Activities for PowerPoint
Example 1: Lisa Test
Grade: 3rd
Primary Disability: Speech Impairment / Language impairment
Current Descriptive Information
Describe the student’s strengths:
Lisa is a hard worker in class. Her math skills are strength for her as well as her social skills. She enjoys
working with peers and completes tasks on time.
Describe the concerns of the parents regarding their student’s education: Her parents are concerned
she will have difficulty communicating with peers her age and her teachers when she moves into the
secondary grades where academic material is more demanding and higher level thinking.
Describe how the student’s disability affects involvement and progress in the general curriculum:
Lisa’s language skills may prevent her from fully comprehending and expressing herself in the general
education class.
Present Levels of Educational Performance:
CELF-4
Subtest: Receptive Language
Area assessed: Language
Lisa’s received a standard score of 80 in receptive language skills. This score is below average for a child
her age, yet does not meet criteria for language impairment in receptive language. Lisa did score well on
receptive vocabulary and receptive word classes.
Date Administered: 12/03/2013
* EXCEPTIONAL YES/NO (REQUIRED): No
Subtest: Expressive language
Lisa received a standard score of 70 on the expressive language portion of the CELF4. This score falls
below the average range for a child her age. Lisa’s strengths included: repeating sentences and
expressive vocabulary. Lisa had the most difficulty with formulating sentences when given a single word.
She used short, incomplete utterances (syntax) with incorrect grammar (morphology). These areas of
difficulty may hinder her ability to express herself in the classroom during the following times: answering
comprehension questions (verbally or written), completing grammar based assignments, communicating
effectively at age level with teachers and peers.
Date Administered: 12/20/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Class Work Assessment
Area Assessed: Academic Readiness
Subtest: Language arts
This assessment is given to all students in Lisa’s grade. Lisa scores on this assessment indicated that
she is performing below grade level in Language Arts. As a result of her score, paired with the input of her
classroom teacher, Lisa was referred for language testing. This assessment does not measure specific
skills in language, but compared Lisa to her peers in her general knowledge.
Date Administered: 12/02/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Stranger Test: Do you know where to begin instruction/intervention?______________________
Do you know in which area specifically the student needs intervention?____________________
Example 2: Cam Test
th
Grade: 11
Primary Disability: SLD
Secondary Disability: Emotional Disturbance
Medical Information: Diazepam 10mg
Current Descriptive Information
Describe the student’s strengths:
Cam Test is a self-motivated student. He likes to read and his strengths are in English and History.
Describe the concerns of the parents regarding their student’s education:
Mrs. Test wants her son to work on making friends at school. She is worried about his lack of social skills
and the fact he isolates himself most of the time.
Describe how the student’s disability affects involvement and progress in the general curriculum:
Test’s disability in math affects his ability make adequate progress in the general curriculum without
accommodations. His disability also affects his ability to work with others without direct supervision of an
adult.
Present Levels of Educational Performance:
Woodcock Johnson III Normative Update Tests of Achievement (WJIII NU Ach)
Area Assessed: Academics
Subtest: Letter Word Identification
Test’s conversational proficiency seemed typical for his age level. He was cooperative throughout the
examination and his activity level seemed typical for his age.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): no
Std. Score: 90
Subtest: Calculation
The score of this section is a reflection of Test’s ability to complete math calculation problems without a
calculator.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Std. Score: 80
Subtest: Writing Fluency
Test was cooperative throughout the examination and his activity level seemed typical for his age.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): no
Std. Score: 90
Subtest: Passage Comprehension
Test was cooperative throughout the examination and his activity level seemed typical for his age.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): no
Std. Score: 90
Subtest: Applied Problems
Test was cooperative throughout the examination and his activity level seemed typical for his age.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): no
DEA
Std. Score: 95
Area Assessed: Academics
Subtest: English III
Test completed assessment with the small group setting accommodation.
Date Administered: 10/12/2013
* EXCEPTIONAL YES/NO (REQUIRED): no
Score: proficient
Subtest: Algebra II
Test completed assessment with the small group setting and prompting accommodation
Date Administered: 10/20/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Behavior Tracking Form
Score: basic
Area Assessed: Social Emotional Behavior
Subtest: behavior
Tracking forms show that Test has a difficult time working in groups. He appears to get agitated easily
with his peers and prefers working on his own. He shows aggression verbally toward peers and teachers
when frustrated. He appears to isolate himself most of the time.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Student Transition Survey
Area Assessed: Transition
Subtest: transition
Test showed interest in the area of business administration and social services.
Date Administered: 12/01/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Stranger Test: Do you know where to begin instruction/intervention?______________________
Do you know in which area specifically the student needs intervention?____________________
Example 3: Gina Test
Grade: 3rd
Primary Disability: Autism
Secondary Disability: Speech Impairments
Medical Information: Gina has asthma and may require the use of an inhaler as needed. She also
complains frequently of headaches while reading and large group instruction.
Current Descriptive Information
Describe the student’s strengths:
Gina has many skills that benefit her ability to succeed in school. Her ability to understand directions
presented verbally or visually is strong, and she is adept at communicating her needs to staff. She
responds to visual supports and systems of reinforcement (including self-monitoring) with relative
independence. She shows excellent ability in the area of math computation and fluency. Gina’s decoding
and spelling skills are age/grade appropriate. Gina shows motivation to earn good grades, show off her
knowledge, and please her teachers.
Describe the concerns of the parents regarding their student’s education:
Gina’s family has three primary concerns. They worry that although she understands expectations, they
often hear complaints that she is not following directions quickly or completely in class. Gina has tended
to do poorly on standard academic assessments, even in math which is a relative strength of hers. Her
family worries that she will not score above basic on this year’s standardized assessment. Although Gina
gets along well with staff members, she often complains that she doesn’t have friends and tends to isolate
her peers at lunch and recess. She doesn’t seem to know how to get engaged with social interactions
with these peers.
Describe how the student’s disability affects involvement and progress in the general curriculum:
Gina will be involved in the general curriculum to the maximum extent possible that will ensure her
success with supports that address her areas of deficit. Several deficits that she exhibits are characteristic
of students with autism and she will sometimes require intervention in place of or beyond what is offered
in the general curriculum.
Present Level of Educational Performance
Occupational Therapy Evaluation
Area Assessed: Fine Motor
Subtest: General
Gina presents with right hand dominance. She holds a writing tool using a lateral quadrupod grasp (index,
middle finger, and thumb rest on the writing tool). Her thumb web space is partially collapsed and she
does best with “The Pencil Grip”. Gina is able to legibly form all upper case letters and has occasional
difficulty forming some lower case letters (g/y). She has motor planning difficulties that impact writing,
acquisition of novel fine motor tasks, and can cause frustration and occasional difficulty maintaining pace.
Gina is sometimes a perfectionist with her writing and she may become frustrated when her intended
output does not match how she visualizes the task to occur. Gina continues to work on placing letters
between the writing lines and accurate spacing when composing sentences. Gina demonstrates
functional cutting skills.
Date Administered: 12/04/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
OT Evaluation – Sensory Processing Measure
Area Assessed: Vocational
Subtest: General
Gina has a sensory diet that is part of her daily routine and is incorporated into her visual schedule. She
is a sensory seeker (vestibular, proprioceptive, tactile, auditory, visual). She uses a weighted and
pressure vest, fidgets, alternative seating, wiggle cushion, and engages in heavy work/sensory movement
breaks throughout the day.
Date Administered: 12/04/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Pre-Vocational Checklist
Area Assessed: Pre-Vocational
Subtest: Pre-Vocational
Gina sometimes does not follow direction given during large group instruction without additional
prompting. She also has trouble seeing non-preferred tasks through to completion.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): yes
Vineland Adaptive Behavior Scales Second Edition (Vineland-II)
Area Assessed: Adaptive Behavior
Subtest: Coping Skills
When Gina gets excited or upset she is often difficult to understand and frequently reacts by yelling, using
inappropriate language, or destroying her work. During these times, she often requires additional staff
assistance to calm down.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Social Skills Assessment
Area Assessed: Social/Emotional Behavior
Subtest: Engaging in Conversation
Gina has been observed struggling to initiate conversation for the purpose of play, seeking help, and
social enjoyment with peers.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Subtest: Emotional Expression
Gina has been observed using inappropriate language and destroying her materials instead of labeling
the emotion she is feeling and requesting the necessary help.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Woodcock Johnson III Tests of Achievement (WJAch-III)
Area Assessed: Academics
Subtest: Math
Gina scored in the average range for math calculation skills subtests. However, her performances on the
math reasoning subtests were in the limited range. While her calculation and fluency skills are average for
her age and grade level, she struggles to identify the correct operation for applied problems. Gina’s needs
will be addressed in math intervention.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): No
Subtest: Reading
Gina’s basic reading skills were in the average range, but her performance on the reading comprehension
tasks of this assessment was in the limited range. While she excelled with decoding tasks, she had
difficulty completing the story recall and passage comprehension subtests. Gina’s needs will be
addressed in reading intervention.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): No
Subtest: Writing
Gina performed in the average range for basic writing skills, but her scores for written expression fell
within the limited range. Gina excelled at the spelling subtest but struggled with the writing sample tasks.
Gina’s needs will be addressed in writing intervention.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): No
CELF-4
Area Assessed: Language
Subtest: Language
Core Language SS 62.
Receptive Language SS 73
Expressive Language SS 63
Language Structure SS 67
Gina’s strengths include: recalling sentences, expressive vocabulary, and word classes. Areas of
weakness include: following 2 to 3 step directions.
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
GFTA-4
Area Assessed: Speech
Subtest: Articulation
Fronting at the word level, impacting intelligibility at times in conversational speech
Date Administered: 12/05/2013
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Stranger Test: Do you know where to begin instruction/intervention?______________________
Do you know in which area specifically the student needs intervention?____________________
Example 4: Susan Test
rd
Grade: 3
Primary Disability: SLD- Reading
Current Descriptive Information
Describe the student’s strengths:
Susan has strong listening comprehension skills. She enjoys listening to information when it is presented
orally, and recalls information very easily. She has a strong sight word vocabulary and tends to utilize this
as her primary strategy when reading independently.
Describe the concerns of the parents regarding their student’s education:
Mr. & Mrs. Test are very concerned about Susan’s reading progress. They report that she is easily
frustrated when she has to read independently and worry that she will only fall further behind.
Describe how the student’s disability affects involvement and progress in the general curriculum:
Susan’s deficits in the areas of basic reading skills, specifically phonics & decoding, and fluency,
adversely affect her progress in the general education curriculum. She is unable to independently read
information in academic areas which interferes with comprehension.
Present Levels of Educational Performance
Pre-Vocational Checklist Area Assessed: Pre-Vocational
Subtest: Pre-Vocational Skills
Several of Susan’s teachers completed the prevocational checklist on Susan. There were no significant
areas of deficit. She comes to class prepared with materials, participates appropriately and gets along
well with her peers.
Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): No
Test of Silent Word Reading Fluency (TOSWRF)
Area Assessed: Academics- Reading
Subtest: Reading Fluency
In looking at Susan’s protocol, it appears that she worked very slowly. She managed to divide 45 words
on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average
range.
Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Age Equiv.: 70
Grade Equiv.: 2.0
Skill Specific Progress Monitoring Tool
Percentile Rank: 13
Std. Score: 83
Area Assessed: Academics
Subtest: Reading
Letter Sound Fluency: Given a 1 minute 3rd grade fluency test, Susan accurately sounded 42 letters. This
represents the 45th percentile according to winter norms.
Word Identification Fluency: Susan identified 6 words from the CBM third grade word list in one minute.
This represents the 10th percentile according to winter norms.
Reading Fluency: Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors.
This is significantly below the 10th percentile according to winter norms.
Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Brigance Diagnostic Comprehensive Inventory of Basic Skills Revised (CIBSR)
Area Assessed: Academics
Subtest: Word Recognition
Word recognition grade placement: When presented with a list of 10 words commonly introduced in basal
reading texts, Susan read and pronounced 10 words out of 10 words in the first grade level, 6 out of 10
on the second grade, and only 2 of 10 on the 3rd grade passage.
Reading Comprehension: Susan read a group of passages quietly on her own and scored 100%
accuracy on comprehension at the upper 1st grade level. Errors were random.
Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Woodcock Johnson III Tests of Achievement (WJAch-III)
Area Assessed: Academics
Subtest: General
When compared to others at her grade level, Susan scored well below her peers. Her standard scores in
th
letter word identification is 84 which is at the 16 percentile. Due to weak phonetic abilities, Susan’s
reading comprehension scores were also significantly impaired. Her standard score was 85 which was at
the 15th percentile, and she had a reading fluency standard score of 81 at the 15th percentile as well.
She has not mastered any of the phonemic rules needed to help her decode words, and reads in a slow,
laborious manner stumbling over her words.
Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): Yes
Percentile Rank: 85
Std. Score: 15
Stranger Test: Do you know where to begin instruction/intervention?______________________
Do you know in which area specifically the student needs intervention?____________________