This document contains an assessment report for a 5-year-old boy named Ethan. It includes general information about Ethan, background details, observations from four dates, assessment data including pictures and scales of Ethan's development, results from standardized tests showing Ethan is meeting or exceeding expectations for his age, instructional recommendations to work more on reading outside of school, and a communication plan to share the full report and summary with Ethan's parents and teachers.
This document contains an assessment report for a 5-year-old boy named Ethan. It includes general information about Ethan, background details, observations from four dates, assessment data including pictures and scales of Ethan's development, results from standardized tests showing Ethan is meeting or exceeding expectations for his age, instructional recommendations to work more on reading outside of school, and a communication plan to share the full report and summary with Ethan's parents and teachers.
This document contains an assessment report for a 5-year-old boy named Ethan. It includes general information about Ethan, background details, observations from four dates, assessment data including pictures and scales of Ethan's development, results from standardized tests showing Ethan is meeting or exceeding expectations for his age, instructional recommendations to work more on reading outside of school, and a communication plan to share the full report and summary with Ethan's parents and teachers.
This document contains an assessment report for a 5-year-old boy named Ethan. It includes general information about Ethan, background details, observations from four dates, assessment data including pictures and scales of Ethan's development, results from standardized tests showing Ethan is meeting or exceeding expectations for his age, instructional recommendations to work more on reading outside of school, and a communication plan to share the full report and summary with Ethan's parents and teachers.
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Table of Contents:
Page 1
Table of Contents
Page 2
General Information
Page 3
Background Information
Page 4
Observations
Page 5-11
Assessment Data
Page 12- 15
Results of Appropriate Assessment Measures
Page 16
Instructional Recommendations and Educational Goals
Page 17
Communication Plan for Sharing Results with Parents,
Teachers, Other Professionals, and the Student
General Information:
Ethan African American Male November 15, 2010 (5yrs old) Primary language spoken at home and school- English Pre-school at Morgan Park Academy on the Southside of Chicago, IL Potentially has ADHD
Background Information: Ethan was born full term at thirty-eight weeks without any complications via vaginal delivery. He began walking at nine months, spoke his first words at six months, and was potty trained at fifteen months. By the age of two he was able to speak and manipulate a tablet properly. Ethan displays mild signs of aggressive behavior when he doesnt get his way as well as a mild stutter when he is excited. Ethan was diagnosed with asthma at twenty-two months and Von Willerbrands, which is a mild form of hemophilia, at the age of three. The agency Ethan and his family receive assistance from is WIC. Ethan lives with both of his parents; his mother has asthma and a cardiac condition and his father is healthy with no health issues. Ethan is currently adjusting and doing well in pre-school.
Times 2:30-10:00pm 1:00pm-4:00pm 4:00pm- 8:30pm 3:00pm- 6:30pm
Locations Home Safari Land ( His Birthday Party) Uncles Home Chuck-E-Cheese (Cousins Birthday Party)
Assessment Data: In this picture Ethan shows that he was able to use art to spell his name. 4.A.ECe Recognize that letters are grouped to form words 4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially those in own name. 4.D.ECa Recognize own name and common signs and labels in the environment. 25.A.ECd Visual Arts: Investigate and participate in activities using visual arts materials.
In this picture Ethan shows that h knows how to
socially interact with others by waiting is turn as his peers play with the truck. 30.A.ECe Use materials with purpose, safety, and respect. 30.C.ECd Demonstrate engagement and sustained attention in activities. 31.B.ECb Engage in cooperative group play. 31.B.ECc Use socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.
Ethan shows that he
understands the role he plays as an individual in this group by collaborating with his peers but also by not overstepping his boundaries as they work. In this picture Ethan is 14.D.ECb Participate in a demonstrating how he canvariety use of roles in the early a different type of writing childhood environment. utensil to write letters. 31.B.ECa Interact verbally 4.B.ECd With teacher and nonverbally with other assistance, begin to form children. some letters of the alphabet, 4.B.ECc With teacher especially those in own name. assistance, match some 5.A.ECa Experiment with upper/lowercase letters of the writing tools and materialsalphabet
The images above show how Ethan is
doing in each developmental domain. A Scale is also included. For each domain Etan is either secure or at the highest form of developing .
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Results of Appropriate Assessment Measures (Tests, Inventories, Profiles, etc.)
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The results of the TERA 3 show that Ethan is either at or above average in the categories of alphabet, conventions, and meaning for his age. Not only was Ethan able to answer the questions asked, but he also went as far as to tell me the answers on the page that I didnt ask him. For example, if asked what letter is this? Ethan was able to say A! And this is D, and E, and H as well. 16
Instructional Recommendations and Educational Goals
Although the assessment sows that Etan has met most of his goals a suggestion I have is to work ore n reading outside of school. Based on prior knowledge I know that over the past summer Ethan was able to read and identify certain sight words such as was. However, when completing the assessment Ethan was unable to identify this word. I am confident that if taking extra time to work on reading and print conventions outside of school Ethan will be fluently reading in no time.
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Communication Plan for Sharing Results with Parents, Teachers, Other Professionals, and the Student (if appropriate) To communicate the conclusion I have come up with to Ethans parents and teacher, I would send them an email of the report in its entirety in case they want to read the entire report. I would also attach a brief but thorough summary of everything I did as well as how, why, and what conclusions, including the recommendations and goals, that I have come up with.
