Gianna Vasta
Delicious Orchids
Howell,New Jersey
3
years of professional experience
Energetic and personable, well-suited for roles requiring strong customer interaction and relationship building. Understanding of sales principles and customer service techniques, combined with effective communication and organizational skills. Focused on driving positive customer experiences and achieving sales targets.
Work History
Sales Associate
3 Years 2 Months- Provided exceptional customer service, addressing inquiries and resolving issues promptly.
- Assisted in inventory management, ensuring accurate stock levels and organization.
- Collaborated with team members to enhance sales strategies and improve product displays.
- Trained new staff on product knowledge and customer engagement techniques.
- Implemented upselling techniques, contributing to increased overall sales performance.
- Maintained cleanliness and organization of sales floor, enhancing customer shopping experience.
1st Grade Teacher Assistant
1 Year 9 Months- Assisted lead teacher in developing and implementing age-appropriate lesson plans.
- Supported students in daily activities, fostering a positive learning environment.
- Facilitated small group instruction, enhancing student engagement and comprehension.
- Collaborated with educators to assess student progress and adapt instructional strategies.
- Organized classroom materials and resources to streamline daily operations.
- Managed classroom behavior, promoting respect and cooperation among students.
- Participated in professional development workshops to enhance teaching skills and methodologies.
- Contributed to increased parent involvement through effective communication about student progress and upcoming events.
Education
High School Diploma
National Honor Society
Spanish Honor Society
Organized Relay for Life
Community involvement
Skills
Customer service
Teamwork and collaboration
Time management
Problem-solving skills
Listening skills
Multi-tasking strength
Problem-solving
Excellent people skills
Reliable and punctual
Goal oriented
Exceptional customer service
Relationship building
Outgoing personality
CONFIDENTIAL PSYCHOLOGICAL EVALUATION
- Student Name: Adriana Vasta
- Dates of Evaluation: 2026-07-13
- DOB: 2019-05-25
- Age at Evaluation: 7 years, 1 months
- Sex: F
- Grade: 2
- School: Land O’ Pines Elementary School
- Examiner: Amanda Hawthorne, M.S., Ed. S, NCSP
- New Referral: XX
- Reevaluation:
- REASON FOR REFERRAL:
- Adriana Vasta was seen as part of an initial Special Education and Related Services evaluation due pursuant to NJAC 6A:14. It was determined by the IEP team during a 20-day initial planning meeting that a psychological evaluation was necessary. A psychological assessment is being administered to measure Adriana’s general thinking and reasoning skills and will provide composite scores that represent her overall cognitive abilities.
- Findings will be shared with the IEP team and assist in determining eligibility for special education and related services and program planning.
- BACKGROUND INFORMATION:
- Background information was collected through a review of Adriana’s educational records and information provided at the evaluation planning meeting. Adriana is a seven-year-one-month-old female slated to start 2nd grade at Land O’ Pines Elementary School in September 2026.
- Adriana was referred to the Child Study Team for an Initial evaluation following Academic Support Intervention tiered strategies where she has made minimal progress. Specifically, Adriana received Tier II and Tier III Language Arts instruction to assist with her letter sound identification, sight word capacity, and letter fluency/formation. Adriana received Tier II instruction in a small group 3 times per week for 20 minutes; and Tier III instruction 4 times per week with one other student. Adriana also received Tier II instruction in Mathematics to assist her with number identification and creating visual representation of addition, subtraction, and place value. Despite these tiered supports, Adriana made minimal to no progress towards her goals, prompting a referral by the Intervention & Referral Services team to the Child Study Team in June 2026.
- The following was Adriana’s STAR reports from Grade 1:
- District STAR Testing
- Reading (Early Literacy)
- Mathematics
- September 2025
- Score: 681
- Percentile Rank: 14
- Grade Equivalent: PK.9
- Score: 744
- Percentile Rank: 16
- Grade Equivalent: 0.3
- January 2026
- Score: 688
- Percentile Rank: 8
- Grade Equivalent: < K
- Score: 740
- Percentile Rank: 5
- May 2026
- Score: 761
- Percentile Rank: 17
- Grade Equivalent: 0.8
- Score: 773
- Percentile Rank: 6
- Grade Equivalent: 0.7
- For further information regarding relevant background information, please refer to the Child Study Team file.
- METHODS OF ASSESSMENT:
- Parent Input
- Teacher Input
- Student Semi-Structured Interview
- Classroom Observation
- Test Session Observations
- Wechsler Intelligence Scales for Children – Fifth Edition (WISC-V)
- PARENT INPUT:
- At Adriana’s Initial Planning meeting on June 17, 2026, Mrs. Vasta shared that Adriana has historically had trouble with identifying her letters, but did understand some words when she was younger, relying on her older sisters at home for help at times. Mrs. Vasta indicated that she utilizes strategies at home including putting words on their wall, using a pointer, and reading to Adriana every night. Mrs. Vasta did not have any further questions aside from what the process would look like moving forward with summer testing.
- TEACHER INPUT:
- At Adriana’s Initial Planning meeting on June 17, 2026, her general education teacher shared that Adriana is a very social student who gets along well with her peers. At times, Adriana has difficulty sustaining concepts from one day to the next and with sustaining her focus/attention in the classroom. Adriana does a good job advocating for help when she needs it but relies on that help rather than showcasing her independent skills. In regard to her academic skills, Adriana has difficulty decoding and reading fluently, making independent reading time non-preferred. She has begun to utilize sight word recognition and strategies that have assisted her, however. Her difficulties in reading extend to writing and mathematics in her ability to put sounds to letters and words and retain her math facts for addition and subtraction. Overall, Adriana has benefitted from higher levels of support to continue making academic progress.
- INTERVIEW DATA:
- Semi-Structured Student Interview:
- A semi-structured interview was conducted as part of this evaluation. Adriana was asked a series of questions regarding her interests, hobbies, and personal relationships. Adriana indicated that she lives at home with her mom, dad, and two older sisters. The family currently has a dog (Hazel) as a pet. Adriana indicated that she liked her classes and teachers in her previous school year (First grade). When asked about her favorite subject, Adriana supplied that she liked specials. Her less preferred subject was noted to be math.
- In terms of chores, Adriana shared that she helps with the laundry and helps her mother cook. Adriana was asked about her peer relationships, and she reported that she has friends at home and school, sometimes which she calls and FaceTime. In her free time, Adriana indicated that she likes to go on swings, monkey bars, and color. When she was asked what she would like to be when she grows up, she provided that she would like to be a doctor or a nurse. Lastly, Adriana was asked what she would wish for if a genie were to grant her three wishes. She wished that she could have her cousin’s dog (Teddy – because he is cute and fluffy), and that her sisters would play with her whenever she asked.
- OBSERVATIONS:
- Adriana Vasta was observed in the general classroom on June 18, 2026, for thirty minutes. The class was transitioning from a class wide project to a Father’s Day craft project. Adriana received two reminders to pack up her materials and put them away by her teacher, Mrs. Brennan. Adriana raised her hand to go to the bathroom and was permitted to do so. Mrs. Brennan said that she would be watching the time to ensure that she did not linger. Adriana returned 4 minutes later and sat down at her desk. She immediately got her pencil box out to start coloring. Shortly after she turned to the right and began talking to her peer, appearing to ask to borrow materials.
- Adriana returned the colored pencil to the peer after she was finished using it. Mrs. Brennan double checked that Adriana understood the directions and had her repeat them back to her. Adriana was observed to alternate between standing and sitting for the next two minutes as she continued on the craft, sustaining her focus. After two minutes, Adriana turned around and asked a second peer to borrow a colored pencil, returning it shortly after. She sustained her attention to her project for the next 2 minutes before getting up and getting a tissue. She attended to a conversation exchanged between another peer and Mrs. Brennan and then returned back to her desk.
- Mrs. Brennan gave the class a ten-minute transition warning, to which Adriana responded with “okay”. She returned to the craft and sustained her attention for 30 seconds before turning around to attend to another exchange between Mrs. Brennan and a different peer. Adriana was prompted to turn around and refocus. She verbalized “I’m sorry” and then initiated coloring once again. She sustained her attention for one minute before turning around for a third time. She was prompted to read what her drawing said by Mrs. Brennan, and she replied, “Dad, Happy Father’s Day”. She received verbal praise from Mrs. Brennan and returned to her work. After about three minutes, Adriana got up from her seat, retrieved a few crayons from the share bin and returned to her desk. Within 10 seconds, Adriana was back at the crayon/marker exchange bin, gathering additional colors. This process repeated five more times before Mrs. Brennan queried if Adriana needed additional crayons or markers. Adriana replied that she was looking for a certain color yellow.
- After ten minutes, Mrs. Brennan instructed the class to put their materials away and to grab a book from their desk to read for the next five to ten minutes. Adriana followed Mrs. Brennan’s instructions to the whole class (Walking to grab their book box from the windowsill and returning to their desks for independent reading time). After appearing to follow the directions, Adriana approached Mrs. Brennan to inform her that she only had one book in her bag and had forgotten to grab her whole book box. She was encouraged to read the books in the bag that she already had before exchanging them out. She returned to her seat and began to independently read a book after her conversation with the teacher.
- Adriana attended to her book, actively reading for 30 seconds, appearing to rely on the pictures for context as she read quietly aloud. As Adriana read, she was observed to frequently shift her legs and her body in her chair. Every so often, Adriana would look around the classroom or attend to Mrs. Brennan as she spoke to other students. Once Adriana returned to reading, she was observed to sound out several letters and words in her book, turning the page. She sustained her attention to her book for three minutes, audibly sounding out words and progressing through the story. As she was turning the pages of her book, Adriana looked around the classroom and attended to a conversation Mrs. Brennan was exchanging with a peer near her. Adriana appeared to finish reading her whole book, closed it and began fanning herself with it. When Mrs. Brennan approached her, Adriana was flipping through the pages of the book and began re-reading it. After thirty seconds, she was observed to untie her shoelaces. She then transitioned to the tissue box. After blowing her nose, Adriana returned to her seat and re-engaged in reading, her shoelaces remaining untied.
- Mrs. Brennan directed the class to finish the page they were currently reading and place their books back in their bag. Adriana did so without further instruction and began to tie her shoelace. She offered the suggestion to a peer to get a tissue and use that as a bookmark after he asked Mrs. Brennan if she had any extra bookmarks. During the transition time, Adriana began conversing with a peer. She went to transition but then was reminded that her name had not been called yet. Once she was called upon, she transitioned to grab her lunchbox and then informed Mrs. Brennan that another peer was pushing her in line. The whole class was asked to go back to their seats and line up again. As this observer was concluding the observation, Adriana was lining up to transition to lunch, holding her lunchbox, keeping her hands to herself and remaining quiet in line.
- Test Session Observations:
- Adriana Vasta was assessed over one testing session in July, lasting approximately two hours. During the session, Adriana presented as talkative, energetic, and bubbly. She separated easily from her mother on the day of testing and willingly accompanied this examiner to the testing location.
- Rapport was easily established as Adriana was previously familiar with this examiner. She excitedly discussed a foam bubble party that she has recently attended. Her speech was clear and no severe impediments in speech were observed, aside from occasional articulation difficulties that were overcome by Adriana being asked to repeat herself. Adriana maintained appropriate eye contact during the testing session and advocated for clarification for directions or a break whenever she needed it.
- Adriana appeared to struggle to pay attention to the smaller, finer details during the testing administration. Often, Adriana would go with her first guess, which she sometimes provided impulsively or after only glancing at the testing booklet. She was reinforced by playing board games during testing breaks and chatting with this examiner. As the testing progressed, Adriana appeared to seek higher levels of movement, advocating for a walk around the school and to shift her chair to a wiggle stool. With one or two redirections, Adriana was able to refocus and attend to the task at hand. Overall, Adriana showed good focus and effort during the one-on-one testing administration.
- Given the appropriate level of engagement, focus, and motivation throughout the testing session, the evaluation results are considered an accurate representation of Adriana’s current level of cognitive functioning, showcasing her relative strengths and weaknesses.
- TEST FINDINGS AND INTERPRETATION:
- ANALYSIS OF COGNITIVE FUNCTIONING:
- About the WISC-V:
- Adriana Vasta was administered the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V), a comprehensive measure designed to test children’s cognitive abilities in five areas/composites: Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. The Full-Scale IQ (FSIQ) composite score is derived from seven primary subtests and summarizes ability across a diverse set of cognitive functions. This is considered the most representative estimate of global intellectual functioning. Adriana was administered 10 subtests in order to get a broader picture of her various abilities. Standard scores on the 5 composites range from 45 to 155 and the FSIQ ranges from 40 to 160. For both the composite scores and the FSIQ, scores ranging from 90 to 109 are typically considered Average. The individual subtests are on a scaled score metric with a mean of 10. These subtest scores range from 1 to 19, scores between 8 and 12 are typically considered Average.
- A percentile rank (PR) is provided for each reported composite score to show Adriana’s standing relative to other same-aged children. For example, if a percentile rank score is 23, this means the individual performed as well as or better than approximately 23% of children their age. It should be noted that it is possible for intellectual abilities to change over the course of childhood. Additionally, a child’s scores on the WISC-V can be influenced by motivation, attention, interests, and opportunities for learning. All scores may be slightly higher or lower if Adriana were tested again on a different day. It is therefore important to view these test scores as a snapshot of Adriana’s current level of intellectual functioning. These scores are one piece of a comprehensive evaluation, which contribute to an understanding of Adriana’s current strengths and any needs.
- Interpretation of Adriana’s WISC-V Results:
- Adriana’s general cognitive ability (FSIQ) obtained on the WISC-V fell in the borderline low average range of intellectual functioning (FSIQ = 82). Adriana performed as well as or better than approximately 10% of children her age (Percentile Rank [PR] = 10%). This score is subject to error estimation and is only one indicator, at one point in time of Adriana’s ability levels. However, with 95% confidence we would expect her true score to fall within the range of 76-87 on subsequent administrations of this test (95% confidence interval = 76-87). This range of scores provides a more accurate understanding of Adriana’s abilities rather than any one single score. While the FSIQ provides a broad representation of cognitive ability, describing Adriana’s specific performance in each of the 5 composites allows for a more thorough understanding of her functioning in distinct areas. Some children perform at approximately the same level in all these areas, but many others display areas of cognitive strengths and weaknesses. Her composite scores are as follows:
- Composite
- Standard Score
- Percentile Rank
- Confidence Interval
- Range
- Verbal Comprehension
- 84
- 14
- 78-93
- Low Average
- Visual Spatial
- 97
- 42
- 90-105
- Average
- Fluid Reasoning
- 79
- 8
- 73-88
- Borderline Low
- Working Memory
- 82
- 12
- 76-91
- Processing Speed
- 100
- 50
- 91-109
- Full Scale IQ
- 10
- 76-87
- Standard scores >130 = Extremely High range
- 120-129 = Very High range
- 110-119 = High Average range
- 90-109 = Average range
- 80-89 = Low Average range
- 70-79 = Very Low range
- VERBAL COMPREHENSION INDEX (VCI)
- The Verbal Comprehension Index (VCI) draws from Adriana’s general fund of knowledge and accumulated experience to provide a measure of verbal concept formation (the ability to think about concepts with words) and verbal reasoning. This is assessing the information Adriana has acquired over her life through experiences and learning. This area is culturally impacted and dependent on academic exposure. Verbal comprehension is strongly related to overall ability and academic achievement. On the verbal portion of this assessment, Adriana obtained a score that places her in the low average range of functioning falling in the 14th percentile (VCI = 84; PR = 14%; 95% confidence interval = 78-93).
- One of the two tasks measuring verbal skills asked Adriana to respond orally to a series of word pairs by explaining how the words of each pair are alike. This subtest examines the ability to abstract meaningful concepts and relationships from verbally presented material. Adriana performed in the low average range on this subtest (Similarities scaled score =6). The second task required Adriana to define words that were read aloud to her, which assessed her general word knowledge. She demonstrated an average performance on this task as well, indicating that her skills are equally comparative (Vocabulary scaled score = 8).
- Subtest
- Scaled Score
- Similarities
- 6
- 9th
- Vocabulary
- 25th
- VISUAL SPATIAL INDEX (VSI)
- The Visual Spatial Index (VSI) on the WISC-V measured Adriana’s ability to evaluate visual details and understand visual spatial relationships in order to construct geometric designs from a model. This skill is related to the ability to generate, perceive, analyze, manipulate, transform, and think with visual patterns and stimuli. Visual spatial processing is the ability to tell where objects are in space. A real-life example may be the skills needed to read a map or making sense of numbers or letters. Adriana’s abilities within this area are in the average range and in the 42nd percentile in comparison to her same-aged peers (VSI = 97; PR = 42%; 95% confidence interval = 90-105).
- One task administered measures visual spatial skills, requiring Adriana to use two-colored cubes to construct replicas of two-dimensional geometric patterns. This subtest assesses the ability to mentally organize visual information and analyze part-whole relationships when information is presented spatially. Adriana performed in the average range (Block Design scaled score = 9). The second task required Adriana to view a completed puzzle and select three response options that, when combined, reconstruct the puzzle, within a specified time limit. This subtest is designed to measure the ability to think with visual patterns and assess a student’s attention to detail. She performed in the average range as well (Visual Puzzles scaled score = 10). This composite was determined to be an area of relative strength in Adriana’s overall cognitive profile.
- Visual Spatial Reasoning
- Block Design
- 9
- 37th
- Visual Puzzles
- 50th
- FLUID REASONING INDEX (FRI)
- The Fluid Reasoning Index (FRI) measured Adriana’s ability to detect the underlying conceptual relationship among visual objects and use reasoning to identify and apply rules. Fluid reasoning ability involves inductive and quantitative reasoning, broad visual intelligence, simultaneous processing, and abstract thinking. This area evaluates Adriana’s abilities to solve new, never-before-seen problems using logic independent of her previously acquired knowledge. Fluid reasoning skills are essentially a nonverbal way of figuring novel problems out. Adriana performed in the borderline low range in this area with performance above approximately 8% of her same-aged peers (FRI = 79; PR = 8%; 95% confidence interval = 73-88).
- The FRI is derived from two subtests: Matrix Reasoning (MR) and Figure Weights (FW). The first task had Adriana view an incomplete matrix or series and select the response option that completed it. This task is more reliant on the ability to observe and identify a pattern, use that information to then draw a conclusion. She performed in the low average range, struggling to observe the smaller details between picture stimuli (Matrix Reasoning scaled score = 7). The other task required Adriana to view a scale with a missing weight(s) and identify the response option that would keep the scale balanced. This task was more reliant on the use of mathematical concepts to solve problems. She scored in the low average range on this subtest as well (Figure Weights scaled score =6). This area was determined to be a relative weakness in Adriana’s cognitive profile.
- Matrix Reasoning
- 7
- 16th
- Figure Weights
- WORKING MEMORY INDEX (WMI)
- Another area assessed was Adriana’s working memory abilities. The Working Memory Index (WMI) measured her ability to register, maintain, and manipulate visual and auditory information in her short-term memory. This skill requires attention and concentration, as well as visual and auditory discrimination. Adriana exhibited low average performance on the working memory tasks (WMI = 82; PR = 12%; 95% confidence interval = 76-91).
- Within this index, the Digit Span task, required Adriana to listen to sequences of numbers read aloud and recall them in the same order, reverse order, and ascending order. She performed in the low average range on this subtest (Digit Span scaled score = 6). The Picture Span subtest required Adriana to memorize one or more pictures presented on a stimulus page and then identify the correct pictures (in sequential order, if possible) from options on a response page. She performed in the average range on this subtest in comparison indicating age-appropriate and similarly developed skills in this area (Picture Span scaled score = 8).
- Digit Span
- Picture Span
- PROCESSING SPEED INDEX (PSI)
- The Processing Speed Index (PSI) measured Adriana’s speed and accuracy of visual identification, decision-making, and decision implementation. The skills used in this area are related to visual scanning, visual discrimination, short-term visual memory, visuomotor coordination, and concentration. These tasks assessed her ability to rapidly identify, register, and implement decisions about visual stimuli. Adriana’s overall processing speed performance fell in the average range when compared to peers her age (PSI = 100; PR = 50%; 95% confidence interval = 91-109). This area was endorsed to be a relative strength in Adriana’s cognitive profile. She also verbalized that she enjoyed the two subtests within this index, asking if there were similar tasks for her to complete in the future.
- The two tasks that measured this area of cognitive ability included a task where Adriana viewed two target symbols and then scanned a group of symbols indicating whether or not there was a match with one of the target symbols, within a specified time. Adriana performed in the average range on this subtest (Symbol Search scaled score = 10). The other task required her to use a key to copy symbols that were paired with numbers, also within a time limit (Coding scaled score = 10). Adriana’s performances on this subtest fell within the average range as well and was an area of relative strength in her cognitive profile.
- Coding
- Symbol Search
- ANCILLARY INDEX SCORES
- In addition to the index scores described above, Adriana was administered subtests contributing to several ancillary index scores. Ancillary index scores do not replace the FSIQ and primary index scores but are meant to provide additional information about Adriana's cognitive profile.
- Nonverbal Index
- The Nonverbal Index (NVI) is derived from six subtests that do not require verbal responses. This index score can provide a measure of general intellectual functioning that minimizes expressive language demands. Subtests that contribute to the NVI are drawn from four of the five primary cognitive domains (i.e., Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed). Adriana’s performance on the NVI fell in the low average range when compared to other children her age (NVI = 87, PR = 19%, 95% CI=81-94).
- General Ability Index
- Adriana was administered the five subtests comprising the General Ability Index (GAI), an ancillary index score that provides an estimate of general intelligence that is less impacted by working memory and processing speed, relative to the FSIQ. The GAI consists of subtests from the verbal comprehension, visual spatial, and fluid reasoning domains. Overall, this index score was below other children her age, falling in the low average range as well (GAI = 81, PR =10%, 95% CI=76-87).
- Cognitive Proficiency Index
- Adriana was also administered subtests that contribute to the Cognitive Proficiency Index (CPI). These four subtests are drawn from the working memory and processing speed domains, areas of strength among her overall profile. Her index score suggests that she demonstrates borderline average efficiency when processing cognitive information in the service of learning, problem solving, and higher-order reasoning as compared to other peers her age (CPI = 89, PR =23%, CI=83-97).
- SUMMARY:
- Adriana Vasta is a seven-year-one-month-old female going into 2nd grade at Land O’ Pines Elementary School. Adriana is not presently classified as a student who receives Special Education and/or Related Services, and this document serves as part of her initial evaluation. Socially and emotionally within the context of the testing session, Adriana presented as a talkative, energetic, and bubbly student. Adriana was observed to put forth her best effort, despite the extended testing session. Adriana fatigued quickly and was provided breaks every two to three subtests to assist her focus and stamina. She enjoyed chatting, playing board games with this examiner and taking walks. Adriana was evaluated in accordance with state and federal mandates to determine eligibility for continued Special Education and Related Services.
- Adriana was administered the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V), a comprehensive measure designed to test children’s cognitive abilities in five areas/composites. For both the composite scores and the FSIQ, scores ranging from 90 to 109 are typically considered average. Adriana’s general cognitive ability (FSIQ) obtained on the WISC-V fell in the low average range of intellectual functioning (FSIQ = 82). She showed average performance on the visual spatial and processing speed indexes, suggesting areas of strength (VSI=97; PSI=100). She obtained low average scores on the verbal comprehension and working memory indexes (VCI=84; WMI=82). A relative area of weakness in Adriana’s cognitive profile was revealed on the fluid reasoning index (FRI=79). Ancillary scores provided additional insight into Adriana’s cognitive profile: she measured among the low average range on the cognitive proficiency index, nonverbal index, and the general ability index (CPI=89; NVI=87; GAI=81). Recommended strategies to assist Adriana in this area will be discussed at her eligibility meeting.
- The findings of this evaluation will be shared with the IEP team and will be considered in conjunction with other Child Study Team evaluation results in making educational recommendations.
- It was an absolute pleasure to work with Adriana! Please reach out with any and all questions as you go through the information in this report.
- Amanda Hawthorne
- Amanda Hawthorne, M.S. Ed. S., NCSP
- Nationally Certified School Psychologist
Timeline
1st Grade Teacher Assistant
St. Catherine Of Siena Catholic Church,
09.2024 - 06.2026Read More
Sales Associate
Delicious Orchids
06.2023 - 08.2026Read More
Freehold Township High School
High School Diploma
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