DP

Initial Special Education Evaluation

Age: 10 years 11 months Date of testing: 3/25-3/28/2013 Examiner: Kate Barnard Background Purpose: D was administered selected academic assessments as a component of an initial evaluation for special education. D was referred for a special education evaluation in response to some emotional and behavioral concerns. In order for D to be found eligible for special education, he would have to demonstrate adverse effect in a basic skill area. In order to find adverse effect, Ds achievement would have to be documented to be in the 15th percentile or below, as compared to the peers in his grade, on three separate achievement measures in a basic skill area. The evaluation planning team asked if Ds achievement in the basic skill area of writing falls at or below the 15th percentile, as compared to the peers in his grade. The academic assessments below were given to assess Ds writing achievement. Academic Assessments Administered: Test of Written Language 4 (TOWL-4) Form A Woodcock Johnson-III (Writing Fluency and Writing Samples) Form A Evaluations Sessions: D reported willingly to the testing sessions, and rapport was quickly established with the examiner. D knows the examiner well as she is regularly working in Ds classroom. He was excited to spend time with the examiner, even within a testing environment. D worked diligently and cooperatively throughout the testing. During the examination, he seemed attentive to tasks; his activity level was normal for his age. Given these observations, it can be assumed these results are an accurate estimate of Ds achievement in writing. Birthday: 4/27/2002 Grade: 5 Teacher: Mrs. Auch

Test of Written Language 4 (TOWL-4) Form A:

D was given the Test of Written Language Fourth Edition (TOWL-4), which measures students writing skills in two different formats: contrived writing and spontaneous writing. In the contrived writing subtests, specific elements of writing are isolated and evaluated, and the overall quality of what is written is ignored. In the spontaneous writing subtests, the quality of students written work is evaluated; students
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are asked to compose a story that is evaluated for both grammatical elements and quality of the story. The TOWL-4 yields three index scores: a score for contrived writing, spontaneous writing, and overall writing. TOWL-4 Results Below are Ds scores on each of the seven subtests. The average scaled score for these subtests is 10, with a standard deviation of 3. This means that the average scaled score on each subtest obtained by 5th grade students is 10, with most 5th graders (68%) falling in the average range of 7-13. The percentile scores represent how many 5th graders would score below Ds score on each subtest, given 100 5th graders. For example, looking at the vocabulary subtest, D would score above 91 5th graders out of 100. Looking at the subtests, D scored within the average range on most of the subtests. D scored outside of the average range on three subtests: vocabulary, spelling, and story composition. It is clear Ds written vocabulary is very strong, as is his ability to compose an interesting, rich story. D struggles to follow and apply the rules of spelling, with his skills falling below average.

Contrived Writing Index

Subtest Vocabulary Spelling Punctuation Logical Sentences Sentence Combining Description The student is asked to write a sentence using a given word, and words increase in difficulty. A sentence is dictated to the student, and the student must spell all dictated words correctly. A sentence is dictated to the student, and the student must punctuate and capitalize the sentence correctly. The student edits sentences to make more sense. Sentences increase in difficulty from obvious errors to more discrete errors. The student combines several short sentences into one grammatically correct sentence. Scaled Score 14 6 8 8 10 Percentile 91 9 25 25 50 Descriptive Term Above Average Below Average Average Average Average

Spontaneous Writing Index

Subtest Contextual Conventions Story Composition Description The students story is scored for punctuation, spelling, sentence construction, and noun-verb agreement. The students story is scored for vocabulary, plot, interest, and characters. Scaled Score 9 13 Percentile 37 84 Descriptive Term Average Above Average
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The most useful and reliable scores on the TOWL-4 are the three index scores. Using Ds scores from the subtests, a contrived writing index score, a spontaneous writing index score, and an overall writing index score is calculated. Below are Ds index scores. Unlike the subtests, the scaled scores for these indexes have a mean of 100 and a standard deviation of 15. This means that the average scaled score obtained by 5th graders on each index is 100, with most 5th graders (68%) falling in the average range of 85-115.

Composite Index Scores

Index Contrived Writing Spontaneous Writing Overall Writing Subtests Vocabulary, spelling, punctuation, logical sentences, sentence combining Contextual conventions, story composition 107 Vocabulary, spelling, punctuation, logical sentences, sentence combining, contextual conventions, story composition 97 68 42 Average Average Scaled Score 94 Percentile 35 Descriptive Term Average

Looking at Ds three index scores, his writing skills fall within the average range in each index. While Ds scores on each index fall within the average range, his scores show that his spontaneous writing skills are higher (Scaled score 107 at the 68th percentile) than his contrived writing skills (Scaled score 94 at the 35th percentile). Ds score on the spontaneous writing index is on the higher end of the average range because of his strong performance on the story composition subtest. The spontaneous writing index is only comprised of two subtests, so a very strong score on one subtest is more influential on that index score. Across both the contrived writing and spontaneous writing indexes, Ds relative strengths and weaknesses were consistent. In writing, D uses a rich and mature vocabulary. He writing is logical and interesting, with a developed plot and developed characters. Ds struggle in writing is following the rules of spelling; however his spelling is phonetic and is thus decodable so that it doesnt interfere with his message. The examiner observed that D had an understanding of punctuation, but did not consistently use it; he often added it as an afterthought if he remembered. Overall, Ds writing scores on the TOWL-4 are solidly average.

Woodcock-Johnson III (WJ-III) Form A:

D was also given written expression subtests from the Woodcock-Johnson III Tests of Achievement, which measures students writing skills at the sentence level. D was given two subtests: writing fluency and writing samples.

WJ-III Results Below are Ds scores on each written expression subtest, and the written expression cluster score. Similar to the index scores in the TOWL-4, the scaled scores for the WJ-III have a mean of 100 and a standard deviation of 15. This means that the average scaled score obtained by 5th graders on each index is 100, with most 5th graders (68%) falling in the average range of 85-115.

Written Expression Scores

Cluster/Subtest Written Expression Cluster Writing Fluency Test: 8 Writing Samples Test: 11 Description Comprised of writing fluency and writing samples subtests. Measures the students ability to create and write sentences quickly. The sentences must use the three words provided and must relate to the picture given. Measures the students ability to write sentences in response to a question. Scaled Score 110 Percentile 74

103

57

112

79

Ds scores on the WJ-III written expression subtests and cluster are commensurate with his scores on the TOWL-4. Ds scores reflect writing skills that are on the high end of the average range, compared to his grade peers. He can compose sentences that are grammatically correct and logical, and relevant to various picture and reading prompts. It should be noted, however; the scores on the Woodcock-Johnson III writing tests do not take spelling and punctuation into consideration. Recommendations and Summary: D was administered the TOWL-4 and WJ-III subtests of written expression to assess his writing achievement. On both measures, Ds overall scores fell within the average to high-average range. Ds writing strengths include vocabulary and story composition, while a challenge is spelling. It is the opinion of the examiner that D would benefit from a checklist to edit his written work with, as he appears to inconsistently apply his understandings when writing (i.e. adding punctuation to sentences after writing four sentences without punctuation). 1. D should have access to a spell-check software to check his written work for spelling. 2. D should be given a structured editing checklist as a component of his writing process. He seems to know about punctuation and generally how and when it should be used, but is more focused on ideas than grammar while he is writing. 3.If D is struggling to begin a writing assignment, the use of graphic organizers and conversation about what he plans to write before starting could be helpful.
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It was an absolute pleasure to work with D. Please do not hesitate to contact me with any additional questions. Respectfully submitted,

Kate Barnard

Jennifer Stratton