1

Level B Assessment Report

Re:

D.O.B.: November 6, 2002

Level B Assessment Report

CONFIDENTIAL

NAME:

SCHOOL:École

GRADE:6

DATE OF BIRTH:November 6, 2002

DATE OF ASSESSMENT:February 4, 2014

CHRONOLOGICAL AGE:11 years, 4 months

TESTS ADMINISTERED*:

Wechsler Individual Achievement Test – Second Edition Cdn-F (WIAT-II)

Cumulative File Review

Teacher and Parent Input

EVIP – Forme A Échelle de vocabulaire en images Peabody

(* Appendix A describes these measures)

REFERRED BY:, Teacher

ASSESSED BY:, Level B assessor

REASON FOR REFERRAL

The student was referred to determine areas of strength and weakness in her program and what adaptations and changes can be implemented to help her to be more successful.

BACKGROUND INFORMATION

The student is a student who puts forth a good effort on school assigned work.

BEHAVIORAL OBSERVATIONS

The student came to the assessment willingly. She had a positive attitude to the test situation and tried her hardest at all times. She used French the majority of the time, but was comfortable including English when unsure. The student wrote with her right hand and formed all letters correctly although it took more time than average to complete writing tasks. She has a preference for oral activities.

It is this examiner’s belief that these results are a valid and reliable indication of the student’s current level of functioning within the French Immersion program.

TEST RESULTS

Achievement

The Wechsler Individual Achievement Test – Second Edition CDN-F (WIAT-II) is a comprehensive, individually administered test, in French, for assessing the achievement of children, adolescents, and adults in grades pre-kindergarten through 16 or who are aged 4 through 85 years. Four composite areas are assessed including Reading, Mathematics, Written Language, and Oral Language with two to three subtests within each cluster. The Oral Expression and Written Expression sub-tests were only administered until he lost focus completely.

*** Through research on differences in norms between francophone and French Immersion, it is noted that francophone norms on standardized tests are one year in advance of the placement of French Immersion students. I will include information based on this research, as well as the francophone norms.

The Reading Composite is made up of 3 reading subtests (Word Reading, Reading Comprehension, and Pseudo word Decoding) and provides an overall measure of reading. On this composite, received a standard score of 64 (56) , placing her in the ExtremelyWeak range for overall reading. Received a standard score of 54 (40) on the Word Reading test (measures pre-reading phonological awareness and decoding skills) which is in the Extremely Weak range. On this test, she read the words quickly, but would reverse letter order within words or add sounds to words. On the Reading Comprehension test (reflects reading instruction in the classroom such as reading a passage and answering content questions), The studentreceived a standard score of 90 (86), which is in the Average range for a Grade 4 student. I stopped the test at the end of the Grade 4 level due to errors. The student chose to read the stories aloud as she indicated she understood them better when she could hear the words. She made many decoding errors, but was still able to answer questions adequately at this level. She did better on the short passage responses. She spent time re-reading to find answers. The studentreceived a standard score of 58 (55) on the Pseudo word Decoding test (measures the ability to apply phonetic decoding skills), which is in theExtremely Weak range. The studentagain reversed a lot of the letters which caused errors in her decoding.

The Mathematics Composite is made up of 2 subtests (Numerical Operations and Math Reasoning) and provides an overall measure of math knowledge. The studentreceived a standard score of 85 (77) on this composite, which falls in the Below Average range. On the Numerical Operations test (measures the ability to identify and write numbers), The studentreceived a standard score of 84 (76), which falls in the Below Average range. During this subtest, The studentmade use of the paper and pencil provided to her, to draw diagrams and arrays to help her solve equations. The student had difficulty with regrouping to complete addition and subtraction problems. On the Math Reasoning test (measures the ability to reason mathematically), The studentreceived a standard score of 84 (81), which is in the Below Average range. She had difficulty understanding the question with multiplication and division problems. She could identify the numbers needed but had difficulty finding strategies to use. Understanding of fractions is also weak.

The Written Language composite is made up of 2 subtests (Spelling and Written Expression) and provides an overall ability of written communication. The studentreceived a standard score of 66 (61) on this composite, which falls in the Extremely Weak range. She is aware that writing is difficult for her. On the Spelling subtest (measures the ability to spelling sounds and words), The studentreceived a standard score of 68 (64), which is in the Extremely Weak range. Words were printed neatly, and she was able to write the beginnings of the words correctly, but had difficulty with double letters, and silent letters. On the Written Expression subtest (measures the ability to use written words to communicate on various stimuli), The studentreceived a standard score of 71 (66), which in theExtremely Weakrange for students within a French Immersion program. She took a lot of time to think through what she was going to write, but could not keep the thought to complete the sentence. She was unable to join simple sentences to make complex sentences. The student uses general phonetic knowledge to write. Sentence structure is weak and repetitive. She struggles with fluency when writing.

The Oral Language composite is made up of 2 subtests (Oral Comprehension and Oral Expression) and provides an overall ability of oral communication. The studentreceived a standard score of 111 (106) on this composite, which falls in the High Average range. Shecommented that she liked telling stories better than writing them.On the Oral Comprehensionsubtest (measures receptive language through receptive language, phrase comprehension and expressive vocabulary), The studentreceived a standard score of 88 (82)which falls in the Below Average range. She had difficulty with understanding words only from images given. When there was more context given in the form of sentences, she did better. She experienced difficulty giving vocabulary words from descriptions and images. On the Oral Expression subtest (measures the ability remember phrases presented, fluidity of language and the ability to relate orally to stimuli), The studentreceived a standard score of 132 (129) which is in the Above Average range. With the use of images, she could relate a story with proper sequencing and story elements, and included voice inflection and humor. She needed think time, but when ready quickly proceeded through the story from beginning to end. With a familiar subject matter, she did not need an image to relate the required information, but used a lot of gestures to help herself follow through the procedure.

Échelle de vocabulaire en images Peabody – EVIP Form A

On the EVIP test (measures the understanding of vocabulary through visual images), The studentscored at the Age equivalent range of 4.10 – 6.3. This indicates that she needs to establish a more adequate vocabulary base to function in all areas of the French Immersion program at this grade level.

CONCLUSIONS AND DIAGNOSIS

The student has a strength in the use of oral language to communicate her ideas. She still has some problems with remembering French words, but asks for the correct term, repeats it, and then continues. Many of The student’s reading and writing difficulties relate to her reversing of letters and sound combinations within words, as well as adding sounds into words. She also tends to omit silent letters and double letter combinations in her writing. The student does much better when communicating about a familiar subject, or has visual stimuli available. The student needs auditory and visual support to comprehend reading activities.The student demonstrated ‘dyslexic’ tendencies throughout the reading and writing sub-tests. Further testing may be needed for confirmation.

RECOMMENDATIONS

Due to the developing and changing nature of children’s skills and abilities, the results and recommendations contained in this report are meant for current use. Any reference to these results and recommendations in the future should be made with these reservations in mind.

If there are any questions or concerns regarding this assessment or report, please do not hesitate to contact me at Chinooks Edge School Division (403) 391 – 9153. Thank you for referring The student, she was an enjoyable student to work with.

  1. The student needs Math intervention. She should be encouraged to verbalize her thinking as she solves Math equations. It would be beneficial to have a reference of examples and explanations she could choose from to remind her of the processes needed for different types of equations. A program that may help The student is JUMP Math. It is the small steps she needs to have in place to understand solving of problems and equations in Math.
  1. The student should learn to use a speech to text software that would allow her to relate written work which would then be typed for her. She then would need some guidance to learn how to review her work and how to make revisions. An excellent program which is available in French and English is WordQ and SpeakQ.
  1. The student should have a reader and a scribe for testing situations to get the best determination of her understanding.
  1. Before reading, The student should be given the questions so that she has a focus for her reading and can respond as soon as she has determined the response required.
  1. The student needs to be continually building her vocabulary base. She needs visuals to help her with the context of the word. Using vocabulary in context helps her form the understanding needed. Repetitive use of new vocabulary will help her retain them for future use.
  1. The student needs to learn syllabication strategies for decoding. This will help her to focus on letter groupings rather than on individual sounds.
  1. The student needs to learn strategies to improve her sentences through the use of conjunctions, adjectives and adverbs.
  1. The student needs to be exposed to a variety of questioning formats. She understands very basic questioning, but has difficulty when word order is changed.
  1. Strategies for comprehension above factual recall need to be developed. Having her verbalize why she has responded in a certain way to a question will begin the reasoning process.
  1. The student should have a scribe and a reader for provincial testing. The student needs to work with this person before the exam date so that she understands how this works for her. If she is unable to have a scribe or reader for Science and Social, she should be exempt as it will not indicate her true understanding of the subject matter being evaluated.

______

APPENDIX A

Test Results

Wechsler Individual Achievement Test – Second Edition (WIAT-II)

CompositeSS - FrSS/FIVerbal Description

Reading5664Extremely Weak

Mathematics7785Below Average

Written Language6166Extremely Weak

Oral Language106111High Average

TestsSS - Fr SS/FIVerbal Description

Word Reading4054Extremely Weak

Reading Comp.86 90 Average (Grade 4)

Pseudo word Decoding5558Extremely Weak

Numerical Operations76 76Below Average

Math Reasoning8184Below Average

Spelling6468Extremely Weak

Written Expression6671Extremely Weak

Oral Comprehension8288BelowAverage

Oral Expression129132Above Average