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WARNING
Psychological test data are easily misinterpreted by people unfamiliar with psychological tests and
psychological testing principles.

Please consultBelow
a licensed psychologist
is a visual before
reference for actingScores(SS)
Standard on any interpretation
and Percentileof these scores.
Ranks(PR) Note that the
discussed
qualitative descriptions used throughout thethroughout
report corresponds
this report.to the graphic below, not necessarily to the
range labels suggested in each test’s manual.

Average

Below Above average

average range range

Standard Scores(SS):
Standard Scores
55 70 85 100 115 130 145
| | | | | |
Percentile Ranks
Percentile (PR):
Ranks
<.1.1% 2.3%
2 1615.9% 50%
50 84.1%
84 97.7%
98 99.9%
>99.99

Scaled Scores

Standard Scores(SS): T-Scores

A standard score is another way to compare a student's performance to that of a standardized

sample. For example, if a student had a standard score of 110, their performance would be in the
“average” range.

Percentile Rank(PR):
Standard Scores:Percentile scores compare one student's scores with a group of students who took the test. For
example, aif student’s
A standard score compares a studentperformance
scored in theto75th
thatpercentile on a test,forthe
of the population student
whom the performed better than
test was developed and normed.
75% of students who took the test.
T-scores:
A t-score reflections how many standard deviations a score is from the mean. For example, if a student obtains a t-score of 60, it
is one standard deviation above the norm.

Scaled Scores:
Performance on each subtest results in a scaled score and are then combined to form standard scores

Percentile Rank:
A percentile rank compares a student’s score with a group of students who took the same test. For example, if a student scored at
the 75th percentile on a test, the student performed better than 75% of the students who take the same test.

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Teacher input obtained by Senaida Mehmedovic on 04/17/19 and 04/18/19 via a google forms
survey. Please see below for results.

Strengths:
▪ PK loves to learn!!! He is very eager and willing to work with others. He works very well
with adults and peers. He has very nice handwriting. He can write in complete sentences.
▪ PK shows kindness, promptness, has an infectious laugh, has basketball and tennis skills,
has good math fact skills, and always has a smile!
▪ PK is great at knowing what upcoming assignments are and when they are due. His writing
ability has greatly improved.
▪ PK has a very strong work ethic. His communication during class about content and
expectations is great as well.
▪ He is mostly cheerful, rarely shuts down as he works through tasks with his full effort, and
has a strong desire to please and work hard.

Areas of need:
▪ Reading comprehension, tracking during reading, Organization and understanding of
assignments, applying skills he has learned in reading to his everyday reading, support
with reading comprehension, math concepts, writing skills
▪ PK needs information delivered in a multi-sensory format, with ample opportunities for
repetition. He is good at pretending he understands so comprehension checks, frequently,
are required. Rote memorization is a strength. Understanding and discussing abstract
language, inferences, making logical predictions are all difficult. Explaining his point of
view or opinions can be difficult although he has been making gains in this area this year
▪ PK works with a reading specialist each day before school. They work on keeping up with
(and discussing) reading assignments for class (book clubs) and reading skills. He also
works with someone one-on-one during math class. Two days a week he works on speech.
▪ PK has difficulty with spatial reasoning. It is hard for him to receive and carry out
instructions including words like left, right, behind, around, etc.
▪ PK takes a bit of time to make connections and feel comfortable sharing ideas. Once he
does, he really opens up and talks a lot! He has been working on developing his social
skills this year and is making great strides in being comfortable talking with his peers. A
good portion of this learning for him takes place via observations of other interactions,
sometimes during work time.

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Task Behaviors:

Communication:

Body Position:

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Sensory: Bod

Movement:

Social:

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Speech and Language Domain:

The Clinical Evaluation of Language Fundamentals 5 (CELF 5) was administered by SS in

May of 2019. The CELF-5 battery is a comprehensive assessment which evaluates a student's
strengths and communication needs. Subtests measure various aspects of language, including
semantics, syntax, morphology, and pragmatics

Standard/
Percentile Descriptive
Subtest What it measures Scaled
Rank Category
Score
Core Combination of performance on all subtests. Significantly
Language 52 .1 Below Average
Score Range
Word Classes On this subtest, PK was asked to point to a
picture that illustrated the orally presented
sentence in order to assess his ability to interpret Below Average
spoken sentences of increasing length and 4 2
Range
complexity.

Following On this subtest, PK was asked to point to one or

Directions more shapes in a specified sequence to measure
his ability to interpret, recall and execute oral Below Average
4 2
directions of increasing length and complexity. Range

Formulated On this subtest, PK looked at picture scenes as a

Sentences reference and formulated sentences about the
pictures using one or two targeted words in
order to evaluate his ability to formulate 9 37 Average Range
complete, semantically and grammatically
correct, spoken sentence of increasing length
and complexity.
Recalling On this subtest, PK imitated progressively
Sentences longer and more complex sentences in order to
evaluate his ability to remember complex Below Average
3 1
sentence structures. Range

Understanding On this subtest, PK listened to the SLP read

Spoken aloud passages, then asked to answer questions
Paragraphs about the passage to measure his ability to
interpret factual and inferential information
Moderately
presented in an oral paragraph.
1 .1 Below Average
Range

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Word On this subtest, PK was presented orally with a

Definitions word and given an example of the word used in
a sentence. PK was then asked to define the
Below Average
word. This subtest measured his ability to 5 5
Range
define words by describing features of the word
and its relationship to other words.

Sentence On this subtest, PK was presented visually with

Assembly words and combinations of words in a
scrambled order then asked to orally respond
with two possible sentences that could be
constructed out of the words and word Below Average
combinations to measure his ability to assemble 5 5
Range
words and word combinations into semantically
and grammatically correct sentences.

Semantic on this subtest, PK was asked to listen to and

Relationships interpret sentences to make comparisons, Moderately
identify locations/direction, specify time 2 .4 Below Average
relationship, or understand serial order. Range

Pragmatics Based on very limited observations. . Below Average

5 5
Profile Range

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Occupational Therapy Domain:

The Adolescent/Adult Sensory Profile is a self-report questionnaire. It is designed to promote

self-evaluation of behavioral responses to everyday sensory experiences. It provides a standard
method for professionals and individuals to measure and to profile the effect of sensory
processing on functional performance. An individual answers questions regarding how he or she
generally responds to sensations, as opposed to how he or she responds at any given time. This
enables the instrument to capture the more stable and enduring sensory processing preferences of
an individual.

According to the Sensory Profile PK has high scores (More Than Most People) in the area of
Low Registration. His Sensation Sensitivity and Sensory Avoiding score fell within the Similar
to Most People classification. His Sensation Seeking score fell in the Less Than Most People
Classification.

Beery-Buktenica Developmental Test of Visual-Motor Integration-Sixth Edition (Berry

VMI-6) measures hand-eye coordination and the student’s ability to synthesize perceptual and
motor skills. MA administered the measure in May of 2019.

Subtest/ Standard Descriptive

What it measures
Index Score Category
VMI See above. Moderately Below
57
Average Range
VMI Visual the child points to a geometric form that is
Perception exactly the same as each stimulus to be Moderately Below
63
chosen from among others that are not exactly Average Range
the same as the stimulus.
VMI Motor assesses the child’s ability to control finer
Coordination hand movements. The child is asked to draw Below Average
78
geometric forms within a targeted area. Range

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The Print Tool was administered by Malindi Alexander in May of 2019. It measures the
following eight basic handwriting skill areas:
1. Memory- Remembering and writing dictated letters
2. Orientation- Facing letters in the correct direction
3. Placement- Putting letters correctly on the baseline
4. Size- How big or small a child chooses to write
5. Start- Where each letter begins
6. Sequence- Order and stroke direction of the letter parts
7. Control- Neatness and proportion of the letter parts
8. Spacing- Amount of space between letters in words and words in sentences

Suggested Handwriting Expectations of a child age 8 or older according to The Print Tool ™
Memory Orientation Placement Size Start Sequence Control Spacing Spacing
Letters Words
CAPITALS 100% 100% 95% 85% 95% 95% 95% NA NA
Lowercase 100% 100% 95% 85% 95% 95% 95% 100% 100%
Numbers 100% 100% 95% 85% 95% 95% 95% NA NA
OVERALL SCORE 95%

The bolded scores are areas that fall below the suggested expectations.
Memory Orientation Placement Size Start Sequence Control Spacing Spacing
Letters Words
CAPITALS 100% 100% 96% 92% 100% 100% 100% NA NA
Lowercase 100% 100% 100% 81% 100% 100% 85%
Numbers 100% 100% 100% 100 100% 100% 100% NA NA
%
OVERALL SCORE 97%

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Academic Domain:
Scores that fall between the 16th and 84th percentile are considered to be in the average range.

EasyCBM Passage Reading Fluency measures progress with grade-level curriculum standards
and student’s oral reading fluency skills. Senaida Mehmedovic administered the measures on
04/25/19.

Passage Reading Fluency

100 100%
90 100%
80 99%

Accuracy (% correct)
70
99%
60
98%
Percentile Rank

50
98%
40
97%
30
20 97%
10 96%
0 96%
5th grade 6th grade 7th grade 8th grade
Percentile Rank 7 9 4 1
Accuracy 99% 100% 98% 97%

Percentile Rank Accuracy Linear (Percentile Rank ) Linear (Accuracy)

Words Correct Per Minute (WCPM)

120

100

80

60

40

20

0
5th grade 6th grade 7th grade 8th grade
WCPM 102 101 95 71

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The Protocol for Accommodations in Reading (PAR) is a formative assessment tool that can
be used with any student that is struggling with reading; it is intended to help educators make
informed decisions about reading accommodations. It contains questions that measure various
aspects of reading comprehension (i.e. main idea, facts, inferences, and vocabulary) and students
are required to orally respond. Senaida Mehmedovic administered the probes on 04/17/19 and
04/26/19.

Protocol in Accommodations for Reading (PAR):

Narrative Text
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
5th grade 6th grade 7th grade 8th grade
Student Read 50% 50% 33% 25%

PAR mixed grade level probes:

Accuracy (% correct)
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
5th grade 6th grade 7th grade 8th grade
Main Ideas % 0% 0% 0% 0%
Facts % 75% 71% 29% 15%
Inferences % 50% 33% 67% 29%
Vocabulary % 0% 0% 0% 0%

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The Test of Everyday Reading Comprehension (TERC) measures how well a person
understands what they read in everyday life. For example, is their reading good enough to order
lunch from a canteen menu? Can they read the instructions on a medicine bottle well enough to
take the right number of tablets? Senaida Mehmedovic administered the probe on 04/22/19.

Aimsweb MAZE measures sentence level comprehension by having students circle the word
that would make the sentence complete and logical. Senaida Mehmedovic administered the
probe on 04/17/19 and 04/26/19.

Reading Comprehension Probes

100%
90%
80%
70%
Percentile Rank

60%
50%
40%
30%
20%
10%
0%
TERC MAZE: 6th grade MAZE: 7th grade MAZE: 8th grade
% accuracy 60% 100% 88% 100%
Percentile Rank 2 2 1

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Aimsweb Math Computation(M-COMP) is a brief, standardized test of math operations that

are part of the typical curriculum. Mastery level is considered to be 91-100% accuracy and
instructional level is considered to be between 75-90% accuracy. Probes for various grade levels
were administered by Senaida Mehmedovic on 04/17/19, 04/22/19, and 04/25/19.

Determining Instructional Level:

Using Aimsweb Benchmark Computation Probes
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2nd grade 4th grade 5th grade 8th grade
% accuracy 96% 96% 47% 0%

Percentile Ranks:
Using Aimsweb Benchmark Computation Probes

100

90

80

70

60

50

40

30

20

10

0
2nd grade 4th grade 5th grade 8th grade
Percentile Rank 85 90 37 1

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Aimsweb Math Concepts and Applications (M-CAP) is a brief, standardized test of math
concepts, computation, and application skills. Mastery level is considered to be 91-100%
accuracy and instructional level is considered to be between 75-90% accuracy. Probes for
various grade levels were administered by Senaida Mehmedovic on 04/17/19, 04/25/19, and
04/26/19.

Determining Instructional Level:

Using Aimsweb Benchmark Concepts and Applications Probes
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2nd grade 3rd grade 4th grade 5th grade 8th grade
% accuracy 40% 36% 71% 8% 11%

Percentile Ranks:
Using Aimsweb Benchmark Concepts and Applications Probes
100

90

80

70

60

50

40

30

20

10

0
2nd grade 3rd grade 4th grade 5th grade 8th grade
Percentile Rank 41 2 14 2 4

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Cognitive and Adaptive Behavior Domain:

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is an individually

administered intelligence test for children that provides a measure of a child’s overall cognitive
ability. Senaida Mehmedovic administered the assessment on 05/06/19 and 05/09/19. It is
important to note that the FSIQ is the most accurate reflection of overall cognitive abilities and
that any analysis beyond this score is not empirically supported.

Full Scale Intelligence Quotient (FSIQ) score reflects overall cognitive ability. PK’s overall
performance was in the Significantly Below Average Range (SS=52, PR=.1), which suggests
that PK’s cognitive abilities may hinder his learning.

General Ability (GAI) score reflects overall cognitive abilities, with processing speed and
working memory measures removed. PK’s overall performance was in the Moderately Below
Average Range (SS=56, PR=.2), which suggests that PK’s cognitive abilities may hinder his
learning.

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)

Mean=100, SD=15, 95% Confidence Interval
Index Standard Score Percentile Rank Descriptive Category
Full Scale IQ 52 (48-60) .1 Significantly Below Average
Range
General Ability 56 (52-63) .2 Moderately Below Average
Range
Nonverbal Ability 47 (43-56) <.1 Significantly Below Average
Range
Verbal Comprehension 70 (65-80) 2 Below Average Range
Visual Spatial 57 (53-68) .2 Moderately Below Average
Range
Fluid Reasoning 51 (47-62) .1 Significantly Below Average
Range
Working Memory 67 (62-77) 1 Moderately Below Average
Range

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The Vineland-Third Edition (Vineland-3) is a standardized measure of adaptive behavior--the

things that people do to function in their everyday lives. Whereas ability measures focus on what
the examinee can do in a testing situation, the Vineland-3 focuses on what he or she actually
does in daily life. Because it is a norm-based instrument, the examinee's adaptive functioning is
compared to that of others his or her age. Please see below for the standard scores.

PK’s general education teachers CK, WS, and SH completed the form on 04/19/19; AE, reading
teacher, completed the form on 04/25/19; Ms. PK, PK’s mother, completed the form 05/09/19—
part of the form was started with Ms. Nelson, High School Psychologist, and the rest was
completed by Ms. PK at home.

Vineland Adaptive Behavior Scale- Third Edition (Vineland-3)

Mean= 100, SD =15, 95% confidence interval
Domain area Mr. CK Mr. WS Mrs. SH Ms. AE Ms. PK
Adaptive
Behavior 66 (61-71) 69 (64-74) 64 (59-69) 83 (78-88) 81 (78-84)
Composite
Communication 71 (62-80) 73 (64-82) 72 (63-81) 83 (74-92) 79 (75-83)
Daily Living
62 (54-70) 64 (56-72) 57 (49-65) 85 (77-93) 86 (81-91)
Skills
Socialization 69 (61-77) 74 (66-82) 65 (57-73) 86 (78-94) 88 (84-92)

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