In This Issue:
How To Understand Achievement Test Terminology
&
How To Understand the Different Sections of an IEP
Introduction
Sometimes children who are experiencing academic problems may not try as hard as possible for fear of failure. Consequently, the resulting scores on achievement tests may not reflect true achievement levels. You should know test vocabulary and abbreviations used to report test information and what it means. This How to series will help you learn the terms used to describe achievement test results.
Age Equivalent:
(Test symbol would be “AE”). This means that the score will be reflected in years and months i.e. a score of 8-2 would represent an Age Equivalent score of 8 years and 2 months.
Further, if your child is 7 years 8 months old and gets an Age Equivalent (AE) score of 8-2 (8 years 2 months) then he/she is performing above his/her age expectancy. If he/she scores 6-1 (6 years 1 month (AE) then he/she is performing below age expectancy.
Grade Equivalent:
(Abbreviation would be “GE”): This means that the score will be reflected using grade level and months i.e. 10-2 (10th grade, 2nd month). You will want to compare this to your child’s present grade level for comparison.
Further, if your child’s exact grade level is 5th grade 3rd month (5-3) and gets an Grade Equivalent (GE) score of 7-2 (7th grade 2nd month) then he/she is performing above his/her grade expectancy. If he/she scores 4-1 (4th grade 1st month (GE) ) then he/she is performing below grade expectancy.
National Percentile:
(Abbreviation would be “NP” or “NPR” (National Percentile Rank): This is a score that compares your child’s performance on a test against every other child his/her age throughout the country.
However, it is very important that you understand that PERCENTILE is not PERCENT. The range for PERCENTILES is 1-99 with the 99th percentile being the highest score possible. A percentile of 50% is right in the middle.
For instance, if your child scores at the 65th PERCENTILE nationally, then that will mean that he/she did better than approximately 65% of the children his/her age and only 34% did better than him/her (Since percentile only goes up to 99-65+34=99).
Knowing that a child had a percentile rank of 97 on a test would tell you that he is exceptional in this testing area, yet, knowing that he got a percentile rank of 7 would tell you that this is an area of weakness.
Local Percentile:
(Abbreviation would be “LP” or “LPR” (Local Percentile Rank): This is a score that compares your child’s performance on a test against every other child his/her age within the school district.
Range:
If the teacher or psychologist says that the range of your child’ scores was from 65-90 that represents his/her lowest score and highest score and that all the other scores fell somewhere in between these 2 scores.
Raw Score:
(Test symbol might be “RS”): This normally refers to the number of answers that your child answered correctly on any test. For instance, if your child answers 12 out of 20 questions correctly then his/her RAW SCORE will be 12. In general, raw scores by themselves mean very little.
However, it can have meaning if you know the number of items presented which may be presented as: RS/NP or RAW SCORE/NUMBER PRESENTED
If a student’s score here is 16/20 then you can be sure he took the tests seriously. However, if the student’s score is 2/35 then he/she may have given up and not taken the test. In this case the score may be considered invalid.
Scaled Scores:
Many tests used for assessment of children have subtests that comprise the entire test. For each subtest, a student receives a raw score. This raw score is often transformed into a scaled score. Scaled scores are very specific subtest scores. In many cases, scaled scores range from 1 to 19 with a mean of 10.
Scaled Score Classification
1–3 Developmentally Delay
4–5 Well Below Average
6–7 Low Average
8–12 Average
13–14 High Average
15–16 Superior
17–19 Very Superior
Standard Score:
Some tests report scores in what are referred to as Standard Scores. A Standard Score indicates how far a particular score is from a test’s average.
For example, if a student gets only a scaled score of 7 on a Reading subtest but a 13 on a Math subtest, this indicates a much greater strength with respect to math than with reading as compared to the norms of his or her age group.
Less than 70 Developmentally Delayed (this would be a very low score and indicate serious impairment in the particular area.
70–79 Well Below Average or Borderline
80–89 Low Average
90–109 Average
110–119 High Average
120–129 Superior
130 and higher Very Superior
For example, if your child receives a Stand Score on a reading test of 115 then he/she would be in the above average range of performance. If he/she received a Standard Score of 72 on a math test then his/her performance would be very low. However, be aware that some tests may use a different range of standard scores i.e. Woodcock Johnson.
Stanine:
Some scores are reflected in what are called STANINES which stands for STANDARD NINE.
This means that there will be 9 stanines used to describe your child’s performance from 1-9.
Therefore a stanine of 1, 2, or 3 is usually at the lower levels of performance, 4, 5, and 6 are more within the average ranges of performance and stanines of 7, 8, or 9 indicate above average ranges of performance.
Introduction
All districts are required to have an IEP for any child in special education. However the form of this IEP is not standard throughout the country but many times the information may be the same. One must also keep in mind that individual states may vary what they require on IEOPs. This How to Series outlines the different sections that may be included on many IEPs but may not contain everything required in your district. Look at how the different sections are reported to get an idea of what is contained.
Sample IEP
Section 1- Background Information
School District/Agency: Barlow School District
Name and Address: Edison Township, Va
Individualized Education Program
Date of ELIGIBILITY COMMITTEE/CPSE Meeting: June 12, 2004 Purpose of Meeting: Initial
Student Name: Julien Danna
Date of Birth: 2/5/90 Age: 14
Street: 13 Benson Ave.
City: Edison Zip: 19876
Telephone: 675-8976 County of Residence: Edison Township
Male_X_ Female __ Student ID#: 3467H Current Grade: 9
Dominant Language of Student: English Interpreter Needed: Yes___ No _X__
Racial/Ethnic Group of Student:
(optional information)
American Indian or Alaskan Native___NA__
Black (not of Hispanic origin)___X__
White (not of Hispanic origin)___NA__
Asian or Pacific Islander___NA__
Hispanic___NA__
Date of Initiation of Services: 9/1/2004 Projected Date of Review: 5/2005
Date of Eligibility: 5/2000 Date for Reevaluation: 4/2007
Medical Alerts: ADHD
Mother’s Name/Guardian’s Name: Leona Smith
Street Address: same
City: same Zip: same
Telephone: same County of Residence:
Dominant Language of Parent/Guardian: English Interpreter Needed: Yes__ No_X_
Father’s Name/Guardian’s Name: Malcolm
Street Address: same
City: same Zip: same
Telephone: same County of Residence: same
Dominant Language of Parent/Guardian: English Interpreter Needed: Yes__ No__X_
Section 2- Present Levels of Performance and Individual Needs
1-Academic/Educational Achievement and Learning Characteristics: Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style
Present Levels: Academic development
Julien is currently functioning below his chronological age on
the area of academic ability
Present Levels: Cognitive ability
Julien is currently functioning at his chronological age in
the area of cognitive ability
Present Levels: Language ability
Julien is currently functioning below his chronological age on
the area of language development
Julien is currently functioning below his chronological age on
the area of receptive development
Julien is currently functioning below his chronological age on
the area of pragmatic/social speech development
Abilities: Julien understand muti-step directions
Needs: None
Present Levels: Learning style
Julien has a multi-sensory learning style
Present Level: General
Given Desmond’s functional level, Desmond’s disability affects
his involvement and progress in the general education program.
Julien models math/goal skills only with teacher support
Julien is able to independently perform Language Arts
goals/skills with minimal support
Present Level: Rate of Progress
Desmond’s Rate of Progress is below average
Julien reads on or above grade level
Desmond’s computational skills impact the ability to perform
general education at his grade level.
Abilities: Julien is able to read and follow written directions
Needs: Julien requires an individualized, and/or small group for
instruction in math.
Julien needs to develop self minitoring skills as a means of
avoiding carelessness and focusing attention to detail (copying
homework, completing classwork)
2-Social Development: Describe the quality of the student’s relationships with peers and adults, feelings about self, social adjustment to school and community environment and behaviors that may impede learning.
Present Levels: Social Interaction with Peers
Julien is presently functioning below his chronological age in
the area of social development
Abilities: Julien has developed some friendships
Needs: Julien needs to relate appropriately to peers in the classroom
Julien needs to relate appropriately to adults in the classroom
Julien needs to relate appropriately to adults outside the
classroom
Julien needs to learn how to communicate effectively in social
Situations
Present Levels: Desmond’s Feelings about Self
Julien is currently functioning below his chronological age
level in regard to feelings about self
Abilities: Julien identifies himself as an individual
Needs: Julien needs to develop positive self-concept
Present Levels: School/Community
Julien is currently functioning below his chronological age
level in regard to school and community
Abilities Julien initiates social interactions with adults
Needs: Julien needs to respond to adult intervention
Julien needs to respond to adult praise
Present Levels: Adjustment to School/Community
Julien does not display appropriate social adjustment to school,
family, and/or community environment skills.
Abilities: Julien cam adapt to changes in routine
Needs: Julien needs guidance to participate in small groups
Julien needs to take initiative in social situations
3-Physical Development: Describe the student’s motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.
Present Levels: Julien has ADHD medical diagnosis which impacts learning-see health file
Abilities: Julien may participate in all school activities
Needs: Julien needs to develop skills required to sit independently
Julien needs to improve attending skills when visual
distractions are present
4-Management Needs: Describe the nature and degree to which environmental modifications and human or material resources are required to address academic, social, and physical needs.
A functional behavior assessment should be completed for any student who demonstrates behaviors that impede learning. A functional behavioral assessment becomes the basis for positive behavioral interventions, strategies and supports for the student
Present Levels: Julien has moderate management needs to address academic
goals
Julien has moderate needs to address social goals
Julien has no management needs to address physical goals
Abilities: Julien is able to perform effectively/complete tasks in the
classroom environment with additional personnel
Needs: Julien needs full time general education placement with
moderate support through special education
Section 3- Long-Term Adult Outcome Statement
Long-Term Adult Outcomes: Beginning at age 14, or younger if appropriate, state long-term adult out-comes reflecting student’s needs, preferences and interests in:
Post secondary Education/Training:
Julien anticipates receiving the following post secondary education/training:
Julien will attend college
The transition service needs of Julien to meet
long-term adult outcomes are:
Julien will receive guidance/career counseling
Julien will take college entrance courses
Julien will take regents courses
Employment: NA
Community Living: NA
Section 4-Measurable Annual Goals and Short Term Instructional Objectives
Annual Goal: Julien will Maintain and Improve Study Skill Levels
Short-term Instructional Objective Evaluation Evaluation
Procedures Schedule
1-Improve work habits and study skills classroom teacher quarterly
2-Organize material including classwork, contact
major assignments, and homework
Annual Goal: Successfully complete academic course requirements
Short-term Instructional Objective Evaluation Evaluation
Procedures Schedule
1-Incorporate writing process strategies
2-Improve math computation quizzes, tests quarterly
Annual Goal: Increase attentiveness and concentration skills
Short-term Instructional Objective Evaluation Evaluation
Procedures Schedule
1-Develop necessary behaviors, attitudes and observation, quarterly
expectations that will lead to self growth teacher contact
2-Learn to express feelings both positive and
negative
Section 5- Special Education Programs and Related Services/Program Modifications
A. Special Education Initiation Date Frequency Duration
Programs/Related Services
In-school counseling September 2004 1x a week 45 min.
B. Extended School Year Services Yes_____ No__X__
*Specify group/class size if appropriate
C. Supplementary Aids & Initiation Date Frequency Duration
Modifications or Supports
For the Student
Modification of curriculum Sept 2004
Extra time between classes Sept 2004
Calculator Sept 2004
D. Describe any assistive technology devices or services needed:
Given Julian’s functional level, Julian does not need assistive technology services and devices in order to have an equal opportunity to succeed academically.
E. Describe the program modifications or supports for school personnel that will be provided on behalf of the students to address the annual goals and participation in general education curriculum and activities.
School staff will be provided with Information on a specific disability and implications for instruction for Julian.
F. 1-Individual Testing Modification(s):
Julien requires time and a half to complete standardized tests
Julien requires double time to complete classroom tests
Julien requires tests to be administered in a small group in a separate location
Julien will have tests administered in a location with minimal distractions
2-State why the student will not participate in a State or district-wide assessment. NA
3-Explain how the student will be assesses: District wide standardized test
Section 6-Participation In General Education Classes, Nonacademic and Extracurricular Activities
Explain the extent of participation in general education programs and extracurricular and other non-academic activities including physical education or adaptive (adapted) physical education and occupational education (if appropriate). Explain the extent, if any, to which the student will not participate with non-disabled students in the regular class and in other activities.
Julien will participate in all general education classes with support personnel.
If the student is exempt from the second language requirement, explain why.
Julien will be exempt from foreign language requirements due to the following reasons:
Julien exhibits a significant discrepancy between verbal and performance areas on IQ testing, where profile suggests significant verbal difficulties, exempts Julien from participation in a required second language course.
Section 7-Participating Agencies For Students Who Require Transition Services
Participating Agencies which have agreed to provide transition services/supports (before the student leaves the secondary school program):
Agency Name:____NA__________________________Telephone Number Service:________________________________________________________________
Implementation date if different from IEP implementation date: __________________
Agency Name:______________________________Telephone Number ______________
Service:_________________________________________________________________
Implementation date if different from IEP implementation date: ___________________
Agency Name:______________________________Telephone Number ____________
Service:________________________________________________________________
Implementation date if different from IEP implementation date: __________________
Agency Name:______________________________Telephone Number
Service:
Implementation date if different from IEP implementation date:
Section 8- Coordinated Set of Activities Leading to Long-Term Adult Outcomes
If any of the following areas are not addressed, explain why.
1-Instruction: NA
2-Related Services: NA
3-Employment/Postsecondary Education: NA
4-Community Experience: NA
5-Activities of Daily Living: NA
6-Functional Vocational Assessment: NA
Section 9- Graduation Information for Secondary Students
Credential/Diploma Sought: Local Diploma
Expected Date of High School Completion: June 2008
Section 10- Summary of Selected Recommendations
Classification of the Disability: Other Health Impaired
Recommended Placement Sept.-June: Inclusion
Extended School Year (ESL) Services? Yes___ No_X_
Recommended Placement, July and August: None
Transportation Needs: None
Section 11- Reporting Progress to Parents
State manner and frequency in which progress will be reported: Parents/guardians or student over 18 will be informed of the student’s progress toward meeting the academic goals and objectives with the same frequency as non-disabled students using the following criteria:
Textbook tests, quizzes, and standardized tests
Review of report card grades
Contact with classroom teachers on an ongoing basis
From The Special Educator’s Survival Guide-2nd Edition. Pierangelo: Jossey Bass Publishers 2004
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