Assessment Report

I. Identifying Information
Date of Report: 4/14/14
Date of Assessment: 3/19/14
School: ************
Examiner: Megan McMillin

Student Name: Timmy
Date of birth: 07-01-2006
Age: 7-8
Sex: Male
Parents: Mom & Dad
Address: xxxxx xxxxx xxxxxxx
Grade: 2.7
Teacher: Ms. B

II. Reason for Referral
This is Timmys annual evaluation and assessment to monitor his progress towards his IEP
goals. Timmy is in the 2
nd
grade and has an IEP for reading fluency, decoding and writing
skills.

III. Background Information
Timmy lives with his mom, dad, and siblings in ********* CA. Timmy has a family history of
dyslexia. His father has dyslexia and received special services while in school. His father
has a high school education and works as a tile setter and his mother works from home and
takes care of Timmys younger twin brother and sister and other younger sister.

Timmy is currently in second grade at ******** in ******* CA. He attended ******* for first
grade. Timmy attended ******* for kindergarten. According to his kindergarten report
card,Timmys reading skills were in the developing range (score of 2). He was in the
capable range for knowing letter names and sounds of capital letters (score of 3). This
report card also stated that Timmys writing and independent working skills were in the
beginning range (score of 1). It was reported that he participated in classroom
discussions.

Timmy attended ****** school District for kindergarten in the 2011-2012 school year. In
the spring of 2012, the school recommended to his parents that ***** repeat kindergarten.
******s family has since moved from *** to **** and they made the decision to have him
begin first grade at *******. Timmy began special education services in the fall of 2012
while in first grade.

Timmy enjoys his time in class. In first grade (2011-2012),Timmy was able to identify
most of the individual letters and their sounds. Timmy demonstrated solid phonological
awareness. He was able to match sounds, produce rhymes and blend phonemes or
syllables that he heard. It was more difficult for Timmy to complete phoneme deletion
tasks. Timmy recognized some sight words (the, see, I and, you). Timmy word attack
skills were below average. It was also very difficult for him to decode words.

In first grade, Timmy could identify the numerals 0 through 9 and count with one-to-one
correspondence most of the time. He was able to compare numbers and identify patterns.
On Timmys first grade report card it was reported that he required additional support in
reading, writing and spelling. He met the grade expectations in all other academic areas.

Timmy worked with a tutor outside of school throughout the spring and summer of 2012.
He worked in a one on one setting on reading skills. He was tutored 4 times a week for 30
minutes to 1 hour, beginning in April 2012, for 5 months.


PRESENT LEVELS:
Timmy is now in the ***** at *****. He loves being outdoors and interacting with other
students. ***s reading skills have really improved throughout the last school year. He is
much more willing to complete reading lessons and assignments. Timmy is learning to
decode one and two syllable words containing short and long vowel patterns, digraphs,
trigraphs consonant-blends, r-controlled vowels and variant vowels. His reading fluency is
increasing. He is able to read 2
nd
grade level text and a rate of 35 correct words per
minutes with 85% accuracy. Timmy has excellent comprehension skills at grade level
when being read to. He is able to identify the main idea of a text and supporting details.

It often takes Timmy a longer time to complete writing assignments in his general
education classroom. He can form all letters (except g) correctly. His writing is often slow
and he requires frequent breaks. When writing independently, Timmy sometimes forgets
to use correct capitalization and punctuation. Timmy is beginning to use the sound
spellings he learned in his reading lessons to spell words correctly as he writes.

Timmy enjoys addition, subtraction, multiplication and division. He is in his general
education classroom for all math instruction. He adds and subtracts with fluency double-
digit numbers that require carrying and borrowing values. Timmy enjoys practicing his
double-digit addition, subtraction and multiplication facts. He is very interested in adding
and subtracting numbers into the thousands place. Timmy understands the concept of fact
families. Timmy has been introduced to fractions and money in the general education
classroom.

The IEP accommodations include pull-out services for 1 hour a day during the school week
where Timmy focuses on reading, decoding and vowel patterns. He is able to write and
erase on the white board and also is allowed to have a wobbly board to stand on while
working since he sometimes has a hard time sitting still. Once he has completed his work,
he is allowed to play educational games through Lexia on the I-pad as a reward.

IV. Observations and Testing

Timmy was observed over an entire school day in March. He was observed during Walk to
Read (school-wide RtI), Language Arts in his 2
nd
grade classroom and in the resource room.



Walk to Read:
Timmys Walk to Read group takes place in his 2
nd
grade class with fellow classmates who
are also struggling readers (this is not always the case as 3
rd
graders go into the 4
th
grade
class, 5
th
graders into 6
th
ect).
Timmy was engaged with the story his group was reading because it was about the
outdoors and camping, which Timmy enjoys to do. The RtI time is used to focus on
decoding and multi-syllabic words. Timmy followed the reading with his finger and
mouthed the words as they were read by others. Timmys teacher explained that since the
start of the school year, Timmy had made a huge improvement in his ability to focus and
follow along. At the beginning of the year, Timmy would fidget, rock his chair and have to
be re-directed to what they were reading. He would get distracted when it was not his turn
to read. Timmy was observed actively helping other students with problem words,
answering comprehension questions and staying on task for the 30 minutes of RtI.

Language Arts:
During Language Arts Timmy sat in a three-desk cluster with a boy and girl classmate. He
was very excited about checking out the new Magic Tree House book during library class.
During the lesson plan (proper structure and grammar of letter writing) Timmy paid
attention and followed along as the teacher explained and demonstrated (using I do, we do,
you do) proper letter writing format (the date, heading, sincerely, ect). For the you do
portion of the lesson, the teacher put an example with errors through the Apple-TV and
asked the students what needed to be changed to make it correct. Timmy did not raise his
hand to correct the worksheet although he stayed on task and corrected it on his own. He
correctly identified the format errors but had difficulty with correcting the spelling of
sincerely (changed sincerly to sinserly and changed too to to).

Resource Room:
When Timmy comes into the resource room, Kelsy (the teacher) motivates him by telling
him they are going to time how long it takes him to complete the planned SIPPS lesson.
Timmy likes games and competition and loves knowing how he compared to other
students who come in for the same help and activities. Timmy was also motivated to
complete his work because he is able to use the I-pad when he has finished the lesson
which he really enjoys. There are multi-syllabic words written on the board and the
teacher points to them and has him recite the words. Timmy likes to erase the words after
he says them because it gives him something to do. The teacher then writes a sound on the
board like ot and has Timmy say the sound. Then, she writes a c in front of it, making it
cot, and has Timmy recite cot. Finally, she erases the t and has Timmy pronounce c.
She does this for multiple words. This exercise helps Timmy isolate, identify and
pronounce the different sounds in different words. He often said this is easy and was
confident about his ability to do all of the exercises in front of him. The pullout session
lasted about 20 minutes.

During the administration of the WIAT-III, Timmy participated and was compliant with the
testing process. He became bored after 30 minutes and became distracted, so the testing
was broken up into two sessions. He was highly motivated when the math sections were
given (because he loves math), and because he got to do the math subtests he was more
willing to do the reading/language arts subtests.

During the administration of the QRI, Timmy was compliant but was disappointed the test
deviated from his usual routine. He asked if he was still able to use the I-Pad after the
administration of the QRI.

V. Formal Assessment Administered

The Wechsler Individual Achievement Test-third edition (WIAT-III) is a comprehensive,
nationally-normed assessment tool that measures a students academic achievement. It
consists of sixteen subtests used to evaluate listening, speaking, reading, writing and
mathematical skills. Because the student is in 2
nd
grade, he was given all subtests except the
essay composition subtest, which did not apply.

Standard scores have a target range from 40-160. A mean standard score of 100 defines
the mean (average) performance of students in the same grade or are same age. The
average standard score (SS) range for the WIAT III is 90-110.


SUBTEST STANDARD SCORE (SS) PERCENTILE RANK (%)
Early Reading Skills 118 88%
Reading Comprehension 86 18%
Word Reading 91 27%
Pseudoword Decoding 80 9%
Oral Reading Fluency 97 42%
Spelling 84 14%
Oral Reading Accuracy 83 13%
Oral Reading Rate 99 47%
COMPOSITE SCORES
Total Reading 85 16%
Basic Reading 85 16%
Reading Comprehension
and Fluency
88 21%
Written Expression 87 19%
Total Achievement 94 34%

READING
EARLY READING SKILLS
This subtest measures several areas important for developing reading skills: naming letters,
letter-sound correspondence, phonological awareness, and word recognition
comprehension. The student names letters of the alphabet, identifies and generates
rhyming words, identifies words with the same beginning and ending sounds, blends
sounds, matches sounds with letters and letter blends, and matches written words with
pictures that illustrate their meaning. Timmy performed in the above average range (SS
118; 88%) and easily completed this subtest and answered all questions.

READING COMPREHENSION
The student is required to read passages aloud or silently under un-timed conditions and
then answer open-ended questions about each one.

Timmy scored in the below average range 18% (SS 86). Timmy chose to read silently and
easily answered all of the 2
nd
grade passage questions.

Timmy read the 3
rd
grade passage silently and it was obvious that he did not read the
questions even when encouraged to do so. He was able to answer one of the
comprehension questions using the picture associated with the passage and scanned the
passage for key words before his response. He then created stories around his answer and
subsequent questions using key words, the background passage picture and prior
knowledge.
In previous formal/informal assessments, Timmy has performed at or above grade level in
reading comprehension.

WORD READING
This subtest requires the student to read aloud a list of increasingly difficult words. Timmy
was confident at the start of this subtest.
Timmy performed in the low average range 27% (SS 91), but a markedly positive increase
from his last assessment.

PSEUDOWORD DECODING
The student is asked to read aloud a list of increasingly difficult nonsense words. This
subtest assesses the students phonemic awareness.

Timmy was willing to complete the task and showed eagerness to look at the list of words.
Timmy scored in the below average range of 9% (SS 80).

ORAL READING FLUENCY
This subtest requires the student be timed while s/he reads grade leveled passages aloud
and then orally responds to comprehension questions.
Timmy read two passages at the 2
nd
grade level. He read the first passage in 71 seconds
with 7 errors. Timmy read the 2
nd
passage in 77 seconds with 14 errors. While reading the
second passage, Timmy skipped over words he did not know and substituted words that
started with the same first letter (plant instead of painting, bright instead of bring). Overall,
he performed in the average range 42% (SS 97).




WRITTEN LANGUAGE:

SPELLING
The student writes single words that are dictated within the context of a sentence.
Timmy was able to complete this task with a standard score of 84 (14%), in the below
average range.

VI. Informal Assessments Administered

The Qualitative Reading Inventory (QRI) is an informal reading inventory designed to
measure a students independent, instructional, and frustration reading levels. The QRI
uses graded word lists and passages to determine the students reading level. The student
is asked concept questions before reading each passage, and comprehension questions
following the passage. The student is also asked to retell the passage.

The QRI was administered to Timmy over 2 sessions. Since Timmy is in 2
nd
grade, he read
graded word lists from pre-primer to second grade level. Timmys instructional level
according to the words list was second grade as he read the second grade word list with
90% accuracy.

Timmy then read aloud from the graded passages, beginning with pre-primer and ending
with primer level. Timmy scored in the instructional level on the primer level passage so
testing was stopped. Timmy read the primer level 63 words/minute and scored at the
instructional level on his comprehension questions.

VII. Assessment Results and Interpretations
Timmys assessment results show that he has improved in all areas except for reading
comprehension since his last formal WIAT III exam. Timmy is a very motivated student
and wants to be successful in school. Although his reading and writing skills have
improved, he is still in the low average range with an SS of 94 (34%). Timmy still qualifies
for educational services through Special Education but the current interventions are
working.

According to the QRI, Billyes instructional reading level is second grade level.

Timmys strengths are early reading skills, word reading and oral reading fluency. His
informal assessments show that he has grade level reading comprehension skills.
Additionally, he is very verbal and a great conversationalist.

Timmys weaknesses are spelling and word decoding. There could be many factors that
contributed to his lower than average reading comprehension score such as: new test
administrator or test fatigue. It is recommended that the reading comprehension portion
of the WIAT be re-administered at a different time.

VIII. Summary and Recommendations
Timmys results on the WIAT-III indicate that he has a specific learning disability. Timmy
qualifies for special education services under specific learning disability (SLD).

Timmys reading fluency and comprehension continues to be the main concern for the IEP
team so an IEP with continued goals directed toward reading comprehension and fluency
would be beneficial. It would be beneficial for Timmy to have access to reading materials
that he finds interesting and that he can connect to his own life. Timmy has a love of nature,
outdoor activities and animals. Also, reading activities that involve movement (like games)
are recommended because Timmy has a lot of energy and gets bored easily. It is
recommended that Timmy be an active member in choosing his reading activities (forced
choice) because he is an independent student and enjoys making his own decisions.

Proposed goals for Timmy are as follows:

-By October 2014, when reading a second grade passage, Timmy will apply basic
syllabication rules when decoding mult-syllabic words with 85% accuracy in four out of
five opportunities as measured by teacher observations or running records.

-By October 2014 when reading a third grade level text aloud, Timmy will do so at a rate of
70 correct words per minute with 98 % accuracy in four out of five opportunities as
measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or a running
record.

-By October 2014, when correcting his own work or when given sample writings, Timmy
will distinguish between complete and incomplete sentences with 90% accuracy in four out
of five opportunities as measured by student work samples.

IX. Transition Plan
In order to transition successfully to third grade, Timmy must work on his reading fluency
and focusing on instruction and reading assignments.