ASSESSMENT REPORT - About
|ASSESSMENT REPORT |( |Educational |) | |Initial Evaluation | |
| | | | | |Reevaluation | |
| | | | | | |
|Student | |Date of Report: |11/18/2016 | |
|School: | Elementary School |Date of Birth: |12/26/2010 | |
| | | | |
|Date of IEP meeting to develop student evaluation plan: |9/27/2016 | | |
| | |To determine eligibility for special education services | |
|I. |Purpose of Assessment: | | |
| | | | | |
|II. |Socio-cultural or linguistic considerations: | | | |
| | | | | | |
| |A. |The primary language of the home is: |English | | |
| | |If the primary language of the home is English, is there another language spoken in the home? |
| | |Yes No |
| | | |
| |B. |The student is receiving services and is identified as an ELL (English Language Learner). |
| | | |
| |C. |Throughout screening and assessment (including students with deafness or blindness or both), considering socio-cultural and |
| | |linguistic differences, this instrument was determined to be valid for this s student. |
| | |
|III. |Address background information relevant to this assessment (such as previous assessments with similar purpose, classroom performance, related |
| |screening information, socio-cultural information, etc.) (attach additional sheets if necessary): |
| |[Student] is a new student in the state of Maryland. He received special education services in his previous home state of New York. [Student] |
| |was assessed to determine eligibility for special education services and to gather information to support his educational programming. |
|Testing Instrument |Date of Testing |Current Age |
|Test of Early Reading Ability, Third Edition (TERA-3) |11/15/2016 |5 years, 11 months |
|Test of Early Mathematics Ability, Third Edition (TEMA-3) |11/18/2016 |5 years, 11 months |
|Test of Early Written Language, Third Edition (TEWL-3) |11/18/2016 |5 years, 11 months |
|IV. Assessment results: |
| |Very Low |Low |Low Avg. |Avg. |High Avg. |Superior |Very Superior |
|Standard Score |130 |
|TERA-3 Reading Quotient | | | |91 | | | |
|Conventions Subtest | | |6 | | | | |
|Meaning Subtest | | |7 | | | | |
|TEMA-3 Math Ability Score |
| | | | | |
|Student: |Student | |Report Date: |11/18/2016 |
| | |
|V. |Based on assessment procedures implemented, what are the student’s abilities and difficulties? |
|AREA |ABILITIES |DIFFICULTIES |
| | | |
|Reading |Alphabet Subtest: |Alphabet Subtest: |
| |Receptively identifies capital and lowercase letters |Pointing to a matching word from a field of 4 similar words|
| |Names capital and lowercase letters | |
| |Points to letters within a word that correspond to given letter sound|Reading common community and sight words (Daddy, WAS, BOY, |
| |(“pp” for /p/ in, “Mississippi”) |GIRL, MAN) |
| |Points to picture/word that starts with a given letter (baby for “b”)|Segmenting 3 syllable words (policeman) |
| |States the first letter of a word | |
| |Points to common community and sight words (EXIT, cat, east, down, | |
| |mama, up) | |
| |Points to word that corresponds with picture (dog, house) | |
| | | |
| |Conventions Subtest: | |
| |Matches letters | |
| |Receptively identifies environmental print in context (i.e. points to|Conventions Subtest: |
| |name on a cereal box) |Identifying cursive writing from other markings (drawing, |
| |Receptively identifies a story from other text forms |scribbles) |
| |Points to words in a single sentence with 1:1 correspondence as |Pointing to where a reader should begin and end reading a |
| |examiner reads |paragraph |
| |Points to beginning of paragraph on next page when asked where you |Stating that a reader should go on to the next page after |
| |would read after finishing the first page |finishing the available text |
| | |Identifying that text is upside-down |
| | |Pointing to words using a sweeping motion and return sweeps|
| | |as examiner reads |
| | |Naming and explaining the purpose of a period |
| |Meaning Subtest: | |
| |Receptively identifies environmental print by name and category |Meaning Subtest: |
| |(Candy/Reese’s, Jell-O, Kool-Aid) |Naming and describing environmental print (McDonald’s) |
| |Points to words with corresponding pictures (dog, hat) |Reading a longer word with corresponding picture (said, |
| |Reads a simple word with corresponding pictures (fork) |“hippo” instead of “hippopotamus”) |
| |Names a community sign (School Crossing) |Naming common stories/fairy tales with picture support |
| | |Naming and describing a variety of print forms |
| | |(letter/note, menu) |
| | |Categorizing words (pointing to words that “go with” a |
| | |given word) |
| | | |
|Math |Perception of small numbers (states number of pictures without |Visualizing simple math calculations |
| |counting, 1-3) |Stating the number that comes after a given number |
| |Produces finger displays representing numbers through 5 |Visualizing and solving simple part-whole problems |
| |Counts fingers/objects/pictures by 1s, with 1:1 correspondence (to 5)|Choosing the larger number: number comparisons between 1 |
| |Number constancy (recalls number of pictures/objects counted without |and 10 |
| |recounting) |Verbally counting by 1s (beyond 10) |
| |Concretely models simple word problems, sums to 9 |Creating written representations (visual models) of sets |
| |Perception of more (identifies which side has more) | |
| |Produces matching sets of objects (up to 4) from memory | |
| |Produces requested sets with up to 5 items | |
| |Verbally counts by 1s to 10 (with examiner pointing to objects) | |
| |Reads and writes single digit numerals | |
| | | |
| | | |
| | | |
|Written Language |Basic Writing Subtest: |Basic Writing Subtest: |
| |Points to requested writing instrument |Drawing a picture about a given prompt/personal experience |
| |Writes first name legibly, with all letters in proper sequence |Demonstration of basic conventions of written text |
| |Holds writing instrument in a 3 finger grasp |(left/right, up/down paper directionality) |
| |Identifies numbers, letters, words, and print |Explaining the purpose for different forms of writing |
| |Traces letters |(letters/notes, lists) |
| |Identifies a newspaper form other forms of text |Writing numbers or letters without being given a specific |
| |Copying words from an environmental model (“bus stop” from a sign) |number/letter |
| |Writing single word answers to a question from a picture model |Written expression (writing novel sentences, stories, |
| | |notes) |
| |Contextual Writing Subtest: | |
| | | |
| |The Contextual Writing subtest was not administered, per assessment |Contextual Writing Subtest: |
| |guidelines, due to difficulties with written expression observed in | |
| |the Basic Writing subtest. [Student] did not respond to any subtest | |
| |items that required a novel written response. | |
|VI. Provide an analysis of any factors influencing the results of the assessment. Include relevant behavior exhibited during the testing, the influence of|
|any socio-cultural factors, consideration of student/examiner interaction, use of an interpreter, etc. |
| |
| |
| |
| | |
| |Testing was completed in two sessions. Student appeared in good health both days of testing. He maintained a positive attitude and interacted |
| |with the examiner readily during both sessions. Multiple breaks were provided during the testing sessions. |
| | |
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|VII. Based on the report above, the examiner has determined: |
| |
|A. the assessment procedure was valid for the purpose intended Yes No |
| |
|B. The results are a valid report of the student's ability or achievement Yes No |
| |
|If A or B are answered "no," please address comments, explanations or recommendations to resolve the problems(s): |
| | |
| | | | | |
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|VIII. |Examiner's certification: | | | |
| | | | | |
| |Amanda J. Mastran | | | |
| |Printed Name of Examiner(s) | | | |
| | | | | |
| | | |11/18/16 | |
| |Signature of Examiner(s) | |Date Signed | |
| | | | | |
| |Instructional Specialist for Special Education | | | |
| |Title(s) of Examiner(s) | | | |
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