Oral Expression

Totally misunderstood oral expression directions for grades 4th and up. Ok, I see my mistake now.

Thank you.
Lisa Camacho

Questions

Good morning. I'm finishing up scoring the Woodcock Reading and the KeyMath tests. I know we only have to do the raw scores, but wanted to double check about the following.

1) On Woodcock do we fill in the bottom 1/2 of the front page with the raw scores. If so, I'm not sure about the Word Comp score. It says Raw, but the #'s look more like we should put the W score. Also I'm not sure how to figure the Full Scale score at bottom.
What about inside front cover, and pgs. 9 - 12 on test H, and cooresponding pgs. 11-16 in form G?

2) On KeyMath, do we just fill in the front page? What about front and back of the last page?

3) I'm using the same test subjects for the Woodcock and KeyMath that I used on the WIAT. Do we need to fill out Consents, Sociological, and Behavioral Data for every test done even if I already have it from the WIAT?

4) I'm having trouble scoring Woodcock G Visual. Aud. Learning - story 7. My student completely messed it up (maybe his tester did too!!!) Anyway, I don't really know how to count the errors.

I'm sorry the questions are so confusing, gives insight to the state of my brain!!!:) I'll call later, if you don't understand what I'm asking.

Thanks for your patience!!!
Cinda

composite score

Good Morning Ms Anderson,

With my last assessment, my student received a subtest standard score in oral language of 66. This is her score for oral language as she was not assessed in oral expression. She is 15 yr. As I tried finding her composite standard score, I noticed that table F.2 does not have a composite score anything lower than 80. Please advice.. I am ready table incorrectly??

Thank you,
Lisa Camacho

Thank you!

Scoring

Ms. Anderson,
I am working on a WIAT-II summary report on a little kindergarten boy who is age 5:2. The manual says I will not have composite scores for the Reading or Written Language sections also for certain subtests in these areas.
This leaves me looking at a summary sheet with a lot of blank boxes on the front page of the assessment record form.
Am I doing it right? What can I put down so I can convey to the reader that I have not overlooked that part of the scoring.
Is this clear as mud. I think my eyes just crossed looking back and forth between table pages trying to figure out what to do. LOL

???????

HALLELUJIAH..... I'm mostly done with testing and scoring, and I can enjoy the rest of my spring break!!!! I do have a few questions. I checked through the other blog posts to make sure my questions aren't redundant, so here goes!
1) Do you want us to figure holistic scores?
2) How do I figure composites for PK? My little one only did a few of the tests because of her grade, and I think figuring composites by adding scores will skew her score.
3) Exactly which of the face pages do we need to complete? I know we don't need to do the Ability Achievement Discrepancy Analysis. Do we do everything else??
Thanks for the answers! I hope everyone gets at least a little R @ R and time for some fun during their break!!!

I FOUND A MISTAKE!! WHAT DO I WIN?

Ok I could be wrong but I think I found an error in the test. Reading Comprehension subtest, The story titled Jewel on Ice, Item number 106 asks "Who won the pairs Gold medal at the 1990 Nationals?"

In the actual story, the year was 1989 that Kristi and Rudy won the pairs gold medal at Nationals.

This was brought to my attention TWICE when I tested my two cousins. Did anyone else come across this?

Am I on Track?

Hello All,

I have completed the testing and am working on the scoring but I am not sure when we have to have the scoring complete and, by when do we have to have the other two students tested? Does anyone know?

Ana

Reverse Rule Scoring

I sure could use anybodys help on this.

I am scoring the Listening Comprehension for a 12th grader. She did not get three consecutive scores on her first three responses, so I did the reverse rule which she did receive three consecutive scores of 1.

My question is: Do I give her credit for the unadministered questions beyond the reversed three she scored on successfully?

Gobbletyglue

I tested a sibling group this weekend and was looking for fun things to do with them afterwards. While doing the testing, we read the article about gobbletyglue and I asked the kids if they wanted to make some. Of course they were gungho! We added corn starch to make it less watery, and it is awesome stuff!!! My grandson says it is very similar to Flarp. Anyway this is just a heads up that it is a really fun activity to do to reward those kids who might have been used for several classes and are tested out!

Silly Kids

Did anyone else have kids getting sort of silly at the end of the test when they were doing the PB&J dictation. I'm guessing it was partially because it was the last test, also maybe because I was writing like crazy. I haven't tackled the grading - will do it tomorrow, but I'm wondering if the silliness affects the validity of the test? Also thinking about how to avoid it next time around. Looking for comments.

Acronyms

I found this on my computer. A student from another Diag class sent it to us, and it was very helpful to me because I've been out of the loop for awhile. I thought if anyone wanted it they can paste it and print it out.

Special Education Acronyms
AI – Auditory Impairment
APE – Adapted Physical Education
ARD – Admission Review and Dismissal
AT – Assistive Technology
AU – Autism
BIP- Behavior Intervention Plan
BRS – Behavior Resource Specialist
CM – Content Mastery
DEC – District Effectiveness and Compliance
EA – Emergency Action
ED – Emotional Disturbance
ESY – Extended School Year
FAPE – Free and Appropriate Public Education
FBA – Functional Behavioral Assessment
FIE- Full Individual Evaluation
IDEA – Individuals with Disabilities Education Act
IEE – Independent Educational Evaluation
IEP – Individual Education Program
ITP – Individual Transition Plan
LD – Learning Disabled
LDAA – Locally Developed Alternative Assessment
LRE – Least Restrictive Environment
LSSP – Licensed Specialist in School Psychology
MAC – Modified Academics Class
MH – Multiply Handicapped
MR – Mental Retardation
OHI – Other Health Impairment
OI – Orthopedic Impairment
OJT – On the Job Training
OT – Occupational Therapist
PAS – Positive Attitude for Success
PPCD – Preschool Program for Children with Disabilities
PT – Physical Therapist
SBOE – State Board of Education
SDAA – State Developed Alternative Assessment
SI – Speech Impairment
SLP – Speech and Language Pathologist
TAAS – Texas Assessment of Academic Skills
TAKS – Texas Assessment of Knowledge and Skills
TBI – Traumatic Brain Injury
TEA – Texas Education Agency
TEKS – Texas Essential Knowledge and Skills
VAC – Vocational Adjustment Class
VE – Vocational Experience
VI – Visual Impairment

Good Morning

Hello!
I hope everyone is making progress in their testing up til this point. I have finished testing my two students and I am waiting for the permission for the third and fourth student. I have done the raw scores but very hazy about how to get the final product. Hopefully, by the end of this week I will know how to do that. I wanted to ask a question and I"m sure we discussed in class but I'm not sure if I remember. ON the response booklet where the names should be written, are the "alias" names supposed to go on that line followed by their real name or just the "alias" names?

I think I'm getting the hang of it FINALLY!!!!!!

I have completed three tests. The first one was hard--I tested my four year old granddaughter, even though I had practiced on my daughter I didn't feel that I was organized. The second student I tested was a fourth grade male--it was a little bit easier and went a little smoother. I just completed the third test on a first grade female and it went really well. What I am really concerned about is that all of the children were really well behaved and attentive. I don't think it will be so simple with a student that has some discipline difficulties. The subtest that is the most difficult for me are the pseudowords--I did not learn to read phonetically and I really don't know if they are saying them wrong or right. I did record their answers, but it is still difficult for me to decide if they are wrong or right. Anyone have any suggests on scoring this subtest? I have only completed the raw score--I am going to TRY to score these three test this weekend. Is anyone else finished with the scoring and is it difficult or easy compared to the testing?

Oh Dear, Please Tell Me I Did This Right

Ok so last night I administered my second WIAT to my 16 year old cousin. I felt like it was going well, but then...........

On the Reading Comprehension section, please tell me that we were not supposed to write their responses for EVERY SINGLE QUESTION. You know how the record form has those long narrow boxes? I have not been recording what the student says, I only write something there when I am not sure so I can go back and check it later in the appendix. Please tell me we were not supposed to write down every answer..

Another question: Last night my cousin went back and looked at the reading passages a lot when she wanted to answer. I think this was addressed before but is that ok for them to go back and look at the reading passage to find their answer?

Progressing

Ms. Anderson, I am into my third assessment and I am more at easy and able to focus more on the student and his responses. I have noticed the big difference in I.Q. assessment and Achievement assessment. On the achievement assessment I am able to informally pick up real quickly on the tester's weakness and strengths. I guess it goes along with being in the classroom for so long. The down side is that I still have to refer to the manual regularly. Hopefully, things will sink in more as I test more students.