These are the test results of a 17 yr old junior in high school. The student is having difficulties in all areas. The student is repeating 3 classes from sophomore year. Trouble reading, writing, organizing, understanding directions and more. The school has determined there is no problems. The problem is lack of motivation!! The student is very frustrated and wanting to drop out of school. The student also has a fairly extensive family history of LD’s. Two siblings with Auditory Processing, Mother and Father with varying degrees of LD’s.
On the CELF-3 these were the scores:
Concepts and Direction 8
Word Classes 7
Semantic Relationships 4
Supplementary Subtests:
Listening to Paragraphs 4
Formulated Sentences 9
Recalling Sentences 8
Sentence Assembly 9
Word Associations 4
Receptive Language Score 78
Expressive Language Score 92
Total Language Score 84
Age Equivalent 12-5
The student was also give the Peabody Picture Vocabulary Test-Third Edition, the scores were SS 98, Percentile 45 and Age Equivalent 16-4
On the Woodcock Johnson there are so many test scores you would be reading forever. The student scored low on the following
Visual-Auditory Learning, SS 83 PR 12
Retrieval Fluency, SS 86 PR 18
Analysis-Synthesis, SS 83 PR 12
Reading Fluency , SS 89 PR 89
Story Recall—Delayed, the scores are missing, the only thing next to is says 0.24
Applied Problems SS 88 PR 21
Picture Vocabulary SS 89 PR 23
The rest of the tests vary, they all have normal SS scores but the PR ranks all vary from 30 to 82
Re: Were there strengths?
This child wants to drop out of school and attend online high school. It is still teacher reviewed but is more independent. We have reviewed the program and think that it is probably the way to go. Even though the work is done independently, through web classes, there is still a teacher to answer to.
This child has many strengths but unfortunately the school is not focusing on them! If we could get a diagnosis and get the child an IEP of 504 plan it might make the difference!
Re: Same child?
Are you talking about strengths meaning testing or strengths meaning in school?
School wise she is a great artist and poet. She always says that the English teacher is reading her poetry out loud to the class. It just seems to be something that comes very naturally to her. Unfortunately, she has such low self esteem that she doesn’t use it to her full potential. We have encouraged her to start and art club or poetry club but she is afraid. She has had a long history of not being successful, and it is not from lack of trying.
She wants to be a teacher, kindergarten or preschool, she is wonderful with children, so we try to focus on that and help reach her goal of getting to college.
Like most children she is so willing to try and work hard but often feels like it gets her nowhere. Her school enviroment is really not helping her at all. I really don’t know what else to do.
Re: Looking for teachers point of view on test scores!!
I’d check out typical assignments for the online school and if they’re doable, I’d do it in a heartbeat.
Strengths are as important as struggles…
… but I can see why this kiddo is struggling! It’s also important to realize that the kiddo takes the frustrations into the testing room with him.
Have you explored alternatives? Sometimes a junior college has better options for reading and writing in their ddevelopmental classes than what passes for teaching at high schools — but it does take some motivation on the kid’s part.