Assessment By Jill Hutzel What is Assessment According

Assessment By Jill Hutzel

What is Assessment? According to Sattler (2005), Assessment is a way to understand a child in order to make informed decisions about that child. There are several forms of Assessment which include: Screening Assessment, Focused Assessment, Diagnostic Assessment, Counseling and Rehabilitation Assessment, Progress Evaluation Assessment, and Problem-Solving Assessment.

Case Specific Example- Taylor L. Birthdate- June 24 th, 1999 Date of Evaluation-Jan. 10 th, 2013 Chronological Age-13 years, 6 months School-West Babylon Junior High School Examiner-Jill Hutzel Reason For Referral- Taylor was referred for a psychological evaluation as part of her three-year reevaluation to determine her need for special education services in the future.

Background Information o According to the social history provided by Mrs. Larsen, Taylor lives with both of her parents and her older brother Nicholas. o Taylor is classified as Learning Disabled based on specific assessment procedures and results. o Teachers report that Taylor struggles with reading comprehension and needs to learn strategies to help retain previously learned skills. o Taylor also displays characteristics of being a shy student which may restrict her from asking for the help she needs. o She has demonstrated difficulties with mathematical operations and application skills but has made remarkable progress since attending extra help.

Background Information Continued… o Taylor does not seem to have a problem when generating her own ideas but may experience complications when it comes to providing details to support those ideas. o Her teachers mentioned that Taylor learns her best from auditory and visual presentations. o Her teachers also said that Taylor is hard-working and takes advantage of extra help, extra credit and has wonderful ideas within the classroom. o In addition, Taylor seems to be in excellent physical health and there are no social or emotional needs that should be addressed at this time. o Taylor is currently on no medications.

Previous Assessment Procedures Evaluations/Reports: o o o Educational Evaluation -2/2/2012 Speech/Language Annual Review Report- 2/7/2011 Educational Evaluation-1/27/2011 Psychological Evaluation-1/16/2010 Educational Evaluation- 1/11/2010 Test Results Woodcock-Johnson-III ACH Tests (2/2/2012) o Calculation (SS) 105 o Letter-Word Identification (SS) 83 o Math Fluency (SS) 96 o Passage Comprehension (SS) 86 o Reading Fluency (SS) 96 o Word Attack (SS) 89 Test of Language Development- Intermediate: 4 (2/7/2011) Grammar (SS) 100 Listening (SS) 100 Organizing (SS) 94 Speaking (SS) 103 Spoken Language (SS) 98 Symantics (SS) 98

Previous Assessment Procedures Test of Written Spelling-4 (1/27/2011) o Total Spelling (SS) 84 Woodcock-Johnson-III ACH Tests (1/27/2011) o o o Calculation (SS) 92 Letter-Word Identification (SS) 71 Math Fluency (SS) 92 Passage Comprehension (SS) 78 Reading Fluency (SS) 92 Word Attack (SS) 81 Tap-3 (1/26/2010) o o Cohesion S. S. 95/ Per 37 Memory S. S. 85/ Per 16 Overall S. S. 90/ Per 25 Phonological S. S. 94/ Per 34 Celf IV (Ages 9 and Above) (1/19/2010) o o Expressive Language Score S. S. 67/ Per 1 Language Memory S. S. 74/ Per 4 Receptive Language Score S. S. 88/Per 21 Total Language Score S. S. 75/ Per-

Previous Assessment Procedures Key Math-Revised (1/11/2010) o o Applications Area SS: 89, GE: 4. 0 Basic Concepts Area SS: 97, GE: 4. 8 Operations Area SS: 89, GE: 4. 3 Total Test SS: 89, GE: 4. 2 WISC IV (1/6/2010) o o o Comprehension 91 CS Perceptual Reasoning 90 CS Processing Speed 115 CS Working Memory 91 CS IQ-Full Scale 93 CS Woodcock Reading Mastery Tests-Revised (1/5/2010) o o o o Basic Skills SS: 77, GE: 2. 3 Passage Comprehension SS: 84, GE: 2. 9 Reading Comprehension SS: 82, GE: 2. 9 Total Reading SS: 79, GE: 2. 5 Word Attack SS: 76, GE: 1. 7 Word Comprehension SS: 83, GE: 3. 1 Word Identification SS: 79, GE: 2. 5

Previous Assessment Procedures State and District-Wide Assessments o o o o o Grade 6 English Language Arts, (5/15/2011) -635 (Numeric Scale), Level 1 (provided by test vendor) Grade 6 Mathematics, (5/15/2011) -646 (Numeric Scale), Level 2 (provided by test vendor) Grade 5 Mathematics, (5/15/2010) -662 (Numeric Scale), Level 2 (provided by test vendor) Grade 5 English Language Arts, (4/15/2010) -632 (Numeric Scale), Level 1 (provided by test vendor) Grade 5 Social Studies (Final Test Score), (11/15/2009) -081 (Numeric Scale), Level 3 (provided by test vendor)

Current WISC IV Results Composite Score Summary Scale Composite Score Percentile Rank 95% Confidence Interval Qualitative Descriptor Verbal Comprehension (VCI) 81 10 75 -89 Low Average Perceptual Reasoning (PRI) 106 66 98 -113 Average Working Memory (WMI) 102 55 94 -109 Average Processing Speed (PSI) 91 27 83 -101 Average Full Scale (FSIQ) 92 30 87 -97 Average The composite scores have a mean of 100 and a standard deviation of 15 *It is important to note that there is a significant discrepancy between Taylor’s index scores. Specifically, her Verbal Comprehension Index score is significantly lower than her other index scores; therefore, her Full Scale IQ should be interpreted with caution as it may not accurately reflect her cognitive abilities.

Subtest Scores Summary Verbal Comprehension Index o Similarities- (scaled score) 7, (percentile rank) 16 -BA o Vocabulary- (scaled score) 6, (percentile rank) 9 -BA o Comprehension- (scaled score) 7, (percentile rank) 16 -BA Taylor earned a VCI of 81, which is within the “Low Average” range and at the 45 th percentile. Taylor’s overall VCI score is considered a significant weakness when compared to the other Index’s specifically her PRI score of 106. _______________________ Perceptual Reasoning Index o Block Design- (scaled score) 12, (percentile rank) 75 - A o Picture Concepts- (scaled score) 9, (percentile rank) 37 -A o Matrix Reasoning- (scaled score) 12, (percentile rank) 75 -A Minimal Variability Between Subtest Scores

Subtest Score Summary Continued… Working Memory Index o Digit Span- (scaled score) 10, (percentile rank) 50 -A o Letter-Number Sequencing- (scaled score) 11, (percentile rank) 63 - A Minimal Variability Between Subtest Scores ______________________ _ Processing Speed Index o Coding- (scaled score) 8, (percentile rank) 25 -A o Symbol Search- (scaled score) 9, (percentile rank) 37 -A Minimal Variability Between Subtest Scores

Social-Emotional Functioning- BASC 2 Results Taylor was asked to complete the Behavioral Assessment System for Children, Second Edition (BASC-2). This questionnaire assesses several maladaptive and adaptive behaviors often seen in children. Scores in the clinically significant range indicate a high level of maladaptive behavior. At-risk scores may signify the potential of developing problems that need to be monitored carefully. o According to the results to Taylor’s BASC-2 SRP (Self Rating Scale), her Tscore was within the Low Level range for maladaptive/behavioral issues when it came to her Attitude in School, Attitude to Teachers, Sensation Seeking (engaging in risky behaviors for example, I like to ride in a car that is going fast), Social Stress, Depression and Somatization (describing health related problems). o Scores within the Average range for Domains include Atypicality (reports having unusual thoughts and perceptions), Locus of Control, Anxiety, Sense of Inadequacy, Attention Problems, Hyperactivity, Relations with Parents (describes establishing a relationship with parents), Interpersonal Relations and Self-Reliance. o *Taylor’s score of 61 for Self-Esteem was within the At-Risk range for positive self-image, both in terms of personal and physical attributes.

What Are The Concerns to Taylor’s Previous Test Scores? Taylor Struggles with her Verbal Comprehension Skills- This measures the application of Verbal Skills and information to the solution of new problems, ability to process verbal information, ability to think with words, crystallized knowledge, cognitive flexibility and ability to self monitor. Risk Implications- This may highly correlate with Reading Comprehension, Mathematics and even Written Expression. ________________________ Taylor score was within the “At-Risk” Range for Positive Self. Esteem (including both personal and physical attributes) Risk Implication- May be overly critical of Self in school-related performance, abilities, and personal appearances, etc.

Intervention Strategies Taylor May Benefit From… Reading Comprehension Intervention Peer Assisted Learning Strategies In Reading- Taylor may benefit from learning a three-part peer tutoring routine that includes paired reading with retelling, main idea identification, and prediction. Full implementation of this multistep method works best in extended reading/and or language periods. *Alternately, this should be implemented only one or two of the three activities several times a week. Written Expression Intervention Strategy Instruction in Story Writing- Taylor may benefit from learning a selfquestioning strategy for composing stories and regulating the writing process in a series of mini-lessons. *Paired Practice is included at several stages to provide additional feedback and enhance motivation. Mathematic Intervention FAST DRAW: Improving Math Word Problem Solving Strategy Instruction. Taylor may benefit from learning an eight-step strategy for solving common word problems and practice it in pairs *The paired practice portion of this intervention permits teachers to provide additional assistance and support to low-performing students.

Additional Strategies Taylor may Benefit From… Reading Comprehension. Have Taylor: o Read Independently each day to practice reading skills o Verbally paraphrase material she has just read to assess her comprehension o Give her time to read a selection more than once- emphasize comprehension rather than speed o Provide her with a variety of visual teaching materials to support word comprehension (pictures, charts, etc. ) o Make certain that the reading material is at her ability o Maintain a vocabulary notebook with definitions of words whose meanings she does not know o Choose a peer who demonstrates good comprehension skills to read with the student and help her with the meaning of words not understood

Additional Strategies Taylor May Benefit From… Written Expression. Have Taylor: o Proofread her own work and have her explain why specific sentences do or do not express complete thoughts. o Provide herself with clearly stated criteria for acceptable work (ex. neatness, complete sentences, legible handwriting, etc. ). o Read written work aloud to help identify incomplete sentences and thoughts. o Read/go over written communication so she can become aware of the quality of her own work. o Reduce emphasis on competition! Competitive activities may cause her to hurry and fail to write in complete sentences or thoughts. o Provide her with additional time to complete schoolwork to achieve quality. o Proofread all written work and reinforce her for completing sentences or thoughts in legible writing.

Additional Strategies Taylor Might Benefit From… Mathematic Skills. Including: o Make certain that it is not an inability to read that is the cause of her difficulties solving math word problems. o Have Taylor read the word problems silently and then aloud, then have her identify the mathematical operation required. o Have her write a number sentence after reading the word problem. o Have her break down each word problem into specific steps o Help Taylor recognize common patterns in word problems. o Allow her to use a calculator when solving word problems. o Require her to read math word problems at least twice before beginning to solve the problem. o Teach her the meaning of all mathematical terms (addition, subtracting, etc. ).

Interventions Used For Taylor’s BASC 2 Results Taylor was “At-Risk” for Positive Self-Esteem , She May Benefit From… o Explaining to her that she should be happy with personal best effort rather than expecting performance. o Reinforce her for accepting errors that she makes. o Provide Taylor with positive feedback which indicates she is successful, competent, important and valuable. o Emphasize individual differences and that everyone has strengths and weaknesses. o Help her to learn the skills necessary to improve her overall appearance and/or hygiene. o Encourage her to refrain from comparing herself to others

Interventions Used For Taylor’s BASC 2 Results Taylor was “At-Risk” for Positive Self-Esteem , She May Benefit From… o Allow her to attend to personal hygiene needs at school if the opportunity is not available elsewhere. o Communicate with her parents, or the appropriate parties to inform them of the problem, determine the cause of the problem, and consider possible solutions to the problem. o Provide her with a checklist of personal hygiene activities that she can complete daily. o Compliment her for being neat, clean, etc. o Emphasize difference between everyone and praise her for unique abilities she may have.

Consultation and Counseling During this time, Taylor does not have any mandatory counseling. Although, she is aware through meetings with her Teachers, Parents and School Professionals that she has access to the guidance office at any time during the day. If Taylor would like to discuss anything from personal issues to school-related problems or even just general concerns, she is advised to speak to a counselor as soon as possible. During Taylor’s annual review meeting, the committee has discussed updated evaluations, Taylors progress and services. Based upon her evaluations, teacher reports, classroom functioning, parent information and committee discussion during her annual review meeting, Taylor is still recommended to be classified as having a learning disability and receive co-teaching services for Math, Science, Social Studies and English along with appropriate Skills Class for the upcoming year. In addition, Taylor is recommended with a Modified Summer Readingshe will read one book from the summer reading list during the months of July and August.

Reference Mc. Carney, S. B. , & Wunderlich, K. C. (2006). Pre-referral intervention manual (third edition): The most common learning and behavioral problems encountered in the educational environment. Columbia, MO; Hawthorne. Rathvon, N. (2008). Effective school interventions; Evidence-based strategies for improving student outcomes (second edition). New York, NY; The Guilford Press. Sattler, J. M. (2008). Assessment of children; Cognitive foundations (fifth edition). San Diego, CA; Jermone M. Sattler, Publisher Inc.