Reason for Educational Evaluation and Educational History

Reason for Educational Evaluation and Educational HistoryEnrollment HistoryComponent 1 - OBSERVATIONXX was observed --/--/-- in the General Education classroom for approximately…Component 2 – EVALUATION AND ASSESSMENT*Description of interventions and SIT problem solving process:*Screening Data:DRAThe DRA-2, Developmental Reading Assessment, is a standardized test given twice a year to elementary students that measures their growth in reading fluency and comprehension. @ 5th grade Fall 2011 – DRA2 Level # Independent ( )@ 4th grade Spring 2011 - DRA2 Text Level # ( )Fall 2010 – DRA2 Level # Independent ( )@ 3rd grade Spring 2010 - DRA2 Text Level # ( )Fall 2009 – DRA2 Level # Independent ( )@ 2nd gradeSpring 2009 - DRA2 Text Level # ( )Scholastic Reading Inventory (SRI)The SRI, Scholastic Reading Inventory, is a research-based, standardized, timed online assessment measuring reading comprehension. A CLOZE-type assessment, the SRI requires the ability to understand context and vocabulary in order to identify the correct words or type of words that belong in the deleted passages of a text. 5th gradeFall 2011 – # Lexile Level (Below Basic) STAR Reading AssessmentThe Star is a research-based, standardized online assessment measuring approximate reading level. Timed - taken individually on the computer in the computer lab. Scores below the 12th %ile are considered significantly below grade level. Grade SS Grade Equivalent PercentileDate 2 (Significantly below grade level)Date 1 (Significantly below grade level)Change +# XX’s Zone of Proximal Development is estimated at grade level ## for independent reading.STAR Early Literacy Assessment The Star Early Literacy Assessment analyzes the skills necessary for reading, and range from 0 to 100. General Readiness # Graphophonemic Knowledge #Phonemic Awareness # Comprehension # Phonics # Vocabulary # Structural Analysis # XX’s overall scale score of ### puts her in the literacy classification of _____.CELAThe Colorado English Language Acquisition Proficiency Assessment (CELApro) is designed to provide a picture of students English Language Development. The primary purpose of the assessment program is to determine the level at which Colorado NEP and LEP students meet the Colorado English Language Development Standards in four domains (Listening, Speaking, Reading and Writing). (A- Advanced, P- Proficient, I- Intermediate, EI- Early In). Subtest Spring 4th grade Spring 3rd gradeOverall Listening Speaking Reading Writing Comprehension Oral Curriculum Based Measurements (CBMs) at Grade Level =>R-CBM: ReadingAimsweb R-CBM reading fluency is a 1 minute standardized leveled reading probe scoring correct words per minute (cwpm) and errors. Percentiles range from 1-100, with the 50th%ile ranked as average performance. Scores below the 12th %ile are considered significantly below grade level. XX is periodically progress monitored on grade level probes.@ 5th grade wrc/errors date of pt 6 #/# (less than 5th percentile for 5th grade)(actual rate of improvement since Aug '11 = # words per week)(average accuracy since Aug ‘11 = #%) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1Average # grade level performance (25th-75%ile) is between #-# this time of year. XX's performance is significantly below grade level.CBM-MAZE: ComprehensionThe MAZE is a timed, cloze probe of reading comprehension, in which students choose the correct of three possible words in sentences in a passage. @ 5th grade RC Errors Percentile date of point 6 (#th %ile for 5th gr) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1Average # grade level performance (25th-75%ile) is between #-# this time of year. XX's performance is significantly below grade level.S-CBM: Spelling The Aimsweb spelling measurement is a timed, standardized, leveled spelling probe, scoring correct letter sequences (cls). Percentiles range from 1-100, with the 50th%ile ranked as average performance. Scores below the 12th %ile are considered significantly below grade level. @ 5th gr cls date of point 6 # (less than 1st percentile for 5th grade) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1Average # grade level performance (25th-75%ile) is between #-# this time of year. XX's performance is significantly below grade level.M-COMP: MathThe math curriculum based measurement is a 8-minute math computation probe of mixed skills, scoring correct digits (CDs). Percentiles range from 1-100, with the 50th%ile ranked as Average performance. Scores below the 12th %ile are considered Well Below Average.@ 5th grade CDs date of point 6 9 (# %ile for 5th gr) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1Average # grade level performance (25th-75%ile) is between #-# this time of year. XX's performance is significantly below grade level.* Diagnostic DataNorm Referenced TestingXX was administered several district approved norm referenced evaluations to determine level of academic performance compared to typical peers. For the purpose of this report, age level is used for evaluative purposes, and age level norms are briefly noted. CTOPP XX was given the CTOPP on #/#/# at age #:#. The CTOPP, Comprehensive Test of Phonological Processing, assesses phonological awareness, phonological memory, and rapid naming abilities. Composites Composite Score Percentile Rank Phonological Awareness 94 35 Phonological Memory 76 5 Rapid Naming 76 5Subtests Standard Score Percentile Rank Ellision 4 3 Blending Words 14 91 Memory for Digits 4 2 Rapid Digit Naming 7 16 Nonword Repetition 8 25 Rapid Letter Naming 5 5 GORT4 (Gray Oral Reading Test)XX was given the GORT (Gray Oral Reading Test) on #/#/# at age #:#. The GORT is a district approved targeted reading assessment that provides an objective measure of growth in oral reading and helps determine reading difficulties. The test provides clear scores for rate, accuracy, fluency, and comprehension, as well as an overall reading quotient (ORQ). The Average performance band is defined as : Standard Score 8-12, 25th -75th%ile, and an Oral Reading Quotient of 90-110.Oral Reading Quotient (ORQ): # (Average)Rate Accuracy Fluency ComprehensionStandard Score 9 10 9 11Percentile 37 50 37 63Age equivalent 9.9 10.3 10.0 11.6Grade Equivalent 4.7 5.2 5.0 6.4TOWLXX was given the TOWL-4 (Test of Written Language) on #/#/# at age #:#. The TOWL-4 is a norm-referenced diagnostic test that is used to identify students' strengths and weaknesses in the various areas of written language. Scores below the 12th %ile is considered significantly below grade level. %ile Rank Descriptive TermOverall Writing 14 Below averageSubtestVocabulary 16 Below AverageSpelling 9 Below Average (Significantly Below Gr level)Punctuation 25 AverageLogical Sentences 37 AverageSentence Combining 5 Poor (Significantly Below Gr level)Contextual Conventions 37 AverageStory Composition 37 AverageKEYMATHXX was given the KeyMath-3 on #/#/# at age #:#. The KeyMath-3 Diagnostic Assessment measures the essential mathematical abilities of individuals aged 4 1/2 through 21 years. It is a comprehensive, individually administered measure of essential mathematical concepts and skills. It includes 10 subtests that represent three general areas: Basic Concepts (conceptual knowledge), Operations (computational skills), and Applications (problem solving). 25th-75th%ile is the average range. Below the 12th %ile is considered significantly below grade level. Area Raw Stand. Score Band %ile Gr Equiv Age Equiv DescriptiveTotal Test: 132 76 73-79 5 3.1 8:8 Below AveBasic Concepts 75 78 72-84 7 3.2 8:6 Below AveOperations 31 74 66-82 4 3.0 8:4 Below AveApplications 26 82 74-90 12 3.4 8:10 Below AveProgress Monitoring (CBM) Data at Instructional Level:R-CBM: Reading@ 3rd grade wrc/errors date of pt 6 #/# (actual rate of improvement since Aug '11 = 1.1 words per week)(average accuracy since Aug 2011 = 89%) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1CBM-MAZE: Comprehension@ 3rd grade CDs date of point 6 9 (15th %ile for 5th gr) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1S-CBM: Spelling@ 3rd gr cls date of point 6 # (less than 1st percentile for 7th grade) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1M-COMP: Math@ 4th grade CDs date of point 6 9 (15th %ile for 5th gr) date of point 5 date of point 4 date of point 3 date of point 2 date of point 1* Outcome Data - State and District Achievement Assessments:Denver Public Schools InterimsDistrict Interim Assessments measure expected grade level performance for the end of the school year - Test 3 determines if grade level performance has been achieved - Test 1 and 2 scores should be interpreted with caution - they measure how much the student already can do on the END of the grade level expectations. (A- Advanced, P- Proficient, PP - Partially Proficient, U - Unsatisfactory).5th Gr Jan’12 - Test 2 Writing – U Reading – U Math – U5th Gr Aug‘11 - Test 1 Writing – U Reading – U Math – U4th Gr May‘11 - Test 3 Writing – U Reading – U Math – U4th Gr Jan‘11 - Test 2 Writing – U Reading – U Math – U4th Gr Aug‘01 - Test 1 Writing – U Reading – U Math – U3rd Gr May‘11 - Test 3 Writing – U Reading – U Math – UCSAPColorado Student Assessment Program (CSAP) State mandated, proctored, timed and standardized. Measure state mandated expectations for grade level performance. (A- Advanced, P- Proficient, PP - Partially Proficient, U - Unsatisfactory). Administered beginning in 3rd grade. Spring 2011 - 4th grade Writing – U ( ) Reading – U ( ) Math – U ( )Spring 2010 – 3rd gradeWriting – U ( ) Reading – U ( ) Math – U ( )Spring 2009 – 2nd grade Writing – U ( ) Reading – U ( ) Math – U ( ) Component 3 – ASSESSMENT AND EVALUATION INTERPRETATION dlkfjsadlkfjsldkjflsdfX’s academic struggles in ___ are not due to lack of instruction.Component 4 - RECOMMENDATIONSSjdfkljsdlkfj;aslfPlacement and service decisions will be decided by the IEP team at the staffing.

Reason for Educational Evaluation and Educational History

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