Jesisca Hane

CEP 802A
10/15/13
Diagnostic Assessments and Summary

STUDENT NAME: Lo (This is not the students real name)

AGE: 5 years 10 months (DOB: 12/19/07)

GRADE LEVEL: Kindergarten

SPECIAL EDUCATION STATUS
Lo previously had an IEP and was certified as eligible to receive speech and OT
starting when she was 2 years 6 months, and ended in March before starting
kindergarten. The IEP was never sent to the current school.

PROGRAM
No special programs.

OBSERVATIONS
While writing the numbers 1-10, Lo asked for help with six out of the ten numbers,
but when the examiner said to try, she did and was right for three of those six.

Out of the ten numbers Lo was asked to write, she correctly wrote four of them,
wrote the correct numbers for four others but they were written backwards, and
had two that were not the right shape or orientation.

MATHEMATICS PERFORMANCE
Lo’s job was to write “12 days of school” on the board as it was spelled to her. She
wrote the numbers 1 and 2 backwards, however the words “days” and “of” were
written correctly (while using all uppercase). The word “school” was written
“sclhoo” where the “s” looked like the number 2, and all of the letters were
uppercase except “l”, which was written as a lowercase.

She knew 40/54 letters (mix of uppercase and lowercase):
1. She knew all uppercase except V that she called a Y
2. She did not know the following lowercase letters and did not attempt:
a. b, y, g
3. She did not know the following lowercase letters but guessed the letter
written in parenthesis:
a. h (r), j(k), a(n), l(I), q(r), d(b), i(y), e(n), t(x)
4. Numbers 1-10 (recognition)
a. 9 out of 10 correct
b. She called number 10 a 9




Jesisca Hane
CEP 802A
10/15/13
INTERESTS
Based on observations from 9/16/13 through 10/10/13, Lo enjoys reading and
does not always immediately put books away when its time to move on from
reading.

After an informal conversation between Lo and the examiner, the examiner found
that Lo likes having play dates outside of school, enjoys playing video games, loves
recess, likes books about mine craft, and likes science but not math.

STRENGTHS
Lo is good at following directions from the teachers. Through observation, the
examiner discovered that Lo is a really good friend and loves to help others. Lo is
good at writing her name on class assignments, and knows the letters that make up
her name.

MEAP MATHEMATICS DATA
N/A (student is in kindergarten)

NORM-REFERENCED MATHEMATICS TEST—Kaufman Test of Educational
Achievement (KTEA-II)
Through individual assessment of students aged four to twenty-five years old, the
Kaufman Test of Educational Achievement determines the appropriate academic
placement for students, discovers which students need intensive programs,
develops a plan for students, and measures and tracks response to intervention
(RTI). The test assesses four different key academic skills, including reading, math,
written language, and oral language. This assessment uses both age and grade based
standard scores.

The test was administered to the student at a table in the hallway directly outside of
the classroom. The examiner was positioned to see both the student and examiner
side of the test easel. During the math concepts and applications subtest, the
student had four questions repeated to her because she got distracted while they
were read. During the math computation subtest, the student verbalized correct
answers for numbers one, two, and four, however her fine motor skills were limited
and she wrote the wrong numbers. These numbers were marked as correct since
the assessment was testing mathematics skills and not fine motor (writing) skills.


Test Raw Score Standard/Scale
Scores
Percentiles Confidence
Intervals
Subtest:
Math
Concepts &
Applications

17

93

32

86-100
Subtest:
Jesisca Hane
CEP 802A
10/15/13
Math
Computation
3 93 32 85-101
Composite 20 92 30 86-98


CURRICULUM-BASED MATHEMATICS EVALUATION—AIMSweb
AIMSweb was the curriculum-based tool used to assess Lo on 10/14/13. The
examiner administered all four parts of the first benchmark period for the
Kindergarten Benchmark Assessments. The four parts assessed how many the
student could accurately, verbally express within one minute. The first minute
assessed oral counting, the second minute was number identification, the third
minute was quantity discrimination by telling which number was greater out of two
given numbers, and the fourth minute was to find the missing number in a given set
of 3 numbers. In any of the parts if the student took longer than three seconds to
give an answer, the examiner gave the answer and the student went on. For all parts
except oral counting, if the student did not answer at least one of the first five
consecutive answers correctly, then the assessment had to be stopped immediately.

The Ann Arbor Public School district uses AIMSweb as a form of progress
monitoring for students receiving special education services.

Lo was given these assessments in the hallway outside of the classroom on a
Monday afternoon while her classmates had quiet time in the classroom. During the
oral counting assessment, another class came in from recess and caused a
distraction. Lo briefly looked up at the students as they walked down the hallway.
During the rest of the assessment, there were not any distractions from other
classes.

Assessment Oral Counting Number
Identification
Quantity
Discrimination
Missing
Number
Raw Score 26/30 28/32 9/11 4/6
Percentile 25
th
percentile 44
th
percentile 42
nd
percentile 47
th
percentile

SUMMARY OF RESULTS
Based on the results from AIMSweb, Lo is not in need of special services for
mathematics. The average percentile for her grade is within the 25 to 75

percentile.
Oral counting was the only area where Lo scored at the bottom of her grade curve.
However, this was the assessment that had the distraction from another class
walking in the hallway. Based on the percentiles of her other three sections of
assessment, Lo is not struggling with verbally answering numerical mathematics
questions.

The KTEA-II assessment ranked Lo in the 30
th
percentile in her overall mathematics
section. This indicates that she is within the average range for her age-based norms.
Jesisca Hane
CEP 802A
10/15/13
As stated above, Lo’s age is 5:10. According to her scores, Lo would be equivalent to
the age of 5:4, which puts her in the same level as other students in kindergarten.

The examiner does not currently recommend any additional services for Lo’s
mathematics skills. It could be beneficial for Lo to receive extra support with her
fine-motor skills.