YOUR SCHOOL DISTRICT HERE

SPEECH AND LANGUAGE EVALUATION REPORT

Student: School:
Date of Birth: Teacher:
Age: Grade:
Date Tested: Program:
Examiner: Date of Report:

Background:
Initial Referral:
STUDENT (full name) is a ____ year ____ month old boy/girl in the ____ grade at ____ school.
STUDENT was referred to the planning and placement team DATE/PERSONREFERRING.
STUDENT has been receiving Response to Intervention (RTI) in the form of INTERVENTION
since DATE. STUDENT was referred for evaluation because of hi/her inability to close the
achievement gap despite these interventions. Specific concerns with STUDENT’s learning
include ____.

The present testing was conducted as part of a comprehensive initial evaluation in order to
describe STUDENT’s learning profile, strengths and weaknesses as well as determine the
need for a specialized education plan.

Current Student:
STUDENT (full name) is a ____ year ____ month old boy/girl in the ____ grade at ____ school.
STUDENT is currently identified as a Special Education student with a primary disability of
“____.” STUDENT was initially identified DATE. STUDENT currently receives speech and
language related services ____ minutes per week to address ____. STUDENT also receives
____.

The present testing was conducted as part of a comprehensive TRIENIAL/RE-EVALUATION

evaluation in order to describe STUDENT’s learning profile, strengths and weaknesses as
well as determine the need for a specialized education plan.

Assessment Tools:
 File Review
 Classroom Observation
 Behavioral Observations
 Clinical Evaluation of Language Fundamentals-5 (CELF-5)

Classroom Observation
STUDENT was observed on DATE during CLASS TIME for a period of TIME. STUDENT was
one of ___ children within the class with ____ teacher/s. Initial activity observed was _____.

Behavioral Observations:
STUDENT transitioned appropriately/with difficulty. Attention to task throughout assessment
was considered to be ____. Clinical and behavioral observations were considered to be
consistent/deviant with/from standardized evaluation findings.

Language Testing:
The Clinical Evaluation of Language Fundamentals-5 (CELF-5) was administered to assess STUDENT’s
overall expressive and receptive language skills. This test consists of four Composite Index Scores designed
to describe overall performance in four general language areas. Each Composite Index Score is derived from
summing various subtests scaled scores, which address more specific aspects of each general language area.
Composite Index Scores have a mean, or average, of 100 and a standard deviation of 15, yielding an average
range from 85-115. Subtest standard scores have a mean of 10 and a standard deviation of 3, making the
average range from 7-13. Confidence intervals indicate that if the test were re-administered, scores would
fall between the provided ranges 90% of the time.

It is worth noting that according to the YOURSTATE State Department of Education

guidelines for special education eligibility, in order to qualify for speech and
language services, standard scores must fall XX standard deviations below the mean.
Furthermore, the student must exhibit an educational impact directly related to
deficient communication skills.

The following tables illustrate STUDENT’s performance on the CELF-5

Standard
Score Standard
Composite Score Areas Description
(confidence Deviation
interval)

Core Language XX (X-X)

Receptive Language XX (X-X)

Expressive Language XX (X-X)

*Scores between 85 and 115 are considered to be average.

** Scores at or below 77 are considered to be 1.5 standard deviations below the mean.

Subtests Scaled Score Description

Conceptos y Siguiendo Direcciones
Estructura de Palabras
Recordando Oraciones
Formulacion de Oraciones
Clases de Palabras- Receptivo
Estructura de Oraciones
*Bolded subtests are included within the core language score
**Scores between 7-13 are considered to be average.

The Core Language Index is a measure of general language ability that quantifies a
student’s overall expressive and receptive language performance. This index has been
found to be very sensitive in in the identification of children with a true language
impairment and ruling out those who do not. STUDENT received a standard score of XX
on this Index, which is considered to be a DESCRIPTION score.

The Core Language Index is comprised of four subtests: Sentence Comprehension, Word
Structure, Recalling Sentences, and Formulated Sentences. The Sentence Comprehension
subtest measures ability to interpret spoken sentences of increasing length and complexity.
Students are presented with 4 pictures and are required to select the picture that illustrates
referential meaning of the target sentence.

derivations and comparison as well as comprehend pronouns to refer to people, objects and
possessive relationships. The Word Structure subtest measures a student’s ability to apply
word structure rules, mark inflection,

The Recalling Sentences subtest assesses ability to listen and repeat sentences of increasing
length and complexity without changing word meanings, inflections, derivation and or
sentence structure.. The Formulated Sentences subtest assesses ability to formulate a
grammatically correct sentence using a specific word with contextual constraints imposed by
illustrations.

The Receptive Language Index is a measure of language comprehension skills. In this area
STUDENT received a standard score of XX, which is considered to be a score within the
DESCRIPTION range. This index is derived from the following subtests: Sentence
Comprehension, Word Classes and Following Directions. The Word Classes subtest measures
a student’s ability to understand word relationships based on semantic class features,
function, place or time of occurrence.

The Following Directions assesses ability to interpret spoken directions of increasing length
and complexity including comprehension of item order, characteristics, and location. This
subset reflects short-term and procedural memory capacities.

The Expressive Language Index is an assessment of language production skills.

STUDENT’s standard score in this area was an XX placing him/her in the DESCRIPTION
range. This index is derived from three subtests: Word Structure, Formulating Sentences,
and Recalling Sentences.

The Language Content Index is a measure of semantic language development. STUDENT

received a standard score of XX, which is considered to be a score within the DESCRIPTION
range. This index is derived from the following subtests: Linguistic Concepts, Word Classes,
and Following Directions. The Linguistic Concepts subtest measures ability to interpret
spoken directions including concepts, which require logical operations such as inclusion,
exclusion, orientation and timing.

The Language Structure Index is an assessment of structure or grammar system of

language. In this area STUDENT received a standard score of XX, which is considered to be a
score within the DESCRIPTION. This index is derived from four subtests: Sentence
Comprehension, Word Structure, Formulating Sentences, and Recalling Sentences.

The Understanding Spoken Paragraphs assesses ability to comprehend a verbally presented

paragraph. STUDENT was required to answer both factual (who, what, where, when) and
inferential (why, predicting) questions based on short moderately complex age appropriate
paragraphs.

The Pragmatics Profile is a checklist of communicative intentions that are typically expected
skills for social and school interactions within the classroom. The checklist is completed by a
teacher or the examiner based on the child’s behavior. It is not a direct assessment of the
child’s response to pragmatic testing opportunities. Students that score below average on the
profile may have difficulties establishing relationships with peers and adults in variety of
social contexts; however, further assessment in this area should be conducted to create and
accurate picture of the student’s pragmatic or social interaction abilities. STUDENT scored
within the DESCRIPTION range on the pragmatic profile.

Speech Production:
A cursory examination was performed to assess structures and function of the oral cavity
required for adequate speech production. Symmetry of structures and adequate control and
mobility of the musculature required for speech production were noted. Vocal resonance
pitch, quality and intensity were judged to be age and gender appropriate. There were no
evidences of abnormal disfluencies during spontaneous speech.

Summary & Impressions:

STUDENT, age X years X months, was assessed in the area of speech and language as part of
a comprehensive multi-disciplinary INITIAL/TRIENIAL/RE- evaluation. The CELF-5 was used
to determine current language abilities. Assessment revealed overall core language skills to
be within the DESCRIPTION range. Receptive and expressive language skills were also
within DESCRIPTION, DESCRIPTION ranges respectively.

Strengths Weaknesses

It is worth noting that according to the

Texas Speech Language Hearing
Association eligibility guidelines which have
been adopted for use by North East
Independent School District, standard
scores of 77 and below are associated with
deficient communication skills that have an
educational impact.

It is worth noting that according to the

Texas Speech Language Hearing
Association eligibility guidelines which
have been adopted for use by North
East Independent School District,
standard scores of 77 and below are
associated with deficient
communication skills that have
an educational impact.

Recommendations:
The above assessment results will be shared with STUDENT’s parents and the Planning
Placement team in order to determine eligibility for special education services.

_____________________________ _________________
YOUR NAME AND CREDENTIALS Date
Speech-Language Pathologist