VictoriaNaumann

SPLED454:EvaluationReport
______________________________________________________________________________

KellyLarson:EvaluationReport

BackgroundInformation

KellyLarsonisatwelveyearoldstudentwhojustmovedintotheSylvanSchoolDistrict
intimetostartatthebeginningoftheschoolyear.ShewasplacedinMrs.Bssixthgradeclass.
Kellyspreviousschoolfailedtosendanyofherstudentrecords,therefore,Kellysprevious
performance/placementintheschoolsystemiscompletelyunknowntoherteacher.Becauseof
this,Mrs.Bdecidestowatchhercloselyforthefirstfewweeksofschool.Kellyisfriendly
towardpeers,motivatedtodoherbestworkandalwayscomestoclasswithasmile.Shenotices
earlyon,however,thatKellyisperforming
wellbehind
hersixthgradepeers.NotonlyisKelly
readingatamuchslowerlevel,butherteacherseesthatshehasserioustroublecomprehending
herreading,whichmostlikelystemsfromsomebasicletterandwordidentificationproblems.
Simultaneously,Kellyseemsnotonlytobestrugglingwithherreading,butalsoinothersubjects
(math,science,andwriting).Mrs.BimmediatelyimplementsRTIproceduresforKelly.Kelly
getsanhourofoneononehelpwithherreadingthreetimesaweek.Thisshowsno
improvement.DespiteKellyshardworkingattitudeanddesiretopersevereevenwhenshes
struggling,Mrs.Bbelievesthattheachievementgapbetweenherandherpeerswillonly
continuetogrowifKellydoesnotgethelpsoon.Shedecidesthatimmediateinterventionis
necessary,andwantstoreferKellyforspecialservices.

DescriptionofReferral

TodecidewhetherornotreferralforspecialservicesisthebestoptionforKelly,Mrs.B
askedherselfafewimportantquestions:

1. IsKellybehindherpeers?
a. Yes.Kellyisfarbehindherpeersintermsofreading(andmanyothersubjects,
butforthesakeofthisevaluation,welljustlookatreading).
2. WhatreadinglevelisKellycurrentlyat?
a. Mrs.BtesteddownthroughseveralgradelevelreadingpassagesuntilKelly
readattheinstructionallevel.Kellyreadswithintheinstructionallevelwitha
secondgradereadingpassage(50CWPM,3errors).

Allinall,notonlyisKellybehindherpeers,butsheisreadingatasecondgradelevel
currently.HerteacherknowsthatKellycansucceedandmakeprogresswithextrahelp!She
decidestoreferherforspecialeducationservices.

DescriptionofTests

ToassessKellysreadingskillsandtocompareherwiththenormgroupforevaluation,
theWoodcockReadingMasteryTestwasadministeredtoherinearlySeptember.Thiswasthe
onlytestadministeredtoKelly.Thetestlooksatseveralspecificdomainswithinreading
(visualauditorylearning,letterandwordidentification,wordattack,andwordandpassage
comprehension).Onceastudentcompletesthetest,thetestisdesignedtogivethemapercentile
rankincomparisontothenormsample.Thispercentilerankcanbeusedtofindoutifthechild
isontargetforthatagelevel,belowaverageoraboveaverage.InKellyscase,thistestwillbe
usedtofindspecificareasofweakness/strengthinherreading,compareheragainstthenorm,
andaidinevaluatingherforspecialservices.
Whenlookingatreliability,theWoodcockprovestobeafairmeasureforevaluation(but
onlyifseveralothertests/observations/reportsaretakenintoaccountwithevaluationaswellas
thetest).Reliabilityinformationforgrade6wasnotavailable,soweusedinformationfrom
grade5.Formostofthedomains,thereliabilitycoefficienthitstherequired.9,thoughinsome
domainsitfallsshort(letteridentificationandpassagecomprehensionareabitlow).

TableofResults

SimplifiedWoodcockReadingMasteryTestResultsforKelly:

AreaofFocus

PercentileRank

WhatDoesItMean?

VALRN

31

Average

LetterIdentification

WellBelowAverage

WordIdentification

.3

WellBelowAverage

WordAttack

BelowAverage

WordComprehension

.1

WellBelowAverage

PassageComprehension

.1

WellBelowAverage

ReadinessCluster

WellBelowAverage

BasicSkillsCluster

WellBelowAverage

ReadingComprehension
Cluster

.1

WellBelowAverage

TotalReadingCluster

.2

WellBelowAverage

SimplifiedCBMDataforKelly:

GradeLevel

Assessment

WCPM

WhatDoesItMean?

WordIdentification
Fluency

50

Atsixthgrade,
studentsshouldbe
correctlyidentifying
over120WPM.
Kellyison
identifying50,which
meanssheiswell
behindherpeersin
termsofword
identification.

2nd

OralReading
Fluency

50

Kellyreadsat
frustrationlevelwith
atypicalsixthgrade
passage.Shereadsat
instructionallevel
witha2ndgrade
passage,meaningthat
sheiswellbehindher
peersintermsoforal
readingfluency.

Strengths&Weaknesses

TestresultsontheWoodcockReadingMasteryTestaswellasCBMprobesshowthat
Kellyhasseveralrelativestrengths.Hervisualauditorylearningskillsarerelativelyhigh,falling
withintheaveragerange(atorabove31%ofstudentsinthenormsample).Likewise,shescored
inthe9thpercentileforwordattackstrategies(atorabove9%ofstudentsinthenormsample).
Thoughthisisinthebelowaveragerange,itisstillarelativestrengthforKelly.

Asevidencedbythetableabove,anyoftheareasoffocusthatfallinthewellbelow
averagerangeontheWRMTcanbeconsideredanareaofweaknessforKelly.Thisincludes

letteridentification,wordidentification,wordcomprehensionandpassagecomprehension.
Specificallywithword/passagecomprehension(scoredinthe.1percentile)andword
identification(scoredinthe.3percentile)Kellystrugglesthemostwhencomparedtothenorm
sample.BecauseKellysletterandwordidentificationscoresaresolow,itmostlikelyplaysa
largeroleinherlowcomprehensionscoresaswell.

Goals

TomakesurethatKellyistrulyimprovingandmakingprogress,herteacherdecidesto
makegoalsforKellyswordidentificationfluencyandoralreadingfluencyspecifically.Thisis
because,asstatedbelow,Mrs.Bthinksthatherwellbelowaverageletter/wordidentification
skillsarenegativelyaffectinghercomprehensionofreadingmaterial(sidenote:fluencyislinked
tocomprehension),thereforeMrs.Bwantstofocusonimprovingletter/wordidentificationfirst.
Goalsfortheyearareasfollows:

WordIdentificationFluencyGoal:
Whengivenasecondgradepassagereadingfluencyprobe,
KellywillorallyreadeightyWCPM,twooutofthreetimes.

OralReadingFluencyGoal:
Whengivenasecondgradeoralreadingfluencyprobe,Kellywill
orallyreadseventyWCPM,twooutofthreetimes.

25
WeeksLeftinSchoolYear(
.65
)+
50
=66.25
(Sidenote:
.65istheambitiousgrowthrateforasixthgrader.Wealsobumpedthegoalupto70
WCPM)

ProgressMonitoring

InordertomonitorKellysachievementandprogresstowardtheabovegoals,Mrs.B
decidestouseCBMprocedureswithKelly.Mrs.BgivesKellyasecondgradeword
identificationprobeonceaweek.ShetimesKellyforoneminutetoseehowmanywordsshecan
orallyidentifyandgraphsKellysprogressoverthe25remainingweeksofschool.Likewise,
Mrs.BalsoadministersasecondgradepassagereadingfluencyprobetoKellyonceaweek(but
onadifferentdayasthewordidentificationprobesothatKellyisntoverwhelmed).Shetimes
Kellyforoneminuteandseeshowmanywordsshecancorrectlyreadwithinthattimeframe.
Mrs.Bgraphsherprogressover25weeks.

IfKellysprogressmonitoringgraphsshowthatsheisbelowtheaimlineforfour
consistentweeks,Mrs.BwillknowtochangeinstructiontomakesurethatKellyreceivesextra

help.IfKellyscoresabovetheaimlineforsixconsecutiveweeks,Mrs.Bwillknowtochange
instructionaswellsothatKellycancontinuetoachievewellabovetheaimline!

CommonwealthStandards

ThegoalsabovearedesignedtohelpKellynotonlyimproveherwordidentificationand
oralreadingfluency,butalsohelphercomprehendthetextbetter(sincecomprehensionisoften
tiedtofluency).Thisaddressestwosixthgradecommonwealthstandardslistedbelow.

R6.A.2.1.2:
Identifyandapplymeaningofcontentspecificwordsusedintext.
R6.A.2.4.1:
Identifyand/orexplainstatedorimpliedmainideasandrelevantsupportingdetailsfromtext.