Marin

Assessment Report SELPA

Report of an assessment to determine educational need ! 4/12
Not to be used to determine eligibility

Date of Report 11/6/2018   

Examiner(s)      

Educational ✔ Speech and Language Visual Functioning

Occupational Therapy Orientation and Mobility Physical Therapy

Vocational Hearing Impaired Social/Emotional

Augmentative and Assistive Communication Behavior

     

IDENTIFYING INFORMATION

Student   Max Keal    DOB  3/6/10     M F Age 8-8   Grade 3.3      

Student’s Language Fluent English Limited English Proficient Non English Proficient
Proficiency Proficient ✔

District of Residence School

San Rafael City Schools     Coleman Elementary School     

Ethnicity   Date of Last 3 –Year Re-Evaluation      

Caucasian     N/A

STUDENT’S STRENGTHS

Max’s favorite subjects include math and science even though he does not have a
good grade in science. When it comes to reading, e thinks he is “ok” in when he reads
something interesting. When the book is not interesting he does not want to read it
though, and he has trouble focusing. Outside of the classroom, Max enjoys playing
many sports including golf, soccer, football, lacrosse, and baseball. Max also has
many friends at school. He is in multiple friend groups. He does not seem to lack any
friends and has an extremely large social life. This sometimes gets him in trouble in
the classroom because he likes to talk to his friends rather than get work done.
 BACKGROUND INFORMATION

Max’s parents referred him to be tested for special education services. Max’s mother
and teacher describe Max’s current state. His mother explains that Max has difficulty
with homework at home. He argues quite a bit. However, his parents describe his
ability to get assignments done as “pretty good.” He is able to manage his personal
care on his own. He does not need much help in that aspect. He does not take any
medication currently. Max’s teacher explains that Max has difficulty completing
independent assignments. His attention drifts quickly even when there is one-on-one
instruction. He can only focus on one task for a few minutes before easily getting
distracted. His parents are scared that Max’s academic difficulties will not be met
unless he receives a program of intensive, individualized instruction daily. His parents
would like him to attend a special class for students with disabilities.

STANDARDIZED ASSESSMENTS

No standardized tests were administered

All tests administered to the student are valid. ✔

All tests administered to the student are valid with the exception of      

Results of the tests administered are valid. ✔

Results of the tests administered are valid with the exception of      

Test Scores/Results Date By Whom

There were multiple tests given to Max to assess his skills in reading and written language. He was given the
Woodcock Reading Mastery Test and the test of Written Language,

Max happily came to the resource room on different occasions to complete all the different tests. He did not
complain and he easily was able to chat with me. He got off task a few times, but I always tried to refocus
him to my best ability. I gave him frequent breaks because he struggles paying attention. I had to bribe him
with a prize for working hard. I told him if we got through everything he could have extra recess. This moti-
vated Max to do his best.

Woodcock Reading Mastery Test

The Woodcock Reading Mastery Test is an assessment for reading that includes subtests on Word Identifica-
tion, Word Attack, and Comprehension. The average standard score is 100 (50th percentile). Cluster scores
are aggregates of specific subtests. For example, the Basic Skills Cluster combines Word Identification and
Word Attack, while the Comprehension Cluster combines Word Comprehension and Passage Comprehen-
sion. The Total Reading Score combines all four subtests. Two scores are reported for Word Comprehension
and Passage Comprehension, Reading Comprehension Cluster, and Total Reading Cluster. The top number is
the score earned when the testing protocol was followed, meaning Mac read the items. The bottom number
represents Max’s scores when the items were read to him.

Subtest Standard Score Percentile Rank Grade Equivalent Analyzing Scores

(Average Range
=90-110)

Word Identification 82 11 3.4 Low Average

Word Attack 69 2 1.6 Low
Word 87 19 3.5 Low Average
Comprehension 93 32 4.2 Average
Passage 78 7 2.8 Low
Comprehension 89 23 3.5 Low Average
Basic Skills Cluster 76 6 * Low
Reading 82 10 * Low Average
Comprehension 89 24
Cluster
Total Reading 77 6 * Low
Cluster 83 12 Low Average

Word Identification: This subset measures the word identification skills and requires the student to identify
letters and read different individual words aloud. The items get more difficult as the student advances
through the test. Max received a 82 score which is not far below grade level. His grade equivalent for this is
3.4.

Word Attack: The Word Attack subtest measures the ability to apply phonics skills to pronounce unfamiliar,
nonsense words in the printed format. Max’s scores in this category was below the expected score for his
grade level. He was able to decode ten of the twenty-four words that he tried. He made some substitutions
which included saying fi for fay, oos for oss, wed for weat, and verp for vunhip. His standard score of 69 puts
him more than two standard deviations below the mean for this assessment.

Word Comprehension: Max’s score here which is indicative of his ability to provide antonyms, synonyms,
and analogies, was influenced by his significantly higher performance on analogies.
Max was able to identify twelve antonyms as well as five synonyms. His score was 87 which puts him only
a little bit below his same age peers. When the items were read to Max, instead of him reading them on his
own, his score improved to 93 which places him in the 32nd percentile.

Passage Comprehension: The Passage Comprehension subtest measures the student’s ability to use cues to
identify the missing word in a text. Max was able to answer 29 of the 44 different questions in this section.
When the questions were read to him he was able to answer 35 of the 44 correctly. His score of 78 places
him below average compared to his peers. However, when the material was read to him he scored an 89
which places him just below the average when compared to his peers.

Max was able to identify 57 sight words when students his age typically identify 73 words which is 28%
more words than him. He was able to decode 10 silly words in the Word Attack Portion, which students his
age usually identify 31 words (3x as many as him). In the Passage Comprehension section he answered 29
questions correctly. His peers, on average, answer 12 more questions than him.

From the data, it would show that Max’s specific reading skills range from below average to well below av-
erage across all the different domains. Derek’s lowest score occurred on the Word Attack portion of the test.

Test of Written Language

The Test of Written Language is a norm-referenced, comprehensive diagnostic test of written expression. It
can be used to identify a students different writing abilities.

A subset of the Test of Written Language-2 was used to assess Max’s current written language performance.
It included him writing a story after being given a story starter. His first, unedited, piece was this:

The space mam is warking on the moom the gue in the bull dosser and gasing to tray to mave durt at
last to the other guy so he could buled a munton and thay to buld a citey so other peple can go up
ther and maduy pupely can liabe on the moom.

He then told the story as follows:

The space man is working on the moon the guy in the bulldozer and giving to the tray to move dirt at
last to the other guy so he could build a mountain and they to build a city so other people can go up
there and maybe people can live on the moon.

Max was able to write 53 words and 37 different words. His type-token ratio, which is used to indicate his
vocabulary development was .69. Ratios in the .6 range are considered to show that there is an underdevel-
oped vocabulary understanding. Max misspelled 43% of the total words. His writing was also pretty sloppy.
The results of his written language sample show that Max struggles with syntax and spelling. It also shows
his low productivity since he does not write much, compared to peers. His writing ability would be consid-
ered below grade level or underdeveloped compared to other students his age.

SUMMARY AND RECOMMENDATIONS (INCLUDING ASSESSED AREAS OF NEED)

Max is a 3rd grade student. He has difficulty paying attention and remaining focused on instruction and
schoolwork. His reading and writing skills are below grade level. There seems to be a different between his
ability and his actual performance in school. Max’s profile seems to meet the criteria of a student with learn-
ing disabilities and could benefit from special education services. There should also be some strategies or
ideas to help his attention problems and a program the could teach him to be more organized.

1. By November 2019, Max will be able to increase his word identification skills by 15% when reading
grade-level reading passages with 80% accuracy in 6/8 trials. This will be assessed through curriculum-
based measures.

2. By November 2019, Max will be able to increase his working memory index by 25%. This will be as-
sessed through behavior observation and test results.

3. By November 2019, Max will be able to independently read Third-Grade level passages with 80% accura-
cy in 6/8 trials. This will be assessed through curriculum-based measures.

4. By November 2019, when reading a grade-level passage, Max will be able to answer follow-up compre-
hension questions with 80% accuracy in 6/8 trials. This will be assessed through curriculum-based mea-
sures, work samples, and test results.

5. By November 2019, Max will be able to self-edit all written passages when prompted no more than 2
times with 70% accuracy. This will be assessed through behavior observation and work samples.

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Signature _____________________ Position _____________ Date_____________