(EDS 636) Common Course Assessment:
LD/EI Assessment Report
CEC Content Standard(s):
2. Development and Characteristics of Learners
3. Individual Learning Differences
8. Assessment
10. Collaboration
NBPTS Standard(s):
1. Teachers are Committed to Students and Their Learning
B. Teachers Have an Understanding of How Students Develop and Learn
3. Teachers are Responsible for Managing Student Learning
D. Teachers Regularly Assess Student Progress
4. Teachers Think Systematically About Their Practice and Learn from Experience
A. Teachers Are Continually Making Difficult Choices That Test Their Judgment
5. Teachers are Members of Learning Communities
B. Teachers Work Collaboratively with Parents
Purpose:
The primary purpose of the LD/EI Assessment Report is for you to conduct an assessment
battery to describe a student’s present level of performance. This report is the first half of
the case study process that you will learn through the graduate special education program.
This report will be evaluated by your professor using the LD/EI Assessment Report Rubric.
Candidate Directions:
Within section one: Instructional History, you will summarize the student’s instructional
history using documents from the student’s cumulative file and interviews. Specifically, for
this section, you will:
 if available, summarize the student’s standardized diagnostic test results on
measures of intelligence and achievement;
 if available, name the disability category under which the student is eligible for
special education services;
 if available, state the student’s current IEP goals;
 if available, specify the amount and nature of special education services the student
currently receives;
 summarize the academic and/or behavioral strengths and needs named during
interviews with the student and his/her caregivers (e.g., parents or guardians) and
teachers (e.g., general education and/or special education); and
 name interventions deemed beneficial and not beneficial during interviews.
Within section two, Assessment Plan, you will outline a battery of formal and informal
assessments that you will administer to the student. This battery may include assessments
on listening, speaking, reading, writing, mathematics, and social skills. Specifically, you will:
 list the assessments to be administered.
Within section three, Assessment Summary, you will summarize the student’s performance
on the battery of informal and/or formal assessments that you administered. As part of this
summary, you will:
 explain the purpose of each assessment,
 describe how each assessment was implemented,
 summarize the student’s performance quantitatively. (i.e., “The student earned a
score of…”), and
 summarize the student’s performance qualitatively. (i.e., “This score means …”).
Within section four, Present Level of Performance, you will summarize the student’s
performance in assessed areas, such as: listening, speaking, reading, mathematics, and
social skills. Specifically, for each assessed area, a 1-paragraph summary will be written.
Each paragraph will answer the following questions:
 does the student have difficulty in (fill-in name of assessed area)?
 if so, specifically, in which sub-areas of (fill-in name of assessed area) does the
student have needs?; and
 what assessment data exist to support this claim?
Moreover, for all sections, be sure to:
 write all sentences with clarity, correct capitalization, correct punctuation, and
correct spelling; and
 use terms that are easily understood by parents, educators, and administrators, or
terms that are explained.
Rubric - EDS 636 LD/EI Assessment Report
Elements
Instructional
History
CEC 2, 3, 8, 10
NBPTS 1B, 5B
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
All 4 of the
following were
satisfied.
1) The student’s
standardized
diagnostic test
results on
measures of
intelligence and
achievement
were
summarized, the
disability
category under
which the
student is
eligible for
special education
services was
named, the
student’s current
IEP goals were
specified, and
the amount and
nature of special
education
services that the
student currently
receives were
provided.
2) The academic
and/or
behavioral
strengths and
needs named
during interviews
were
summarized, and
the names of
beneficial and
not beneficial
instructional
strategies named
during interviews
were
summarized.
3 of the following
were satisfied.
2 of the following
were satisfied.
1) The student’s
standardized
diagnostic test
results on
measures of
intelligence and
achievement were
summarized, the
disability category
under which the
student is eligible
for special
education
services was
named, the
student’s current
IEP goals were
specified, and the
amount and
nature of special
education
services that the
student currently
receives were
provided.
1) The student’s
standardized
diagnostic test
results on
measures of
intelligence and
achievement were
summarized, the
disability category
under which the
student is eligible
for special
education services
was named, the
student’s current
IEP goals were
specified, and the
amount and
nature of special
education services
that the student
currently receives
were provided.
2) The academic
and/or behavioral
strengths and
needs named
during interviews
were
summarized, and
the names of
beneficial and not
beneficial
instructional
strategies named
during interviews
were
summarized.
3) All sentences
were written
using terms that
are easily
2) The academic
and/or behavioral
strengths and
needs named
during interviews
were summarized,
and the names of
beneficial and not
beneficial
instructional
strategies named
during interviews
were summarized.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
0-1 of the
following were
satisfied.
1) The student’s
standardized
diagnostic test
results on
measures of
intelligence and
achievement were
summarized, the
disability category
under which the
student is eligible
for special
education
services was
named, the
student’s current
IEP goals were
specified, and the
amount and
nature of special
education
services that the
student currently
receives were
provided.
2) The academic
and/or behavioral
strengths and
needs named
during interviews
were
summarized, and
the names of
beneficial and not
beneficial
instructional
strategies named
during interviews
were
summarized.
3) All sentences
were written
using terms that
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
Assessment
Plan
CEC 8
NBPTS 3D, 4A
4) All sentences
were written
with clarity,
correct
capitalization,
correct
punctuation, and
correct spelling.
All 4 of the
following were
satisfied.
1) A list of
assessments to
be administered
was provided.
2) All of the
assessments
listed are
appropriate
based on the
student’s
instructional
history.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written
with clarity,
correct
capitalization,
correct
punctuation, and
correct spelling.
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
2 of the following
were satisfied.
1) A list of
assessments to
be administered
was provided.
1) A list of
assessments to be
administered was
provided.
2) All of the
assessments
listed are
appropriate based
on the student’s
instructional
history.
2) All of the
assessments
listed are
appropriate based
on the student’s
instructional
history.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling..
0-1 of the
following were
satisfied.
1) A list of
assessments to
be administered
was provided.
2) All of the
assessments
listed are
appropriate based
on the student’s
instructional
history.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Assessment
Summary
All 4 of the
following were
satisfied.
CEC 8
1) For each
assessment,
statements were
written that
explained the
purpose for
using each
assessment and
described how
each assessment
was
implemented.
2) For each
assessment,
statements were
written that
summarized the
student’s
performance
quantitatively.
(i.e., “The
student earned a
score of…”), and
summarize the
student’s
performance
qualitatively.
(i.e., “This score
means …”).
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
2 of the following
were satisfied.
1) For each
assessment,
statements were
written that
explained the
purpose for using
each assessment
and described
how each
assessment was
implemented.
1) For each
assessment,
statements were
written that
explained the
purpose for using
each assessment
and described
how each
assessment was
implemented.
2) For each
assessment,
statements were
written that
summarized the
student’s
performance
quantitatively.
(i.e., “The student
earned a score
of…”), and
summarize the
student’s
performance
qualitatively. (i.e.,
“This score means
…”).
2) For each
assessment,
statements were
written that
summarized the
student’s
performance
quantitatively.
(i.e., “The student
earned a score
of…”), and
summarize the
student’s
performance
qualitatively. (i.e.,
“This score means
…”).
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
0-1 of the
following were
satisfied.
1) For each
assessment,
statements were
written that
explained the
purpose for using
each assessment
and described
how each
assessment was
implemented.
2) For each
assessment,
statements were
written that
summarized the
student’s
performance
quantitatively.
(i.e., “The student
earned a score
of…”), and
summarize the
student’s
performance
qualitatively. (i.e.,
“This score means
…”).
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Summary of
Present Level
of Performance
CEC 3, 8
All 4 of the
following were
satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written
language,
mathematics,
and social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
read language,
written
language,
mathematics,
and/or social
skills?; (b) if so,
specifically, in
which sub-areas
of oral language,
read language,
written
language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
3 of the following
were satisfied.
2 of the following
were satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written language,
mathematics, and
social skills;
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written language,
mathematics, and
social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
read language,
written language,
mathematics,
and/or social
skills?; (b) if so,
specifically, in
which sub-areas
of oral language,
read language,
written language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
read language,
written language,
mathematics,
and/or social
skills?; (b) if so,
specifically, in
which sub-areas
of oral language,
read language,
written language,
mathematics,
and/or social skills
does the student
have needs?; and
(c) what
assessment data
exist to support
this claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
4) All sentences
0-1 of the
following were
satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written language,
mathematics, and
social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
read language,
written language,
mathematics,
and/or social
skills?; (b) if so,
specifically, in
which sub-areas
of oral language,
read language,
written language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators, or
terms that are
explained.
administrators,
or terms that are
explained.
4) All sentences
were written
with clarity,
correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.