Psychoeducational Evaluation Report

Privileged and Confidential
PSYCHOEDUCATIONAL EVALUATION REPORT
Date of Evaluation:
12/05/2020
Student Name:
Anisbeily Lora Infante
NYC ID:
249638545
DOB:
09/08/2006
Grade:
8th Grade
School:
03M191:The Riverside School for Makers and Artists
Evaluation Type:
Initial
Language of Assessment:
Spanish
Reason for Referral and Relevant Background:
Quality Evaluations & Consulting Services, PLLC
138-44 Jewel Avenue
Flushing, NY 11367
(718) 263-3455
Bilingual Psychoeducational Evaluation
C O N F I D E N T I A L
NAME: Anisbeily Lora Infante GRADE: 8th AGE: 14-3
DATE OF CONTACT: 12/5/2020 DOB: 9/28/2006
ADDRESS: 400 West 61 St. (Apt. 415) TELEPHONE No.: (516) 491-2624
New York, NY 10023
SCHOOL: M 191 The Riverside DISTRICT: 03
School for Makers and Artists
EXAMINER: John L. Ochoa, Ph.D. REFERRED BY: Building Team
*PLEASE SEE CAUTIONARY STATEMENTS PERTAINING TO VIRTUAL ASSESSMENT UNDER THEBEHAVIORAL OBSERVATIONS, TEST RESULTS AND SUMMARY SECTIONS OF THIS REPORT.
REASON FOR REFERRAL:
Anisbeily was referred for bilingual psychoeducational evaluation due to poor academic performance and suspectedlearning disabilities. Testing will help to update her records and assist in educational placement for the current year. Abilingual evaluation was requested in view of the child’s recent immigration and considering that Spanish is thedominant language spoken at home.
TESTS ADMINISTERED:
Stanford-Binet Intelligence Scale: Fifth Edition
Vineland Adaptive Behavior Scales II: Survey Edition
Woodcock-Johnson IV Tests of Achievement Form A and Extended Battery
Bateria III Woodcock-Muñoz- Pruebas de Aprovechamiento
(Spanish version of the Woodcock-Johnson Psychoeducational Battery)-
Sentence Completion Test
Child Behavior Questionnaire
Parent and Child Interviews in Spanish
Note: Due to the absence of local norms for minority students of diverse linguistic/cultural backgrounds, the results
obtained on this evaluation should be interpreted with caution, as they may underestimate the child’s actual capacity.Furthermore, number scores should be considered as only approximate estimates of capacity and skill level. Actuallevel of functioning should be based on range levels rather than exact scores.
BACKGROUND INFORMATION:
Anisbeily was born in the Dominican Republic and recently immigrated to the United States, in February, 2020.Interviews with Mr. Lora and Mrs. Gesualdo (stepmother) conducted for purposes of the present evaluation indicatethat Anisbeily is the product of a 37-week pregnancy that terminated prematurely due to complications related toplacenta previa. Delivery was through Cesarean section due to an earlier C section. Nevertheless, Anisbeily was bornin good health, weighing 8 lbs. She thrived as an infant and attained all developmental milestones within expectedlimits.
Medical history is significant for recurrent upper respiratory difficulties, leading to a diagnosis of asthma at age 3.Increased breathing difficulites required hospitalization at age 4, for 10 days. Anisbeily was diagnosed with pneumoniaat the time but was then released in good health. She continues to have occasional breathing difficulties and hasbenefited from nebulizer treatments. As per parent report, she is expected to have an updated physical within the nextmonth.
Anisbeily attended preschool in the Dominican Republic for two years beginning at the age of 3. Official reports fromthat facility were not available for purposes of the current review. However, Mr. Lora indicated that Anisbeily adaptedwell and seemed to benefit from programming. Reportedly, she did not receive speech therapy or any other type ofspecial education. She subsequently entered kindergarten at a public school in the Dominican Republic. According toparent report, the caliber of education and overall services at that particular facility was less than optimal. She thentransferred two more times to private schools in her local town and did not receive any additional support or specialeducation services.
Shortly after arriving in New York Anisbeily entered school in New York as a limited English proficiency student.However, shortly thereafter school were closed and at this point, she has had very little formal instruction in person.
School records on file obtained for purposes of the current assessment do not indicate that Anisbeily is currentlyclassified or that she receives any special education services. In addition, there is no information regardingperformance on the most recent administration of the NYSESLAT or LAB-R evaluations. However, she is identified asan English Language Learner and parent interviews reveal that Anisbeily currently receives ESL services on a dailybasis.
Parent interviews also reveal that while attending school in the Dominican Republic Anisbeily presented severelearning limitations. Significant deficits were reported in reading, written language and mathematics. She tended toforget information presented in school and it was very difficult for her to generalize or apply concepts. Behavior andlistening skills in school were said to be appropriate. Currently, Anisbeily continues to adapt to school but as expected,the fact that most instruction has been virtual to date, her progress and acculturation have been slow.
At home, Anisbeily is generally cooperative with homework but does need assistance periodically.
BEHAVIORAL OBSERVATIONS:
Assessment on this occasion was performed virtually, via Google Meet, under direct parent supervision.Arrangements were made prior to the testing sessions for Anisbeily to sit at a table with her computer in a quiet room.Mr. Lora was cautioned to not interfere with answers in any manner and to remain on site to supervise and ensureattention to task and test compliance.
Anisbeily presents as a well-groomed youngster of average height for her age. She greeted appropriately when firstapproached by the examiner, made good eye contact and smiled at times but she did not initiate conversation.Attention and concentration were appropriate. However, significant deficits in information processing were apparent.Response latency to various verbal and nonverbal items was somewhat long. In addition, directions had to berepeated or explained on several occasions. Frustration tolerance was within norm for a child her age. She worked forrelatively long periods of time without difficulty.
Anisbeily seemed to have limited awareness of her performance during test administration. There was no indication oflow self-esteem or withdrawal in relation to academic skills or test performance.
Language Dominance
Anisbeily spoke in Spanish when first approached by the examiner. She understood a very little English, presenting asexpected, as Spanish dominant, for both informal conversation and academic tasks. At this point Anisbeily is believedbe an early stage with respect to second language acquisition. Her expected rate of English learning is limited, givenher intellectual and linguistic ability as well as her educational and cultural background.
Verbal Skills
Anisbeily exhibited deficits in receptive and expressive language development. She had substantial difficultyunderstanding and following directions. Significant deficits are apparent in expressive language, particularly withrespect to vocabulary development. Response latency was long, pointing to some word retrieval difficulties. Herdescriptions were generally short, simple and lacking in detail. On some occasions she presented information thatwas only tangentially related to the stimulus word. She seemed to have a vague idea of the concept but it was evidentthat she had difficulty formulating a clear, accurate response. Periodic prompting from the examiner was required inorder for Anisbeily to clarify or expand on her answers. Responses to open ended questions seemed limited in lengthand content. Deficits in articulation were not apparent.
Perceptual and Motor Functioning
Performance on nonverbal tasks suggests adequate skills. Anisbeily exhibited consistent right-hand dominance andappropriate, tripod pencil grip. She worked well on object assembly tasks requiring simultaneous use of two hands.Gross-motor coordination appeared to be intact.
TEST RESULTS AND INTERPRETATION:
Intellectual Ability
IMPORTANT NOTE
It is important to note that the Full IQ (FIQ) score presented here is deemed to have limited validity andunderrepresents the student’s actual capacity. Given the limitations inherent in virtual assessment, it was not possibleto administer several nonverbal subtests. The computerized scoring program used on this occasion automaticallyinterprets non-administered subtests as “failed” items, thus yielding a rather low score, particularly within theNonverbal Cluster. While some verbal subtests such as Vocabulary and Verbal Fluid Reasoning have strongcorrelations with overall intellectual capacity, accurate level of functioning and ability cannot be well determined at thispoint.
On this occasion, the Stanford-Binet Fifth Edition was administered only in Spanish. As such, norming guidelines havenot been adhered to and this also is likely to yield and underestimate of Anisbeily’s intellectual capacity. The currentprotocol yields rather low Full and Nonverbal IQ scores. While under virtual test administration these scores can havelimited validity, the severely low scores obtained on this occasion do point to severe learning and intellectuallimitations. The obtained Verbal IQ score which would normally yield higher scores under virtual assessmentprocedures, is also very poor and falls well within the deficient range. In addition, it should be noted that on a non-virtual assessment setting, the Abbreviated Battery IQ (ABIQ- based on a nonverbal measure of Fluid Reasoning-Object Series/Matrices and on verbal measure-Vocabulary) provides a general estimate of two major cognitive factors- fluid reasoning and crystallized ability, which for Anisbeily, also falls at the deficient range. Overall, there is strongindication of learning and intellectual limitations that are not believed to be due primarily to limited English proficiency.
Within the Nonverbal Cluster, substantial deficits are seen in ability to generalize abstract nonverbal concepts andengage in deductive reasoning, as well as in Nonverbal Quantitative Reasoning. Substantial deficits are also seen onmeasures of General Knowledge, which would typically indicate relatively poor long-term memory and/or informalexposure to cultural enrichment opportunities.
Overall performance on the Verbal Cluster was also poor. Measures of Verbal Fluid Reasoning point to very poorability to generalize abstract concepts and engage in deductive reasoning. A similar pattern of deficient performanceis seen on measures of Vocabulary Development, Verbal Quantitative Reasoning and verbally mediated Visual SpatialProcessing. Higher but poor scores are seen on a subtest measuring Short-Term Memory for language.
____________________
Stanford-Binet Intelligence Scale: Fifth Edition
NONVERBAL DOMAIN VERBAL DOMAIN
RANGE AREA RANGE
Fluid Reasoning Borderline Fluid Reasoning Deficient
Knowledge Deficient Knowledge Deficient
Quantitative Reasoning Deficient Quantitative Reasoning Deficient
Visual Spatial Processing N/A* Visual Spatial Processing Deficient
Working Memory N/A* Working Memory Borderline
____________________
*N/A: Not Administered
Adaptive Skills
Assessment of adaptive functioning with the Vineland Scales using Mrs. Gesualdo as an informant yields an Adaptive
Behavior Composite within the borderline range. Overall, Mrs. Gesualdo’s ratings are significantly higher than thescores obtained on intelligence measures administered on this occasion.
Cluster analysis indicates significant weaknesses in receptive, expressive and written language, with estimated abilityat the 3- to 8-year-old level. Significant deficits are reported primarily with respect to receptive language, reflectingAnisbeily’s limited ability to follow complex directions or understand subtle hints in conversation. Deficits are alsoreported in ability to express thoughts and ideas in more than one way. Reading and written language skills are verylimited, with overall ability estimated at the 3rd to 4th grade. Relative strengths are reported in respect to daily livingskills, with estimated performance at the average to low average range and at the 8- to 20-year-old level. Anisbeily isfully independent at home with respect to self-care and household activities such as cleaning, taking care of clothesand cooking. In the community, she is independent and well able to participate in age-appropriate tasks such asshopping, discriminating price and quality, etc.
Moderate limitations are seen in socialization, due to a large extent to Anisbeily’s limited language skills andintellectual limitations. She is however, well able to carry out informal conversations with peers ana adult and engagesin some recreational activities typical for a youngster her age. IN addition, Anisbeily is able to communicate andunderstand basic emotions and gestures. She responds appropriately to affection and disapproval by significantothers.
____________________
Subtest Adaptive
Composite Level
Receptive Low
Expressive Mod. Low
Written Low
Communication Sum Low
Personal Adequate
Domestic Mod. High
____________________
Subtest Adaptive
Composite Level
Community Low
Daily Living Skills Sum = Adequate
Interpersonal. Relationships Mod. Low
Play and Leisure Time Mod. Low
Coping Skills Adequate
Socialization Sum = Mod. Low
Adaptive Behavior
Comp. Sum = Mod. Low
____________________
Social and Emotional Development
Personality tests, background information and behavioral observations indicate that Anisbeily is a well-adjustedyoungster. She has a close relationship with her parents and is able to rely on them for emotional support. She hasadjusted relatively well to her parents’ separation and continues to adapt to her stepmother, with whom she also getsalong well. Mrs. Infante maintains regular contact with the Anisbeily and she does not seem to have significantbehavioral or emotional difficulties related to separation. Sibling relationships are deemed appropriate. Anisbeily getsalong well with her older brother in the Dominican Republic and with her baby brother, with whom she is taking anurturing and protective role.
At home, Anisbeily is described as a calm, happy girl who enjoys spending time with her family. She is generallycooperative with respect to self-care and household activities. An area of moderate concern to the parent includes thefact that she can be present at times as socially immature in her interactions with both, peers and adults.
With respect to discipline, Anisbeily generally responds well to parent structure, verbal instructions or explanations ofhow she could improve. In general, there is seldom need for more restrictive measures such as time outconsequences or taking away possessions in response to negative behavior.
Projective measures and student interviews suggest that Anisbeily has limited awareness of her academic difficulties.There is no indication of poor self-esteem in relation to academic skills. In addition, parent and student interviews donot indicate withdrawal or depressive qualities in relation to academic performance. Anisbeily does appear to presenta normal range of emotions and behaviors for a child her age. On interview, when asked how she is doing school, shestated “so-so,” adding that she has struggled in mathematics but believes to be doing a bit better at this point. Shehas most difficulty in her English class, in spite of the added support she receives. According to Anisbeily, there is a
paraprofessional or teacher assistant that help her on a regular basis.
Socialization skills are adequate. Anisbeily may at times appear reluctant to initiate peer relationships. Although shetypically responds well to others’ efforts to engage her in age-appropriate recreational activities, there is indication ofsome difficulty interacting with peers. On interview, Anisbeily stated that she does not have many friends and optsinstead to spend some of her free time in more solitary activities such as watching TV or talking to her parents. Itshould be noted however, that this may be due in part to her recent immigration. While living in the DominicanRepublic, she did interact with youngsters her age and engaged well in play activities.
Academic Functioning
IMPORTANT NOTE
While it was possible to administer all targeted subtests on this occasion, there are validity limitations inherent invirtual assessment. As such, the results of the Woodcock-Johnson IV should be considered as general estimates ofachievement and academic ability.
The Woodcock-Johnson IV Tests of Achievement Form A and Extended Battery was administered in order to attain ageneral estimate of Anisbeily’s rate of learning. As expected, her performance on all measures was poor and muchlower than normally seen in youngsters of her age and grade placement. However, such pattern is not unusual givenher recent immigration and limited English proficiency.
Reading scores are rather low, with Letter-Word Identification measures indicating functioning well below gradeexpectancy levels, at the deficient range. Anisbeily was able to decode some two and three syllable words below hergrade level. However, she read slowly, hesitated often and had much difficulty reading short, simple words below hergrade level. Limitations were apparent in decoding of vowel dyads, open vowels, consonants, consonant/vowel dyads,and some word endings. She also made some insertions and omissions. It is particularly concerning that many ofAnisbeily’s answers were far different from the expected response and she also seemed to have limited awareness ofher poor performance.
As expected, performance on Passage Comprehension was also poor and also with deficient scores, and functioningbelow grade expectancy.
Anisbeily completed several a few items on a measure of reading comprehension requiring that she read one or moresentences, with some items involving pairing of visual and contextual cues. The items presented typically consisted offour to six words per sentence. She read and processed information slowly and with some difficulty. It was evident thatshe had some problems understanding what she was reading.
The Spelling subtest also indicates significant deficits, with scores falling well below grade expectancy and at thedeficient range. Anisbeily worked very slowly and appeared to struggle with the task. He did well when writingrelatively simple two and three letter words below her current grade level but her performance deteriorated whenpresented with increasingly longer words. Limitations were seen in spelling of two and three syllable words.
Woodcock-Johnson IV Tests of Achievement Form A and Extended Battery
——————–
Subtest
Composite RANGE
——————–
Letter-Word
Identification Deficient
Reading
Comprehension Deficient
——————–
Spelling Deficient
____________________
Achievement and academic skills in Spanish were measured with the Bateria III Woodcock-Muñoz Pruebas deAprovechamiento. This is a translation of the Woodcock-Johnson Psychoeducational Battery. The test has not beennormed on a Hispanic sample, but it is calibrated for item difficulty with the Woodcock-Johnson using Spanish itemsand respondents. This test was administered only in Spanish.
Anisbeily has relatively strong reading decoding skills in Spanish. Her performance on measures of reading decoding(Lectura) falls just above grade level and well within the average range. She was able to decode simple words withease. Reading comprehension scores are very poor and much lower, falling at the deficient range. The discrepancybetween both scores is likely to be due to the more challenging nature of the comprehension task, suggesting relative
limitations in information processing. In addition, the phonetic nature of letter and word decoding in Spanish makes iteasier to obtain higher scores than in English. Anisbeily is able to read short sentences slowly and with some difficulty.Her performance in Spanish is indicative of deficits in reading skills. Her approach to reading comprehension itemsseemed labored and the task seemed very challenging to her. She read very slowly and took a rather long time toanswer each item.
The Spelling subtest indicates very weak skills, with scores falling below grade expectancy and at the low averagerange. Anisbeily worked very slowly and appeared to struggle with the task. She did well when writing relatively simpletwo and three letter words below her current grade level but her performance deteriorated when presented withincreasingly longer words.
The calculation subtest was used on this occasion, in order to obtain a relatively language free measure ofmathematics skills. Overall performance was relatively good, with functioning below grade expectancy levels, at theaverage range. Deficits were seen in long division with two-digit numbers, addition with simple fractions and solving ofalgebraic equations.
——————–
Subtest Composite Range
——————–
Identificación de letras y palabras
(Reading Decoding) Average
Comprensión de Textos
(Reading Comprehension) Deficient
Calculo
(Calculation) Average
Ortografía
(Spelling) Low Average
____________________
Anisbeily’s level of attention and cooperation throughout the evaluation is deemed to be appropriate and it is notconsidered to have interfered significantly with the validity of this assessment. However, most of the measures usedlack appropriate norms. In addition, Anisbeily’s cultural background limits the validity of the present findings. Hence,the present test results are considered to be a limited estimate of her intellectual capacity and emotional functioning.
SUMMARY:
Anisbeily is a 14 year-3 month old Hispanic girl currently attending 8th grade at M 191 the Riverside School forMakers and Artists. A referral for bilingual psychological assessment was made due to Anisbeily’s academicdifficulties and insufficient progress for a youngster of her age and grade placement.
School records on file obtained for purposes of the current assessment do not indicate that Anisbeily is currentlyclassified or that she receives any special education services. In addition, there is no information regardingperformance on the most recent administration of the NYSESLAT or LAB-R evaluations. However, she is identified asan English Language Learner and parent interviews reveal that Anisbeily currently receives ESL services on a dailybasis.
Anisbeily remains monolingual and at this point communicates primarily in Spanish. She is just beginning to learn afew words in English and remains as Spanish dominant for academic and day to day communication. She is at anearly stage with respect to second language acquisition. Her expected rate of English learning is limited, given herintellectual and linguistic ability as well as her educational and cultural background.
Assessment with the Stanford-Binet Fifth Edition for purposes of the current evaluation was performed in only inSpanish.
On this occasion, the Stanford-Binet Fifth Edition was administered only in Spanish. As such, norming guidelines havenot been adhered to and this also is likely to yield and underestimate of Anisbeily’s intellectual capacity. The currentprotocol yields rather low Full and Nonverbal IQ scores. While under virtual test administration these scores can havelimited validity, the severely low scores obtained on this occasion do point to severe learning and intellectuallimitations. The obtained Verbal IQ score which would normally yield higher scores under virtual assessmentprocedures, is also very poor and falls well within the deficient range. In addition, it should be noted that on a non-virtual assessment setting, the Abbreviated Battery IQ (ABIQ- based on a nonverbal measure of Fluid Reasoning-Object Series/Matrices and on verbal measure-Vocabulary) provides a general estimate of two major cognitive factors- fluid reasoning and crystallized ability, which for Anisbeily, also falls at the deficient range. Overall, there is strongindication of learning and intellectual limitations that are not believed to be due primarily to limited English proficiency.Relative and very mild strengths are seen on nonverbal measures of abstract reasoning, with significant deficits invocabulary development and verbally mediated measures of visual reasoning.
Assessment of adaptive functioning with the Vineland Scales using Mrs. Gesualdo as an informant yields an AdaptiveBehavior Composite within the borderline range. Overall, Mrs. Gesualdo’s ratings are significantly higher than thescores obtained on intelligence measures administered on this occasion.
Personality evaluation indicates that Anisbeily is a relatively well-adjusted youngster. Her current academic difficultiesare not believed to be directly related to emotional or social functioning. Achievement measures in Spanish indicaterelatively good reading decoding, with appropriate but lower functioning in reading comprehension. Spelling skills inSpanish are every weak and significant deficits are seen in mathematics. Assessment in English yields deficientscores but these are deemed invalid at this point.
NOTE 1:
A general impression of Anisbeily’s behavior and performance on today’s test administration was discussed with theparent at the conclusion of the session. An explanation of test limitations inherent in virtual assessment waspresented and the parent said to be well aware of the restrictions. The parent was also given the opportunity to askpertinent questions and seemed to have a relatively good understanding of the findings presented. It was indicatedhowever, that exact test results, conclusions or recommendations could not be provided until scoring and full review ofall relevant findings was made. Furthermore, the parent was informed that the school district would provide acomplete report detailing the current findings. It was also mentioned that the district would convene a CSE meeting toreview all relevant findings and make pertinent recommendations.
NOTE 2:
As per Guidelines for Services to Students with Limited English Proficiency and Special Education Needs in New YorkState, all possible services and resources must be explored prior to implementation of special education services,particularly when poor academic performance is the main concern.
Furthermore, it is important that decisions pertaining to classification and/or service delivery for bilingual students aremade based on clinical judgment of overall ability, with ample consideration for the student’s cultural, educational andsocioeconomic background, as well as through review of Response to Intervention attempts. While Standard Scoresmay be used as general assessment guidelines, special education classification and determination regarding level ofsupport ought to be made based on range levels corresponding to the obtained standard scores.
NOTE 3:
Psychological and educational assessment services performed under physical distancing constraints and isolationrequirements related to the COVID-19 crisis have validity limitations inherent in the virtual administration of any suchtests. Under current conditions, and to the greatest extent practicable, test administration procedures used in thisassessment approximate standardized protocols presented in test manuals. While virtual assessment has notinterfered significantly with test administration of some subtests, very limited or no information could be obtained forsome measures. Where subtest completion was not possible, the evaluator has taken steps to collect data that is ashigh quality as possible and used caution and clinical expertise in its interpretation and related conclusions andrecommendations, if any.
As such, and given the fact that norm-referenced assessment could not be completed as initially intended, whereappropriate, use of Grade Equivalents and Ranges have been complimented but use of criterion-referencedstandardized tests, clinical opinion, observation and parent report pertaining to the child’s development, strengths,weaknesses, etc. Furthermore, it should be noted that this evaluation was conducted with full awareness, care, andcaution of the above factors, mindful of conditions, limitations and goals dictated by the current COVID-19 publichealth crisis.
In addition to prior parent consent with full disclosure and explanation of the above issues to the parent in their nativelanguage, parent interviews were conducted prior to assessment to ensure that the testing environment wasappropriate, including but not limited to ensuring the absence of strenuous noise or the presence of family members,other than one parent to supervise and ensure compliance with testing requirements.
It should be noted also that the procedures used here are in line with best practices for Telehealth Evaluations andadhere to virtual or remote assessment recommendations by the New York State Education Department.
Decisions made based on the present test results are made solely at the discretion of the Committee on SpecialEducation, and no implicit or indirect suggestions or recommendations are made herein. While caution is warranted,use of aggregate data including but not limited to Response to Intervention strategies is strongly recommended, as ameans to strengthen classification, placement and/or treatment recommendations. Depending on the specificclassification identified, ancillary assessment (e.g., psychiatric consultation, speech, occupational therapy or visionassessments) would also lend support and validity to the classification process.
John L. Ochoa, Ph.D.
NYS Licensed Psychologist
Cert. School Psychology Bilingual Extension
DATA SHEET
NAME: Anisbeily Lora Infante GRADE: 8th AGE: 14-3
DATE OF CONTACT: 12/5/2020 DOB: 9/28/2006
NOTE: THE VALIDITY OF SOME THESE TEST SCORES MAY BE LIMITED DUE TO THE LACK OF ADEQUATENORMS FOR INDIVIDUALS OF FOREIGN LANGUAGE AND BACKGROUND.
IMPORTANT NOTE
It is important to note that the Full IQ (FIQ) score presented here is deemed to have limited validity andunderrepresents the student’s actual capacity. Given the limitations inherent in virtual assessment, it was not possibleto administer several nonverbal subtests.
Stanford-Binet Intelligence Scale: Fifth Edition
IQ Score Results
——————–
Subtest
Composite RANGE
——————–
Full Scale IQ (FSIQ) Deficient
Nonverbal IQ (NVIQ) Deficient
Verbal IQ (VIQ) Deficient
Abbreviated IQ Deficient
____________________
Woodcock-Johnson IV Tests of Achievement Form A and Extended Battery
——————–
Subtest Composite Grade Equivalent Range
——————–
Letter-Word
Identification 1-7 Deficient
Reading
Comprehension 1-3 Deficient
——————–
Spelling K-7 Deficient
____________________
DATA SHEET
NAME: Anisbeily Lora Infante GRADE: 8th AGE: 14-3
DATE OF CONTACT: 12/5/2020 DOB: 9/28/2006
NOTE: THE VALIDITY OF SOME THESE TEST SCORES MAY BE LIMITED DUE TO THE LACK OF ADEQUATENORMS FOR INDIVIDUALS OF FOREIGN LANGUAGE AND BACKGROUND.
Bateria III Woodcock-Muñoz- Pruebas de Aprovechamiento
——————–
Subtest Composite Grade Equivalent Range
——————–
Identificación de letras y palabras
(Reading Decoding) 9-4 Average
Comprensión de Textos
(Reading Comprehension) 2-4 Deficient
Calculo
(Calculation) 8-1 Average
Ortografía
(Spelling) 4-6 Low Average
____________________
Vineland Adaptive Behavior Scales II: Interview Edition
____________________
Subtest SS % Adaptive Age
Composite Level Equivalent
Receptive Low 3-11
Expressive Mod. Low 8-0
Written Low 8-0
Communication Sum 68 2 Low
Personal Adequate 11-3
Domestic Mod. High 20-0
Community Low 8-6
Daily Living Skills Sum = 89 23 Adequate
Interpersonal. Relationships Mod. Low 9-6
Play and Leisure Time Mod. Low 9-6
Coping Skills Adequate 12-0
Socialization Sum = 82 12 Mod. Low
Adaptive Behavior
Comp. Sum = 77 6 Mod. Low
____________________
This is to affirm that I personally conducted the enclosed assessment in its entirety and prepared theaccompanying written report and solely responsible for its contents.
Evaluator’s
Telephone
NYS
Billing Form for Agency/Independent Evaluator
Vendor Invoice #:
Month:
Year:
Section 1: Student information
Student’s Name:
DOE ID#:
Date of Birth:
Anisbeily LoraInfante
249638545
09/08/2006
Section 2: Provider Information
Provider’sName:
Address:
Telephone #:
John Ochoa
138-44 JEWEL AVENUE
QUEENS, NY 11367
Rate:
$650
Total Amount Due:
Name:
John Ochoa
#:
License#:
Discipline:
ProviderType:
Independent,28QBEE:Prime Time CareINC
Language:
Date of Report:
12/11/2020
Section 3: Agency Information
Agency Name:
Address:
Telephone #:
Federal Tax ID #:
28QART:Quality Evaluation & Consulting SVCS
138-44 JEWEL AVENUE
QUEENS, NY 11367
113302162
Section 4: Provider Certification for provision of Services
I hereby certify that I conducted the assessment in the document included in my report. I understand that when completed andfiled, this form becomes a record of the Board of Education and that any material misrepresentation may subject me tocriminal, civil and/or administrative action.
Signature of Provider
Date
Print Name
Provider License #
Provider Certificate #
Parent/Principal/Guardian Certification
By my signature I acknowledge that I have reviewed this agency/independent evaluator billing form and that, to the best of myknowledge, these assessments were provided as indicated.
Signature of Parent/Principal/Guardian
Date

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We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

• When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
• We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

• The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
• We will have a different writer write the paper from scratch.
• Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment Help Service Works

1. Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2. Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3. Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4. Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

GET A PERFECT SCORE!!!

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