This week I will share some of the information from Emily’s Educational Assessment. I will have to share some of it in sections….or this post could become quite lengthy. Posts will include her educational assessment, her psychological evaluation and the speech-language evaluation.
Were tears streaming down my face as I read these assessments? Yes. I sobbed.
Do these assessments change anything for us? Of course not. These tests do not define our daughter. They never will!
School assessments are made so the school can get an idea of which areas Emily needs the most help. We know she needs the help, we are not naive to that. But it still hard to read on paper.
Background Information/Record Review:
Emily was initially referred for a child study team evaluation in May 2009 by her parents and Special Child Health Services. At that time, Emily was receiving in-home physical therapy and developmental intervention through early intervention services. Delays in gross motor development, feeding and speech were noted. It is also documented that Emily has a chromosomal disorder, seizures and cognitive delays. A collaborative preschool evaluation conducted in July 2009, reveals significant delays in the following domains: adaptive, personal-social, cognitive, motor skills and communication. Eligibility for the district’s preschool disabled program was deemed appropriate and Emily was enrolled in Radix Elementary School on September 8, 2009. She was also eligible for bi-weekly speech/language therapy. Once Emily began school, her IEP was revised to include occupational therapy six times per month, physical therapy three times per month and a one-to-one aide throughout the school day.
At Emily’s annual review meeting on April 29, 2010, it was determined that she would remain in the preschool disabled program located at Radix Elementary School with the continuation of all related services. Some progress is noted, but delays continue to be evident.
Currently, Emily is enrolled in the AM preschool disabled program. Her teacher, Mrs. B., notes that she is learning to match colors and can identify a square and circle by pointing. Emily is unable to sing the alphabet or count. She complies with many directives, but has difficulty with fine motor and sensory activities. Mrs. B., reports that although Emily continues to present significant delays, she has made tremendous progress in the program. Emily is described as a delightful child who continually puts forth her best effort.
Emily is a four year, seven month old youngster currently undergoing a child study team evaluation to determine if continued eligibility is warranted for kindergarten.
Throughout individualized assessment, Emily puts forth her best effort. She has difficulty communication and requires prompting before responding to all questions. Emily maintains inconsistent eye contact and does not always respond when her name is called. It is observed that Emily fixates on her hands by moving them slowly in front of her and staring at them. Emily remains seated until the evaluation is complete and attempts to comply with all directives. She becomes frustrated when unable to respond to testing questions, but is redirected with encouragement.
As indicated by standardized assessment, Emily’s current academic readiness skills fall within the low range of development. Emily is acclimated to the classroom setting by following routines and listening to teacher directives. She willingly accompanies the evaluator to the evaluation session and displays no signs of hesitation. Emily does not demonstrate understanding of basic concepts such as letter or number recognition, sound/symbol relationships and foundational math concepts. Further discussion of these results will take place at an upcoming child study team meeting. A decision regarding eligibility will be held in abeyance pending review of all child study team assessments.