Transcript Public School Practice

D-3 Using Data to Drive
Decisions for Instruction
Understanding and Applying Special
Education Evaluations
Debbie Husson, M.A., C.E.D.
Lead Educational Diagnostician
Carol S. Lobato, M.S., CCC-SLP
Lead Speech-Language Pathologist
Las Cruces Public Schools
February 5, 2010
Evaluators use intervention
data and observations to:
Design test battery
 Rule out exclusionary factors
 Confirm test findings
 Develop instructional
recommendations
 Suggest modifications and
accommodations to general education
instruction
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Eligibility for Special
Education services requires:
•Diagnosed exceptionality
•Demonstrated need for
special education services
•Exclusionary factors ruled out
Specific Learning Disabilities
are NOT the result of:
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Lack of appropriate instruction in reading
Lack of appropriate instruction in math
Limited English Proficiency
Visual, hearing, or motor disability
Mental retardation
Emotional disturbance
Cultural factors
Environmental or economic disadvantage
To determine eligibility as
SLD, evaluators look at:
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Expected achievement
Obtained achievement
The role that information processing
plays for that child in the
classroom/during instruction
How different is this child from his peers
Demonstrated need for services
To determine eligibility as SLILanguage:
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Significantly below average oral
language skills
How different is this child from
his peers?
Demonstrated need for services
Effective classroom
instruction should consider:
•Expected achievement
•Obtained achievement
•The role that information processing
plays for that child in the
classroom/during instruction
•How different is this child from his
peers
NORMATIVE BELL CURVE
INTEPRETING TEST SCORES
(CAUTION: Descriptors vary from test to test)
Subtest Score
Mean 10
Standard Deviation (SD) 3
Standard Score
Mean 100
SD 15
Percentile
Descriptor
17 to 20
131 and above
98 and above
Very Superior
15 to 16
121 to 130
92 to 98
Superior
13 to 14
111 to 120
77 to 91
High Average
8 to 12
90 to 110
25 to 75
Average
6 to 7
80 to 89
9 to 23
Low Average
4 to 5
70 to 79
2 to 8
Below Average
1 to 3
69 and below
2 and below
Well Below
Average
Expected achievement
Where do we anticipate a child’s obtained
performance to fall?
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Based on ability score
Used to level the ability playing
field
WISC-IV Scores (Expectancy)
Composites
SS
Conf Int
%-ile Descriptor
Verbal Comprehension
81
75 to 89
10
Low Average
Perceptual Reasoning
96
89 to 104
39
Average
Working Memory
65
60 to 75
1
Extremely Low
Processing Speed
83
76 to 94
13
Low Average
Full Scale
78
74 to 84
7
Borderline
General Ability Index
88
83 to 94
21
Low average
Achievement
Where is the student actually functioning?
Learning Disability Evaluation Scale (Teacher input)
Subscales
QT
%ile
Descriptor
Listening
80
9
Intervention Needed
Thinking
68
2
Serious Need for Intervention
Speaking
83
13
Intervention Needed
Reading
72
3
Intervention Needed
Writing
93
32
Normal Range
Spelling
100
50
Normal Range
Mathematical
Calculations
105
63
Normal Range
Kaufman Test of Educational
Achievement, Second Edition
Composites
SS
%ile
Descriptor
Reading Composite
78
7
Below average
Math Composite
85
16
Average
Written Language Composite
82
12
Below average
Sound-Symbol
89
23
Average
Decoding
84
14
Below average
Reading Fluency
77
6
Below average
Oral Fluency
79
8
Below average
Information Processing
(Where’s the glitch?)
•Visual
•Auditory
•Short term memory
•Long term memory
•Working memory
•Phonological processing
•Fluency
•Executive functions
•Rapid naming
•Oral language
•Etc.
Test of Auditory Processing
Skills – 3rd Edition
Subtests
ScS
%-ile
Word Discrimination
8
25
Phonological Segmentation
7
16
Phonological Blending
8
25
Numbers Forward
1
0.13
Numbers Reversed
1
0.13
Word Memory
1
0.13
Sentence Memory
6
9
Auditory Comprehension
9
37
Auditory Reasoning
5
5
Index Standard Scores
SS
%-ile
Overall Score
75
5
Phonologic
88
21
Memory
61
0.47
Cohesion
85
16
ORAL LANGUAGE ASSESSMENT
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Phonological Awareness
Receptive Language
Expressive Language
Language Content
Language Structure
Language Organization
Language Use
Language Memory
Language-based critical thinking
Social Language
Clinical Evaluation of Language
Fundamentals-4 (CELF-4)
Core and Index Scores
SS
%-ile
Descriptor
Core Language Score
60
0.38
Very Low
Receptive Language Index
70
2
Very Low
Expressive Language Index
59
0.31
Very Low
Language Content Index
78
7
Marginal
Language Memory Index
56
0.17
Very Low
CELF-4
Regular Subtests
ScS
%-ile
Concepts and Following Directions
3
1
Recalling Sentences
3
1
Formulated Sentences
3
1
Word Classes 2-Receptive
6
9
Word Classes 2-Expressive
4
2
Word Classes 2-Total
5
5
Word Definitions
6
9
Understanding Spoken Paragraphs
8
25
Test of Language Development –
Intermediate: 3rd Edition
Composites
QT
%ile
Descriptor
Spoken Language
83
13
Below Average
Listening
89
23
Below Average
Speaking
79
8
Poor
Semantics
85
16
Below Average
Syntax
83
13
Below Average
Test of Problem Solving -3
Elementary
Descriptor
SS
%-ile
Making Inferences
Give logical explanations about a situation, combining what the
student knows/sees with previous experience and background
information
90
26
Sequencing
Determine and explain logical, everyday sequences of events
77
7
Negative Questions
Answer why something would not occur or why one shouldn’t
take a particular action in a situation
96
39
Problem Solving
Recognize the problem, identify solutions, evaluate these options
and state an appropriate solution
77
7
Predicting
Make likely predictions about what will happen or would happen
if a certain action was taken
98
45
Determining Causes
Give a logical reason for some aspect of a situation presented in
a photograph
104
61
Total Test
(Composite score – Overall test performance)
87
20
Effective classroom
instruction should consider:
•Expected achievement
•Obtained achievement
•The role that information processing
plays for that child in the
classroom/during instruction
•How different is this child from his
peers
……AND
REPORT RECOMMENDATIONS
PROVIDE…..
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Areas of instructional need
Modifications to curriculum
Accommodations for general education
curriculum
…to be used in instructional planning.