EDUCATIONAL EVALUATION REPORT
[pic]
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)!
University of Illinois at Chicago
EDUCATIONAL EVALUATION REPORT
Name: Dates of Examination:
Birth date:
Age: Examiners:
Grade: Supervisor: Kary Zarate, M.Ed OR Elizabeth Cambray-Engstrom
School: 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-2nd Edition
Test of Early Mathematics ability (3rd Edition) TEMA-3, Form A
Test of Early Reading Ability (3rd Edition) TERA-3, Form A
Test of Early Written Language (3rd Edition) TEWL-3, Form A
Conners Rating Scales-3rd Edition: Long Version (Parent and Self-Report Forms)
Piers Harris Self-Concept Scale- 2nd 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.
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 DISCUSSION
For purposes of interpretation of the norm-referenced test scores, the following scales were used.
Scaled Scores ([pic]=10, S=3)
………..4…..………….7……….…10…….…...13……..…….16………..
Significantly Below Average Above Significantly
Below Average Average Average Above Average
Standard Scores ([pic]=100, S=15)
………..70…..………….85…….…100……...115……..…….130………..
Significantly Below Average Above Significantly
Below Average Average Average Above Average
T-Scores ([pic]=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 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 |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 1: Oral Vocabulary | | | |
|Comprised 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 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 2: Number Series | | | |
|A 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 Formation | | | |
|A 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 15 |
|Subtest 15: Analysis-Synthesis | | | |
|To 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 6: Story Recall | | | |
|Measured 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 Learning |Joey was able to | | |
|Measured associative memory, or the ability to learn, store, and retrieve a|successfully read the | | |
|series of various images that symbolized words. The examiner pointed to |following sentence using | | |
|each picture as it was introduced, stated the word it symbolized, and |the symbols to represent | | |
|orally repeated the word. The child was required to read each of the short|words: ____. | | |
|stories by recalling the words each of the images represented. As 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. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 7: Visualization | | | |
|Measured 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 Recognition | | | |
|Measured 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 5: Phonological Processing | | | |
|Measured 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 Repetition | | | |
|Measured 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 ---, which was ---. |
|Subtest |Analysis of |Standard Score |Interpretation |
| |Performance |([pic]=100, S=15) | |
|Subtest 6: Letter-Pattern Matching | | | |
|Specifically 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 Cancellation | | | |
|Provided 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 3: Verbal Attention | | | |
|This 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 Reversed | | | |
|Primarily 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 Sequence | | | |
|This 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 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 4: Letter-Pattern Matching |Previously discussed. | | |
|Subtest 11: Number-Pattern Matching | | | |
|Measured 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 2: Number Series |Previously discussed. | | |
|Subtest 15: Analysis-Synthesis | | | |
|To 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 18: Memory for Words | | | |
|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.
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.
|Reading: measured overall reading achievement including reading decoding and reading comprehension. Joey received a Reading Cluster standard score |
|of ---, which was ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 1: Letter-Word Identification | | | |
|Measured word identification skills, requiring the student to| | | |
|read letters and words. | | | |
|Subtest 4: Passage Comprehension | | | |
|Measured 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 discussed | | |
|Subtest 9: Sentence Reading Fluency | | | |
|Measured 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 |Analysis of Performance |Standard Score |Interpretation |
|Subtest 1: Letter-Word Identification |Previously discussed | | |
|Subtest 4: Word Attack | | | |
|Measured 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 Score |Interpretation |
|Subtest 4: Passage Comprehension |Previously discussed | | |
|Subtest 12: Reading Recall | | | |
|Measured 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 Vocabulary | | | |
|Measured 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 |Analysis of Performance |Standard Score |Interpretation |
|Subtest 8: Oral Reading |Previously discussed | | |
|Measured 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. | | | |
|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 |Analysis of Performance |Standard Score |Interpretation |
|Subtest 9: Sentence Reading Fluency |Previously discussed | | |
|Subtest 15: Word Reading Fluency | | | |
|Measured 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-3rd 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 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-3rd edition (TERA-3) |
|Form A |
|Subtest |Scaled Score |Interpretation |
| |([pic]=10, S=3) | |
|Alphabet | | |
|Conventions | | |
|Meaning | | |
|Overall Reading Quotient |Standard Score | |
| |([pic]=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).
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 5
I 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 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 Passages |
|Task Analysis |
|Oral Reading Fluency |
|Word Reading (decoding) Level |Accuracy |
|Oral Reading fluency is the speed and accuracy of reading words in a |The accuracy of reading words can impact an individual’s ability to read|
|passage aloud; both aspects of reading can impact how well an individual|and comprehend with success. PROVIDE TASK ANALYSIS OF PATTERNS OF |
|comprehends what is read. Joey’s instructional reading level is the |PERFORMANCE, TYPICAL ERRORS, WHAT CHILD DID WHEN READING (IF NOTABLE), |
|level of reading materials that he can read in the classroom: provide |ETC. |
|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. | |
|Reading Comprehension |
|Comprehension level |Accuracy |
|Reading comprehension is measured by the student’s ability to retell a |After silently reading the passages, the examiner asked Joey to retell |
|story and answer specific questions about the passage. The CRI required |the story and then answer eight comprehension questions about the |
|the student to read narrative texts (fiction) and expository texts |passage’s main idea, detail, sequence, vocabulary, cause and effect, and|
|(non-fiction) as success can be varied across types of texts. Joey’s |inference. PROVIDE TASK ANALYSIS OF PATTERNS OF PERFORMANCE, TYPICAL |
|reading instructional comprehension level (silent reading level) or |ERRORS, WHAT CHILD DID WHEN RETELLING (IF NOTABLE), ETC. WHAT TYPES OF |
|ability to comprehend texts that are just a bit challenging was… THEN |QUESTIONS WERE ANSWERED CORRECTLY AND INCORRECTLY, GIVE EXAMPLES. AND |
|PROVIDE DESCRIPTION OF ABILITY ACROSS NARRATIVE AND EXPOSITORY TEXTS AND|SYNTHESIZE PERFORMANCE. |
|ANYTHING ELSE THAT IS NOTABLE ABOUT OVERALL APPROACH TO COMPREENDING | |
|TEXTS OR RETELLING. | |
|Comprehensive Reading Inventory (CRI) |
|Authentic Reading Levels |
| |Graded Sentences |Narrative Texts |Expository Texts |
| |
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.
|Qualitative Reading Inventory- 5th Edition (QRI) |
|Reading level |Graded Word List |Expository Texts |Narrative Texts |
| | |Initial reading level |Reading level (with|Initial reading level |Reading level |
| | |(without looking back |Look-Backs using the|(without looking back |(with Look-Backs |
| | |to the text) |text) |to the text) |using the text) |
|Instructional | | | | | |
|Frustration | | | | | |
|Diagnostic Options |
|(additional measures employed) |
|Concept questions (prior knowledge) | |
|Predictions | |
|Retellings | |
|Look-backs | |
|Think-alouds | |
|Note-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 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-4th 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 ---. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
|Subtest 1: Relational Vocabulary | | | |
|Items 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 Completion | | | |
|Each 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 Construction | | | |
|After 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 Comprehension | | | |
|The 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 Fluency | | | |
|Progressively more difficult passages (drawn from the Text | | | |
|Comprehension Subtest) were 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.
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.
|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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 3: Spelling | | | |
|Measured the ability to write orally presented words correctly. | | | |
|Subtest 6: Writing Samples | | | |
|Measured 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 |Measured Joey’s phonological and orthographic | | | |
|Sounds |coding skills through spelling. | | | |
|Subtest 22: Punctuation &|Measured Joey’s ability to punctuate or | | | |
|Capitalization |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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 3: Spelling |Discussed previously | | |
|Subtest 6: Writing Samples |Discussed previously | | |
|Subtest 11: Sentence Writing Fluency | | | |
|Measured 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 punctuation, capitalization, spelling, and word usage. He received a standard score of ---, which was ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 3: Spelling |Discussed previously | | |
|Subtest 14: Editing | | | |
|Measured 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 6: Writing Samples |Discussed previously | | |
|Subtest 11: Sentence Writing Fluency |Discussed previously | | |
The Test of Early Written Language-3rd 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).
[pic]
|Test of Early Written Language-3 (TEWL-3), Form A |
|Basic Writing |Percentile |Interpretation |
|Index Score |Rank | |
|([pic]=100, S=15) | | |
| | | |
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 Performance |Scaled Score |Interpretation |
| | |([pic]=100, S=15) | |
|Contextual Conventions (CC) | | | |
|Story Composition (SCo) | | | |
|Combined Score |Standard Score |Interpretation |
| |([pic]=100, S=15) | |
|Spontaneous Writing 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) |
|Feature |
| |
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-5th 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.
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.
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 |Interpretation |
| | |([pic]=10, S=3)| |
| | | | |
| | | | |
| | | | |
| | | | |
|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 |Interpretation |
| | |([pic]=10, S=3)| |
| | | | |
| | | | |
| | | | |
|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 |Interpretation |
| | |([pic]=10, S=3)| |
| | | | |
| | | | |
| | | | |
|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 -----. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
| |Discussed previously | | |
| | | | |
| | | | |
|Language Memory Index: Measured the ability to remember language. Joey received a standard score of --- and a percentile rank of ---, which |
|were ---. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
| |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. |
|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 Reasoning. The student’s score was compared to a nationally representative sample of students in his same grade 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.
|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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, | |
| | |S=15) | |
|Subtest 2: Applied Problems | | | |
|Required the child to solve math word problems mentally or by using pencil | | | |
|and paper. | | | |
|Subtest 5: Calculation | | | |
|Measured the ability to perform mathematical computations in a written | | | |
|workbook. | | | |
|Subtest 10: Math Facts Fluency | | | |
|Measured 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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, S=15) | |
|Subtest 5: Calculation |Discussed previously | | |
|Subtest 10: Math Facts Fluency |Discussed previously | | |
|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 ---. |
|Subtest |Analysis of Performance |Standard Score |Interpretation |
| | |([pic]=100, | |
| | |S=15) | |
|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-3rd 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.
[pic]
|Test of Early Mathematics Ability-3rd edition (TEMA-3), Form A |
|Math Ability Standard Score|Percentile |Interpretation |
|([pic]=100, S=15) |Rank | |
| | | |
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).
Complete the tables below. There is no need to change the descriptions of subtests.
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 concern as well as examples that reflect higher skills in an area of strength. Be thoughtful and purposeful with what you include.
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.
|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 ---. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
|Subtest 1: Numeration | | | |
|Examined overall number sense related to early number awareness, place| | | |
|value, fractions, decimals and percentages. | | | |
|Subtest 2:Algebra | | | |
|Measured knowledge of early algebraic concepts (i.e., patterns) and | | | |
|algebraic uses of numbers and geometry. | | | |
|Subtest 3: Geometry | | | |
|Measured the ability to analyze, describe, compare, and classify | | | |
|shapes based on spatial relationships, symmetry, angles, and lines. | | | |
|Subtest 4: Measurement | | | |
|Explored measurement skills such as comparing objects, understanding | | | |
|standard units, time and money. | | | |
|Subtest 5: Data Analysis & Probability | | | |
|Measured 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 ---. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
|Subtest 6: Mental Computation & Estimation | | | |
|Measured the ability to quickly and accurately mentally compute answers| | | |
|to math problems ranging from basic computation to fractions and | | | |
|percentages. | | | |
|Subtest 7: Addition & Subtraction | | | |
|A 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 ---. |
|Subtest |Analysis of Performance |Scaled Score |Interpretation |
| | |([pic]=10, S=3) | |
|Subtest 9: Foundations of Problem Solving | | | |
|Assessed “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 Solving | | | |
|Measured 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. | | | |
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.
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. Finally, report all types of errors such as inversions, reversals. Etc.
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: |Measured Joey’s ability to visually perceive |Describe performance and any |Report number |
|Visual Stimulus |a letter or letters and scan and discriminate|errors in these section (be |correct/total and |
|(V-V: Visual Perception-Visual |a set of 4 choices to find the match in that |specific re: reversals, poor |percent correct. |
|Association) |row. |formations, etc.) | |
|Subtest 2: |Similar to Test 1, however, Joey was required| | |
|Visual Stimulus |to perceive words and discriminate between 4 | | |
|(V-V: Visual Perception-Visual |choices to find the match. | | |
|Association) | | | |
|Subtest 3: |This task required Joey to remember what was | | |
|Visual Stimulus |briefly presented to him on a card (shapes | | |
|(V-V: Visual Perception & Memory-Visual|and letter(s)) and discriminate between 4 | | |
|Association) |similar choices to find what he saw. | | |
|Subtest 4: |Joey was expected to draw what he saw | | |
|Visual Stimulus |(shapes, letters, numbers) on the paper in | | |
|(V-K-m: Visual Perception-Kinesthetic |the corresponding blank box. This required | | |
|Association with Motor Response for |visual discrimination and fine motor skills. | | |
|Copying from Near Point) | | | |
|Subtest 5: |While looking at a row of 3 similar pictures,| | |
|Auditory Stimulus |Joey was directed to mark the picture that | | |
|(A-V: Auditory Perception with Short |was orally described to him. | | |
|Recall- Visual Association) | | | |
|Subtest 6: |Joey heard the examiner say a letter of the | | |
|Auditory Stimulus |alphabet then was directed to reveal a set of| | |
|(A-V: Auditory Perception-Visual |4 letters and mark the letter he remembered. | | |
|Discrimination: Symbol level) | | | |
|Subtest 7: |First, Joey was required to number the 10 | | |
|Visual Stimulus |boxes. Then, he was shown a card with a | | |
|(V-V-K-m: Visual Perception & |picture for 6 seconds, waited 6-10 seconds | | |
|Memory-Kinesthetic Association with |and then was directed to draw the picture he | | |
|Kinesthetic-motor Response) |remembered seeing. | | |
| Subtest 8: |Required Joey to hear a brief story, wait, | | |
|Auditory Stimulus |then reveal a set of 3 pictures and mark the | | |
|(A-V: Auditory Perception with |picture that represented the story. This | | |
|Comprehension- Visual Association: |required auditory perception with | | |
|Picture-Object level) |comprehension and recall. | | |
|Subtest 9: |Similar to Test 4, Joey was expected to copy | | |
|Visual Stimulus |shapes and letters, however, this task | | |
|(V-K-m: Visual Perception-Kinesthetic |required him to copy from a chart on the | | |
|Association for Copying from Far Point)|wall. | | |
|Subtest 10: |This was a phonological awareness task that | | |
|Auditory Stimulus |required Joey to hear a series of 3 words and| | |
|(A-A: Auditory Perception-Auditory |indicate whether or not the words were the | | |
|Discrimination with Specific Motor |same. This required Joey to discriminate | | |
|Response to show Discrimination) |between sounds he heard. | | |
|Subtest 11: |Similar to Test 6 in that Joey heard the | | |
|Auditory Stimulus |examiner say a letter, however, this time | | |
|(A-V-K-m: Auditory Perception-Visual |Joey saw a set of 3 letters (to aid in | | |
|Discrimination & Association @ Symbol |recall) and then was required to write the | | |
|Level Linked with Kinesthetic-motor) |letter he heard. | | |
|Subtest 12: |Measured an aspect of phonemic awareness. | | |
|Auditory Stimulus |Joey was shown a set of 3 pictures, given the| | |
|(A-V: Auditory Perception & |names of the pictures and then instructed to | | |
|Discrimination-Visual Association @ |mark the picture that began with a particular| | |
|Picture-Object level with Simple Motor |sound (initial sound). | | |
|Response) | | | |
FORMS: A-C
|Subtest |Description |Analysis of Performance |Accuracy |
|VISUAL TASKS |
|Subtest 1: |Measured visual perception in association with a |Describe performance and any errors in|Report number |
|Copying: Distance Copying |kinesthetic-motor response. Given a 10 minute time |these section (be specific re: |correct/total and |
| |limit, Joey copied a short story hanging on the wall, |reversals, poor formations, etc.) |percent correct. |
| |with little emphasis on memory. | | |
|Subtest 2: |Measured visual perception in association with a | | |
|Copying: Near Point |kinesthetic-motor response. Given 5 minutes, Joey was | | |
|Copying |required to copy words from models presented on his | | |
| |testing booklet, with little emphasis on memory. | | |
|Subtest 3: |This matching test required visual perception of | | |
|V-P-D-M |symbol and letter sequences as well as memory. It | | |
|Visual Perception, |presented 6 lists of words to Joey in his test booklet| | |
|Discrimination & Memory: |and required him to match the first word in the set | | |
|Recognition Task |with the same word in the list below. | | |
|Subtest 4: |Visual perception and memory are required to match one| | |
|V-P |item to another item that must be visually | | |
|Visual Perception |discriminated from among several choices. Joey was | | |
|Matching: Recognition Task|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: |Evaluated Joey’s visual functioning, memory and motor | | |
|V-P-M-K |performance. Joey was exposed to various stimuli on | | |
|Visual Perception & Memory|cards for 5 seconds, which consisted of words, letter | | |
|linked to a Written |and number groups, geometric forms, and a phrase. | | |
|Response: Recall Task |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 |
|Subtest 6: |Measured Joey’s ability to memorize a phrase or number| | |
|A-P-M-K |group by only hearing them orally spoken. These were | | |
|Auditory Perception & |presented and after 10 seconds, Joey was instructed to| | |
|Memory linked to a Written|turn his test booklet over and write exactly what he | | |
|Response: Recall Task |just heard (a recall task). | | |
|Subtest 7: |Measured Joey’s auditory perception and discrimination| | |
|Phoneme-Grapheme |between words that sounded very much alike. This test| | |
|Association |required Joey to distinguish between initial and final| | |
|with a Written Response |consonant sounds between 2 words. | | |
| Subtest 8: |Evaluated Joey’s auditory perception and memory. In | | |
|A-P-D |this test, Joey was required to listen to a dictated | | |
|Auditory Perception & |word or series of letters or numbers, remember them | | |
|Discrimination: |for a brief period, and then locate that exact word or| | |
|Recognition Task |series among four or five similar choices (a | | |
| |recognition task). | | |
FORM D:
|Subtest |Description |Analysis of Performance |Accuracy |
|VISUAL TASKS |
|Subtest 1: |Measured visual perception in association with a |Describe performance and any errors in|Report number |
|Copying: Distance Copying |kinesthetic-motor response. Given a 10 minute time |these section (be specific re: |correct/total and |
| |limit, Joey copied a short story hanging on the wall,|reversals, poor formations, etc.) |percent correct. |
| |with little emphasis on memory. | | |
|Subtest 2: |Measured visual perception in association with a | | |
|Copying: Near Point Copying|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: |Measured visual perception and memory of words and | | |
|V-P-M |groups of letter and numbers with brief exposure and | | |
|Visual Perception & Memory |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: |This matching test required visual perception of | | |
|V-P |symbol and letter sequences as well as memory. It | | |
|Visual Perception Matching:|presented 8 lists of words to Joey in his test | | |
|Recognition Task |booklet and required him to match the first word in | | |
| |the set with the same word in the list below. | | |
|Subtest 5: |Evaluated Joey’s visual functioning and motor | | |
|V-P-M-K |performance. Joey was exposed to various stimuli on | | |
|Visual Perception & Memory |cards for 5 seconds, which consisted of words, letter| | |
|linked to a Written |and number groups, geometric forms, and a phrase. | | |
|Response: Recall Task |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 |
|Subtest 6: |Measured Joey’s ability to memorize a phrase or | | |
|A-P-M-K |number group by only hearing them orally spoken. | | |
|Auditory Perception & |These were presented and after 10 seconds, Joey was | | |
|Memory linked to a Written |instructed to turn his test booklet over and write | | |
|Response: Recall Task |exactly what he just heard. | | |
|Subtest 7: |Measured Joey’s auditory perception and | | |
|Phoneme-Grapheme |discrimination between words that sounded very much | | |
|Association |alike. This test required Joey to distinguish | | |
|with a Written Response |between initial and final consonant sounds, as well | | |
| |as medial vowel sounds between 2 words. | | |
| Subtest 8: |Evaluated Joey’s auditory perception, memory, and | | |
|A-P-D |visual association. In this test, Joey was required | | |
|Auditory Perception & |to listen to a dictated word or series of letters or | | |
|Discrimination: Recognition|numbers, remember them for a brief period, and then | | |
|Task |locate that exact word or series among five similar | | |
| |choices. | | |
|Subtest 9: |Measured Joey’s ability to follow oral directions as | | |
|Auditory Perception & |well as recall and write personal information (i.e., | | |
|Individual Orientation |name, school, address, etc.). | | |
JR. HIGH FORM:
|Subtest |Description |Analysis of Performance |Accuracy |
|VISUAL TASKS |
|Subtest 1: |Measured visual perception in association with a |Describe performance and any errors in|Report number |
|Copying: Distance Copying |kinesthetic-motor response. Given a 5 minute time |these section (be specific re: |correct/total and |
| |limit, Joey copied a short story hanging on the |reversals, poor formations, etc.) |percent correct. |
| |wall, with little emphasis on memory. | | |
|Subtest 2: |Measured visual perception in association with a | | |
|Copying: Near Point Copying |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: |This matching test required visual perception of | | |
|V-P-D |symbol and letter sequences as well as memory. It | | |
|Visual Perception & |presented 6 lists of words to Joey in his test | | |
|Discrimination: Recognition |booklet and required him to match the first word in| | |
|Task |the set with the same word in the list below. | | |
|Subtest 4: |This matching test required visual perception of | | |
|V-D |symbol and letter sequences as well as memory. It | | |
|Visual Discrimination |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: |Evaluated Joey’s visual functioning, memory and | | |
|V-P-M-K |motor performance. Joey was exposed to various | | |
|Visual Perception & Memory |stimuli on cards for 5 seconds, which consisted of | | |
|linked to a Written Response:|words, letter and number groups, geometric forms, | | |
|Recall Task |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 TASKS |
|Subtest 6: |A phonemic awareness task, which measured Joey’s | | |
|A-D |auditory perception and discrimination of words. | | |
|Auditory Discrimination of |This test required Joey to hear a set of two words,| | |
|words |determine if they were the same or different and | | |
| |indicate this in his booklet. | | |
|Subtest 7: |Measured the ability to memorize phrases or number | | |
|A-P-M-K |groups by only hearing them orally spoken. These | | |
|Auditory Perception & Memory |were presented and after 10 seconds, Joey was | | |
|linked to a Written Response:|instructed to turn his test booklet over and write | | |
|Recall Task |exactly what he just heard (a recall task). | | |
| Subtest 8: |Evaluated auditory perception, memory, and visual | | |
|A-P-D |association. In this test, the student was | | |
|Auditory Perception & |required to listen to a dictated word or series of | | |
|Discrimination: Recognition |letters or numbers, remember them for a brief | | |
|Task |period, and then locate that exact word or series | | |
| |among four or five similar choices. | | |
|Subtest 9: Listening |Measured how much factual information Joey can | | |
|Comprehension |recall correctly after a short paragraph was read | | |
|Simulated lecture and |aloud. The paragraph was read only once and Joey | | |
|note-taking |was given 10 minutes to perform. | | |
|Subtest 10: |This simulated spelling test measured Joey’s | | |
|Spelling test-Auditory to |ability to hear a word dictated then write the | | |
|Motor |word, as he heard it. | | |
HIGH SCHOOL FORM:
|Subtest |Description |Analysis of Performance |Accuracy |
|Subtest 1: |Measured visual perception in association with a |Describe performance and any errors in|Report number |
|Visual to Kinesthetic-Motor |kinesthetic-motor response. Given a 5 minute time |these section (be specific re: |correct/total and |
|(distance copying) |limit, Joey copied a short story hanging on the |reversals, poor formations, etc.) |percent correct. |
| |wall, with little emphasis on memory. | | |
|Subtest 2: |Measured visual perception in association with a | | |
|Visual to Kinesthetic-Motor |kinesthetic-motor response. Given 5 minutes, the | | |
|(near point copying) |student was required to copy an outline from a | | |
| |model presented in the booklet, with little | | |
| |emphasis on memory. | | |
|Subtest 3: |Measured visual perception and memory of words and | | |
|Visual Perception & Memory |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: |This matching test required visual perception of | | |
|Visual Discrimination |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: |Evaluated visual functioning, memory and motor | | |
|Visual Perception & Memory to|performance. The student was exposed to various | | |
|Kinesthetic-Motor |stimuli on cards for 5 seconds, which consisted of | | |
| |words, letter and number groups, geometric forms, | | |
| |and phrases. After a 10 second pause, the student | | |
| |was instructed to flip the booklet over and | | |
| |draw/write what was just seen (a recall task). | | |
|AUDITORY TASKS |
|Subtest 6: |Measured the ability to memorize a phrase or number| | |
|Auditory to |group by only hearing them orally spoken. These | | |
|Visual-Kinesthetic: |were presented and after 10 seconds, the student | | |
|Auditory memory & recall task|was instructed to turn the test booklet over and | | |
| |write exactly what was just heard (a recall task). | | |
|Subtest 7: |A phonics task, which measured auditory perception | | |
|Auditory to |and discrimination of beginning, middle vowel and | | |
|Visual-Kinesthetic |ending sounds. This test required the studnet to | | |
|Sound/Symbol association |hear a word and write the requested letter(s) | | |
|(phonics task) |associated with the sound. | | |
| Subtest 8: Auditory to |Evaluated auditory perception, memory, and visual | | |
|Visual |association. In this test, the student was | | |
|Auditory memory & recognition|required to listen to a dictated word or series of | | |
|task |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 |Measured how much factual information the student | | |
|Comprehension & Note-taking: |can recall correctly after a short paragraph was | | |
|Simulated Class Lecture |read aloud. The paragraph was read only once and | | |
| |the student was given 10 minutes to perform. | | |
|Subtest 10: |This simulated spelling test measured the ability | | |
|Auditory to Kinesthetic: |to hear a word dictated then write the word, as it | | |
|Spelling test |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 …
Put the below intelligences in the correct order according to your student’s results.
|The Quick Smart Profile for Kids |
|Multiple Intelligence Scale |
|Intelligence Area |Description |Self-report Ranking |
| | |(listed from strongest |
| | |to weakest) |
|Spatial |Your 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. | |
|Logical |How you organize and reason: organization of drawers, office, and systems of knowledge; your reasoning| |
| |in logical games and puzzles, computers & science. | |
|Linguistic |Your 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. | |
|Intrapersonal |Your understanding and expression of yourself: self-reflection, solitude, working alone, leading | |
| |others through example, pursuit of personal growth. | |
|Musical |Your 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
Liability Minimally Less No More Moderately Extremely
Scales Problematic Problematic Problematic Problematic Problematic
|SMALSI- School Motivation and Learning Strategies Inventory |
|A norm-referenced self-report questionnaire completed by the student. |
|Category |T-Score |Interpretation |
| |([pic]=50, S=10) | |
|Student Strength Scales |
|Low 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 encoding | | |
|NOTE | | |
|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. | | |
|WRITE | | |
|Writing/Research Skills: researching topics in a variety of ways, organizing writing | | |
|projects, monitoring and self-checking for errors | | |
|TEST | | |
|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 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. | | |
|Categories in which Joey indicated concerns on the SMALSI |
|Category |Common Characteristics |Example of Items of concern |
| | | |
| | | |
| | | |
Processing in Classroom Tasks Summary:
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.
AFFECT
The Conners Rating Scales-3rd 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. |
|Category |T-Score & Interpretation |
| |Mother |Math Teacher |Homeroom |Joey |
| | | |Teacher | |
|Hyperactivity-Impulsivity | | | | |
|Learning Problems | | | | |
|Executive Functioning | | | | |
|Aggression | | | | |
|Peer Relations | | | | |
|DSM-IV-TR: ADHD Inattentive | | | | |
|DSM-IV-TR: ADHD Hyperactive-Impulsive | | | | |
|DSM-IV-TR: Conduct Disorder | | | | |
|DSM-IV-TR: Oppositional Defiant Disorder | | | | |
|Conners 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 |
| | |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 |Student |
|Communication |18 | | |
|turn taking, eye contact during a conversation, and being polite by |More | | |
|saying please and thank-you | | | |
|Cooperation | | | |
|helping others, sharing materials, and complying with rules and | | | |
|directions | | | |
|Assertion | | | |
|initiating behaviors, such as asking others for information, | | | |
|introducing oneself, and responding to the actions of others | | | |
|Responsibility | | | |
|regard for property or work, and the ability to communicate with | | | |
|adults | | | |
|Empathy | | | |
|concern and respect for others’ feeling and viewpoints | | | |
|Engagement | | | |
|joining activities with others, initiating conversations, and making | | | |
|friends | | | |
|Self-Control | | | |
|responding appropriately to teasing | | | |
|TOTAL SOCIAL SKILLS SCALE (Standard Score) | | | |
| |Average | | |
|Problem Behavior Subscales |
|Externalizing | | | |
|verbal or physical aggression, failure to control temper, and arguing | | | |
|Bullying | | | |
|forces others to do something, physically or emotionally hurts others,| | | |
|or excludes people purposefully | | | |
|Hyperactivity/Inattention | | | |
|excessive moving, having impulsive reactions, and becoming easily | | | |
|distracted | | | |
|Internalizing | | | |
|anxiousness, feelings of sadness or loneliness, and poor self-esteem | | | |
|Autism Spectrum | | |NA |
|interacting poorly with others, making odd gestures, and having | | | |
|nonfunctional routines | | | |
|TOTAL PROBLEM BEHAVIOR SCALE | | | |
|(Standard Score) | | | |
|ACADEMIC COMPETENCE SCALE | |NA |NA |
|(Standard Score) | | | |
|Categories in which Joey seemed to be exhibiting behaviors of concern on the SSIS |
|Category |Common Characteristics |Example of Items in this Category |
| | | |
| | | |
| | | |
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 Edition |
|Completed by the student |
|Low scores indicate areas of concern while high scores indicate high self-concept. |
|Domains |T-Score |Interpretation |
|Total (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-2 |
|Category |Common Characteristics |Example of Items in this Category |
| | | |
| | | |
| | | |
Self-Determination
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 |
|AUTONOMY | | |
|The 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: Personal |When acting on the basis of preferences, beliefs, interests, and abilities | | |
| |for personal expression, he… | | |
| |
|SELF-REGULATION | | |
|To 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 |With regard to interpersonal cognitive problem-solving, Joey… | | |
|Solving | | | |
|2B. Self-Regulation: Goal |When responding to questions about his future plans, Joey… | | |
|Setting | | | |
| |
|PSYCHOLOGICAL EMPOWERMENT | | |
|To 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-REALIZATION | | |
|To 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
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 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
Appendix of Standardized Test Scores
Joey 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 |Test Name |Standard |Percentile |Interpretation |
|Number | |Score |Rank | |
| | |([pic]=100, S=15) | | |
|2 |Number Series | | | |
|3 |Verbal Attention | | | |
|4 |Letter-Pattern Matching | | | |
|5 |Phonological Processing | | | |
|6 |Story Recall | | | |
|7 |Visualization | | | |
|8 |General Information | | | |
|9 |Concept Formation | | | |
|10 |Numbers Reversed | | | |
|11 |Number-Pattern Matching | | | |
|12 |Nonword Repetition | | | |
|13 |Visual-Auditory Learning | | | |
|14 |Picture Recognition | | | |
|15 |Analysis-Synthesis | | | |
|16 |Object-Number Sequencing | | | |
|17 |Pair Cancellation | | | |
|18 |Memory for Words | | | |
|CLUSTER SCORES |
|COMPREHENSION-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 | | | |
|Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form A |
|A norm-referenced measure of isolated academic skills. |
|Test Number |CLUSTER/Subtest Name |Standard |Percentile |Interpretation |
| | |Score |Rank | |
| | |([pic]=100, S=15) | | |
|Reading |
|READING 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 Identification | | | |
|4 |Passage Comprehension | | | |
|7 |Word Attack | | | |
|8 |Oral Reading | | | |
|9 |Sentence Reading Fluency | | | |
|12 |Reading Recall | | | |
|15 |Word Reading Fluency | | | |
|17 |Reading Vocabulary | | | |
|Writing |
|WRITTEN LANGUAGE Subtests 3, 6 | | | |
|BROAD WRITTEN LANGUAGE | | | |
|Subtests 3, 6, 11 | | | |
|BASIC WRITING SKILLS Subtests 3, 14 | | | |
|WRITTEN EXPRESSION Subtests 6, 11 | | | |
|3 |Spelling | | | |
|6 |Writing Samples | | | |
|11 |Sentence Writing Fluency | | | |
|14 |Editing | | | |
|Math |
|BROAD MATHEMATICS Subtests 2, 5, 10 | | | |
|MATH CALCULATION SKILLS | | | |
|Subtests 5, 10 | | | |
|MATH PROBLEM SOLVING Subtests2, 13 | | | |
|2 |Applied Problems | | | |
|5 |Calculation | | | |
|10 |Math Facts Fluency | | | |
|13 |Number Matrices | | | |
|KeyMath™-3 Diagnostic Assessment, Form A (KeyMath) |
|A norm-referenced measure of math skills. |
|Test number |Subtest/ CLUSTER |Scaled |Standard Score |Interpretation |
| | |Score |([pic]=100, S=15) | |
| | |([pic]=10, S=3) | | |
|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 Subtraction | | | |
|8 |Multiplication and Division | | | |
|OPERATIONS CLUSTER | | | |
|Subtests 6, 7, 8 | | | |
|9 |Foundations of Problem Solving | |--- | |
|10 |Applied Problem Solving | |--- | |
|APPLICATIONS CLUSTER |--- | | |
|Subtests 9, 10 | | | |
|Clinical Evaluation of Language Fundamentals- 5th Edition (CELF – 5) |
|A norm-referenced measure of receptive & expressive language skills. |
|Test Name |Scaled Score |Interpretation |
| |([pic]=10, S=3) | |
|Sentence Comprehension | | |
|Linguistic Concepts | | |
|Word Structure | | |
|Recalling Sentences | | |
|Formulated Sentences | | |
|Word Classes | | |
|Following Directions | | |
|Understanding Spoken Paragraphs | | |
|Word Definitions | | |
|Sentence Assembly | | |
|Semantic Relationships | | |
|CORE & INDEX SCORES |
|(Standard Score [pic]=100, S=15) |
|Score |Standard Score |Percentile Rank |Interpretation |
|CORE 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 INDEX | | | |
|LANGAUGE 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 TASKS |
|1 |Copying: Distance Copying | | |% correct |
|2 |Copying: Near Point Copying | | |% correct |
|3 |V-P-D-M | | |% correct |
| |Visual Perception, Discrimination & Memory: Recognition Task | | | |
|4 |V-P | | |% correct |
| |Visual Perception Matching: Recognition Task | | | |
|5 |V-P-M-K | | |% correct |
| |Visual Perception & Memory linked to a Written Response: Recall Task | | | |
|AUDITORY TASKS |
|6 |A-P-M-K | | | |
| |Auditory Perception & Memory linked to a Written Response: Recall Task | | | |
| |Letters | | | |
| |Numbers | | |% correct |
| |Spelling | | |% correct |
| | | | |% correct |
|7 |Phoneme-Grapheme Association | | | |
| |with a Written Response | | | |
| |beginning sounds | | |% correct |
| |middle sounds | | |% correct |
| |ending sounds | | |% correct |
|8 |A-P-D | | |% correct |
| |Auditory Perception & Discrimination: Recognition Task | | | |
|Slingerland Screening Tests for Identifying Children with Specific Language Disability – Form D |
|Test Number |Test Name |Number Correct|Total |Accuracy |
|VISUAL TASKS |
|1 |Copying: Distance Copying | | |% correct |
|2 |Copying: Near Point Copying | | |% correct |
|3 |V-P-D-M | | |% correct |
| |Visual Perception, Discrimination & Memory: Recognition Task | | | |
|4 |V-P | | |% correct |
| |Visual Perception Matching: Recognition Task | | | |
|5 |V-P-M-K | | |% correct |
| |Visual Perception & Memory linked to a Written Response: Recall Task | | | |
|AUDITORY TASKS |
|6 |A-P-M-K | | | |
| |Auditory Perception & Memory linked to a Written Response: Recall Task | | | |
| |Letters | | | |
| |Numbers | | |% correct |
| |Spelling | | |% correct |
| | | | |% correct |
|7 |Phoneme-Grapheme Association | | | |
| |with a Written Response | | | |
| |beginning sounds | | |% correct |
| |middle sounds | | |% correct |
| |ending sounds | | |% correct |
|8 |A-P-D | | |% correct |
| |Auditory Perception & Discrimination: Recognition Task | | | |
|9 |Spatial Orientation & Personal information | | |% correct |
|Slingerland Screening Tests for Identifying Children with Specific Language Disability – Junior High Level (Neva Malcomesius) |
|Test Number |Test Name |Number Correct|Total |Accuracy |
|VISUAL TASKS |
|1 |Copying: Distance Copying | | |% correct |
|2 |Copying: Near Point Copying | | |% correct |
|3 |V-P-D | | |% correct |
| |Visual Perception & Discrimination: Recognition Task | | | |
|4 |V-P | | |% correct |
| |Visual Perception Matching: Recognition Task | | | |
|5 |V-P-M-K | | |% correct |
| |Visual Perception & Memory linked to a Written Response: Recall Task | | | |
|AUDITORY TASKS |
|6 |A-D | | |% correct |
| |Auditory Discrimination of words | | | |
|7 |A-P-M-K | | |% correct |
| |Auditory Perception & Memory linked to a Written Response: Recall Task | | | |
|8 |A-P-D | | |% correct |
| |Auditory Perception & Discrimination: Recognition Task | | | |
|9 |Listening Comprehension | | |% correct |
| |Simulated lecture and note-taking | | | |
|10 |Spelling test-Auditory to Motor | | |% correct |
|Slingerland Screening Tests for Identifying Children with Specific Language Disability – High School Form |
|Test Number |Test Name |Number Correct|Total |Accuracy |
|VISUAL TASKS |
|1 |Visual to Kinesthetic-Motor | | |% correct |
| |Distance copying | | | |
|2 |Visual to Kinesthetic-Motor | | |% correct |
| |Near-point copying | | | |
|3 |Visual Perception and Memory: | | |% correct |
| |Visual memory & recognition task | | | |
|4 |Visual Discrimination and Perception: | | |% correct |
| |Visual recognition task | | | |
|5 |Visual Perception and Memory to Kinesthetic-Motor: Visual memory & recall | | |% correct |
| |task | | | |
|AUDITORY TASKS |
|6 |Auditory to Visual-Kinesthetic: | | |% correct |
| |Auditory memory & recall task | | | |
|7 |Auditory to Visual-Kinesthetic: | | |% correct |
| |Sound/Symbol association (phonics task) | | | |
|8 |Auditory to Visual: | | |% correct |
| |Auditory memory & recognition task | | | |
|9 |Listening Comprehension & Note-taking: | | |% correct |
| |Simulated Class Lecture | | | |
|10 |Auditory to Kinesthetic: Spelling Test | | |% correct |
|Slingerland–Form ?? Error Analysis |
|Test Number |
|Reading level |Graded Word List |Expository Texts |Narrative Texts |
| | |Initial reading level |Reading level (with|Initial reading level |Reading level |
| | |(without looking back |Look-Backs using the|(without looking back |(with Look-Backs |
| | |to the text) |text) |to the text) |using the text) |
|Instructional | | | | | |
|Frustration | | | | | |
|Writing Process Test (WPT)- Form B |
|A standardized norm-referenced authentic assessment of writing skills. |
|Writer: Joey; Rater: Examiner |
|Feature |
|Reading Comprehension Index |Standard Score |Percentile Rank | |
|Test Number |Test Name |Scaled |Percentile |Interpretation |
| | |Score |Rank | |
|2 |Sentence Completion | | | |
|3 |Paragraph Construction | | | |
|4 |Text Comprehension | | | |
|5 |Contextual Fluency | | | |
|Test of Written Language-4 (TOWL-4) Form B |
|A 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 Score |Standard Score |Interpretation |
|Spontaneous Writing Composite Index | | | |
|The ARC’s Self-Determination Scale |
|A standardized criterion-referenced student Self-Report form examining independent skills. |
|CATEGORY/sub-category |Percentile Rank |Interpretation |
|AUTONOMY | | |
|1A. Independent: Self-Care | | |
|1B. Independent: Community | | |
|1C. Choice: Leisure | | |
|1D. Choice: Community | | |
|1E. Choice: Post-School | | |
|1F. Choice: Personal | | |
| |
|SELF-REGULATION | | |
|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-3rd edition (TERA-3): Form A |
|A standardized norm-referenced measure of emergent reading skills. |
|Subtest |Scaled Score |Interpretation |
|Alphabet | | |
|Conventions | | |
|Meaning | | |
|Overall Reading Quotient |Standard Score | |
|Test of Early Written Language-3 (TEWL-3): Form A |
|A standardized norm-referenced measure of emergent writing skills. |
|Writing Ability Standard Score |Percentile |Interpretation |
| |Rank | |
| | | |
|Test of Early Mathematics Ability-3rd edition (TEMA-3): Form A |
|A standardized norm-referenced measure of emergent math skills. |
|Math Ability Standard Score|Percentile |Interpretation |
| |Rank | |
| | | |
|Comprehensive Reading Inventory (CRI) |
|A standardized criterion-referenced measure of authentic reading levels |
| |Graded Sentences |Narrative Texts |Expository Texts |
| | |Fiction |Non-Fiction |
| |
|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 |Joey |
|Communication |17 | | |
| |Average | | |
|Cooperation | | | |
|Assertion | | | |
|Responsibility | | | |
|Empathy | | | |
|Engagement | | | |
|Self-Control | | | |
|TOTAL SOCIAL SKILLS SCALE (Standard | | | |
|Score) |Average | | |
|Problem Behavior Subscales |
|High scores indicate areas of concern. |
|Externalizing | | | |
|Bullying | | | |
|Hyperactivity/Inattention | | | |
|Internalizing | | | |
|Autism Spectrum | | | |
|TOTAL PROBLEM BEHAVIOR SCALE | | | |
|(Standard Score) | | | |
|ACADEMIC COMPETENCE SCALE | |NA |NA |
|(Standard Score) | | | |
|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. |
|Category |T-Score & Interpretation |
| |Mother |Math Teacher |Homeroom |Joey |
| | | |Teacher | |
|Hyperactivity-Impulsivity | | | | |
|Learning Problems | | | | |
|Executive Functioning | | | | |
|Aggression | | | | |
|Peer Relations | | | | |
|DSM-IV-TR: ADHD Inattentive | | | | |
|DSM-IV-TR: ADHD Hyperactive-Impulsive | | | | |
|DSM-IV-TR: Conduct Disorder | | | | |
|DSM-IV-TR: Oppositional Defiant Disorder | | | | |
|Conners 3 Global Index: Total | | | | |
|SMALSI- School Motivation and Learning Strategies Inventory |
|A norm-referenced self-report questionnaire completed by the student. |
|Category |T-Score |Interpretation |
| |([pic]=50, S=10) | |
|Student Strength Scales |
|Low 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 encoding | | |
|NOTE | | |
|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. | | |
|WRITE | | |
|Writing/Research Skills: researching topics in a variety of ways, organizing writing | | |
|projects, monitoring and self-checking for errors | | |
|TEST | | |
|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 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 Edition |
|A standardized norm-referenced measure completed by Joey |
|Low scores indicate areas of concern while high scores indicate high self-concept. |
|Domains |T-Score |Interpretation |
|Total (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 Kids |
|An informal Multiple Intelligence Scale |
|Children who are |Think |Love |Self-report Scores |
|strongly: | | | |
|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 |leading, organizing, relating, manipulating, mediating, | |
| |people |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| |
|Intrapersonal |deeply inside themselves |setting goals, meditating, dreaming, being quiet, | |
|Musical |via rhythms and melodies |singing, whistling, humming, tapping feet and hands, | |
| | |listening, etc.. | |
Appendix of Parent/Student Resources
J. Shmidt Educational Evaluation
1.
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