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Page 1 Alyssa Garcia April 23, 2009 Assessment Report Name: Janie Date of Assessment: 2-22-09, 3-23-09, 4-6-09, 4-19-09 Date of Birth: Undisclosed Date of Report: April 20, 2009 School: Undisclosed Examiner: Alyssa Garcia Age: 10 Grade: 5 Teacher: Undisclosed Reasons for Referral: Intelligence and academic testing were completed to evaluate strengths and weaknesses, and to practice for EDSP 4320. Evaluation of Janie was conducted using standard evaluation procedures for all tests administered. Evaluation Procedures: This assessment included all the components of a comprehensive evaluation required by state regulations. Information provided by Janie’s parents or primary caregiver, as she is younger than 18 years of age, provide important information to the educational process. These assessment results must be compared with informal assessments, observations and interviews from educational professionals and parents in order to determine if special education services are appropriate. Janie’s primary language, racial, and ethnic background were considered prior to selection and interpretation of evaluation procedures and measures. All assessment procedures measure a limited sample of Janie’s total repertoire. The selected measures should only be interpreted within the limits of their measured validity. The following procedures were components of the evaluation: PROCEDURES DATE Interview with mother, and Developmental History January 31, 2009 Scales of Independent Behavior – Revised February 22, 2009 Woodcock Reading Mastery Tests March 23, 2009 KeyMath – Revised April 6, 2009 Slossen Intelligence Test - Revised April 19, 2009 Background History & Educational History: Janie attended a Mothers Day Out program once a week when she was 3 years old, and twice a week, when she was 4 years old. At age 5 she began kindergarten and continued to be successful in socializing with classmates as well as academia. She has always been a straight ‘A’ student, and in the 1st grade she was admitted into the Gifted and Talented program. She was a member of the 3rd and 4th grade Student Council, and is now the 5th grade Student Council President. Developmental History: Since birth Janie’s development has been very typical. The only delay her mother considers her having is learning to walk. She believes 14 months is slightly too long. Behavior During Assessment: Page 2 Alyssa Garcia April 23, 2009 Janie has no test anxiety and was very cooperative. She was eager to answer every question to the very best of her abilities. Her rapport is good, demeanor is average, and she is very organized. Overall, her response time was quick. During the WRMT, when she hadn’t heard of some words within the assessment questions, she used context clues, root words and her previous knowledge to make the best educated guess she was capable of. Her behavior was very similar for the KeyMath as well. When she wasn’t sure of how to complete a problem, she tried to the best of her ability. Also, though she seemed quite awake during the beginning of the assessment, she progressively got sleepier throughout the hour due to a long weekend at a dance competition. During the SIT-R, Janie’s behavior was the same as in the previous assessments. She found her way around unfamiliar subject matter within the testing questions by using her previous knowledge and by making inferences. Use the chart below for the standard scores, descriptor and percentile range rankings. Standard Score Descriptor Percentile Range >130 Very Superior >97th 121-130 Superior 91st-97th 111-120 High Average 75th-91st 90-110 Average 25th-75th 80-89 Low Average 9th-23rd 70-79 Poor 2nd-8th <69 Very Poor <2nd Language: The primary language of the home in which Janie resides is English. Medical History: Currently, Janie’s general health is described as excellent. She has never suffered from anything chronic. Although she had pneumonia twice in the 2nd grade, she recovered quickly. Home and Community: Janie presently resides with her parents and younger brother and is very family oriented. Her activity level is higher than average children her age. She is the Student Council President, dances twelve hours a week, and is a member of every club she is able to join (e.g. recycle club, broadcast team, etc.) She tends to have friends of the same age, and makes friends easily. Attempts to Education in the Regular Classroom: Page 3 Alyssa Garcia April 23, 2009 Janie has not needed or received any intervention in the regular education classroom. She has been in the gifted and talented program at school since 1st grade. Observations of Appearance and Attitude: Janie is a female with long blonde hair and blue eyes. She is quite petite and full of life. She is typically very cheery with a positive attitude and loves everyone around her. Although she is smart and extremely talented, she is very humble, which can occasionally be uncommon in children her age. Cognitive Assessment To measure cognitive aptitude, the Slosson Intelligence Test (SIT) was administered. The scores reported below are percentiles, standard scores (X=100, sd=16), and 95% confidence intervals. The norms were based on Janie’s age of 10 years 9 months. Percentile Standard Score 95% Confidence Interval Total Standard Score 91 122 116-128 The Slosson Intelligence Test – Revised was used as an estimate of Janie’s general verbal cognitive ability. It is designed to be a quick and reliable index of verbal intelligence. On this assessment, Janie scored within the superior range of abilities with a standard score of 122. Her percentile rank of 91 means that she scored better than or as well as 91% of her same aged peers. Also, when given these testing items, 95 out of 100 times, Janie’s true score will fall within the range of 116 and 128. Academic Achievement: Reading To measure reading achievement, the Woodcock Reading Mastery Tests (WRMT) was administered. The scores reported below are percentiles, subtest and cluster standard scores (X=100, sd=15), and 90% confidence intervals. The norms were based on Janie’s age of 10 years 8 months. Clusters Percentile Standard 90% Confidence Score Interval Visual-Auditory Learning 99.9 152 Letter Identification 78 112 Readiness 99 135 155-116 Word Identification 97 127 Word Attack 99 134 Basic Skills 99 138 146-131 Word Comprehension 96 127 Passage Comprehension 99 134 Reading Comprehension 99 135 138-131 Total Reading 98 132 135-129 On tasks requiring Janie to use long-term storage and retrieval (Visual-Auditory Learning), she excelled. Janie was expected to learn and recall symbols by storing them in her working memory Page 4 Alyssa Garcia April 23, 2009 and retrieve them through a series of visual-auditory associations. Janie’s performance fell in the very superior range of abilities. Janie performed in the high average range of abilities when identifying the letters of the alphabet presented in many different styles and fonts (Letter Identification). She seemed to have no difficulty with letters written in cursive. The Readiness Cluster is composed of these two subtests, Visual-Auditory Learning and Letter Identification. The Readiness Cluster measures skills useful for beginning reading. Janie scored a percentile rank of 99 when compared to her same aged peers meaning she performed as well as or better than 99% of students tested. Her beginning reading skills are in the very superior range of abilities. On tasks requiring Janie to read sight-word vocabulary (Word Identification), she had the standard score of 127, falling in the superior range of abilities. Janie performed in the very superior range of abilities when required to analyze the form and sound of nonsense words, in order to pronounce them (Word Attack). The Basic Skills Cluster is composed of the two subtests, Word Identification and Word Attack. The Basic Skills Cluster measures basic reading skills. Janie scored a percentile rank of 99 when compared to her same aged peers, meaning she performed as well as or better than 99% of students tested. This percentile rank yields a standard score of 138. Her basic reading skills are in the very superior range of abilities. The Word Comprehension subtest measures reading vocabulary at three levels of difficulty in cognitive processing. It is comprised of antonyms, synonyms, and analogies. Janie performed within the superior range of abilities on this subtest. The Passage Comprehension subtest measured Janie’s ability to read and understand a short passage by asking her to supply the missing word within the passage. Janie performed within the very superior range of abilities on this subtest. The Reading Comprehension Cluster is composed of the Word Comprehension and Passage Comprehension subtests, and measures how well Janie understands what she reads. Janie’s standard score is 135 and her percentile rank is 99, meaning she performed as well as or better than 99% of same aged peers tested. Janie is functioning in the very superior range of abilities. The Total Reading Cluster is a broad measure of Janie’s reading abilities and is a useful score in comparing her overall reading ability with other individuals of the same age. The Total Reading Cluster is a combination of the four reading achievement subtests of the WRMT – R/NU battery: Word Identification, Word Attack, Word Comprehension, and Passage Comprehension. Janie performed in the very superior range of abilities (>130). Reviewing Janie’s subtest and composite scores, her performance is quite consistent. Academic Achievement : Mathematics To measure math achievement, the KeyMath was administered. The scores reported below are percentiles, subtest and cluster standard scores (X=100, sd=15), and 90% confidence intervals. The norms were based on Janie’s age of 10 years 8 months. Subtests Area Clusters Percentile Scaled Standard 90% Score Score Confidence Interval Numeration 98 16 Rational Numbers 91 14 Geometry 95 15 Page 5 Alyssa Garcia April 23, 2009 Basic Concepts 97 129 123-135 Addition 84 13 Subtraction 63 11 Multiplication 84 13 Division 84 13 Mental Computation 91 14 Operations 87 117 111-123 Measurement 98 16 Time and Money 75 12 Estimation 95 15 Interpreting Data 95 15 Problem Solving 75 12 Applications 94 123 118-128 Total Math Score 94 123 120-126 Janie’s understanding of numeration and whole numbers, specifically the number 0-999 (Numeration) is in the very superior range of abilities. Janie is ready to address multi-digit numbers and advanced numeration topics including place value, ordering, renaming, and rounding numbers. Her understanding of fractions, decimals and percents (Rational Numbers) is also in the superior range of abilities. Janie has an understanding of spatial/attribute relations, two dimensional shapes, coordinate/transformation and three-dimensional shapes (Geometry). Janie’s overall knowledge of quantity and space as measured by the Basic Concepts Area Cluster is in the superior range of abilities. When given these testing items, 90 out of 100 times, Janie’s true score will fall within the range of 123 and 135. Janie has the necessary foundational knowledge with which all elementary mathematics is based. Janie’s understanding of addition models and basic facts, algorithms to add whole numbers, and adding rational numbers (Addition) is in the high average range of abilities, with a percentile score of 84. Janie scored as well as, or better than 63% of her same aged peers on the Subtraction subtest, falling within the average range of abilities. This covered her understanding of subtraction models and basic facts, algorithms to subtract whole numbers, and subtracting rational numbers. She is able to subtract whole numbers, however, these skills should be able to transport directly to the subtraction of decimal numbers. Janie’s understanding of multiplication models and basic facts, algorithms to multiply whole numbers and multiplying rational numbers (Multiplication) falls within the high average range of abilities, with a percentile score of 84. Her ability to multiply whole numbers transfers directly to the multiplication of decimal values. On the Division subtest, she also scored better than or as well as 84% of her same aged peers, falling in the high average range of abilities. This covered division models and basic facts, algorithms to divide whole numbers, and dividing rational numbers. She has accomplished the division of whole numbers. When it comes to the Mental Computation subtest, Janie’s scored within the superior range of abilities with a percentile score of 91. This subtest included computation chains using whole numbers and rational numbers. These subtests are combined to form the Operations Area Cluster, which addresses both written and mental computation. Janie achieved a standard score of 117. However, when given these testing items, 90 out of 100 times, Janie’s true score will fall within the range of 111 and 123. Page 6 Alyssa Garcia April 23, 2009 Janie’s understanding of nonstandard units and standard units, such as length, area, weight and capacity (Measurement) is in the very superior range of abilities, with a percentile score of 98. In the Time and Money subtest, Janie scored better than or as well as 75% of her same aged peers, falling within the high average range. This subtest includes identifying passage of time, using clocks, monetary amount to one hundred dollars and business transaction. The Estimation subtest covers topics such as whole and rational numbers, measurement and computation. Janie scored within the superior range of abilities, with a percentile score of 95. Janie is able to estimate whole number quantities and is beginning to estimate with rational values. Janie also scored within the superior range of abilities with a percentile score of 95 on the Interpreting Data subtest. This subtest includes charts and tables, graphs, probability and statistics. Janie is ready to begin applying the concepts of range, mean, mode, median, and sampling to frequency distributions. The Problem Solving subtest covers solving routine problems, understanding non-routine problems, and solving those problems. Janie performed within the high average range with a percentile score of 75. Janie is able to solve a variety of routine one- and two-step problems that require any of the four operations. These five subtests combine to form the Applications Area Cluster which requires the practical use of mathematical knowledge and operational skills. When given these testing items, 90 out of 100 times, Janie’s true score will fall within the range of 118 and 128. This means, Janie performed better than or as well as 94% of her same aged peers. This falls within the superior range of abilities. Overall, Janie’s Total Math Score fell in the superior range of abilities, with a standard score of 123. A statistical analysis was completed on the variance present in Janie’s performance among the three cluster areas. Basic Concepts and Operations have a standard score difference of 12 points, which is significant. Basic Concepts and Applications have a standard score difference of 6 points, which is not significant. Operations and Applications have a standard score difference of 6 points, which is also not significant. The presence of significant differences among the area performances is a further indication that major patterns of strength and weaknesses exist and should be considered when planning instruction for Janie. However, this significant difference could also be due to the fact that Janie performed in a three-day dance competition Friday, Saturday and Sunday, and the assessment was given Monday morning. Although she seemed alert and eager to participate in the assessment toward the beginning, she progressively got sleepier and less interested. This could have affected her results on the latter portions of the assessment. Adaptive Behavior Assessment: To measure adaptive behavior, the Scales of Independent Behavior (SIB) were administered. The scores reported below are age equivalents. The norms were based on Janie’s age of 10 years 7 months. Subtests Composites Age Equivalents Gross Motor 15-9 Fine Motor 14-6 Motor Skills 36 Eating 13-5 Toileting 10-6 Dressing 14-5 Page 7 Alyssa Garcia April 23, 2009 Self-Care 18-11 Domestic Skills 14-1 Personal Living 14-3 Social Interaction 80+ Language Comprehension 16-1 Language Expression 18-10 Social/Communication 26 Time Punctuality 15-7 Money Value 14-0 Work Skills 14-3 Home/Community 12-2 Community Living 13-10 Broad Independent 17-1 Janie’s functional independence is advanced as demonstrated by her Broad Independent Composite. Her performance is comparable to that of the average individual at age 17 years 1 month. Her age level tasks involving balance, coordination, strength and endurance will be very easy for Janie. When presented age-level tasks, Janie’s fine motor skills are advanced. Age-level tasks requiring eye-hand coordination using the small muscles of the fingers, hands and arms will be very easy for her. Janie’s ability to successfully use both gross and fine motor skills in mobility, fitness, coordination, eye-hand coordination and precise movements was reviewed. Janie’s motor skills are advanced; her performance is above that of the average individual at age 36. Motor tasks below the age 14-8 level will be quite easy for Janie. Personal living skills include adaptive behaviors related to eating, preparing meals, taking care of personal hygiene and appearance, and maintaining an orderly home. When presented with age-level tasks, Janie’s eating and meal preparation skills are advanced and will be very easy for her. Janie’s toileting skills are age-appropriate; age-level tasks such as using the toilet and bathroom will be manageable for her. Her dressing skills are advanced and age-level tasks will be very easy for her. Her age-level tasks involving basic grooming and health-maintenance will be very easy for Janie as well. When presented with age-level tasks, Janie’s domestic skills are age-appropriate to advanced and will be easy for her. Janie’s personal living skills are advanced and comparable to that of the average individual at age 14-3. Similar tasks below the age 11-8 level will be quite easy for her, while those above the age 18-6 level will be quite difficult for her. Social interaction and communication skills measures Janie’s interactions with others in various social settings and her understanding and communication of information. Her social interaction skills are advanced, therefore age-level tasks will be very easy for her. When presented with age- level tasks, Janie’s language comprehension skills are advanced, these include tasks such as understanding signals, signs, or speech and in deriving information from spoken and written language and will be very easy for her. Her language expression skills are also advanced. Age-level tasks involving talking and other forms of expression will be very easy for her. Overall, her performance in the communication composite is comparable to that of the average individual at age 26. Similar tasks below age 15-8 will be quite easy for her. The point at which she will find similar Page 8 Alyssa Garcia April 23, 2009 tasks to be difficult is above the median for individuals at age 42. Community living skills measure the skills Janie needs to successfully use community resources, perform in an employment setting, and assume other social and economic requirements. Her time and punctuality skills are advanced. Age-level tasks involving time and time concepts will be very easy for her. When presented with age-level tasks related to determining the value of items and using money, her skills are age-appropriate to advanced. These skills involving money value will be easy for her. When presented with age-level tasks, Janie’s work skills are age-appropriate to advanced. Age-level work habits and prevocational skills will be easy for her. Her home and community skills are age-appropriate and skills related to getting around the home, neighborhood, or traveling in the community will be manageable for her. Overall, Janie’s community living skills are age-appropriate to advanced; her performance is comparable to that of the average individual at age 13-10. Similar tasks below the age 10-11 will be quite easy for Janie, while those above the age 17-1 will be quite difficult. Special Education Determination: Janie does not need any special education services. She is advanced for her age and part of the gifted and talented program. Conclusions: Janie is a well rounded girl with aspirations to attend college and become a dance teacher and ‘mommy’ when she grows up. Her cognitive abilities were assessed with the SIT-R, and her scores fell within the superior range of abilities with a standard score of 122. Her academic reading achievement scores gathered from the WRMT (Readiness, Basic Skills, and Reading Comprehension) fall within the very superior range of abilities for students her age with a standard score of 132. She excelled in all areas of the assessment, including Visual-Auditory Learning, Letter Identification, Word Identification, Word Attack, Word Comprehension, and Passage Comprehension. If Janie were given the WRMT 100 times, her score will fall between 135 and 129 ninety percent of the time. The KeyMath identified Janie’s strengths and weaknesses in three broad areas: Basic Concepts, Operations, and Applications. Janie’s total test standard score was 123, which is within the superior range of abilities. Her performance yielded a percentile rank of 94, meaning that Janie outperformed 94% of her age-level peers on the total test. Her strengths include numeration, mental computation, measurement, geometry, estimation and interpreting data, while her lowest scores include subtraction, time and money and problem solving. Based on her adaptive behavior (motor skills, social interaction and communication skills, personal living skills, and community living skills), she is advanced. She scored within the very superior range of scores obtained by others at her age level, as shown by her percentile rank of 99.5% and standard score of 139. This means she scored better, or as well as 99.5% of other students tested her age. Her greatest strengths include her social interaction and communication skills, while her lowest scores include her community living skills. Recommendations/Assistive Technologies: 1. Janie’s domestic skills are age-appropriate to advanced. This could be improved by lessening, and eventually eliminating, verbal reminders from her mother. Although she is Page 9 Alyssa Garcia April 23, 2009 able to make her bed, wash the dishes, and clean the bathroom, she has to be told several times before it actually gets done. While this is typical of most children her age, she is capable of doing this without multiple reminders. Gradually lessen the reminders, and provide a reinforcer when the task is complete. 2. In order to continue excelling in reading, Janie should be reading books around the 7th grade level. Although her reading skills are much more advanced than this, it is important to keep content appropriate for her age. Some suggestions include, but are not limited to: Ballots for Belva: The True Story of a Woman's Race for the Presidency by Sudpita Bardhan-Quallen, Amazing Grace: The Story of the Hymn by Linda Granfield, Dorothy and the Wizard in Oz by Frank Baum, or the Anne Frank Diaries. 3. In order to better her understanding of decimal place values, she should be aware that zeros may be added to the right of a decimal number without changing its value. www.aaamath.com has a place value activity strictly for decimals. They also provide games to go along with the activity. Janie can practice on this website on the class computer if she gets done with her work early, or at home. http://www.aaamath.com/plc51b- placevalues.html 4. When subtracting fractions, Janie should focus initially on the denominators, and these should always be written first in answers. Before she can subtract unlike fractions, she must first master the skill of computing equivalent fractions. www.learningplanet.com has a matching game involving equivalent fractions. This could also be done on the class computer if Janie gets done with work early, or at home. http://www.learningplanet.com/sam/ff/index.asp 5. Janie can maintain and enrich her skill level in problem solving with frequent practice in application settings including problems with extraneous or missing information and those where the needed information must be obtained by data. She should also practice with problems where the steps for the solution are not clearly evident. www.gamequarium.com offers a variety of problem solving games. Janie can browse this website going through the different problems solving the in various ways. http://www.gamequarium.com/problemsolving.html _______________________________ Alyssa Garcia University of North Texas Student
"Formal Assessment Report"