LCOVER SHEET

EDSP 669
DIAGNOSTIC REPORT


Name of Student: S.N
School: Preston Park Elementary
Birthdate: 12/6/2005
Chronological Age: 8 years, 2 months (8-2)
Examiner: Mimma C.


REASON FOR REFERRAL:

S.N was selected for this testing to provide the examiner with the opportunity to practice
administering the Slosson Intelligence Test-Revised (SIT-R), Gray Oral Reading Test 4 (GORT-
4), and the Woodcock- Johnson III, NU, Tests of achievement (WJ III). This course, EDSP 669,
Diagnostic Educational Procedures for Individuals with Disabilities, at Radford University is a
requirement to complete coursework toward a Masters degree in Special Education.

PREVIOUS TEST DATA:

No previous data.

CURRENT TEST DATA:

1. Slosson Individual Test for Children and Adults-Revised (SIT-R)

Date Administered: 02/3/2014
Chronological Age: 8-2
Total Standard Score: 157
95% Confidence Interval: 149-165
Percentile: 99
Stanine: 9

2. Gray Oral Reading Tests 4 (GORT-4)

Date Administered: 03/01/2014
Chronological Age: 8-2





Rate Accuracy Fluency Comprehension
Standard Score 12

24 36 15
Percentile 16

75 37 37
Age Equivalent 7.0

9.0 7.9 7.6
Grade Equivalent 2.0

4.0 2.7 2.4

Sum of Fluency and Comprehension Standard Scores: 18
Percentile: 34%
Oral Reading Quotient (ORQ): 94


3. WJ III Normative Update Tests of Achievement (WJ III)

Date Administered: 04/13/2014
Chronological Age: 8-2
Norms based on age 7-11
TABLE OF SCORES (Form A)


CLUSTER/Test Raw W AE EASY to DIFF RPI SS (90% Band)
PR

BRIEF ACHIEVEMENT - 478 8-3 7-10 8-10 96/90 106 (102-110) 65
TOTAL ACHIEVEMENT - 486 8-5 7-9 9-5 95/90 109 (106-113) 73

BROAD READING - 476 8-0 7-6 8-7 91/90 101 (97-104) 52
BROAD MATH - 489 8-8 7-10 9-8 96/90 115 (107-123) 84
BROAD WRITTEN LANG - 494 9-2 8-1 10-9 97/90 113 (107-120) 82

BRIEF READING - 467 7-9 7-5 8-3 86/90 98 (95-102) 46
BASIC READING SKILLS - 467 7-10 7-6 8-3 87/90 99 (96-102) 46
BRIEF MATH - 486 8-7 8-0 9-4 97/90 113 (104-122) 81
MATH CALC SKILLS - 488 8-5 7-6 9-8 94/90 110 (99-120) 75
BRIEF WRITING - 493 8-11 8-0 10-6 97/90 110 (104-116) 75
WRITTEN EXPRESSION - 494 9-3 7-11 11-0 96/90 113 (104-122) 81



ACADEMIC SKILLS - 475 8-1 7-8 8-7 93/90 103 (98-107) 57
ACADEMIC FLUENCY - 495 9-4 7-10 11-6 96/90 119 (111-126) 90
ACADEMIC APPS - 489 8-7 7-10 9-8 96/90 110 (104-116) 75

________________________________________

Letter-Word ID 35 449 7-8 7-5 7-11 77/90 96 (92-100) 41
Reading Fluency 36 493 9-4 7-10 11-8 96/90 114 (105-123) 83
Calculation 12 481 8-3 7-7 9-0 94/90 106 (93-120) 66
Math Fluency 51 495 9-0 7-1 12-0 94/90 115 (108-121) 83
Spelling 31 494 9-0 8-2 10-3 98/90 112 (105-119) 79
Writing Fluency 15 496 9-7 8-4 11-1 98/90 118 (106-130) 88
Passage Comp 25 486 8-1 7-6 9-1 92/90 102 (95-108) 55
Applied Problems 31 490 8-11 8-4 9-8 98/90 114 (106-122) 82
Writing Samples 19-B 492 8-9 7-8 10-11 95/90 107 (97-117) 67
Word Attack 14 484 8-1 7-7 8-11 93/90 102 (97-106) 55
________________________________________


4. Wide Range Achievement Test ( Wrat4)

Date Administered: 03/27/2014
Chronological Age: 8-2


Subtest

Standard Score

Confidence interval

`% Rank

Word Reading

94

86-102


34

Sentence
Comprehension


121

112-128

92

Spelling

105

95-114


63

Match Computation

126

114-135

96

Reading Composite

108

102-114

70



DIAGNOSTIC REPORT

Name of Student: S.N
School: Preston Park Elementary
Birthdate: 12/6/2005
Chronological Age: 8 years, 2 months (8-2)
Examiner: Mimma C.

I. Reason for Referral:

SN was selected for the current evaluation to provide the examiner with the
opportunity to practice administering the Slosson Intelligence Test-Revised (SIT-
R) Gray Oral Reading Tests 4 (GORT-4) the and the Woodcock- Johnson III, NU,
Tests of achievement (WJ III) and the Wide Range Achievement Test
(Wrat4)This experience is a course requirement for EDSP 669, Diagnostic
Educational Procedures for Individuals with Disabilities.

II. Previous Test Data:

No previous data.

III. Background information:

SN is currently enrolled in the second grade at Preston Park Elementary school.
Review of SN`s educational history indicated that she has attended Roanoke
County Schools since pre-kindergarten. SN was born in Roanoke, Virginia where,
she remained at home under the care of her mother prior to attending Preston Park
Elementary.

Review of SN`s progress reports defined her as a very well-rounded active
student. Due to persistence and enjoyment of academic work, SM`s grades have
remained remarkably high. Teacher reports consistently praise her for her
excellent time management skills, study habits, and class participation.

As far as SN`s educational records indicate, SN has a remarkable history of
maintaining A`s for each subject on her report cards. SN has received multiple
perfect attendance awards and has also won the Outstanding Character award

from her elementary school. During the summer SN volunteers at her local church
selling lemonade and raising money by selling candles.


SN has been an avid dancer performing in ballets and jazz recitals for the past
four years. Additional student interest was noted in the area of singing, tap-
dancing, and participation in their community based swim team. SN is also part of
the Girl Scout community.

SN`s parents did not express negative concerns in regards to their daughters
current personal or academic presentation. Although born prematurely SN has
shown excellent health.

IV. Testing Conditions:

SIT-R

SN was evaluated comfortably in her home on the living room couch. The setting
had adequate lighting with slight distractions from the family dog and twelve
month old younger sister. The testing process was interrupted on occasion from
loud cries from the baby and required a short two minute break. The testing
process took approximately sixty minutes.

GORT-4

SN was evaluated comfortably at the desk of her bedroom. The room was
adequately lit and there were no audio distractions such as a television or music.
There were no interruptions or breaks throughout the testing process. The
evaluation itself took approximately one hour and fifteen minutes.


WJ III

SN was evaluated on the living room floor of her home. SN chose the location on
her own. The setting was very well lit with little to no distractions from her one
year old sibling. There were no audio distractions or breaks throughout the testing
process. The evaluation itself took approximately two hours.

WRAT4

SN was admistetred the assessment on her back porch. SN chose this location
because of the beautidul weather. The setting was lit by pure sunlight. There were
with to no distractions from outside noises, including passing cars or loud dog

barks. However there were no direct distractions and the assessment lasted about
45 minutes.


V. Testing Observations:

SIT-R

Student presentation included neat, age-appropriate dress and demonstrated
patient, cooperative behavior throughout the work session.

SN demonstrated a style of being actively involved with the testing process.
Student showed enthusiasm for every question and was always ready for the next.
SN`s answers were very in-depth and thorough. Rarely did the examiner need to
repeat questions implying that SN is a very good listener within a somewhat
distracting environment. SN was very attentive to the examiners facial
expressions. The examiner consistently encouraged SN to try her best and smile.
SN`s response to examiner encouragement was to nod her head and respond to
her best ability.

SN did not always maintain consistent eye contact throughout the evaluation
process. Towards the end of the assessment, the examiner noticed that SN`s eye
contact would drift even more when she was uncertain of the correct response. As
if SN was intimidated or nervous because she did not know the right answer
immediately. To the examiners surprise, SN noted she learned a lot of tasks and
skills from the famous game Mind craft and implied that she was able to use some
of these acquired skills to answering a sum of the assessment questions.

In light of SN`s demonstrated cooperation with the evaluation process, it is the
examiners opinion that the following test results provides a fair reflection of her
current level of functioning.

GORT-4

Student presentation included neat, comfortable, and age-appropriate dress.
Student expressed cooperative behavior yet was anxious, annoyed, and
uninterested throughout the examination.

At the start of the examination SN demonstrated a style of being actively involved
with the testing process. Student was curious and conscientious of the timer until
the examiner explained it would not be detrimental to her results. SN showed
enthusiasm for stories one-four gradually descending in interest and willingness to
happily participate.


Once the examiner presented story five to SN, multiple deviations from the print
began to develop. The examiner provided no more than eight words per story
throughout the evaluation process. With each story, more time was added to the
timer. The student began to read slower and gaze around her room. Due to a lack
of interest, the examiner
The examiner consistently encouraged SN to try her best and smile. SN`s
response to examiners encouragement was to nod her head and return to the story.

Along with uninterested behavior, the examiner noticed a tie between the
comprehension questions and SN answers. The correlation was a guessing
behavior where SN was inattentive to the question and began to guess which
answer fit best. The ceiling was reached shortly after the development of this
behavior.

In light of SN`s demonstrated cooperation with the evaluation process, it is the
examiners opinion that the following test results provides a fair reflection of her
current level of functioning.

WJ III

Student presentation included jeans and a t-shirt with tennis shoes. Her attire was
she appropriate and was consistent to the attire she had gone to school with that
morning. SN demonstrated enthusiastic, cooperative behavior throughout the
assessment.

SN showed extreme enthusiasm and eagerness to work with the examiner. She
was demonstrated patience and understanding during progression onto the next
subtest. Rarely did the examiner have to repeat directions or read prompts. SN
was able to follow directions and work diligently. SN did not pay attention to the
timer nor did she ask how much time she had left. The examiner consistently
encouraged SN to try her best and smile. SN`s response to examiner
encouragement was to nod her head and respond to her best ability.

In regards to the calculation subtest, SN did not express enthusiasm or patience.
SN told the examiner multiple times how much she did not enjoy doing this type
of math and was very eager to quit. SN made it to question thirteen and stated to
the examiner I give up. I dont want to do this anymore. Without further due,
the examiner questioned once again if SN was positive she was ready to quit
and the subtest was no longer administered.


.

In light of SN`s demonstrated cooperation with the evaluation process, it is the
examiners opinion that the following test results provides a fair reflection of her
current level of functioning. Student was in comfortable house attire


WRAT4

In light of the beautiful weather, SN was looking forward to yet nother
assessment. Since this assement was her fourth, her comfot level in regards to my
presense has become more evident.

In regards to the math subtests, SN was not very excited. She would interrupt
herself in asking how much time there was left, and if she could just skip it. The
examiner enouchged SN to try her best and that time is not important. In regards
to the word reading and sentence comprehension subtest, Student showed
enthusiasm for every question and was always ready for the next SN did not
maintain consistent eye contact throughout the evaluation process. However, she
was partiente and eager for the next question. Towards the end of the assessment,
the examiner noticed that SN`s eye contact would drift even more when she was
uncertain of the correct response.

For the very first time, the student mentioned to the examiner that her favorite
subject in school was writing. This came to no surprise for the examiner
considering most of her patience was spent with within the word reading and
sentence comprehension subtests. The eximer noticed happy bheabior throughout
the entire examie.




VI. Current Test Data:

SIT-R

The Slosson Intelligence Test-R3 provides a quick, reliable index of intellectual
ability in children and adults, including those who are visually impaired or blind.
Widely used in schools, clinics, and industry, the SIT-R3 has been designed to be
used by a vast variety of educational administrators. Administrators specifically
considered in this revision include teachers, principals, guidance counselors,
special education and learning disability teachers, psychologists, psychometrics,
and social workers who often need to evaluate an individuals mental ability. The
following table provides an overview of SN`s test performance:



Date Administered: 02/3/2014
Chronological Age: 8-2
Total Standard Score: 157
95% Confidence Interval: 149-165
Percentile: 99
Stanine: 9

SN`s performance fell within the limits of the Very Superior range of functioning.
Final scores document that it is 95% confident that if the SIT-R were to be
administered once more her total standard score would fall between 149 and 165.
Compared with same aged peers, SN`s performance fell at the 99
th
percentile
indicating that she scored the same or better than her same aged peers contained
within the normative sample.

GORT-4

The GORT-4 is a norm referenced, reliable, and valid test of oral reading rate,
accuracy and comprehension. The rate measurement provides a measurement of
reading speed. The accuracy measurement provides a measurement of correct
pronunciation. The fluency score is determined by student performance on the
accuracy and rate scales. The comprehension score is acquired by measuring
students ability to answer questions about the readings they complete throughout
the assessment. The following table of scores provides an overview of SNs
performance on the GORT-4:


Date Administered: 03/01/2014
Chronological Age: 8-2




Rate Accuracy Fluency Comprehension
Standard Score 12

24 36 15
Percentile 16

75 37 37
Age Equivalent 7.0

9.0 7.9 7.6
Grade Equivalent 2.0

4.0 2.7 2.4

Sum of Fluency and Comprehension Standard Scores: 18

Percentile: 34%
Oral Reading Quotient (ORQ): 94

Analysis of the data indicated that RMs strongest area of performance was in the
area of Accuracy. SN`s measurement of accuracy fell at the 75th percentile,
indicating that she scored better than 75% of the normative sample with a
Standard Score of 15. This score placed her above average with her peers
indicating a grade equivalence of 4.0. SN`s rate score fell in the 16th percentile,
indicating that she scored the same or better than 16% of the normative sample
with the Standard Score of 12. When compared to SNs age and grade equivalent
peers, SN is average among her peers in rate. SNs sum of fluency and
comprehension scores fell in the 34th percentile, indicating that she scored the
same or better than 34% of the normative sample with a Standard Score of 18.
These scores indicated that SN falls within the normal average range when
compared to her age and grade equivalent peers. SNs Oral Reading Quotient fell
within the average range with a score of 94.

WJ III

The Woodcock-Johnson III NU, Tests of Achievement (WJ III NU) provides
information regarding client performance on reading, writing, and math tasks with
an emphasis upon basic skill development, academic fluency, and academic
application. SN`s performance on the WJ III NU may be summarized as follows:


CLUSTER/Test Raw W AE EASY to DIFF RPI SS (90% Band)
PR

BRIEF ACHIEVEMENT - 478 8-3 7-10 8-10 96/90 106 (102-110) 65
TOTAL ACHIEVEMENT - 486 8-5 7-9 9-5 95/90 109 (106-113) 73

BROAD READING - 476 8-0 7-6 8-7 91/90 101 (97-104) 52
BROAD MATH - 489 8-8 7-10 9-8 96/90 115 (107-123) 84
BROAD WRITTEN LANG - 494 9-2 8-1 10-9 97/90 113 (107-120) 82

BRIEF READING - 467 7-9 7-5 8-3 86/90 98 (95-102) 46
BASIC READING SKILLS - 467 7-10 7-6 8-3 87/90 99 (96-102) 46
BRIEF MATH - 486 8-7 8-0 9-4 97/90 113 (104-122) 81
MATH CALC SKILLS - 488 8-5 7-6 9-8 94/90 110 (99-120) 75
BRIEF WRITING - 493 8-11 8-0 10-6 97/90 110 (104-116) 75
WRITTEN EXPRESSION - 494 9-3 7-11 11-0 96/90 113 (104-122) 81



ACADEMIC SKILLS - 475 8-1 7-8 8-7 93/90 103 (98-107) 57
ACADEMIC FLUENCY - 495 9-4 7-10 11-6 96/90 119 (111-126) 90
ACADEMIC APPS - 489 8-7 7-10 9-8 96/90 110 (104-116) 75

________________________________________

Letter-Word ID 35 449 7-8 7-5 7-11 77/90 96 (92-100) 41
Reading Fluency 36 493 9-4 7-10 11-8 96/90 114 (105-123) 83
Calculation 12 481 8-3 7-7 9-0 94/90 106 (93-120) 66
Math Fluency 51 495 9-0 7-1 12-0 94/90 115 (108-121) 83
Spelling 31 494 9-0 8-2 10-3 98/90 112 (105-119) 79
Writing Fluency 15 496 9-7 8-4 11-1 98/90 118 (106-130) 88
Passage Comp 25 486 8-1 7-6 9-1 92/90 102 (95-108) 55
Applied Problems 31 490 8-11 8-4 9-8 98/90 114 (106-122) 82
Writing Samples 19-B 492 8-9 7-8 10-11 95/90 107 (97-117) 67
Word Attack 14 484 8-1 7-7 8-11 93/90 102 (97-106) 55
________________________________________


Review of SN`s achievement test results indicated that in comparison with similar aged
peers, her performance on the word identification task fell at the 41
st
percentile with a
Relative Proficiency Index (RPI) score of 77/90. The RPI of 77/90 can be interpreted as
predicting that when SN`s same aged peers demonstrate a 90% success rate on a similar
word identification task, she would be predicted of securing a 77% success rate
demonstrating an overall level of achievement of average to advanced. Further review of
the achievement test data suggested a similar range of functioning both (average to
advanced) on the reading fluency) task and the comprehension task. Further review of
SNs achievement test profile yielded measurements on basic calculation and math
fluency tasks that fell within the limits of average to advance. When compared to others
at her age level, her performance fell at the 83
rd
percentile with a Relative Proficiency
Index score of 94/90. The RPI of 94/90 can be interpreted as predicting that when SN`s
same aged peers demonstrate a 90% success rate on a similar math fluency task, she
would be predicted of scoring a 94% success rate demonstrating an overall level of
achievement of average to advanced




WRAT4

The Wide Rage Achievement Score Test ( WRAT4) is a widely respected WRAT4
accurately measures the basic academic skills of word reading, sentence comprehension,
spelling, and math computation. This quick, simple, psychometrically sound assessment

of a students important fundamental academic skills serves as an excellent initial
evaluation, re-evaluation, or progress measure for any studentespecially those referred
for learning, behavioral, or vocational difficulties. The chart below is a visual
computation of SN`s scores among each subtest group.

Date Administered: 03/27/2014
Chronological Age: 8-2



In regards to SN`s level of remarkable achievement, sentence comprehension and math
computation were her strong points. In sentence comprehension, SN fell within a 95%
confidence interval of 86-102 with a 92% rank placing her superior in performance level.
.SN`s percentile means that if she was tested within a group of same aged peers SN
would do better or do 92% better than her peer group. Math computation fell well within
the 95% confidence interval level of 114-135. SN`s performance in this subset placed
her within superior limits. SNs percentile score was 96% meaning if tested among
children her age, she would score relatively better than 96% of her peers.

Although not considered weak, in terms of subtests word reading and spelling were of the
lowest within the subtests. SN fell within average performance level within the subtests
of word reading and spelling. Word reading placed SN within a 95% confidence interval
level if 86-102 leaving her in the 34% rank. SNs percentile rank in spelling was 63 with a
95% confidence interval of 95-114.

Summary

Subtest

Standard Score

Confidence interval

`% Rank

Word Reading

94

86-102


34

Sentence
Comprehension


121

112-128

92

Spelling

105

95-114


63

Match Computation

126

114-135

96

Reading Composite

108

102-114

70


SIT-R

SN is an eight-year old student enrolled in her second year of elementary school.
Student cooperation was consistently noted during the evaluation process.
Results of the SIT-R indicated an estimate of intellectual potential that fell within
the limits of the Very Superior range of functioning.

GORT-4

SN is an eight-year old student enrolled in her second year of elementary school.
The results of the GORT-4 indicated that SNs reading abilities in the areas of
rate, fluency, accuracy, and comprehension fell within the average range. SNs
Oral Reading Quotient score fell within the normal average range t as well.

WJ III

SN is an eight-year old student almost done with her second year of elementary
school. The results of the WJ III indicated that SN`s proficiency in academic
skills are average to advance along with her fluency with academic tasks. Her
ability to apply academic skills is both averages to advance. In regards to broad
mathematics, brief mathematics, broad written language, written expression and
brief wiring, her proficiency is average to advance.

WRAT4

SN is an eight- year-old student about to enter the summer before her third grade.
The results of the WRAT4 indicated that SN`s level of performance in sentence
comprehension and math computation are within superior limits. Her ability in
word reading and spelling were average yet very suitable for her age group.

VII. Strengths and Needs

SIT-R

Strengths: Very observant, extremely curious, intense interests, excellent memory
long attention span, excellent reasoning skills. Has well-developed powers of
abstraction, conceptualization, and synthesis and can easily sees relationships in
ideas, objects, or facts.

Needs: Continued enrichment of ignoring distraction, develop mentally
appropriate tactics for tolerating mistakes, management skills in controlling
tangents.


GORT-4

Strengths: Conscientious of materials, reading clarity, likable personality,
observant, strong vocabulary. SN has advanced language abilities in comparison
with children of the same age.

Needs: Practice in the area of analogies and omissions, practice in relaxation and
concentration.

WJ III

Strengths: Excellent memory, patience with activities of interest, likable
personality, excellent sentence structuring skills. SN has advanced language
abilities for her age. SN can easily reason her way out of challenging situations.

Needs: Practice in regards to motivation in areas outside of interest. Develop
mentally appropriate tactics for tolerating mistakes, avoid over-analyzation.


WRAT4

Strengths; Shows superior reasoning powers. Shows persistent intellectual
curiosity; asks searching questions. Shows insight into arithmetical problems that
require careful reasoning and grasps mathematical concepts readily.

Needs: Patience in areas of disinterest. Avoid over-analysis. Continued
enrichment of ignoring distraction,



VIII. Recommendations

SIT-R

1. SN should be referred to the school`s Gifted and Talented Education
coordinator to determine eligibility
2. SN should be provided an appropriate level of intellectual challenges.
3. Sn should continue participation in recreational activities (allowing the growth
of friendship building skills and work on her toleration skills)
4. SN should be allowed to ensure independent projects based on her own
interests. This tactic encourages creativity and original thinking

5. SN should be encouraged to participate in extracurricular activities that
involve academic skills. Examples include math and debate teams allowing
her to use her natural talents in a beneficial manner.

GORT-4

1. Instruction in basic word attitude skills should be kept to a minimum.
2. SN must be presented with challenging materials.
3. SN should be given instruction which facilities critical and creative writing.
4. SN`s divergent and diversified interested should be nurtured
5. SN should be provided with independent projects such as sociograms, time
machine models, newscasts or games based on sort themes and simulation.
Role playing activities should be encouraged as well.

WJ III

1. Due to SN`s intuitive understanding of mathematic function and processes,
she may need extra monitoring in order to not skip over steps and be unable to
explain how she arrived to the correct answer to a problem.
2. While establish learning opportunities, SN should be provided more than one
choice for them to demonstrate understanding.
3. SN should be provided with ongoing challenging activities with a problem
solving focus. Drill and practice may abuse boredom which can lead to
unacceptable behaviors.
4. SN may benefit from peer support. Providing opportunities for such advanced
learned to work with their intellectual peers in the classroom may lead to
positive results.
5. SN should be given question prompts and critical thinking probes which will
offer opportunities for higher level thinking. Concepts and terms can include
possible futures, trends, assumptions, purposes and analogies.



WRAT4

1. SN needs learning experiences that are guided by key concepts and principles
of a discipline rather than by facts.
2. SN environment should invite inquiry including pictures, books, areas for
music, art.

3. SN should be emerged in group work. For gifted students, it is very beneficial
that they work with other gifted children to provide the most productive
situation for learning.
4. It is recommended that the instructor brainstorm with SN on what ids of
projects they could do which may also generate ideas teacher may have
thought of on their own. Brainstorming may teach the child at an early age to
think of the many different things they can do with the information they have
learned.