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EDUCATIONAL EVALUATION
Newton Public Schools
___________________________________________________
Name: XXX XXX
School: Burr Elementary School
Date of Birth: 04/09/2002
Grade: 3.9
Age: 9 years, 1 month
Teacher: Rhonda Silva
Sex: Female
Examiner: Allison Hutchinson, M.S.
Testing Dates: 5/5/2011
Measures Administered:
5/12/2011
CTOPP
5/16/2011
KeyMath-3
WIAT-III Achievement Test
_______________________________________________________________________
Purpose for Administration of Assessment:
XXX was referred by for academic achievement testing as a part of a three-year
re-evaluation for special education. This assessment will help to determine if
academic needs exist and if she continues to meet the criteria for special
education eligibility.
Background Information:
XXX is a 9-year-old third grade student at Burr Elementary School. She has been
a member of the Burr learning community since Kindergarten. XXX attends a
regular education classroom in which she receives specialized instruction in the
areas of reading, writing, and mathematics with the learning center teacher
through an Individualized Education Plan. She also works with the speech and
language pathologist weekly, and is currently working with the school social
worker. XXX benefits from extra teacher and aide support in the classroom and
is currently identified with a communication disorder.
According to her teacher, XXX is a hard-working, friendly, and quiet student who
is making progress however continues to be below grade level in most areas
despite support from specialists, the teacher, and teaching assistant. XXX often
requires help to remember directions and complete her work. Her teacher states
she has trouble paying attention, following along in whole group lessons, and
does not know what to do after directions have been given. She often volunteers
to participate; however when speaking she seems to not be able to get her point
across. She usually cannot answer teacher questions when called upon in large
group settings. XXX’s teacher, Mrs. Silva, also notes that social and emotional
issues have been a struggle for her this year, and she often seems preoccupied
with what is going on emotionally and cannot focus on academic tasks.
General Testing and Informal Observations:
XXX came willingly with the examiner to the testing sessions. She would
converse in a friendly manner, ask and answer conversational questions, and
appeared to enjoy the one on one time. She consistently worked hard throughout
the testing sessions.
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XXX was evaluated on 3 different occasions. XXX’s testing sessions typically
lasted 45 minutes to an hour. She was focused, interested, and attentive
throughout the testing sessions. At times XXX needed directions or test items
repeated. When able, the examiner would do so in order to gain the most
accurate picture of XXX’s ability. On certain subtests, XXX appeared to benefit
from being told when information could only be presented once. With positive
reinforcement and encouragement, she attempted and completed many tasks.
She did not require any breaks and only little redirection or repetition. She often
self-corrected, and would ask for clarification as needed.
This evaluation was completed in a one to one setting with clear and concise
directions, few distractions, unlimited time, and encouragement. XXX appeared
to understand test directions and expectations and to perform to the best of her
ability. The examiner feels that this evaluation can be considered a valid
representation of her academic abilities.
Description of Test and Results
Comprehensive Test of Phonological Processing (CTOPP):
The CTOPP is an individually administered, norm-referenced assessment tool
that consists of 12 subtests measuring the three areas of phonological processing
that are highly associated with success in reading and writing: Phonological
Awareness, Phonological Memory and Rapid Naming ability. This assessment
indicates a child’s strengths and weaknesses within these areas. Phonological
Awareness is the ability to access to the phonological structure of oral language.
Phonological Memory is the ability to code information phonologically for
temporary storage in working or short-term memory. Rapid Naming ability is
the retrieval of phonological information from memory and the ability to
complete a sequence of operations quickly and repeatedly. In addition to their
role in learning to read, phonological processing abilities also support effective
mathematical calculation, listening comprehension, and reading comprehension.
Standard Scores between 8 and 12 are considered average
Composite Scores between 85 and 115 are considered average
Subtest
Elision
Blending
Words
Memory for
Digits
Non-word
Repetition
Norms based on Age
Standard Classification Composite
Score
Area
Tested
12
Average
Phonological
Awareness
15
Above Average
9
Average
12
Average
Phonological
Memory
Composite Classification
Scores
121
Above Average
103
Average
3
Rapid Digit
Naming
Rapid Letter
Naming
10
Average
9
Average
Rapid
Naming
97
Average
Phonological awareness is an awareness of and access to the phonological
structure of oral language. Children with well-developed phonological awareness
learn to read more easily than do children with poorly developed phonological
awareness. XXX’s composite score in phonological awareness places her in the
above average category for a student her age. The Elision subtest required her to
delete, or take out, certain sounds in words or certain parts of words, such as one
half of a compound word, or the beginning, middle, or ending sound of a word.
The Blending Words subtest required XXX to put together parts of a compound
word, or single sounds to make up a complex word. She scored in the average to
above average range for both subtests, and in the above average range for the
phonological awareness composite when compared to others her age. This
suggests she has the necessary basis for reading at an age appropriate level.
Phonological memory represents the examinee’s ability to code information
phonologically for temporary storage in working or short-term memory.
Specifically the composite score provides an assessment of the functioning of the
part of memory called the phonological loop, which provides a brief, verbatim
storage of auditory information. The phonological loop is comprised of (a) a
phonological store that records the most recent two seconds worth of auditory
information and (b) an articulatory control process that provides input to the
phonological loop initially and also can refresh information already in the loop so
that it can be stored for longer than two seconds. A deficit does not inevitably
lead to poor reading of familiar material but is more likely to impair decoding of
new words, particularly words that are long enough to decode bit by bit, as a
means of storing intermediate sounds. A deficit in phonological memory may not
impair listening or reading comprehension for simple sentences but is likely to
impair both listening and reading comprehension for more complex sentences.
XXX’s scores on both the non-word repetition subtest and the memory for digits
subtest fell in the average range. XXX’s overall phonological memory score
places her in the average range for a student her age. This suggests that XXX
should be able to decode and comprehend text at an age appropriate level.
The Rapid Naming Composite Score measures the efficient retrieval of
phonological information from long-term or permanent memory and executing a
sequence of operations quickly and repeatedly. Efficient retrieval of phonological
information and execution of sequences of operations are required when readers
attempt to decode unfamiliar words. Because of the timed nature of the subtests
that make up the composite score, individuals who score poorly commonly have
problems with reading fluency. Individuals who have deficits in both rapid
naming and phonological awareness appear to be at greater risk of reading
problems compared to individuals with difficulties in only one of the two areas.
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XXX’s composite score of 97 places her in the average range for rapid naming.
This suggests that she should be able to read fluently at the same level as similar
age peers.
Overall, XXX performed in the above average range for phonological awareness,
average in phonological memory, and average in rapid naming. These scores
suggest that XXX appears to have the necessary phonological foundation for
reading decoding and comprehension at an age appropriate level.
KeyMath-3
The KeyMath-3 Diagnostic Assessment is a norm referenced test that measures
the essential mathematical abilities of individuals aged 4 ½ through 21 years.
This test consists of 10 subtests in three main mathematical areas including Basic
Concepts, Operations, and Applications. The student is required to answer both
verbal and written questions in the areas of numeration, algebra, geometry,
measurement, data analysis and probability, mental computation and estimation,
addition and subtraction, multiplication and division, foundations of problem
solving, and applied problem solving.
*Average scaled score is a 10, with a 2 point +/- deviation*
Average standard score is 100, with 15 point +/- deviation
* Age/grade equivalents within 1 year of current age/grade are
considered within the average range*
Subtest
Numeration
Algebra
Geometry
Measurement
Data Analysis and
Probability
Mental
Computation and
Estimation
Addition and
Subtraction
Multiplication and
Division
Foundations of
Problem Solving
Applied Problem
Solving
Norms Based on Age
Scale
Grade
Age
Score Equivalent Equivalent
11
4.1
9-7
10
3.6
8-11
10
4.0
9-4
11
4.2
9-7
13
5.0
10-7
Classification
Average
Average
Average
Average
Above Average
12
4.5
9-11
Average
8
3.0
8-4
Average
10
3.9
9-3
Average
9
3.2
8-8
Average
10
3.2
8-9
Average
5
Area
Basic
Concepts
Operations
Applications
Standard Percentile
Grade
Age
Classification
Score
Rank
Equivalent Equivalent
106
66
4.2
9-8
Average
Total Test
Composite
Comparison
Areas
Basic Concepts >
Operations
Basic Concepts <
Applications
Operations <
Applications
100
96
50
39
3.7
3.3
9-1
8-8
Average
Average
103
58
3.8
9-3
Average
Standard Score
Difference
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Significance
Level
NS
Frequency of
Occurrence
>10%
10
<.05
>10%
4
NS
>10%
XXX's scores on this mathematics evaluation fall within the average to above
average ranges based on her age. She performed best on the basic concepts area
of the test, which encompasses five subtests: numeration, algebra, geometry,
measurement, and data analysis and probability. She also did well on the mental
computation and estimation subtest. This suggests that XXX has a solid
foundation for mathematics, and that she has mastered some basic knowledge
and skills in order to solve problems.
XXX struggled the most on the addition and subtraction and foundations of
problem solving subtests, however still scoring within the average range. This
indicates these are areas of relative weakness for her within mathematics.
Overall, XXX’s total test composite score is 103, which places her in the average
range. The basic concepts area was a strength for her, scoring 106; solidly within
the average range. She also scored in the average range for both the operations
area (100), and applications (96). These scores suggest that XXX should be able
to perform age appropriate mathematical tasks.
Although all of her scores fell within the average or above average range for a
child her age, she does appear to have areas of relative weakness including
addition and subtraction and foundations of problem solving. She may benefit
from extra teacher support in the classroom when addressing these strands to
boost her confidence, problem solving, and ability level in these areas.
Wechsler Individual Achievement Test, Third Edition (WIAT-III)
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The Wechsler Individual Achievement Test- Third Edition (WIAT-III) is a
standardized, individually administered and nationally normed clinical
instrument designed to measure the achievement of students who are in grades
Pre-kindergarten through 12. The WIAT-III consists of 16 subtests used to
evaluate listening, speaking, reading, writing, and mathematics skills.
The percentile rank means that the student did better than ___% of
the population of children that took the test.
Score norms based on Age
Subtest/Subtest
Standard score
Component*
Listening
111
Comprehension
*Receptive Vocabulary
115
*Oral Discourse
102
Comprehension
Early Reading Skills
114
Reading
114
Comprehension
Math Problem Solving
96
Alphabet Writing
94
Fluency
Sentence Composition
105
*Sentence Combining
102
*Sentence Building
108
Word Reading
98
Essay Composition
102
*Word Count
110
*Theme Development
92
and Text Organization
Pseudoword Decoding
105
Numerical Operations
91
Oral Expression
112
*Expressive Vocabulary
107
*Oral Word Fluency
125
*Sentence Repetition
96
Oral Reading Fluency
87
Spelling
103
Math Fluency-Addition
97
Math Fluency96
Subtraction
Math Fluency102
Multiplication
Percentile Rank
Classification
77
Average
84
55
Average
Average
82
82
Average
Average
39
34
Average
Average
63
55
70
45
55
75
30
Average
Average
Average
Average
Average
Average
Average
63
27
79
68
95
39
19
58
42
39
Average
Average
Average
Average
Above Average
Average
Average
Average
Average
Average
55
Average
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Supplemental
Subtest
Essay
Composition:
Grammar and
Mechanics
Oral Reading
Accuracy
Oral Reading Rate
Standard Score
Percentile Rank
Classification
113
81
Average
98
45
Average
88
21
Average
Composite
Oral Language
Total Reading
Basic Reading
Reading
Comprehension
and Fluency
Written
Expression
Mathematics
Math Fluency
Total
Achievement
Standard Score
114
99
100
Percentile Rank
82
47
50
100
50
Average
103
58
Average
93
98
102
32
45
55
Average
Average
Average
Classification
Average
Average
Average
XXX's total test score of 102 places her in the average range for a child her age.
All of her composite scores also place her in the average range in comparison to
her age based peers. XXX’s strongest score was in the oral language composite,
in which she performed at the higher end of the average range.
XXX’s weakest scores, although still very solidly in the average range, were in the
Mathematics and Math Fluency composite. Three subtests make up the Math
Fluency composite: fluency in addition, subtraction, and multiplication. In this
area, XXX was presented with a page of simple addition, subtraction, or
multiplication facts and was given one minute to complete as many as she could.
The Mathematics composite is made up of two subtests: numerical operations
and math problem solving. These subtests measure XXX’s ability to solve
computation problems of increasing complexity and choose appropriate
strategies and solve word problems and other problems in math. Although still
within the average range, XXX’s scores in mathematics demonstrate a relative
weakness in relation to her scores in reading, writing, and oral language.
XXX also received scores in the lower end of the average range on two specific
subtests: Oral reading Fluency, and oral reading rate. Oral reading fluency is
comprised of her speed and accuracy when reading a passage aloud, and the oral
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reading rate is solely her speed. This area of reading appears to be a relative
weakness for XXX.
Evaluation Summary
XXX is a 9-year-old third hard-working, friendly, and quiet 3rd grade student at
Burr Elementary School who was referred by for academic achievement testing as
a part of a three-year re-evaluation for special education. XXX receives
specialized instruction in the areas of reading, writing, and mathematics with the
learning center teacher through an Individualized Education Plan. She also
works with the speech and language pathologist weekly, and is currently working
with the school social worker. XXX benefits from extra teacher and aide support
in the classroom and is currently identified with a communication disorder.
According to her teacher, XXX is making progress however continues to be below
grade level in most areas despite support from specialists, the teacher, and
teaching assistant. XXX often requires help to remember directions and
complete her work. Her teacher states she has trouble paying attention,
following along in whole group lessons, and does not know what to do after
directions have been given. She often volunteers to participate; however when
speaking she seems to not be able to get her point across. She usually cannot
answer teacher questions when called upon in large group settings. XXX’s
teacher, Mrs. Silva, also notes that social and emotional issues have been a
struggle for her this year, and she often seems preoccupied with what is going on
emotionally and cannot focus on academic tasks.
XXX was administered the Comprehensive Test of Phonological Processing
(CTOPP), KeyMath, and the Wechsler Individual Achievement Test- Third
Edition (WIAT-III) in May 2011.
On the CTOPP, XXX performed in the above average range for phonological
awareness, average in phonological memory, and average in rapid naming. These
scores suggest that XXX appears to have the necessary phonological foundation
for reading decoding and comprehension at an age appropriate level.
XXX’s total test score on the KeyMath is 103, which places her in the average
range. The basic concepts area was a strength for her, scoring 106; solidly within
the average range. She also scored in the average range for both the operations
area (100), and applications (96). Although all of her scores fell within the
average or above average range for a child her age, she does appear to have areas
of relative weakness including addition and subtraction and foundations of
problem solving. She may benefit from extra teacher support in the classroom
when addressing these strands to boost her confidence, problem solving, and
ability level in these areas. These scores suggest that XXX has a solid foundation
for mathematics, and that she has mastered some basic knowledge and skills in
order to solve problems. They also suggest that XXX should be able to perform
age appropriate mathematical tasks.
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On the WIAT-III, Oral Language emerged as a strength for XXX, scoring in the
high end of the average range in comparison to students her age. All her
composite scores fell in the average range, however her lowest composite score
was in mathematics. Math overall does appear to be an area of weakness for her
in relation to her other scores; however according to this test, she is still
performing at a level similar to her same age peers. XXX also received scores in
the lower end of the average range on two specific subtests: Oral reading Fluency,
and oral reading rate. This area of reading (fluency, which is accuracy and rate)
also appears to be a relative weakness for XXX. XXX's total composite score of
102 on the WIAT-III places her in the average range for a child her age.
Based on these standardized measures, it appears as though XXX should be able
to access and be successful with the grade level curriculum across domains.
However, this is not the case on a daily basis in the classroom. XXX often
struggles to complete assignments independently and benefits from extra teacher
time and support. She needs help to break down multi-step problems and
assignments, organize her thoughts, and pull everything back together. It is the
feeling of this evaluator that despite her academic capability, if the current
supports in place for XXX were to be removed, she would fall further behind her
same age peers with the general education curriculum.
Recommendations
Based on the findings of this evaluation, the following recommendations may be
beneficial to promote XXX's academic success.
1. XXX may benefit from being allowed to work on tests and assignments at
her own pace, without time restrictions.
2. XXX may benefit from small group focused instruction during math class
incorporating computation skills and strategies, as well problem solving
skills and strategies.
3. Frequent repetition and review of concepts and skills previously taught
should be incorporated into XXX’s schedule to ensure adequate
comprehension and retention of skills.
4. Incorporate the use of visual charts, models, and exemplars for her to refer
to when presented with new or novel information or when being tested.
5. XXX may benefit from a warning to increase her attention when important
directions or information is about to be delivered.
6. XXX may benefit from direct instruction and reinforcement in multi-digit
addition, subtraction, multiplication, and division with
regrouping/remainders.
7. XXX may benefit from direct strategy instruction for math problem
solving in order to increase her efficiency and accuracy.
8. XXX may benefit from frequent check-ins and reinforcement during
multi-step mathematical problems that require written output or
explanations in either the form of numbers or words in order to help her
organize what she wants to say and be sure it is clear.
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0
9. XXX may benefit from being forewarned that a response from her will be
necessary or she will be called on next; thereby allowing her ample time to
think ahead and plan what she wants to say and how she needs to respond.
10. XXX may benefit from the use of graphic organizers, checklists, word
banks, number grids, charts, or reference materials to refer to when
writing and solving mathematical problems.
11. XXX may benefit from concrete examples and interacting with materials
and concepts in a hands on way. Abstract concepts and skills should be
taught in the most concrete ways possible.
12. XXX may benefit from directions, task instructions, or multi-step
problems being broken down for her into smaller, more manageable parts.
13. XXX should be encouraged to re-read the problem and check her answer
for reasonableness; ensuring she has answered the question that was
asked and that her answer makes sense.
14. In Math, XXX may benefit from being taught the strategy of using the
inverse operation to check her math calculation.
15. XXX may benefit from a multiple choice format for activities and tests as
opposed to filling in the blanks.
16. XXX may benefit from check-ins during writing tasks. Graphic organizers,
talking out loud before writing, word banks, checklists, and other aids may
be of benefit.
This assessment should be reviewed by the team in conjunction with other
reports as well as classroom achievement and accommodations to determine if
academic needs exist and if she meets the criteria for special education eligibility.
It has been a pleasure working with XXX. If you have any questions regarding
this assessment, please feel free to contact me at 617-559-9360.
______________________
Allison Hutchinson, M.S.
Learning Center Teacher
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Wechsler Individual Achievement Test, Third Edition (WIAT-III)
The Wechsler Individual Achievement Test- Third Edition (WIAT-III) is a
standardized, individually administered and nationally normed clinical
instrument designed to measure the achievement of students who are in grades
Pre-kindergarten through 12. The WIAT-III consists of 16 subtests used to
evaluate listening, speaking, reading, writing, and mathematics skills.
Composites are made up of Subtests:
Oral Language composite:
Listening comprehension: 2 components: Receptive Vocabulary, Oral Discourse
Comprehension
Oral expression: 3 components: Expressive vocabulary, oral word fluency,
sentence repetition
Total Reading Composite:
Word reading
Pseudoword decoding
Reading Comprehension
Oral reading fluency
Basic Reading:
Word Reading
Pseudoword Decoding
Reading Comprehension and Fluency:
Reading Comprehension
Oral Reading Fluency
Written Expression:
Alphabet Writing Fluency
Spelling
Sentence Composition: 2 components: sentence combining, sentence building
Essay Composition: 2 components: word count, theme development and text
organization
Mathematics:
Math Problem Solving
Numerical Operations
Math Fluency:
Math Fluency Addition
Math Fluency Subtraction
Math Fluency Multiplication
Total Achievement Composite:
All the above subtests plus Early Reading Skills