KTEA-3: Features Retained Revisionsadministration...K–TEA and the KTEA–II, was developed from a...

1Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.

Introduction to the KTEA-3Anise Flowers Ph.D., Assessment Consultant

Overview

Anise Flowers, Ph.D.Assessment Consultant

2 | Copyright © 2013. All rights reserved.

What is KTEA-3?

The Kaufman Test of Educational

Achievement, Third Edition (KTEA–3

Comprehensive Form) is an individually

administered measure of academic

achievement for grades pre-kindergarten

through 12 or ages 4 through 25 years.


KTEA-3: Features Retained

• Two independent, parallel forms (A and B)

• Wide range of achievement domains

• Error analysis capabilities


Revisions• Updated norms

• 4 new subtests

• KTEA-3 scoring on Q-global (web-based)

• Revised subtests

– New items and improved content coverage

– Updated artwork

– Simplification of administration procedures to enhance the user friendliness


KTEA-3: Key Updates• Added four new supplemental subtests

– Math Fluency

– Silent Reading Fluency

– Writing Fluency

– Reading Vocabulary


KTEA-3: Key Updates • Lowered age to 4:0.

• Added norms for Pre-K.

• Mapped content to Common Core State Standards.

• Provided Intervention suggestions for parents Made moderate changes to current subtests.

• Revised Oral Expression.

• Separated Object and Letter Naming Facility tasks.

• Online training available




Administration Time• Three core academic composites:

10 to 35 minutes – Reading– Math– Writing

• Academic Skills Battery composite: – 15 minutes to 85 minutes (grade 3 and up)


Clinical Model of Assessment• The KTEA–3 Comprehensive Form, like that of the

K–TEA and the KTEA–II, was developed from a clinical model of assessment in order to provide more than a profile of norm-referenced scores.

• The error analysis system offers clear direction for instructional interventions in all content areas by allowing the examiner to compare an examinee’s pattern of errors to a normative reference group.


Subtests with Similar Formats• Pairs of subtests

– Reading Comprehension and Listening

Comprehension

– Written Expression and Oral Expression

• These comparisons help the examiner distinguish specific problems in reading or writing from more general language problems.


Approach to Assessment• Colorful art and novel approaches to the assessment

of several skills are designed to encourage examinees’ best efforts.

• For example, on the Written Expression subtest, examinees complete tasks by working through an age-appropriate booklet that tells an engaging story.


Norms• Norms are based on two separate,

representative, nationwide standardizations, one in the fall and one in the spring.

– Winter norms are interpolated

• This procedure was implemented to accurately measure examinees’ performance throughout the year.


Alternate Forms• Forms A and B of the KTEA–3 Comprehensive

Form were developed and normed simultaneously, with approximately half of the standardization sample taking each.

• Retesting an examinee with the alternate form reduces the effects of practice and thereby contributes to accurate measurement of progress.




Bias Reviews• KTEA–3 content has undergone extensive bias

reviews and statistical analyses to ensure that examinees of either sex and from a variety of ethnic and socioeconomic backgrounds can be assessed with confidence.


Relationship to Ability Tests• A subset of the KTEA–3 standardization sample was

administered the Kaufman Assessment Battery for

Children, Second Edition (KABC-II; Kaufman &

Kaufman, 2004) or the Differential Ability Scales –

Second Edition (DAS-II; Elliott, 2007) to provide a

source of information about how academic strengths

and weaknesses may reflect strengths and

weaknesses in processing and reasoning.

– WISC-V study


Core Compositesand Subtests

ReadingLetter & Word Recognition

Reading Comprehension

AcademicSkills Battery

MathMath Concepts & Application

Math Computation

Written LanguageWritten Expression

Spelling


Reading-Related Subtests and Composites

Sound-SymbolPhonological Processing

Nonsense Word Decoding

DecodingLetter & Word Recognition

Nonsense Word Decoding

Reading FluencyWord Recognition Fluency

Decoding Fluency

Silent Reading Fluency

Reading UnderstandingReading Comprehension

Reading Vocabulary


Oral Language Subtests and Composites

Oral FluencyAssociational Fluency

Object Naming Facility

Oral LanguageAssociational Fluency

Listening ComprehensionOral Expression


Cross-Domain Subtests and Composites

Orthographic ProcessingSpelling

Letter Naming Facility

Word Recognition Fluency

ComprehensionReading Comprehension

Listening Comprehension

ExpressionWritten Expression

Oral Expression

Academic FluencyWriting Fluency

Math Fluency

Decoding Fluency



19 | Copyright © 2014 Pearson. All rights reserved.

Subtest Selection Based on Referral

1. Comprehensive vs. Targeted2. Reading Difficulties3. Spelling or Writing Difficulties4. Math Difficulties


Selecting Subtests to Administer

• Guidance for selecting KTEA–3 subtests based on specific reasons for referral:– Comprehensive evaluation – Weakness in a specific academic area: writing,

math, or reading. • Subtests are suggested for testing

hypotheses about subtypes of learning problems and possible processing weaknesses that may be contributing to academic difficulties.


Comprehensive vs. Targeted Eval

• The evaluation of areas of strength and weakness is imperative to plan for individualized interventions, rather than assessing only in the area of weakness. – To thoroughly evaluate S/W, a comprehensive

evaluation may be preferred when evaluating for possible learning disorders and for “Tier 3” evaluations in an RTI model.

• Targeted assessment may be warranted when– an examiner already has good assessment data in

other academic areas, or – the examiner is screening students in a specific area.

(Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., & Yalof, J., 2010).


Referral for a Comprehensive Evaluation

• Administer the subtests required for:– Academic Skills Battery Composite– Oral Language Composite

At nearly every age and grade, these subtests will yield each of the domain composites that are available for the examinee’s age or grade.

• Generally recommended for students presenting with a weakness in one or more academic areas

• Consider whether KTEA–3 may need to be supplemented with other norm-referenced tests and measures.


Referral for Reading Difficulties

• Strongly Recommended Subtests: – Letter & Word Recognition– Reading Comprehension

– Additional subtests recommended:1. For word recognition weaknesses2. For comprehension weaknesses3. For fluency weaknesses


Additionally…

• For all reading referrals: – Evaluate verbal reasoning, perceptual

reasoning, verbal working memory, and areas of executive functioning, such as inhibition.

– Use behavioral observations on the KTEA–3 and/or administer other norm-referenced tests.




Sample Referral Questions Related to KTEA-3 Reading Subtests

• Letter & Word Recognition – How well does the student read real words

under untimed conditions? Compare performance on sight words and words with unpredictable patterns with regular words.

• Reading Comprehension – How well does the student comprehend

literal and inferential information from written narrative and expository passages?


Sample Referral Questions Related to KTEA-3 Reading Subtests

• If Reading Comprehension skills are weak, also administer:

• Listening Comprehension – How well does the student comprehend literal and

inferential information from oral narrative and expository passages? Are comprehension weaknesses general or specific to reading?

• Reading Vocabulary – How well can the student identify or infer the meaning of

words he or she reads? If performance is weak, consider evaluating oral receptive vocabulary as well


Referral for Spelling or Writing Difficulties

• Strongly Recommended Subtests: – Written Expression– Writing Fluency– Spelling

– Additional subtests recommended:1.For spelling weaknesses 2.For grammar weaknesses 3.For low production or poor fluency


Referral for Spelling or Writing Difficulties (cont.)

• For all writing referrals: – Evaluation of verbal working memory and

executive functioning areas, such as inhibition, planning, and organization,

– Use qualitative observations on the KTEA–3 and administer other norm-referenced tests

• Consider also evaluating Reading


Referral for Math Difficulties

• Strongly Recommended Subtests: – Math Concepts & Applications– Math Computation– Math Fluency

– Additional subtests recommended:1.For math fluency (fact retrieval) weaknesses: 2.For weaknesses in academic areas that

commonly co-occur with math weaknesses (oral language, reading, spelling)


Referral for Math Difficulties (cont.)

• For all math referrals:– Evaluation of nonverbal reasoning, visual-spatial

perception, verbal working memory, and executive functioning areas such as decision making, planning, and self-monitoring,

– Use qualitative observations on the KTEA–3 and administer other norm-referenced tests.

• To determine if rapid automatic naming may be a contributing processing weakness– Evaluate performance on the Letter Naming

Facility subtest (or Object Naming Facility for very young examinees).




31

KTEA-3 Materials

Kit MaterialsAdministration ManualScoring ManualStimulus Books Record Forms (25)Response Booklets (25)Written Expression Booklets (2 ea)Flash Drive


KTEA-3 Materials

• Stimulus Books (2 for each Form)• Record Forms (A and B)• Response Booklets (A and B)• WE Booklets*

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KTEA-3 Materials

• Materials - Manuals• Administration Manual - printed

• Explains how to administer, score, and interpret the KTEA-3. Also includes information on content development.

• Technical Manual – Searchable PDF on Flash Drive• Provides information on tryout, standardization and norms

development and all norms tables.

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KTEA-3 Materials

Scoring Manual – printed*• Item-by-item scoring rules• Chapters include:

• RC and LC Scoring, • AF Scoring, • WF Scoring, • Language Glossary, • WE Scoring, • OE Scoring, • Error Analysis Scoring

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OE Example


KTEA-3 Materials

Additional Flash Drive Files:• Audio Files (Form A and B)• Error Analysis Worksheets (reproducible)

These take the place of the KTEA-II EA RF• Hand-Scoring Template (reproducible)• Scoring Keys for Math Fluency and Silent Reading

Fluency (reproducible)• Common Core Standards Mapping• Qualitative Indicators record form (reproducible)

Identifying subtest specific qualitative indicators Looking at things that aren’t captured in normal scoring

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Flash Drive Content

• Audio files (next slides)– Files may be downloaded to any audio playback

device, such as a laptop or smart phone, or copied onto a CD for use in a CD player.

• Hand scoring files (not needed if scoring on Q-global)– Scoring keys for Math Fluency and Silent Reading

Fluency– Error analysis worksheets (4 per form)– Error Analysis Summary Form– Graphical profiles (2)– Subtest & Composite Score Computation Form– Analysis & Comparisons Form




Flash Drive Content

• Qualitative Observations Form (optional) to assist examiners in recording key behavioral and performance indicators

•• Letter Checklist (optional) to help determine

which uppercase and lowercase letter names or sounds an examinee knows


Audio File Content


Audio File Content (cont.)


Qualitative Observations Form: Hand Scoring


Qualitative Observations Form: Q-global Checklist


Record Form Behavioral Observations




Subtest & Composite Score Computation Form


Analysis & Comparisons Form


Graphical Profiles: Composites


Error Analysis Worksheet


Error Analysis Summary Form


Letter Checklist




General Guidelines1. Basic Record Form Info2. Arranging the Test Materials3. Stimulus Book Instructions4. Timed Administration5. Sample and Teaching Items6. Recording and Scoring Responses7. Administration Rules8. Flash Drive Content


Stimulus Book Instructions

• Text in red should be spoken aloud by the examiner during administration. – Spelling subtest only, the Record Form includes

most of the item prompts to be read aloud by the examiner.

– For all other subtests, this information is provided in the Stimulus Book.


Stimulus Book Instructions

• Grade Range and Admin Rules (Start/Discontinue) are listed in the introductory pages for each test in the Stimulus Book. – Giving the Subtest: a list of the materials needed,

instructions for setting up the materials, and other administration instructions that apply to the subtest, such as giving prompts and guidelines for teaching

– Recording: the specific information to be recorded and the procedures for doing so.

– Scoring: the general rules for scoring each item response (or information on where to find the scoring rules)

– Timing: timing procedures for subtests that require recording the examinee’s completion time or for subtests with time limits


Recording and Scoring Item Responses

• Record and score responses as items are administered – Whenever Possible

• Responses That Require Examiner Judgment– Responses to Written Expression, Writing Fluency, Associational

Fluency, and Oral Expression may be scored after the testing session using the criteria provided in the Scoring Manual.

• Verbatim Responses– Recording oral responses verbatim may be recommended or

required on some subtests, depending on the purpose of the evaluation and the depth of information required.

– Use of an audio recorder is highly recommended to ensure accuracy.

– Thorough and precise recording necessary for error analysis.


Administration Rules

• Start Point– Examinee’s current grade level

Use highest grade completed for examinees who are not currently enrolled in school or who are between grade levels.

– Arrow in the Stimulus Books and in the Record Form indicates start point.

– Unless noted, it’s generally acceptable to begin administering a subtest at an earlier or later start point

• Stop Point– Written Expression and Oral Expression include

stop points.– Indicated with stop signs in the Stimulus Book

and in the Record Form.


Administration Rules (cont.)

• Basal Rule– Determine if a start point is appropriate for an

examinee Based on his or her performance on the first few items

– Subtests w/o item sets (5) Three consecutive scores of 1 Reverse:

a) Spelling: one item at a timeb) Letter & Word Recognition: one page at a timec) Math Computation: one row of items at a timed) Math Concepts & Applications and Reading

Vocabulary: one start point at a time





• Basal Rule– Subtests w/item sets (4)

Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression

Determines if item set is appropriate for examinee Drop back one start point to next easier item set



• Discontinue Rule– Specified as # of consecutive 0’s or 0’s within

set of items Generally 4 0’s

• Decision Point


Subtest Order

• Examiners may depart from suggested sequence EXCEPT– Letter & Word Recognition must precede Word

Recognition Fluency

– Nonsense Word Decoding must precede Decoding Fluency


Subtest Order: Stim Book 1


1. Phonological Processing (PP)

• Phonological Processing– Pre-K – 12+ (Ages: 4 – 25)– The student responds orally to items that require

manipulation of sounds. – Tasks include:

1. Blending Phonemes2. Rhyming3. Sound Matching4. Deleting Sounds5. Segmenting Phonemes


PP Changes

• Pepper the Puppy puppet is Optional– Not included in the KTEA3 kit

• No longer a “Short form” and a “Long form”• Norms through grade 12+• Rhyming matching has pictures




PP: Error Analysis


2. Math Concepts & Applications (MCA)

• Math Concepts & Applications– Pre-K – 12+ (Ages: 4-25)– The student responds orally to items that require the

application of mathematical principles to real-life situations.

– Skill categories include: 1. Number concepts2. Operation concepts 3. Time and money4. Measurement5. Geometry6. Fractions and decimals 7. Data investigation 8. Higher math concepts


3. Letter & Word Recognition (LWR)

• Letter & Word Recognition– Pre-K – 12+ (Ages: 4 – 25)– The student identifies letters and pronounces

words of gradually increasing difficulty.


Basal Rule Example

Give credit for all items preceding basal

Allow examinee to complete all items onthe page before reversing.

Allow examinee to complete all remaining items on theStimulus Book page before discontinuing.

Do not include scores for items administered past the discontinuepoint.


4. Math Computation (MC)

• Math Computation– K – 12+ (Ages: 5 – 25)– The student writes answers to as many math

calculation problems as possible. – Skills assessed include:

1. Simple counting and number identification2. Addition, subtraction, multiplication, and division

operations3. Fractions and decimals4. Square roots and exponents5. Algebra


MC Changes

• Basal and Discontinue no longer based on sets of 6 items

• Basal is 3 consecutive items– Reverse 1 row at a time

• At item 12, student is instructed to continue “until you see the stop sign” (end of subtest)




5. Nonsense Word Decoding (NWD)

• Nonsense Word Decoding– 1 – 12+ (Ages: 6 – 25)– The student applies phonics and structural

analysis skills to decode nonsense words of increasing difficulty.


6. Writing Fluency (WF)

• Writing Fluency– 2 – 12+ (Ages: 7 – 25)– The student writes one sentence for each picture

presented in the Response Booklet and completes as many items as possible within a five-minute time limit.


WF: Scoring Manual

• Raw Score = Total number of words written in 5 minutes– Scoring Rationale– Scoring Criteria

Do not penalize for… Counting words


7. Silent Reading Fluency (SRF)

• Silent Reading Fluency– 1 – 12+ (Ages: 6 – 25)– The student silently reads simple sentences and

marks yes or no in the Response Booklet to indicate whether the statement is true or false.

– Complete as many items as possible within a two-minute time limit.


SRF: Record Form

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8. Math Fluency (MF)

• Math Fluency– 1 – 12+ (Ages: 6 – 25)– The student writes answers to as many addition,

subtraction, multiplication, and division problems as possible in 60 seconds.




MF: Record Form


Subtest Order: Stim Book 2


9. Reading Comprehension (RC)

• Reading Comprehension– Pre-K – 12+ (Ages: 4 – 25)– This untimed test of silent reading

comprehension includes multiple item types


RC Changes

• Start points based on grade level• Revised Basal & Discontinue rules

– Basal 1st 2 items correct (not 4 correct in a set)• Items sets more clearly indicated on Record

form• Score only on One Set of Items• New easy items at the floor• In addition to Literal/Inferential; have error

categories of Narrative/Expository– Error analysis not available out of level


RC: Rules


Decision Point




Reading Comprehension

• Types of Items–Match symbol to picture–Read word in a common sign–Match picture to word–“Command” items–Passage comprehension (literal

& inferential questions)–Scrambled-paragraph items at

ceiling


RC: Error Analysis


10. Written Expression (WE)

• Written Expression– Revised discontinue rules for Level 2– Pre-K – 12+ (Ages: 4 – 25)– Pre-K and K students trace and copy letters, and

write letters, words, and a sentence from dictation. – At grades 1 and higher, students complete writing

tasks in the context of a grade-appropriate story format. Items include:

1. writing sentences from dictation, 2. adding punctuation and capitalization, 3. filling in missing words, 4. completing sentences, 5. combining sentences, 6. writing compound and complex sentences, 7. and writing an essay based on the story.


WE Change

• Revised discontinue rules for Level 1 and 2– Level 1, stop testing if 0 on Items 3-10– Level 2, no discontinue


WE: Scoring Manual

• Scoring Rationale– Scoring rules at each level are based on grade-appropriate

writing curricula. • Chapter Organization

– Item-level scoring information is organized under headings corresponding to the scoring criteria listed in the Record Form. If no scoring information is provided under a heading (such as No

Other Mechanical Errors), it means that no item-specific scoring rules apply.

In these instances, refer to the General Scoring Guide for Levels 2–4 for the general scoring information that applies to each criterion.

– Before using the item-specific scoring rules for Levels 2, 3, or 4, familiarize yourself with the General Scoring Guide for Levels 2–4.

– Refer to Chapter 4 Language Glossary for definitions and examples of grammar terms that may be helpful for scoring.


11. Associational Fluency (AF)

• Associational Fluency– Pre-K – 12+ (Ages: 4 – 25)– The student says as many words as possible in 60

seconds that belong to a given semantic category. Form A: Foods and Colors Form B: Animals and Games

• Change: Not interspersed between other subtests; Semantic only; Scoring rules




AF: Scoring Manual

• General Rules• Scoring Criteria (Form A)

– Foods– Colors


12. Spelling (SP)

• Spelling– K – 12+ (Ages: 5 – 25)– The easiest items require students to write single

letters that represent sounds. The remaining items require students to write increasingly difficult (regular and irregular) words from dictation.


Naming Facility Changes

• Objects and Letters separated into 2 subtests– Two trials per subtest

• No longer interspersed between other subtests

• Stimuli are in the easel now


13. Object Naming Facility (ONF)

• Object Naming Facility (Pre-K – 12+; Ages 4 – 25)– The student names pictured objects as quickly

as possible during two short trials.


14. Reading Vocabulary (RV)

• Reading Vocabulary– 1 – 12+ (Ages: 6 – 25)– Early items require the student to point to one of

three words with the same meaning as a picture and target word.

– Each of the remaining items requires the examinee to:

1. read a sentence (silently or aloud)2. say or point to the word in the sentence that has a

similar meaning to the target word.


15. Letter Naming Facility (LNF)

• Letter Naming Facility (K – 12+; Ages 5 – 25)– The student names a combination of upper and

lower case letters as quickly as possible during two short trials.




16. Listening Comprehension (LC)

• Listening Comprehension– Pre-K–12+ (Ages: 4–25)– Each item requires the examinee to listen to

either a sentence read by the examiner (for the early items) or a recorded passage played from the Audio files.

– After listening to each sentence or passage, the student responds orally to literal and/or inferential comprehension questions asked by the examiner.


LC Changes

• Audio files are on the flashdrive (not a CD)• Revised Basal & Discontinue rules

– Basal: Must pass at least 2 items in the first passage

• Items sets more clearly indicated on Record form

• Repeating answers on multiple choice Optional

• Score only on One Set of Items• In addition to Literal/Inferential; have error

categories of Narrative/Expository


LC: Error Analysis


17. Word Recognition Fluency (WRF)

• Word Recognition Fluency – 1 – 12+ (Ages 6 – 25)– The student reads isolated words aloud as

quickly as possible Trial 1: 15 seconds Trial 2: 15 seconds


WRF Changes

• Two Items sets with grade-based start points– Everyone does two trials per Item set


• 15 second limit (instead of 1 minute)


18. Oral Expression (OE)

• Oral Expression– Pre-K – 12+ (Ages: 4 – 25)– The student responds orally with complete sentences

describing the photographs presented in the Stimulus Book.

– As items progress in difficulty, one or two target words are required in the student’s response.

– The most difficult items require a response beginning with a phrase or target word(s).




OE Changes

• Uniform task across the subtest– Good sentence that tells who is in the picture

and what the person is doing– May also have to include 1 word, 2 words, or a

phrase• Stimuli are real photographs• Only 3 Item sets• New Basal & Discontinue rules• Revised Item scoring rules


OE Basal Rule

• Current: If the Task score is 0 on BOTH of the first two items administered, drop back one start point– Should have been Either instead of Both

• Revised: Must receive a Task Score of 1 on both of the first 2 items administered or drop back one start point.


OE: Scoring ManualScoring Rationale

• The scoring rules for KTEA–3 Oral Expression give credit for the fundamental skills that are needed for effective, everyday communication.

• The Oral Expression scoring rules require that responses follow standard rules of grammar unless otherwise indicated.– However, grammar is not necessarily scored to

the highest level of editorial accuracy.– Regional, cultural, and dialectal differences from

Mainstream American English are penalized.


OE: Scoring ManualScoring Procedure

1. Read through the scoring rules, become familiar with the kinds of errors to listen for when scoring Grammar. 1. Refer to the Language Glossary chapter of SM for definitions and

examples of unfamiliar grammar terms. 2. Apply the General Scoring Guidelines. 3. Consult the item-by-item scoring examples for the most

common response types and how to score them. 4. Evaluate the response for Task criteria. 5. Score Task. Give credit for Task only if all Task criteria are

met. 6. Evaluate the response for Grammar errors (even if Task = 0). 7. Score Grammar. 8. Perform Error Analysis (optional). 9. Apply the discontinue rule. 10.Calculate the subtest raw score by summing the Task and

Grammar scores across all items in the set.


OE: Scoring ManualTask Criteria

Score 1 point for Task only if all of the following criteria are met.

1.Includes target word(s) 2.Includes noun/pronoun and verb 3.Related to the picture 4.Logical and meaningful


OE: Scoring ManualGrammar Criteria

Score Grammar 1 point if the response contains no grammar errors.

1. Grammar errors include all Structure and Word Form errors. 2. When you score each response, trust your first impression and

try not to over analyze the response. If it sounds right, it probably is.

3. Don’t penalize just because a response could be improved in some way.

4. If something doesn’t sound right and you can’t decide whether the response has a grammar error or is just awkward, ask yourself, “Is it acceptable to speak this way in English?” If not, it’s an error.

5. When scoring grammar, it is important that you focus only on the grammar of the sentence. Do not be distracted by the context of the sentence in relation to the picture.




OE: Scoring ManualGrammar Errors (Structure)

STRUCTURE– Sentence structure errors relate to how the

sentence is organized– Structure errors include the following:

1.Fragment2.Incorrect word order3.Extra word(s)4.Omitted word(s)5.Incorrect part of speech6.Did not identify the subject when the verb

form changed


OE Scoring ManualGrammar Errors (Word Form)

WORD FORM– Word Form errors involve the form (tense, agreement,

plurality) or usage of a word. – Word Form errors include the following:

1.Slang and colloquial word usage 2.Subject-verb disagreement3.Incorrect verb form4.Lack of parallel structure5.Incorrect noun or pronoun, unclear pronoun, or missing

possessive6.Incorrect preposition or article7.Word meaning8.Double negative


19. Decoding Fluency (DF)

• Decoding Fluency – 3 – 12+ (Ages 8 – 25)– The student reads isolated nonsense words

aloud as quickly as possible Trial 1: 15 seconds Trial 2: 15 seconds


DF Changes

• All students complete two trials


• Time limit is 15 seconds


Scores

•Standard scores•Percentile ranks•GSVs (growth)•Grade & Age Equivalents

– Interpret with caution!


Interpretation: Qualitative Descriptors

• Q-Global lets you choose a 10-point or 15-point classification system

• 15-point may be preferred for exceptionally high or low achievers

• Consider using one system when reporting scores from more than one test




Out-of-Level Item Set

• RC, LC, WE, OE, WRF note that performance may be on material that is above or below the student’s grade level if they reversed to an easier set or continued to a more difficult set


Scoring

GSV (growth scale value):• designed for measuring change• not normative--reflects raw performance

like a raw score, but is better suited to measuring change or making comparisons than normative score

• Q-Global will indicate whether the change in GSV is significant


5 Steps to Interpretation

1. Interpreting the Academic Skills Battery composite

2. Interpreting the other composite scores & subtest scores (Normative Strength or Weakness)

3. Identifying strengths and weaknesses among composites (compare to ASB)

4. Identifying strength and weaknesses among subtests (compare to ASB)

5. Determining the significance and unusualness of planned comparisons


Planned Comparisons

Determine significance and unusualness of planned comparisons of composites or subtests of special interest:

– Reading Comprehension vs. Listening Comprehension

– Written Expression vs. Oral Expression– Others of relevance to the case


Error Analysis

• Gain insight into the test performance of a student earning a below average standard score

• Describe a student’s performance on a subtest at the specific skill level relative to a norm-referenced peer group

• Compare skill proficiency across subtests with similar error categories

• Develop teaching objectives and interventions.


Interventions

• Teaching objectives and intervention statements with associated Common Core State Standards are provided along with error analysis results as part of the Clinician Report

• In addition, Parent intervention suggestions are available as part of the Parent Report to provide parents with fun, playful educational activities to strengthen their child’s basic academic skills at home.

• Also lists of words and math problems




Parent – Child Interventions

• Examiners will have the options to select: – one or all domains (e.g. reading, writing,

math) for interventions, or

– for subtests with standard scores below 85


Examples of Parent-Child Interventions

• Reading Comprehension– Pre-K/K

Read to your child with inflection and gestures to convey meaning (e.g., shiver and extend the sounds while reading, “the ice mountain was so cooold.”)

Read the same story repeatedly to allow your child to build his/her memory and see the benefits of repeated reading through his or her improved comprehension. Demonstrate how much they recall by allowing them to “fill-in-the-blanks” of a favorite story or poem (e.g., Jack and Jill went up the . . .”).

– 3rd – 5th

Encourage your child to preview new words before reading text (e.g., use an audio glossary or end of chapter glossary to preview chapter terms) or pre-teach words with them through discussing their meaning.

Have your child see you use and access a dictionary (think aloud – I don’t know that word, lets look it up).


Examples of Parent-Child Interventions

• Written Expression– 3rd – 5th

Engage your child in writing frequently and for a variety of purposes (e.g., writing thank you notes, birthday cards, holiday cards, invitations, etc.).

Have your child write shopping lists and/or search and “check off” needed items, or list amounts needed, from a preprinted list.

– 6th – 8th

Get your child a planner that requires him/her to note important dates, after school events/practices, homework, test dates, etc.

Have your child routinely write thank you notes, holiday cards, and/or update a family blog with a short descriptive phrase about a recent family event.


Error Analysis for KTEA-II

•Two types of error coding:

– Within-item

– Item-level


Within-Item Errors

• Learn Why a student got an item wrong—not just what kinds of items the student missed

• Classifies specific error types within the response to the item

• The examiner codes the errors after completing testing


Within-Item Errors

• Subtests in this category are:– Letter &Word Recognition– Nonsense Word Decoding– Spelling– Math Computation *– Oral Expression




Item-Level Error Coding

• These codes are assigned automatically if the student gets an item wrong

• Each item corresponds to an error category – a process, concept, or skill

• Examiner puts a check mark in any open box for that item


Item-Level Error Codes

• Subtests that use this type of error coding are:– Math Concepts &

Applications– Math Computation *– Reading Comprehension – Listening Comprehension– Written Expression– Phonological Awareness


Determining Strengths & Weaknesses

• Total number of errors for each skill category is compared with average number of errors made by students in the same grade who reached the same ceiling item

• Student’s performance in each skill category is rated as “Weak”, “Average”, or “Strong”

• Average = number of errors made by middle 50% of reference group


KTEA-3 Scores and IDEIAIDEIA Areas of Achievement Corresponding KTEA-3 Subtests

Oral Expression Oral Expression Subtest

Listening Comprehension Listening Comprehension Subtest

Basic Reading Skills

Letter & Word Recognition SubtestsNonsense Word Decoding SubtestReading CompositeDecoding Composite

Reading ComprehensionReading Comprehension SubtestReading Understanding Composite

Reading Fluency Skills

Word Recognition Fluency SubtestDecoding Fluency SubtestSilent Reading Fluency SubtestReading Fluency Composite

Written ExpressionWritten Expression SubtestWritten Language Composite

Mathematics CalculationMath Computation SubtestMath Fluency Subtest

Mathematics Problem-Solving Math Concepts & Applications Subtest


KTEA-3 and CHCReading Subtest Broad NarrowLetter & Word Recognition Grw Reading Decoding (RD)

Reading Comprehension Grw Reading Comprehension (RC)

Silent Reading Fluency Grw/Gs Reading Speed (RS)

Reading Vocabulary Gc Lexical Knowledge (VL)

Phonological Processing Ga Phonetic Coding (PC)

Nonsense Word DecodingDecoding Fluency

Ga/GrwPhonetic Coding (PC)Reading Decoding (RD)

Associational Fluency Glr Ideational Fluency (F1)

Object Naming FacilityLetter Naming Facility

Glr Naming Facility (NA)


KTEA-3 and CHCMath Subtest Broad NarrowMath Fluency Gs Number Facility (N)

Math Computation GqMathematical Achievement (A3)

Math Concepts & Applications

Gq/GfMathematical Knowledge (KM)Achievement (A3)Quantitative Reasoning (RQ)

Writing Subtest Broad NarrowWriting Fluency Gs Writing Speed (WS)

Written Expression Grw/GcWriting Ability (WA)English Usage Knowledge (EU)Grammatical Sensitivity (MY)

Spelling Grw Spelling Ability (SG)




KTEA-3 and CHCOral Language Subtest Broad Narrow

Listening Comprehension Gc/GlrListening Ability (LS)Meaninful Memory (MM)

Oral Expression Gc Communication Ability (CM)


Coming Soon:Intervention Guide for LD Subtypes

• New feature is designed to help you evaluate patterns of performance that are consistent with research-supported learning disability (LD) subtypes.

• Results will summarize how well a child fits each selected subtype and provide recommendations for additional testing.

• Included is a description of the characteristics that an intervention would need & specific recommendations of research-supported instructional programs


Intervention Guide for LD Subtypes How does it work?

• Organizes the student’s assessment data in Q-global according to the skills that are most important for evaluating hypothesized LD subtypes based on the presenting area(s) of weakness.

• You have the option of entering other scores or observations beyond those in Q-global.

• The tool will determine if sufficient data is provided and if the data is consistent with one of the hypothesized subtypes.


Intervention Guide for LD Subtypes How does this differ from Error Analysis?

• Error analysis results indicate which sub-skills to teach, and the interventions suggest ways of teaching those sub-skills.

• This tool looks more broadly at patterns of difficulties, and strengths/weaknesses that tend to cluster together.– Cognitive, achievement, language, and other skill

areas are considered across tests and from multiple sources to tailor an approach to intervention that considers the student’s overall learning profile.


Intervention Guide for LD SubtypesGOAL

• Help you “assess to intervene” – Go a step further in the diagnostic process

beyond the initial diagnosis or eligibility determination

– Identify more specifically what kind of learning problem the student has with the goal of planning a more targeted, individualized intervention plan.

– Purpose is intervention planning, not to support a diagnosis or eligibility decision.

132 | Copyright © 2013. All rights reserved. 132 | Copyright © 2012. All rights reserved.

Intervention Guide for LD Subtypes

This Intervention Tool provides instructional recommendations for students with specific subtypes of learning difficulties.





Purpose: What it is and isn’t

Provides targeted intervention suggestions for students with academic difficulties based on research‐supported LD subtypes.

Does not identify or diagnose SLD

Does not address difficulties attributed to traditional SLD exclusionary criteria (e.g., sensory impairment, intellect. disability, ELL, emotional/beh issues)



Scope of first release

7 reading‐related subtypes• Phonological• Orthographic• Mixed Phonological‐Orthographic• Language (OWL‐LD, SLI, LLD)• Comprehension• Fluency/Naming speed• Global




Phonological processingNon‐word readingWord recognitionReading comprehensionReading fluency

Cognitive abilityRANOrthographic codingSpellingListening comprehension

10 hallmark indicators: skills/abilities that define or differentiate between subtypes




Auditory verbal WM

Processing speed

Perceptual reasoning

Handwriting legibility & speed {dysgraphia}

Verbal comprehension & reasoning

5 ancillary indicators: skills/abilities that are used to tailor recommendations.



Select the area(s) of intervention for the student:

Reading SpellingWritten expression (coming soon)Math (coming soon)

✓

Step 1

✓



What are the relative skills & abilities?For each skill/ability, indicate whether it is an area of weakness or relative strength for the student. Consider 2 or more sources of information when rating each skill/ability. Enter additional data in the open fields.What criteria should I use to determine a weakness?What data should I consider?How are these ratings used?

Step 2





Intervention Report

Orthographic

Description of subtype: PhonologicalPattern of Strengths and WeaknessesSuggestions for InterventionGeneral ApproachNaming Speed {if RAN is a weakness, discuss as double‐deficit}Language Processing: Phonological Processing, VocabularyBasic ReadingReading Comprehension Reading FluencySpellingHandwriting {if handwriting legibility/speed is a weakness}Examples of Evidence‐Based Programs



Essentials to remember

• The focus is intervention, not Diagnosis

• The skill profile relies on judgment, not calculation.

• Interventions are not guaranteed, expect some trial‐and‐error.



Essentials to remember

OrthographicDifferential diagnosis is critical to developing effective interventions, but every child is ultimately a single case study. Don’t attempt to make children fit the category to which they should belong. Each one is an individual with unique strengths and needs.

Hale & Fiorello (2004, p.184 paraphrased)Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. Guilford Press.


Q-Global ReportScoring and Reporting• Score Summary• Subtest Comparisons• Patterns of Strengths and Weaknesses (PSW)

analysis• Error Analysis• Parent-Child Intervention Suggestions• Combo report (WISC-V, KTEA-III, WIAT-III)

• Two Pricing Options:– Per report, unlimited users– Per login, unlimited reports for 1 year


Q-interactive– A digital system that streamlines the entire

assessment process. – The clinician can create student profiles,

choose and develop batteries, and review scored data through a secure web-portal.

– Administration occurs using two Ipads that talk to each other via Bluetooth connection. The clinician uses one to administer instructions, record and score responses, take notes, and control visual stimuli. The clild uses the other to view and respond to stimuli.


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