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Vallecorsa, Angela Identifying information: Name: **** School: Roosevelt Middle School Birthdate: **** Teacher: ***8 Age:

13 Grade: 8 Gender:F Date of Report: Date(s) Tested: 12/3, 12/7, 12/10, 12/11 Tester: Angela Vallecorsa

Reason for Referral This student was assessed to fulfill the examiners class requirement for SPED 420 at Edinboro University.

Educational History **** is currently an 8th grade student. According to her most recent evaluation report, she has a specific learning disability in reading. She will receive support services, within the regular classroom, for all major academic and related arts subjects. **** demonstrated excellent progress during the first quarter. Her grades are as follows: Language Arts 94%, Math 90%, Science 92%, and Social Studies 85%. Her spring 2012 PSSA scores were in the advanced range for math with a score of 1487 and in the basic range for reading, scoring in the below basic range for 2010 and basic in 2011.

Current School Performance **** is extremely cooperative with her teachers and peers. She is an active participant in class and frequently volunteers to answer oral questions. She has a very positive attitude towards her education and strives to do her best in all academic areas. She seeks assistance when needed and also assists other students during cooperative learning activities. She has leadership qualities which she demonstrates on a consistent basis.

Vallecorsa, Angela **** is operating at a slightly below grade level in reading fluency and decoding, but not enough that there is a clear discrepancy between she and her peers. **** appears to be on grade level in Math as indicated by her classroom performance and PSSA scores. Written work is neat and well written. Any slight discrepancy in grade level is not enough to prevent **** from being successful in her academic subjects. She is proving that her attitude and work ethic helps her overcome any obstacles that would prevent her from being successful. At this time, she needs minimal adaptations to her class work. However, she does appear to benefit from frequent verbal reinforcement. She responds positively and welcomes teacher input and suggestions. **** needs more practice with instructional level material to demonstrate her comprehension and understanding skills before reading, during reading, and after reading on grade level texts. She can do this through strategies such as summarizing, note taking, extending ideas from text, comparing and contrasting texts, determining fact from opinion and supporting assertions from the text. Other Factors (if needed) N/A Avoiding Cultural and Linguistic Bias Mariah is a native English speaker, and is African-American. There is no cultural or linguistic bias. Assessment Questions Is there a school performance problem? Is the school performance problem related to a disability? What are the students educational needs? What educational program is required to meet those needs? How effective is the educational program?

Vallecorsa, Angela Behavior during Assessment The first day of testing, my student had a positive attitude about the assessment. I introduced myself again (she was in my push-in classes), and she approached the testing environment with smiles every time we tested. She responded to me when I asked her questions, and she was very cooperative. During the assessing, **** was able to concentrate and demonstrate effort throughout the testing. We were in a room with another class, so some of the time we tested it was louder, and I had to repeat many questions. I feel as if there could have been a more suitable place for testing. We had about four different test dates for the WIAT II and about four different test dates for the Key Math assessment. I did not witness any potential problem behaviors. She had excellent confidence, excellent attention skills, excellent conscientiousness, and put forth excellent effort.

Assessment Results Two assessments were conducted on ****; one was the WIAT II, and the other KEY MATH 3. We tested on the following dates: November 14, 21, 28, 30, and December 7, 10, 11, and 12. General School Performance For the WIAT II, the subtests are as following: Word Reading, Reading comprehension, Spelling, Pseudoword decoding, Mathematics, Written Language, and Oral Language. The word reading subtest assesses early reading (phonological awareness) and word recognition and decoding skills. Items evaluate the naming of letters of the alphabet, the identification and generation of rhyming words, the identification of beginning and ending sounds of words, the blending of sounds into words, and the matching of sounds with letters and

Vallecorsa, Angela letter blends. Both word reading accuracy and automaticity can be evaluated. ****s standard score here is 86. She falls within the 18th percentile rank. The Reading subtest is designed to measure the types of reading comprehension skills taught in the classroom and used in everyday life. Initial items involve matching written words with representative pictures. Later items include reading sentences aloud and reading different types of passages, then answering questions involving the comprehension of content, such as identifying the main idea and specific details, making inferences, and defining vocabulary by using context cues. Her standard score here is 94, falling into the 34th percale rank. The spelling subtest assesses the examinees ability to spell by writing letters and letter blends that match specific sounds and writing words. Homonyms were included to reflect utilization of context clues to select the appropriate spelling. Her standard score here is 86, and she falls within the 18th percentile rank. Pseudo-word decoding measures the ability to apply phonetic decoding skills. The list of nonsense words are designed to be representative of the phonetic structure of words in the English language. She received a standard score of 77, falling into the 6th percentile rank. For the math reasoning subtest, the examinee counts, identifies geometric shapes, and solves single- and multi-step word problems, including items related to time, money, and measurement in response to both verbal and visual prompts. The examinee solves problems with whole numbers, fractions or decimals, interprets graphs, identifies mathematical patterns, and solves problems related to statistics and probability. She received a standard score of 94, falling into the 34th percentile rank. Numerical operations assesses the ability to identify and write numbers, count using 1:1 correspondence, and solve written calculation problems and simple equations involving the basic

Vallecorsa, Angela operations of addition, subtraction, multiplication and division. She received a standard score of 88, falling into the 21st percentile rank. Written expression assesses the writing process. It is divided into 5 sections: Alphabet Writing, Word Fluency, Sentences, Paragraph, and Essay. This is a direct way of measuring an examinees written discourse. She received a standard score of 126, falling into the 96th percentile rank. Listening comprehension is a subtest designed to measure the ability to listen for detail by selecting the picture that matches a word or sentence, and generating a word that matches a picture and an oral description. She received a standard score of 106, falling into the 66th percentile rank. Oral expression requires the examinee to produce oral language to recall and repeat, categorize, describe, and provide information to direct others. **** received a standard score of 130, falling into the 98th percentile rank. ****s reading rate is below average to average.

Vallecorsa, Angela

Vallecorsa, Angela Mathematics For Key Math 3, the basic concepts area addresses an individual's conceptual understanding with five content strands that correspond to the five content standards presented in the National Council of Teachers of Mathematics Principles and Standards for Mathematics. It includes the following KeyMath3 DA subtests: Numeration, Algebra, Geometry, Measurement, and Data Analysis and Probability. Student's Basic Concepts standard score is 101 (97-105), which corresponds to a percentile rank of 53 and a grade equivalent of 8.4. Her performance on this area is considered Average for her grade. Student's performance on each of the five Basic Concepts subtests is described in the Subtest Performance section of this report (below). Operations area addresses an individual's written and mental computation skills with respect to addition, subtraction, multiplication, and division of whole and rational numbers (including variables). It includes the following KeyMath3 DA subtests: Mental Computation and Estimation, Addition and Subtraction, and Multiplication and Division. Student's Operations standard score is 89 (84-94), which corresponds to a percentile rank of 23 and a grade equivalent of 5.9. Her performance on this area is considered Average for her grade. Student's performance on each of the three Operations subtests is described in the Subtest Performance section of this report (below). Applications addresses an individual's ability to identify the key elements of math problems and the operations and strategies necessary to solve problems as well as an individual's ability to apply this knowledge to solve story problems. It includes the following KeyMath3 DA subtests: Foundations of Problem Solving and Applied Problem Solving. Student's Applications standard score is 90 (82-98), which corresponds to a percentile rank of 25 and a grade equivalent of 6.2. Her performance on this area is considered Average for her grade.

Vallecorsa, Angela Student's performance on each of the two Applications subtests is described in the Subtest Performance section of this report (below).
The Numeration

subtest measures an individual's understanding of whole and rational

numbers. It covers topics such as identifying, representing, comparing, and rounding one-, two-, and three-digit numbers as well as fractions, decimal values, and percentages. It also covers advanced numeration concepts such as exponents, scientific notation, and square roots. Student's Numeration scale score is 13, which corresponds to a grade equivalent of >=10.0. Her performance on this subtest is considered Above Average for her grade. The Algebra subtest measures an individual's understanding of pre-algebraic and algebraic concepts. It covers topics such as sorting, classifying, and ordering by a variety of attributes; recognizing and describing patterns and functions; working with number sentences, operational properties, variables, expressions, equations, proportions, and functions; and representing mathematical relationships. Student's Algebra scale score is 8, which corresponds to a grade equivalent of 6.5. Her performance on this subtest is considered Average for her grade. The Geometry subtest measures an individual's ability to analyze, describe, compare, and classify two- and three-dimensional shapes. It also covers topics such as spatial relationships and reasoning, coordinates, symmetry, and geometric modeling. Student's Geometry scale score is 8, which corresponds to a grade equivalent of 6.5. Her performance on this subtest is considered Average for her grade. The Measurement subtest measures an individual's ability to compare objects on a variety of attributes and to use nonstandard and standard units to measure those attributes. It also covers topics such as measuring angles, sequencing events, estimating and measuring time, counting and working with money (coins and currency), and measuring angles. Student's Measurement

Vallecorsa, Angela scale score is 11, which corresponds to a grade equivalent of 9.0. Her performance on this subtest is considered Average for her grade. The Data Analysis and Probability subtest measures an individual's ability to collect, display, and interpret data as well as his or her understanding of the concepts associated with chance and probability. Student's Data Analysis and Probability scale score is 11, which corresponds to a grade equivalent of 9.0. Her performance on this subtest is considered Average for her grade. The Mental Computation and Estimation subtest measures an individual's ability to mentally compute answers to given math problems using addition, subtraction, multiplication, and division operations. It covers problems involving one-, two-, and three-digit numbers, fractions, decimals, and percentages. Student's Mental Computation and Estimation scale score is 10, which corresponds to a grade equivalent of 7.7. Her performance on this subtest is considered Average for her grade. The Addition and Subtraction subtest focuses on written algorithmic procedures and concepts. It measures an individual's ability to add and subtract whole and rational numbers, including two- and three-digit numbers, fractions, mixed numbers, decimal values, and integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving addition and subtraction. Student's Addition and Subtraction scale score is 7, which corresponds to a grade equivalent of 5.2. Her performance on this subtest is considered Below Average for her grade. The Multiplication and Division subtest focuses on written algorithmic procedures and concepts. It measures an individual's ability to multiply and divide (using one- and two-digit multipliers and divisors) whole and rational numbers, including fractions, decimal values, and

Vallecorsa, Angela integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving multiplication and division. Student's Multiplication and Division scale score is 7, which corresponds to a grade equivalent of 5.2. Her performance on this subtest is considered Below Average for her grade. The Foundations of Problem Solving subtest measures an individual's ability to identify the necessary elements, operations, and strategies required to solve math problems. It places emphasis on the individual's ability to explore the procedural elements that facilitate solutions. Student's Foundations of Problem Solving scale score is 8, which corresponds to a grade equivalent of 6.0. Her performance on this subtest is considered Average for her grade. The Applied Problem Solving subtest measures an individual's ability to interpret problems set in a context and to apply computational skills and conceptual knowledge to produce a solution. Problems address topics included in each of the five KeyMath3 Basic Concepts subtests. Student's Applied Problem Solving scale score is 8, which corresponds to a grade equivalent of 6.5. Her performance on this subtest is considered Average for her grade.

Vallecorsa, Angela

Vallecorsa, Angela

Vallecorsa, Angela Summary and Conclusions The WIAT II was measuring all around school performance, whereas the Key Math 3 was measuring how well Mariah is doing in math. From the WIAT, we can see her scores range from below average to above average. From the Key Math 3, we can see her scores also range from below average to above average. Overall, the student is mainly in an average range for most parts of both tests, and is a bit below average for reading for her same age/grade peers, and is average, so scoring around the same, for math subtests in relation to same age/grade peers. Instructional Recommendations It would be highly recommended for Mariah to practice her fluency and reading skills. Two goals she has is: When given reading material, **** will answer accurately comprehension questions with 80% success rate; When given instructional level material, **** will demonstrate comprehension/understanding before reading, during reading, and after reading the grade level text through the strategies of summarizing, note taking, extending ideas from text, comparing and contrasting texts, determining fact from opinion and supporting assertions from text with 80% accuracy on three consecutive bi-weekly probes. If **** continues to practice and read a lot, she will be able to reach her goals. ****is average in math, and if she continues working toward this goal: When given a math computation problem, **** will compute 30 digits correctly during a specific allotted time at the middle skill level as appropriate for this individual student at 80% accuracy on three consecutive bi-weekly probes; she will be able to succeed. The more practice within specific subtest areas such as addition and subtraction, multiplication, problem solving, and applied problem solving, **** can further her success in mathematics.

Vallecorsa, Angela

Angela Vallecorsa Appendix Key Math 3 Diagnostic Assessment Written Computation Examinee Booklet WIAT-II Response Booklet WIATII Record Form Key Math 3 Score Summary