SPECIAL PROGRAMS

4585 Harvest Drive

DELTA BC V4K 5B4
PH: (604) 946-4101
FAX: (604) 946-7803

DELTA SCHOOL DISTRICT #37

CONFIDENTIAL EDUCATIONAL ASSESSMENT REPORT
STUDENT'S NAME:

XXXXXXX

DATE OF BIRTH:

April 12, 2002

CHRONOLOGICAL AGE:

13-1

GRADE/TEACHER:

XXXXXX

SCHOOL:

Cougar Canyon Elementary

DATE OF ASSESSMENT:

May 14, 22, 28 2015

DISTRICT PSYCHOLOGIST: L. Volodarsky, Practicum Student

L. Cryderman, Certified School Psychologist (BCASP #15)
Supervisor
Note: A qualified psychologist should interpret this report. The contents are of a confidential and sensitive nature and
should not be duplicated without the consent of the author, school district, or the parents. Due to the changing and developing
nature of children, the information and recommendations contained herein are meant for current use. Reference to, or use of this
report in future years should be made with considerable caution and reservation.

REASON FOR REFERRAL: XXX was referred for an educational assessment to help
determine her academic skills, her learning abilities and her support needs.
BACKGROUND: XXX has been at XXX Elementary since Kindergarten. She is currently in
foster care with the XXX family where she has lived since birth apart from a year long trial
period with her biological parents at age two. Her legal guardian at present is XXXX, Social
Worker (604-501-3237) with the Ministry of Children and Family Development. At the age of
four, XXXX was assessed at Childrens Hospital and diagnosed with Post Traumatic Stress
Disorder, Anxiety Disorder, Attachment Disorder and Oppositional Defiant Disorder (see reports
in file). In June 2009 the School Counsellor wrote a report summarizing the results of a
behaviour assessment using the Conners 3rd Edition (see report in file). Dr. Reebye, psychiatrist,
saw XXX at BC Childrens Hospital (see report on file). She had previously been seen through
Delta Mental Health by the Child and Youth Team and assessed by Dr. Korpatch of HEAL Team
at Surrey Memorial Hospital as well as Dr. Penfold, psychiatrist, who diagnosed her with PTSD
as well as disruptive behaviour NOS. Dr. Patricia Rycroft was also involved with some
parent/child interaction therapy. In grade 2 XXXX was designated as special needs in Ministry
of Education Category H (Intensive Behaviour Support) and she had an Individual Education
Plan (IEP). A psychoeducational assessment in October/November designated her special needs
in Ministry of Education Category H (Intensive Behavior Support) and Category Q (Learning
Disability) see report in her file. In the past, XXX saw a private counselor and participated in
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an anxiety program in Surrey. XXX was seen though the Preadmission Program on June 2012.
The psychiatric involvement included diagnostic clarification and medication management from
the multidisciplinary team. A diagnosis of ADHD as well as anxiety disorder not otherwise
specified was confirmed. At the present time Britney takes Sertraline and Vyvanse on a daily
basis.
Some of the educational and parental concerns indicate that Britney is easily distracted,
impulsive, disorganized and at times non-compliant and she has some difficulties with math and
written language. She also has some difficulties with social skills and does not attend well to
peer social cues.
EXAMINER COMMENTS: Assessment occurred in a quiet room that was relatively free from
distraction and interruption. On the first day XXX presented as cooperative and polite during the
assessment period and attempted to complete all aspects of the testing to the best of her ability.
However, during the second day of testing she needed highly directive instructions and
encouragement to complete required tasks and frequently complained about having to do the
work. Her responses to questions were limited, and she showed little inquisitiveness or
enthusiasm for the tasks. Because her attention was brief, XXX was allowed multiple breaks and
was able to maintain attention afterwards. XXX was not unduly concerned about her
performance and did not require excessive feedback or reinforcement.
In view of XXXs apparent lack of motivation coupled with ADHD symptoms, these results may
be an underestimate of her current levels of functioning.
INTELLECTUAL ASSESSMENT RESULTS: XXX was assessed using the Wechsler
Intelligence Scale for Children Fourth Edition (WISC-IV): Canadian. The WISC-IV is thought
to provide an estimate of general intelligence and the general aptitude necessary to learn
academics. It is important to recognize that the WISC-IV measures only a portion of the
competencies involved in human intelligence, and is best thought of as a predictor of school
achievement rather than as a pure measure of intelligence. There are other factors important for
school achievement that are not measured by these tests, such as: general health (vision, hearing,
diet, sleep, etc.), stable home support, background cultural opportunities, the ability to co-operate
and to empathize with others, the desire to succeed and to persevere on tasks, the ability to
organize oneself and the ability to think creatively. In the testing situation, the students health
and fatigue level, the students mood and rapport with the examiner, the students motivation to
make his/her best effort, her distractibility/impulsivity, the students linguistic and cultural
background, and the testing environment itself, can all affect the results. Every effort is made to
optimize these factors for the student during testing in a quiet one-to-one situation. The results
are then compared to Canadians her age.
The WISC-IV consists of several subtests, each measuring somewhat different facets of
the aptitude needed for academic learning. Individual subtest results are the most reliable when
interpreted in the context of the entire assessment and the results of the WISC-IV are best viewed
as a reflection of Britneys aptitude for academic learning at the present time. The test is divided
into four index areas:
Verbal Comprehension Index (VCI) - measuring general verbal ability in
listening and understanding language, thinking and reasoning with language and
verbally retrieving words, and organizing and expressing thoughts with language;
as influenced by previous learning from background experience, home
environment and natural endowment.
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Perceptual Reasoning Index (PRI) - measuring visual-spatial organization and

nonverbal fluid reasoning ability in new situations with blocks, pictures and
patterns as influenced most strongly by natural endowment rather than previous
learning. Often referred to as fluid reasoning.
Working Memory Index (WMI) - measuring the ability to sustain attention, hold
and manipulate auditory sequential information in short-term memory while
maintaining mental freedom from distractibility, in order to complete a task.
Processing Speed Index (PSI) - measuring quickness of visual-motor output
speed with a pencil on paper and the ability to process information and think
quickly in general, especially when under pressure to maintain focused visual
attention and concentration.
Canadian norms were utilized to calculate all scaled scores. When appropriate the above
scores are combined to determine a single Full Scale Intelligence Quotient (FSIQ) or General
Ability Index (GAI), an overall predictor of general academic learning success.
WECHSLER INTELLIGENCE SCALE FOR CHILDREN - FOURTH EDITION (WISC-IV)
Verbal Comprehension Subtests: (Scaled Scores-average 8-12)
Similarities
9
Vocabulary
10
Comprehension
6
Verbal Comprehension Index (VCI) Composite S.S. 91 (86-98) at 27 %ile
Perceptual Reasoning Subtests: (Scaled Scores -average 8-12)
Block Design
12
Picture Concepts
9
Matrix Reasoning
9
Perceptual Reasoning Index (PRI) Composite S.S. 100 (93-107) at 50 %ile
Working Memory Subtests: (Scaled Scores -average 8-12)
Digit Span
8
Letter-Number Sequencing
10
Working Memory Index (WMI) Composite S.S. 94 (88-101) at 34 %ile
Processing Speed Subtests: (Scaled Scores-average 8-12)
Coding
8
Symbol Search
10
Processing Speed Index (PSI) Composite S.S.97 (90-104) at 42 %ile
Full Scale Intelligence Quotient (FSIQ) Composite S.S.93 (89-98) at 32 %ile
ACADEMIC ACHIEVEMENT ASSESSMENT RESULTS: Tests of academic skills are
done in a quiet and structured one-to-one situation where the student is encouraged to focus and
make his/her best effort, and thus may differ from how the student achieves in a regular
classroom situation on a day-to-day basis. The results are a snap shot of his/her academic
achievement levels for her age at this time.

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WECHSLER INDIVIDUAL ACHIEVEMENT TEST-III (WIAT-III): CANADIAN

Reading Comprehension
S.S. 114 (104-124) at 82%ile
Word Reading
S.S. 95 (89-101) at 37%ile
Math Problem Solving
Numerical Operations
Mathematics

S.S. 84 (76-92) at 14%ile

S.S. 92 (83-101) at 30%ile
S.S. 87 (80-94) at 19%ile

Sentence Composition
Essay Composition
Spelling
Written Expression

S.S.112 (102-122) at 79%ile

S.S. 98 (88-108) at 45 %ile
S.S. 86 (80-92) at 18 %ile
S.S. 97 (90-104) at 42%ile

BEHAVIOUR RATING SCALE RESULTS: Behaviour rating scales report the observations
of a parent and/or teacher who know the student well and reflect their subjective level of concern
about the childs behavior in a particular setting (home or school).
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION
ADOLESCENT AGES 12-21 (BASC-2): The BASC-2 rates the student in the following
areas:
Scale and Composite Scale
__
Externalizing Problems
Hyperactivity overactivity and impulsivity that significantly impacts functioning
Aggression acting out (verbally or physically) towards others
Conduct Problems antisocial and rule-breaking behavior, including destroying property
Internalizing Problems
Anxiety being nervous, worried or fearful that significantly impacts functioning
Depression feelings of unhappiness and sadness that significantly impact functioning
Somatization being overly sensitive about relatively minor physical discomforts
School Problems
Attention Problems being easily distracted and unable to concentrate
Learning Problems academic difficulties in understanding and completing schoolwork
Not rated by parent
Behavioral Symptoms Index
Atypicality behaving in ways that are considered odd for the situation
Withdrawal the tendency to avoid social contact or to be neglected by peers
Adaptive Skills Index
Adaptability the ability to adapt readily to changes
Social Skills the skills necessary for interacting successfully with peers and adults
Leadership the ability to work well with others and accomplish group goals
Study Skills organizational skills and study habits necessary for academic success
Not rated by parent
Activities of Daily Living skills necessary for everyday tasks - Not rated by teacher
Functional Communication ability to express ideas and communicate with others.
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BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION-TEACHER

RATING SCALES ADOLESCENT - AGES 12-21 (BASC-2):
Hyperactivity
T-Score 60 (56-64) at 86%ile At Risk
Aggression
T-Score 59 (54-64) at 85%ile At Risk
Conduct Problems
T-Score 69 (64-74) at 93%ile At Risk
Externalizing Problems
Composite T-score 63 (60-66) at 91 %ile At Risk
Anxiety
T-Score 56 (47-65) at 77%ile
Depression
T-Score 67 (60-74) at 93 %ile At Risk
Somatization
T-Score 51(43-59) at 71%ile
Internalizing Problems
Composite T-score 60 (54-66) at 86 %ile At Risk
Attention Problems T-Score 72 (67-77) at 97 %ile Clinically Significant
Learning Problems T-Score 76 (69-83) at 97%ile Clinically Significant
School Problems
Composite T-score 76 (71-81) at 98 %ile Clinically Sig.
Atypicality
T-Score 79 (71-87) at 97 %ile Clinically Significant
Withdrawal
T-Score 92 (84-100) at 99%ile Clinically Significant
Behavioral Symptoms Index Composite T-score 76 (73-79) at 98%ile Clinically Sig.
Adaptability
T-Score 27 (22-36) at 3%ile Clinically Significant
Social Skills
T-Score 40 (34-46) at 17 %ile At Risk
Leadership
T-Score 36 (29-43) at 9 %ile At Risk
Study Skills
T-Score 33 (28-38) at 5 %ile At Risk
Functional Commun. T-Score 42 (35-49) at 23 %ile
Adaptive Skills Index
Composite T-score 34 (31-37) at 6%ile At Risk
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION-PARENT
RATING SCALES ADOLESCENT - AGES 12-21 (BASC-2):
Hyperactivity
T-Score 75 (67-83) at 97%ile Clinically Significant
Aggression
T-Score 58 (51-65) at 83%ile
Conduct Problems
T-Score 64 (57-71) at 91%ile At Risk
Externalizing Problems
Composite T-score 67 (62-72) at 94%ile At Risk
Anxiety
T-Score 53 (44-62) at 66 %ile
Depression
T-Score 63 (56-70) at 89%ile At Risk
Somatization
T-Score 43 (37-55) at 45 %ile
Internalizing Problems
Composite T-score 55 (49-61) at 73 %ile
Attention Problems T-Score 73 (66-80) at 99 %ile Clinically Significant
Atypicality
T-Score 60 (51-69) at 86%ile At Risk
Withdrawal
T-Score 65 (57-73) at 92%ile At Risk
Behavioral Symptoms Index Composite T-score 70 (66-74) at 94 %ile At Risk
Adaptability
T-Score 20 (12-28) at 1%ile Clinically Significant
Social Skills
T-Score 45 (38-52) at 34 %ile
Leadership
T-Score 39 (31-47) at 15%ile
Functional Commun. T-Score 56 (49-63) at 69 %ile
Adaptive Skills Index
Composite T-score 35 (31-39) at 7%ile At Risk
SUMMARY: XXX is a13 year-old girl in grade 7 at XXXX Elementary in Delta. She is
presently designated special needs in Ministry of Education Category H (Student in Need of
Intensive Behaviour Support) and in Category Q (Learning disability). She receives extra
educational and behavior support at school and is on an adapted program as outlined in her IEP.
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Intellectually, XXXX tested in the Average range for general intelligence with a Full
Scale IQ of 93 (89-98) at the 32nd%ile for Canadians her age. Verbal intelligence tested Average
to Low Average with a Verbal Comprehension Index (VCI) score of 91 (86-98) at the 27th %ile
and nonverbal, visual-spatial intelligence tested Average with a Perceptual Reasoning Index
(PRI) score of 100 (93-107) at the 50th %ile for Canadians her age. Auditory working memory
tested Average with a Working Memory Index (WMI) score of 94 (88-101) at the 34 %ile and
visual-motor output speed tested Average with a Processing Speed Index (PSI) score of 97 (90104) at the 42 %ile for Canadians her age. (See above for descriptors of index areas).
Academically, XXXX tested Average in Reading Comprehension with a S.S.114 (104124) at the 42 %ile for Canadians her age. Math tested Low Average with an obtained
Mathematics Composite S.S. 87 (80-94) at the 19 %ile for Canadians her age. However, her
Math Problem Solving tested Below Average with an obtained S.S. 84 (76-92) at the 14%ile for
Canadians her age. Spelling and written language tested Low Average with an obtained Written
Expression Composite S.S. 97 (90-104) at the 42%ile for Canadians her age.
The results of the behavior assessment completed by XXXXs foster mother and current
grade seven teachers indicate that XXXX has difficulties with attention, aggression,
hyperactivity, conduct problems and she is at risk for depression. The Externalizing Problems
(hyperactivity, aggression, conduct problems) composite scale T score is 63 at the 91 percentile.
XXXXs T score on this composite scale falls in the At Risk classification range. The
Internalizing Problem (anxiety, depression, somatization) composite scale T score is 60 at the
86th percentile. School Problems (attention problems, learning problems) composite-scale T
score is 76 at the 98 percentile. XXXXXS T score on this composite scale falls in the Clinically
Significant classification range. The Behavioral Symptoms Index (atypical, withdrawal, attention
problems) composite-scale T score is 76 at the 98th percentile. XXXXs T score on this
composite scale falls in the Clinically Significant classification range. The assessments suggest
that many of XXXXs difficulties in school are most likely related to concerns with attention and
behaviour. Her difficulties appear most pronounced when excessive and distracting stimuli are
presented. This could explain some of the inconsistencies in her performance during the
assessment, as well as in school. A review of emotional factors also demonstrated significant
concerns with withdrawal and conduct problems as well as concerns with depression. Inattention
and these behaviour factors likely compound, contributing to the overall inconsistencies
demonstrated in school achievement and mood, as well as organization and accepting
responsibility.
Based on these results XXXX will retain the Ministry of Education Category H
designation (Student in Need of Intensive Behaviour Support) but she no longer meets criteria
for a secondary Q designation.
These designations are not necessarily intended as a prediction of future performance or success
in school. They are intended to assist in the planning and assignment of services to support the
student in school at the present time.
It is highly recommended that XXXX should participate in counseling from a mental health
professional outside the school setting.
SUGGESTIONS:
School Support: The classroom teacher and the LST are the best judges of how to implement
the following general suggestions at school.

XXXX should have a block of learning support at the secondary (LST and EA as
available) on an adapted academic program as outlined in an Individual Education Plan
(IEP). Generally, she would benefit from extra clarification of concepts (for

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understanding and reassurance) and extra practice (for retention) of skills taught at her
instructional level on a frequent basis.
Adaptations:
Alternate materials at her instructional level may be used and assignments and homework
expectations could be appropriately adapted.
As needed, assignments and exams could be given in alternate formats (visually or orally)
and in quiet settings with extra time and breaks.
Teach the use of memory strategies like creating acronyms or funny stories in order to
remember items/facts or ideas important for assignments or exams.
Allow for extra time in a quiet setting for assignments and exams.
Give XXXX choices, when possible, and encourage her to make the choice.
Teach XXXX to advocate for herself by requesting repetition or clarification.
Teach the use of a timer (or visual timer if available) to increase her awareness of time on
task to improve work completion.
Written Expression:
She needs individualized instruction and practice with strategies to improve her written
language - spelling, grammar and punctuation and the clarity and organization of written
expression.
Graphic organizers use key words listed under sub-topics. Key words are then expanded
into sentences and then these sentences linked into paragraphs to create a first draft or
outline of an assignment. Key words help distinguish between important and
unimportant facts or concepts.
Teach story and/or paragraph completion using key visuals, or visual framing organizers
(i.e., the story frame or paragraph planner) to assist with basic structure, task sequencing
and overall organization.
Use strategies such as brainstorming, mind mapping, story webbing, visual schematics
(i.e. story frames, paragraph planners), outlining, sentence frames, or graphic organizers
to help him to generate and organize his basic ideas before beginning a written
assignment.
The writing process:
o Plan (consider the purpose for writing, who the audience will be, generate
ideas, brainstorming, mapping and making notes, diagrams, pictures).
o Draft.
o Edit (adding, deleting, re-sequencing, rethinking, reviewing options for
paragraph formation and essay organization).
o Proof-read (checking grammar, capitalization, punctuation, spelling)
o Self-evaluation.
o Publish.
Consider use of photocopied notes and materials, or point-form responses.
Avoid copying from board
Use of small group settings, peer tutors, etc., to assist with organization, editing and
completion of assignments, wherever possible.
A computer screen can hold and sustain attention better for some students; therefore,
direct instruction in computer keyboarding or voice activated word-processing skills may
help develop longer written expression output. A program of touch-typing to improve
keyboarding fluency may be beneficial. Free keyboarding programs like
www.typingclub.com or www.typing.com can be accessed at home. Fun keyboarding
games can be found at www.bbc.co.uk/schools/typing, www.funtotype.com,
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www.abcya.com/kids_typing_game.htm (grades 2-5). All the Right Type is a program

often used in the school system and can be purchased online at a discounted price through
Ingenuity Works. Voice activated word processing programs like Dragon Naturally
Speaking (Home) or Voice Finger (much cheaper) can be tried to see if theyre helpful.
Math:
Review basic concepts underlying math, use concrete objects if necessary.
Provide individualized instruction in basic math processes and extra practice (timed
drills) to build the fluency of mathematical operations. Math websites may be helpful
(like www.mathfrog.ca, www.mathdrills.com, www.mathfactscafe.com,
www.starfall.com, www.funbrain.com, www.mathchimp.com).
She needs instruction with the skill in reading and solving math problems.
General Strategies to Support Executive Functioning (EF) at Home and School:
Executive Functioning (EF) is the skill set of goal setting, carrying out organized steps
and modifying a plan as needed to complete a task successfully. These skills are
important for learning from past experiences and applying this knowledge to new
experiences. Attention, memory, impulse control, organization, planning, awareness of
time and hierarchical thinking are the executive function based skills that enable an
individual to learn, generalize behaviours and complete tasks.
To develop EF skills, help Britney to increase her situational awareness, selfmonitoring and metacognition skills (What am I doing right now? What do I need to do
right now?), to improve his future thinking (What do I need to do next? Whats my
goal?), to improve his transition skills (What changes do I need to make?), to improve his
planning skills (What do I know now? What do I need to know? How am I going to do
it?), and to improve his time-management skills (When do I need to do it? Whats my
time-line?).

Provide Britney with strategies to develop her organization skills. Create or post
schedules and to-do-lists. A laminated wall chart with her monthly schedule where she
can write (with an erasable pen) in details of what and when things are due and when
exams are scheduled. Help her develop proficiency in using an organizer ensure that it
contains enough room to break tasks down into steps as necessary.

Teach Britney to monitor her own level of attention with prompts and strategies to
refocus when he goes off task, like a nonverbal cue to recognize when attention is lost.
Visual reminders posted that prompt the use of organizational strategies. A visual timer
may be helpful.

Decrease the need for multi-tasking, complete one task at a time.

Cover up everything on the page not being worked on so as to provide better

focus and to avoid feeling overwhelmed before he starts.

Schedule activities by alternating tasks that require a lot of attention (listening to

instruction or doing seatwork) with other activities (physical activities) and breaks.

XXXX may need help from an EA/LST and her parents to review the materials
needed prior to a given task or at the beginning and/or end of the day. To facilitate
development of good organizational habits, she might review her plans for the day with
her parents each morning, the associated materials needed to accomplish her tasks, and
the organization of the materials needed in her backpack. Similarly, she might have some
organization time at the end of the school day to arrange her materials.
Home Support: Parents are the best judges of how to implement (or not) the following
suggestions at home. Children want to look good in their parents eyes, so besides setting a
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home routine and providing positive activities to build self-esteem, parents can provide their
children much needed extra practice with academic skills at a level where the child can feel
successful. Talk to XXXXs LST and get familiar materials and strategies and provide practice
to build fluency at a level where your child can feel confident.

XXXXs parents will continue with a homework routine at home, making sure
she has a quiet supervised place to work for a set period of time and that she
understands what to do before working independently. A timer may be helpful. If no
homework is required, this time could be used to read independently. This could then
be followed by a preferred activity or other reinforcement.
To help XXXX with her general organization to complete assignments on time
and to be prepared for up-coming exams, a large monthly wall chart with erasable
squares to write in whats due and when, could be helpful. Also, a planning ap on
her cell phone or computer might be tried. (see the suggestions above for developing
EF)
In order for XXXXs parents to maintain a positive, influential relationship with
her, once every week or two take her out for dinner one-on-one (take turns) and talk
about something that interests her. Keep it light and only talk about things that she
enjoys doing, dont lecture, criticize or attempt to discipline.
A whole family meeting every month or two is a good way to discuss and develop
family routines, assign duties and clarify behavior expectations for everyone (adults
included). Keep notes and review them at the next meeting. What do we need to do
different?
XXXX and her parents may benefit from outside counselling to find ways to help
her build her self-esteem, deal with her anxiety/frustration and build her emotional
regulation.
The www.anxietybc.com website is a very useful website for understanding
various forms of anxiety and the strategies that individuals and families can develop
to manage anxiety. Also, information about outside counselling resources is given.
Cognitive Behaviour Therapy (CBT) is a good counselling approach to help develop
strategies in this area.
Her parents may want to continue consulting a pediatrician regarding XXXXs
continuing difficulties with attention, impulse control, emotional regulation and
general organization.
XXXX and her parents may want to look into outside tutoring. Tutoring is
expensive ($35 or $40 per hour) so its important that Britney wants to do the tutoring
and that she establishes a good relationship with the tutor. The Teachers Tutoring
Service (604-730-3410) provides qualified and B.C. certified teacher tutors. There
are also many tutoring agencies (like Sylvan, Oxford, Kumon, etc.) in the community.
Sometimes an older peer tutor can be more effective working with adolescents.
Also, her parents may want to read Smart But Scattered Teens by Peg Dawson
and Richard Guare or other such books on executive functioning abilities and skills.

Written Language: (see above suggestions for school support)

Provide opportunities for Britney to write about interesting things that happen outside
school (like a journal or a letter to grandma, etc).
Provide direct instruction in computer keyboarding or voice activated word-processing
skills that may help develop longer written expression output. A program of touch-typing
to improve keyboarding fluency may be beneficial. Free keyboarding programs like
www.typingclub.com or www.typingweb.com can be accessed at home. Fun
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keyboarding games can be found at www.bbc.co.uk/schools/typing, www.funschool.com,

www.tuxtype.sourceforge.net. All the Right Type is a program often used in the school
system and can be purchased online at a discounted price through Ingenuity Works.
Voice activated word processing programs like Dragon Naturally Speaking (Home) or
Voice Finger (much cheaper) can be tried to see if theyre helpful.
Math: (see above suggestions for school support)
Review basic concepts underlying math, use concrete objects if necessary.
Provide individualized instruction in basic math processes and extra practice (timed
drills) to build the fluency of mathematical operations. See math web sites like
mathdrills.com and mathfrog.ca.
She needs instruction with the skill in reading and solving math problems (see LST for
strategies and materials used at school). Accessing math web sites may be helpful.
The results of this assessment were interpreted to XXXXs social worker, foster mother
and teachers on June 18, 2015 and they were given a copy of this report. These suggestions are
just some of the ideas that may be useful in supporting XXXX. The adaptations and
interventions will change with the altering demands of XXXXs progress and development.
XXXXs hard work and perseverance were greatly appreciated and it was truly a pleasure
to work with her. I wish XXXX the best of luck.
__________________________________________
Leora Volodarsky, Practicum Student in School
Psychology, U of Calgary
__________________________________________
Lawrence Cryderman, Certified School Psychologist
BCASP (#15)
June 2015.doc
CAUTION: These test or rating scale scores measure only certain aspects of the intelligence
and skills important for school performance and dont measure creativity, social/emotional
abilities, motivation and independent work habits, home support or other important influences
on a childs success in school. Test results should always be interpreted in the context of the
childs day-to-day life events and circumstances. Test scores provide an estimate of current
functioning and a snapshot of a childs functioning at a particular time in his or her life.
Therefore, the results and recommendations in these reports quickly become outdated and
should not be used to guide decision making too far into the future without updated
information. The psychological test scores should be read with extreme caution. Only a
registered psychologist or a certified school psychologist with training and experience using
these tests or rating scales is qualified to interpret the test score results.
Standard Scores, Index Scores and Quotients are based on a scale with a mean of 100 and a
standard deviation of 15. The following standard score (S.S.) ranges and descriptors are used:
Standard Score Range 126 and above
116-125
111-115

96%ile and above

86%ile to 95%ile
76%ile to 84%ile

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Well Above Average

Above Average
High Average

90-110
85-89
75-84
74 and below

25%ile to 75%ile
16%ile to 23%ile
5%ile to 14%ile
4%ile and below

Average
Low Average
Below Average
Well Below Average

Scaled Scores for subtests are based on a scale with a mean of 10 and a standard deviation of 3.
The broad average range is between 7 and 13.
Percentile Ranks are based on a scale from 1 to 100 and represent the percentage of students
who scored below that obtained score in the normative sample.

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