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REPORT OF TEACHER ASSESSMENT

Name of Pupil: XXX Birthdate: XXX/1999 Assessment Date: 3/9//2011

Assessment Instruments and Results:
Woodcock Johnson III Tests of Achievement
Teacher Observation 2010-2011 School Year
Parent Consultation
General Education Teacher Consultation
DIS Service Provider Consultation SLP and School Psychologist

Summary of Classroom Performance and Progress Toward Meeting Educational Goals:
XXX has made the transition to middle school successfully and is increasing his self-esteem and
independence. He currently is fully included in P.E. class, tech lab, snack and lunch. He also
attended Life Management class the first semester with the general education class. XXX met 6
of his academic and classroom goals for 2010 and partially met 2 goals. The two partially met
goals in the areas of money and division will be modified and continued for 2011.

Communication Skills:
XXX is very conversational at school and is improving his verbal skills. He is highly motivated to
be heard and understood by his peers and adults. XXX is also developing his written expression
skills through daily writing in a journal. The Speech and Language Pathologist completed an
assessment for this triennial report.

Social/Emotional Skills:
XXX is a very sociable young man and seeks the attention and approval of his peers. XXX is
also very sensitive and able to express his feelings freely. Robert continues to improve his ability
to interact appropriately with his peers and take responsibility for his actions.

Adaptive/Daily Living Skills/Pre-Vocational:
XXX is very independent in all areas of adaptive and daily living skills at school. He follows his
schedule and navigates around the middle school campus with ease and confidence.

XXX has good work habits at school and consistently completes his assignments. He can read
the clock and is able to follow the daily bell schedule independently. Sometimes, XXX will rush
through his work to complete assignments and will make careless errors that could be avoided by
more careful attention to directions and detail. He is a hard worker and self-starter.

Pre-Academic/Academic/Functional Skills:

XXX is developing his language skills in the areas of reading comprehension and written
expression. He is currently fluently reading fourth and some fifth grade materials and is emerging
in his ability to locate main ideas and supporting details within the text. XXX can write complete
sentences and is developing skills in punctuation and grammar. XXX is also increasing his
vocabulary and using the dictionary to find word meanings routinely. In the area of mathematics,
XXX can do double digit addition and subtraction although he is hampered by the lack of
automaticity of the basic addition and subtraction facts, relying on finger counting which does not
always produce accurate results. XXX is working towards complete memorization of his
multiplication facts and is beginning to multiply double digit problems. He understands that
division facts are related to multiplication facts and is gaining in his ability to do simple division
problems. XXX can tell time on an analog clock to the minute. He can identify the coins and their
values and has emerging skills in counting money to make purchases.



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XXX was administered the Woodcock Johnson III Normative Update Tests of Achievement
(Form A) in several testing sessions in March, 2011 by the SDC teacher. Results are as follows:


Basic Reading Skills includes sight vocabulary, phonics, and structural analysis skills. XXX
basic reading skills are comparable to those of the average individual in grade 4.1. When
compared to others in his grade, his standard score is within the low average to average range
(percentile rank range of 16 to 32; standard score range of 85 to 93) for his grade. His basic
reading skills are mildly delayed; tasks measuring reading skills above the grade 5.1 level will be
quite difficult for him.

Broad Written Language includes production of written text, including spelling ability, writing
fluency, and quality of written expression. XXX's overall written language ability is comparable to
that of the average individual in grade 3.5. His standard score is within the low to low average
range (percentile rank range of 4 to 16; standard score range of 73 to 85) for his grade. His
overall written language ability is mildly delayed; tasks measuring effective expression in written
language above the grade 4.8 level will be quite difficult for him.

Written Expression measures XXXs fluency of production and quality of expression in writing.
XXXs overall ability to express himself in writing is comparable to that of the average individual in
grade 3.3. His standard score is within the low to low average range (percentile rank range of 2
to 18; standard score range of 70 to 86) for his grade. His overall ability to express himself in
writing is mildly delayed; writing fluency tasks above the grade 4.8 level will be quite difficult for
him.

Broad Reading includes reading decoding, reading speed, and the ability to comprehend
connected discourse while reading.XXX overall reading ability is comparable to that of the
average individual in grade 3.2. His standard score is within the low to low average range
(percentile rank range of 3 to 9; standard score range of 73 to 80) for his grade. His overall
reading ability is moderately delayed; reading tasks above the grade 3.8 level will be quite difficult
for him.

Math Calculation Skills measures XXXs computational skills and automaticity with basic math
facts. Robert's mathematics calculation skills are comparable to those of the average individual
in grade 3.3. His standard score is within the very low to low range (percentile rank range of 1 to
8; standard score range of 64 to 79) for his grade. His mathematics calculation skills are mildly
delayed; math calculation tasks above the grade 4.5 level will be quite difficult for him.

Broad Math includes mathematics reasoning and problem solving, number facility, and
automaticity. Although XXX's overall mathematics standard score is within the very low range,
his performance varied on two different types of math tasks. XXX performance is mildly delayed
on tasks requiring knowledge of how to perform mathematical computations (when there are no
time limits). His performance is severely delayed on tasks requiring the ability to analyze and
solve applied mathematics problems.












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Woodcock Johnson III Normative Update Tests of Achievement: Brief Battery
Norms Based on Grade 8-5
Cluster/Test Standard
Score
Age-Equivalent Grade-
Equivalent
Broad Reading 76 8-6 3.2
Broad Math 59 7-7 2.2
Math Calculation Skills 72 8-9 3.3
Letter-Word
Identification
84 9-2 3.9
Applied Problems 54 6-2 1.0
Spelling 85 8-9 3.8
Passage Comprehension 75 7-11 2.6
Calculation 77 9-0 3.5
Writing Samples 82 8-11 3.2
Math Fluency 72 8-2 2.8


Gross/Fine Motor Development:

XXX is very athletic and has appropriate gross motor skills for his age. He also has age
appropriate fine motor skills. He continues to improve his handwriting skills and has shown the
ability to write with proper sizing and spacing of letters and words.

Implication of Assessment on Future Educational Goals/Objectives:

The assessment results will be used to develop current Individual Education Plan goals and
objectives. XXX continues to need work improving his skills in the following areas of
development: speech and language; academics/English Language Arts, academics/Mathematics
and Vocational/money skills.



Signature of Assessor : Title: Date:



Caren Stiffel SDC Teacher