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Houston Baptist University Testing Course7015 Fondren

Houston, Texas 77040

FULL AND INDIVIDUAL EVALUATION

Demographic Data

Student Name: Esteban Martinez Parents/Guardians: Luis MartinezGloria Ramirez

Grade: 5th Address and Phone Number:

45256 Apple St. Houston, TX 77082713-555-2525

Date of Birth: 5/30/2002 Email Address: luismar@email.com

Age: 11:1 Date of Report: 6/19/2013Gender: Male

Reason for Full and Individual Evaluation

This Full and Individual Evaluation (FIE) represents a multidisciplinary evaluation conducted by a team of professionals. The purpose of this FIE is to: (a) describe Esteban’s strengths and weaknesses and present levels of performance/functioning across multiple areas; (b) determine his disability condition(s) and educational needs; and (c) make recommendations regarding educational programming.

Throughout his school years, Esteban has experienced an average academic performance. He has not been retained in any school year or required to assist to summer school.

Sources of Evaluation Data

Standardized evaluation procedures were followed. During the testing, Esteban was cooperative, friendly, and task driven. His attitude toward testing was desperate and eager to finish. He was constantly tapping his fingers on the table, pulling his shirt, and stood up his chair in some occasions. Esteban was tested at his father’s house. This environment was quiet and conducive to an environment appropriate for testing.

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Table 1.Sources of Evaluation Data

Sources of Information Informant/Position Dates

Parent/Student Information Luis Martinez 6/15/2013

Student Observation/Interview

Esteban Martinez 6/15/2013

Review of School Records General Education TeacherMrs. Sanchez

6/10/2013

Vision/Hearing Screening Mrs. Brown (Nurse) 6/10/2013

Wechsler Intelligence Scale for Children- Fourth Edition(WISC-IV)

Elba Aguilar 6/15/2013

Wechsler Individual Achievement Test- Third Edition (WIAT-III)

Elba Aguilar 6/25/2013

Review of Educational Records

Esteban has not been exposed to previous evaluations.

Speech/Language

Evaluation of Esteban’s language consisted of informal and formal assessments of language proficiency in both the receptive and expressive domains. Esteban’s language proficiency when compared with same age peers may be regarded in the noted domains as:

Listening Comprehension: Average Oral Expression: Average

Esteban expresses himself best in oral speech. Language functioning was observed during the evaluation and it was determined that he easily engages in informal conversation. He has intelligible speech and is able to make his needs known to others. His dominant language is determined to be English.

Esteban was able to follow instructions for testing and engaged in appropriate conversation. He was able to take turns during conversation and remained on topic. All evaluation instruments and procedures were administered in his dominant language.

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Physical Information

Physical conditions that may directly affect the student’s ability to profit from the educational process were considered. Esteban’s vision and hearing appeared to be within normal limits without correction. He did not exhibit any signs of health or medical problems.

He does not appear to have physical conditions that must be considered in the provision of an appropriate education, including physical education. Analysis of the noted evaluations, interviews, and observations indicate this student can function in a regular physical education program including athletics.

Sociological

Sociological data concerning Esteban’s family and community environment that may influence learning/behavior patterns were considered. His parents are divorced. He lives with his biological mother. He visits his father every other weekend. Esteban and his family have a positive relationship. His parents are involved in his educational performance and have provided supports for his success. Based on current data, sociological factors do not adversely affect Esteban’s learning and behavior patterns to a degree that would impede his learning.

Emotional/Behavioral

The evaluation of a student’s emotional and behavioral factors consists of identifying those characteristics of behaviors which may impact the student’s learning. During the evaluation, Esteban was friendly, cooperative, polite, respectful, and impatient to finish. Based on observations and parent and student information, serious emotional and behavioral factors do not appear to significantly interfere with his ability to learn.

Teacher Interviews: Esteban performs well in class. He finishes his assignments on time, although he is talkative and sometimes distracted.

Classroom Observations: Esteban was working in a group of four for completing a science project. He was actively engaged and participating in the team. He was interested in finishing quick and provided support to his classmates.

Intellectual/Adaptive Behavior

An intelligence test was administered in order to assess Esteban’s general range of intellectual functioning and to determine current cognitive strengths and weaknesses. The Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) is an individually administered, comprehensive clinical instrument for assessing intelligence (Wechsler,

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2003). The WISC-IV provides composite scores that represent intellectual functioning in four specified cognitive domains, as well as a measure of general intellectual functioning.

The four cognitive domains are:

The Verbal Comprehension Index (VCI) – this score is obtained from subtests measuring verbal abilities utilizing reasoning, comprehension, and conceptualization.

The Perceptual Reasoning Index (PRI) – this score is obtained from subtests measuring perceptual reasoning and organization.

The Working Memory Index (WMI) – this score is obtained from subtests measuring attention, concentration, and working memory.

The Processing Speed Index (PSI) – this score is obtained from subtests measuring the speed of mental and graphomotor processing.

The index composite scores are reported as age-correlated standard scores. The composite scores are scaled to a metric with a mean of 100 and a standard deviation of 15. The scaled scores have a mean of 10 and a standard deviation of three.

Table 2.Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) Composite Index Scores Summary

ScaleComposite

ScorePercentile

Rank

95% Confidence

IntervalQualitativeDescription

Verbal Comprehension (VCI)

108 70 101-114 Average

Perceptual Reasoning (PRI) 90 25 83-98 AverageWorking Memory (WMI) 97 42 90-105 AverageProcessing Speed (PSI) 103 58 94-112 AverageFull Scale (FSIQ) 100 50 95-105 Average

Composite Scores Summary

Esteban obtained a Full Scale Intelligence Quotient (FSIQ) of 100, which ranks his overall ability at the 50th percentile. This means that Esteban performed better than 50% of his peers in the same age group. This score is in the Average range of intellectual functioning. This score is derived from the combined sum of index composite scores for the VCI, PRI, WMI, and PSI, and is considered to be the score that is most representative

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of general intellectual functioning. His scores on the index composite scores for VCI, PRI, WMI, and PSI are also in the Average range (see Table 2).

The index composite scores for the VCI, PRI, WMI, and PSI were further analyzed to determine whether the scaled scores on the subtests that constitute each index measure are a unitary or non-unitary trait. Discrepancies that are less than five points between the highest and lowest subtest scaled scores within an index are considered unitary, which indicates that the intra-index variability among the scaled score range of the subtests for a particular index composite score deems the index composite score as a valid predictor of the student’s skills for the index. Discrepancies that are equal to or greater than five points between the highest and lowest subtest scaled scores within an index are considered non-unitary, which indicates that the intra-index variability among the scaled score range of the subtests for a particular index composite score deems the index composite score as not a valid predictor of the student’s skills for the index.

Furthermore, index composite scores for the VCI, PRI, WMI, and PSI may be identified as a Normative Weakness (an index composite score below 85); Personal Weakness (an index that is substantially different from the mean score); an Uncommon Personal Weakness (the difference between two index composite scores with a 10% or less level of occurrence which is considered rare in the general population); and a High Priority Concern (an index composite score that meets the criteria to be identified as an Uncommon Personal Weakness and a Normative Weakness).

Verbal Comprehension Index Subtest Scores Summary

Subtests ScaledScore

Vocabulary 10Similarities 14Comprehension 11

Esteban’s composite score of 108 on the Verbal Comprehension Index (VCI) is ranked in the 70th percentile and is in the Average range of intellectual functioning. This index is a measure of verbal abilities utilizing reasoning, comprehension, and conceptualization. Esteban’s ability was assessed using several tasks that identified her skill sets. He was required to define words (Vocabulary). The Vocabulary subtest measures auditory perception and comprehension, verbal conceptualization, abstract thinking, and verbal expression (Bannatyne, 1974; Cooper, 1995; Kaufman, 1994; Sattler, 2001). He was required to draw conceptual similarities between words (Similarities). The Similarities subtest measures verbal reasoning and concept formation. It also involves auditory comprehension, memory, distinction between nonessential and essential features, and verbal expression. He was required to answer questions based on his understanding of general principles and social situations (Comprehension). The Comprehension subtest measures verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate and use past experience, and the ability to demonstrate practical

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information. It measures knowledge of conventional standards of behavior, social judgment and maturity, and common sense. Subtest scores for this index are considered unitary because the discrepancy between the highest and lowest subtest scaled scores is less than five points. This indicates that the intra-index variability among the scaled score range of the subtests for the VCI composite score is a valid predictor of Esteban’s skills for the index.

Perceptual Reasoning Index Subtest Scores Summary

Subtests ScaledScore

Block Design 05Picture Concepts 11Matrix Reasoning 9

The composite score of 90 obtained by Esteban on the Perceptual Reasoning Index (PRI) is in the 25th percentile and is in the Average range of intellectual functioning.

The PRI is a measure of perceptual reasoning and organization. This score represents Esteban’s ability to form a group with a common characteristic (Picture Concepts). The Picture Concepts subtest measures abstract, categorical reasoning ability. He was required to analyze and synthesize abstract visual stimuli (Block Design). The Block Design subtest involves the ability to integrate visual and motor processes. He was required to use visual information processing and abstract reasoning skills (Matrix Reasoning). The Matrix Reasoning subtest measures visual information processing and abstract reasoning skills. It is also relatively culture-fair and language-free and requires no hand manipulation.

Subtest scores for this index is non-unitary, because the discrepancy between the highest and lowest subtest scaled scores within the index is more than five points. This indicates that the intra-index variability among the scaled score range of the subtests for the PRI composite score is not a valid predictor of Esteban’s skills for the index.

Working Memory Index Subtest Scores Summary

Subtests ScaledScore

Digit Span 7Letter-Number Sequencing 12

Esteban obtained a composite score of 97 on the Working Memory Index (WMI) which is in the 42nd percentile and is in the Average range of intellectual functioning. Working Memory is a measure of attention, concentration, and the ability to temporarily retain

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information in memory, perform some operation or manipulation with it, and produce a result.

Esteban’s ability for this index was assessed using tasks that required him to repeat a sequence of numbers in the same order as presented by the examiner (Digit Span Forward) and in the reverse order (Digit Span Backward), and tasks that required him to listen to a sequence of numbers and letters and recall the numbers in ascending order. The Digit Span subtest measures auditory short-term memory, sequencing skills, attention, and concentration. Esteban was also required to listen to a sequence of numbers and letters and recall the numbers in Ascending order and the letters in alphabetical order (Letter-Number Sequencing). This subtest measures abilities in sequencing, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed.

Subtest scores for this index are non-unitary, because the discrepancy between the highest and lowest subtest scaled scores within the index is equal than five points. This indicates that the intra-index variability among the scaled score range of the subtests for the WMI composite score is not a valid predictor of Esteban’s skills for the index.

Processing Speed Index Subtest Scores Summary

Subtests ScaledScore

Coding 9Symbol Search 12

Esteban’s composite score of 103 on the Processing Speed Index (PSI) is in the 58th

percentile and is in the Average range of intellectual functioning. The PSI is a measure of the ability to quickly and correctly scan, sequence, or discriminate simple visual information. There is a high correlation between processing speed and general cognitive ability, and the score is sensitive to certain clinical conditions.

Esteban’s ability was assessed using tasks that required him to copy symbols that are paired with simple geometric shapes or numbers (Coding). The Coding subtest measures short-term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, and motivation. He was required to complete tasks that required him to identify the presence or absence of a target symbol in a row of symbols (Symbol Search). The Symbol Search subtest measures short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, auditory comprehension, perceptual organization, planning, learning, and concentration.

Subtest scores for this index are considered unitary because the discrepancy between the highest and lowest subtest scaled scores is less than five points. This indicates that the intra-index variability among the scaled score range of the subtests for the PSI composite score is a valid predictor of Esteban’s skills for the index.

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Composite Index Score Differences

Composite index score differences were examined to determine significant strengths and weaknesses. The scores are examined for statistical significance of the difference and for the frequency of the difference in the population by FSIQ ability level. In other words, are the differences real and are they clinically significant.

When analyzed for discrepancies, Esteban’s four composite index scores Verbal Comprehension Index (VCI)-108, Perceptual Reasoning Index (PRI)-90, Working Memory Index (WMI)-97, and Processing Speed Index (PSI)-103 yield statistically significant differences on two out of the six discrepancy comparisons. The differences between the paired composite index scores are more than the critical values for two of the pairs. The base rates (frequency of the difference in the population by FSIQ ability level ≤90- ≤109) indicate that one of the base rates for the paired index composite scores is statistically significant because it is lower than 15%. Base rates that are 15% or lower are considered statically significant because the probability of occurrence of the difference in the population is considered low. When analyzed the difference between the PRI and PSI and it shows a significant difference because it is more than the critical value. However the Base Rate is higher than 15%. We consider it statistically significant but not clinical significant (see Table 3)

Table 3.Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) Composite Index Score Differences

Discrepancy Comparisons

Scaled Score 1

Scaled Score 2

Diff. CriticalValue

Sig.Diff.Y/N

Base Rate

VCI - PRI 108 90 18 11.0 Y 7.2VCI - WMI 108 97 11 11.38 N 19.8VCI - PSI 108 103 5 12.12 N 38.0PRI - WMI 90 97 -7 11.38 N 31.6PRI - PSI 90 103 -13 12.12 Y 21.0WMI- PSI 97 103 -6 12.46 N 39.3**NOTE: Statistical Significance (Critical Values) at the .05 level

Composite Index Score Weaknesses

The composite index scores were analyzed in depth to determine if there is a Normative Weakness (an index below 85), a Personal Weakness (an index that is substantially different from the mean), an Uncommon Personal Weakness (an index that is substantially different from the mean and occurs less than 10% of the time), or a High Priority Concern (an index that is an Uncommon Personal Weakness and a Normative Weakness). The mean of the 4 index composite scores is 99.5. The findings indicated that none of the four composite index scores met the criteria described for Normative

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Weakness, Personal Weakness, Uncommon Personal Weakness and High Priority Concern.

Adaptive Behavior

Adaptive behavior is the effectiveness with which individuals meet the standards of personal independence and social responsibility expected of individuals of their age and cultural group. Adaptive behavior represents the interaction of personal, cognitive, social, and situational variables.

Esteban’s adaptive behavior was assessed using informal measures (i.e.: student information and observation of behavior during the individual evaluation, and parent information). Based on this data, Esteban’s adaptive behavior appears to be within the Average range and consistent with his current intellectual functioning.

Academic/Developmental Performance

Information regarding a student’s level of academic and/or developmental performance may be gathered through data from, but not limited to report cards, state developed assessments, district assessments, teacher reports, information obtained from parents, observations, and the administration of standardized achievement tests. The collection of educational performance data is used to assess Esteban’s level of acquired knowledge.

Wechsler Individual Achievement Test-Third Edition (WIAT-III)

The Wechsler Individual Achievement Test-Third Edition (WIAT-III) was administered to assess Esteban’s current levels of academic functioning. The WIAT-III is an individually administered, diagnostic achievement test designed for students in grades Prekindergarten (PK) through 12, or ages 4 years 0 months through 19 years 11 months. The test includes 16 subtests designed to measure listening, speaking, reading, writing, and mathematics skills.

Composite and Subtest Score Interpretations

Overall, Esteban’s academic skills are commensurate with his intellectual ability. Based on the findings of the WIAT-III, Esteban’s composite standard scores in all academic areas are within the Average range. The scores are explained in detail below.

The Oral Language composite includes the subtests of Listening Comprehension and Oral Expression. These subtests measure listening comprehension skills that closely resemble the skills required by students in a classroom setting. Items require comprehension of single sentences, extended discourse, word retrieval, cognitive flexibility, working memory, syntactic ability, and verbal short-term memory. Esteban obtained standard scores, 103 (Oral Language), 109 (Listening Comprehension), and 97 (Oral Expression). The Oral Language composite score is within the Average range. The

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Listening Comprehension standard score is within the Average range. The Oral Expression standard score is in the within the Average range. The Listening Comprehension subtest included the component of Receptive Vocabulary. Esteban earned a standard score of 111 on Receptive Vocabulary, which is within the Average range. Esteban has Average expressive language skills. Therefore, her/his difficulty with word meaning may be due to his difficulty with attention in the classroom setting (see Tables 10, 11, & 12).

The Total Reading composite includes the subtests Reading Comprehension, Word Reading, Pseudoword Decoding, and Oral Reading Fluency. These subtests measure untimed reading comprehension of various types of text, including fictional stories, informational text, advertisements, and how-to passages; speed and accuracy of decontextualized word recognition; ability to decode nonsense words; and speed, accuracy, fluency, and prosody of contextual oral reading. Esteban obtained standard scores, 91 (Total Reading), 100 (Reading Comprehension), 85 (Word Reading), 98 (Pseudoword Decoding), and 95 (Oral Reading Fluency). All standard scores are within the Average range (see Tables 10 & 11).

The Basic Reading composite includes the subtests Word Reading and Pseudoword Decoding. These subtests measure speed and accuracy of decontextualized word recognition and ability to decode nonsense words. Esteban obtained standard scores, 91 (Basic Reading), 85 (Word Reading), and 98 (Pseudoword Decoding). All standard scores are within the Average range (see Tables 10 & 11).

The Reading Comprehension and Fluency composite includes the subtests Reading Comprehension and Oral Reading Fluency. These subtests measure untimed reading comprehension of various types of text, including fictional stories, informational text, advertisements, and how-to passages and speed, accuracy, fluency, and prosody of contextual oral reading. Esteban obtained standard scores 96 (Reading Comprehension and Fluency), 100 (Reading Comprehension), and 95 (Oral Reading Fluency). All standard scores are within the Average range (see tables 10 & 11).

The Written Expression composite includes the subtests of Sentence Composition, Essay Composition, and Spelling. These subtests measure sentence formulation skills and written syntactic maturity; spontaneous, compositional writing skills within a 10 minute time limit and written spelling of single words. Esteban obtained standard scores, 103 (Written Expression), 108 (Sentence Composition), 100 (Essay Composition), and 100 (Spelling). All standard scores are within the Average range (see Tables 10 & 11).

The Mathematics composite includes the subtests of Math Problem Solving and Numerical Operations. These subtests measure math problem solving and math calculation. These subtests are designed to inform about what a student knows or what he or she needs to be taught, skill strengths and weaknesses, which skills can be applied at an instructional level and which skills can be applied automatically. Esteban obtained standard scores, 91 (Mathematics), 85 (Math Problem Solving), 104 (Numerical Operations). All standard scores are within the Average range (see Tables 10 & 11).

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The Math Fluency composite includes the subtests of Math Fluency-Addition, Math Fluency-Subtraction, and Math Fluency-Multiplication. These subtests measure complex problem solving and the acquisition of higher-level mathematics skills. Students are required to correctly answer mathematics problems (addition, subtraction and multiplication facts) within a given time period. Esteban obtained standard scores, 101 (Math Fluency), 104 (Math Fluency-Addition), 101 (Math Fluency-Subtraction), 99 (Math Fluency-Multiplication). All standard scores are within the Average range (see Tables 10 & 11).

There is no significant difference between the composite achievement scores and full scale IQ score. The findings indicate that Esteban has sufficient ability to be successful in the classroom setting with accommodations for support in the area of attention to tasks.

Table 10. Wechsler Individual Achievement Test-Third Edition (WIAT-III) Composite Score Summary

Composite Standard Score

95%Confidence Interval

Percentile Rank

Qualitative Description

Oral Language 0103 93-113 58 Average

Total Reading 091 86-96 27 Average

Basic Reading 91 88-94 27 Average

Reading Comprehension and Fluency

96 88-104 39 Average

Written Expression 103 97-109 58 Average

Mathematics 091 84-98 27 Average

Math Fluency 0101 95-107 53 Average

Total Achievement 95 91-99 37 Average

**NOTE: The WIAT–III is a norm-referenced test. It is not aligned with the Texas Essential Knowledge and Skills (TEKS).

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Table 11.Wechsler Individual Achievement Test-Third Edition (WIAT-III) Subtest Score Summary

Subtest Standard Score

95%Confidence Interval

Percentile Rank

Grade Equivalent(Yrs. &Mos.)

Age Equivalent(Yrs. &Mos.)

Listening Comprehension

0109 096-122 73 007.6 012:6

Reading Comprehension

100 088-112 50 5.2 11:0

Math Problem Solving

085 073-89 10 03.4 08:8

Sentence Composition

108 098-118 70 09.0 14:9

Word Reading 085 080-88 14 03.0 08:8

Essay Composition 100 89-111 50 4.7 9:8

Pseudoword Decoding

98 093-103 45 5.7 10:8

Numerical Operations

104 094-114 61 06.2 011:4

Oral Expression 97 86-108 42 05.0 015:4

Oral Reading Fluency

095 088-102 37 005.2 010:4

Spelling 0100 094-106 50 05.7 010:4

Math Fluency-Addition

104 93-115 61 6.5 11:8

Math Fluency-Subtraction

0101 091-111 53 005.8 011:0

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Table 11. (Continued)

Subtest Standard Score

95%Confidence Interval

Percentile Rank

Grade Equivalent(Yrs. &Mos.)

Age Equivalent(Yrs. &Mos.)

Math Fluency-Multiplication

099 089-109 47 005.7 011:0

Oral Reading Accuracy

0117 0104-130 87 009.9 14:0

Oral Reading Rate 086 079-93 18 003.0 8:4**NOTE: The WIAT–III is a norm-referenced test. It is not aligned with the Texas Essential Knowledge and Skills (TEKS).

Table12. Wechsler Individual Achievement Test-Third Edition (WIAT-III) Subtest Component Score Summary

Subtest Component Standard Score

Percentile Rank

Qualitative Description

Listening ComprehensionReceptive Vocabulary 0111 077 AverageOral Discourse Comprehension 0103 58 Average

Sentence CompositionSentence Combining 118 88 AverageSentence Building 97 42 Average

Essay CompositionWord Count 92 30 AverageTheme Development & Text Organization

99 47 Average

Oral ExpressionExpressive Vocabulary 96 39 AverageOral Word fluency 96 39 AverageSentence Repetition 0101 53 Average**NOTE: The WIAT–III is a norm-referenced test. It is not aligned with the Texas Essential Knowledge and Skills (TEKS).

Assistive Technology

Esteban can access the school environment and curriculum without the need for AT services or devices. He communicates clearly and is motorically independent.

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Transition

Esteban will continue in the same school in 6th grade. He is excited about High School plans, but he still does not know what would like to study after High School graduation.

Conclusion

During individual achievement testing, Esteban demonstrated the following academic strengths and weaknesses:

Strengths – Esteban performed best in the area of Oral Expression. He is able to use oral language to communicate with others. Additional strengths include expressive vocabulary, oral word fluency, math fluency-addition, essay composition, learning ability, and visual perception.

Weaknesses – Esteban exhibited difficulty in word reading and math problem solving.

Esteban’s overall scores indicate that he is performing in the Average range of intellectual ability and achievement. However, attention to his weaknesses in math problem solving and word reading will support him throughout the learning process.

Recommendations

This evaluation is considered a valid representation of Esteban’s current levels of functioning in the areas assessed. The following recommendations are based upon a review of evaluation data to assist Esteban. These recommendations are intended for the classroom as well as test settings.

Allow extra time to complete examinations. Extend time 50%. Provide the student with a quiet place to complete examinations, if the student

requests this accommodation. Provide instructions (written and oral) for tasks to be completed in “chunks” short

and precise. Repeat important information often. Check for understanding frequently. Allow multiple exposures to new material using different instructional techniques. Encourage Esteban to organize class material so that she can easily locate needed

information. Underline or highlight key information as a quick visual aid. Provide practice in word usage and definitions. Maintain medications to decrease difficulties with attention. No points are counted off for spelling in assignments (except foreign languages). Provide class notes.

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Assurances

The multidisciplinary team assures that the testing, evaluation materials, and procedures used for the purpose of evaluation were selected and administered so as not to be racially or culturally discriminatory.

The multidisciplinary team assures that the tests and other evaluation materials have been validated for the specific purpose for which they were used.

The multidisciplinary team assures that the tests and other evaluation materials were administered by trained personnel in conformance with the instructions provided by their producers.

More than one procedure was used for determining whether a student has a disability and for determining an appropriate educational program for the student.

Technically sound instruments were used to assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.

The evaluation provides relevant information that directly assists persons in determining the educational needs of the child and is sufficiently comprehensive to identify the special education needs and related (supportive) services as a required to assist the child to benefit from special education.

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MULTIDISCIPLINARY TEAM

Elba Cecilia Aguilar-UlloaEducational Diagnostician

SIGNATURE OF EVALUATOR

Elba C. Aguilar-Ulloa___________________________________