SUMMARY AND SCORE REPORT
Betty Plasencia Elementary School
1321 East Cortez St. LA 90026
213-250-7450
Resource Specialist Report (RSP)
Student Name:
Student ID number:
Date of Birth:
Chronological Age:
Primary Language or
mode of communication:
ELD Level:
Race or Ethnicity:
Name of School:
Grade:
Date of Testing:
X
X
x
5.7
EO
EO
Hispanic
Plasencia ES
K
01/31/2014
Background Information:
Test Information:
Elijah was tested using a standardized test called the Woodcock Johnson III. It was
administered during four 40-60 minute sessions. Materials and procedures used for
assessment and educational planning are selected and administered so as not to be
racially, culturally or sexually discriminatory and are considered valid and reliable
for this evaluation. No modifications to the standardized procedures were necessary.
Tests results are considered to be a valid reflection of this student’s skills and
abilities.
Summary of Observations (in class, playground, etc.):
In the classroom, Elijah participates and likes to observe what everyone is doing during
lectures/discussions. However, Elijah will be more sociable and active during small
group instructions. During in class observation, student raised his hand if he needed
assistance and was able to provide answers when the teacher called on him. He likes
activities that involve drawing, coloring, and games. Teacher reported that playing with
pencils or erasers can easily distract the student. Additionally, teacher added that
student will shut down if he is told to re-do a task and/or hears a negative criticism.
During the assessment, student was given multiple breaks where student played games or
got a drink a drink of water to maintain focus.
Interviews:
General education Teacher(s): Teacher is concerned about student’s overall academic
achievement. Teacher is also concerned about student’s emotional status that affect is
social and academic progress. Teacher also wants to learn about strategies that can be
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 2
used to work with the student that will help increase engagement, participation, and
work productivity. Teacher stated that students will be more flexible in math in terms
of wanting to ask for more assistance, continue to persist with more difficult tasks,
and stay on task. Teacher is also concerned about Elijah’s unstable moods that causes
him to walk or run our of class and/or causes him to have some meltdown. Student also
reported that student work well with incentives like snacks.
Parent/Guardian: grandmother – legal guardian are concerned about student’s overall
academic achievement. Additionally, they are also concerned about student’s socialstatus and his unstable mood that affect social skills and academics.
READING: Letter Word Identification; Passage Comprehension; Word Attack; Reading Fluency
Test 1:Letter word identification: This test measures the subjects word identification
skills. The initial items require the individual to identify letters that appear in
large type on the subject’s side of the test book and the remaining items require the
person to pronounce words correctly. The individual is not require to know the meaning
of any word.
Test 2:Reading fluency: This test measures the person’s ability to quickly read simple
sentences in the subjects response booklet, decide if the statement is true, and then
circle yes or no. The difficulty level of the sentences gradually increases to a
moderate level. The individual attempts to complete as many items as possible within a
3-minute time limit.
Test 9: Passage comprehension: The initial passage comprehension items involved symbolic
learning, or the ability to match a rebus (pictographic representation of a word) with
an actual picture of the object. The next items are presented in a multiple choice
format and require the person to point to the picture represented by the phrase. The
remaining items require the person to read a short passage and identify a missing key
word that makes sense in the context of that passage. The items become increasingly
difficult by removing pictorial stimuli and by increasing passage length, level of
vocabulary, and complexity of syntactic and semantic cues.
Test 13: Word attack: This test measures skill in applying phonic and structural
analysis to the pronunciation of unfamiliar printed words. The initial items require the
individual to produce the sounds for single letters. The remaining items require the
individual to produce sounds for single letters. The remaining items require the person
to read aloud letter combinations that phonetically consistent, or regular patterns in
English orthography but are non-words or low-frequency words.
Strengths: Elijah likes listening to stories and in such cases shows a more increased
attention span and participation. When asked questions pertaining to the text that was
read aloud to him, he can answer text based questions with 1 to 2 word responses or
state some of the names of objects from the story. Despite some speech challenges,
student is very verbal and is able to state his wants and needs. Student is starting to
recognize some upper/lower case letters and some sounds with automaticity.
Challenges: Elijah was not able to attain a score in reading because he was not able to
perform the tasks yet. Assessor had to look at student work samples, teacher interview,
work samples, and informal assessment.
Student needs to be able to recognize and state
all the letters of the alphabet along with their corresponding sounds. Student needs to
increase his ability to read CV and CVC words. Student also needs to increase his
abilities to know upper/lower case letters. Student needs to be able to recognize some
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 3
high frequency words by sight. Student needs to increase effort in his work to increase
comprehension of grade level skills taught to him. Student's motivation greatly impacts
his ability to perform academic tasks and skills. It is very difficult to engage or reengage student in academic tasks in the classroom once he finds an activity is too
difficult or if he finds an activity that he likes. Student will respond to reading
tasks if there is an incentive. Student easily shuts down when he is asked to re-do a
task or if he hears any negative criticisms that he needs in order to learn.
Impact of Disability: Elijah's Specific Learning Disability impacts his ability to
access grade level curriculum in the area of reading.
Accommodations/Modifications: instructional level materials, picture supported text,
opportunities to practice new skills frequently but in very short time frames, pre-teach
new concepts using oral stories, online resources such as appropriate comprehensible
input, use a picture schedule to show how him Language Arts time will be broken up.
Allow opportunities to make connections and to orally share his ideas, behavioral
incentives/goals
WRITING: Spelling; Writing Fluency; Writing Samples
Test 8: Writing Fluency: This measures skill in formulating and writing simple sentences
quickly. Each sentence must relate to a given stimulus picture in the subject response
booklet and include a given set of 3 words. This test has a 7-minute time limit.
Test 11: Writing Samples: This test measures skill in writing responses to a variety of
demands. The person must produce written sentences that are evaluated with respect to
the quality of the expression. Item difficulty increases by increasing passage length,
level of vocabulary, grammatical complexities, and level of concept abstraction. The
individual is not penalized by for errors in basic writing skills, such as spelling or
punctuation.
Strengths: Elijah knows the concept of alphabet letters. Student can trace and copy
letters and words. When asked to describe a picture in a sentence, student attempted by
writing random letters, scribbles, and by writing some of the first letter sound. During
the assessment student wrote his first name. Student can write some initial sounds. If
motivated, students will perform some academic writing tasks.
Needs: Elijah scored in the low range in his writing abilities. Student needs to
increase his ability to write upper case and lower case alphabet letters more
independently and with less prompting. Student needs to increase his ability to write
corresponding letters to sound in order to help increase ability to write simple CV or
CVC words. Student needs to increase his ability to write letters and simple words more
legibly by writing them inside the lines of the paper. Student needs to increase her
ability to stay engaged and focused in order to grasped grade level lessons. Student's
motivation greatly impacts his ability to perform academic tasks and skills. It is very
difficult to engage or re-engage student in academic tasks in the classroom once he
finds that the activity is too difficult or if he finds an activity that he likes.
Student will respond to writing tasks if there is an incentive. Student easily shuts
down when he is asked to re-do a task or if he hears any negative criticisms that he
needs in order to learn.
Impact of Disability: Elijah's Specific Learning Disability impacts his ability to
access grade level curriculum in the area of writing.
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 4
Accommodations/Modifications: instructional level materials, picture supported text,
opportunities to practice new skills frequently but in very short time frames, pre-teach
new concepts using oral stories, online resources such as appropriate comprehensible
input, use a picture schedule to show how him Language Arts time will be broken up.
Allow opportunities to make connections and to orally share his ideas, behavioral
incentives/goals
MATH:
Calculation; Math Fluency
Test 5: Calculation: This test measures the subject’s ability to perform mathematical
computations. The initial items in calculation require the individual to write single
numbers. The remaining items require the person to perform addition, subtraction,
multiplication, and division, and combinations of these basic operations, as well as
some geometric, trigonometric, logarithmic, and calculus operations. The calculation
involves negative a numbers, percent, decimals, fractions, and whole numbers. Because
the calculations are presented in a traditional problem format in the subject response
booklet, the person is not required to make any decisions about what operations to use
or what data to include.
Test 6: Math fluency: This test measures the ability to solve simple (+), (-), and (x)
facts quickly. The person is presented a series of simple arithmetic problems in the
subject’s response booklet. This test has a 3-minute time limit.
Test 18: Quantitative concepts: This test measures the subject’s knowledge of
mathematical concepts, symbols, and vocabulary. This test consists of 2 sub-tests:
concepts and number series.
1st subtest: The initial items require counting and identifying numbers, shapes, and
sequences. The remaining items require knowledge of mathematical terms and formulas. The
subject does not perform paper-pencil calculations.
2nd subtest: The task requires the subject to look at a series of numbers, figure out the
pattern, and provide the missing number in the series.
Strengths: Elijah can count 1-20 and student can write numbers 1-20 with
out guidance; with guidance he can write 1-30. Student can match quantity
of an item to the appropriate number with teacher assistance or
independently. After a math activity, student likes to color objects that
she used to count. Student likes to use manipulative and play games when
he is counting.
Needs: Elijah needs to increase his ability to count beyond 20. Student
also needs to increase his ability to state numbers out of order. Student
also needs to increase his ability to write the numbers more legibly and
in correct direction. Student needs to increase his ability to learn
basic math vocabulary and symbols such as (+), (-), (=) in order to grasp
basic grade level concepts. Student's motivation greatly impacts his
ability to perform academic tasks and skills. It is very difficult to
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 5
engage or re-engage student in academic tasks in the classroom once he
finds that the activity is too difficult or if he finds an activity that
he likes. Student will respond to mathematical tasks if there is an
incentive. Student easily shuts down when he is asked to re-do a task or
if he hears any negative criticisms that he needs in order to learn.
Impact of Disability: Elijah's Specific Learning Disability impacts his
ability to access grade level curriculum in the area of math.
Accommodations/Modifications: instructional level materials, picture
supported text, opportunities to practice new skills frequently but in
very short time frames, pre-teach new concepts using oral stories, online
resources such as appropriate comprehensible input, use a picture
schedule to show how math time and how activities will be broken up.
Allow opportunities to make connections and to orally share his ideas,
behavioral incentives/goals, manipulative, math games
Summary and Conclusions:
Curriculum based assessment data, individual standardized test results, teacher and
parent information, work samples and classroom observations indicate that Elijah is
working below average when compared to age/grade level peers in the areas reading,
writing, and math.
Weaknesses in reading, math, and writing are not due to the effects of environmental,
cultural or economic disadvantage. It is the opinion of this assessor that Elijah may
benefit from special education services to address deficits in reading, writing, and
math. Refer to the IEP team to determine eligibility, services and instructional
setting and services.
Name of Assessor: Marisa Barba (RSP)
Title: Resource Specialist Teacher
Signature of Assessor: ________________________
Date of Report: _______________________________
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 6
Name:x
Date of Birth: 06/19/2008
Age: 5 years, 7 months
Sex: Male
Date of Testing: 01/31/2014
School: Plasencia ES
Teacher: Ms. De Leon
Grade: K.5
ID: x
Examiner: Ms. Barba
TESTS ADMINISTERED
WJ III Normative Update Tests of Achievement
TEST SESSION OBSERVATIONS
Elijah's conversational proficiency seemed limited for his age level. He was uncooperative and appeared fidgety or
restless at times during the examination. He appeared tense or worried, and often distracted, during the examination.
Elijah sometimes responded too quickly to test questions, but he would not try difficult tasks at all.
SUMMARY OF STANDARD SCORES
Elijah's academic skills are in the average range for his age. Elijah's level of academic knowledge is within the low
average range.
When compared to others at his age level, Elijah's standard scores are average in math reasoning and brief writing.
___________________________________________
Examiner
Summary and Score Report
Zepeda, Elijah
January 31, 2014
Page 7
TABLE OF SCORES
Woodcock-Johnson III Normative Update Tests of Achievement (Form A)
WJ III NU Compuscore and Profiles Program, Version 3.0
Norms based on age 5-7
CLUSTER/Test
Raw
W
AE
EASY
to
DIFF
RPI
SS (95% Band)
GE
BRIEF ACHIEVEMENT
-
392
5-5
5-0
5-9
82/90
96 (90-101)
K.1
MATH REASONING
BRIEF WRITING
-
426
399
5-3
5-3
4-10
4-10
5-9
5-8
82/90
78/90
94 (85-102)
95 (86-105)
K.0
<K.0
ACADEMIC KNOWLEDGE
Letter-Word Identification
Spelling
Applied Problems
Writing Samples
Picture Vocabulary
Quantitative Concepts
Academic Knowledge
441
4-3
3-8
5-0
56/90
85 (77-93)
________________________________________
13
359
5-6
5-3
5-10
88/90
11
405
5-5
5-2
5-9
85/90
13
411
5-0
4-7
5-6
70/90
2-A 393
4-11 <4-11
5-5
68/90
16
470
5-5
4-3
6-9
88/90
440
5-7
5-1
6-0
90/90
441
4-3
3-8
5-0
56/90
________________________________________
99
98
94
95
99
100
85
(93-106)
(89-107)
(87-100)
(84-107)
(89-109)
(91-108)
(77-93)
<K.0
K.3
K.2
<K.0
<K.0
K.1
K.3
<K.0