Wide Range Achievement Test-Four Paper

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

The WIAT-III seems to be a reliable and valid academic achievement test; however, it is important to explore the feasibility of administering the test. The price of the WIAT-III is currently listed at $675.00; this price includes the components to administer and score the test (Burns, 2010). More expensive options are available that include the computer Scoring Assistant. The WIAT-III is more expensive than another achievement test labeled The Wide Range Achievement Test-IV. However, the Wide Range Achievement test is used more as an academic screener than a comprehensive achievement assessment (Burns, 2010). According to Burns (2010), the cost of the WIAT-III is one of the assessment’s main weaknesses. However, other achievement tests such

The assessment was conducted with a 7-year-old boy named Allen. Allen was diagnosed with a learning disability. Allen is below grade level in reading and mathematics. Allen is very quiet in class and doesn’t talk to his peers. When Allen is chosen on to read in class, he sounds out the words he does not know and tries his best.

The primary focus of the functional academic section of the assessment is to measure student ability levels pertaining to academic categories, such as reading, writing, expressive/respective communication, mathematics, fine/gross motor, and social/emotional development. Student participants were assessed on twenty-four components within the functional academic section of the assessment. Lastly students with moderate to severe disabilities can be defined as the following: a moderate to severe student can be defined as: a student who continues to demonstrate significantly below average intellectual functioning, which exists simultaneously with deficits in adaptive behavior. The student can comprehend and execute classroom procedures but may continue to have difficulty with changes in schedules and routines. The student demonstrates difficulty comprehending and following complex directions. The student can learn rote information but may have difficulty with generalizing and transferring information. The student’s identified disability impacts their capability to access the core curriculum. In addition, the student would benefit from instruction that is a multi-modal approach to learning, providing many opportunities for repetition and

The primary focus of the functional academic section of the assessment is to measure student ability levels pertaining to academic categories, such as reading, writing, expressive/respective communication, mathematics, fine/gross motor, and social/emotional development. Student participants were assessed on twenty-four components within the functional academic section of the assessment. Lastly students with moderate to severe disabilities can be defined as the following: a moderate to severe student can be defined as: a student who continues to demonstrate significantly below average intellectual functioning, which exists simultaneously with deficits in adaptive behavior. The student can comprehend and execute classroom procedures but may continue to have difficulty with changes in schedules and routines. The student demonstrates difficulty comprehending and following complex directions. The student can learn rote information but may have difficulty with generalizing and transferring information. The student’s identified disability impacts their capability to access the core curriculum. In addition, the student would benefit from instruction that is a multi-modal approach to learning, providing many opportunities for repetition and

The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

As you can see, Student 1 increased their score four out of the six times on their weekly comprehension skills check from their basal reading series. However, that student did not reach proficiency during the 6-week intervention period. This student did not reach the benchmark goal for the DIBELS Daze assessment, but did increase their score from January to May by six points.

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

Bilker, W. B., Hansen, J. A., Brensinger, C. M., Richard, J., Gur, R. E., & Gur, R. C. (2012). Development of Abbreviated Nine-item Forms of the Raven’s Standard Progressive Matrices Test. Assessment, 19(3),

RTI provides the framework for reading instruction at Newsome Park elementary School. Due to limited resources and a burgeoning population of at-risk students RTI is not implemented in mathematics or content areas. A school wide positive behavior intervention system is in place. Every student in second grade is screened using the Phonological Literacy Screening (PALS). This data is used to identify instructional reading levels, and spelling/phonics knowledge. PALS assesses accuracy, fluency and comprehension. However, the comprehension assessments are not considered rigorous enough for an accurate assessment of this skill. Additionally, students are screened for sight word recognition using the Fry word lists. The results of these screenings guides development of small groups, identifies students for the most intense levels of intervention, and serves as a basis for goal setting. The full PALS is administered in the fall and spring (Newport News Public Schools, 2015). An additional PALS assessment is given in mid-year as a diagnostic. PALS quick checks, Fry word lists, informal running records and DRA’s are administered throughout the year to monitor progress and set new goals (Newport News Public Schools, 2015). This is all in accordance with Virginia’s Response to Intervention Initiative. This initiative establishes a multi-Tiered system of interventions. The initiative states that typically 5- 10% of students would receive Tier 3 instruction, 10- 15% would receive Tier

Individuals should have an easy time completing this assessment. The format should prevent any inaccuracy in responses. The questions are written at a sixth-grade level. This could cause a problem for some individuals who can’t

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

Savannah appeared to be in a good mood and she worked in a friendly, cooperative manner during the assessment session. Standardization was maintained on all testing items so these findings are considered to be valid, reliable samples of her skills and what can reasonably be expected from her within the educational setting at this point in time. Although Savannah’s FSIQ (77) and GAI (75) were consistent within the very low or borderline range, her cognitive patterns were diverse with atypical inter-subtest scatter of 8 points and an overall range of 28 points between her highest and lowest index scores. Savannah demonstrated statistically stronger skills with her quantitative reasoning skills (QRI=94), processing speed (PSI=92), auditory