Achievement Report Name: J. Crew Date of Birth: 5/12/00 Assessors Names: T. Macabitas and K.

Fitzpatrick Date of Assessment: 4/25/12 Grade Level: 6.8 C.A.: 11 years 11 months Reason for Referral:
J. Crew was referred for an achievement assessment as part of her annual IEP.

Background Information:
J. Crew is an 11 years, 11-months-old Hispanic female diagnosed with autism. Her grandmother was awarded custody last year after both parents were killed in a car accident. J. Crews primary language is English, but Spanish is spoken at home with her grandmother. She also has a brother in the 5th grade. J. Crew is artistic and loves to draw. J. Crew is currently in a special day 6th grade class setting. Her current vision and hearing screenings, based on the school nurses report are within average range. She had many middle ear infections when she was younger. In the 3rd grade, she had surgery and tubes were inserted into both ears. Currently, she receives Speech-Language support, Occupational Therapy, and Adaptive Physical Education.

Behavioral Observations:
The first assessment given was the Brigance. It was late in the school day and J. Crew entered the testing situation quietly. She was curious to see what the examiner had in her bag. During this assessment, J. Crew was cooperative but tired. She complied with the examiners request to complete each subtest, but would put her head down on the desk frequently. During the assessment, the examiner used fruit snacks as a reward for each subtest she completed. J. Crew responded to high fives and praise, but was still

tired. Towards the end of the assessment, she stared at the door and lost focus. The second assessment given was the Woodcock/Johnson III. The examiner attempted to give this assessment at 8:30 a.m. in the students classroom. J. Crew sat at a table in the corner waiting for the examiner. She seemed ready and excited to take the test. J. Crew immediately asked for fruit snacks. The examiner showed the fruit snacks to her and explained that she could earn them by completing each subtest. She was unable to focus during the first subtest because she continued to ask for fruit snacks. In fact, she rushed through the subtest and incorrectly identified many words. The examiner gave her fruit snacks for completing that subtest. She quickly asked for more. The examiner continued to assess her, but her lack of focus continued. After the second subtest, the examiner gave her fruit snacks and concluded the assessments for the day. The next day, the examiner assessed J. Crew at 11 p.m. after recess. J. Crew was very excited to see the examiner. She asked for fruit snacks again. Instead, the examiner explained that she could earn drawing time. J. Crew was apprehensive, but the examiner continued with the assessment. After quickly completing the first subtest, she was allowed to draw for 5 minutes. It was difficult for her to transition to the next subtest after her 5 minutes of drawing was over. The examiner explained that she could continue drawing after she completed the next subtest. During this subtest, she fidgeted in her chair and continued to ask for drawing. She quickly misspelled many words that she spelled correctly on her weekly spelling tests. The examiner allowed her to draw and concluded the assessments for the day. The final day, the examiner assessed her at 11 p.m. after recess again. This time J. Crew was not excited to see the examiner. She told the examiner, No thanks! The examiner explained to her that today she could earn swing time. J. Crew was extremely fidgety during the assessment and had a difficult time staying in her seat. She was distracted by the drawings posted on the wall. After she had her swing time, she still had a difficult time focusing for the next subtest. Her writing samples were large and messy.

Assessments Used:

The following standardized assessments were used for this report: Woodcock/Johnson III (W/J) This test has a mean of 100 and a Standard Deviation of 15. The Brigance Diagnostic Comprehensive Inventory of Basic Skills Revised was also administered. This is a criterion-referenced assessment. Only grade levels are recorded. Discussion of Results: W/J III Letter-word Identification Calculation Spelling Passage Comprehension Applied Problems Writing Samples Brigance Diagnostic Test: Reading Comprehension Math computations Spelling GE 1.6 1.9 1.8 1.1 K.5 1.7 3rd grade 3rd grade 6th grade PR <0.1 <0.1 1 <0.1 <0.1 <0.1 SS 52 56 64 47 50 62 AE 7-0 7-3 7-6 6-5 5-7 7-2

Reading Recognition and Comprehension: J. Crew exhibited early phonic skills and sight word recognition at the 1st grade level on the Woodcock Johnson III. She read one syllable and some two syllable words and demonstrated knowledge of sound/letter correspondence. According to the Brigance, she read words such as event, sign, track, and throat. She struggled with words such as precious and scientist, and then reached her ceiling level. When compared to her peers she can read single words at or better than approximately 49-55 percent of her age group, placing her in the low range of reading recognition. Janes reading comprehension skills are similar to her phonic skills, placing her at approximately the beginning 1st grade level. She would point to the

answer before the question was read. Her current comprehension level places her between the 42-52 percentiles depending on the task at hand. The discrepancy between the test scores relates to her lack of focus and staying on task. Mathematics: J. Crew can perform basic calculation of addition and subtraction of one and two columns. Her current grade level ability appears to be on the late 1st grade level. She did better on the Brigance and reached the 3rd grade level. She struggles with fluency of basic addition and subtraction facts, and reverts to using her fingers to add and subtract. She does better with the use of manipulatives. Her regrouping skills are still emerging. Writing and Spelling: According to the Brigance, spelling is a relative strength for J. Crew. She is a good site word reader and decoder. She was able to spell the words advantage, describe, and echo. There was discrepancy between the Brigance and the Woodcock Johnson III results because of J. Crews lack of focus. On this assessment, her current spelling and writing level is at approximately the 1st grade level. She was able to spell the words hat, book, and seen. Summary: J. Crew is an 11 years, 11-months-old Hispanic female diagnosed with autism. Her grandmother was awarded custody last year after both parents were killed in a car accident. J. Crews primary language is English. J. Crew is artistic and loves to draw. She is currently in a special day 6th grade class setting. Her current vision and hearing screenings, based on the school nurses report are within average range. She had many middle ear infections when she was younger. In the 3rd grade, she had surgery and had tubes inserted in both ears. Currently, she receives Speech-Language support, Occupational Therapy, and Adaptive Physical Education. She was referred for an achievement assessment as part of her annual IEP.

During this assessment J. Crew was distracted and lacked focus. The assessments were separated into shorter sessions. She was able to accomplish the tasks with the use of reinforcers. The assessment results of the W/J III, and the Brigance place J. Crew in the below average range in all academic areas, with a strength in spelling and reading. Her strength in reading demonstrates that she can decode and knows her site words. In math, J. Crew can compute single and double-digit problems, but her regrouping skills are still emerging. Over all, J. Crews assessment results indicate that she is currently functioning below grade level in all academic subjects. Recommendations: Behavioral Intervention: 1. Positive Behavior Support (fruit snacks, drawing, stickers, praise, etc.) 2. Use of a visual schedule to assist J. Crew with staying on task. 3. Use of a privacy board to keep her focused and to minimize distractions. 4. Sensory breaks and the use of fidgets to keep her focused. Reading Decoding and Comprehension: 1. Audiotapes at a listening center to assist in comprehension. 2. Provide high interest, low readability books to stimulate interest and understanding. 3. Choral reading and rereading to instill confidence in reading aloud. 4. Word sorting with affixes to build comprehension. Mathematics: 1. Use manipulatives whenever possible. 2. Use of tables and charts. 3. Provide extra processing time. 4. Untimed testing. 5. Use of flashcards to help memorize math facts. Writing: 1. Provide a journal for J. Crew to write in on a daily basis. 2. Use of graphic organizers to assist in sequencing information for comprehension. 3. Using a larger pencil to assist J. Crew with her penmanship. 4. Using the computer for writing.