UC - Denver 1380 Lawrence Street

Evaluation Report Denver, CO 80204

(303) 555-1212

Eve Torres 04/01/2009

Legal Name of Student DOB LASID SASID

ACADEMIC PERFORMANCE ASSESSMENTS

TEMA-3 evaluated by Evan Volski Date: 10/19/2016

On this measure, Eva was in the 5th percentile for her age. The age equivalent determined by TEMA-3 was
4-6 years old and the grade equivalent determined was preschool. On this measure Eva showed
proficiency in the areas of counting (1-10) , number identification (1-9), one-to-one correspondence (Sets up
to 5), and written representations of numerals (1-9). Areas that proved to be more difficult for Eva were
counting backwards (10-1), addition, and word problems. Overall, Eva is below what is expected is expected
for her age and grade level.

Teacher-created progress monitoring task evaluated by Evan Volski Date: 10/27/2016

This task, which was administered on a weekly basis, asked Eva to take two groups of objects and combine
them to find the total value of objects present. This task focused on Eva's skills related to one-to-one
correspondence and is an early addition skill. Results of this progress monitoring task indicated that Eva was
making progress with this skill but still needs additional practice and support to become proficient. Results
indicate that Eva is capable of adding two groups with a total value of five but her one-to-one
correspondence skills are affected once the value is greater than 5. On this measure Eva made significant
progress towards her IEP goal (see attached progress monitoring data).

Informal Math Probe evaluated by Evan Volski Date: 10/13/2016

This skills-based informal assessment focuses on the areas of numeration, addition, subtraction, knowledge
of money (value), ability to read a clock, and ability to complete classroom math work. These areas are all
focused on in 1st grade. The results of the assessment indicate that Eva's skills related to these areas are
significantly below what would be expected for her age and grade. She was unable to effectively carry out the
addition and subtraction operations, read a clock, count by 2s, 5s, or 10s. Eva was able to recognize the
value of coins and read and write numbers up to 15.

OTHER ASSESSMENTS
Systematic Observation: The focus of the observation was to determine the amount of time that Eva is engaged
during whole group math instruction. Engagement for these purposes is attending to the teacher during instruction,
participating in class discussion, providing answers to questions, and asking questions. I chose to focus on

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Eve Torres 04/01/2009
Legal Name of Student DOB LASID SASID

engagement because after consulting with Eva's special education teacher I learned that Eva has difficulties with
this, especially in the morning which is when math is. I observed Eva during a 15 minute whole group math lesson
with her special education teacher, six other students, two paraprofessionals and myself being present in the room.
Students were seated on the carpet at the front of the room and the teacher was in front of the students teaching.
The paraprofessionals were attending to two students who require more intensive support due to behavioral and
medical reasons. Using the behaviors listed in the functional definition of engagement provided previously I decided
to conduct an event recording to determine the frequency with which Eva was engaged. Throughout this observation
I noted a total frequency of 7 instances of engaged behavior; Eva answered two questions and attended to the
teacher five times. One of the causes of Eva to lose engagement with the lesson was her desire to help another
student who has significant needs. The teacher has assigned Eva as this student's helper in certain situations to
redirect Eva to engage in appropriate behavior but this has caused Eva to perseverate on helping the student even if
help isn't required or requested. For a period of five minutes Eva was trying to help this student while a
paraprofessional attempted to redirect Eva's attention back to the lesson. The teacher told her that she needed to
stop helping the student and attend to the lesson or she would go to time out. Once Eva was no longer trying to help
the other student she attended to the teacher for several minutes at a time and answered two questions the teacher
asked her. Eva received positive reinforcement for attending to the lesson and participating but eventually she
became frustrated with the teacher and laid down on the ground. The teacher was able to get Eva to sit back up but
she spent much of the remaining time picking at her finger nails. Overall, I think this observation showed me that
Eva, when engaged with the lesson, is able to effectively participate in a group lesson, however, there are many
instances where she becomes upset with something and loses engagements and can become disruptive.

Work Sample Analysis: Students in Eva's class do not complete much written work to analyze so I gave her an
addition computation worksheet to work on during independent work. After modeling how to complete the worksheet I
let her work on it independently. The worksheet featured six addition problems with visuals (dots) provided so that
students could use the manipulatives if they needed and I noticed while she worked on it that she was not being
successful with the problems even though she is capable of combining two sets of objects to find a total. As a result
of this work sample analysis I was able to determine that Eva needs more work with understanding the standard
algorithm for addition, reading word sentences, and becoming more familiar with mathematic symbols.

Teacher Interview: I interviewed Eva's special education teacher, who has been Eva's teacher since kindergarten
and as such has developed a good understanding of her mathematical abilities. So in order to gain a better
understanding of Eva as a student and how she has progressed in math in the past 14 months I asked her series of
questions related to what her teacher sees as her strengths and areas of improvement. Sample Questions: What
would you say are Eva's strength both as a student as well as math in particular? What are some areas of
improvement for Eva as a student in general and in math as well? Compared to her peers, how quickly does Eva
learn new concepts? After conducting the interview I learned a great deal about Eva on a holistic level that is
valuable in determining the type of support she might need in the future. Eva's special education teacher indicated
that Eva is one of the quickest learners in her class and is often willing to participate in classroom discussions,
however her ability to attend to the teacher is often interrupted by her desire to help other students. Eva's teacher
also indicated that it is difficult for her to cope with not getting her way, especially when it comes to helping the
teacher with a task. Eva's teacher noted that allowing Eva to help out is a great way of redirecting her when her focus
shifts away from the lesson but if the teacher allows another student to help out this upsets Eva and in the past has
gone to the corner to hide or left the classroom. In these instances it can be difficult to get Eva to join the group again
and Eva has had issues with outbursts in the past, which haven't been as much of an issue so far this year. When I
asked about Eva's abilities in math she told me that she has is able to produce and identify numbers 1-15, has one-
to-one correspondence of numbers 1-5 consistently and 1-10 when she is able to attend through all numbers, and
can count to 20. Especially when it comes to one-to-one correspondence Eva's teacher feels that her ability to attend
to the problems given to her is her biggest barrier to success in this area and has noticed that when she prompts Eva
to take her time she is more successful identifying the value of a group with up to 10 objects. Overall, Eva's teacher
feels that she her math ability is strong compared to the other students in the class, but her ability to attend to the
lessons and tasks is a barrier to her overall ability to be successful in math.
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Eve Torres 04/01/2009
Legal Name of Student DOB LASID SASID

Authentic Assessment: One of the things that I wanted to focus on is seeing how Eva would be able to carry out
mathematical computation in a more fun and naturalistic way. I created a game that was almost like a scavenger
hunt within the classroom and gave Eva a list of objects and how many of each she was to collect. The list said to get
"3 Books, 2 Pencils, and 4 pieces of paper." The list was set up to look similar to the way the standard algorithm for
addition is set up and at the bottom it asked Eva to write how objects she had collected total. This assessment
looked at her one-to-one correspondence, her ability to add several groups of objects, and her ability to navigate the
standard algorithm for addition. This assessment showed that she was able to gather the correct number of objects,
but she wasn't able to add all of objects to get the correct total and she didn't seem familiar with the addition
algorithm.

EVALUATION SUMMARY
Document information from a variety of sources including data in all areas related to the students suspected
disability. 300.304(c)(4), 300.306(c)(i)-(ii)
TEMA-3 results indicate that Eva is currently in the 5th percentile for her age. The age equivalent determined by TEMA-3
was 4-6 years old and the grade equivalent determined was preschool. An informal math probe presented similar results
as the TEMA and showed that Eva is able identify and produce numbers up to 15 and count as high as 20. A progress
monitoring task showed that Eva is able to add two groups of objects with a total value of 10 or less. The teacher interview
was administered to get a more holistic view of Eva as a student and the results indicated that her math ability is strong
compared to the other students in the class, but her ability to attend to the lessons and tasks is a barrier to her overall
ability to be successful in math. The systematic observation confirmed some of the things that I had learned about Eva's
engagement from her teacher. Eva seemed to be engaged and eager to learn but her desire to help other students
occasionally affected her engagement to a whole group lesson.

For the most part the assessment results all pointed to similar trends. Eva is currently able to identify and produce
numbers 1-15, count to 20, and can consistently add groups of objects up with a total value of 10 or less. While Eva is not
currently meeting grade level expectations she does have certain foundational skills needed to make progress in
mathematics.

One inconsistency was between the Progress Monitoring task and the teacher interview/authentic assessment. During the
progress monitoring task Eva demonstrated an ability to count groups of objects up to 10 but Eva's teacher indicated that
she was only able to consistently able to demonstrate one-to-one correspondence for groups of objects up to 5.
Additionally, on the authentic assessment Eva was not able to count a group of objects with a value of 9. This could be
because Eva has developed a strategy for counting the little plastic bears that we use for the progress monitoring task
and she has not figured out a way to generalize this strategy to other objects.

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 Assessment Rationale

TEMA-3: I gave this assessment to Eva because it would provide a better understanding of Evas math
abilities for a number of different concepts. After consulting with the special education staff I decided to
administer this test because it would identify Evas areas of strength and need related to mathematics.

Informal Math Probe: I found an informal math probe related to 1st grade math skills. I decided to
implement this probe because I wanted to see how Eva would perform when carrying out math problems
that are aligned with her grade level.

Work Sample Analysis: I chose to analyze Evas work on a addition worksheet because I felt that it would
give me a good understanding of her ability to add two groups of objects together while also determining
her understanding of and ability to use the standard algorithm for addition.

Observation: The observation I conducted was to see Evas participation and level of engagement in
whole group math lessons.

Teacher Interview: By conducting the teacher interview I was able to get a better understanding of Evas
performance over the past 14 months from her special education teachers perspective. The questions I
asked would give me a better understanding of her current performance and areas of need. By conducting
the interview I also felt that I would be able to get a more holistic understanding than by looking at data
received from formal and informal assessment procedures.

Authentic Assessment: I wanted to assess Evas math abilities in a fun and naturalistic way so I developed
a scavenger hunt list that would require Eva to find a certain amount of specific objects around the
classroom, bring them back, and add them up to see how many total objects she had gathered. Eva would
also get an opportunity to demonstrate her ability to use the standard algorithm for addition through this
activity.

Progress Monitoring: Through progress monitoring I wanted to get a better understanding of how Eva
was progression in relation to an IEP goal that was written for her last year. Based on last years data she
had not made adequate progress but as a result of continuing opportunities for practice and weekly
progress monitoring she was able to master this goal. The task she engaged in was adding two groups of
objects with a value of 10 or less to find the new total. Her ability to attend to the task was initially
impeding progress for this goal but when she learned a way to slow down and focus on each object she
made adequate progress.
 Progress Monitoring Data
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Perforamnce

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