Formal Assessment Report

Laura Beard Formal and Informal Assessment in Special Education SPED 328.01 Dr. Ojama Edeh Herr Millersville University April 20, 2011

Table of Contents

Abstract .1 Reason For Referral .. ..2 Assessment Questions ..3 Educational History .3 Current School Performance .4 The Test Administered 4 Testing Conditions 6 Behavior During Assessment 6 Assessment Results

.7 Strengths .9 Weaknesses ..9 Summary and Conclusion .1 0 Instructional Recommendations .10 References ..12 Appendix A: Protocol Appendix B: Follow Up Interview Appendix C: BUROS Mental Measurements Yearbook Appendix D: Graded IAP Appendix E: Rubric Reflection .13

1 Abstract Betsey Smith was assessed on April 15, 2011 using the Kaufman Survey of Early Academic and Language Skills. She scored at the 53rd percentile, which means she scored as well as or better than 53% of her peers. This is average. Strengths and weaknesses are addressed, and recommendations are provided.

2 Student Name: Betsey Smith Public Primary School Date of Birth: February 23, 2005 Grade: K.7 Date of Testing: April 15, 2011 Tester: Laura Beard Test Administered: K-SEALS Gender: Female Age: 6-1-22 School:

Reason for Referral This student was tested as a practice activity for Special Education 328. Betsey is a six-year-old girl who lives in a suburb of Philadelphia with her mother, father, and younger brother. English is the only language spoken in the home. Betsey attends her local public school and is a half-day kindergarten class. Betsey enjoys school a lot and is always eager to show off what she has learned. She is considered on target developmentally and educationally and does not receive any supplementary aids or services (S. Freymoyer, personal communication, March 9, 2011). Betseys favorite subject is language arts. She is very proud of her budding reading abilities and enjoys practicing them. Her mother reported gym as her least favorite school activity. Academically, Betseys least favorite activities in school are science related. Betsey has received perfects in every area on her report card. Betsey has

missed a total of four days of school this year as a result of illness, but it has not affected her performance or grades (S. Freymoyer, personal communication, March 9, 2011). Betseys parents report being very satisfied with the education that Betsey has received. At the beginning of the school year, they were a little concerned about 3 Betseys pre-reading abilities, but she has been progressing and is now on target. Betsey does not receive any supplementary aids or services from the school or otherwise (S. Freymoyer, personal communication, March 9, 2011).

Assessment Questions If red flags were noted with Betsey in school, this question would be asked: Does the student have academic performance problems? If pre-referral interventions were unsuccessful, then this question would be asked: Does this performance problem relate to a disability? If Betsey was screened and the results showed suspected disability this question would be asked: Does this student need special education services?

Educational History Betseys mother reported that Betsey was on target with most

developmental milestones while growing up except speech. At the age of 18 months, Betsey began receiving speech therapy from her local IU for a speech delay. These services continued until they were not longer needed at the age of 2.5. Also at the age of 2, Betsey began attending a local private pre-school. She attended for 3 hours, once a week. When she reached age 3, she attended twice a week. When she was 3 and 4, she went to the same preschool for 3 days a week. During this time Betsey did not receive actual report cards, but her parents received daily notes about Betseys progress and development. The notes often referenced Betseys social development, enthusiasm and helpfulness. 4 Betsey did miss a bit of pre-school because it wasnt mandatory so she would miss a lot of days. After her 3 years at St. Pauls Preschool, Betsey transitioned into the Kindergarten classroom in her local public school that she now attends (S. Freymoyer, personal communication, April 11, 2011).

Current School Performance Betsey is currently in her seventh month of half-day kindergarten at her local public school. This school year, she has received all perfects on her report card. Perfect is the highest score that can be earned and is above satisfactory and needs improvement. Betseys

teachers have said that Betsey is in the highest-level reading group and that she is making appropriate progress. Overall, Betsey is performing at grade level, and is performing in an average to above average range (S. Freymoyer, personal communication, April 11, 2011).

The Test Administered The researcher has decided to assess Betsey using the Kaufman Survey of Early Academic and Language Skills, or K-SEALS. The KSEALS was designed to survey language and pre-academic skills in young children ages 3 to 6 years. It assesses their pre-academic skills of vocabulary, number, letter, and word recognition, as well as articulation. It is often used to assess school readiness for children entering kindergarten and/or first grade. This test is good for Betsey because she is proficient in 5 English, which is a requirement, and tests the important pre-academic skills that she should have. The sample of white individuals in her age group is 68.9. The amount in the U.S. population is 69.1. This means that Betsey is appropriately represented in the norm population because 68.9/69.1 x 100 = 99%. The split-half reliability for 6-6.5 year olds composite is .92. The correlation between K-SEALS Standard Scores and scores earned on Duncan & Holder-Brown is .84 (Kaufman

& Kaufman, 1993). The K-SEALS has its own strengths and weaknesses. Some of the strengths of the K-SEALS include its clear and complete instructions, and thorough report to parents. The test is also very reliable and valid, and can be administered in short period of time (Ackerman, Ford, & Turk, 1993). Another strength is that it expands the language sections of the AGS Early Screening Profiles. It also offers extensive analysis of articulation errors (Overton, 2009). Some of the weaknesses of the test are that it is not useful for diagnosis or intervention, and it may be difficult to keep a child engaged in the task. The computations of standard scores are also complex and a little more difficult. The test also involves activity that is unnatural to children that may cause some difficulty. Also, the test results should be interpreted cautiously when a child with disabilities or a different language or cultural background is involved (Ackerman, Ford, & Turk, 1993). Lastly, the subtest coefficients are low to adequate (Overton, 2009). There were no biases noted that were specific to Betsey. Considering the uses, reliability, validity, strength, weaknesses and biases of this test, it will be appropriate to use for Betsey. 6 Testing Conditions The test was administered in Betseys home. Distractions were eliminated as much as possible by performing the test when her father

and brother were out of the house. Her mother went to a different part of the house, and the dog was placed outside. The testing was conducted at her kitchen table. Background noise was eliminated as much as possible by turning off televisions and music. The windows were open to allow comfortable air flow and temperature. There were a few biases that were present from the examiner. The examiner has known Betsey since she was very young, and Betsey wanted to play. The examiner promised Betsey that she would play with her after the test was finished. This may have resulted in Betsey hurrying through the test and not taking her time. The examiner also offered encouragement once in the test by saying Come on Betsey, I know you know this. This may have result in Betsey giving an answer just to appease the examiner and not think the question through. It also may have stressed Betsey out unnecessarily.

Behavior during Assessment The examiner established rapport with the student by talking to Betsey about the birthday party she had just attended, and her plans for the weekend. Rapport was easy to establish because of the relationship the student and examiner have. Initially, Betsey was anxious to participate and giggled because the first questions were so easy. As time wore on, Betsey became more easily distractible. She would try to

7 engage in off topic conversation and attempted to go play in between subtests. Despite this, her effort appeared to remain constant throughout the duration of the examination. She concentrated on the questions and would take a few seconds to look over all of her options and think before giving an answer. The participant said she tried her best and thought she did well.

Assessment Results Betsey was tested using the Kaufman Survey of Early Academic and Language Skills. She was tested in vocabulary, numbers, letters & words, and articulation. In the vocabulary subtest, the basal for all ages was the sample item, and the ceiling was 5 consecutive wrong answers. For the numbers, letters & words subtest, the basal for all ages was item 1, and the ceiling was 5 consecutive wrong answers. For the articulation survey subtest, the basal for all ages was item 1 and all items were to be administered to each child tested.

8 Subtest Vocabulary Numbers, Letters, & Words Articulation Survey Composite Early Academic & Language Skills Composite Language Scales Expressive Skills Receptive Skills Early Academic Scales Number Skills Letter & Word Skills Raw Scor e 31 29 20 Standar d Score 92 110 %tile Rank 30 75 Descriptiv e Category Average Above average Normal articulation 101 53 Average Age Equivilan cy 5-6 Above 611

202

27 33

104 104

61 61

Average Average

6-4 6-9

14 15

100 116

50 86

Average Above average

6-4 Above 611

In the vocabulary subtest, Betsey scored as well as or better than 30% of her peers who took the test. Her skills are considered average, and a she did as well as a 5-6 year old would be expected to do. In the numbers, letters & words subtest, Betsey scored as well as or better than 75% of her same age peers. She is considered above average in this area and did as well as a 6-11 year old would be expected to do. Betsey had no errors in the articulation survey subtest, which placed her at normal articulation. The subtests were then broken

down further into particular skills. Betseys receptive 9 and expressive language skills were considered average as she performed as well as or better than 61% of her peers. She scored as well as or better than 50% of her peers in number skills. Betsey was above average in her letter and word skills and scored as well as or better than 86% of her peers. Overall, on the composite test she scored as well as or better than 53% of her peers. This is considered average for her age.

Strengths A. Individuals intra-strengths 1. Betsey shows strength in articulation as she said every word correctly. 2. Betsey has strong letter and word skills. B. Individuals inter-strengths 1. Betsey scored as well as or better than 86% of her peers in letter and word skills so it is her inter-strength.

Weaknesses A. Intra-weaknesses 1. Betseys weakest area was vocabulary. 2. Number skills are also a weakness of Betseys.

B. Inter-weaknesses 1. Betsey scored as well as or better than 30% of her peers in vocabulary. 10 Summary and Conclusion Betsey was tested on April 15, 2011 using the Kaufman Survey of Early Academic and Language Skills. The test was conducted in her home after establishing rapport through conversation. There were a few biases present from the examiner during the administration of the test such as promising the participant playtime, and encouraging the participant to answer. The results showed above average number, letter and word knowledge, and average vocabulary and articulation. Betsey was very strong in her letter and word skills, and her weakest area was vocabulary. Overall, it was determined that Betsey is performing at an average level.

Instructional Recommendations Based on Betseys assessment results, the following goals and objectives are recommended for the remaining nine weeks of school: Goal 1: Betsey will increase her expressive vocabulary by 27 words. Objective 1: Betsey will learn 3 new vocabulary words per week through

the use of flashcards or reading material. Objective 2: When given the opportunity to use her new vocabulary word, Betsey will do so 70% of the time. Goal 2: Betsey will increase her number skills knowledge. Objective 1: Betsey will learn addition of single digits and be able to complete single digit addition problems with 80% accuracy. 11 Objective 2: Betsey will begin learn how to subtract, and will subtract 1 and 2 from single digits with 70% accuracy. Objective 3: Betsey will learn to identify 3 digit numbers from 100 300 with 95% accuracy. No further assessments are recommended at this time.

Laura Beard

12 References: Ackerman, P., Ford, L., & Turk, K. (1993). Kaufman Survey of Early Academic and Language Skills. BUROS Mental Measurements Yearbook. Kaufman, A. S., & Kaufman, N. L. (1993). Kaufman survey of early academic and language skills manual. Circle Pines, MN: American Guidance Service. Overton, T. (2009). Assessing learners with special needs: An applied approach. Upper Saddle River, NJ: Pearson. S. Freymoyer, personal communication, March 9, 2011. S. Freymoyer, personal communication, April 11, 2011.

13 Reflection Going through the process of administering a formal test was a great learning experience for me. I learned a lot about the preparation work that goes into conducting a formal assessment, as well as the scoring process. Overall, the process was more involved that I expected it to be, and there are some things that I would do differently next time. This assignment also made me consider the use of formal assessments in my future classroom. The preparation for the administration of this exam was extensive. Before I administered the test, I had to make sure the test I chose was appropriate for my student. I read the BUROS Mental

Measurements Yearbook to learn about the strengths and weaknesses of the test I wanted to use, and made sure my student was appropriately represented in the norm population. Then in order to prepare for the administration of the test, I read the manual twice over to make sure I knew how to administer the test correctly and fill out the protocol. I practiced administering the test on two of my friends, and also scored their tests in order to gain practice. When it came time to administer the test to Betsey, I felt well prepared but was apprehensive that I would say something I wasnt supposed to say. However, I think I did well with the actual testing. I feel like I established good rapport, and I stuck with the guidelines set forth by the manual and easel. I was confident while administering the test because I had practiced and felt that I knew that I was administering the test correctly. 14 The scoring of the test was most tedious and difficult for me. The scoring took longer than I expected. Knowing which scored to add up and which tables to use was a bit confusing, and I did mess up on my first practice exam. After reading and gaining a complete understanding of scoring in the manual, I was able to grade my second practice exam correctly. Referencing the correct table and making sure that all of the information was transferred correctly was difficult and sometimes frustrating, and I was thankful for the practice we had had

during class. If I were to administer the test again, the one thing I would change is the testing environment. Testing Betsey in her home allowed for many distractions, even though I tried to minimize them. Having her toys easily accessible, and the dog barking outside were less than desirable conditions. I think that Betsey may have performed better if the test was administered in a more formal setting away from these possible distractions. I would also try to remove the personal biases that I brought into the examination to make the results as reliable as possible. Through experiencing administering a formal test to a single student, I am able to think about using these forms of assessment in my future classroom. The biggest issue that I am now aware of is the time necessary to issue an individual test. The preparation, administration, and scoring of a test, for just a single individual can take a lot of time. I have also learned how to choose appropriate assessment tools for individual students based on their personal circumstances. Learning about the strengths and weaknesses of the different formal assessments was also beneficial so I can make 15 more informed decisions in my future classroom as well. I have also learned how comprehensive the scoring is for these assessments and how useful they can be for determining goals and objectives for

individual students. The scores clearly show individual strengths and weaknesses and allow the researcher to interpret those scores and determine ways to help each individual student based on their scores. Overall, formal exams can be very useful in classrooms. Overall administering a formal test was a very beneficial experience. I am now more familiar with the process and more prepared to conduct further assessments in the future. I am aware of what I need to change in order to get more reliable results and where my weaknesses lie as an examiner. I have gained valuable insight into how formalized assessment can be used in a classroom, and as a result I feel more prepared to be an educator.