1. Douglas Frederick—Learner Profile Learning how to analyze strengths and need

2. For next class… Watch Video Tutorial on Researching Disabilities Review Chapter 2 Bring Cognitive Summary Draft PRACTICE YOUR TESTS! Happy Fourth of July  Try to make time for you family. Try.

3. Agenda for tonight Learning to profile with Douglas Frederick Start YOUR CASE profiles. Report Writing Workshop #2 Collaboratively write

4. Frederick Douglas Read Fred’s background information. Take note of anything that might impact his academics. Think in terms of strengths and needs. On your post-it write a guiding question. DO NOT READ THE SUMMARY YET.

5. WJ-Printout Go through the score print out and highlight above and below average scores. Thinking about how tests make up clusters, WHAT SKILLS does Fred have strengths and needs in. When we write into our profile page we will go by cluster. Use test numbers and scores as reminders.

6. Consider Now, look at ALL the scores—in the appendix. Think about the child’s background, and everything you know about skills and scores. What do you think is going on? Do you think he FITS THE PROFILE of a child with a disability? If so, what?

7. Report Writing Workshop #2: Test Results and Summaries SPED 576 Created by Jessica Hovland Modified by Kary Zarate & Elizabeth Cambray

8. Writing the Results Section Make sure all names are changed to your child‘s name For each assessment, you will complete a detailed table of results and then write a summary of the child’s overall performance on the evaluation. Do not change description of the test or subtests in this section Enter the Cluster Scores in table headings

9. Writing the Results Section Input the derived, standard score and the interpretation into the table Analysis of Performance ▫ Is this any area of strength or an area of need? ▫ If the child struggled, explain how ▫ Give examples from the test that either reflect a pattern of errors/difficulties or higher skills in an area of strength

10. Guidelines for Choosing Examples To show strengths on tests with high scores: ▫ Choose an item near the ceiling and/or more difficult items on the test ▫ Choose items to reflect an overall skill For tests with average scores: ▫ Choose one good example to represent performance and nature of test To show weaknesses/needs on tests with low scores: ▫ Choose an item near the basal ▫ Choose items that reflect a pattern of errors ▫ For questionnaires, choose items that reveal severity/significance

11. Writing Tips: When analyzing test performance: ▫ Be clear and concise. ▫ Write in terms of strengths and needs. ▫ Do not use subtest names, rather use skills. ▫ Directions said by examiner are italicized; anything said by child is in “quotation marks”.

12. Writing Examples in Tables Comprehension Knowledge: Subtests 1 and 11 were administered to assess the cognitive domain of comprehension and knowledge. Nolan received a standard score of 100, which was average. Nolan showed strength relative to his vocabulary knowledge. Overall, there were no major concerns with his comprehension knowledge. SubtestDescriptionAnalysis of Performance Standard Score Interpretation Subtest 1: Verbal Comprehension Comprised of four subtests that measured acquired word knowledge. Each subtest measured a different aspect of language development such as knowledge of vocabulary or the ability to reason using word knowledge. 99Average 1A: Picture Vocabulary Measured word knowledge. During this subtest, the student was presented with various pictures and asked to name them. 17/23 correct Nolan was shown a page of pictures and asked to identify what they pictures were. For example, when there was a pyramid, Nolan correctly said, “pyramid”. He began to struggle when the pictures began consisting of harder vocabulary. When he was shown a picture of a man in a toga and asked what his clothing was called, he responded with, “Jesus”, which was marked as incorrect. 1B: SynonymsThe student was presented with a word and asked to provide another word that meant the same thing. 2/15 correct Nolan struggled with this particular task, although he got the sample items and 2 out of the first 3 items correct. He was not able to come up with a word that meant the same as lawn or assist.

13. Note of Caution: Explain numbers, don’t just list them Subtest 14: Auditory Attention Measured another aspect of speech-sound discrimination (the ability to overcome the effects of auditory distortion) and required selective attention. During this subtest, Nolan was asked to listen to a word while looking at four pictures, and point to the correct picture for the word. As the words were presented, background noise presented on a tape steadily increased. Nolan scored 1-28 correct, then missed 29-32, only to score 33 – 38 correct before hitting his ceiling scoring 6 wrong 39-44. Noted that he seems to have some minor trouble hearing. 91Average

14. Note of Caution: Assuming a child is a certain “type” of learner Subtest 3: Spatial Relations Measured the ability to visualize spatial relationships. During this test, the child was required to identify two or three pieces of a puzzle that could be combined to form the whole piece, which was presented. As the items progressed the number of pieces required to form the shapes increased. Since this was a visual task, Nolan was able to perform it without too much difficulty. Nolan was very confident with his responses for the first 27 items, getting 25/27 correct. Once the items got more difficult and required 3 parts for an answer, Nolan became less confident with his responses and started getting some incorrect. He did, however, provide answers for every item. 91Average

15. Integrating Examples …Despite difficulty with increasingly challenging words, Joe attempted to read each item on the Word Identification subtest. Most of Joe’s incorrect answers were due to mispronunciation of letter combinations or leaving out letters in the middle or end of a word. For example, for ‘mathematician,’ Joe said, “mathematics.”

16. Integrating Examples During one subtest, Joe tried to sound out each word phonetically. This approach worked well for some of the items, and errors were mostly a result of mispronunciation of letter combinations. For example, Joe said the silent ‘g’ in ‘gnouthe’ and pronounced the ‘c’ in ‘cyr’ using/k/ instead of /s/. Joe’s ability to sound out words suggests that he has some knowledge of phonics, but still demonstrated limited sight-word vocabulary.

17. Summary Guidelines Write clearly and concisely in a single paragraph Do not use jargon or subtest names Write conclusions about the child’s strengths and needs based on your analyses of each subtest Write as if you were talking to the child’s parents – it should be easy to understand Write formally Check for accuracy and consistency within each section of the report

18. Time to write Revisit this presentation when you are writing Use your Draft 2 checklist Don’t hold your questions for the night before.  EMAIL US! If you can, get someone to review it.