Assessment Report. Name: Roel Maldonado Date of Assessment: October 8 November 12, 2014 Date of Birth: 04/07/2005 Date of Report: November 13, 2014

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1 Page 1 Assessment Report Name: Roel Maldonado Date of Assessment: October 8 November 12, 2014 Date of Birth: 04/07/2005 Date of Report: School: TEC: Lewisville Examiner: Sara Davis Age: 9 years, 7 months Grade: 4.1 Teacher: Ms. Wims REASON FOR REFERRAL: Intelligence and academic testing were completed for practice for EDSP Evaluation of Roel was conducted using standard evaluation procedures for all tests administered. EVALUATION PROCEDURES: This assessment included all the components of a comprehensive evaluation required by state regulations. Information provided by Roel s parents or primary caregiver, when he is younger than 18 years of age, provide important information to the educational process. These assessment results must be compared with informal assessments, observations and interviews from educational professionals and parents in order to determine if special education services are appropriate. Roel s primary language, racial, and ethnic background were considered prior to selection and interpretation of evaluation procedures and measures. All assessment procedures measure a limited sample of Roel s total repertoire. The selected measures should only be interpreted within the limits of their measured validity. The following procedures were components of the evaluation: PROCEDURES DATE Questionnaire sent home with Jennifer Maldonado, mother, and Developmental History September 25, 2014 Interview and Observation of Roel Maldonado October 8, 2014 Slosson Intelligence Test Revised October 8, 2014 Woodcock Reading Mastery Tests Revised October 8, 2014 Key Math-3 October 23, 2014 Scales of Independent Behavior Revised November 12, 2014 BACKGROUND INFORMATION & EDUCATIONAL/DEVELOPMENTAL HISTORY: Roel lives with his mother, siblings, and grandparents. The primary language spoken in the home is English. Roel s parents were divorced in May Roel doesn t have any major health problems. Roel s mother believes that he needs glasses, as well as to be tested for ADHD. Roel displays good behavior when interacting with family and peers. BEHAVIORS DURING ASSESSMENT: Roel did not wear eye glasses nor hearing aids for any of the assessments. He is right handed and

2 Page 2 maintained normal pencil grip. Roel was cooperative for every assessment and displayed good rapport. For every assessment, Roel displayed an average demeanor, quick response time, and was often disorganized. Roel is easily distracted, has a short attention span, and displays excessive movement for every assessment. LANGUAGE: The primary language of the home in which Roel resides in English. MEDICAL HISTORY: Currently, Roel s general health is described as excellent. Roel s mother mentioned that Roel has frequent nose bleeds and she presumes that he has ADHD, although he hasn t seen a doctor. ATTEMPTS TO EDUCATE IN THE REGULAR CLASSROOM: Roel has not needed or received any intervention in the regular education classroom. Cognitive Assessment To measure cognitive aptitude, the Slosson Intelligence Test Revised (SIT-R3) was administered. The scores reported below are percentiles, standard scores (X=100, sd=16), and 95% confidence intervals. The norms were based on Roel s age of 9 years 6 months. Percentile Standard Score 95% Confidence Interval Total Standard Score The Slosson Intelligence Test Revised was used as an estimate to determine that Roel s standard score of 89 was in the low average range of abilities. Roel scored the same as or better than 25% of the same aged peers. If this test were re-administered, 95 out of 100 times, Roel would score consistently between 81 and 97. Academic Achievement: Reading To measure reading achievement, the Woodcock Reading Mastery Tests Revised (WRMT-R) was administered. The scores reported below are percentiles, subtest and cluster standard scores (X=100, sd=15), and 68% confidence intervals. The norms were based on Roel s age of 9 years 6 months.

3 Page 3 Clusters Percentile Standard Score % Confidence Interval Visual-Auditory Learning Letter Identification 9 80 Readiness Word Identification Word Attack Basic Skills Word Comprehension Passage Comprehension Reading Comprehension Total Reading On tasks requiring Roel to use long-term storage and retrieval (Visual-Auditory Learning), he did well. Roel was expected to learn and recall symbols by storing them in his working memory and retrieve them through a series of visual-auditory associations. Roel s performance fell in the average range of abilities. Roel performed in the low average range of abilities when identifying the letters of the alphabet when presented in many different styles and fonts (Letter Identification). He seemed to have some difficulty with letters written in cursive. The Readiness Cluster is composed of these two subtests, Visual-Auditory Learning and Letter Identification. The Readiness Cluster measures skills useful for beginning reading. Roel scored a percentile rank of 12 when compared to his same aged peers, meaning he performed as well as or better than 12% of students tested. His beginning reading skills are in the low average range of abilities. On the Word Identification subtest, a test that required Roel to identify isolated words that appeared on the page, Roel fell within the average range of abilities. Roel was expected to produce a natural reading of the word within about five seconds. On the Word Attack subtest, a test that required Roel to use phonic and structural analysis skills to pronounce nonsense words or words with very little occurrence in the English language, Roel excelled. Roel performed in the superior range of abilities. The Word Identification subtest and the Word Attack subtest comprise the Basic Skills Cluster. This cluster measures basic reading skills. Roel scored a percentile rank of 81, therefore Roel performed as well as or better than 81% of the same-aged peers when tested. If the Basic Skills cluster were to be re-administered to Roel, he would consistently receive a score of out of 100 times. On the Word Comprehension subtest, a test that measured Roel s reading vocabulary at a different level of cognitive processing, Roel performed within the average range of abilities. On a subtest that measured Roel s ability to study a short passage and to identify a key word missing from the passage (Passage Comprehension), Roel performed within the average range of abilities. These subtests, the Word Comprehension subtest and the Passage Comprehension subtest, comprise the Reading Comprehension Cluster. This cluster provides a broad measure of

4 Page 4 reading comprehension skills. Roel performed as well as or better than 33% of his peers meaning he scored a percentile rank of 33. If this cluster were to be re-administered, 68 out of 100 times Roel would score between 88 and 94. The Total Reading Cluster is a broad measure of Roel s reading abilities and is a useful score in comparing his overall reading ability with other individuals of the same age. The Total Reading Cluster is a combination of the four reading achievement subtests of the WRMT R/NU battery: Word Identification, Word Attack, Word Comprehension, and Passage Comprehension. Roel performed in the average range of abilities (90-110). When tested multiple times on similar reading items, 68 out of 100 times, Roel s total reading performance will fall within Reviewing Roel s subtest and composite scores, his performance is quite consistent. Academic Achievement : Mathematics To measure math achievement, the KeyMath3 was administered. The scores reported below are percentiles, subtest and cluster standard scores (X=100, sd=15), and 90% confidence intervals. The norms were based on Roel s age of 9 years 7 months. Subtests Area Clusters Percentile Scaled Score Numeration 10 Algebra 8 Geometry 7 Measurement 9 Data Analysis and 10 Probability Mental Computation and Estimation Addition and Subtraction Multiplication and Division Foundations of Problem Solving Applied Problem Solving Standard Score 90% Confidence Interval Basic Concepts Operations Applications Total Math Score Roel s performance on the Numeration subtest is average for his age. This subtest covers whole numbers and rational numbers and shows that Roel is ready to address multi-digit numbers and advanced numeration topics including place value, ordering, renaming, and rounding numbers

5 Page 5 Roel s performance on the Algebra subtest is average for his age. This subtest covers topics such as sorting, classifying and ordering by a variety of attributes; recognizing and describing patterns and functions; working with number sentences, operational properties, variables, expressions, equations, proportions, and functions; and representing mathematical relationships. Roel s performance on the Geometry subtest reveals that Roel has an understanding of spatial/attribute relations, two dimensional shapes, coordinate/transformation and three-dimensional shapes. Roel s performance for the Geometry subtest was low average for his age. The measurement subtest measured Roel s ability to compare objects on a variety of attributes and to use nonstandard and standard units to measure those attributes. Roel performed in the average range of abilities. The Data Analysis and Probability subtest measured Roel s ability to collect, display, and interpret data as well as his understanding of the concepts associated with chance and probability. For Roel s age, his performance was considered average. The Basic Concept Cluster is composed of five subtests: Numeration, Algebra, Geometry, Measurement, and Data Analysis and Probability. Roel s standard score for the Basic Concept Cluster is 93, which is considered Average. A 90% confidence interval means, when tested on like items, 95 out of 100 times Roel s standard scores will fall within the range of Roel s standard score places him in the 32 nd percentile, meaning that, in the Basic Concept Cluster, Roel scored as well as or better than 32% of same-age peers tested in his normative group On the Mental Computation and Estimation subtest, a subtest that measured Roel s ability to mentally compute answers to problems using addition, subtraction, multiplication, and division operations, Roel scored in the average range of abilities. Roel s performance on the Addition and Subtraction subtest, a subtest that measured Roel s ability to add and subtract whole and rational numbers, was average for his age. On the Multiplication and Division subtest, a subtest that measured Roel s ability to multiply and divide whole and rational numbers, Roel performed in the poor range of abilities. The Mental Computation and Estimation subtest, Addition and Subtraction subtest, and the multiplication and division subtest make up the Operations Cluster. Roel s standard score for this cluster was 82, placing Roel in the low average range of abilities. Roel scored in the 12 th percentile rank, meaning that Roel performed as well as or better than 12% of same-aged peers in the normative group. When re-administered this cluster, 95 out of 100 times Roel would score within the range of On the Foundations of Problem Solving subtest, a subtest that measured Roel s ability to identify the necessary elements, operations, and strategies required to solve math problems, Roel performed in the low average range of abilities. Roel s performance on the Applied Problem Solving subtest, a subtest that measured Roel s ability to interpret problems set in a context and to apply computational skills and conceptual knowledge to produce a solution, was in the low average range of abilities. The Applications Cluster is made up of the Foundations of Problem Solving and the Applied Problem Solving subtests. Roel s standard score for this cluster was 77 placing Roel in the poor range of abilities. Roel scored in the 6 th percentile rank, meaning that Roel performed as well as or better than 6% of same-aged peers in the normative group. When re-administered this cluster, 95 out of 100 times Roel would score between 68 and 86. A statistical analysis was completed on the variance present in Roel s performance among the three cluster areas. Basic Concepts and Operations have a standard score difference of 11 points.

6 Page 6 Basic Concepts and Applications have a standard score difference of 16 points. Operations and Applications have a standard score difference of 5 points. When comparing Roel s subtest standard scores, his performance is semi consistent. The Total Test Composite is composed of all three clusters, Basic Concepts, Operations, and Applications. Roel s standard score for the Total Test is 85, which is considered low average. A 95% confidence interval tells us that, when tested on like items, 95 out of 100 times Roel s score will fall within the range of Roel s score places him in the 16th percentile, meaning that, in the Total Test, Roel scored as well as or better than 16% of same-age peers tested in his normative group Adaptive Behavior Assessment To measure adaptive behavior, the Scales of Independent Behavior (SIB) was administered. The scores reported below are age equivalents. The norms were based on Roel s age of 9 years 7 months. Roel has a standard score of 110 which shows he has an age appropriate skill level and performing age level tasks will be manageable. Roel scored in the 75 th percentile meaning he scored the same as or better than 75% of same-age peers tested in his normative group. Conclusions Roel is a hyperactive young child who enjoys video games such as Minecraft and enjoys school, although he has trouble paying attention sometimes. When reviewing his cognitive performance, which is the best single-score predictor of various global criteria such as overall school achievement, he demonstrated appropriate aptitude in most categories. In the Cognitive Assessment, Roel scored in the low average range of abilities. Roel seems to get distracted easily and enjoys making up stories which seems to interfere with his testing. In the Reading Assessment, Roel scored in the average range of abilities. Roel had some difficulty in reading comprehension, but excelled in basic skills. Roel seems to have difficulty paying attention to readings. In the Math Assessment, Roel scored in the low average range of abilities. Roel seemed to have some trouble with higher level addition and subtraction problems and wouldn t even attempt the written multiplication and division problems. In the Behavior Assessment, Roel scored age appropriately. Roel will be able to manage performing age level tasks. Overall, Roel performs average for his age. Recommendations 1. Roel s aptitude in reading new and nonsensical words was outstanding. He expressed enjoyment with this, and I would recommend more practice with old poems like The Jabberwocky and the limericks and jingles in Edward Leer s Book of Nonsense. 2. Roel displayed trouble with reading comprehension. I recommend silent reading of graphic novels such as Captain Underpants. 3. Roel had trouble with sitting still. I recommend getting a quiet toy, such as a rubber band or stress ball. By having something to let out Roel s excess energy, he may be able to better focus in class.

7 Page 7 4. Roel had difficulty with multiplication and division. I recommend that Roel work with manipulatives to gain a better grasp of higher level maths functions. 5. Roel needs to see a doctor about his ADHD and possibly get put on medication. Sara Davis Sara Davis