ASSESSMENT REPORT - About
|ASSESSMENT REPORT |( |Academic |) | | | |
| | | | | |__ Initial Evaluation | |
| | | | | |X Reevaluation | |
| | | | | | |
|Student: | |Date of Report: |May 4, 2015 | |
|School: | |Date of Birth: |03/20/2001 | |
| | | | |
|Date of IEP meeting to develop student evaluation plan: |02/10/2015 | | |
| | |To determine continued eligibility for special education services | |
|I. |Purpose of Assessment: | | |
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|II. |Socio-cultural or linguistic considerations: | | | |
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| |A. |The primary language of the home is: |English | | |
| | |If the primary language of the home is English, is there another language spoken in the home? Yes No |
| | | |
| |B. |The student is receiving services and is identified as an ELL (English Language Learner). |
| | | |
| |C. |Throughout screening and assessment (including students with deafness or blindness or both), considering socio-cultural and linguistic |
| | |differences, this instrument was determined to be valid for this student. |
| | |
|III. |Address background information relevant to this assessment (such as previous assessments with similar purpose, classroom performance, related |
| |screening information, socio-cultural information, etc.) (attach additional sheets if necessary): |
| |_____is a 7th grade student who currently attends ______ Middle School. She currently qualifies for Special Education services as a student with a |
| |specific learning disability. Specialized instruction and support is provided in the areas of reading comprehension, math problem solving, and |
| |written language expression. |
|IV. |Assessment results: |
|AREA |INSTRUMENT |SPECIFIC |DATE |STANDARD |CA: |14-1 |RANGE |
| | |AREA |ADMIN. |SCORE | | | |
| | | | | |Age Equiv. | |
|Reading |Woodcock-Johnson III |Broad Reading |04/30/2015 | |10-9 |80-90 |
| |Tests of Achievement | | |85 | | |
|Math |Woodcock-Johnson III |Broad Math |04/30/2015 | |11-5 |82-93 |
| |Tests of Achievement | | |87 | | |
|Written Language |Woodcock-Johnson III |Broad Written |04/30/2015 |78 |9-11 |71-85 |
| |Tests of Achievement |Language | | | | |
|Oral Language |Woodcock-Johnson III |Oral Language |04/30/2015 |83 |9-5 |73-94 |
| |Tests of Achievement | | | | | |
|COMMENTS/NOTES: |
|Broad Reading consists of: Letter Word Identification (SS 77), Reading Fluency (SS 97), Passage Comprehension (SS 92) |
|Broad Math consists of: Calculation (SS 90), Math Fluency (SS 86), Applied Problems (SS 91) |
|Broad Written Language consists of: Writing Fluency (SS 71), Writing Samples (SS 98), Spelling (SS 79) |
|Oral Language consists of: Story Recall (SS 105), Understanding Directions (SS 77) |
|Average Range: Standard Score 90-110 |
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|ASSESSMENT REPORT |
|Student: | |Date of Report: |05/04/2015 |
| |
|AREA |INSTRUMENT |SPECIFIC |DATE |STANDARD |CA: 14-1 |RANGE |
| | |AREA |ADMIN. |SCORE | | |
| | | | | |Age Equiv. | |
|Academic |WJIII |Academic Skills | | |10-1 |72-82 |
| | | |04/30/2015 |77 | | |
|Academic |WJIII |Academic Fluency | | |10-11 |74-87 |
| | | |04/30/2015 |81 | | |
|Academic | |Academic Applications | | |11-9 |85-98 |
| | | |04/30/2015 |91 | | |
| | | | | | | |
| |WJIII | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Comments/ Notes: |
|Academic Skills consists of: Letter-Word Identification (SS 77), Calculation (SS 90), Spelling (SS 79) |
|Academic Fluency consists of: Reading Fluency (SS 97), Math Fluency (SS 86), Writing Fluency (SS 71) |
|Academic Applications consists of: Passage Comprehension (SS 92), Applied Problems (SS 91), Writing Samples (SS 98) |
|Average Range: Standard Score 90-110 |
|ASSESSMENT REPORT |
| | | | | |
|Student: | | |Date of Report: |05/04/2015 |
| | |
| |Based on assessment procedures implemented, what are the student’s abilities and difficulties? |
|AREA |ABILITIES |DIFFICULTIES |
| |Letter-Word Identification: |Letter-Word Identification: |
|Reading |Uses beginning and ending sounds to decode words |Relies on memorized words to decode unfamiliar words (ie. |
| |Decoded familiar words fluently (ie. against, sentence) |decision/ decide, sufficient/ suffix) |
| |Read sight and/or high frequency words with ease (ie. because, knew) |Decoding words with more complex suffixes (ie. tremendous, |
| | |scientist) |
| |Reading Fluency: | |
| |Correctly determined the accuracy of simple sentences (read 62/66 |Reading Fluency: |
| |correctly) |In a timed test, speed of decoding was average. |
| | | |
| |Passage Comprehension: |Passage Comprehension: |
| |Automatically and fluently infers the meaning of a simple sentence |Inferring the meaning of passages with 2 or more sentences |
| |Utilizes context clues within a simple sentence |Comprehending passages with unfamiliar context and/ or |
| | |complex vocabulary |
| |Calculation: |Calculation: |
| |Multiplication and division of 1 digit by 1 digit |Long division containing a number with more than 2 digits |
| |Adding/ subtracting fractions with common denominators |Finding a common denominator when adding/ subtracting |
|Math |Addition/ Subtraction with the use of carrying over or borrowing |fractions |
| |Math Fluency: |Integer rules |
| |Accurate calculation of simple arithmetic problems (0-10) in a timed |Math Fluency: |
| |test (74/75 correct) |In a timed test, speed calculation was low average. |
| | | |
| |Applied Problems: |Applied Problems: |
| |Solving simple 2-step word problems containing addition/ subtraction |Solving 2-step word problems with distractors |
| |Eliminating distractors within a 1-step word problem |Elapsed time |
| |Calculation of mixed money |Use of proportions to solve ratios |
| |Transferring fractions to decimals/ decimals to fractions |Multiplication/ division of fractions |
| | | |
| | | |
| | | |
| | |Spelling: |
| |Spelling: |Spelling words with the soft “c” (ie. saucer, scene) |
|Written Language |Spelling familiar/ high frequency words (ie. house, table, floor) |Spelling words with complex suffixes (ie. difference, |
| |Spelled some familiar words with more complex word parts (ie. |mansion) |
| |adventure, cough) | |
| | |Writing Fluency: |
| |Writing Fluency: |In a timed test, the writing of simple sentences was in the|
| |Accurately formulated simple sentences when given a set of randomly |low range. |
| |presented words (13/18). |Using the proper tense when presented with specific words |
| | |to incorporate |
| |Writing Samples: |Writing Samples: |
| |Writes neatly |Consistently has minor grammatical errors (has/ have) |
| |Adds extra detail and description to simple sentences |Limited prior knowledge or vocabulary at times |
| |Supplies a problem and a plausible outcome | |
| | |Story Recall: |
| | |Was able to recall details of passages presented orally in |
| |Story Recall: |the average range |
| |Retelling stories with 3 or more sentences by including sufficient | |
| |detail | |
|Oral Language | |Understanding Directions: |
| | |Following two- and three-step directions not presented in |
| |Understanding Directions: |sequential order. |
| |Followed one and two-step orally presented sequential directions. |Eliminating distractors from information given orally |
|VI. |Based on a comparison of chronological age to age equivalents, and/or standard developmental milestones to those milestones assessed, discuss the |
| |skills or aspects of the student's performance as they deviate from norms. Include the relationship of these scores/performances to the possible |
| |eligibility criteria. |
| | |
| |_______ was administered the Woodcock Johnson III Tests of Achievement. Direct comparisons can be made among _____’s achievement scores. These |
| |comparisons help determine the presence and significance of any strengths and weaknesses among her abilities. |
| | |
| |When compared to same age peers, _____’s standard scores reflect low to average performance in all academic areas assessed. _____ achieved a |
| |Standard Score of 85 in Broad Reading (low average), 87 in Broad Math (low average), and 78 in Written Language (low). ______achieved a Standard |
| |Score of 83 in Oral Language (low average). _____’s subtest scores range from 71 (low) on Writing Fluency to 105 (average) on Story Recall. |
| |______ showed a relative strength in Story Recall (SS105) and Writing Samples (SS 98). ______ showed a relative weakness in Writing Fluency (SS |
| |71), Letter-Word Identification (SS 77), and Understanding Directions (SS 77). |
| | |
| |These scores should be compared to other assessments and academic data in order to determine eligibility for special education services. |
| | | | |Page of pages |
| | | | |SE-RT 07/07 |
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|VII. Provide an analysis of any factors influencing the results of the assessment. Include relevant behavior exhibited during the testing, the influence|
|of any socio-cultural factors, consideration of student/examiner interaction, use of an interpreter, etc. |
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| |Testing was completed in one session. ________’s conversational proficiency seemed typical for her age level. She was cooperative throughout the|
| |examination; her activity level seemed typical for her age. She appeared at ease, comfortable, and attentive to the tasks during the examination.|
| |______ responded slowly and carefully to test questions, generally persisting with difficult tasks. |
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|VIII. Based on the report above, the examiner has determined: |
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|A. the assessment procedure was valid for the purpose intended Yes No |
| |
|B. The results are a valid report of the student's ability or achievement Yes No |
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|If A or B are answered "no," please address comments, explanations or recommendations to resolve the problems(s): |
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|IX. |Examiner's certification: | | | |
| |Rebecca Pearson | | | |
| |Printed Name of Examiner(s) | | | |
| | | | | |
| | | |05/04/2015 | |
| |Signature of Examiner(s) | |Date Signed | |
| | | | | |
| |Inclusion Resource Teacher | | | |
| |Title(s) of Examiner(s) | | | |
| | | | |Page of pages |
| | | | |SE-RT 07/07 |
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