Kendall Walters DOB: 6/27/2006 Date of Testing: 2/3/2014-2/4/14 Second Grade Duncan Elementary Initial Evaluation of Special Education

Services Background Kendall is a second grade student in Mrs. Kobylarzs classroom who is eligible for initial evaluation for Special Education services. Kendall has been receiving evidence-based interventions since kindergarten. She currently receives small group tier-3 intervention support in reading and writing and receives additional academic assistance in the general education classroom. Kendall is not currently making adequate academic progress through intervention in the areas of reading and writing. TERA-3 (Form B) Kendall was administered the TERA-3 (Test of Early Reading Ability-Third Edition) on 2-4-14. She came with the examiner willingly and remained focused and on task throughout the assessment. She demonstrated a calm perseverance and determination throughout his assessment. Kendall received a reading quotient of 72, which places her in the poor range on this assessment. Kendall received a standard score of 7 on the Alphabet subtest, which is equivalent to a child who is six years and seven months old or to a first grader in their fourth month of school. She scored a 14 on the Conventions subtest, which is equivalent to a child who is six years and seven months old or a to first grader in their fourth month of school. She scored a 10 on the Meaning subtest, which is equivalent to a child who is five years and seven months old or to a kindergartener in their fourth month of school. This assessment indicates that Kendall would benefit from direct instruction in the areas of basic reading and reading comprehension. Results of TERA-3 Age Grade Standard Equivalent Equivalent Score 6-7 1.4 8 7-3 6-7 2.2 1.4 10 8

Subtest Alphabet

Raw Score 22

Percentile Range 16th 16th 1st Below Average Below Average Very Poor

Conventions 16 Meaning 17

TEWL-2 (Form A) Kendall was administered the TEWL-2 (Test of Early Written Language) assessment on 2-3-14. She came with the examiner willingly and remained focused and on task throughout the assessment. She seemed unsure at times but attempted each item on the

assessment. On the Basic Subtest, she scored a raw score of 38, which is equivalent to a student who is seven years and ten months old. On the Conceptual Writing Subtest, her raw score was an 8, which is equivalent to a student who is five years and one month old. Her Global Subtest raw score was 46, which is equivalent to a student who is seven years old. Kendalls scores on the Basic Subtest place her in the 1st percentile, meaning that she scored as well as or better than one percent of her same age, same grade peers on this particular subtest. Kendalls score on the Conceptual Writing Subtest indicates that she scored in the 9th percentile, meaning that she scored as well as or better than nine percent of her same age and same grade peers on this particular subtest. Kendall achieved a Global Writing Quotient of 146 and a standard score of 68, which is in the very poor range. During the assessment, Kendall demonstrated difficulty in ideas, organization, and conventions in writing. Results of TEWL-2 Age Quotient Equivalent Score 7-10 66 5-1 80 7-0 (146) 68ss

Subtest

Raw Score Basic 38 Contextual 8 Global 46

Percentile Range 1 9 1 Very poor Below average Very poor

TEMA-3 Kendall was administered the TEMA-3 (Test of Early Mathematics Ability) on 2-3-14. Throughout the assessment, she seemed comfortable and at ease, as indicated through several smiles. She received a Math Ability Score of 85, which places her in the below average range. With a raw score of 39, Kendall scored at the age-equivalent of six years and six months, which is also equivalent to a child in their fourth month of first grade. Kendalls score places her within the 16th percentile, which means that she scored as well as or better than sixteen percent of her same age, same grade peers on this assessment. Raw Score 39 Age Equivalent 6-6 Grade Equivalent 1.4 Percentile 16th %lie Math Ability Math Ability Score Score Range 85 Below Average

Summary and Recommendations Based on the information collected on the TERA-3, TEWL-2, and TEMA-3, Kendall performed in the below average range in the area of mathematics, in the very poor range in the area of writing, and in the poor range in the area of reading. It is recommended that Kendall begin to receive direct instruction in the areas of basic reading and reading comprehension, ideas, organization, and conventions in writing, and mathematics problem solving to continue to develop her skills. Classroom data indicates that Kendall does not have the skills in reading and writing in order to succeed independently at this time. Data also suggests that Kendall would also benefit from direct

instruction in mathematics. Based on the above assessments as well as classroom data, it is recommended that Kendall begin to receive direct instruction in small group or one-onone settings in reading, writing, and mathematics through Special Education Services. Lorri Zieleniewski Learning Center Teacher Duncan Elementary