CALIFORNIACOMMUNITY COLLEGE
L.D. DIAGNOSTIC ASSESSMENT AND RECOMMENDATIONS
Name Date(s) of Assessment
Student ID Birth Date
College Specialist Verifying Eligibility
Please Note:
DEFINITION AND ELIGIBILITY:
According to Title 5 of the California Code of Regulationsdefinition, a learning disability is a persistent condition of presumed neurological dysfunction which may exist with other disabling conditions. This dysfunction continues despite instruction in standard classroom situations. To be eligible for California community college learning disabilities programs and services, a student must demonstrate the following characteristics:
a. average to above average intellectual ability,
b. severe processing deficit(s),
c. severe aptitude-achievement discrepancy(ies), and
d. measured achievement in an educational or employment setting.
L.D. eligibility is based on adult normed, standardized test results; an intake interview; educational history; and informal observations. The intake interview, which included the student's educational medical, and family history, demonstrated that the student's difficulties in acquiring and using various academic skills are not the result of other factors, such as sensory impairment, serious emotional disturbance, cultural differences, or insufficient instruction. (Intake or summary attached.)
The student demonstrated the following L.D. eligibility characteristics:
I. Average or greater aptitude score in
II.Significant information processing/intra-cognitive discrepancies in
III. Significant aptitude-achievement discrepancies in
IV. Average or greater academic achievement in
or measured achievement in employment at
This student is eligible for California Community College L.D. services/programs. Yes No
CaliforniaCommunity College L.D. Eligibility does not guarantee L.D. eligibility at other institutions.
ASSESSMENT
The following assessments were administered: These assessments were administered by:
Woodcock-Johnson R or III: Cognitive Ability
Weschler Adult Intelligence Scales-R or III
Woodcock-Johnson-R or III: Achievement Name/Title
WideRange Achievement Test Form
Degrees of Reading PowerName/Title
Ravens Matrix Reasoning
Nelson-Denny
WIAT-II
Other
STUDENT'S LEARNING DISABILITY PROFILE
APTITUDE REPORTED IN STANDARD SCORES
WAIS (R or III) Full Scale WJR Broad Cognitive
WAIS (R or III) Verbal WJR Reading Aptitude
WAIS (R or III) PerformanceWJR Math Aptitude
WAIS (R or III) Verbal Comprehension WJR Written Language Apt.
WAIS (R or III) Perceptual Organization - WJR Knowledge Aptitude
Other Other
WJ III General Intellectual Ability (Ext) Ravens Matrix Reasoning
WJ III Verbal Ability
WJ III Thinking Ability
WJ III Cognitive Efficiency
WJ III Oral Language
INFORMATION PROCESSING REPORTED IN STANDARD SCORES
WAIS R or III:WJR:
Verbal ComprehensionLong Term Retrieval
Perceptual OrganizationShort Term Memory
Freedom from DistractibilityProcessing Speed
Working MemoryAuditory Processing
Processing SpeedVisual Processing
Other Comprehension/Knowledge Fluid Reasoning
WJ III:
Comprehension/Knowledge
Long Term Retrieval
Visual-Spatial Thinking
Auditory Processing
Fluid Reasoning
Processing Speed
Short-Term Memory
ACADEMIC ACHIEVEMENT REPORTED IN STANDARD SCORES
Test UsedScoreTest UsedScore
ReadingBroad/Basic ReadingWJ-R or III Word Identification
Reading Fluency Pass Comprehension
Word Attack Reading Vocabulary
WRAT Reading Nelson Denny
WIAT Word Reading DRP
WIAT Pseudo-Word Decoding
WIAT Reading Comprehension
Other Reading:
Oral Language Oral Language ExtendedWJ III
Story Recall Understand Directions
Picture Vocabulary Oral Comprehension
WIAT Oral Expression
WIAT Listening Comprehension
Other Oral Language:
MathBroad MathWJ-R or III Calculation
Math Fluency Applied Problems
Quantitative Concepts WRAT Math
WIAT Numerical Operations MDTP Math
WIAT Math Reasoning
Other Math:
WritingBroad/Basic WritingWJ-R or III Dictation (WJR only)
Spelling (WJ-III only) Writing Fluency
Writing Samples Proofing/Editing
WRAT Spelling WIAT Spelling
WIAT Written Expression
Other Writing:
Other Achievement Tests
WJ-III Academic Fluency
Other tests
Other relevant assessment information:
FUNCTIONAL LIMITATIONS
Significant functional limitations have been identified by an appropriate D.S.P.&S. staff member. Without appropriate accommodations, this student's functional limitations affect his/her ability to effectively process information related to the following academic tasks:
production of class notes, homework assignments and other written requirements
processing of visual classroom materials, texts, and other printed materials
processing of auditory lecture, discussion and other orally presented information
taking and/or concentrating on exams under standard conditions
planning appropriate classes and/or completing registration process
self-advocating with instructors, counselors, and others regarding special needs
completing course requirements without individual or group tutoring
completing graduation requirements without accommodations and/or adjustments
other
RECOMMENDED ACCOMMODATIONS AND
COMPENSATORY STRATEGIES
The following recommended accommodations and compensatory strategies are directly related to the student's functional limitations.
Calculator and/or Multiplication Tables
Word Processor
Spell Checker or Language Device
Adaptive Computer Technology
Note Taking Assistance
Alternative Examination Formats
Extended Time - Recommended Amount
Distraction Reduced Environment
Oral Administration of Examinations
Other
Taped Books - Recordings for Blind and Dyslexic
Electronic Text
Tape Recorded Lectures
Tutoring in (subjects)
Reduced Course Load – Recommended Load
Registration Assistance
Learning Skills Workshops
Peer Study Groups
Graduation Requirement Substitution or Waiver for
Other
______
Learning Disability Specialist’s Signature Date
11/2/18Page 1 of 4