Testing Observations

The testing was done over a period of five days. D came willingly with the examiner the
first three days. D worked hard on those days, which covered math and reading. He
wanted to do well. Although he had trouble looking the examiner in the eyes and often
avoided eye contact altogether, he did answer when asked conversational questions. He
was aloof at the beginning of each session but appeared to become more comfortable
throughout the session. The final two sessions were more difficult for D. Both sessions
were writing. D was eager to start the second to last session but halfway through, no
longer wanted to continue. When asked if writing made him nervous, he shrugged his
shoulders and answered, Maybe. He did not want to continue. The last testing session
was to finish the unanswered writing portion. D resisted coming with the examiner. At
first he did not want to answer the questions but eventually wrote nonsense answers.
After a few minutes, he went back and rewrote what he had originally written. While the
examiner believes that the reading, oral and math scores are valid and D tried his best,
the writing section is questionable. D was clearly uncomfortable completing the writing
portion, did not want to try and appeared stressed. The examiner questions the validity
of the writing section.

Assessments:
I-Ready Reading Diagnostic
The Woodcock Johnson
NWEA
DRA-2
I-Ready:
The i-Ready is a diagnostic adaptive reading test that pinpoints student needs down to
the sub-skill level, and ongoing progress monitoring that shows whether students are on
track to achieve end-of year targets. The i-Ready also provides rigorous, on-grade-level
instruction and practice. It is proven to predict student performance on state
assessments. D took the I-Ready assessment on12/11/2014. His RIT score was 547.

Scores:
Phonological Awareness:

Tested Out

Phonics:

Tested Out

High Frequency Words:

Tested Out

Vocabulary:

569 Level 4

Comprehension Literature:

523 Level 3

Comprehension Informational:

548 Level 4

Overall:

Level 4

These results indicate that D is decoding accurately, but the Vocabulary score points to

some gaps in word knowledge that might make it hard to read for meaning. Instruction in
word meanings and word-learning strategies will support Ds continued growth in overall
Comprehension.

NWEA:
The NWEA is an adaptive computer-based assessment. The MAPS assessment is a
personalized assessment that adapts to each students learning level. As the student
answers the questions, the assessment tailors the questions to find the level the student
is achieving at. The NWEA is a multiple choice computer program that predicts PARCC
assessment scores.

Scores:

RIT score

%ile

Reading Fall 2014

210

58

Math Fall 2014

199

16

These results show that in the fall of 2014, D tested in the average range for reading. His
math score in the fall of 2014 was in the low range when compared to his peers.

DRA-2:
The DRA2 Benchmark Assessment measures each students reading proficiency
through systematic observation, recording and evaluating of performance. The
assessment is given in a 1 on 1 setting. The student is asked to read a book at a specific
level. The student is timed for fluency, errors are noted for accuracy and comprehension
is measured.

Scores:

Level

Fall 2014

34

Winter 2015

40

These results indicate that D made growth during the first semester in 5th grade. He is
slightly below grade level for reading.

The Woodcock Johnson:

The Woodcock-Johnson Test of Achievement III is an individually administered
assessment that provides a measure of Ds academic achievement and oral language
abilities. A description of each ability is provided. His performance is compared to grade
peers using a standard score range. Ds test performance can be generalized to similar,
non-test, grade-level tasks.

Scores

%ile Rank

SS

Listening Comp

39

96

Broad Reading:

27

91

Broad Math

14

84

Broad Written Lang.

78

Brief Reading

33

94

Reading Comp

34

94

Math Calc Skills

75

Basic Writing Skills

17

80

Written Expression

80

28

91

Individual Tests
Letter-Word Identification
Reading Fluency

12

82

Understanding Directions

37

95

Calculation

10

80

Math Fluency

77

Spelling

12

83

Writing Fluency

78

Passage Comprehension

49

100

Applied Problems

33

93

Writing Samples

19

87

Word Attack

37

95

Picture Vocabulary

35

94

Oral Comprehension

43

97

Editing

33

94

Reading Vocabulary

23

89

Listening Comprehension
This cluster is a measure of listening ability and verbal comprehension. Its made up of
the Understanding Directions and Oral Comprehension subtest. D has a standard score
of 96 for Listening Comprehension. Ds listening comprehension is in the average range.

Broad Reading
The Broad Reading cluster provides a comprehensive measure of reading achievement
including reading decoding, reading speed and the ability to comprehend connected
discourse while reading. This cluster is a combination of letter-word identification,
reading fluency, and passage comprehension. D had a standard score of 91, which
places him in the average range for reading.
Brief Reading
Brief Reading includes reading decoding, and the ability to comprehend connected
discourse while reading. D had a standard score of 94, placing him in the average range.

Basic Reading Skills

The Basic Reading Skills cluster is a combination of letter word identification and word
attack and provides a measure of basic reading skills. It is an aggregate measure of
sight vocabulary, phonics and structural analysis. D had a standard score of 92, which is
in the average range.

Reading Comprehension
The Reading Comprehension cluster is a combination of Passage Comprehension and
Reading Vocabulary and provides a measure of basic reading skills. It is a composite
measure of comprehension, vocabulary and reasoning. Ds reading comprehension
standard score is 94 which is in the average range.

Broad Math
The Broad Math cluster provides a comprehensive measure of math achievement
including problem solving, number facility, automaticity and reasoning. This cluster is
made up of Calculation, Math Fluency and Applied Problems. D had a standard score of
84 which places him in the low average range.

Math Calculation Skills

This cluster is a measure of computational skills and automaticity with basic math facts
and provides a measure of basic mathematical skills. It is made up of Calculation and
Math Fluency. D had a standard score of 75, in the low range.

Brief Math
Brief Math includes problem solving, number facility and reasoning. Ds standard score
of 86 is in the low average range.

Broad Written Language

The Broad Written Language cluster provides a comprehensive measure of written

language achievement including spelling of single-word responses, fluency of production
and quality of expression. It is composed of spelling, writing fluency and writing samples.
D had a standard score of 78, which places him in the low range.

Basic Writing Skills

The Basic Writing skills cluster is a combination of spelling and editing and provides a
measure of basic writing skills in both isolated and contextually based formats. It is a
composite measure of spelling single-word responses and identifying and correcting
errors in spelling, punctuation, capitalization and word usage. Ds standard score of 86
places him in the low average range.

Written Expression
The Written Expression cluster is an aggregate measure of meaningful written
expression and fluency providing a measure of written expression skills. It is made up of
the writing fluency and writing samples tests. D had a standard score of 80, which places
him in the low average range.

Recommendations:
Based on the assessments given, D has a strength in his ability to decode words and to
comprehend what he is reading. He has shown growth in his reading level and has
tested in the average range on several assessments. He would benefit from vocabulary
instruction but overall shows that he is a strong reader. Reading should be encouraged.

D shows weaknesses in the areas of math and writing. He would benefit from practice
and instruction in math reasoning and math computational skills. Learning new concepts
may be difficult for D and instruction on foundational skills will benefit him. Writing is also
an area of concern for D. Although the validity of the results are questioned, it is clear
that writing is a source of anxiety and difficulty for D. He may benefit from different types
of thinking maps, including drawings to organize thought and breaks during writing time.
Additional support in writing will also benefit D.