educational evaluation report - · web viewmeasured the speed and accuracy of reading and...

Note: anything highlighted must be addressed: highlighted information in italics provides you with guidance and pointers for what to include in each section- these portions should be deleted. Highlighted information that is not italicized should be left in the report and changed to match

your child’s assessment process.WRITE EVERYTHING IN PAST TENSE (even though you are currently testing the child)!

U N I V E R S I T Y O F I L L I N O I S A T C H I C A G OEDUCATIONAL EVALUATION REPORT

Name: Dates of Examination: Birth date: Age: Examiners:Grade: Supervisor: Kary Zarate, M.Ed OR Elizabeth Cambray-EngstromSchool: Clinic Director: Norma A. Lopez-Reyna, Ph.D.

Primary Language:

REASON FOR ASSESSMENT

Joey was referred to the UIC Assessment Clinic by his XXXX, XXXX. S/he was

concerned about XXX. From this assessment, she hoped XXXX.

Provide a brief explanation of parent concerns and goals for assessment. Write a few

sentences and be concise and clear about why we are assessing him at the clinic; don’t write

extensive information that should be in the history section.

ASSESSMENT INSTRUMENTS

Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-Cog)

Woodcock-Johnson IV Tests of Achievement (WJ-Ach): Form A

Key Math 3-Diagnostic Assessment Form ???

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-5)

Selected subtests: Recalling Sentences, Formulated Sentences,

The Slingerland Screening Tests for Identifying Children with Specific Language Disability

– Form ??

Informal Reading Inventory: Flynt/Cooter Comprehensive Reading Inventory-2 nd Edition

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Test of Early Mathematics ability (3 rd Edition) TEMA-3, Form A

Test of Early Reading Ability (3 rd Edition) TERA-3, Form A

Test of Early Written Language (3rd Edition) TEWL-3, Form A

Conners Rating Scales-3 rd Edition : Long Version (Parent and Self-Report Forms)

Piers Harris Self-Concept Scale- 2 nd Edition

School Motivation and Learning Strategies Inventory- Child Form (SMALSI)

Social Skills Improvement System (SSIS): Parent, Teacher, & Self-Report forms

Dynamic _________ Assessment

Double check this list of assessments to be sure they accurately represent the formal & informal

assessments administered to your child. Change the forms of tests and add ALL affective and

informal assessments. If the assessment is published, don’t forget to underline the title.

DEVELOPMENTAL AND BACKGROUND HISTORY

Mr. and Mrs. Schmidt were interviewed on ___...

Use the parent interview to write a concise overview that addresses pertinent information related

to birth/developmental history, medical history, language development/language(s) spoken,

social-emotional development, educational history (organized in this order) and the child’s

typical routines as addressed in the interview (including what the parents currently do to support

their child’s learning) as well as the child’s interests, hobbies, activities and strengths/needs.

Write this in a formal, objective manner so that it’s not conversational but rather professional

and accurately references where information was gathered from (e.g., “his mother reported...”).

Birth Development History

Medical History

Language Development/Languages Spoken

Social-Emotional Development

Educational History

Typical Routines

BEHAVIORAL OBSERVATIONS

First summarize your observations at the school. State the date of the school observation,

location, grade and teacher’s name. Use the behavioral observations handouts to guide you in

writing your OBJECTIVE observations.

UIC Assessment Clinic (312) 996-8137

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At the time of the assessment, Joey attended ______ School in ______, Illinois. Joey was

observed on _________ in school during ______.

Then write a summary of information provided by the teacher. Try to accurately and

professionally include what the teacher said regarding the child’s current performance,

strengths, needs and concerns. Also, include descriptions of any work samples (emphasize

descriptions in “objective terms” and avoid interpretations and judgements.

Mrs. XX, Joey’s ____ grade teacher, was interviewed on….

Finally, write a summary of behaviors that you observed during your work with the

student (level of cooperativeness, affect, anxiety, distractibility, level of interest, etc.).

Joey was assessed at the UIC Educational Assessment Clinic during the fall of his

seventh grade year. During the testing sessions… Describe his overall affect and typical

behaviors during testing, including strategies he used. Again, avoid judgments and unobserved

interpretations.

RESULTS AND DISCUSSIONFor purposes of interpretation of the norm-referenced test scores, the following scales were used.

Scaled Scores ( =10, S=3)

………..4…..………….7……….…10…….…...13……..…….16……….. Significantly Below Average Above Significantly Below Average Average Average Above Average

Standard Scores ( =100, S=15)

………..70…..………….85…….…100……...115……..…….130……….. Significantly Below Average Above Significantly Below Average Average Average Above Average

T-Scores ( =50, S=10)

……..……..………30………….….40……....…50……….....60..……….…….70………...........

Significantly Below Average Above Significantly Below Average Average Average Above Average

COGNITIVE PROCESSING

The Woodcock Johnson Tests of Cognitive Abilities IV (WJ-Cog) is a standardized

norm-referenced assessment battery that contains 18 subtests that measure numerous cognitive

functions involved with the learning process. The subtests were combined into clusters to


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interpret the test results that ranked Joey’s strengths and needs through the use of standard score

guidelines. On each subtest, the task gradually increased in difficulty. Joey’s scores were

compared to the norms for individuals in his grade (7.9) and reported as standard scores.

Complete the tables below. There is no need to change the descriptions of subtests.

ANALYSIS OF PERFORMANCE: In this section, if the subtest is an area of strength, area of

need or there is informal information pertinent to that subtest, open it with a sentence(s) that

describes the child’s performance. For example, if your child struggled with a certain subtest,

write a sentence in the interpretation column that addresses this (e.g., Joey struggled with this

task as he often …). Also, add examples in this section below that are important to how your

child performed on the test such as ones that reflect a pattern of errors/difficulties in an area of

concern as well as examples that reflect higher skills in an area of strength. Be thoughtful and

purposeful with what you include.

STANDARD SCORE: input the derived score achieved

INTERPRETATION: Write the interpretation of the derived score: above average, etc. Use the

normal curve to provide interpretations for parents.

Woodcock Johnson-IV Test of Cognitive Abilities (CHC Factor Clusters):

Comprehension Knowledge: assessed the breadth and depth of vocabulary knowledge, including the ability to reason using vocabulary and communicate one’s knowledge. Joey received a standard score of ---, which was below average, average, above average, etc..

Subtest Analysis of Performance

Standard Score

( =100, S=15)Interpretation

Subtest 1: Oral VocabularyComprised of two tasks that measuring acquired word knowledge. 1A. Synonyms presented the student with a word and asked to provide another word that meant the same thing. 1B. Antonyms required the student to state a word that meant the opposite of the presented word.

Test 8: General Information Comprised of two tasks measuring the depth of general verbal knowledge. 11A. Where. Asked the student where things could be found. 11B. What. Asked the student what particular objects are used for.

Fluid Reasoning: measured the ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Both subtests required multi-step, comparison and problem solving. Joey


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earned a standard score of ---, which was ---. An additional subtest was combined with the previous two subtests to create a Fluid Reasoning-Extended score; Joey received a standard score of ---, which was ---.


Standard Score


Subtest 2: Number SeriesA measure of quantitative reasoning and inductive reasoning, the student is presented with a series of numbers with one number missing the series and directed to solve for the missing number.Subtest 9: Concept FormationA measure of inductive reasoning and executive processing. The student was presented with a series of shapes (circles or squares) that differed in color (red or yellow) or size (large or small). One or more of the shapes was placed in a box. The student was required to identify the rule or the reason why the figure was placed in the box. This was a learning task, which provided immediate feedback regarding the correctness of each response before a new item was presented. Extended Cluster also includes Subtest 15Subtest 15: Analysis-SynthesisTo measure deductive reasoning, this test required the student to reason and draw conclusions. Instructions described how to work puzzles with colored squares by using the key presented on every page to fill in the missing parts of the puzzles. Again, a learning task that provided immediate feedback regarding the correctness of each response before a new item was presented.

Long Term Retrieval: measured the ability to store information and easily retrieve it at a later time. Joey obtained a standard score of ---, which was ---.


Standard Score


Subtest 6: Story RecallMeasured meaningful memory and some aspects of oral language development. The student listened to a passage presented from the audio recording, then was asked to retell as many details from the story that he or she could remember.Subtest 13: Visual-Auditory LearningMeasured associative memory, or the ability to learn, store, and retrieve a series of various images that symbolized words. The examiner pointed to each picture as it was introduced, stated the word it symbolized, and orally repeated the word. The child was required to read each of the short stories by recalling the words each of the images represented. As

Joey was able to successfully read the following sentence using the symbols to represent words: ____.


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the stories progressed more symbols were presented.

Visual Processing: assessed the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations. Joey obtained a standard score of ---, which was in the --- range.


Standard Score


Subtest 7: VisualizationMeasured the ability to visualize spatial relationships across two tasks. During 7A Spatial Relations, the student was required to identify two or three pieces of a puzzle that could be combined to form the whole piece, which was presented. During 7B Block Rotation, the student was required to identify the two block patterns that match the target pattern. As the items progressed the number of pieces required to form the shapes increased.Subtest 14: Picture RecognitionMeasured visual memory of images. For example, the student was presented with an image of a maple leaf and was asked to remember it; then when presented with the original image among new images and had to select the original image. Each test item was composed of 1-4 images to identify.

Auditory Processing: measured her ability to encode, synthesize, and discriminate auditory stimuli. As a combined score, Joey obtained a standard score of ---, which was ---.


Standard Score


Subtest 5: Phonological ProcessingMeasured speed of lexical access across three tasks. 5A Word Access required the student to provide a word that has a specific phonemic element in a specific location. 5B Word Fluency required the student to name as many words as possible in 1-minute that begin with a specific sound (/d/ and /m/). 5C Substitution required the student to substitute part of a word to create a new word.Subtest 12: Nonword RepetitionMeasured phonological short-term memory. The task required the student to listen to a nonsense word and then repeat the word exactly. The words increase in difficulty as the number of syllables increases.

Cognitive Processing Speed: measured the ability to quickly perform simple and complex tasks, under time constraints, while maintaining attention and concentration to tasks. Joey obtained a standard score of ---,


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which was ---.


Standard Score


Subtest 6: Letter-Pattern MatchingSpecifically measured perceptual speed and visual information processing. In 3 minutes, the student located and circled two identical letters (beginning with single letters and progressing to triple) in each row of six options. Subtest 17: Pair CancellationProvided information about processing, concentration, and the ability to perform a simple task in a specified amount of time. The student was presented with repeated pictures of a soccer ball, a puppy, and a coffee cup in 21 rows and was given 3 minutes to find and circle all combinations of the soccer ball followed by the puppy appeared.

Short-Term Working Memory: two subtests measured the student’s working memory, using decontextualized, random information. Joey obtained a standard score of ---, which was in the --- range. An additional subtest was combined with the previous two subtests to create a Short-Term Working Memory-Extended score; Joey received a standard score of ---, which was ---.


Standard Score


Subtest 3: Verbal AttentionThis test assessed the ability to hold information (a mixed series of objects and numbers) in short-term memory, and then instructed to repeat only certain items from the list just heard. Items increased in difficulty by adding multiple objects and numbers (i.e., horse, 8, 2, sock).Subtest 10: Numbers ReversedPrimarily measured short-term memory span but could also be a measure of working memory. The task required holding several numbers (ranging from a series of 2 to 5 numbers) in immediate memory and orally repeating them in reverse order.Extended cluster also includes subtest 16.Subtest 16: Object-Number SequenceThis test assessed the ability to hold information (a mixed series of objects and numbers) in short-term memory, divide it into two groups (objects first, then numbers in order), and shift attentional resources to say the two new ordered sequences. The items began by presenting one object and one number (i.e., shoe, 6) that needed to be recalled and repeated and then items increased in difficulty by adding multiple objects and


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numbers (i.e., horse, 8, 2, sock).

Woodcock Johnson-III Test of Cognitive Abilities (Clinical Clusters):

The following five cluster score areas are clinical clusters that provide cognitive

processing information that is more directly linked to school-based eligibility criteria and may be

helpful when developing instructional plans and supports. Some of the subtests utilized in

forming these clusters have been previously discussed in the clusters listed above.

Perceptual Speed: provided information about the ability to rapidly perform simple clerical tasks that use symbols, such as matching letters or numbers. Perceptual Speed is related to orthographic processing, an important ability for decoding and encoding. Joey received a combined standard score of ---, which was ---.


Standard Score


Subtest 4: Letter-Pattern Matching Previously discussed.

Subtest 11: Number-Pattern MatchingMeasured the speed at which an individual can make visual symbol discriminations. The student is asked to locate and draw a line through the two identical numbers in a row of six numbers. The difficulty increases as numbers increase from single-digits to triple-digits.

Quantitative Reasoning: provided information regarding the ability to reason inductively and deductively with numbers, mathematical relations, and operators. Joey received a combined cluster standard score of ---, which was ---.


Standard Score


Subtest 2: Number Series Previously discussed.Subtest 15: Analysis-SynthesisTo measure deductive reasoning, this test required the student to reason and draw conclusions. Instructions described how to work puzzles with colored squares by using the key presented on every page to fill in the missing parts of the puzzles. Again, a learning task that provided immediate feedback regarding the correctness of each response before a new item was presented.

Auditory Memory Span: measured the ability to hold auditory information in immediate awareness. Overall, Joey received a standard score of ---, which was ---.


Standard Score


Subtest 18: Memory for Words


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Measured short-term auditory memory. The student was asked to repeat lists of unrelated words in the correct sequence.Oral Language Battery Subtest 5: Sentence Repetition

Cognitive Processing Summary:

Write a summary of your child's performance on the WJ-Cognitive. This should be clear

and concise in a single paragraph that does NOT use jargon or subtest names. Use the

performance on subtests or clusters to come to conclusions about strengths and needs. Report

this in a summary of skills as if you were talking to your child's parents. Make it formal and easy

to understand and be sure to check your accuracy in reporting these strengths and needs.

----------------------------------------------------End for DRAFT 1-----------------------------------

ACADEMIC

Reading

The Woodcock Johnson-IV Tests of Achievement (WJ-Ach) is a standardized norm-

referenced measure of isolated reading skills such as decoding, reading speed, and reading

comprehension. The student’s performance was compared to the performance of a nationally

representative sample of students in the same grade, producing a standard score. Five subtests

on the WJ-Ach were combined to create two overall cluster scores.













Reading: measured overall reading achievement including reading decoding and reading


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comprehension. Joey received a Reading Cluster standard score of ---, which was ---.

Subtest Analysis of Performance Standard

Score( =100, S=15)

Interpretation

Subtest 1: Letter-Word IdentificationMeasured word identification skills, requiring the student to read letters and words. Subtest 4: Passage ComprehensionMeasured the ability to read and comprehend a sentence or short passage and then identify a missing word that made contextual sense.

Broad Reading: measured reading decoding, fluency, and reading comprehension. Joey received a Broad Reading Cluster standard score of ___, which was ___.

Subtest Analysis of Performance Standard Score Interpretation

Subtest 1: Letter-Word Identification Previously discussed Subtest 4: Passage Comprehension Previously discussedSubtest 9: Sentence Reading FluencyMeasured the speed and accuracy of reading and understanding simple sentences. The student was given 3-minutes to answer YES/NO to simple questions such as:

Basic Reading Skills: measured reading decoding, sight vocabulary, phonics, and structural analysis. Joey received a Basic Reading Skills Cluster standard score of ___, which was ___.


Subtest 1: Letter-Word Identification Previously discussed Subtest 4: Word AttackMeasured the application of phonics and structural analysis skills to pronounce unfamiliar printed words. The items required the student to read aloud letter combinations that were phonically consistent but not actual words in the English language. For example, ____.

Reading Comprehension: through the administration of Subtest 4 and 12, measured reading comprehension, reasoning, and to a lesser extent, long-term retrieval abilities. Joey received a Reading Comprehension Cluster standard score of ___, which was ___. Additionally, Subtest 17 was administered to determine the Reading Comprehension-Extended cluster score (which included all three subtests below) for which Joey received a standard score of ____, which was ___.

Subtest Analysis of Performance Standard Interpretation


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ScoreSubtest 4: Passage Comprehension Previously discussed Subtest 12: Reading RecallMeasured the ability to read a short story and immediately retell the details of the story. The student was directed to read the story and then retell it while the examiner marked the number of elements and target vocabulary recalled.Subtest 17: Reading VocabularyMeasured the ability to read words and then provide synonyms or antonyms.

Reading Fluency: measured aspects of fluency including prosody, automaticity, and accuracy. Joey received a Reading Fluency cluster standard score of ___, which was ___.


Subtest 8: Oral ReadingMeasured how well the student reads words in context. Given a short passage, the student was asked to read aloud and the oral reading errors were recorded.

Previously discussed

Subtest 9: Sentence Reading Fluency Previously discussed

Reading Rate: measured automaticity with reading at the single-word and sentence levels. Joey received a Reading Rate cluster standard score of ___, which was ___.


Subtest 9: Sentence Reading Fluency Previously discussed Subtest 15: Word Reading FluencyMeasured the speed and accuracy of reading and interpreting words at the word-level. The student was given 3-minutes to mark the two words in a row of four words that go together. For example, the student was shown: dog shoe car puppy; and expected to mark dog and puppy.

The Test of Early Reading Ability-3 rd Edition (TERA-3), Form A is a standardized

norm-referenced test of emerging reading skills, the TERA-3. This test was comprised of three

subtests: Alphabet, Conventions, and Meaning. The three subtests were combined to create an

overall reading composite score, also called the Reading Quotient. Overall, this test gave good


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insight into Joey’s emergent reading skills and highlighted areas of difficulty. Joey had a

Reading Quotient of ---, which was ---.

The Alphabet subtest measured knowledge of the alphabet and its uses, including letter

name knowledge and the ability to determine the initial and final sounds in printed words.

Describe items presented to him and his performance Joey scored a scaled score of --, which was

--.

The next subtest given was Conventions, which measured his knowledge of the

conventions of print, such as book handling (where to begin reading, top and bottom of a page,

etc.), and knowledge of punctuation, capitalization, and spelling. Describe items presented to

him and his performance Joey received a scaled score of --- on this subtest, which was --.

The last area explored was the Meaning subtest. This subtest measured the ability to

construct meaning from print. Items in this subtest measured comprehension of words,

sentences, and paragraphs, relational vocabulary, sentence construction, and paraphrasing.

Describe items presented to him and his performance Joey scored a scaled score of ---, which

was ---.

Test of Early Reading Ability-3 rd edition (TERA-3) Form A

Subtest Scaled Score( =10, S=3)

Interpretation

AlphabetConventionsMeaningOverall Reading Quotient

Standard Score( =100, S=15)

The Flynt/Cooter Comprehensive Reading Inventory for the Classroom (CRI) was

administered to determine the levels of reading Joey could decode and comprehend with and

without assistance within the context of reading passages. An informal reading inventory (IRI)

is a standardized criterion-referenced measure that compares the reading skills of the student

according to expected grade level abilities, producing grade level performances. During this IRI,

Sentences for Initial Passage selection were administered (lists of 3 sentences at each grade level

that Joey read) as well as Leveled Reading Passages (short stories accompanied by

comprehension questions).


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The examiner administered the Sentences for Initial Passage Selection beginning at Level

1 The primary function of these sentence lists was to indicate the level at which the graded

passages should be administered to Joey. The highest level at which Joey knew all the words in

the sentences determined the starting point for administering the reading passages. Through the

administration of the 5 graded sets of sentences, Joey was able to correctly read the following

sentences:

1 2 3 He wanted to fly. I was walking to town. The forest was something to see.

The family got together. She cried about going home. I was enjoying sleeping when my Mom called. (me)

The boy was jumping. I was pulled out of the hole. I had to go to (to) bed early last night.

The following lists Joey read incorrectly (words read incorrectly are italicized, words inserted are

in parenthesis): 4 5I dislike (don’t like) being the youngest. Athletic shoes come in all kinds of colors.I’m (I am) always getting into t(to) trouble Serious players manage to practice a lot.They insisted on watching the show daily (every day). A cheap pair of shoes doesn’t last

very long.

UPDATE THE FOLLOWING SECTIONS TO REFLECT YOUR STUDENT’S

ACHEIMENT ON THE CRI

When administered the CRI graded sentences, Joey made no errors at the first, and

second grade levels, and made two errors at the third grade level. Level four was Joey’s

frustration level (3 or more errors). Joey’s independent word reading level was at level two with

zero errors, which was the starting point for the reading passages. His instructional word reading

level was third, with two errors.

The reading passages were taken from Form A (Narrative stories) and Form B

(Expository stories) of this CRI. Narrative stories typically tell a fictional story while expository

passages often tell non-fiction factual stories. There was one picture at the top of each passage.

Joey was first provided with a sentence that established some background knowledge related to

the passage then asked to read the passages silently. Once finished reading, he was first asked to

retell the story and then answered comprehension questions that were not addressed during his

retell. Finally, he was asked to read the passage again orally in order to record his word reading

accuracy. Therefore, his silent reading level represented his reading comprehension or his ability


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to understand the text while his oral reading level represented his word reading accuracy

(fluency). Once Joey reached frustration on the comprehension questions, he was asked to listen

to passages read to him by the administrator and answer comprehension questions in order to

determine his listening comprehension level.

Authentic Reading Ability on the CRI Reading PassagesTask Analysis

Oral Reading FluencyWord Reading (decoding) Level Accuracy

Oral Reading fluency is the speed and accuracy of reading words in a passage aloud; both aspects of reading can impact how well an individual comprehends what is read. Joey’s instructional reading level is the level of reading materials that he can read in the classroom: provide instructional reading level. His independent reading level is the grade level material he should be reading independently at home or in the classroom: provide independent word reading level.

The accuracy of reading words can impact an individual’s ability to read and comprehend with success. PROVIDE TASK ANALYSIS OF PATTERNS OF PERFORMANCE, TYPICAL ERRORS, WHAT CHILD DID WHEN READING (IF NOTABLE), ETC.

Reading ComprehensionComprehension level Accuracy

Reading comprehension is measured by the student’s ability to retell a story and answer specific questions about the passage. The CRI required the student to read narrative texts (fiction) and expository texts (non-fiction) as success can be varied across types of texts. Joey’s reading instructional comprehension level (silent reading level) or ability to comprehend texts that are just a bit challenging was… THEN PROVIDE DESCRIPTION OF ABILITY ACROSS NARRATIVE AND EXPOSITORY TEXTS AND ANYTHING ELSE THAT IS NOTABLE ABOUT OVERALL APPROACH TO COMPREENDING TEXTS OR RETELLING.

After silently reading the passages, the examiner asked Joey to retell the story and then answer eight comprehension questions about the passage’s main idea, detail, sequence, vocabulary, cause and effect, and inference. PROVIDE TASK ANALYSIS OF PATTERNS OF PERFORMANCE, TYPICAL ERRORS, WHAT CHILD DID WHEN RETELLING (IF NOTABLE), ETC. WHAT TYPES OF QUESTIONS WERE ANSWERED CORRECTLY AND INCORRECTLY, GIVE EXAMPLES. AND SYNTHESIZE PERFORMANCE.

Comprehensive Reading Inventory (CRI)Authentic Reading Levels

Graded Sentences

Narrative Texts Expository TextsSILENT Reading

Comprehension

ORAL Word Reading

Fluency

SILENTReading

Comprehension

ORAL Word Reading

Fluency

Independent


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Instructional

FrustrationAdd additional notes about his performance here if necessary such as he greatest difficulties on the CRI, any anomalies in his performance, etc. If you have specific info about a certain score, then place an asterix next to it in the table, and an asterix in this box with a brief explanation.

The Qualitative Reading Inventory-5 was administered to examine her reading

comprehension after reading narrative passages silently. The QRI-5 is a standardized criterion-

referenced measure that compared her reading skills according to expected grade level abilities,

producing grade level performances. For each reading passage, three elements were explored:

background knowledge, reading strategies during reading through a think aloud task, retelling

skills, comprehension skills using initial recall and comprehension skills using the text to look

back for answers (with look-backs). For the comprehension questions, questions were divided

between questions that were explicit (related to direct recall of main idea and factual

information) and implicit (related to skills of prediction and inference in which answers were not

directly in the text but needed to be inferred). Three reading levels were explored using the

reading passages on the QRI-5: independent (the level in which the student makes few errors

while reading and can read material without any assistance), instructional (the highest level of

reading that is challenging but not too difficult: typically considered the reading level at which

students should read in the classroom), frustration (in which the text is too difficult).

Joey silently read a History passage on WWII and reached an independent reading level

at the high school level. Joey clarified that he was familiar with the passage material because

they have studied the war previously in class. Further passages were administered to determine

if passage content effected Joey’s comprehension of the text. Science content passages were

administered at level 5, level 6, middle school, and high school. Joey was able to read a science

based level 5 passage independently as evidenced by his ability to answer comprehension

questions with 100% accuracy. Levels 6 and middle school were scored at an Instructional level

for Joey due to his incorrect comprehension responses. Joey frustrated at the high school science

passage when he answered 5 out of 10 questions correctly. Following each of the passages, Joey

was provided the text and asked to find the answer to any questions he provided incorrect

responses. With look backs, he was 100% correct on all passages.


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Qualitative Reading Inventory- 5th Edition (QRI)

Reading levelGraded

Word List

Expository Texts Narrative Texts

Initial reading level(without looking back to the text)

Reading level (with Look-Backs

using the text)



using the text)

Independent

Instructional

Frustration

Diagnostic Options(additional measures employed)

Concept questions (prior knowledge)PredictionsRetellingsLook-backs Think-aloudsNote-taking

Background Knowledge: Joey exhibited a great deal of prior knowledge regarding many

of the passages that he read. Joey’s strength in reading was his ability to use prior knowledge to

comprehend and interpret texts. He used his prior knowledge to help him read text when he was

unsure; for example, during the QRI Joey was administered a history passage on WWII at the

High School level and scored at an independent level. He shared that he knew a lot about this

matter and was able to answer the questions easily. However, further testing revealed difficulties

with unfamiliar Science texts with which he little to no previous experiences. When presented

with Science-based informational text, Joey had a difficult time being able to comprehend the

text with accuracy. Joey was able to read a grade level 5 passage at an independent level;

however frustrated when he read the High School passages. Joey shared that he did not have any

prior knowledge of the subject matter and therefore he wasn’t able to answer the questions.

When Joey was asked to re-tell the story he just read, he struggled to sequence the events.

Think Alouds: When stopped to question Joey about what he was thinking while he read,

he verbalized his thoughts easily. Joey expressed concern in his reading ability and when

discussed further, he specifically had anxiety on reading tasks that were timed. Although he was

able to complete the tasks accurately, he performed at a slower pace. Joey’s decoding skills were


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a relative need; sounding out words was difficult for Joey and he shared he skipped over words

he was unsure of and would try to figure out the meaning through the rest of the sentence. This

was a great strategy for Joey, as it didn’t allow his decoding to affect his overall comprehension.

Retellings: Although, he was able to share information he read, he had difficulty

identifying the main idea as he often wanted to share an extensive amount of detail, typically

losing focus from the original question.

Comprehension questions: When answering implicit questions, Joey did not check back

in the passage for his answers. When directed to go back and find the answer in the text, Joey’s

accuracy increased.

The Test of Reading Comprehension-4 th Edition (TORC-4) is a standardized norm-

referenced measure of isolated reading skills that are found to impact a students’

understanding of reading passages. Five subtests of the TORC-4 were administered in

order to assess Joey’s reading abilities.

Reading Comprehension Index: represents the student's ability to understand contextual printed material. Joey received a standard score of ---, which was ---.


Scaled Score


Subtest 1: Relational VocabularyItems required the student to silently read a set of three related words, then examining another four words, choose two that were associated with the original set of three.Subtest 2: Sentence CompletionEach item presented a sentence that was missing two words. The student silently read each sentence, then selected from a list the pair of words that best completed it.Subtest 3: Paragraph ConstructionAfter silently reading a series of sentences that were not in logical order, the student rearranged the sentences to form a coherent paragraph.Subtest 4: Text ComprehensionThe student silently read short passages and then answered five multiple-choice questions about each passage. The passage and questions were presented on the same page, allowing the student to look back to the story for the answers.Subtest 5: Contextual FluencyProgressively more difficult passages (drawn from the Text Comprehension Subtest) were


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printed in uppercase letters without punctuation or spacing between words. As the student read the passages, they attempted to recognize individual words, drawing a line between all those they can discern within a 3-minute time limit.

Dynamic Reading Assessment:

Write a paragraph for each informal assessment administered in reading. For each

assessment, identify the assessment and the author (if applicable), describe what was measured,

describe how it was administered and provide examples. Then write a paragraph describing the

child’s performance and insight gained. If you did not administer informal reading assessments

then delete this section. Include a picture of your intervention, students’ work, etc. if applicable.

Reading Summary:

Write a detailed summary that provides an overview (gathered from evidence presented

on formal and informal writing assessments administered) of the child’s skills in writing.

Describe strengths and needs but make it a clear profile as if you were describing the child’s

skills to his/her parents in a meeting. Write it formally and professionally as well as be clear and

concise. No subtest names!

Writing

The Woodcock Johnson-III Tests of Achievement (WJ-Ach) is a standardized norm-

referenced measure of isolated writing skills such as spelling, writing speed, grammar, and

written expression. The student’s performance was compared to the performance of a nationally

representative sample of students in the same grade, producing a standard score. Six subtests on

the WJ-Ach were combined to create three overall writing cluster scores.









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Written Language: provided an overall measure of writing achievement, including spelling of single words and quality of expression. For this cluster Joey received a ----, which was ---.


Standard Score


Subtest 3: SpellingMeasured the ability to write orally presented words correctly.Subtest 6: Writing SamplesMeasured the ability to answer questions by writing sentences that gave specifically requested information.

Supplemental subtests to provide further information on these skills.Subtest 20: Spelling of Sounds

Measured Joey’s phonological and orthographic coding skills through spelling.

Subtest 22: Punctuation & Capitalization

Measured Joey’s ability to punctuate or capitalize items correctly.

Broad Written Language : provided another overall measure of writing achievement, including spelling of single words, fluency of production, quality of expression, and cognitive processing speed. For this cluster Joey received a ----, which was ---.


Standard Score


Subtest 3: Spelling Discussed previouslySubtest 6: Writing Samples Discussed previouslySubtest 11: Sentence Writing FluencyMeasured the ability to write complete, reasonable sentences within a 7-minute time limit. When presented with three words and a picture, The student wrote short sentences about the picture using the three words that were given.

Basic Writing Skills: provided a measure of basic writing skills in both isolated and contextually based formats including spelling of single words; and identifying and correcting errors in


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punctuation, capitalization, spelling, and word usage. He received a standard score of ---, which was ---.

Subtest Analysis of Performance Standard

Score( =100, S=15)

Interpretation

Subtest 3: Spelling Discussed previouslySubtest 14: EditingMeasured the ability to identify and correct errors in a written passage.

Written Expression: provided a complete measure of the ability to express oneself in writing including meaningful written expression and fluency, and cognitive processing speed. Joey received a ----, which was ---.


Standard Score


Subtest 6: Writing Samples Discussed previouslySubtest 11: Sentence Writing Fluency Discussed previously

The Test of Early Written Language-3 rd Edition (TEWL-3) is a standardized norm-

referenced test of early writing skills. The student’s performance is compared to a nationally

representative sample of students in his same grade, producing a standard score (average range =

85-115). The student is provided a booklet and directed to identify various writing elements

(letters, words, punctuation), write letters or words, and write in various formats such as a letter.

Describe items presented to him and his performance. Include a picture of his writing

sample such as that shown below (delete Ethan’s picture).


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Test of Early Written Language-3 (TEWL-3), Form A

Basic Writing Index Score( =100, S=15)

PercentileRank Interpretation

The Test of Written Language-4 (TOWL-4), Form B, was given to assess overall story

composition and writing mechanics. It was important to further explore his writing abilities in

more authentic writing situations. In contrast to the isolated skills measured by the Woodcock-

Johnson Tests of Achievement, the TOWL-4 simulated a classroom writing task in which the

child must combine various writing skills into a single performance such as brainstorming,

spelling, organization, creativity, sentence formation, and vocabulary.

Joey was given an example of a well written story and then was given 5-minutes to plan

and brainstorm his own story based on the picture he was given of a thunderstorm and its after

effects on a street with families outside their houses. After the 5-minute planning period, Joey

was asked to spend 15 minutes writing a story that corresponded to the picture he was shown.

Provide a description of his behaviors during the assessment as well as a description of his story

and a general analysis of performance.

Then, Joey’s story was scored based on his writing mechanics (Contextual Conventions)

and his story composition and content (Story Composition). These scores were then combined to

determine an overall score for the open-ended story writing (Spontaneous Writing Composite

Index).

Test of Written Language-4 (TOWL-4) Form B

Subtest Analysis of PerformanceScaled

Score (=100, S=15)

Interpretation

Contextual Conventions (CC)

Story Composition (SCo)

Combined Score

Standard Score (=100, S=15)

Interpretation

Spontaneous Writing


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Composite Index

The Writing Process Test - Form B, First Draft was administered to Joey to further

explore his writing abilities in more authentic writing situations, as well as to see how he would

analyze the strategies he used in writing. In contrast to the isolated skills measured by the

Woodcock-Johnson Tests of Achievement, the Writing Process Test simulated a classroom

writing task in which the child must combine various writing skills into a single performance

such as brainstorming, spelling, organization, creativity, sentence formation, and vocabulary.

First, he was provided with a writing prompt regarding writing a newspaper article about

what he would do with a million dollars and 5 minutes to brainstorm followed by 20 minutes to

write. Following, a set of questions asked Joey to analyze his writing development (specifically

Purpose and Focus, Audience, Vocabulary, Style and Tone, Support and Development, and

Organization and Coherence) and fluency (specifically Sentence Structure and Variety, Grammar

and Usage, Capitalization and Punctuation, and Spelling). A second set of questions asked Joey

to identify the strategies he used while writing. His scores and analysis of his writing were

compared to the rater’s (examiner) analysis and scoring of similar writing areas. This showed the

difference between how Joey thought he was doing and how the rater perceived his writing,

sometimes an important factor when supporting students in realistically reviewing and editing

one’s own work.

Writing Process Test (WPT) - Form B (Writer: Joey; Rater: Examiner)

FeatureScaled Score (

=10, S=3)

Interpretation Stanine Stanine Difference

Higher Stanine

DevelopmentPurpose & Focus, Audience, Vocabulary, Style & Tone, Support & Development, Organization & Coherence

Writer

Rater

FluencySentence Structure & Variety, Grammar & Usage, Capitalization & Punctuation, Spelling

Writer

Rater

Total Writer


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Rater

Self-reported writing strategies used on the WPT

The following strategies were checked by the student as used when writing a response to the prompt.

Dynamic Writing Assessment:

Write a paragraph for each informal assessment administered in writing. For each assessment,

identify the assessment and the author (if applicable), describe what was measured, describe

how it was administered and provide examples. Then write a paragraph describing the child’s

performance and insight gained. If you did not administer informal reading assessments then

delete this section. Include a picture of your intervention, students’ work, etc. if applicable.

Writing Summary:

Write a detailed summary that provides an overview (gathered from evidence presented on

formal and informal writing assessments administered) of the child’s skills in writing. Describe

strengths and needs but make it a clear profile as if you were describing the child’s skills to

his/her parents in a meeting. Write it formally and professionally as well as be clear and concise.

No subtest names!

Language

The Clinical Evaluation of Language Fundamentals-5 th Edition (CELF-5) consisted

of the administration of a variety of subtests that assessed both expressive (oral) and receptive

(comprehension) language, through semantics (word meanings), morphology and syntax (word

and sentence structure), and memory (recall and retrieval of spoken language). Joey’s

performance on these subtests was recorded, scored, and then interpreted according to his age,

10. The index scores derived within the CELF-5 provide information about a student’s general

performance abilities in the areas of core language, expressive language, and receptive language.

Review the tables below to make sure they accurately represent the scores you received for your

student. Make any changes/additions necessary such as adding a cluster area, adding subtests or

removing subtests, etc. There is no need to change the descriptions of subtests.




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SCALED SCORE: input the derived score achieved

INTERPRETATION: Write the interpretation of the derived score: above average, etc.

Use the normal curve to provide interpretations for parents.

Core Language Score : The Core Language score is typically used to make decisions about the presence or absence of a language disorder. For the Core Language Cluster, Joey received a standard score of ----, which was ----.

Subtest Analysis of Performance Scaled Score


Receptive Language Index : Measured listening skills and auditory comprehension. Joey received a standard score of --- and a percentile rank of ---, which were ----.

Subtest Analysis of Performance Scaled

Score (=10, S=3)

Interpretation

Expressive Language Index : Measured the ability to produce language. Joey received a standard score of --- and a percentile rank of ---, which were ----.

Subtest Analysis of Performance Scaled

Score (=10, S=3)

Interpretation


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Language Content Index: Measured the depth of vocabulary and ability to use words. Joey received a standard score of --- and a percentile rank of ---, which were -----.


Scaled Score (=10, S=3)

Interpretation

Discussed previously

Language Memory Index: Measured the ability to remember language. Joey received a standard score of --- and a percentile rank of ---, which were ---.


Scaled Score (=10, S=3)

Interpretation

Discussed previously

You will delete this table when finished. Use these test descriptions to compile your cluster tables for your child. Use the cover of the CELF protocol to compile tables for each cluster you achieved. Copy and paste these descriptions, then delete this table. If the test is repeated across clusters, in the second table it is mentioned, include only the name of the test (no description) and in analysis column write: Discussed previously.

Subtest

Sentence Comprehension (SC)Evaluated the student’s ability to interpret spoken sentences of increasing length and complexity, and to select pictures that illustrate the meaning of those sentences. Word Structure (WS)Measured the ability to apply word structure rules in spoken language such as selecting and applying the appropriate pronouns to refer to people, objects, and possessive relationships. Formulated Sentences (FS)Measured the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity (i.e., simple, compound, and complex sentences), using given words (e.g., car, if, because), and contextual constraints imposed by illustrations.Recalling Sentences (RS)Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax).Word Classes (WC)Measured the ability to understand relationships between words based on semantic class features, function, or place or time of occurrence. The child was asked to identify two words that were related in a series of 3 to 4 words.


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Following Directions (FD)Measured the ability to interpret spoken directions of increasing length and complexity, follow the order of familiar shapes with varying characteristics, and identify from among several choices the pictured object that was mentioned.Understanding Spoken Paragraphs (USP)Measured the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity while creating meaning from oral narratives. The child was asked to listen to a spoken paragraph and use critical thinking strategies to interpret beyond the given information, make inferences and predications, and recall main idea, facts and details.Semantic Relationships (SR)Measured the ability to interpret sentences that make comparisons, identify location or directions, specify time relationships, include serial order, or are expressed in a passive voice by choosing two options out of a series of four related to spoken sentence.Sentence Assembly (SA)Measured the ability to formulate grammatically acceptable and semantically meaningful sentences by manipulating and transforming given words and groups. The child was shown a set of words or phrases in mixed order and asked to create two sentences from these.Word Definitions (WD)Measured the ability to analyze words for their meaning and define words by relationship. The child was asked to give a detailed definition for words.

Describe your child’s performance overall on the CELF-5

Dynamic Language Assessment

For each assessment, identify the assessment and the author (if applicable), describe

what was measured, describe how it was administered and provide examples. Then write a

paragraph describing the child’s performance and insight gained. If you did not administer

informal reading assessments then delete this section. Include a picture of your intervention,

students’ work, etc. if applicable.

Language Summary:

Wirte a summary of the child's language skills by combining information learned from

informal assessments such as observations of testing behavior, parent/teacher information,

school observations with that learned from the CELF-4. Was any information from informal

assessments supported by the results of the CELF? Summarize skills- do not use subtest names.

Math

The Woodcock Johnson-IV Tests of Achievement (WJ-Ach). The WJ-Ach is a

standardized norm-referenced measure that combined individual math subtest scores to

determine overall performance in the areas of Broad Math, Math Calculation, and Math


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Reasoning. The student’s score was compared to a nationally representative sample of students

in his same grade and reported as standard scores.













Broad Mathematics: Measured overall math achievement including problem solving, computational skills, number facility, automaticity, and cognitive processing speed. Joey received a standard score of ---, which was ---.


Standard Score

( =100, S=15)

Interpretation

Subtest 2: Applied ProblemsRequired the child to solve math word problems mentally or by using pencil and paper.Subtest 5: CalculationMeasured the ability to perform mathematical computations in a written workbook.Subtest 10: Math Facts FluencyMeasured the ability to solve simple addition, subtraction, division, and multiplication problems under a time constraint.

Math Calculation Skills: Measured math computational skills (adding, subtracting, multiplying and dividing) and his ability to automatically solve basic math facts, and cognitive processing speed. Joey received a standard score of ---, which was ---.


Standard Score

( =100, S=15)

Interpretation

Subtest 5: Calculation Discussed previouslySubtest 10: Math Facts Fluency Discussed previously


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Math Problem Solving: A measure of overall ability to solve problems and apply information including reasoning, problem solving, analysis, and fluid reasoning. Joey received a standard score of ---, which was ---.


Standard Score

( =100, S=15)

Interpretation

Subtest 10: Applied Problems Discussed Previously

Subtest 13: Number Matrices Measured reasoning by requiring the child to solve for the missing number in a number grid. The student was shown a grid with a pattern of numbers and directly to solve for the missing number.

The Test of Early Mathematics Ability-3 rd edition (TEMA-3), Form A, is a

standardized norm-referenced math test, which measures early math skills and conceptual

understanding. The student’s performance was compared to students in his same grade on a

nationally representative sample of individuals, reported as a standard score. This test was

comprised of a single subtest that presented him with various concepts of increasing difficulty

including counting, numeral identification, and computation concepts (addition, subtraction).

Joey’s standard Math Ability Score was ---, which was ---.

Joey was able to complete the following math tasks:

He was, however, unable to complete the following math tasks:

Include a sample of his math performance, if applicable. For example: Below is an example of

an item that directed him to write the numerals 13 and 97.


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Test of Early Mathematics Ability-3 rd edition (TEMA-3), Form A

Math Ability Standard Score

( =100, S=15)


The KeyMath-3 Form ??? is a comprehensive standardized norm-referenced measure of

mathematical concepts and skills. There were 10 tests administered to Joey in three

mathematical clusters: Basic Concepts, Operations, and Applications. His performance was

recorded, scored, and interpreted according to his grade (7th grade, Spring).


ANALYSIS of PERFORMANCE: In the this section, if it is an area of strength, area of need or

there is informal information pertinent to that subtest, open it with a sentence(s) that describes

the child’s performance. For example, if your child struggled with a certain subtest, write a

sentence in the interpretation column that addresses this (e.g., Joey struggled with this task as he

often …). Also, add examples in this section below that are important to how your child

performed on the test such as ones that reflect a pattern of errors/difficulties in an area of



SCALED SCORE: input the derived score achieved



Basic Concepts: Assessed basic procedural and computation skills with essential math concepts that correspond to the five NCTM (National Council on Teaching Mathematics) content standards. His overall standard score was ---, which was ---.


Scaled Score


Subtest 1: NumerationExamined overall number sense related to early number awareness, place value, fractions, decimals and percentages. Subtest 2:AlgebraMeasured knowledge of early algebraic concepts (i.e., patterns) and algebraic uses of numbers and geometry. Subtest 3: Geometry


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Measured the ability to analyze, describe, compare, and classify shapes based on spatial relationships, symmetry, angles, and lines. Subtest 4: MeasurementExplored measurement skills such as comparing objects, understanding standard units, time and money. Subtest 5: Data Analysis & ProbabilityMeasured the ability to collect, display and interpret data. The items also covered concepts such as chance and probability.

Operations: Measured written and mental computation skills with regard to addition, subtraction, multiplication and division. Joey’s overall standard score was ---, which was ---.


Scaled Score


Subtest 6: Mental Computation & EstimationMeasured the ability to quickly and accurately mentally compute answers to math problems ranging from basic computation to fractions and percentages.Subtest 7: Addition & SubtractionA written test of addition and subtraction facts to explore procedural errors including single digits, mixed numbers, fractions, decimals and integers. Subtest 8: Multiplication & Division A written test to explore procedures when multiplying and dividing whole and rational numbers, including fractions, decimals and integers.

Applications: Explored the ability to apply conceptual knowledge and operational skills (add, subtract, multiple, & divide) to solve math problems. Joey received a standard score of ---, which was ---.


Scaled Score


Subtest 9: Foundations of Problem SolvingAssessed “readiness” for applied problem solving by requiring the student to identify the necessary elements, operations and strategies required to solve problems.Subtest 10: Applied Problem SolvingMeasured the ability to interpret problems in a given context and apply the appropriate mathematical skills and concepts to solve the problem. The student was encouraged to use paper and pencil and a calculator.


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Dynamic Math Assessment:

Write a paragraph for each informal assessment administered in math. For each

assessment, identify the assessment and the author (if applicable), describe what was measured,

describe how it was administered and provide examples. Then write a paragraph describing the

child’s performance and insight gained. If you did not administer informal reading assessments

then delete this section. Include a picture of your intervention, students’ work, etc. if applicable.

Math Summary:

Write a detailed summary that provides an overview (gathered from evidence presented

on formal and informal math assessments administered) of the child’s skills in math. Describe

strengths and needs but make it a clear profile as if you were describing the child’s skills to

his/her parents in a meeting. Write it formally and professionally as well as be clear and concise.

Processing in Classroom Tasks

The Slingerland Screening Tests for Identifying Children with Specific Language

Disability- Form D is a criterion-referenced test that was administered in order to assess

processing abilities in tasks that were common to typical classroom activities. The purpose of the

Slingerland Screening Tests is “to identify those students in a group who show potential

language learning disabilities as well as those with evidence of current specific language

learning disabilities, or dyslexia” as well as to identify students’ probable visual, auditory and

kinesthetic strengths and weaknesses as well as examines the integration between these

modalities.

Complete the table below. There is no need to change the descriptions of subtests.








purposeful with what you include. Finally, report all types of errors such as inversions,

reversals. Etc.


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ACCURACY: fill in number correct out of the total & percentage correct

BELOW ARE THE VARIOUS TALBES THAT ADDRESS EACH FORM. DELETE THE FORMS

THAT DON’T APPLY TO YOUR CHILD AND FILL IN THE APPROPRIATE COLUMNS.

Pre-Screening Form:

Subtest Description Analysis of Performance Accuracy

Subtest 1:Visual Stimulus(V-V: Visual Perception-Visual Association)

Measured Joey’s ability to visually perceive a letter or letters and scan and discriminate a set of 4 choices to find the match in that row.

Describe performance and any errors in these section (be specific re: reversals, poor formations, etc.)

Report number correct/total and percent correct.

Subtest 2:Visual Stimulus(V-V: Visual Perception-Visual Association)

Similar to Test 1, however, Joey was required to perceive words and discriminate between 4 choices to find the match.

Subtest 3: Visual Stimulus(V-V: Visual Perception & Memory-Visual Association)

This task required Joey to remember what was briefly presented to him on a card (shapes and letter(s)) and discriminate between 4 similar choices to find what he saw.

Subtest 4:Visual Stimulus(V-K-m: Visual Perception-Kinesthetic Association with Motor Response for Copying from Near Point)

Joey was expected to draw what he saw (shapes, letters, numbers) on the paper in the corresponding blank box. This required visual discrimination and fine motor skills.

Subtest 5:Auditory Stimulus(A-V: Auditory Perception with Short Recall- Visual Association)

While looking at a row of 3 similar pictures, Joey was directed to mark the picture that was orally described to him.

Subtest 6: Auditory Stimulus(A-V: Auditory Perception-Visual Discrimination: Symbol level)

Joey heard the examiner say a letter of the alphabet then was directed to reveal a set of 4 letters and mark the letter he remembered.

Subtest 7: Visual Stimulus(V-V-K-m: Visual Perception & Memory-Kinesthetic Association with Kinesthetic-motor Response)

First, Joey was required to number the 10 boxes. Then, he was shown a card with a picture for 6 seconds, waited 6-10 seconds and then was directed to draw the picture he remembered seeing.

Subtest 8: Required Joey to hear a brief


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Auditory Stimulus(A-V: Auditory Perception with Comprehension- Visual Association: Picture-Object level)

story, wait, then reveal a set of 3 pictures and mark the picture that represented the story. This required auditory perception with comprehension and recall.

Subtest 9:Visual Stimulus(V-K-m: Visual Perception-Kinesthetic Association for Copying from Far Point)

Similar to Test 4, Joey was expected to copy shapes and letters, however, this task required him to copy from a chart on the wall.

Subtest 10:Auditory Stimulus(A-A: Auditory Perception-Auditory Discrimination with Specific Motor Response to show Discrimination)

This was a phonological awareness task that required Joey to hear a series of 3 words and indicate whether or not the words were the same. This required Joey to discriminate between sounds he heard.

Subtest 11: Auditory Stimulus(A-V-K-m: Auditory Perception-Visual Discrimination & Association @ Symbol Level Linked with Kinesthetic-motor)

Similar to Test 6 in that Joey heard the examiner say a letter, however, this time Joey saw a set of 3 letters (to aid in recall) and then was required to write the letter he heard.

Subtest 12:Auditory Stimulus(A-V: Auditory Perception & Discrimination-Visual Association @ Picture-Object level with Simple Motor Response)

Measured an aspect of phonemic awareness. Joey was shown a set of 3 pictures, given the names of the pictures and then instructed to mark the picture that began with a particular sound (initial sound).

FORMS: A-C


VISUAL TASKSSubtest 1:Copying: Distance Copying

Measured visual perception in association with a kinesthetic-motor response. Given a 10 minute time limit, Joey copied a short story hanging on the wall, with little emphasis on memory.



Subtest 2:Copying: Near Point Copying

Measured visual perception in association with a kinesthetic-motor response. Given 5 minutes, Joey was required to copy words from models presented on his testing booklet, with little emphasis on memory.


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Subtest 3: V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words to Joey in his test booklet and required him to match the first word in the set with the same word in the list below.

Subtest 4:V-P Visual Perception Matching: Recognition Task

Visual perception and memory are required to match one item to another item that must be visually discriminated from among several choices. Joey was briefly shown a card containing a word, group of letters or numbers for 5 seconds. After 10 seconds, Joey was instructed to flip his test booklet over and underline what he just saw (a recognition task).

Subtest 5:V-P-M-KVisual Perception & Memory linked to a Written Response: Recall Task

Evaluated Joey’s visual functioning, memory and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and a phrase. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKSSubtest 6: A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured Joey’s ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard (a recall task).

Subtest 7: Phoneme-Grapheme Association with a Written Response

Measured Joey’s auditory perception and discrimination between words that sounded very much alike. This test required Joey to distinguish between initial and final consonant sounds between 2 words.

Subtest 8: A-P-DAuditory Perception & Discrimination: Recognition

Evaluated Joey’s auditory perception and memory. In this test, Joey was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or


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Task five similar choices (a recognition task).

FORM D:







Measured visual perception in association with a kinesthetic-motor response. Given 4 minutes, Joey was required to copy words from models presented on his testing booklet, with little emphasis on memory.

Subtest 3: V-P-MVisual Perception & Memory

Measured visual perception and memory of words and groups of letter and numbers with brief exposure and time in between for a distraction. The student was briefly shown a card containing a word, group of letters, or group of numbers for 5 seconds. After 10 seconds, the student was instructed to flip the booklet over and cirlce what was just seen (a recognition task).

Subtest 4:V-P Visual Perception Matching: Recognition Task

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 8 lists of words to Joey in his test booklet and required him to match the first word in the set with the same word in the list below.


Evaluated Joey’s visual functioning and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and a phrase. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKS


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Subtest 6: A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured Joey’s ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard.

Subtest 7: Phoneme-Grapheme Association with a Written Response

Measured Joey’s auditory perception and discrimination between words that sounded very much alike. This test required Joey to distinguish between initial and final consonant sounds, as well as medial vowel sounds between 2 words.

Subtest 8: A-P-DAuditory Perception & Discrimination: Recognition Task

Evaluated Joey’s auditory perception, memory, and visual association. In this test, Joey was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among five similar choices.

Subtest 9: Auditory Perception & Individual Orientation

Measured Joey’s ability to follow oral directions as well as recall and write personal information (i.e., name, school, address, etc.).

JR. HIGH FORM:







Measured visual perception in association with a kinesthetic-motor response. Given 3 minutes, Joey was required to copy 12 words presented in his test booklet, with little emphasis on memory.

Subtest 3: V-P-D

This matching test required visual perception of symbol and letter


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Visual Perception & Discrimination: Recognition Task

sequences as well as memory. It presented 6 lists of words to Joey in his test booklet and required him to match the first word in the set with the same word in the list below.

Subtest 4:V-DVisual Discrimination

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words in the booklet and required the student to match the first word in the set with the same word in the list below.


Evaluated Joey’s visual functioning, memory and motor performance. Joey was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and phrases. After a 10 second pause, Joey was instructed to flip his test booklet over and draw/write what he just saw (a recall task).

AUDITORY TASKSSubtest 6: A-DAuditory Discrimination of words

A phonemic awareness task, which measured Joey’s auditory perception and discrimination of words. This test required Joey to hear a set of two words, determine if they were the same or different and indicate this in his booklet.

Subtest 7: A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

Measured the ability to memorize phrases or number groups by only hearing them orally spoken. These were presented and after 10 seconds, Joey was instructed to turn his test booklet over and write exactly what he just heard (a recall task).

Subtest 8: A-P-DAuditory Perception & Discrimination: Recognition Task

Evaluated auditory perception, memory, and visual association. In this test, the student was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or five similar choices.

Subtest 9: Listening Comprehension

Measured how much factual information Joey can recall correctly after a short paragraph was read


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Simulated lecture and note-taking

aloud. The paragraph was read only once and Joey was given 10 minutes to perform.

Subtest 10: Spelling test-Auditory to Motor

This simulated spelling test measured Joey’s ability to hear a word dictated then write the word, as he heard it.

HIGH SCHOOL FORM:


Subtest 1:Visual to Kinesthetic-Motor (distance copying)




Subtest 2:Visual to Kinesthetic-Motor (near point copying)

Measured visual perception in association with a kinesthetic-motor response. Given 5 minutes, the student was required to copy an outline from a model presented in the booklet, with little emphasis on memory.

Subtest 3: Visual Perception & Memory

Measured visual perception and memory of words and groups of letter and numbers with brief exposure and time in between for a distraction. The student was briefly shown a card containing a word, group of letters, or group of numbers for 5 seconds. After 10 seconds, the student was instructed to flip the booklet over and underline what was just seen (a recognition task).

Subtest 4:Visual Discrimination

This matching test required visual perception of symbol and letter sequences as well as memory. It presented 6 lists of words in the booklet and required the student to match the first word in the set with the same word in the list below.

Subtest 5:Visual Perception & Memory to Kinesthetic-Motor

Evaluated visual functioning, memory and motor performance. The student was exposed to various stimuli on cards for 5 seconds, which consisted of words, letter and number groups, geometric forms, and phrases. After a 10 second


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J. Shmidt 10/2015

pause, the student was instructed to flip the booklet over and draw/write what was just seen (a recall task).

AUDITORY TASKSSubtest 6: Auditory to Visual-Kinesthetic: Auditory memory & recall task

Measured the ability to memorize a phrase or number group by only hearing them orally spoken. These were presented and after 10 seconds, the student was instructed to turn the test booklet over and write exactly what was just heard (a recall task).

Subtest 7: Auditory to Visual-KinestheticSound/Symbol association (phonics task)

A phonics task, which measured auditory perception and discrimination of beginning, middle vowel and ending sounds. This test required the studnet to hear a word and write the requested letter(s) associated with the sound.

Subtest 8: Auditory to VisualAuditory memory & recognition task

Evaluated auditory perception, memory, and visual association. In this test, the student was required to listen to a dictated word or series of letters or numbers, remember them for a brief period, and then locate that exact word or series among four or five similar choices.

Subtest 9: Listening Comprehension & Note-taking: Simulated Class Lecture

Measured how much factual information the student can recall correctly after a short paragraph was read aloud. The paragraph was read only once and the student was given 10 minutes to perform.

Subtest 10: Auditory to Kinesthetic: Spelling test

This simulated spelling test measured the ability to hear a word dictated then write the word, as it was heard.

Summarize your child’s performance on the Slingerland

The Quick Smart Profile for Kids is an informal multiple intelligence scale that

measures how children view their own self-image, interests (likes and dislikes), and strengths.

The student was required to answer a variety of questions about how he typically behaves and

chooses to interpret the world around him. The test consists of 64 multiple-choice questions each

worth one point. The points were counted in each category depending on Joey’s answer

selection. Joey scored the highest in ___ and lowest in ____. This test indicates that, for the

most part, Joey was …


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J. Shmidt 10/2015

Put the below intelligences in the correct order according to your student’s results.

The Quick Smart Profile for KidsMultiple Intelligence Scale

Intelligence Area Description

Self-report Ranking(listed from strongest to

weakest)

SpatialYour orientation toward the physical world of observable "things":

paying attention to landscape, maps, photographs, fashion, graphs, spatial games, movies, etc

Physical Understanding & expressing with your body: acting, dancing, sports or games.

Interpersonal

Your understanding of other peoples' feelings, desires and ideas: mediation, diplomacy, collaboration, group process, leading

others & friendship.

LogicalHow you organize and reason: organization of drawers, office, and

systems of knowledge; your reasoning in logical games and puzzles, computers & science.

LinguisticYour understanding and expression of verbal language, especially words, stories, sounds, meaning, spelling and grammar: making

verbal notes, reading, writing, playing with language, making speeches, etc.

Quantitative

Your orientation toward numbers and the symbolic representation of quantity: calculation, using mathematical rule systems such as

algebra, familiarity with such relations as proportions (as in cooking, figuring out the price of items on sale), ratios and

equivalencies; the use of proofs as a way to solve problems.Intrapers

onalYour understanding and expression of yourself: self-reflection,

solitude, working alone, leading others through example, pursuit of personal growth.

MusicalYour understanding and use of melodic and harmonic sounds as they unfold across time: songs and musical rhythms, styles and

themes.

The School Motivation and Learning Strategies Inventory (SMALSI) is a

standardized norm-referenced self-report inventory designed to assess 10 primary constructs

associated with academic motivation and learning and study strategies, 7 of which focus on

student strengths and 3 of which focus on student liabilities. The student’s scores were compared

to a nationally representative sample of students of the same age and reported as T-scores.

The following guide will assist in interpretation of the SMALSI T-scores:

T-Scores:

……..……..………30………….….40……....…50……….....60..……….…….70………...........Strength Inadequately Below Average Very Well Extremely well Scales Developed Average Developed Developed


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J. Shmidt 10/2015

Liability Minimally Less No More Moderately ExtremelyScales Problematic Problematic Problematic Problematic Problematic

SMALSI- School Motivation and Learning Strategies InventoryA norm-referenced self-report questionnaire completed by the student.

Category T-Score( =50, S=10) Interpretation

Student Strength ScalesLow scores indicate areas of concern as the student reports lacking these skills or strategies.

STUDY Study Strategies: selecting important information, relating new to previously learned information, memory strategies for encodingNOTE Note-taking/Listening Skills: discriminating important material when taking notes, organizing notes, efficiency in note taking.READ Reading/Comprehension Strategies: previewing, monitoring, and reviewing texts, including self-testing, to ensure understanding.WRITEWriting/Research Skills: researching topics in a variety of ways, organizing writing projects, monitoring and self-checking for errorsTEST Test-Taking Strategies: increasing efficiency in test taking, including eliminating unlikely answers and strategic guessing.TIM/ORG Time Management: effective use of time to complete assignments, understanding of time needed for academic tasks.Organizational Techniques: organizing class and study materials, structuring assignments including homework and other projects.

Student Liability ScalesHigh scores indicate areas of concern as the student reports high levels in that area.

LOMOT Low Academic Motivation: lack of intrinsic motivation to engage and succeed in academic tasks.TANX Test Anxiety: student’s experience of debilitating symptoms of test anxiety, lowered performance on tests due to excessive worry.CONFID Concentration/Attention Difficulties: difficulty attending to lectures and other academic tasks, monitoring and adjusting attention to performance, concentrating and avoiding distractions.

Categories in which Joey indicated concerns on the SMALSI

Category Common Characteristics Example of Items of concern

Processing in Classroom Tasks Summary:


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J. Shmidt 10/2015

Provide a summary of his skills evidenced by the Slingerland subtests and QuickSmart.

Use the Slingerland manual to draw conclusions about what types of tasks s/he performs well on

and/or struggles with. Again, do not report subtest names/skills but rather bring all the

information together into a single picture of his/her performance.

AFFECTThe Conners Rating Scales-3 rd Edition: Long Version was completed by Joey, his

mother, and his father. Each individual answered a variety of questions that addressed Joey’s

attention and behavior as exhibited within the educational and home settings. The results of these

questionnaires revealed concerns in the following areas:…

Note: Scores that are in bold in the chart are in either the “Elevated” or “Very Elevated” Categories.

Conners-3 Rating Scale(Parent, Teacher [Math & Homeroom/Social Studies Teachers] & Self-Report forms)

High scores indicate areas of concern.

CategoryT-Score & Interpretation

Mother Math Teacher

HomeroomTeacher Joey

Inattention 67Elevated

Hyperactivity-ImpulsivityLearning ProblemsExecutive FunctioningAggressionPeer RelationsDSM-IV-TR: ADHD InattentiveDSM-IV-TR: ADHD Hyperactive-ImpulsiveDSM-IV-TR: Conduct DisorderDSM-IV-TR: Oppositional Defiant DisorderConners 3 Global Index: Total

Indicate here any criteria met for DSM categories. For example:While both Joey’s and his father’s responses revealed elevated scores for ADHD Inattentive, based on the DSM-IV Symptom Counts, he did not meet the specific eligibility criteria for the disability.

Fill in and/or create columns for the forms of the Connors administered to your student.

Categories in which Joey seemed to be exhibiting behaviors that fell within the Elevated or Very Elevated range

Category Common Characteristics of high scores in the Category Example of Items in this Category


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J. Shmidt 10/2015

Type in specific items from the questionnaires. For example: Joey’s father responded “very much true” for the following items:

Social Skills

The Social Skills Improvement System (SSIS) Rating Scales provides a broad,

multirater assessment of student social behaviors that can affect teacher-student relations, peer

acceptance, and academic performance. The SSIS uses teacher, parent, and student rating scales

to sample the three domains of Social Skills, Problem Behaviors, and Academic Competence

with 12 subscales within these further examining specific skills. It documented the perceived

frequency and importance of behaviors influencing the student’s development of social

competence and adaptive functioning at school and home. The Social Skills and Problem

Behaviors Scales represent specific behaviors (i.e. fights with others, acts impulsive, etc.) and are

rated by Fewer, Average, and More which can be interpreted as referring to amounts, or

frequencies, of behavior.

The SSIS was completed by Joey’s mother, babysitter, and kindergarten teacher in order

to get a range of perspectives on Joey’s social skills. Scores on the SSIS in the Social Skills

domain of below average indicated that Joey exhibited less social skills, behaviors or academic

competence than the average student. Average scores refer to the behaviors, social skills or

academic competence the average sample exhibited. Above average scores indicated that the

student has more positive social skills than their peers. In the Problem Behavior domain, scores

that are above average indicated that the student had more maladaptive behavior when compared

to his/her peers.

Social Skills Improvement System (SSIS)(Teacher, Parent & Student Forms)

High scores indicate areas of concern.Social Skills Subscales

Domain Raw Score & Behavior Level (Subscale Scores)

Teacher Mother StudentCommunicationturn taking, eye contact during a conversation, and being polite by saying please and thank-you

18More


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J. Shmidt 10/2015

Cooperationhelping others, sharing materials, and complying with rules and directionsAssertioninitiating behaviors, such as asking others for information, introducing oneself, and responding to the actions of othersResponsibilityregard for property or work, and the ability to communicate with adultsEmpathyconcern and respect for others’ feeling and viewpointsEngagementjoining activities with others, initiating conversations, and making friendsSelf-Controlresponding appropriately to teasingTOTAL SOCIAL SKILLS SCALE (Standard

Score) Average

Problem Behavior SubscalesExternalizingverbal or physical aggression, failure to control temper, and arguingBullyingforces others to do something, physically or emotionally hurts others, or excludes people purposefullyHyperactivity/Inattentionexcessive moving, having impulsive reactions, and becoming easily distractedInternalizinganxiousness, feelings of sadness or loneliness, and poor self-esteemAutism Spectruminteracting poorly with others, making odd gestures, and having nonfunctional routines

NA

TOTAL PROBLEM BEHAVIOR SCALE(Standard Score)

ACADEMIC COMPETENCE SCALE(Standard Score)

NA NA

Categories in which Joey seemed to be exhibiting behaviors of concern on the SSIS

Category Common Characteristics Example of Items in this Category


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J. Shmidt 10/2015

Fill in and/or create columns for the forms of the SSIS that were administered to your

student. Provide a summary of his social skills evidenced by the SSIS. Look across rating scales

to determine strengths and areas of concern. Again, do not report subtest names/skills but rather

bring all the information together into a single picture of his/her performance.

Self-Concept

The Piers-Harris 2 Self-Concept Scale was administered to determine how the student viewed oneself. Based on Joey's own perceptions rather than the observations of parents or teachers, the Piers-Harris 2 assessed self-concept in individuals ages 7 to 18. It was composed of 60 yes/no items covering six subscales: physical appearance and attributes, intellectual and school status, happiness and satisfaction, freedom from anxiety, behavioral adjustment, and popularity. The resulting total score reflected how Joey perceived himself overall, while scores for each separate subscale provided details that allowed for more in-depth interpretation.

Piers-Harris Children’s Self-Concept Scale, 2nd EditionCompleted by the student

Low scores indicate areas of concern while high scores indicate high self-concept.

Domains T-Score InterpretationTotal (TOT)Behavioral Adjustment (BEH)Intellectual and School Status (INT)Physical Appearance and Attributes (PHY)Freedom From Anxiety (FRE)Popularity (POP)Happiness and Satisfaction (HAP)

Categories in which Joey indicated possible concerns on the Piers-Harris-2Category Common Characteristics Example of Items in this Category

Self-Determination


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J. Shmidt 10/2015

The ARC’s Self-Determination Scale-Adolescent Version by Wehmeyer and

Kelchner (1995) is a norm-referenced assessment that provides information reported by

the student on that individual’s strengths and limitations in the area of self-determination.

Self-determination is defined as “acting as the primary causal agent in one’s life and

making choices and decisions regarding one’s quality of life free from undue external

influence or interference” and “an act or event is self-determined if the individual’s actions

reflect four essential characteristics : (1) the individual acts autonomously; (2) the behaviors

are self-regulated; (3) the person initiates and responds to event(s) in a ‘psychologically

empowered’ manner; and (4) the person acts in a self-realizing manner” (manual, p. 7).

The purpose of the ARC’s Self-Determination Scale is to provide an easy-to-use tool to

assess and develop strategies for improving a student's level of self-determination. The

scale examines the concepts of Autonomy, Self-Regulation, Psychological Empowerment,

and Self-Realization. The scale can be used to realize an individual’s areas of strengths and

needs, thereby developing a plan to increase a student's self-determination.

The ARC’s Self-Determination Scale(Student Self-Report form)

Category Analysis of Performance Percentile Rank Interpretation

AUTONOMYThe student was asked to answer a series of questions examining his independence and choices in different aspects of his/her life. The questions required the student to answer each question with the BEST statement that tells how s/her would act in that particular situation: I do not even if I have the chance; I do sometimes when I have the chance; I do most of the time I have the chance; I do every time I have the chance). 1A. Independent: Self-Care

With regard to Routine personal care and family oriented functions, Joey indicated that he…

1B. Independent: Community With regard to interactions with the environment, he…

1C. Choice: Leisure

With regard to acting on the basis of preferences, beliefs, interests and abilities during recreational and

leisure time, he…

1D. Choice: Community

When acting on the basis of preferences, beliefs, interests, and abilities for community involvement and

interactions, he…1E. Choice: Post-School

When acting on the basis of preferences, beliefs, interests, and abilities for post-school directions, he…

1F. Choice: PersonalWhen acting on the basis of preferences, beliefs,

interests, and abilities for personal expression, he…


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J. Shmidt 10/2015

SELF-REGULATIONTo explore the student’s ability to solve problems, s/he was presented with a scenario that identified the beginning and end of the ‘story’. The student was then instructed to fill in the middle part of the story in order to connect the beginning and end of the story. Then to examine the ability to set goals, the student was asked three separate questions about his/her plans for the future and how to meet those goals.2A. Self-Regulation: Problem Solving

With regard to interpersonal cognitive problem-solving, Joey…

2B. Self-Regulation: Goal Setting

When responding to questions about his future plans, Joey…

PSYCHOLOGICAL EMPOWERMENTTo examine the student’s perceived control over his/her life with regard to cognition (personal efficacy), personality (locus of control), and motivation, the student was directed to check the BEST answer that described him/her. For each item, s/he was presented with two options. 3. Psychological Empowerment Joey’s responses revealed…

SELF-REALIZATIONTo determine the student’s level of understanding of his/her strengths and limitations as well as ability to capitalize on said strengths, the student was instructed to indicate if s/her “agrees” or “disagrees”.

4. Self-Realization Based on his responses, Joey was…

SELF-DETERMINATION TOTAL SCORE

Affect summary:

Provide a summary of overall affect area. Look across assessments to determine

strengths and areas of concern. Again, do not report subtest names/skills but rather bring all the

information together into a single picture of his/her performance.

SUMMARY

Joey was a seventh grade boy who…

Open the summary with a paragraph or two that describes the child, the reason for the

assessment, parent/teacher concerns and overall descriptions of strengths and needs. If the child

fits a specific profile indicate it here and then go more in-depth in the needs section.

Strengths


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J. Shmidt 10/2015

This section should be written in paragraph form outlining your student’s strengths as presented

during class presentations. Open this section with an OVERALL summary paragraph of your

child’s strengths across ALL areas. Pick out the most important areas that provide a clear case.

It’s nice to begin the summary with statements addressing affect within the initial paragraph in

addition to a sentence or two stating OVERALL strengths, then lead into the various other skills.

Write a paragraph for each skill that was addressed in the ‘overall’ summary. Start each

paragraph with a topic sentence that introduces that skill and then explain further any

supporting skills and possible examples. Make this jargon free and write it formally but as if you

were explaining it to his/her parent. Make it simple, concise but provide enough information and

evidence to support your “case”. No individual subtest names or scores should be reported in

this section but tests can be referenced as evidence for discovered abilities.

Needs

Same as for strengths.

If there is an over-arching skill/deficit that affects the child’s performance in all areas, then

address this. If the child fits a specific profile then specifically state this (e.g., “based on Joey’s

difficulties with attention and remaining on task, which affected his ability to perform across a

variety of tasks, Joey appears to fit the profile of a child with ADHD. Additionally, he also had

difficulties with…”). Also, be sure not to claim causality or actual certainty because we don’t

ever know for sure the ultimate cause of certain difficulties. Therefore, use such wording when

drawing conclusions: appears to, seems to, may, possible, etc.

RECOMMENDATIONS

The following recommendations are divided into three sections: (1) Home (2) School and

(3) Student. All were designed to assist Joey with his areas of need and to enhance his strengths.

Recommendations are written in an organized bulleted format and usually include at least ten

(usually between 10-20) recommendations per section or area of need: e.g. reading, writing,

math. Recommendations should stem from an examination of the student’s strengths and needs-

use the strengths to support his/her needs. Separate recommendations into subheadings that

group similar rec’s together (e.g., GENERAL, MATH, ATTENTION, etc.). Make these

subheadings match your child’s needs. Each recommendation should begin with a verb as these

are directives (i.e. Use word walls in order to aid students' spelling and vocabulary development

or Help Joey maintain a system…). In addition to stating the specific recommendation, explain


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J. Shmidt 10/2015

how this would help the child. Then provide specific examples and create an appropriate

appendix with examples and resources, which is referred to in that recommendation. BE

thoughtful!!! Also, check for correct punctuation and complete sentences. As a general guide,

you are writing what the recommendation is, why it will help, and an example or explanation.

HOME

General:

1.

Organization:

2.

SCHOOL

The following are a set of recommendations suitable for Joey’s specific needs, especially

in the areas of ….. Although he may already be receiving some of these, they are listed here

because they would be helpful.

General:

1.

JOEY

Write this section directly to the student. For example, “Joey, use your daily assignment notebook to help you remember your daily homework”.

General:

1.

Report Prepared By:

__________________________________ __________________________________Your Name, Your Current Degree (BA or BS) Your Name, Your Current Degree (BA or BS)Graduate Student Intern Graduate Student Intern

__________________________________ ____________________________Kary Zarate, M.Ed Norma A. Lopez-Reyna, Ph.D.Instructor, UIC Assessment Clinic Director, UIC Assessment Clinic


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J. Shmidt 10/2015

Appendix of Standardized Test ScoresJoey Shmidt, 14 years old, 7th grade

Woodcock-Johnson IV Test of Cognitive Abilities (WJ-IV Cog)A norm-referenced measure of cognitive processing abilities.

Test Number Test Name

StandardScore

( =100, S=15)


1 Oral Vocabulary 2 Number Series3 Verbal Attention4 Letter-Pattern Matching5 Phonological Processing6 Story Recall7 Visualization8 General Information9 Concept Formation10 Numbers Reversed11 Number-Pattern Matching12 Nonword Repetition13 Visual-Auditory Learning14 Picture Recognition15 Analysis-Synthesis16 Object-Number Sequencing17 Pair Cancellation18 Memory for Words

CLUSTER SCORESCOMPREHENSION-KNOWLEDGE Subtests 1, 8

FLUID REASONING Subtests 2, 9, 15 SHORT-TERM WORKING MEMORY Subtests 3, 10, 16, 18

COGNITIVE PROCESSING SPEED Subtests 4, 17, 11

AUDITORY PROCESSING Subtests 5, 12

LONG-TERM RETRIEVAL Subtests 6, 13

VISUAL PROCESSING Subtests 7, 14

PERCEPTUAL SPEED Subtests 4, 11

QUANTITATIVE REASONING Subtests 2, 15 NUMBER FACILITY Subtests 10, 11 COGNITIVE EFFICIENCY Subtests 4, 10, 3, 11


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J. Shmidt 10/2015

Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form AA norm-referenced measure of isolated academic skills.

Test Number CLUSTER/Subtest Name

StandardScore

( =100, S=15)


ReadingREADING Subtests 1, 4

BROAD READING Subtests 1, 4, 9

BASIC READING SKILLS Subtests 1, 7

READING COMPREHENSION-EXTENDED Subtests 4, 12, 17

READING FLUENCY Subtests 8, 9

READING RATE Subtests 9, 15

1 Letter – Word Identification4 Passage Comprehension7 Word Attack8 Oral Reading9 Sentence Reading Fluency12 Reading Recall15 Word Reading Fluency17 Reading Vocabulary

WritingWRITTEN LANGUAGE Subtests 3, 6

BROAD WRITTEN LANGUAGE Subtests 3, 6, 11

BASIC WRITING SKILLS Subtests 3, 14

WRITTEN EXPRESSION Subtests 6, 11

3 Spelling6 Writing Samples11 Sentence Writing Fluency14 Editing

MathBROAD MATHEMATICS Subtests 2, 5, 10

MATH CALCULATION SKILLS Subtests 5, 10

MATH PROBLEM SOLVING Subtests2, 13

2 Applied Problems5 Calculation10 Math Facts Fluency13 Number Matrices


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J. Shmidt 10/2015

KeyMath™-3 Diagnostic Assessment, Form A (KeyMath)A norm-referenced measure of math skills.

Test number Subtest/ CLUSTER

ScaledScore

( =10, S=3)

Standard Score


1 Numeration ---2 Algebra ---3 Geometry ---4 Measurement ---5 Data Analysis and Probability ---BASIC CONCEPTS CLUSTER Subtests 1, 2, 3, 4, 5

---

6 Mental Computation & Estimation ---7 Addition and Subtraction8 Multiplication and DivisionOPERATIONS CLUSTER Subtests 6, 7, 8

9 Foundations of Problem Solving ---10 Applied Problem Solving ---APPLICATIONS CLUSTER Subtests 9, 10

---

Clinical Evaluation of Language Fundamentals- 5 th Edition (CELF – 5)A norm-referenced measure of receptive & expressive language skills.

Test Name Scaled Score( =10, S=3)

Interpretation

Sentence Comprehension

Linguistic Concepts

Word Structure

Recalling SentencesFormulated SentencesWord Classes Following DirectionsUnderstanding Spoken ParagraphsWord DefinitionsSentence AssemblySemantic Relationships

CORE & INDEX SCORES(Standard Score =100, S=15)

Score Standard Percentile Interpretation


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J. Shmidt 10/2015

Score RankCORE LANGUAGE SCORE Subtests WC, FS, RS, USP, SR

RECEPTIVE LANGUAGE INDEX Subtests WC, FD, USP, SR

EXPRESSIVE LANGUAGE INDEX Subtests FS, RS, SA

LANGUAGE CONTENT INDEX LANGAUGE MEMORY INDEXLANGAUGE STRUCTURE INDEX

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Form A, B & C

Test Number Test Name Number

Correct Total Accuracy

VISUAL TASKS1 Copying: Distance Copying % correct2 Copying: Near Point Copying % correct

3 V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

% correct

4 V-P Visual Perception Matching: Recognition Task

% correct

5V-P-M-KVisual Perception & Memory linked to a Written Response: Recall Task

% correct

AUDITORY TASKS

6

A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

- Letters- Numbers- Spelling

% correct% correct% correct

7

Phoneme-Grapheme Association with a Written Response

- beginning sounds- middle sounds- ending sounds


8 A-P-DAuditory Perception & Discrimination: Recognition Task

% correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Form D




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J. Shmidt 10/2015


3 V-P-D-MVisual Perception, Discrimination & Memory: Recognition Task

% correct


% correct


% correct

AUDITORY TASKS

6

A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

- Letters- Numbers- Spelling


7

Phoneme-Grapheme Association with a Written Response

- beginning sounds- middle sounds- ending sounds



% correct

9 Spatial Orientation & Personal information % correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – Junior High Level (Neva Malcomesius)




3 V-P-DVisual Perception & Discrimination: Recognition Task

% correct


% correct


% correct

AUDITORY TASKS

6 A-DAuditory Discrimination of words

% correct


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J. Shmidt 10/2015

7A-P-M-KAuditory Perception & Memory linked to a Written Response: Recall Task

% correct


% correct

9 Listening ComprehensionSimulated lecture and note-taking

% correct

10 Spelling test-Auditory to Motor % correct

Slingerland Screening Tests for Identifying Children with Specific Language Disability – High School Form



VISUAL TASKS

1 Visual to Kinesthetic-MotorDistance copying

% correct

2 Visual to Kinesthetic-MotorNear-point copying

% correct

3 Visual Perception and Memory: Visual memory & recognition task

% correct

4 Visual Discrimination and Perception: Visual recognition task

% correct

5 Visual Perception and Memory to Kinesthetic-Motor: Visual memory & recall task

% correct

AUDITORY TASKS

6 Auditory to Visual-Kinesthetic: Auditory memory & recall task

% correct

7 Auditory to Visual-Kinesthetic: Sound/Symbol association (phonics task)

% correct

8 Auditory to Visual: Auditory memory & recognition task

% correct

9 Listening Comprehension & Note-taking: Simulated Class Lecture

% correct

10 Auditory to Kinesthetic: Spelling Test % correct

Slingerland–Form ?? Error AnalysisTest

Number Insertions Substitutions Omissions Reversals Inversions Transpositions1234


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J. Shmidt 10/2015

56789

TOTAL

Qualitative Reading Inventory- 5th Edition (QRI)

Reading levelGraded

Word List

Expository Texts Narrative Texts



using the text)



using the text)

Independent

Instructional

Frustration

Writing Process Test (WPT) - Form B A standardized norm-referenced authentic assessment of writing skills.

Writer: Joey; Rater: Examiner

Feature Scaled Score Interpretation Stanine Stanine

DifferenceHigher Stanine

DevelopmentPurpose & Focus, Audience, Vocabulary, Style & Tone, Support & Development, Organization & Coherence

Writer

Rater

FluencySentence Structure & Variety, Grammar & Usage, Capitalization & Punctuation, Spelling

Writer

Rater

Total

Writer

Rater


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J. Shmidt 10/2015

Test of Reading Comprehension-4 th Edition (TORC-4)

A standardized norm-referenced assessment

Reading Comprehension IndexStandard

ScorePercentile

Rank

Test Number Test Name Scaled

ScorePercentile

Rank Interpretation

1 Relational Vocabulary2 Sentence Completion3 Paragraph Construction4 Text Comprehension5 Contextual Fluency

Test of Written Language-4 (TOWL-4) Form BA standardized norm-referenced measure of writing skills in context and isolated writing skills.

Subtest Analysis of Performance Scaled Score Interpretation

Contextual Conventions (CC)

Story Composition (SCo)

Combined ScoreStandard

Score Interpretation

Spontaneous Writing Composite Index

The ARC’s Self-Determination ScaleA standardized criterion-referenced student Self-Report form examining independent skills.

CATEGORY/sub-category Percentile Rank Interpretation

AUTONOMY

1A. Independent: Self-Care1B. Independent: Community1C. Choice: Leisure1D. Choice: Community1E. Choice: Post-School1F. Choice: Personal

SELF-REGULATION


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J. Shmidt 10/2015

2A. Self-Regulation: Problem Solving

2B. Self-Regulation: Goal Setting

PSYCHOLOGICAL EMPOWERMENT

3. Psychological Empowerment

SELF-REALIZATION

4. Self-Realization

SELF-DETERMINATION TOTAL SCORE

Test of Early Reading Ability-3 rd edition (TERA-3): Form AA standardized norm-referenced measure of emergent reading skills.

Subtest Scaled Score InterpretationAlphabetConventionsMeaning

Overall Reading Quotient

Standard Score

Test of Early Written Language-3 (TEWL-3): Form AA standardized norm-referenced measure of emergent writing skills.

Writing Ability Standard Score


Test of Early Mathematics Ability-3 rd edition (TEMA-3): Form A A standardized norm-referenced measure of emergent math skills.

Math Ability Standard Score


Comprehensive Reading Inventory (CRI)A standardized criterion-referenced measure of authentic reading levels

Graded Sentences

Narrative TextsFiction

Expository TextsNon-Fiction

SILENT Reading

Comprehension

ORAL Word Reading

Fluency

SILENTReading

Comprehension

ORAL Word Reading

Fluency


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J. Shmidt 10/2015

Independent

Instructional

FrustrationAdd additional notes about his performance here if necessary such as he greatest difficulties on the CRI, any anomalies in his performance, etc. If you have specific info about a certain score, then place an asterix next to it in the table, and an asterix in this box with a brief explanation.


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Social Skills Improvement System (SSIS)(Teacher, Parent & Student Forms)

A standardized norm-referenced measure of social skills.Social Skills Subscales

Low scores indicate areas of concern.Domain Raw Score & Behavior Level (Subscale Scores)

Teacher Mother JoeyCommunication 17

AverageCooperationAssertionResponsibilityEmpathyEngagementSelf-ControlTOTAL SOCIAL SKILLS SCALE (Standard Score) Average

Problem Behavior SubscalesHigh scores indicate areas of concern.

ExternalizingBullyingHyperactivity/InattentionInternalizingAutism Spectrum

TOTAL PROBLEM BEHAVIOR SCALE(Standard Score)

ACADEMIC COMPETENCE SCALE

(Standard Score)NA NA


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J. Shmidt 10/2015

Conners-3 Rating Scale(Parent, Teacher [Math & Homeroom/Social Studies Teachers] & Self-Report forms)

A standardized norm-referenced measure of attention and behavior.High scores indicate areas of concern.

CategoryT-Score & Interpretation

Mother Math Teacher

HomeroomTeacher Joey

Inattention 65Elevated

Hyperactivity-ImpulsivityLearning ProblemsExecutive FunctioningAggressionPeer RelationsDSM-IV-TR: ADHD InattentiveDSM-IV-TR: ADHD Hyperactive-ImpulsiveDSM-IV-TR: Conduct DisorderDSM-IV-TR: Oppositional Defiant DisorderConners 3 Global Index: Total

SMALSI- School Motivation and Learning Strategies InventoryA norm-referenced self-report questionnaire completed by the student.

Category T-Score( =50, S=10) Interpretation

Student Strength ScalesLow scores indicate areas of concern as the student reports lacking these skills or strategies.

STUDY Study Strategies: selecting important information, relating new to previously learned information, memory strategies for encodingNOTE Note-taking/Listening Skills: discriminating important material when taking notes, organizing notes, efficiency in note taking.READ Reading/Comprehension Strategies: previewing, monitoring, and reviewing texts, including self-testing, to ensure understanding.WRITEWriting/Research Skills: researching topics in a variety of ways, organizing writing projects, monitoring and self-checking for errorsTEST Test-Taking Strategies: increasing efficiency in test taking, including eliminating unlikely answers and strategic guessing.TIM/ORG Time Management: effective use of time to complete assignments, understanding of time needed for academic tasks.Organizational Techniques: organizing class and study materials, structuring


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assignments including homework and other projects.Student Liability Scales

High scores indicate areas of concern as the student reports high levels in that area.LOMOT Low Academic Motivation: lack of intrinsic motivation to engage and succeed in academic tasks.TANX Test Anxiety: student’s experience of debilitating symptoms of test anxiety, lowered performance on tests due to excessive worry.CONFID Concentration/Attention Difficulties: difficulty attending to lectures and other academic tasks, monitoring and adjusting attention to performance, concentrating and avoiding distractions.

Piers-Harris Children’s Self-Concept Scale, 2nd EditionA standardized norm-referenced measure completed by Joey

Low scores indicate areas of concern while high scores indicate high self-concept.

Domains T-Score InterpretationTotal (TOT)Behavioral Adjustment (BEH)Intellectual and School Status (INT)Physical Appearance and Attributes (PHY)Freedom From Anxiety (FRE)Popularity (POP)Happiness and Satisfaction (HAP)

The Quick Smart Profile for KidsAn informal Multiple Intelligence Scale

Children who are strongly:

Think LoveSelf-

report Scores

Spatial in images and pictures designing, drawing, visualizing, doodling, etc.

Physical through somatic sensations dancing, running, jumping, building, touching, gesturing, etc.

Interpersonal

by bouncing ideas off other people

leading, organizing, relating, manipulating, mediating, partying, etc.

Logical by reasoning & organizing organizing, figuring out puzzles, making sense of the world around them

Linguistic in words reading, writing, telling stories, playing word games, etc.

Quantitative In numbers experimenting, questioning, calculating, solving

problems

Intraperso deeply inside themselves setting goals, meditating, dreaming, being quiet,


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nalMusical via rhythms and melodies singing, whistling, humming, tapping feet and

hands, listening, etc..


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Appendix of Parent/Student Resources

J. Shmidt Educational Evaluation

1.


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educational evaluation report - · web viewmeasured the speed and accuracy of reading and...

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