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Formal Assessment Report

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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:
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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:
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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
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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
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                        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.
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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
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          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
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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
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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

				
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