Following Dr. Castelo’s evaluation, Ryan’s parents requested an evaluation from Medford Public Schools. On December 17, 2008, Medford conducted a special education evaluation. Ms. Laurie Wasserman administered the Woodcock-Johnson Tests of Achievement (WJ). (Exhibit S-9)
Ryan scored in the average range in Broad Math, Math Calculation Skills and Written Expression. In Broad Reading, Ryan scored in the low average to average range. Ms. Wasserman reported that Ryan’s overall broad reading ability is limited and reading tasks above the grade 5.6 level will be quite difficult for Ryan.3 Ms. Wasserman also found that Ryan would be challenged to complete written language tasks above the grade 6.1 level and basic reading tasks above the 4.6 grade level.4 (Exhibit S-9)
Ms. Wasserman recommended a small group setting for tests, modified spelling tests, word banks and study guides for tests, and written guidelines for all projects and long term writing assignments. She also recommended that Ryan receive written expression services in a small group. (Exhibit S-9)
Ryan underwent a speech and language evaluation with Medford Public Schools in January 2009. Ms. Leigh Hadley administered the Picture Peabody Vocabulary Test 4A (PPVT-4A), the Expressive Vocabulary Test 2A (EVT-2A), the Clinical Evaluation of Language Fundamentals-4 (CELF-4) and the Comprehensive Test of Phonological Processing (CTOPP). (Exhibits P-4 and S-7)
This evaluation revealed that Ryan’s receptive language skills fell between the moderately low and high average range. Ryan’s ability to follow 1-4 step, verbally presented directions was in the high average range, while his ability to group words categorically and comprehend single word vocabulary fell in the low average range. Ryan also exhibited some relative difficulty recalling the main idea in a paragraph, recalling details and making inferences. (Exhibits P-4 and S-7)
Ryan’s expressive language skills were within the extremely low to average range. He had low average ability to recall verbally presented sentences. Ryan also exhibited extremely low ability to describe word relationships and formulate grammatically correct sentences. Ryan’s narrative sample revealed difficulty giving a clear introduction of the characters using referential pronouns. It also revealed Ryan’s difficulty with word retrieval. (Exhibits P-4 and S-7)
On January 20, 2009, Ryan underwent a Wilson Assessment of Decoding and Encoding with Medford’s Wilson reading teacher, Elizabeth Robillard. Ms. Robillard’s testing found that, although Ryan was able to read 90% of real words, he was only able to read 20% of nonsense words. This finding implied that Ryan
3 Broad reading includes reading decoding, reading speed and the ability to comprehend connected discourse while reading.
4 Basic reading skills includes sight vocabulary, phonics and structural analysis skills.