Baseline Data for Learning Support

The ISB Learning Support department will use the WJ-III (Form C Brief) as one consistent standardized method of assessment of learning support students with the purposes of: Creating longitudinal data that reflects progress during learning support intervention Create data that will be used in reporting on students present level of performance along with other more informal assessments (the WJIII is not a replacement for other assessments, e.g. teacher observation, curriculum based assessment, portfolio, etc.). Timeline: All students identified with a learning disability will have the WJIII administered annually. If a student has had a standardized achievement test (other than ISAs) administered within 12 months it is not necessary to give the WJIII. Subtests: All subtests should be administered so show a complete profile of strengths and weaknesses in achievement. The WJ-III form three is a brief version of the WJ-III (forms A and B) specifically designed for monitoring purposes. Permission: As this data will not be used diagnostically, and does not include Intelligence or personality testing, parental permission in not necessary. It is considered part of learning support internal evaluation. Administration of WJIII: Protocols and testing instruments must be kept in a locked file cabinet to protect that efficacy of an instrument that will be used from year to year. Information from protocols will be transferred to the Present Levels of Performance WJIII will be administered individually by an LS person with adequate training. All scores will be calculated using a 68% band of confidence. All scores will be interpreted with caution as this test has been normed on a diverse group of students from the United States. Please include a statement when reporting scores on the ILP. All scores will be reported in grade level equivalents and with the developmental descriptors associated with the score that are generated from the WJ-III compuscore program, e.g. delayed, mild delayedage appropriate, advanced, etc.) Scores to be reported are Broad Reading, Broad Math, Broad Written Language and Brief Achievement. Subtests may be included if you feel they give a clearer picture of academic performance.

Each division is responsible for re-ordering original protocols and budgeting for them annually (photocopies will not be used due to copy right laws). Alternative assessment plans will be made for students who have had this assessment more than three years in a row.