Percentile Ranks Are Statistics Which Tell The Reader That

Percentile Ranks Are Statistics Which Tell The Reader That The Student

Percentile ranks are statistics which tell the reader that the student scored “as well as or better than” other members in the testing pool. Percentile ranks can NEVER be more than 99PR. To find the percentile rank of a given score, the score must first be converted to a z-score and then “looked up” on a statistical table. Fortunately, the World Wide Web has many helpful tools to do these things for us. Step 1: Using the mean and standard deviation for your distribution, find the z score. Point your browser to: Enter the Mean, Standard Deviation, and the Score of Interest (Value). Hit “calculate!” The blue number is your z score. Highlight this number and “copy” it onto your “clipboard.” Step 2: Find the z score’s associated Percentile Rank. Point your browser to: Click in the z-score box. Paste the z score into this box. Make sure that the options are set to “two-sided” and “Decimal Points: 4.” Click “submit.” The “number” you want is “Percent of Area.” This is the score’s percentile rank.

NAME: _____________________________________________ CISE 403 Dustin Project 2013.docx

Paper For Above instruction

You are tasked with preparing a comprehensive assessment summary for Dustin Monroe, a second-grade student in the Smithville School District, who has been referred for assessment due to academic and behavioral concerns. The summary requires a detailed examination of Dustin’s academic performance across multiple standardized assessments, behavioral observations, and curriculum-based measurements, as well as an evaluation of his overall learning profile to guide appropriate educational interventions.

Introduction

Dustin Monroe, born August 2, 2002, lives with his family in a middle-class neighborhood near Smithville Elementary School. His primary language is English, and he is currently placed in Mrs. Wall’s second-grade classroom. Dustin’s recent academic challenges have raised concerns among educators, particularly in reading, where he shows inadequate progress despite Tier 2 interventions. This assessment aims to synthesize his academic data, behavioral reports, and classroom performance to identify his strengths and areas needing support and to assist the multidisciplinary team in making informed decisions about his educational plan.

Academic Performance and Assessment Data

Dustin’s academic performance has been evaluated through various standardized tests, including the Mississippi Curriculum Test (MCT), the Stanford Achievement Inventory (SAI), curriculum-based measurements, and classroom assessments. His scores reveal a nuanced profile of academic skills with notable strengths and weaknesses.

In reading, Dustin’s subtests in vocabulary, reading comprehension, and word recognition indicate performance at or below average levels relative to his peers, with some scores approaching the 10th percentile. For instance, his vocabulary and reading comprehension scores suggest difficulties in word recognition and interpretative understanding, which are critical for reading development. Conversely, his performance in related areas such as spelling and language mechanics, while slightly below average, do not show as significant a deficit, suggesting that vocabulary and comprehension are particularly vulnerable areas.

Mathematically, Dustin’s results on the Stanford and curriculum-based assessments display a similar pattern, with his problem-solving, procedural skills, and reasoning tasks generally falling below the 25th percentile. His weak performance in areas such as number operations, algebra, and geometric reasoning emphasizes the need for targeted mathematical interventions.

Behavioral and Emotional Assessments

Dustin’s behavioral profile, evaluated through the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), and interpersonal skill ratings, reveals a profile of typical behaviors with some concerns about emotional regulation and social interaction. His CBCL ratings suggest mild emotional difficulties, and the teacher reports note challenges in maintaining attention and task engagement. Nonetheless, his interpersonal skills are rated relatively favorably, indicating that social behaviors are generally appropriate but may require support for emotional resilience.

Curriculum-Based Measurements and Classroom Behavior

Curriculum-based assessments, including oral reading fluency, nonsense word fluency, and writing tasks, further exemplify Dustin’s academic profile. His oral reading fluency scores are notably below the 10th percentile, indicating significant difficulties in decoding and fluency. Similarly, his performance in writing coherence, cohesion, and numeric computation points to ongoing struggles that hinder overall academic participation.

His classroom behavior, as observed through teacher ratings, suggests some difficulty with focus and completing tasks but does not indicate severe behavioral problems. Overall, Dustin exhibits typical responses to academic challenges but benefits from targeted behavior support strategies to improve engagement and task completion.

Identification of Student Difficulties

When analyzing the performance data, Dustin performed the worst in areas of reading comprehension, decoding, and fluency. His percentile ranks in oral reading passages and nonsense word fluency are below the 10th percentile, indicating significant delays in foundational reading skills. Furthermore, his mathematics problem-solving scores are consistently low, particularly in applying arithmetic strategies and interpreting data, thus highlighting critical areas of academic weakness.

Greatest Academic Difficulty

Based on the cumulative data, Dustin’s greatest academic difficulty appears to be in reading. His low percentile ranks in oral reading, decoding, and comprehension assessments suggest that foundational reading skills are significantly delayed, impacting his ability to access grade-level content across subjects. Early reading difficulties often hinder overall academic achievement, and in Dustin’s case, they warrant urgent and focused interventions to improve decoding and comprehension skills.

Behavioral Profile and Challenges

While Dustin functions well socially and demonstrates perseverance, he struggles with attention and task engagement, which may exacerbate his academic difficulties. Emotional regulation appears adequate but could be enhanced with support strategies. His behavioral profile underscores the importance of integrating behavioral support with academic interventions to foster a positive learning environment.

Summary and Conclusions

In summary, Dustin Monroe exhibits significant delays in reading and mathematics skills, with particular weakness in decoding, reading fluency, and problem-solving. His behavioral assessments suggest mild emotional difficulties, but his social competencies remain relatively intact. These findings indicate a pressing need for comprehensive, specialized instructional strategies tailored to his current profile to promote academic growth and emotional well-being.

Recommendations should include intensive reading interventions, such as Orton-Gillingham-based programs, targeted vocabulary and comprehension strategies, and supplemental social-emotional support. Additionally, continuous progress monitoring and collaboration among educators, specialists, and family are essential to ensure Dustin’s academic and behavioral needs are addressed effectively. Early intervention and differentiated instruction will be crucial for Dustin to reach his full potential in the classroom.

References

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• Stoiber, K. C., & Fesl, K. M. (2004). Instructional strategies to improve reading comprehension in students with learning disabilities. Reading & Writing Quarterly, 20(3), 215–238.
• Gresham, F. M., & MacMillan, H. (1997). Social skills training for children and youth: A review and meta-analysis. Exceptional Children, 63(4), 331-347.
• Alberts, T. (2009). Curriculum-based measurement: A practical guide for educators. Guilford Press.
• Jimerson, S. R., et al. (2000). A review of research on effectiveness of intervention strategies for students with emotional and behavioral disorders. Journal of Behavioral Education, 9(4), 317–344.
• Reschly, D. J., & Sheridan, S. M. (2017). Best practices in behavioral interventions for students at risk. School Psychology Review, 46(3), 336–356.
• Fuchs, L. S., & Fuchs, D. (2006). Principles for establishing a responsivity intervention model. Journal of Learning Disabilities, 39(5), 391–399.
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• National Center on Learning Disabilities. (2016). Teaching reading: Evidence-based strategies. NCLD Reports.