{"model": "claude-web", "provider": "Claude web app (claude.ai), signed in on a paid Max plan, Opus 5.5, default settings", "task": "eval-report", "ran_at": "2026-10-17T13:40:10-0700", "prompt": "Create a template for the summary and recommendations section of a school speech-language evaluation report. Include placeholder blanks for standardized test names, standard scores, percentile ranks, and confidence intervals, a sentence explaining that standard scores have a mean of 100 and standard deviation of 15, a short guide to interpreting scores (e.g., which ranges are average or below average), an eligibility statement with blanks, and recommendations. Use only placeholders like [Student] and [Test Name], no real names or invented scores.", "output": "Claude Opus 5.5\n\nI'll draft this as an editable document you can reuse for each student's report.\n\nOutline's up; now filling in the usage notes.\n\nNow the score summary table.\n\nFixing a formatting glitch where \"[__]\" rendered as bold.\n\nNow the score explanation and interpretation guide.\n\n[Speech-Language Evaluation: Summary & Recommendations Template](https://claude.ai/code/artifact/d482c481-d6ef-416d-9daa-1095bd59760c) is ready. You can edit it inline, leave comments, or export it to Word or PDF. The score-range table uses common cutoffs, so check them against each test manual and your state's eligibility criteria.\n\n----- ARTIFACT CONTENT (Claude Docs: \"Speech-Language Evaluation: Summary & Recommendations Template\") -----\n\nSpeech-Language Evaluation: Summary & Recommendations Template\nOct 17, 2026 · @Leon\nHow to use this template\nReplace every bracketed field with student-specific information, then delete this section before finalizing.\n• Fields in [brackets] are placeholders, e.g., [Student], [Test Name], [SS].\n• Text in {braces / slashes} offers alternatives; keep the one that applies.\n• Add or remove table rows to match the tests and subtests administered.\n• Check eligibility wording against your state regulations and district policy before use.\nSummary of Assessment Results\n[Student], a [Age]-year-old [Grade]-grade student at [School], was evaluated on [Date(s) of Evaluation] to [Reason for Referral / determine initial eligibility / complete a triennial reevaluation]. Assessment included standardized testing, [language sample analysis], [classroom observation], [teacher and parent input], and [record review]. Testing was conducted in [Language(s)]. Results are considered [a valid / a valid, with the following caution: ______] estimate of [Student]'s current skills.\nTest / Subtest\nArea Measured\nStandard Score\nConfidence Interval ([CI Level]%)\nPercentile Rank\nDescriptive Range\n[Test Name 1] – [Composite/Index Name]\n[Area]\n[SS]\n[Low]–[High]\n[PR]\n[Range]\n[Test Name 1] – [Subtest Name]\n[Area]\n[SS]\n[Low]–[High]\n[PR]\n[Range]\n[Test Name 2] – [Composite/Index Name]\n[Area]\n[SS]\n[Low]–[High]\n[PR]\n[Range]\n[Test Name 2] – [Subtest Name]\n[Area]\n[SS]\n[Low]–[High]\n[PR]\n[Range]\n[Test Name 3] – [Total/Composite]\n[Area]\n[SS]\n[Low]–[High]\n[PR]\n[Range]\nOn the [Test Name 1], [Student] earned a [Composite Name] standard score of [SS] ([PR] percentile), which falls in the [Descriptive Range] range. There is a [CI Level]% likelihood that [Student]'s true score falls between [Low] and [High]. On the [Test Name 2], [Student] obtained a [Composite Name] standard score of [SS] ([PR] percentile; [CI Level]% CI [Low]–[High]), in the [Descriptive Range] range. [Repeat for additional measures.]\nRelative strengths were noted in [Skill Area(s)]. Areas of difficulty included [Skill Area(s)], as shown by [specific behaviors or error patterns observed].\nUnderstanding the Scores\nStandard scores compare [Student]'s performance to that of same-age peers in the test's norm sample. Standard scores have a mean of 100 and a standard deviation of 15, so about two-thirds of students score between 85 and 115.\nA percentile rank shows the percentage of same-age peers who scored at or below [Student]'s score. For example, a percentile rank of [PR] means [Student] scored as well as or better than [PR]% of peers. A confidence interval is the range in which [Student]'s true score most likely falls, accounting for measurement error.\nStandard Score\nApprox. Percentile\nStandard Deviations from Mean\nCommon Descriptive Range\n131 and above\n98th and above\nMore than +2 SD\nWell above average\n116–130\n86th–97th\n+1 to +2 SD\nAbove average\n85–115\n16th–84th\nWithin ±1 SD\nAverage\n78–84\n7th–14th\n−1 to −1.5 SD\nBelow average / mild\n70–77\n2nd–6th\n−1.5 to −2 SD\nModerately below average\n69 and below\n2nd and below\nMore than −2 SD\nSignificantly below average / severe\nDescriptive labels and cutoffs differ across test manuals (some call 85–89 \"low average\"). Use the labels from each test's manual and your state's eligibility criteria when reporting.\nClinical Impressions\nBased on standardized testing, [informal measures], observation, and input from [teacher/parent/student], [Student] presents with {age-appropriate / mild / moderate / severe} deficits in [receptive language / expressive language / pragmatic language / articulation / phonology / fluency / voice]. These difficulties are characterized by [specific description, e.g., difficulty following multistep directions, reduced sentence complexity, errors on the [Target Sound(s)] sounds].\n[Student]'s communication difficulties {do / do not} appear to be primarily the result of [cultural or linguistic differences / limited English proficiency / lack of appropriate instruction / environmental factors]. In the classroom, these difficulties impact [Student]'s ability to [specific educational impact, e.g., comprehend grade-level texts, participate in discussions, be understood by peers and teachers].\nEligibility\nBased on the results of this evaluation, [Student] {meets / does not meet} the eligibility criteria for special education services under the category of [Eligibility Category, e.g., Speech or Language Impairment] in the area(s) of [Area(s) of Need], as defined by [State Code / Regulation Citation].\n[Student]'s scores of [SS] on the [Test Name] and [SS] on the [Test Name] fall [#] or more standard deviations below the mean, meeting the criterion of [State Criterion]. This disorder {adversely affects / does not adversely affect} [Student]'s educational performance, as evidenced by [specific evidence, e.g., work samples, teacher report, grades, observation].\nFinal determination of eligibility will be made by the IEP team at the meeting on [Meeting Date], considering all assessment data.\nRecommendations\nThe following recommendations are offered for consideration by the IEP team:\n1. Services: [Student] {is / is not} recommended to receive speech-language services. Suggested frequency: [#] sessions per [week/month], [#] minutes each, delivered [individually / in a small group / in the classroom].\n2. Goal areas: Develop measurable annual goals targeting [Goal Area 1], [Goal Area 2], and [Goal Area 3].\n3. Classroom accommodations:\n    ◦ Give directions in short chunks and check for understanding.\n    ◦ Pair verbal information with visual supports, e.g., [graphic organizers / picture schedules / written steps].\n    ◦ Allow extra response time during [class discussions / oral questioning].\n    ◦ Preview and pre-teach key vocabulary for [subject area(s)].\n4. Collaboration: The SLP will consult with [classroom teacher / special education teacher / other staff] [#] times per [month] to support carryover.\n5. Home support: Share strategies with [Student]'s family, such as [specific home activity].\n6. Further assessment or referral: [Consider referral for [Referral Area] / No additional assessment recommended at this time].\n7. Progress monitoring: Track progress toward goals [quarterly / with each report card] and reevaluate by [Reevaluation Due Date].\nSignature\nRespectfully submitted,\n[Clinician Name], [Credentials, e.g., M.S., CCC-SLP] Speech-Language Pathologist, [School / District] Date: [Report Date]\n", "capture_note": "Claude's chat reply, then the Claude Docs document text as copied (tables copy as one cell per line; document links copy as plain text)"}