Q&A Hero

Q: The K"TEA"II and the PIAT"R are individually administered ___.

Q: Reading decoding and reading comprehension scores on a test will yield an overall reading score. In this example, reading decoding and reading comprehension are ___.

Q: When one student is compared with a national sample of students of the same age, it is called ___.

Q: Reading passages from the basal text are used to assess students' reading levels at the end of each chapter. This is a form of ___.

Q: Statewide assessment instruments are one form of __.

Q: Indicates the amount of chance occurrence of the difference between two scores.

Q: Which complex subtest requires the student to be able to understand concepts such as position placement in a sequence of letters in order to respond to the task?

Q: On which subtests are phonemic awareness and early prereading skills assessed?

Q: Which subtest assesses a student's ability to select the correct spellings of words?

Q: One of the subtests of the PAL tests the student's ability to repeat sequences with their fingers. What is the name of this subtest?

Q: What factors contribute to reading comprehension?

Q: A student who has difficulty with decoding skills may have underlying weaknesses in what areas?

Q: On the WJ III DRB, which subtests assess decoding skills?

Q: What are the areas and skills of concern?

Q: This student's scaled scores and confidence intervals have been entered below on the score profile sheet. Complete the sheet by shading in the profile in Figure 8.8. Complete the profile of the area scores at the bottom of the profile. How would you interpret these scores for parents?

Q: 1) A third-grade student obtained the KeyMath"3DA area standard scores shown at the bottom of Figure 8.7B. Write the standard scores in the appropriate spaces in Figure 8.7A. Indicate whether the comparisons are >, <, or = and determine the differences.2) Using the information provided in Figures 8.7B and 8.7C, determine whether the differences found in problem 1 are significant. Write the significance level and the frequency of occurrence in Figure 8.7A.

Q: Add the subtest raw scores to determine the area raw score and then write this score in the figure. Use the portions of the tables (Figures 8.6C and 8.6D) to locate scale scores and standard scores. Write these in the appropriate spaces.

Q: This student's other raw scores for the Operations subtests have been entered in Figure 8.6B. Write the raw score calculated in problem 1 in the appropriate space in Figure 8.6B.

Q: One student's responses for the Addition and Subtraction subtest are shown on the KeyMath"3 DA protocol in Figure 8.6A below. Calculate the raw score and then write your answer on the protocol.

Q: A student in your class seems to take longer to respond in writing on tasks he is asked to do during class time. He also writes much briefer responses and often uses very short, simple words. His reading level is at the range expected. With what skill might this student be struggling?

Q: A student who scores significantly below the levels expected on the subtests of word reading, reading comprehension, spelling, and pseudoword decoding but was within the range expected on other subtests might be referred for additional assessment. What will assessment help to determine?

Q: Which subtest includes vocabulary and sentence comprehension?

Q: Which subtest includes items that assess phonemic awareness?

Q: What is meant by the term misordered sounds?

Q: How many types of vowel errors were made by this student?

Q: How many errors were made that were considered entire-word mistakes?

Q: In which categories did the student have no errors?

Q: The portion of this error analysis includes the student's performance on items 35"50. Based on this section of the error analysis, which short vowel sounds seem to be problematic?

Q: A third-grade boy, age 8 years, 7 months, answered the items on a math calculation subtest in the following manner.1)11)21) 1 31) 12)12)22) 1 32) 03)13)23) 1 33) 04)14)24) 0 34) 05)15) 1 25) 1 35) 06)16) 1 26) 1 36) 07)17) 1 27) 0 37)8)18) 1 28) 0 38)9)19) 1 29) 0 39)10)20) 0 30) 0 40)a) The Daily Math Skills subtest has already been scored. The obtained raw score for the Daily Math Skills subtest was 38. Write the appropriate scores in the spaces provided on the sample protocol.b) Add the raw scores and place the sum in the raw score box for the math composite score. Look at the norm table below. Locate the standard scores and percentile ranks for this student. Write the scores in the appropriate spaces.

Q: A third-grade boy, age 8 years, 7 months, answered the items on a math calculation subtest in the following manner.1)11)21) 1 31) 12)12)22) 1 32) 03)13)23) 1 33) 04)14)24) 0 34) 05)15) 1 25) 1 35) 06)16) 1 26) 1 36) 07)17) 1 27) 0 37)8)18) 1 28) 0 38)9)19) 1 29) 0 39)10)20) 0 30) 0 40)The basal for this subtest is 5 consecutive items correct and the ceiling is 5 consecutive items incorrect. What is this student's raw score?

Q: What is the difference between an item-level error analysis and a within-item error analysis?

Q: Most of your kindergarten students have been making adequate progress in their ability to match sounds, blend sounds, segment sounds, and delete sounds. The data you have collected using CBMs indicate that one student has not made adequate progress. You decide to assess this student using the K"TEA"II. Which subtests will you use?

Q: You are concerned about a student who is having difficulty answering questions about reading passages. In addition to assessing the student's ability with curriculum materials, you decide to assess the student's skills using a norm-referenced test. Which subtest of the K-TEA-II assesses a student's ability to answer literal and inferential comprehension questions?

Q: Using the raw score data, look up the standard scores on the following table and write the scores in the appropriate spaces on the protocol sheet.

Q: Using the information provided on the portion of the PIAT-R protocol (Figure 8.1), determine the Total Reading raw score. Add the Reading Recognition and the Reading Comprehension raw scores. To determine the Total Test raw score, add all subtest raw scores. Write the sums in the appropriate spaces.

Q: How does this response mode impact scores?

Q: What response mode is used on many of the items in this test?

Q: How is the Reading Comprehension start point determined?

Q: How is the starting point for the Reading Recognition subtest determined?

Q: What new school level is included in the WJ III? Why has it been included?

Q: What populations were included in the norming process of the third edition?

Q: For what age range is the WJ III intended?

Q: How many parallel forms are included in the Woodcock"Johnson III Tests of Achievement? What is the advantage of having different forms of the same instrument?

Q: On the test presented in Activity 8.4, an examiner can determine if there are any significant differences between composite scores. Look at the composite scores listed below. Subtract the scores to determine the amount of difference between the composite scores.Math Composite 92Written Language Composite 87Reading Composite 72On the following table, write the differences in the appropriate spaces. Examine the table and determine if any of the differences between composite scores are significant.

Q: Identify the subtests in the Peabody Individual Achievement Test-Revised (PIAT-R NU).

Q: Identify some domains that are evaluated through achievement testing. What specific skills would be evaluated in each domain?

Q: The WIAT-III provides two ways for determining learning disabilities. Discuss each.

Q: Explain when a teacher might use a screening measure.

Q: Explain the importance of error analysis in your own words.

Q: Discuss the sample of individuals included in the norming process of the Woodcock-Johnson IV Test of Achievement. Provide an explanation as to why the details of the sample are important in determining the validity of the test.

Q: Describe what criteria you would consider when selecting a diagnostic instrument for your use.

Q: Describe the circumstances under which a teacher might make the decision to use a specific diagnostic instrument.

Q: Describe the primary similarities and differences between norm-referenced assessments and curriculum-based assessments.

Q: What are the reasons for using basal and ceiling levels in the administration of a comprehensive standardized instrument?

Q: Discuss the reasons why practice and mastery of a standardized instrument are necessary before actual administration.

Q: This test assesses overall writing, contrived writing and spontaneous writing. A. Oral Grey Reading Test4 B. Test of Reading Comprehension3 C. Test of Written Language4 D. Test of Written Spelling4

Q: This test allows teachers to make comparisons between scores. A. Woodcock-Johnson III Test of Achievement B. Peabody Individual Achievement Test-4 C. Kaufman Test of Educational Achievement-II D. Wechsler Individual Achievement Test, 3rd ed.

Q: This test assesses the prerequisite and requisite skills needed to read, write, and take notes in school. A. Woodcock-Johnson III Diagnostic Reading Battery B. Process Assessment of the Learner: Test Battery for Reading and Writing C. Peabody Individual Achievement Test-4 D. Kaufman Test of Educational Achievement-II

Q: Measures a student's vocabulary by asking the student to name a picture or to provide a synonym for a picture. A. Peabody Picture Vocabulary Test B. Expressive Vocabulary Test C. Test of Language Development D. Written Language Test

Q: This test consists of subtests taken from the Woodcock-Johnson Tests of Achievement III that measure the skills required for reading A. Woodcock-Johnson III Diagnostic Reading Battery B. Process Assessment of the Learner: Test Battery for Reading and Writing C. Oral Grey Reading Test4 D. Test of Reading Comprehension3

Q: This test assesses areas of math functioning typically not addressed by other instruments. A. Test of Mathematical Abilities B. Key Math C. Peabody Individual Achievement Test D. Kaufmann Test of Educational Achievement

Q: This tests the processes used in initial and emerging reading and writing skills as well as the skills expected during the intermediate grades in school. A. Oral Grey Reading Test4 B. Test of Reading Comprehension3 C. Test of Written Language4 D. Test of Written Spelling4

Q: Explain the difference between a CBM and a CBA. What is the value of each for progress monitoring purposes?

Q: Mrs. Rodriguez is using the PNDs to determine whether her students have made progress while receiving intensive instruction in identifying story grammar elements. Christina's highest baseline point was 5 questions correct. There were a total of 15 data points taken, 8 of which were above the baseline point. Determine the PND calculation and if the intervention was effective.

Q: Given the fact that general education methods are designed to meet the needs of 80-85% of the school population, present an argument supporting RTI as a pre-special education process.

Q: The data collected through the RTI methodology can provide the special education team with important information. This information can be used to determine the answers to these four important questions.

Q: As RTI continues to develop and be implemented in schools, teachers are finding themselves taking on new roles and responsibilities. Discuss at least three of these roles and/or responsibilities.

Q: Why is the use of RTI especially important for the evaluation process of identifying children with learning disabilities and emotional disturbance?

Q: Discuss the importance of using a quantitative measure of progress in addition to using a noticeable progress in application approach.

Q: Your school is adopting RTI and you have been tasked with educating the faculty on the two predominate models (Standard Model or Problem-Solving Model). Provide an explanation of each model and present an argument for the model you would personally like selected.

Q: Which measurement of progress would you choose to use in your classroom? Why?

Q: Identify the criteria of what constitutes a teaching methodology being a research-based intervention.

Q: Identify two primary reasons why RTI was developed as a pre-special education methodology to identify students with mild disabilities and behavioral challenges.

Q: Provide an example of an intervention that could typically occur under each Tier of the RTI model.

Q: Which of the following is nota characteristic of what constitutes a research-based intervention? A. Interventions that include large samples. B. Studies that were completed once. C. Random selection of subjects. D. Studies that provide positive results.

Q: Mr. Jean, the principal at Mountain Top School, wants to streamline the RTI process in his building. He's requiring all students with similar reading challenges to be grouped together and receive interventions through a commercial curriculum the district has purchased. All students will be progress-monitored using the materials that come with the curriculum. Mr. Jean's philosophy is most closely aligned with which RTI model? A. Problem solving model B. Progress monitoring model C. Special education model D. Standard protocol model

Q: Michael receives additional reading interventions in a small group. His mean baseline score is 15 and the mean intervention score is 21. What is Michael's percent change? A. 18% B. 28.6% C. 40% D. 60%

Q: Who is most likely to deliver the Tier III instruction in the RTI model? A. Specialists B. General education teacher C. Paraeducator D. Parent volunteer

Q: Which type of instruction are you most likely to see at Tier III in the RTI model? A. Whole group B. Small groups C. Cooperative learning groups D. One-on-one

Q: General education instruction is designed to meet the needs of what percentage of the school population? A. 100% B. 90"95% C. 80"85% D. 70"75%