Scores continued…(testing by school)
TOSS-P
Identifying Labels 113
Categories 94
Attributes 109
Fucntions 118
Definitions 105
Receptive Total 111
Stating Labels 118
Categories 102
Attributes 110
Functions 121
Definintions 104
Expressive Total 115
Total 115
OWLS S.S 118
Woodcock Reading Mastery Test
A-V LRN 100
LTR IDENT 96
WORD IDENT 108
WORD ATT 102
WORD COMP 108
PASS COMP 112
READINESS CLUSTER 98
BASIC SKILLS CLUSTER 108
READING COMP CLUSTER 111
TOTAL READING - FS CLUSTER 111
Stanford 9 - Open-Ended Achievement Test, Primary 3 Level
Standard Score 82
Overall performance on a 0-3 scale was 1
Strongest performance was with questions that measured an understanding of the selectins as a whole scoring 3 in this cluster
Scored 2 in the following clusters: understanding of setting and plot, and of character
Inicated that she did ot understand questions relating to understanding of the underlying meaning of the selection, of the writer’s craft, and of connections from the text to the real world **questions were read to her again and meaning clarified
I do know that my daughter is not LD, but is struggling with school. She does have many strengths to support her weak area. Could you please tell me what these scores mean. The school has given her specail education a 1/2 hr per day with a 1:1 doing a program called Writing and Response to Reading, in addition to the small group reading with a reading tutor that she has been receiveing and her modifications will be continued. Is this an appropriate program for her? Is is a good program?
Thank you so much for your help.
Re: Help with First Time Test Scores--very long Part II
My daugher leaves the classroom to go to the other classroom, which are very nearby her class. Today will be her first day starting with the Sped teacher who she met yesterday.
I did find some of the scores conflicting, but this is not my field of expertise. She tested poorly on Concepts in CELf, but yet did well on the the the TAPS & The Listening Test. It made no sense to me.
She is still eager to learn. I have to sit next to her for homework for her confidence level and to be there just in case she needs help. She does the work, but if she is unsure, she looks to me to nod to confirm that she has done it right. This has been our routine since she has been having problems this year. She doesn’t like to read, but usually completes the book she is reading. We have to struggle with her to complete written book reports because she finds this difficult. She really has not had any other projects than the book reports.
I did talk to the school psychologist concerning the possiblity of ADD, but she stated that she does not have it. My daughter is not hyperactive, and I do understand that you can have ADD and not be hyperactive. Also, she is not impulsive, is very social, understands consequences to her actions, can focous, very organized etc. I know you have things in varying degrees and everything is not present for every situation. I am sure that I could be missing something. I did ask the school pychologist after she tested her because she has an uncle who is ADHD and I am fairly sure that her grandmother is too.
Hope this helps.
Re: Help with First Time Test Scores--very long Part II
I wouldn’t count on the opinion of the school psychologist as the last word on whether she has ADHD. She needs an evaluation by a specialist in diagnosing ADHD, especially if she has a really subtle presentation. Also, is it possible that your daughter may be experiencing symptoms of anxiety? Have the problems developed very recently? Have there been recent stressors in her life?
Re: Help with First Time Test Scores--very long Part II
She actually started having some mild problems at the end of last year, and fell apart in the fall of this year when the work became harder. The only stressor in her life is school, and she has been emotionally doing better since modifications were added last Thanksgiving.
Who checks in and out in the classroom? I have one of those ADD-Inattentive smart kids…It seems like she is very smart, she just isn’t focused on certain things…For instance, on the TAPS she did worse on the easier part of recalling numbers forward and BETTER on the more challenging numbers reversed…But the lowest score on the CELF was concepts and directions which is where a student listens to a series of 1, 2, and 3 step commands using conditional sequencing terms of increasing complexity…which requires a significant amount of auditory attention.
She could have poor test taking and logic and reasoning skills when she takes tests. She has the vocabulary/language but perhaps when she is presented with multiple choice questions and application she struggles?
Is she a highly motivated learner or more passive in her learning? How much support does she need to be successful without enabling her? How well does she engage in interactions with people?
Does she finish books when she starts them? Does she finish projects when she starts them or do you have to NAG her to death to do them?