Special_Education_Assessment

Sharol Forsythe SPED412 Final Project 1. Demographic Information: Name: Lindsey Moore Date of Birth: 11/12/1998 Chronological age: 8 years, 11 months Grade: 3.1 Evaluation date: 10/01/2007 Examiner: Nelson 2. Description of the Assessment Procedures: The Woodcock-Johnson III (WRJ-111 Normative update: Woodcock McGrew, & Mather, 1998/2008) Basic skills and Passage Comprehension clusters as well as the Reading Fluency subtest were administered to assess reading skills. The Basic skills cluster is comprised of the Letter-Word Identification and Word-Attack subtests. The Letter-Word Identification subtest measures the letter and sight word knowledge of students. The Word Attack subtest assesses their phonics skills. The Passage Comprehension cluster is comprised of Broad Reading and Reading Comprehension, the Passage Comprehension measures the comprehension of words in context of a passage. The Math Calculations and Math Reasoning clusters were administered to assess mathematics skills. Math Calculations skills measure the ability to perform mathematical computations. These would include addition, subtraction, multiplication, division, and combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. Math Reasoning is Math Fluency measures the ability to solve simple addition, subtraction, and multiplication facts quickly. This test consists of two subtests: Applied Problems and Quantitative Concepts. 3. Interpretation of the Results: According to WJ-III assessment results, Moore’s Basic Broad Reading Skills fall within the low range (SS=77). Moore does not have a strength or weakness in reading skills. Her overall basic reading skills falls within the low range (SS=79) as well as her reading comprehension falls within low range (SS=78). In the basic reading skill area, Moore shows strength in Work-Attack (SS=101), relative to Letter-Word Identification (SS=67). Within the primary areas underlying reading comprehension Moore’s has a slight strength in Passage Comprehension relative to Reading Vocabulary. Her reading vocabulary falls within the low range (SS=78), while her passage comprehension skills fall within low average range (SS=81). Moore’s Reading Fluency (SS=94) lies in the average area; Letter-Word Identification is her primary problem, which will make it impossible to extremely difficult to comprehend basic reading skills. The Math Calculation cluster is comprised of the Calculation and Math Fluency subtests. Inspection of the Calculation and Math Fluency subtest scores and associated 68% confidence intervals indicates that Moore’s Math Calculation and Fluency skills are similar to one another. Moore’s instructional one on math activities that require math calculation skills ranges from the beginning of 2nd Grade (easy) to the middle of 3rd grade (difficult). Moore’s RPI on the math calculation cluster of 87/90 suggests that when average grade-mates are having 90% success on math assignments that require calculation skills; Moore will have 87% success. These tasks will be manageable for her to perform. Moore’s standard scores on the Math Calculation cluster fall within the average range of scores obtained by others at her age level from the normative sample, this is shown by her percentile rank of 87 and standard score of 97. The Math Reasoning cluster is comprised of the Applied Problems and Quantitative Concepts subtests. In looking at the Applied Problems and Quantitative Concepts subtest scores and associated 68% confidence intervals indicates that Moore’s applied math and reasoning differ from one another. She shows strength in applied problems (SS=95) relative to Quantitative concepts (SS=79). Applied problems. Moore’s development level on the applied problems subtest is equivalent to the average student at the 2.6 grade level from the normative sample. Moore’s instructional zone on math activities that require solving applied math problems ranges from the beginning of 2nd grade (easy) to the beginning of 3rd grade (difficult). Moore’s RPI on the Math Calculation cluster is 78/90 suggests that when average grade-mates are having 90% success on math assignments that require solving applied math problems; Moore will have 78% success. These tasks will be difficult for her to perform. Moore’s standard scores on the Applied Problems subtest fall within the average range of scores obtained by others at her age level from the normative sample as shown by her percentile rand of 36 and standard score of 95 Quantitative Concepts. Moore’s development level on the Quantitative Concepts subtest is equivalent to the average student at the 1.5 grade level from the3 normative sample. Moore’s instructional zone on skills in solving math-world problems ranges from the beginning of 1st grade (easy) to the beginning of the 2nd grade (difficult). Moore’s RPI on the Quantitative Concepts of 35/90 suggests that when average grade-mates are having 90% success on math assignments that require solving math-world problems; Moore will have 35% success. These tasks will be difficult for her to perform. Moore’s standard scores on the Quantitative Concepts subtest fall in low range of scores obtained by others at her age level from the normative sample, as shown by her percentile rank of 35 and standard score of 79. 4. Present Level(s) of Academic Achievement (and Functional Performance) Statement (PLAAFP) According to the WJ-III assessment results Moore’s Broad Reading Skills fall within the low range (SS=77). Moore does not show strength or a weakness from her Basic Reading Skills and Reading Comprehension. Her overall Basic Reading Skills fall within the low range (SS=79) and her overall Reading Comprehension falls also in the low range (SS=78). In the Basic Reading skill area, Moore shows strength in Work Attack (SS=101) relative to Letter-Word Identification (SS=67). Within he primary areas underlying Reading Comprehension, Moore shows a slight weakness in Reading Vocabulary relative Passage Comprehension. Her reading Vocabulary falls within the low range (SS=78) whereas her Passage Comprehension falls within the low average range (SS=81). While her Reading Vocabulary falls within low range this could greatly impact her Reading Comprehension and Passage Comprehension, which with her RPI of 22/90 will make it impossible to participate in and comprehend general education reading assignments. According to WJ-III assessment results, Moore’s Broad Math Skills fall within the average range (SS=95). Moore appears to have strength in her math calculation skills relative to Math Reasoning. Her overall Math Calculation Skills fall within the average range (SS=97) whereas her overall Math Reasoning Skills area, Moore’s shows neither a strength nor weakness in Calculation (SS=98) and Math Fluency (SS=93). In Math Reasoning, Moore shows strength in Applied Problems relative to Quantitative Concepts. Her Applied Problems falls within the average range (SS=95) whereas her Quantitative Concepts falls within the low range (SS=79). While her Applied Problems in math fall into the average range it is her low range in Quantitative Concepts, which will greatly impact her Math Reasoning and ability to participate to participate in and comprehend general educational math assignments. 5. Key Elements of the Student’s Education Plan 1. Annual Goal a. The student will increase her standard score in Reading Comprehension from a 78 to a 90. b. The student will increase her standard score in Basic Reading Skills from a 79 to a 90. c. The student will increase her standard score in Quantitative Concepts from a 79 to a 90. 2. Programs, Practices to increase standard scores d. In order to increase the student’s standard score in Reading Comprehension the student will increase her vocabulary words by associating the vocabulary words with pictures to comprehend the meaning of the word. As student increases in the understanding of these words, the number of pictures will be reduce as understanding increases. e. In order to increase the student’s standard score in Passage Comprehension, pictures of vocabulary words will be placed in the sentence for better understanding of word. As student increase her knowledge and correct answers of words in the passage the number of picture words will be replaced with just the word. f. In order in increase the student’s standard score in Quantitative Concepts the student will be given additional practice worksheets in measurements and applied problems. Such as the use of a ruler and what the differences in inches of an object are. 3. CMB Procedures g. The curriculum-based measurement tool that will be used in improving to standard score in Reading and Passage Comprehension will be to use the General Outcome Measures (GOM). The student will be tested bi-weekly on vocabulary words that are not associated with pictures. By the end of the year the student will be able to identify the correct meaning of the vocabulary words with 85% accuracy. h. The curriculum-based measurement tool that will be used I Quantitative Concepts will be Skilled-based Measures (SBM). Student will be measured bi-weekly in progress to increasing answers with 85% accuracy at the annual goal date. i. For both of these measurements tools the student and teacher will keep a separate graphing chart to show student and teacher the progress she is making to reach her annual goal.