SE 515 Assessment Report

Student name: AR School: JSLC

Date of birth: 7/20/19 District: Boston

Chronological age: Grade: Kindergarten

Gender: Male Teacher(s): Special Education Teacher,

General Education Teacher, Speech
Pathologist

Primary language: Spanish Parent/Guardian: Miss R

Assessment by: Jailyn Rodriguez, Anna Consultations:

Date of report: 4/26/19

Reason for Referral

AR was referred by early intervention based on formal testing (PLS-5 Spanish edition).
The purpose of this report was to fulfill a course requirement and the results are not
being used for any official matter.

Background Information
AR is a kindergarten student with a developmental delay. He is described as being
“silly” and out-going” by his teachers. He likes completing puzzles, looking at books,
listening to stories and participating in whole body movement. AR’s receptive and
expressive language skills continue to develop.

He currently using language in the classroom to request wants/needs, ask/answer

questions, makes comments, and share ideas. He is able to follow verbal routine 2-step
directions and is also starting to begin answering questions related to familiar stories
without the use of visuals and is able to sequence up to four events from familiar
stories. He can take turns during structured activities and has learned many social
phrases for interacting with peers. He sometimes support taking turns in less structured
activities. He is able to identify all uppercase letters and lowercase letters and letter
sounds. He is also able to count from 1-14 without using manipulatives and 1-10 with
manipulatives, identify numerals 0-14 and participate in 1-1 correspondence activities
for the numerals 1-5 independently and 6-10 with visual models. AR can write his name
with the use of a model and has been practicing the other letters in the alphabet with the
use of tracing models. He uses scissors to cut straight lines and he is able to put on his
coat and zipper it independently. His expressive language skills are considerably below
those of typically developing children his age, which is a concern.

Educational History

Gathering information from school records was vital to getting a better understanding on
AR educational history. AR was evaluated towards the beginning of preschool by early
intervention and his mother due to concerns about his communication skills. Based on
formal testing (PLS-5 Spanish Edition) demonstrated extremely low receptive language
skills compared to children his age who have been exposed to Spanish and English.
He receives speech language (1x180 min/30 days), ESY (4x240 min/5 days) and social
skills by the special education teacher (5/30 min/ 5 days).

State and District Assessments

This is not applicable to AR due to his age he hasn’t taken any state or district
assessment

Behavioral Observations

It should be noted that depending on the type of day AR is having his behavior varies in
all areas and subjects of the day. Some days he is engaged and excited to learn and
other days he is shut off and does not want to participate. For example during a typical
Math lesson, AR exhibits disinterest and refusal behaviors, he chooses to go to the
break area instead of joining his assigned table to do work.

During our testing session AR was focused and eager to get his work done. He was
motivated by a sticker system that we had put in place prior to testing. Every time AR
completed a section he would gain a sticker to put on his chart and once he got to the
bottom he would get a surprise. Throughout the testing AR got antsy so we took a total
of three breaks. Each break lasted about 5 minutes each time.

Special Health Care Needs

This is not applicable to AR because he is no on any medications and does not have an
allergies or seizure management.
Assessment Procedures
The assessment was done through various forms such as reviewing school records,
conversations with AR teachers and observations of his behavior. The assessment was
done on a Friday morning between 10:45 to 12:05 there were a total of three breaks all
5 minutes long. AR was assessed using the TEA II achievement test. For each test
administered listed below, all materials were out and accessible to AR. For many of the
sections, an easel was set up and in plain view for both AR and the examiner could see.
Each section had a list of materials listed before the start of testing; they also had rules,
tasks and timing procedures. Each section also provided recording instructions, start
point, basal rule and discontinue rule. He was given enough time to think and respond.
Each section also providing specific instructions , it included what to say

Tests administered:

Reading:
Letter & word Recognition
Math:
Written Expression
Math Computation
Written Language:
Listening Comprehension
Oral Expression

Assessment Results & Interpretations

Results from the test administered compare AR’s performance to those of peers of the
same age group and grade level. The types of scores are described below.

¨ Raw scores represent the number of correct answers which includes credit for ones that
weren’t administered items below the students basal.
¨ A percentile rank correspond to all standard scores subtest, composite, and comprehensive
achievements.
¨ A standard score correspond to subtest raw scores , standard scores can be derived from
nine composites: comprehensive achievement composite , reading, math, written language and
oral language.
¨ Confidence Intervals are the range of scores that is likely to include the student’s true scores
with a range of 85%, 90% or 95% confidence.
¨ A grade equivalent score is based off the subtest raw scores. They range form <4:6 to <19:0.
¨ Normal curve equivalents and stanines are composite stand scores.
TEA II Kaufman Test of Educational Achievement, Second Edition

TEA II (Kaufman Test of test Educational Achievement, Second Edition) is a

Comprehensive test used to measure academic achievement. TEA II measures a
student's achievement in the areas of reading, math, written language, and oral
language.

Subtest Measures the ability…

Letter-word “ The student identifies letter and pronounces words gradually

recognition increasing difficulty. Most words are irregular to ensure that the
subtest measures word recognition (reading vocabulary) more than
decoding ability.”

Written Expression “ Kindergarten and pre-kindergarten children trace and copy letter
and white letters from dictation”.

Listening “The student listens to passages played on CD and then responds

Comprehension orally to questions asked by the examiner. Questions measure
literal and inferential comprehension”.

Oral Expression “The student performs specific speaking tasks in the context of a
real-life scenario. Tasks assess pragmatics, syntax, semantics, and
grammar.”
(Kaufman & Kaufman, 2004, p.4).

Subtests Percentile Standard Grade

Rank Score Equivalent

Reading

Letter-word identification 47 99 >19

Math

Written Expression 37 95 >19

Written Language

Listening 8 79 >19
Comprehension

Oral Expression

Total Achievement 92 279 >57

Comparing AR’s scores to those of his peers of the same age level, AR’s overall level of
achievement is extremely low average.

Reading

Results from the TEA II Achievement test indicate that he has a good understanding of
his letters both uppercase and lower case. Which consistent with his IEP that states that
he is able to identify all upper case letters and lower case letters and letter sounds. He
struggled with two letter words. Based on the Error Analysis Booklet AR struggles with
short (o, I). He would benefit from instruction on CVC words.

Comprehension

Due to his reduced language skills, he is at disadvantage in sharing what he has

learned, communicating effectively with peers and adults, and interacting with peers
appropriately. These deficits prevent him from accessing the general curriculum. A
specifically designed curriculum, which includes explicit teaching of social skills,
emotional states, and using language to communicate, are required for AR to continue
making adequate progress. Results of the listening comprehension and oral expression
he scored in the 8% percentile. His classroom teacher stated that he is able to answers
questions when given visuals and two step directions.

Math
In the Math sections, AR performed relatively well. He was able to identify the smallest,
sequence of numbers as well as identify the different shapes. He did struggle with two
digit numbers and with telling time. Based on MA Curriculum Frameworks in Math
K.CC.A.2 he would benefit from counting forward beginning from a given number within
the known sequence (instead of having to begin at one) and K.CC.B.4.A When counting
objects, say the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object.

Summary
AR is an enthusiastic kindergarten who struggles with expressive and communicative
skills. He has made significant progress towards his speech and language goals
addressed In his IEP. He follows a variety of simple one and two step directions given
an initial cue to gain his attention. He is working towards following simple and familiar
two step directions containing basic concepts. His ability to identify both basic and
curriculum vocabulary continues to improve. Which was soon during testing. He benefits
from multiple exposures to vocabulary and visual cues . He understands simple wh-
question type and is working on comprehension questions following story reads with
more independence and accuracy. Based on testing and reports from his teachers AR
is making great progress in all areas.
Recommendations

1. AR will benefit from expressive language exercises

2. AR should be provided with opportunities to practice his social communication skills
3. AR should be given two -step directions when introducing new
4. AR would benefit small group instruction: used a multi-sensory approach to
instruction
5. AR will benefit from movement opportunities.

Jailyn Rodriguez Mendoza Date 5/6/19