):
The Working Memory Index (WMI) measured Patrick’s ability to sustain attention, concentrate,
and exert mental control. Overall, Patrick’s working memory abilities, as assessed by the WMI,
are less developed than his same-aged peers. He earned a standard score of 71 on the WMI,
falling in the 3rd percentile and Below Average range.

The WMI is comprised of two subtests, Digit Span and Arithmetic. More specifically, Patrick
was asked to repeat a series of verbally presented numbers in forward, reverse, and sequential
order (Digit Span) and mentally solve a series of arithmetic problems (Arithmetic). Patrick’s
performance on WMI tasks was comparable, suggesting that his ability to process auditory
information, maintain it in temporary storage, and re-sequence it for use in problem-solving is
less developed than would be expected of a student his age. Patrick would benefit from
continued instruction and use of memory strategies to help compensate for his difficulties in this
area.

Processing Speed Index (PSI):

The Processing Speed Index (PSI) measured Patrick’s speed and accuracy of visual
identification, decision making and decision implementation. This index assessed Patrick’s rate
of test-taking and perceptual speed, and accuracy. Tasks included in the PSI require visual
scanning, visual discrimination, short-term visual memory, visuomotor coordination, and
concentration. Overall, Patrick’s processing speed abilities, as assessed by the PSI, are below the
level of his same-aged peers. He earned a standard score of 74, falling in the 4th percentile and
Below Average range.

The PSI is comprised of two subtests, Symbol Search and Coding. More specifically, Patrick was
asked to locate and mark the presence or absence of a symbol among a row of distractor items
while being timed (Symbol Search) and transfer a series of symbols based on a code while being
timed (Coding). Patrick’s performance on PSI tasks was comparable, indicating his ability to
quickly and accurately process visual material is significantly less developed than would be
expected of a student his age. Learning often involves a combination of routine information
(such as reading) and complex information processing (such as reasoning); Below average
processing speed of routine information likely makes the task of comprehending novel
information more time-consuming for Patrick.

Adaptive Behavior Assessment System – Third Edition (ABAS-3)

The Adaptive Behavior Assessment System – Third Edition (ABAS-3) is a rating scale used to
assess adaptive behavior and related skills for children and adults. Adaptive behavior is made up
of the skills an individual uses to function in daily life, effectively and independently daily at
home, school, and in the community. The ABAS-3 covers three broad domains of adaptive
functioning, Conceptual, Social, and Practical, and includes 11 skill areas within these domains.
Tasks focus on everyday activities required to function, meet environmental demands, care for
oneself, and interact with others effectively and independently.

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Ms. Andrea Wright, a special education teacher who has worked with Patrick for approximately
two years completed the ABAS-3 Teacher Form. Patrick’s parents, Mr. Steve Long and Mrs.
Martha Long, completed the ABAS-3 Parent Form. It is important to note various individuals
may rate Patrick’s adaptive behavior differently. The scores provided in this report reflect Ms.
Wright, Mr. Long, and Mrs. Long’s ratings of his skills in a particular setting and time. Scores
from one test cannot measure all the skills he may be capable of using now or developing in the
future. Two types of normative scores, standard scores and percentile ranks are provided for
interpretation of parent and teacher ratings on the ABAS-3. The ratings are compared to same-
aged individuals using standard scores. A percentile rank (PR) is provided for each standard
score to show Patrick’s standings relative to other individuals within the ABAS-3 normative
sample. The scores obtained from this assessment are utilized to understand Patrick’s current
level of adaptive skills and identify his strengths and limitations.

Adaptive Behavior Assessment System – Third Edition (ABAS-3)

Teacher Form - Andrea Wright
Composite/
Standard/ Percentile
Scale Descriptor
Scaled Score Rank
Conceptual 65 1 Extremely Low
Communication 2 - -
Functional Academics 5 - -
Self-Direction 5 - -
Social 71 3 Low
Leisure 4 - -
Social 4 - -
Practical 84 14 Below Average
Community Use 6 - -
Home/School Living 6 - -
Health and Safety 6 - -
Self-Care 12 - -
General Adaptive Composite (GAC) 73 4 Low

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 Adaptive Behavior Assessment System – Third Edition (ABAS-3)
Parent Form - Martha Long
Composite/
Standard/ Percentile
Scale Descriptor
Scaled Score Rank
Conceptual 69 2 Extremely Low
Communication 5 - -
Functional Academics 5 - -
Self-Direction 3 - -
Social 68 2 Extremely Low
Leisure 3 - -
Social 3 - -
Practical 78 7 Low
Community Use 2 - -
Home/School Living 8 - -
Health and Safety 7 - -
Self-Care 9 - -
General Adaptive Composite (GAC) 70 2 Extremely Low

Adaptive Behavior Assessment System – Third Edition (ABAS-3)

Parent Form - Steve Long
Composite/
Standard/ Percentile
Scale Descriptor
Scaled Score Rank
Conceptual 73 4 Low
Communication 5 - -
Functional Academics 6 - -
Self-Direction 4 - -
Social 79 8 Low
Leisure 7 - -
Social 4 - -
Practical 80 9 Below Average
Community Use 4 - -
Home/School Living 7 - -
Health and Safety 8 - -
Self-Care 9 - -
General Adaptive Composite (GAC) 76 5 Low

Result Ranges & Score Descriptors (ABAS-3)

Standard Scores Scaled Scores Descriptor
120+ 15+ High
110-119 13-14 Above Average
90-109 8-12 Average
80-89 6-7 Below Average
71-79 4-5 Low
<70 <3 Extremely Low

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General Adaptive Composite (GAC):
The General Adaptive Composite summarizes performance across all adaptive skill areas and is
the most global indicator of adaptive skills. The General Adaptive Composite (GAC) summarizes
Patrick’s performance across all adaptive skill areas (i.e., Conceptual, Social, and Practical). Based
on parent and teacher ratings for the GAC, Patrick’s overall adaptive functioning in the school and
home environment is significantly less developed than would be expected of a student his age. Mr.
Long’s and Ms. Wright’s responses yielded a GAC score in the Low range and at the 5th and 4th
percentile, respectively. Mrs. Long’s responses yielded a GAC score in the Extremely Low range
and at the 2nd percentile. Although there were some slight discrepancies between all three raters,
generally speaking, his adaptive skills are comparable across settings and below age expected.

It is recommended that Patrick continue to access agencies and supports in the community for
adults with disabilities. He will likely need continued support with functional or adaptive skills
(i.e., vocational, functional communication, and self-direction). Because the GAC provides the
most complete measure of adaptive behavior, it is likely to be the most reliable and accurate
estimate of overall adaptive functioning. However, more detailed information about Patrick's
unique profile of adaptive functioning may be obtained by reviewing performance within adaptive
domains and skill areas if significant differences exist between adaptive domain standard scores
or skill area scaled scores.

Conceptual Composite:
The conceptual composite assesses abilities in the areas of communication, functional academics,
and self-direction. The conceptual domain reflects skills needed for effective interpersonal
communication, the skills required for independent academic functioning, and the skills needed
for general independence, responsibility, and self-control. Both Mrs. Long and Ms. Wright’s
responses place Patrick’s conceptual skills within the Extremely Low range and 1st and 2nd
percentile, respectively. Mr. Long’s ratings place his conceptual skills in the Low range and 4th
percentile. This suggests that Patrick’s communication, functional academics, and self-direction
are comparable in the home and school setting, all falling well below age-expected limits.

Social Composite:
The Social composite assesses abilities in the areas of social skills and leisure time. According to
his parents and his teacher’s observations, Patrick’s socialization skills are generally much below
what would be expected for an individual his age. Both Mr. Long and Ms. Wright’s responses
place his social skills within the Low range and 8th and 3rd percentile, respectively. Mrs. Long’s
responses placed Patrick’s social skills within the Extremely Low range and 2nd percentile. His
parents and teacher observe Patrick’s ability to interact socially with others, to play and use leisure
time, and to function effectively in social situations as significantly less developed than those of
his peers.

Practical Composite:
The Practical composite assesses abilities in the areas of community use, home living, health and
safety, and self-care. Both Mr. Long and Ms. Wright’s ratings place Patrick’s practical skills within
the Below Average range and 9th and 14th percentile, respectively. Mrs. Long’s responses place
his practical skills within the Low range and 7th percentile. The Practical composite reflects skills
needed for effective functioning within the community and at home, as well as skills related to

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self-care, personal health, and safety needs. Within this domain, Patrick’s parents and teacher all
view Self-Care as an area of relative strength for him. This suggests that Patrick has acquired skills
needed for everyday personal care (i.e., dressing, bathing, eating, grooming, and hygiene). This
also indicates that these skills are further developed than the other skills within the Practical
domain.

Summary:
Patrick is a 16-year-old, 10th grade student at Southside High School in the Panorama Central
School District. He was referred for an updated evaluation as part of his triennial reevaluation to
gain updated information on his current skills and abilities. Patrick entered testing in a hesitant
manner, however, with reassurance and positive praise from the examiner appeared to be more
comfortable with the testing process. His level of cooperation and compliance suggests that the
results of this assessment are considered a valid estimate of Patrick’s current functioning.

Patrick was administered the WAIS-IV to assess his current thinking and reasoning abilities.
Patrick’s overall cognitive abilities, as estimated by the FSIQ, are in the Well Below Average
range and at the 2nd percentile. This overall score is fairly consistent with his previous evaluation
back in 2013. Patrick performed slightly better on verbal than on non-verbal reasoning tasks, but
there is no meaningful difference between his ability to reason with and without the use of words.
Patrick’s verbal abilities fell within the Below Average and 7th percentile, demonstrating a diverse
performance on tasks in this area. He struggled more on tasks where he had to reason with words
and define vocabulary in isolation. He was more successful on tasks where he had to retrieve
general information from his long-term memory, appearing to be an area of relative strength.
Patrick appeared to struggle most with tasks assessing his non-verbal reasoning skills. His score
in this area fell within the Well Below Average range and 2nd percentile. In addition, Patrick’s
working memory and processing speed abilities are much less developed than would be expected
of a student his age. Both ability scores are in the Below Average range and fall in the 3rd and 4th
percentile, respectively.

The ABAS-3 rating scale was completed by Patrick’s parents and teacher to assess his current
adaptive functioning in the home and school environment. Although results were slightly
discrepant between raters, generally speaking, Patrick’s adaptive skills are below expected for a
student his age. Parent and teacher ratings placed Patrick within the Low to Extremely Low range
overall.

The results of this evaluation should be shared with Patrick, his parents, and necessary school
personnel. Based on the results of this evaluation, the following is offered for consideration:
• The results of this evaluation should be used in conjunction with other information
(including, but not limited to, teacher observations, classroom performance, and academic
evaluations) to determine Patrick’s continued eligibility for special education services.
Based on the results of this evaluation, it is recommended that Patrick continue to be
eligible for services under special education. However, it is encouraged that the team
discusses if the classification of Speech-Language Impairment (SLI) is still the most
appropriate and all-encompassing. A classification of Intellectual Disability (ID) should be
discussed.

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 • Patrick’s current modifications, accommodations, and level of support continue to be
appropriate.
• Patrick’s difficulties with verbal and nonverbal reasoning, working memory, and
processing speed present a substantial limitation to his ability to take tests under similar
conditions as other students. Consequently, he should continue to receive testing
accommodations to help him compensate for these difficulties.
• Patrick should continue to contact teachers and other support staff when needed for
academic and social/emotional support. He is encouraged to continue to develop his self-
advocacy skills as they will be called upon even more frequently as he moves into the adult
world.
• Patrick’s participation in extra-curricular clubs and activities such as track, and cross-
country are important components of his sense of accomplishment, camaraderie, and pride.
He is encouraged to continue exploring opportunities for social involvement now and
beyond his high school years, and he will continue to be a valued member of the teams on
which he participates.
• As he eventually prepares to transition from school-based services to adult services, it is
recommended that Patrick access agencies and supports in the community for adults with
disabilities. He will likely need continued support with functional and vocational skills,
including functional communication, pre-vocational, and self-direction skills. Patrick will
continue to benefit from support to help him practice skills required for graduation,
employment, and independent living. He will continue to be a valued contributor to
Southside and to the Multi-Occupational program, as well as any new educational or pre-
employment environments he attends.

Post Intervention Involvement:

Educational and Speech-Language assessment was conducted by Patrick’s assigned Learning
Specialist and Speech-Language Pathologist. Results from the educational evaluation revealed
Patrick fell within the Low to Very Low range in the areas of reading, mathematics, written
language. Results from the Speech-Language assessment revealed that Patrick fell within the
Severe Delay range in receptive language, expressive language, and pragmatic language. Patrick’s
School Counselor provided an update on his progression towards a diploma and current credits
earned. The Committee on Special Education (CSE) determined that it was appropriate for Patrick
to continue receiving special education services. However, the team agreed that the classification
of Speech-Language Impairment (SLI) was no longer the most appropriate classification for
Patrick. Subsequently, his classification was changed to Intellectual Disability (ID). Patrick’s
measurable annual goals were updated with a focus placed on functional and vocational skills to
support his post-secondary goals. Patrick will also be participating in job shadowing experiences
with the support of his School Counselor and Learning Specialist. Patrick’s parents agreed to
continue pursuing the Mutli-Occupational program during his 11th grade year. In addition, Patrick
will continue to pursue a Local High School Diploma.

Respectfully submitted,

_________________________
Ashley Maynard
School Psychology Intern

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