Academic Evaluation Report - Portland Public Schools / Home



PORTLAND PUBLIC SCHOOLSSpecial Education Department501 North Dixon Street, Portland, Oregon 97227Phone: 503-916-3152 Fax: 503-916-3174Academic Evaluation ReportConfidential InformationName: DOB:Age: PPS ID #: Home Language:Report Date:School:Grade:Examiner:REASON FOR REFERRAL:***** was seen for an academic evaluation to assist parents and school staff in determining *** current level of functioning, eligibility for Special Education services under the Individuals with Disabilities Education Act (IDEA) in the category of Specific Learning Disability, and to assist in educational program planning.ASSESSMENT COMPONENT:The Kaufman Test of Education Achievement – Third Edition (KTEA-3) is a nationally normed individually administered test for measuring achievement. Achievement test results may be impacted by cultural and language factors and level of formal education, including level of formal education in a student’s first language. These factors should be taken into account when interpreting test results. *****’s home language is _______. ?*** is/is not eligible for English as a Second Language services. ?Overall, ***** responded carefully and monitored for accuracy. ***** approached tasks with confidence and persevered despite difficulty. ***** exhibited appropriate interpersonal skills (e.g., eye contact, conversation) and incorporated and made use of examiner feedback. Based on relevant observations of test taking behaviors, the following results are believed to be a valid representation of *****’s current academic achievement.Age based achievement scores, as measured by the KTEA-3, indicate the following standard scores (mean = 100; standard deviation = 15):COMPOSITE SCORESSS%ileDescriptorSLD Eligibility AreaReading Understanding Reading ComprehensionDecoding Basic Reading Skills Reading Fluency 1Reading FluencyWritten Language 2Written ExpressionMath 3Math Calculation and Math Problem SolvingAcademic FluencyA composite score of 90 and above is considered a strength. A composite score of 85 and below is considered a weakness. Composite scores of 86-89 are considered neither a strength nor a weakness. 1 A Reading Fluency Composite score is only calculated for students grade 3 and above. ?For student K-2, a weakness in the area of READING FLUENCY would be indicated by a SS85 or below on both the Silent Reading Fluency and Word Recognition Fluency subtests.2If the Written Language Composite is 86 or above, a weakness in Written Expression is also indicated by scores of 85 or below on both the Written Expression and Writing Fluency subtests or a score of 85 or below on the Written Expression subtest that is substantiated by performance measures (e.g. scored writing work samples).3 If the Math Composite score is 86 or above, while either the Math Calculation subtest or Math Concepts and Applications subtest score is 85 or below, a weakness in the area of Mathematics Calculation is indicated by a score of 85 or below on both the Math Computation and Math Fluency subtests or a score of 85 or below on the Math Computation subtest that is substantiated by performance measures (e.g. easyCBM 16th percentile or below). A weakness in the area of Mathematics Problems Solving is also indicated by a Math Concepts and Applications subtest score of 85 or below that is substantiated by performance measures (e.g. easyCBM 16th percentile or below).READING SUBTESTSSS%ileDescriptorSLD Eligibility AreaReading ComprehensionReading ComprehensionReading VocabularyReading ComprehensionLetter and Word RecognitionBasic Reading SkillsNonsense Word DecodingBasic Reading SkillsWord Recognition FluencyReading FluencyDecoding FluencyReading FluencySilent Reading FluencyReading FluencyReading Comprehension: The student reads symbols, words, sentences, and passages appropriate to his or her grade level, and then responds to comprehension questions.Reading Vocabulary: The student reads a word in the context of a picture (early items) or a sentence (later items), and then selects a word that means the same thing.Letter & Word Recognition: The student identifies letters and reads grade-appropriate words.Nonsense Word Decoding: The student pronounces made-up words.Word Recognition Fluency: The student reads as many words as possible within a time limit.Decoding Fluency: The student reads as many made-up words as possible within a time limit.Silent Reading Fluency: The student has two minutes to silently read simple questions and circle yes or no to each.WRITING SUBTESTSSS%ileDescriptorSLD Eligibility AreaWritten ExpressionWritten ExpressionWriting Fluency Written ExpressionSpellingWritten ExpressionWritten Expression: The student hears a story presented with pictures in a booklet and completes the story by writing letters, words, sentences, and (for students in grade 1 or higher) an essay.Writing Fluency: The student writes simple sentences, each one describing a different picture, within a time limit.Spelling: The student writes single letters and spells words dictated by the examiner.(Add the following statement for students who have a score of 85 or below on the Written Expression subtest that needs to be substantiated by another measure due to an overall Written Language composite score of 86 or above): Student’s weakness in the area(s) of Written Expression was substantiated by the following measure(s) (e.g. scored writing work sample). Student’s score fell within the ________range) on this measure(s).MATH SUBTESTSSS%ileDescriptorSLD Eligibility AreaMath Concepts and ApplicationsMath Problem SolvingMath ComputationMath CalculationMath FluencyMath CalculationMath Concepts & Applications: The student solves math problems that relate to real life situations and assess skills such as number concepts, arithmetic, time and money, and measurement.Math Computation: The student solves written math calculation problems.Math Fluency: The student writes answers to simple arithmetic problems within a time limit. Problems include addition and subtraction, and for later items, multiplication and division.(Add the following statement for students with a score of 85 or below on the Math Computation subtest or Math Concepts and Applications subtest that needs to be substantiated due to an overall Math Composite score of 86 or above): Student’s weakness in the area(s) of Math Calculation and/or Math Problem Solving was substantiated by the following measure(s) (e.g. easyCBM). Student’s score fell within the _______percentile on this measure(s).(For SLD) The student (has/has not) (explain ‘has not’) had adequate and appropriate core instruction in Reading, Math, and Writing in the regular education setting by qualified personnel. Academic progress monitoring data has also been collected by *****’s general education teacher and a document reporting this data will be shared with you. PPRespectfully submitted, ________________________________Special Education TeacherPortland Public SchoolsDirections For Editing The Report TemplateAdd demographic info.Find ***** and replace with student name (Replace *** with either her or his)Add classroom observation if completed by Special Education teacherAdd testing behavior (edit existing text)Add standard scores, %iles, and descriptors for subtests and composite tables (i.e. strength, weakness, neither)Under writing and math subtests add substantiating measure if needed. Delete directions in italics indicating when substantiating measures are needed. Select and explain if needed whether or not the student has had adequate and appropriate instructionFeel free to add additional information neededDelete all italicized directions Edit all bold items (with the exception of headings and test and subtest names)In the footer, replace the words “Student Initials” with the actual student’s initials. ................
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