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Jacob Lederer
April 20, 2009
Assessment Report
Name: Jacob Lederer
Dates of Assessment: February 28, March 20, April 5 and 19, 2009
Date of Birth: 07/1/1997
Date of Report: April 6, 2009
School: Trinity Meadows Intermediate Examiner: Jacqueline Benscoter
Age: 11 years, 8 months at date of first test, 11 years, 9 months at date of second, third and fourth
test
Grade: 6.5, 6.7
REASON FOR REFERRAL:
The Slosson Intelligence test, the Scales of Independent Behavior, the Woodcock Reading Mastery
Tests and the KeyMath were performed as practice for EDSP 4320. Normally, they would be
implemented to determine eligibility for special education services along with other assessments for
a comprehensive view of the child’s abilities in the areas of academic achievement, intelligence and
adaptive behaviors.
EVALUATION PROCEDURES:
These assessments included all the components of a comprehensive evaluation required by state
regulations. Information provided by Jacob’s parents or primary caregiver, when he is younger than
18 years of age, provide important information to the educational process. These assessment results
must be compared with informal assessments, observations and interviews from educational
professionals and parents in order to determine if special education services are appropriate.
Jacob’s primary language, racial, and ethnic background were considered prior to selection and
interpretation of evaluation procedures and measures. All assessment procedures measure a limited
sample of Jacob’s total repertoire. The selected measures should only be interpreted within the
limits of their measured validity.
The following procedures were components of the evaluation:
PROCEDURES
Slosson Intelligence Test – Revised
Interview and Observation of Jacob Lederer
Interview with mother Jennifer Lederer, and Developmental History
Scales of Independent Behavior- Revised
Woodcock Reading Mastery Test- Revised
KeyMath Revised
DATE
February 28, 2009
February 28, 2009
March 11, 2009
March 20, 2009
April 5, 2009
April 19, 2009
BACKGROUND INFORMATION & EDUCATIONAL HISTORY:
Jacob started Kindergarten at age 5, despite his summer birthday. His mother Jennifer says she did
not want him to stay in Pre-k education because of his age because he was already big for his age.
Jacob has had regular school attendance, but mother says he doesn’t apply himself. He doesn’t
study, but he gets good grades. Before being admitted into the gifted and talented program in fourth
grade, Jacob was given extra computer time when he finished his classroom tasks. He began
finishing work quickly to get the extra computer time, and turned in sub par works to get the
reward. Jacob was then tested for GT and admitted into the program, which provides him with
adequate challenge. Jacob has always gotten along with peers, siblings and other family, but is
somewhat quiet. Along with sports, Jacob spends free time playing the Runescape computer game.
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Jacob Lederer
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DEVELOPMENTAL HISTORY:
Jacob was born July 7, 1997 and has developed normally. He had tubes inserted in his ears due to
frequent ear infections when he was 8 years old. He got glasses last year. At first it was for reading,
but it quickly became all the time.
Use the chart below for the standard scores, descriptor and percentile range rankings.
Standard Score
Descriptor
Percentile Range
>130
Very Superior
>97th
121-130
Superior
91st-97th
111-120
High Average
75th-91st
90-110
Average
25th-75th
80-89
Low Average
9th-23rd
70-79
Poor
2nd-8th
<69
Very Poor
<2nd
LANGUAGE: The primary language of the Lederer household is English.
MEDICAL HISTORY:
Jacob’s health is described as excellent. He has not had any major illnesses or injuries over the last
three years, but he has tubes inserted in his ears from a prior surgery.
HOME AND COMMUNITY:
Jacob resides with his parents in the suburban community of Keller, Texas. He participates in
various sports: baseball, football and basketball. He plays the linebacker position in football, and he
enjoys his sport activities. He attends church regularly and has a strong relationship with his
immediate and extended family. He is described as getting along very well with peers, adults and
siblings.
ATTEMPTS TO EDUCATE IN THE REGULAR CLASSROOM:
Jacob has been in the Gifted and Talented program at his school since the end of fourth grade. He is
educated in the regular classroom with GT modifications.
OBSERVATIONS OF APPEARANCE AND ATTITUDE:
Jacob is a male with slightly wavy blonde hair and brown eyes. He is of above average
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Jacob Lederer
April 20, 2009
height/weight for his age. He wears glasses and has a cooperative attitude, even when he appeared
bored with the exams.
Cognitive Assessment
To measure cognitive aptitude, the Slosson Intelligence Test (SIT) was administered. The scores
reported below are percentiles, standard scores (X=100, sd=16), and 95% confidence intervals. The
norms were based on Jacob’s age of 11 years 8 months.
Percentile
Standard Score
99
138
Total Standard Score
95% Confidence
Interval
131-145
The Slosson Intelligence Test – Revised was used as an estimate of cognitive ability. Jacob scored in
the 99th percentile, meaning that he did better than 99% of the people his age who had taken the
same test. His intellectual abilities are very strong, especially in math. Jacob’s scores in both
standard score of 138 and 99th percentile are indicative of very superior cognitive ability. The
confidence interval used for the test was 95%, indicating that Jacob’s true score would fall
somewhere in the range of 131 and 145. Confidence interval means that 95% of the time, if Jacob
were to take the test, he would score between 131 and 145.
Adaptive Behavior Assessment
To measure adaptive behavior, the Scales of Independent Behavior (SIB) was administered. The
scores reported below are age equivalents. The norms were based on Jacob’s age of 11 years 9
months.
Subtests
Gross Motor
Fine Motor
Composites
Motor Skills
Eating
Toileting
Dressing
Self-Care
Domestic Skills
Personal Living
Social Interaction
Language Comprehension
Language Expression
Social/Communication
Time Punctuality
Age Equivalents
9-7
9-8
9-4
11-1
10-6
11-8
12-2
13-1
11-3
14-6
15-0
12-9
14-2
11-3
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Jacob Lederer
April 20, 2009
Money Value
Work Skills
Home/Community
Community Living
Broad Independent
13-2
8-9
10-10
11-3
11-7
Jacob’s functional independence is age-appropriate as demonstrated by his Broad Independent
Composite. His performance is comparable to that of the average individual at age 11 years 7
months. His age level tasks involving balance, coordination, strength and endurance will be
manageable for Jacob, but when presented age-level tasks, Jacob’s fine motor skills are limited to
age appropriate. Age-level tasks requiring eye-hand coordination using the small muscles of the
fingers, hands and arms will be difficult for him.
Jacob’s ability to successfully use both gross and fine motor skills in mobility, fitness, coordination,
eye-hand coordination and precise movements was reviewed. Jacob’s motor skills are limited to
age-appropriate; his performance is comparable to that of the average individual at the age of 9-4.
Motor tasks below this age will be quite easy for Jacob as those above the age of 9-4 will be more
difficult.
Jacob’s Personal Living Skills assessment scored an overall age appropriate score equivalent to that
of an average 11-8 year old. In the areas of eating, toileting, dressing, self care and domestic skills,
Jacob scored in the age appropriate range. All age appropriate tasks in this domain area would be
manageable for Jacob.
In the Social and Communication domain, Jacob’s sores on the Scales of Independent Behavior
were age appropriate to advanced. Age level tasks involving interaction with others and verbal
comprehension skills will be easy for Jacob. Age level tasks in the domain of verbal expression
will be manageable for him. In the Community Living domain, Jacob scored age appropriate in each
area except work skills. Age appropriate tasks involving time and time concepts, money
management, and getting around town will all be manageable for Jacob. Areas of potential
difficulty in this domain include work habits and prevocational skills, but the score still fell within
age appropriate range of abilities.
Academic Achievement: Reading
To measure reading achievement, the Woodcock Reading Mastery Tests (WRMT) was administered.
The scores reported below are percentiles, subtest and cluster standard scores (X=100, sd=15), and
68% confidence intervals. The norms were based on Jacob’s age of 11 years 9 months.
Clusters
Visual-Auditory Learning
Letter Identification
Readiness
Word Identification
Percentile
42
21
24
96
Standard
Score
97
88
90
127
68% Confidence
Interval
92-101
83-93
86-93
124-131
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Word Attack
Basic Skills
Word Comprehension
Passage Comprehension
Reading Comprehension
Total Reading
91
97
97
91
96
95
120
129
128
120
127
124
114-126
125-134
124-131
116-124
124-129
122-126
On tasks requiring Jacob to use long-term storage and retrieval (Visual-Auditory Learning), he
performed at an average level. He made the same mistakes regarding two or three symbols. Even
with correction, Jacob repeatedly said an incorrect but related word. The errors were consistent in
that he substituted the same incorrect response for the word. Jacob was expected to learn and recall
symbols by storing them in his working memory and retrieve them through a series of visualauditory associations. Jacob’s performance fell in the average range of abilities. Jacob performed in
the low average range of abilities when identifying the letters of the alphabet when presented in
many different styles and fonts (Letter Identification). He seemed to have difficulty with one or two
letters written in cursive. The Readiness Cluster is composed of these two subtests, Visual-Auditory
Learning and Letter Identification. The Readiness Cluster measures skills useful for beginning
reading. Jacob scored a percentile rank of 24 when compared to his same aged peers meaning he
performed as well as or better than 24% of students his age who had been tested. His beginning
reading skills are in the average range of abilities.
In the Word Identification subtest, a measurement of sight word vocabulary, Jacob’s percentile
rank is 96, which falls in the superior range of abilities. The Confidence Interval is 68%, which
means that tested 100 times, Jacob would get the same score 68% of the time. In the Word Attack
subtest, a measurement using nonsense words to assess Jacob’s ability to decode a word’s sounds
and form to correctly pronounce them. He scored in the superior range of abilities at a percentile
rank of 91. These two scores are combined to form a score for the Basic Skills Cluster, an
examination of basic reading skills. When the two scores were combined, Jacob’s Basic Skills
Cluster fell into the 96th percentile, which is in the superior in the range of abilities. Jacob seemed
to have no difficulty with either part of the subtests.
The Word Comprehension subtest measures Jacob’s reading vocabulary in three domains:
synonyms, antonyms, and analogies. In the Passage Comprehension subtest, a measure of Jacob’s
ability to read and comprehend a short passage by requiring him to provide the missing word. In
both subtests, Jacob scored in the superior range of abilities, scoring a percentile rank of 97 and 91,
respectively. These two subtests are combined to measure reading comprehension, or an
individual’s ability to understand what he or she has read, and form the Reading Comprehension
Cluster. Jacob’s Reading Comprehension Cluster score was a standard score of 127, which falls into
the superior range of abilities.
The Total Reading Cluster is a broad measure of Jacob’s reading abilities and is a useful score
in comparing his overall reading ability with other individuals of the same age. The Total Reading
Cluster is a combination of the four reading achievement subtests of the WRMT – R/NU battery:
Word Identification, Word Attack, Word Comprehension, and Passage Comprehension. Jacob
performed in the superior range of abilities (122-126). When reviewing Jacob’s subtest and
composite scores, his performance is consistent, except when letter identification subtest is
included.
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Academic Achievement : Mathematics
To measure math achievement, the KeyMath was administered. The scores reported below are
percentiles, subtest and cluster standard scores (X=100, sd=15), and 90% confidence intervals. The
norms were based on Jacob’s age of 11 years 9 months.
Subtests
Area Clusters
Numeration
Rational Numbers
Geometry
Basic Concepts
Addition
Subtraction
Multiplication
Division
Mental Computation
Operations
Measurement
Time and Money
Estimation
Interpreting Data
Problem Solving
Applications
Total Math Score
Percentile
Scaled
Score
91
>99
91
97
91
98
50
63
95
87
98
98
75
95
98
95
92
14
18
14
Standard
Score
90%
Confidence
Interval
128
122-134
117
111-123
124
121
119-129
117-125
14
16
10
11
15
16
16
12
15
16
Jacob’s understanding of numeration and whole numbers, specifically the number 0-999
(Numeration) is in the Superior to very Superior range of abilities. Jacob is ready to address multidigit numbers and advanced numeration topics including place value, ordering, renaming, and
rounding numbers. His understanding of fractions, decimals and percents (Rational Numbers) is in
the very superior range of abilities. Jacob showed consistent performance in working with all types
of rational numbers. Jacob has an understanding of spatial/attribute relations, two dimensional
shapes, coordinate/transformation and three-dimensional shapes (Geometry). He shows exceptional
abilities in determining perimeter, area, and circumference. Jacob’s overall knowledge of quantity
and space as measured by the Basic Concepts Area is in the very superior range of abilities, with a
standard score of 128 and a percentile rank of 97%. The confidence interval used to score the exam
was 90%, meaning that when given these test items, 90 out of 100 times Jacob’s true score will fall
within the range of 122 and 134. Jacob has the necessary foundational knowledge with which all
elementary mathematics is based.
Jacob performed Addition and Subtraction well, including an understanding of fractions and
place value, with percentile ranks in the superior and very superior ranges. He outperformed 91 to
98% of his same age peers who had been tested in the same subtest area. Jacob’s Multiplication and
Division scores were also in the average range. Jacob seemed to have difficulty with the
multiplication and division of fractions and decimals and he indicated after testing that he had not
yet been taught those topics in school. In the area of Mental Computation, in which Jacob was
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presented with a math problem recited orally only once, he performed in the superior range with a
percentile rank of 95. The preceding subtest scores are added to make up the Operations Area
Cluster. Jacob’s overall operations score fell into the high average range of abilities with a standard
score of 117.
In subtest areas involving Measurement, Time and Money, Estimation, Data Interpretation and
Problem solving, Jacob performed a combined Applications Area Cluster standard score of 124,
which is in the High Average range of abilities. However, Jacob’s performance included strengths
and weaknesses in certain content areas. For example, Jacob is able to understand and use standard
units of measurement very well. He scored in the 98th percentile, which is very superior in the
range of abilities. For example, while testing, Jacob often asked me which unit of measurement I
wanted him to answer in. On a question involving temperature, he asked “Fahrenheit or Celsius?”
and on an estimation question regarding how tall an average table is, Jacob’s first answer was in
meters. In the subtest area of Time and Money, Jacob also scored a very superior percentile rank of
98, indicating an understanding of time, unit pricing of products and currency. A weakness in
Jacob’s scores was in the Estimation subtest area, but he still scored well within the average range
of abilities at a percentile rank of 75. The subtest area of Interpreting Data was another strength for
Jacob. Although we had to backtrack two test items in order to reach the basal item, Jacob
performed very well. He was asked to interpret mileage charts, graphs, and mean scores and he
demonstrated a strong understanding of these concepts. Another area of great strength for Jacob
was in the area of Problem Solving. He showed a very superior ability to solve a variety of one or
two step problems involving the four operations: multiplication, division, addition and subtraction,
scoring in the 98th percentile.
Overall, Jacob’s Total Math Score fell in the superior range of abilities. A statistical analysis
was completed on the variance present in Jacob’s performance among the three cluster areas. Basic
Concepts and Operations have a standard score difference of 5 points. Basic Concepts and
Applications have a standard score difference of 4 points. Operations and Applications have a
standard score difference of 1 point. All of these variances are not significant meaning his
performance on individual clusters is quite consistent. When comparing Jacob’s subtest standard
scores, he shows consistent performance with no significant strengths or weaknesses noted. Jacob is
successful in math achievement skills of problem solving, number facility, automaticity, and
reasoning.
Special Education Determination
According to the very superior ability scored on the SIT, the superior ability scored on the
Woodcock Reading Mastery and KeyMath tests, and age appropriate adaptive behavior scores,
Jacob would be declared ineligible for Special Education.
Conclusions
Jacob is a well rounded, talented individual who enjoys math, sports and computer games. His
cognitive ability as indicated by the Slosson Intelligence Test was very superior and indicates he
will do well in other areas, such as academic achievement. The Slosson Intelligence Test pointed
out that Jacob may not have had as much experience with classic literature as older students. This
lack of experience is a reminder that even though he scored at a very superior range of abilities,
Jacob still needs to have the opportunity to grow.
Jacob’s scores on the Scales of Independent Behavior indicate an overall age appropriate ability
to care for himself and communicate with others. Each of his scores in the social domain fell in age
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appropriate to advanced range. Areas of strength include social interaction and language
comprehension. Jacob’s lowest scores included his fine motor skills and prevocational habits.
However, all of Jacob’s scores fell within the normal range for his age.
Jacob’s performance on the Woodcock Reading Mastery tests indicate an overall performance
level that is in the average to superior range of abilities. As noted before, the errors made in the
Visual Auditory Learning subtest were consistent in that he consistently substituted the same
incorrect response for the same word even when corrected. Jacob considered the context of the
sentence he was using and his errors made sense, indicating that he was not randomly guessing.
Jacob’s areas of strength are Word Identification, Word Attack, Word Comprehension, and Passage
Comprehension. Although he made some errors with the cursive letters in the Letter Identification
subtest, he scored without error for the remainder of the Letter Identification portion. Two errors in
identifying cursive letters out of context of a word should not be cause for alarm.
Jacob’s performance on the KeyMath assessment indicated an overall performance of superior
to very superior range of abilities. Strengths included Addition, Subtraction, Measurement and
Problem Solving. Weaknesses included Multiplication and Division of fractions, but he is still well
within the average range of abilities. Jacob can perform essential elementary math and is ready to
move on to more difficult math topics.
Recommendations/Assistive Technologies
1. Jacob’s cognitive scores indicate a very superior ability. However, he is not familiar with
larger vocabulary words and famous literature. Although his vocabulary will grow with
experience, he is capable of more complicated vocabulary than his score shows. He should
be encouraged to read more difficult works including classic literature and books he enjoys,
such as the Science fiction series Runescape and classics such as Shiloh, Where the Red
Fern Grows, and Hatchet.
2. Jacob’s fine motor skills could be improved through the use of a Lego or similar set to put
together toys with small parts. A Robotics set with motors along with the small parts to
assemble would be especially beneficial, given Jacob’s interest in Math and Science.
3. Assistive technology in the realm of vocabulary assistance is recommended for Jacob. A
“speaking dictionary” would be a good tool to help Jacob build his vocabulary and learn
what more difficult words mean. He should be taught how to use the device and when to use
it. He should be encouraged to note words he does not know in reading and use the device
to help him learn the word’s definition and pronunciation.
4. Jacob should also study root words and their meaning to help decode words. I recommend
Merriam Webster’s Vocabulary Builder as a direct way to show him relations to root words
and their Latin meanings.
5. Jacob should be given direct instruction lessons on multiplication and division of rational
numbers, including whole numbers and fractions. Multiplication should be taught first, as
division of fractions involves multiplying by the reciprocal of the second fraction.
_______________________________
Jacqueline Benscoter
EDSP 4320 Student, practice examiner
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Jacob Lederer
April 20, 2009
BEHAVIORS DURING ASSESSMENT:
Student: Jacob Lederer
Date___02/28/2009______
Slosson Intelligence Test: Testing Observations
Glasses:
_____ Yes
Hearing Aids:
_____ Yes
Handedness:
_____ Right
Pencil grip:
_____ Normal
_____ Awkward
Cooperation:
_____ Cooperative
_____ Uncooperative
Rapport:
Demeanor:
_____ Good
_____ No
_____ No
_____ Left
_____ Poor
_____ Quiet
Response Time: _____ Quick
Organization:
_____ Average
_____ Average
_____ Organized
Behavior/Attention: _____ Attentive
_____ Slow
_____ Disorganized
_____ Distracted
_____ Short attention span
_____ Impulsive
_____ Restless
_____ Excessive movement
Other: Jacob took his time to answer questions, especially once we got towards the end of
the test. He reached the ceiling at the last test item and seemed to think he didn’t finish
well, despite his great score. He passed on many of the vocabulary questions, particularly
the more difficult ones. His vocabulary will likely grow with experience and exposure to
new words.
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Jacob Lederer
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BEHAVIORS DURING ASSESSMENT:
Student: Jacob Lederer
Date___04/05/2009______
Woodcock Reading Mastery Tests: Testing Observations
Glasses:
_____ Yes
Hearing Aids:
_____ Yes
Handedness:
_____ Right
Pencil grip:
_____ Normal
_____ Awkward
Cooperation:
_____ Cooperative
_____ Uncooperative
Rapport:
Demeanor:
_____ Good
_____ No
_____ No
_____ Left
_____ Poor
_____ Quiet
Response Time: _____ Quick
Organization:
_____ Average
_____ Average
_____ Organized
Behavior/Attention: _____ Attentive
_____ Slow
_____ Disorganized
_____ Distracted
_____ Short attention span
_____ Impulsive
_____ Restless
_____ Excessive movement
Other: Jacob took his time to answer questions, especially if he was unsure of the correct
response. At one point he asked if he would be penalized if he guessed incorrectly. Once I
assured him that if he guessed it would not be counted any more wrong than a “pass,” he
seemed more relaxed and willing to take guesses at answers he did not know.
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BEHAVIORS DURING ASSESSMENT:
Student: Jacob Lederer
Date___04/19/2009______
KeyMath Test Revised: Testing Observations
Glasses:
____ Yes
_____ No
Hearing Aids:
_____ Yes
_____ No
Handedness:
_____ Right
Pencil grip:
_____ Normal
_____ Awkward
Cooperation:
_____ Cooperative
_____ Uncooperative
Rapport:
Demeanor:
_____ Good
_____ Left
_____ Poor
_____ Quiet
Response Time: _____ Quick
Organization:
_____ Average
_____ Average
_____ Organized
Behavior/Attention: _____ Attentive
_____ Slow
_____ Disorganized
_____ Distracted
_____ Short attention span
_____ Impulsive
_____ Restless
_____ Excessive movement
Other: Jacob was more quiet and subdued than usual at first when beginning the test. He
had had a football game the day prior to testing, and the team had lost. He was
disappointed in the loss and appeared a bit dejected. However, as the test went on, Jacob
joked and laughed and made comments about certain test items. For example, when he
was calculating how much money Tony needed to go to the circus, he answered correctly
and then said, “Sorry you can’t go to the circus, Tony.” He took his time with questions as
usual, and worked through multiplication and division problems that had not been part of
his curriculum thus far. He did say, though, that the items involving dividing and
multiplying fractions were hard, because he hadn’t been taught them yet.