LCOVER SHEETEDSP 669

DIAGNOSTIC REPORT

Name of Student: S.NSchool: Preston Park Elementary Birthdate: 12/6/2005Chronological Age: 8 years, 2 months (8-2)Examiner: Mimma C.

REASON FOR REFERRAL:

S.N was selected for this testing to provide the examiner with the opportunity to practice administering the Slosson Intelligence Test-Revised (SIT-R), Gray Oral Reading Test 4 (GORT-4), and the Woodcock- Johnson III, NU, Tests of achievement (WJ III). This course, EDSP 669, Diagnostic Educational Procedures for Individuals with Disabilities, at Radford University is a requirement to complete coursework toward a Master’s degree in Special Education.

PREVIOUS TEST DATA:

No previous data.

CURRENT TEST DATA:

1. Slosson Individual Test for Children and Adults-Revised (SIT-R)

Date Administered: 02/3/2014Chronological Age: 8-2Total Standard Score: 15795% Confidence Interval: 149-165Percentile: 99Stanine: 9

2. Gray Oral Reading Tests 4 (GORT-4)

Date Administered: 03/01/2014Chronological Age: 8-2

Rate Accuracy Fluency Comprehension

Standard Score 12 24 36 15

Percentile 16 75 37 37

Age Equivalent 7.0 9.0 7.9 7.6

Grade Equivalent 2.0 4.0 2.7 2.4

Sum of Fluency and Comprehension Standard Scores: 18Percentile: 34%Oral Reading Quotient (ORQ): 94

3. WJ III Normative Update Tests of Achievement (WJ III)

Date Administered: 04/13/2014Chronological Age: 8-2Norms based on age 7-11TABLE OF SCORES (Form A)

CLUSTER/Test Raw W AE EASY to DIFF RPI SS (90% Band)PR

BRIEF ACHIEVEMENT - 478 8-3 7-10 8-10 96/90 106 (102-110) 65 TOTAL ACHIEVEMENT - 486 8-5 7-9 9-5 95/90 109 (106-113) 73

BROAD READING - 476 8-0 7-6 8-7 91/90 101 (97-104) 52BROAD MATH - 489 8-8 7-10 9-8 96/90 115 (107-123) 84BROAD WRITTEN LANG - 494 9-2 8-1 10-9 97/90 113 (107-120) 82

BRIEF READING - 467 7-9 7-5 8-3 86/90 98 (95-102) 46BASIC READING SKILLS - 467 7-10 7-6 8-3 87/90 99 (96-102) 46BRIEF MATH - 486 8-7 8-0 9-4 97/90 113 (104-122) 81MATH CALC SKILLS - 488 8-5 7-6 9-8 94/90 110 (99-120) 75BRIEF WRITING - 493 8-11 8-0 10-6 97/90 110 (104-116) 75WRITTEN EXPRESSION - 494 9-3 7-11 11-0 96/90 113 (104-122) 81

ACADEMIC SKILLS - 475 8-1 7-8 8-7 93/90 103 (98-107) 57

ACADEMIC FLUENCY - 495 9-4 7-10 11-6 96/90 119 (111-126) 90ACADEMIC APPS - 489 8-7 7-10 9-8 96/90 110 (104-116) 75

________________________________________

Letter-Word ID 35 449 7-8 7-5 7-11 77/90 96 (92-100) 41Reading Fluency 36 493 9-4 7-10 11-8 96/90 114 (105-123) 83Calculation 12 481 8-3 7-7 9-0 94/90 106 (93-120) 66Math Fluency 51 495 9-0 7-1 12-0 94/90 115 (108-121) 83Spelling 31 494 9-0 8-2 10-3 98/90 112 (105-119) 79Writing Fluency 15 496 9-7 8-4 11-1 98/90 118 (106-130) 88Passage Comp 25 486 8-1 7-6 9-1 92/90 102 (95-108) 55Applied Problems 31 490 8-11 8-4 9-8 98/90 114 (106-122) 82Writing Samples 19-B 492 8-9 7-8 10-11 95/90 107 (97-117) 67Word Attack 14 484 8-1 7-7 8-11 93/90 102 (97-106) 55________________________________________

4. Wide Range Achievement Test ( Wrat4)

Date Administered: 03/27/2014Chronological Age: 8-2

Subtest Standard Score Confidence interval `% Rank

Word Reading 94 86-102 34

Sentence Comprehension

121 112-128 92

Spelling 105 95-114 63

Match Computation 126 114-135 96

Reading Composite 108 102-114 70

DIAGNOSTIC REPORT

Name of Student: S.NSchool: Preston Park Elementary Birthdate: 12/6/2005Chronological Age: 8 years, 2 months (8-2)Examiner: Mimma C.

I. Reason for Referral:

SN was selected for the current evaluation to provide the examiner with the opportunity to practice administering the Slosson Intelligence Test-Revised (SIT-R) Gray Oral Reading Tests 4 (GORT-4) the and the Woodcock- Johnson III, NU, Tests of achievement (WJ III) and the Wide Range Achievement Test (Wrat4)This experience is a course requirement for EDSP 669, Diagnostic Educational Procedures for Individuals with Disabilities.

II. Previous Test Data:

No previous data.

III. Background information:

SN is currently enrolled in the second grade at Preston Park Elementary school. Review of SN`s educational history indicated that she has attended Roanoke County Schools since pre-kindergarten. SN was born in Roanoke, Virginia where, she remained at home under the care of her mother prior to attending Preston Park Elementary.

Review of SN`s progress reports defined her as a very well-rounded active student. Due to persistence and enjoyment of academic work, SM`s grades have remained remarkably high. Teacher reports consistently praise her for her excellent time management skills, study habits, and class participation.

As far as SN`s educational records indicate, SN has a remarkable history of maintaining A`s for each subject on her report cards. SN has received multiple perfect attendance awards and has also won the Outstanding Character award from her elementary school. During the summer SN volunteers at her local church selling lemonade and raising money by selling candles.

SN has been an avid dancer performing in ballets and jazz recitals for the past four years. Additional student interest was noted in the area of singing, tap-dancing, and participation in their community based swim team. SN is also part of the Girl Scout community.

SN`s parents did not express negative concerns in regards to their daughters current personal or academic presentation. Although born prematurely SN has shown excellent health.

IV. Testing Conditions:

SIT-R SN was evaluated comfortably in her home on the living room couch. The setting had adequate lighting with slight distractions from the family dog and twelve month old younger sister. The testing process was interrupted on occasion from loud cries from the baby and required a short two minute break. The testing process took approximately sixty minutes.

GORT-4

SN was evaluated comfortably at the desk of her bedroom. The room was adequately lit and there were no audio distractions such as a television or music. There were no interruptions or breaks throughout the testing process. The evaluation itself took approximately one hour and fifteen minutes.

WJ III

SN was evaluated on the living room floor of her home. SN chose the location on her own. The setting was very well lit with little to no distractions from her one year old sibling. There were no audio distractions or breaks throughout the testing process. The evaluation itself took approximately two hours.

WRAT4

SN was admistetred the assessment on her back porch. SN chose this location because of the beautidul weather. The setting was lit by pure sunlight. There were with to no distractions from outside noises, including passing cars or loud dog barks. However there were no direct distractions and the assessment lasted about 45 minutes.

V. Testing Observations:

SIT-R Student presentation included neat, age-appropriate dress and demonstrated patient, cooperative behavior throughout the work session.

SN demonstrated a style of being actively involved with the testing process. Student showed enthusiasm for every question and was always ready for the next. SN`s answers were very in-depth and thorough. Rarely did the examiner need to repeat questions implying that SN is a very good listener within a somewhat distracting environment. SN was very attentive to the examiners facial expressions. The examiner consistently encouraged SN to try her best and smile. SN`s response to examiner encouragement was to nod her head and respond to her best ability.

SN did not always maintain consistent eye contact throughout the evaluation process. Towards the end of the assessment, the examiner noticed that SN`s eye contact would drift even more when she was uncertain of the correct response. As if SN was intimidated or nervous because she did not know the right answer immediately. To the examiners surprise, SN noted she learned a lot of tasks and skills from the famous game Mind craft and implied that she was able to use some of these acquired skills to answering a sum of the assessment questions.

In light of SN`s demonstrated cooperation with the evaluation process, it is the examiner’s opinion that the following test results provides a fair reflection of her current level of functioning.

GORT-4

Student presentation included neat, comfortable, and age-appropriate dress. Student expressed cooperative behavior yet was anxious, annoyed, and uninterested throughout the examination.

At the start of the examination SN demonstrated a style of being actively involved with the testing process. Student was curious and conscientious of the timer until the examiner explained it would not be detrimental to her results. SN showed enthusiasm for stories one-four gradually descending in interest and willingness to happily participate.

Once the examiner presented story five to SN, multiple deviations from the print began to develop. The examiner provided no more than eight words per story throughout the evaluation process. With each story, more time was added to the

timer. The student began to read slower and gaze around her room. Due to a lack of interest, the examiner The examiner consistently encouraged SN to try her best and smile. SN`s response to examiners encouragement was to nod her head and return to the story.

Along with uninterested behavior, the examiner noticed a tie between the comprehension questions and SN answers. The correlation was a “guessing” behavior where SN was inattentive to the question and began to guess which answer fit best. The ceiling was reached shortly after the development of this behavior.

In light of SN`s demonstrated cooperation with the evaluation process, it is the examiner’s opinion that the following test results provides a fair reflection of her current level of functioning.

WJ III

Student presentation included jeans and a t-shirt with tennis shoes. Her attire was she appropriate and was consistent to the attire she had gone to school with that morning. SN demonstrated enthusiastic, cooperative behavior throughout the assessment.

SN showed extreme enthusiasm and eagerness to work with the examiner. She was demonstrated patience and understanding during progression onto the next subtest. Rarely did the examiner have to repeat directions or read prompts. SN was able to follow directions and work diligently. SN did not pay attention to the timer nor did she ask how much time she had left. The examiner consistently encouraged SN to try her best and smile. SN`s response to examiner encouragement was to nod her head and respond to her best ability.

In regards to the calculation subtest, SN did not express enthusiasm or patience. SN told the examiner multiple times how much she did not enjoy doing this type of math and was very eager to quit. SN made it to question thirteen and stated to the examiner “I give up. I don’t want to do this anymore.” Without further due, the examiner questioned once again if SN was positive she was ready to “quit” and the subtest was no longer administered.

.In light of SN`s demonstrated cooperation with the evaluation process, it is the examiner’s opinion that the following test results provides a fair reflection of her current level of functioning. Student was in comfortable house attire

WRAT4

In light of the beautiful weather, SN was looking forward to yet nother assessment. Since this assement was her fourth, her comfot level in regards to my presense has become more evident.

In regards to the math subtests, SN was not very excited. She would interrupt herself in asking how much time there was left, and if she could just skip it. The examiner enouchged SN to try her best and that time is not important. In regards to the word reading and sentence comprehension subtest, Student showed enthusiasm for every question and was always ready for the next SN did not maintain consistent eye contact throughout the evaluation process. However, she was partiente and eager for the next question. Towards the end of the assessment, the examiner noticed that SN`s eye contact would drift even more when she was uncertain of the correct response.

For the very first time, the student mentioned to the examiner that her favorite subject in school was writing. This came to no surprise for the examiner considering most of her patience was spent with within the word reading and sentence comprehension subtests. The eximer noticed happy bheabior throughout the entire examie.

VI. Current Test Data:

SIT-R

The Slosson Intelligence Test-R3 provides a quick, reliable index of intellectual ability in children and adults, including those who are visually impaired or blind. Widely used in schools, clinics, and industry, the SIT-R3 has been designed to be used by a vast variety of educational administrators. Administrators specifically considered in this revision include teachers, principals, guidance counselors, special education and learning disability teachers, psychologists, psychometrics, and social workers who often need to evaluate an individual’s mental ability. The following table provides an overview of SN`s test performance:

Date Administered: 02/3/2014Chronological Age: 8-2Total Standard Score: 157

95% Confidence Interval: 149-165Percentile: 99Stanine: 9

SN`s performance fell within the limits of the Very Superior range of functioning. Final scores document that it is 95% confident that if the SIT-R were to be administered once more her total standard score would fall between 149 and 165. Compared with same aged peers, SN`s performance fell at the 99th percentile indicating that she scored the same or better than her same aged peers contained within the normative sample.

GORT-4

The GORT-4 is a norm referenced, reliable, and valid test of oral reading rate, accuracy and comprehension. The rate measurement provides a measurement of reading speed. The accuracy measurement provides a measurement of correct pronunciation. The fluency score is determined by student performance on the accuracy and rate scales. The comprehension score is acquired by measuring students’ ability to answer questions about the readings they complete throughout the assessment. The following table of scores provides an overview of SN’s performance on the GORT-4:

Date Administered: 03/01/2014Chronological Age: 8-2

Rate Accuracy Fluency Comprehension

Standard Score 12 24 36 15

Percentile 16 75 37 37

Age Equivalent 7.0 9.0 7.9 7.6

Grade Equivalent 2.0 4.0 2.7 2.4

Sum of Fluency and Comprehension Standard Scores: 18Percentile: 34%Oral Reading Quotient (ORQ): 94

Analysis of the data indicated that RM’s strongest area of performance was in the area of Accuracy. SN`s measurement of accuracy fell at the 75th percentile,

indicating that she scored better than 75% of the normative sample with a Standard Score of 15. This score placed her above average with her peers indicating a grade equivalence of 4.0. SN`s rate score fell in the 16th percentile, indicating that she scored the same or better than 16% of the normative sample with the Standard Score of 12. When compared to SN’s age and grade equivalent peers, SN is average among her peers in rate. SN’s sum of fluency and comprehension scores fell in the 34th percentile, indicating that she scored the same or better than 34% of the normative sample with a Standard Score of 18. These scores indicated that SN falls within the normal average range when compared to her age and grade equivalent peers. SN’s Oral Reading Quotient fell within the average range with a score of 94.

WJ III

The Woodcock-Johnson III NU, Tests of Achievement (WJ III NU) provides information regarding client performance on reading, writing, and math tasks with an emphasis upon basic skill development, academic fluency, and academic application. SN`s performance on the WJ III NU may be summarized as follows:

CLUSTER/Test Raw W AE EASY to DIFF RPI SS (90% Band)PR

BRIEF ACHIEVEMENT - 478 8-3 7-10 8-10 96/90 106 (102-110) 65 TOTAL ACHIEVEMENT - 486 8-5 7-9 9-5 95/90 109 (106-113) 73

BROAD READING - 476 8-0 7-6 8-7 91/90 101 (97-104) 52BROAD MATH - 489 8-8 7-10 9-8 96/90 115 (107-123) 84BROAD WRITTEN LANG - 494 9-2 8-1 10-9 97/90 113 (107-120) 82

BRIEF READING - 467 7-9 7-5 8-3 86/90 98 (95-102) 46BASIC READING SKILLS - 467 7-10 7-6 8-3 87/90 99 (96-102) 46BRIEF MATH - 486 8-7 8-0 9-4 97/90 113 (104-122) 81MATH CALC SKILLS - 488 8-5 7-6 9-8 94/90 110 (99-120) 75BRIEF WRITING - 493 8-11 8-0 10-6 97/90 110 (104-116) 75WRITTEN EXPRESSION - 494 9-3 7-11 11-0 96/90 113 (104-122) 81

ACADEMIC SKILLS - 475 8-1 7-8 8-7 93/90 103 (98-107) 57ACADEMIC FLUENCY - 495 9-4 7-10 11-6 96/90 119 (111-126) 90ACADEMIC APPS - 489 8-7 7-10 9-8 96/90 110 (104-116) 75

________________________________________

Letter-Word ID 35 449 7-8 7-5 7-11 77/90 96 (92-100) 41Reading Fluency 36 493 9-4 7-10 11-8 96/90 114 (105-123) 83Calculation 12 481 8-3 7-7 9-0 94/90 106 (93-120) 66Math Fluency 51 495 9-0 7-1 12-0 94/90 115 (108-121) 83Spelling 31 494 9-0 8-2 10-3 98/90 112 (105-119) 79Writing Fluency 15 496 9-7 8-4 11-1 98/90 118 (106-130) 88Passage Comp 25 486 8-1 7-6 9-1 92/90 102 (95-108) 55Applied Problems 31 490 8-11 8-4 9-8 98/90 114 (106-122) 82Writing Samples 19-B 492 8-9 7-8 10-11 95/90 107 (97-117) 67Word Attack 14 484 8-1 7-7 8-11 93/90 102 (97-106) 55________________________________________

Review of SN`s achievement test results indicated that in comparison with similar aged peers, her performance on the word identification task fell at the 41st percentile with a Relative Proficiency Index (RPI) score of 77/90. The RPI of 77/90 can be interpreted as predicting that when SN`s same aged peers demonstrate a 90% success rate on a similar word identification task, she would be predicted of securing a 77% success rate demonstrating an overall level of achievement of average to advanced. Further review of the achievement test data suggested a similar range of functioning both (average to advanced) on the reading fluency) task and the comprehension task. Further review of SN’s achievement test profile yielded measurements on basic calculation and math fluency tasks that fell within the limits of average to advance. When compared to others at her age level, her performance fell at the 83rd percentile with a Relative Proficiency Index score of 94/90. The RPI of 94/90 can be interpreted as predicting that when SN`s same aged peers demonstrate a 90% success rate on a similar math fluency task, she would be predicted of scoring a 94% success rate demonstrating an overall level of achievement of average to advanced

WRAT4

The Wide Rage Achievement Score Test ( WRAT4) is a widely respected WRAT4 accurately measures the basic academic skills of word reading, sentence comprehension, spelling, and math computation. This quick, simple, psychometrically sound assessment of a student’s important fundamental academic skills serves as an excellent initial evaluation, re-evaluation, or progress measure for any student—especially those referred for learning, behavioral, or vocational difficulties. The chart below is a visual computation of SN`s scores among each subtest group.

Date Administered: 03/27/2014

Chronological Age: 8-2

Subtest Standard Score Confidence interval `% Rank

Word Reading 94 86-102 34

Sentence Comprehension

121 112-128 92

Spelling 105 95-114 63

Match Computation 126 114-135 96

Reading Composite 108 102-114 70

In regards to SN`s level of remarkable achievement, sentence comprehension and math computation were her strong points. In sentence comprehension, SN fell within a 95% confidence interval of 86-102 with a 92% rank placing her superior in performance level. .SN`s percentile means that if she was tested within a group of same aged peers SN would do better or do 92% better than her peer group. Math computation fell well within the 95% confidence interval level of 114-135. SN`s performance in this subset placed her within superior limits. SNs percentile score was 96% meaning if tested among children her age, she would score relatively better than 96% of her peers.

Although not considered weak, in terms of subtests word reading and spelling were of the lowest within the subtests. SN fell within average performance level within the subtests of word reading and spelling. Word reading placed SN within a 95% confidence interval level if 86-102 leaving her in the 34% rank. SNs percentile rank in spelling was 63 with a 95% confidence interval of 95-114.

Summary

SIT-R

SN is an eight-year old student enrolled in her second year of elementary school. Student cooperation was consistently noted during the evaluation process.

Results of the SIT-R indicated an estimate of intellectual potential that fell within the limits of the Very Superior range of functioning.

GORT-4

SN is an eight-year old student enrolled in her second year of elementary school. The results of the GORT-4 indicated that SN’s reading abilities in the areas of rate, fluency, accuracy, and comprehension fell within the average range. SN’s Oral Reading Quotient score fell within the normal average range t as well.

WJ III

SN is an eight-year old student almost done with her second year of elementary school. The results of the WJ III indicated that SN`s proficiency in academic skills are average to advance along with her fluency with academic tasks. Her ability to apply academic skills is both averages to advance. In regards to broad mathematics, brief mathematics, broad written language, written expression and brief wiring, her proficiency is average to advance.

WRAT4

SN is an eight- year-old student about to enter the summer before her third grade. The results of the WRAT4 indicated that SN`s level of performance in sentence comprehension and math computation are within superior limits. Her ability in word reading and spelling were average yet very suitable for her age group.

VII. Strengths and Needs

SIT-R

Strengths: Very observant, extremely curious, intense interests, excellent memorylong attention span, excellent reasoning skills. Has well-developed powers of abstraction, conceptualization, and synthesis and can easily sees relationships in ideas, objects, or facts.

Needs: Continued enrichment of ignoring distraction, develop mentally appropriate tactics for tolerating mistakes, management skills in controlling tangents.

GORT-4

Strengths: Conscientious of materials, reading clarity, likable personality, observant, strong vocabulary. SN has advanced language abilities in comparison with children of the same age.

Needs: Practice in the area of analogies and omissions, practice in relaxation and concentration.

WJ III

Strengths: Excellent memory, patience with activities of interest, likable personality, excellent sentence structuring skills. SN has advanced language abilities for her age. SN can easily reason her way out of challenging situations.

Needs: Practice in regards to motivation in areas outside of interest. Develop mentally appropriate tactics for tolerating mistakes, avoid over-analyzation.

WRAT4

Strengths; Shows superior reasoning powers. Shows persistent intellectual curiosity; asks searching questions. Shows insight into arithmetical problems that require careful reasoning and grasps mathematical concepts readily.

Needs: Patience in areas of disinterest. Avoid over-analysis. Continued enrichment of ignoring distraction,

VIII. Recommendations

SIT-R

1. SN should be referred to the school`s Gifted and Talented Education coordinator to determine eligibility

2. SN should be provided an appropriate level of intellectual challenges.3. Sn should continue participation in recreational activities (allowing the growth

of friendship building skills and work on her toleration skills) 4. SN should be allowed to ensure independent projects based on her own

interests. This tactic encourages creativity and original thinking 5. SN should be encouraged to participate in extracurricular activities that

involve academic skills. Examples include math and debate teams allowing her to use her natural talents in a beneficial manner.

GORT-4

1. Instruction in basic word attitude skills should be kept to a minimum.2. SN must be presented with challenging materials. 3. SN should be given instruction which facilities critical and creative writing.4. SN`s divergent and diversified interested should be nurtured5. SN should be provided with independent projects such as sociograms, time

machine models, newscasts or games based on sort themes and simulation. Role playing activities should be encouraged as well.

WJ III

1. Due to SN`s intuitive understanding of mathematic function and processes, she may need extra monitoring in order to not skip over steps and be unable to explain how she arrived to the correct answer to a problem.

2. While establish learning opportunities, SN should be provided more than one choice for them to demonstrate understanding.

3. SN should be provided with ongoing challenging activities with a problem solving focus. Drill and practice may abuse boredom which can lead to unacceptable behaviors.

4. SN may benefit from peer support. Providing opportunities for such advanced learned to work with their intellectual peers in the classroom may lead to positive results.

5. SN should be given question prompts and critical thinking probes which will offer opportunities for higher level thinking. Concepts and terms can include possible futures, trends, assumptions, purposes and analogies.

WRAT4

1. SN needs learning experiences that are guided by key concepts and principles of a discipline rather than by facts.

2. SN environment should invite inquiry including pictures, books, areas for music, art.

3. SN should be emerged in group work. For gifted students, it is very beneficial that they work with other gifted children to provide the most productive situation for learning.

4. It is recommended that the instructor brainstorm with SN on what ids of projects they could do which may also generate ideas teacher may have

thought of on their own. Brainstorming may teach the child at an early age to think of the many different things they can do with the information they have learned.