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Tittiger 1 Emily Tittiger Assessment and Evaluation Mrs.

Dean/ SED 412 Friday November 15, 2013

EVALUATION REPORT 1. Identifying Data: Student: H. Smith Parent/Guardian: Terri, Smith Address: 123 New Castle Lane City/Zip: New Castle 12345 Telephone: 123-456-7890 School/Grade: Wilmington Grade 4 Birthday: April 4, 2004 Evaluation Date: 10/18/2013 Chronological Age: 9 years, 6 months Evaluator: Emily Tittiger

2. Reason for Referral/Assessment: **H. was referred by his classroom teacher due to concerns within the classroom. H. is often engaged in disruptive classroom behavior, and exhibits boredom with various content areas. H.s classroom teacher has attempted to provide informal services to him, but H. often becomes uninterested in receiving help. H. exhibits deficits in reading exercises linked with phonics. His performance in reading appears to be below average for his age and grade. His teacher is concerned that his boredom and disruptive behaviors are linked to academic difficulties in reading, which prohibits H. from being attentive during various instructional class times throughout the day. **

3. Background Information: **H.s family is very involved with his extracurricular activities, as well as his academics. He lives with his mother and father, his little sister who is four, and his twin brother. H.s mom is a stay at home mom, and his dad is an account ant. H.s mom reports that all of her children have grown and matured as expected thus far. H.s mother reports that until this point, H. has done well in school. H.s mother has several concerns with H.s academics. She does notice that H. often avoids his homework. H.s mother expressed these concerns, yet informed examiner that she often helps H. with his homework. When H. is assisted with his work, he appears to feel more comfortable with the coursework and is able to concentrate and complete all tasks.**

4. Observation of the Environment: **H. is currently enrolled in an inclusive fourth grade classroom. The 20 students in his class include those with disabilities, as well as those without. The room appears to be inviting and age appropriate. The walls are decorated with curriculum based posters as well as student artwork in which the students take pride and ownership in. The teacher mostly teaches by lecturing, except when an aide is in the

Tittiger 2 classroom. The teacher and aide use a station co-teaching approach, where the students move into various areas during a lesson. The teacher groups the students in this approach based on ability. The classroom teacher noted that H. does not apply himself during the school day as much as he should; therefore, he has been placed with one of the middle-low ability groups in the classroom. **

5. Behavioral Observations: Testing was done in a quiet area of H.s house, where he was most comfortable. The examiner first played a get to know you game in order to build student rapport and make H. feel comfortable during the testing. After a short period of getting to know the student, testing had begun. At first, H. was reluctant to begin the testing session, but after talking to the examiner and assuring him that he is smart and the test will not be counted for a grade, he complied with the examiner and began to take the test. Once H. began the testing, he surprisingly cooperated the entire duration of the test, with small stretching breaks in between. At one point, his younger sister entered the room and began to play. This background noise distracted H., and he quickly became frustrated. After removing his sister for the testing room, H. once again cooperated and remained focused and attentive during the tests.

6. Tests Administered: Consortium On Reading Excellence (CORE) Reading Curriculum Based Measurement / Math Computation/ Written Expression (AIMSweb) Wide Range Achievement Test- Revision 3 (WRAT3)

7. Tests, Interviews, and Performance-Based Assessment: The following tests were administered to H.: The Consortium On Reading Excellence (CORE) which measures students ability to use knowledge of sound/letter correspondences to decode words, the AIMSweb Reading Curriculum Based Measurement (R-CBM)which measures students reading fluency, and spelling, the AIMSweb Mathematics Computation(M-COMP)and AIMSweb Mathematics Concepts and Applications (M-CAP) which measures appropriate numbers and operations tasks according to grade level, the AIMSweb Written Expression (WE-CBM)which measures students total words written (TWW), correct writing sequences (CWS), and words spelled correctly (WSC), and finally the Wide Range Achievement Test- Revision 3 (WRAT3) which measures word reading, comprehension, spelling, and arithmetic.

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8. Discussion of Test Results: CORE Scores Summary Skill Summary - Alphabet Skills Letter Names uppercase Letter Names lowercase Consonant sounds Long vowel sounds Short vowel sounds Correct 26 26 21 0 0 Total 26 26 23 5 5

Reading and Decoding Skills Short vowels in CVC words Short vowels, digraphs, and tch trigraph Short vowels and consonant blends Long vowels Vowel diphthongs r- and l- controlled vowels Multisyllabic words Spelling Skills Initial consonants Final consonants CVC words Long vowel words

Correct 8 8 15 6 7 9 16 Correct 5 5 5 5

Total 10 10 20 10 10 10 24 Total 5 5 5 5

- The Consortium On Reading Excellence (CORE) is designed to measure a students ability to use knowledge of sound/letter correspondences to decode words, which determines his or her ability to read individual words. The CORE is a mastery test, therefore it is expected that H. will ultimately get all items correct. H.s performance on the CORE indicates that he is functioning within average in the following skills: Alphabet Skills: uppercase and lowercase letter names, consonant sounds; Reading and Decoding Skills: short vowels in CVC words, short vowels, digraphs, and tch trigraph, r- and l- controlled vowels; and Spelling Skills: initial consonants, final consonant, CVC words, and long vowel words. Although H. exhibits much strength according to the CORE, there are some skills that showed lesser strengths in areas such as: Alphabet Skills: long and short vowel sounds; Reading and Decoding Skills: short vowels and consonant blends, long vowels, vowel diphthongs, and multisyllabic words. Through examining H.s error patte rns based on the CORE, it appears as though H. would benefit from direct instruction on phonics concepts, specifically decoding short and long vowel sounds. H. would also benefit from review in consonant sounds, and short vowels in CVC words, digraphs, and tch trigraph. During CORE testing, it appeared as though H. struggled with producing the r sound. Based on

Tittiger 4 this, it would be suggested for H. to be screened additionally by the schools speech pathologist in order to determine if he is in need of further speech therapy instruction.

AIMSweb Scores Summary

Standard Score Reading (R-CBM) Written Expression (CWS) Mathematics Computation Mathematics Concepts/Application MAZE Reading 170-3 55 41 49

Percentile 90 90 75 90

H. correctly identified 93% of words

According to the AIMSweb testing, H. is functioning in the high percentile range for his age. The AIMSweb reading, written expression, mathematics computation and mathematics concepts/application reveals that H. is functioning at a competent level in all areas. When testing H. on the MAZE Reading, results were skewed due to examiner error; therefore the norms do not apply. Instead of receiving one timed MAZE, H. completed three different MAZE tests without a time constraint. Out of all three MAZE tests, H. correctly identified 93% of words, therefore tested in the high percentile range for the MAZE based on both his age and grade level. It was noted that H. made more errors in the first passage, and progress with each MAZE.

WRAT3 Score Summary

Raw Score Reading Spelling Arithmetic 34 34 33

Standard Score 106 121 122

Grade Score 4 6 5

Tittiger 5 According to the WRAT3 scores, H. is functioning at a high percentile range for his age. In reading, spelling, and arithmetic, H.s WRAT3 scores all show that he is functioning at or above grade level. According to the WRAT3, H. is performing above grade level in both spelling and arithmetic, and scores indicate that H. is performing at grade level in reading. Due to these scores, it would be suggested that H. is provided with additional enrichment activities such as phonics skills, decoding as well as encoding skills.

9. Summary: Subsequent to evaluating and analyzing data on H., results indicate much information about H.s ability level. After completing testing on H., it is clear that he is performing at/above grade level in many contents. It has been determined that H. is functioning in the high percentile for both his grade and age. In the CORE Phonics, H. exhibited significant strength in the following areas: Alphabet Skills: uppercase and lowercase letter names, consonant sounds; Reading and Decoding Skills: short vowels in CVC words, short vowels, digraphs, and tch trigraph, r- and l- controlled vowels; and Spelling Skills: initial consonants, final consonant, CVC words, and long vowel words. Although functioning at a competent level in the areas listed above, H. does exhibit some underlying phonics skills. Although H. applied phonics skills throughout the testing, he exhibited lesser strengths with phonics when tested in isolation. Based on the CORE Phonics, H. struggled with the following phonics skills: Alphabet Skills: long and short vowel sounds; Reading and Decoding Skills: short vowels and consonant blends, long vowels, vowel diphthongs, and multisyllabic words. On the AIMSweb reading, written expression, mathematics computation/concept, and MAZE reading, H is functioning above average. H. also scored above average on the WRAT3 reading, spelling and arithmetic. H. was referred to testing due to classroom behaviors such as disrupting others, boredom, etc. According to the assessments it is determined that H. does contain some minimal underlying phonics difficulties in which direct and systematic instruction will benefit H, yet he should not be placed with a middle-low ability group. Throughout the testing, it was also noted that H. exhibited minimal speech difficulties, such as producing the r sound. With this in mind, H.s scores could have been slightly skewed due to this impediment; therefore it is important for H. to get further screening by the schools speech/language pathologist.

10. Recommendations: Through examining and evaluating H.s testing results, it is evident that H. exhibits much strength in various academic areas. He is currently functioning at a competent level, exceeding in most subject areas. Due to his high percentile scores, it is recommended that H. is exposed to a variety of enrichment activities in order for him to expand his knowledge. In addition, it would be beneficial for H. to receive further testing in order to determine H.s instructional level. According to H.s testing scores, it is possible that H. is in his independent level, where he would greatly benefit from more challenging and enriching learning activities. H. will continue instruction in the regular education classroom (remain in Tier 1 regarding RTI). It is recommended that H.s classroom teacher to continue instructional intervention for H. by continuously challenging and providing enrichment activities for H. Although H. exhibits high percentile ranges for his age, it is also recommended that H. undergoes additional screening with the schools speech/language pathologist in order to determine if he needs intervention of Speech Therapy for his r sound. It is suggested that

Tittiger 6 H. meet with the schools speech pathologist where he can be tested further in order to determine if he is in need of receiving speech/language therapy. According to test results, it would be beneficial for H to receive direct instruction in phonics, specifically instruction in long and short vowel sounds, encoding as well as decoding these words. Throughout administering the CORE, AIMSweb, and WRAT3 testing, result show that H. exhibits underlying phonic skills deficits. It would be suggested for H. to be retested in phonics, using a variety of additional assessments, while also taking H.s speech impediment into consideration. Through other subject areas, H. was able to apply phonics when spelling and reading, but struggled with phonics in isolation. By conducting additional phonics testing on H., it would be determined if H. struggled with the type of test originally given to him, or if he is in need of more explicit and direct phonics instruction. By providing additional tests to H. it will be determined what supplementary services H. is eligible to obtain. H.s progress will be monitoring in order to record growth.

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