SECOND EDITION (KTEA-II)
CONFIDENTIAL REPORT
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IMPORTANT NOTICE: This report is confidential. The information is for current use. With time, students demonstrate change and at some future point, the information given may no longer be valid
Student Name: / Testing Dates:Gender: / Birthdate:
Alberta Education #: / Age:
School: / School Phone #:
Teacher: / School Address:
Grade:
Test Administered by:
CURRENT CONCERNS
STUDENT’S STRENGTHS
Report on strengths which may be helpful in programming for this student.
OBSERVATIONS DURING TESTING
Describe whether adequate effort was observed to provide accurate results. Give examples to support your statements for or against effort.
Also indicate whether the results are an overestimate, under estimate or accurately estimate the student’s achievement. This will include current situations (e.g. recently adopted) and/or prior knowledge (from the teacher about the student’s performance) relative to what you observed (state what you observed to support this statement.)
RESULTS
Take out unnecessary details (e.g. when reporting about a high school student don’t include the information about what a child in Kindergarten needs to do. The extra descriptive information is so that you have a precedent.)
DO NOT INCLUDE sections that you did not test.
The Kaufman Test of Educational Achievement (KTEA-II) measures achievement in reading, mathematics, written language, and oral language for children age four to twenty-five. There are numerous subtests that contribute to a composite achievement score. These subtests provide the opportunity to further analyze areas of relative strength and weakness.
Reading
Letter and Word Recognition
The ability to recognize letters and words is central to the ability to read with understanding. The student was asked to read words in isolation (no contextual cues). The student identifies letters and pronounces words of gradual increasing difficulty. Most words are irregular to ensure that the subtest measures word recognition (reading vocabulary) more than decoding ability.
?????? obtained a standard score of _??????_. This is described as being in the ??????____ range (?????? percentile).
Reading Comprehension
The Reading Comprehension passage items emphasize the ability to extract meaning from a set of related sentences, and deemphasize the measurement of vocabulary level. Most of the subtests consist of passage items. The student reads a passage silently (oral reading is discouraged but not prohibited), reads questions concerning the passage, and says the answers to the questions aloud.
For the easiest items, the student reads a word and points to its corresponding picture. In the following items, the student reads a simple instruction and responds by performing an action. In later items, the student reads a passage of increasing difficulty and answers literal or inferential questions about them. Finally, the student rearranges five sentences into a coherent paragraph, and then answers questions about the paragraph.
???? obtained a standard score of ???. This is described as being in the ???? range (?? percentile).
?????’s Reading Composite standard score of ????is in the ????_ range at the ??? percentile. You may wish to add something about the discrepancy between the Reading composite and Letter and Word Recognition scores (eg. if those scores are significantly different then the composite score is not as meaningful as it does not reflect these differences.)
Mathematics
Math Concepts and Applications
The focus of this subtest is on reasoning and mathematical concepts and their application to meaningful problem solving. The student responds orally to test items that focus on the application of mathematical principals to real-life situations. Skill categories include number concepts, operation concepts, time and money, measurement, geometry, data investigation, and higher math concepts.
?????? obtained a standard score of ???. This is described as being in the ??? range (??? percentile).
Math Computation
The student writes solutions to math problems printed in a booklet. Some of the skills that the Math Computation subtest measures are: counting; naming; addition; subtraction; multiplication; division; fractions; measurement; time; money; tables; word problems; geometry; decimals; rounding; number patterns; and, place value.
??? obtained a standard score of ???. This is described as being in the ?? range (??? percentile).
???’s Mathematics Composite standard score of ??? is in the ??? range at the ??? percentile. You may wish to add something about the discrepancy between the Math Concepts and Applications score and the Math Computation score (eg. if those scores are significantly different then the composite score is not as meaningful as it does not reflect these differences.)
Written Language
Written Expression
Written Expression is a compilation of many skills and thought processes. The skills assessed in the Written Expression subtest are: complete sentences, spelling; subject-verb agreement; correct verb tense; meaningful content; unity; quantity; punctuation; capitalization; complex sentences; smooth transitions; consistent use of person. Students need to be able to plan and organize ideas so that the information that is presented considers both quality and quantity and is presented in a logical format.
Kindergarten children trace and copy letters and write letters from dictation. At grades 1 and higher, students complete writing tasks in the context of age-appropriate stories. Tasks at those levels include writing sentences from dictation, adding punctuation and capitalization, filling in missing words, completing sentences, combining sentences, writing compound and complex sentences and writing an essay based on the story that the student helped to complete.
???? obtained a standard score of ??. This is described as being in the ??? range (??? percentile).
Spelling
The student is given a word that is then placed in a sentence for context. The spelling words are in an order that recognizes the developmental structure of words and language (e.g. simple words up to complex multi-syllabic words).
????obtained a standard score of ???. This is described as being in the ???range (??percentile).
??’s Written Language Composite standard score of ?? is in the ?? range at the ??? percentile. You may wish to add something about the discrepancy between the Written Expression subtest score and the Spelling subtest score (eg. if those scores are significantly different then the composite score is not as meaningful as it does not reflect these differences.)
Oral Language
Listening Comprehension
The Listening Comprehension measures the kind of listening comprehension that students must do in school – that is, comprehension of relatively formal speech, rather than casual speech. The Listening Comprehension subtest requires students to listen to the passage and then answer questions. Questions measure literal and inferential comprehension.
????obtained a standard score of ???. This is described as being in the ???? range (?? percentile).
Oral Expression
The goal of this subtest is to evaluate a student’s ability to convey thoughts orally. This subtest is not influenced more than necessary by reasoning or memory abilities. Students should always know the content of the idea to be expressed and should only have to express the idea clearly. To provide a motivating context and provide a purpose for speaking, items are presented in the context of a scenario meant to create an interactive and conversational format that students would find meaningful and interesting across age groups.
The student performs specific speaking tasks in the context of a real-life scenario. Tasks assess pragmatics, syntax, semantics, and grammar.
???? obtained a standard score of ??. This is described as being in the ??? range (????percentile).
???’s Oral Language Composite standard score of ??? is in the ?? range at the ??? percentile. You may wish to add something about the discrepancy between the Oral Expression subtest score and the Listening Comprehension subtest score (eg. if those scores are significantly different then the composite score is not as meaningful as it does not reflect these differences.)
Reading-Related Subtests
Phonological Awareness
The student responds orally to items that require the manipulation of sounds. Tasks include rhyming, matching sounds, blending sounds, segmenting sounds, and deleting sounds.
???? obtained a standard score of ???. This is described as being in the ??? range (??? percentile).
Nonsense Word Decoding
The student applies phonics and structural analysis skills to decode invented words of increasing difficulty.
??? obtained a standard score of ???. This is described as being in the ??? range (??? percentile).
Decoding Fluency
The student pronounces as many nonsense words as possible for one minute.
???? obtained a standard score of ???. This is described as being in the ??? range (??? percentile).
Associated Fluency
The student says as many words as possible in thirty seconds that belong to a semantic category or have a specified beginning sound.
??? obtained a standard score of ???. This is described as being in the ??? range (?? percentile).
Name Facility (RAN)
The student names objects, colours, and letters as quickly as possible.
??? obtained a standard score of ?? . This is described as being in the ??? range (?? percentile).
Comprehensive Achievement Composite
The Comprehensive Achievement Composite score is a compilation of the Reading Composite, Math Composite, Written Language Composite and Oral Language Composite scores.
????? obtained a standard score of ?? . This is described as being in the ??? range (?? percentile).
This score is most valid if there is not a large discrepancy between the various composite scores. In ????? case, there __is/is not____ a large discrepancy and thus the Comprehensive Achievement Composite score ____is/is not______a fair indication of how ??? __ is performing overall.
SUMMARY
This section should be able to stand on its own so that a person could only have these two or three paragraphs and know who the student is and how that student performed. Include the student’s name and age at the time of testing plus his/her composite scores and any exceptions (strengths or weaknesses). Also include a sentence about how accurate the results appear relative to the student’s current situation and/or the teacher’s observations.
RECOMMENDATIONS
One suggestion is that you write out in point form recommendations related to areas of identified strengths and weaknesses. You may wish to use the chart as a summary of information.
Indicators/ Identifiers: /Specialized Supports
Intensive, individualized supports / Actions/Supports:
Indicators/ Identifiers: /
Targeted Supports
Effective research-based interventions, frequent progress monitoring, adjustments as needed based upon data / Actions/Supports:
Indicators/ Identifiers: /
Universal Supports
Research-based core instruction and classroom strategies, universal screening of all students, progress monitoring of at-risk students[1] / Actions/Supports:
Kaufman Test of Educational Achievement – Second Edition (KTEA-II)
Based on ????????????__Norms
Subtest / Standard ScoreSD = 15
X = 100 / 95% Confidence Interval / Percentile Rank / Age Equivalent / Grade
Equivalent / Descriptive
Category
READING / Letter & Word Recognition
Reading Comprehension
READING COMPOSITE
MATH / Math Concepts & Applications
Math Computation
MATH COMPOSITE
WRITTEN
LANGUAGE / Written Expression
Spelling
WRITTEN LANG. COMPOSITE
ORAL
LANGUAGE / Listening Comprehension
Oral Expression
ORAL LANG. COMPOSITE
Comprehensive Achievement Composite
Was effort adequate to provide accurate result? ??????___
Do these results overestimate (O), underestimate (U), or accurately estimate (A) the student’s achievement level, based on your experiences with this student? ??????______
Reading-Related Subtests on the KTEA-II
Based on ????????????____ Norms
Subtest / Standard ScoreSD = 15
X = 100 / 95% Confidence Interval / Percentile Rank / Age Equivalent / Grade
Equivalent / Descriptive
Category
Phonological Awareness
Nonsense Word Decoding
Word Recognition Fluency
Decoding Fluency
Associational Fluency
Naming Facility
STUDENT NAME Page 8 of 8DATE
[1] This chart prepared by Dawn Normoyle