ESTIMATOR - Washington County School District

ESTIMATORVersion 10.0

USERS MANUALfor use with

PC computers running Windowsand

Macintosh computers

Richard D. Baer, Ph.D.and

Brad Althouse, M.S.

EIMS Corporation1430 Canyon Road #2

Logan, Utah 84321Business Offi ce: (435) 752-6305

in cooperation with

Center for Persons with DisabilitiesUtah State University

Logan, Utah

© Copyright 2006, EIMS Corporation

ESTIMATOR is a product of the EIMS Corporation. Therefore, INTERNATIONAL BUSINESS MACHINES, INC. and APPLE COMPUTER, INC. MAKE NO WARRANTIES, EITHER EX-PRESSED OR IMPLIED, REGARDING THE ENCLOSED COMPUTER SOFTWARE PACKAGE, ITS MERCHANTABIL-ITY OR ITS FITNESS FOR ANY PARTICULAR PURPOSE.

Other product names used in this publication are for identifi ca-tion purposes only, and may be trademarks of their respective companies.

Apple, Macintosh are trademarks of Apple Computer, Inc.IBM is a trademark of International Business Machines, Inc.Windows, Windows Me (Windows Millennium Edition),Windows XP are trademarks of Microsoft Corporation

Table of Contents PageAcknowledgments .................................................................................... 7 I. Introduction .................................................................................... 9 Purpose ....................................................................................... 11 II. Installation Instructions for ESTIMATOR 10.0 ......................... 12 Installing Estimator on Macintosh Computers ........................... 13 Installing Estimators on Windows Computers ........................... 14 Technical Notes ......................................................................... 17

III. The ESTIMATOR Program ......................................................... 21

IV. Running the Program .................................................................... 26 Information You Will Need ........................................................ Information You Will Need ........................................................ Information You Will Need 26 Currency of Data Entered ........................................................... Currency of Data Entered ........................................................... Currency of Data Entered 27 In What Order Should the Data be Entered ................................ In What Order Should the Data be Entered ................................ In What Order Should the Data be Entered 27 Staying with ESTIMATOR ........................................................ Staying with ESTIMATOR ........................................................ Staying with ESTIMATOR 27

V. Output and Interpretation ............................................................ 28 Informational Messages ........................................................... 28 Grade-Based Data ................................................................. 28 Estimated Data ...................................................................... 28 Averaged Data ....................................................................... 29 Default Data .......................................................................... 29 Discrepancy Cutoff Check .................................................... Discrepancy Cutoff Check .................................................... Discrepancy Cutoff Check 29 Intellectual Versus Learning Disabilities ............................... 31

VI. Reports . .......................................................................................... 32 Summary of Discrepancy Information ....................................... 32 Explanation of Percent Confi dence ............................................ 33 Technical Intermediate Data ....................................................... 34

Appendices

A. Calculating with the Utah Discrepancy Formula ....................... 35 B. Tests Approved for Use in Utah .............................................. 44 C. Student’s Most Serious Problem Area ........................................ 69 D. Request to the USOE to Add a Test ............................................ D. Request to the USOE to Add a Test ............................................ D. Request to the USOE to Add a Test 71

7

Acknowledgments

Development of the ESTIMATOR program was supported by Utah State Of-fi ce of Education, Services for Students at Risk. Special thanks are extended to Karl Wilson, Karen Kowalski and Janet Gibbs for their cooperation and encouragement.

The contribution of Utah’s LD Test Selection Committee is gratefully recog-nized. Members include:

Gail Brown, Psychologist, Private Practice

Vickey Carleson, Speech Pathologist, Iron School District

Phil Fast, Psychologist, Davis School District

Fulvia Franco, Psychologist / Speech Pathologists, Jordan School District

Mary Griffi n, Psychologist, Logan School District

Richard Keene, Past Chairman, Utah State Offi ce of Education

Tony Loveless, Psychologist, Iron School District

Pam Plant, Psychologist, Jordan School District

Members of this group, painstakingly, reviewed the formula and all tests in-cluded in the program. They also made many helpful suggestions for improving the look and user friendliness of ESTIMATOR. Particular thanks are extended to Richard Keene, past chairman of the committee, whose leadership and strong command of tests and measurements ably guided development of the program. Dr. Keene developed the formula modifi cations (see Appendix A) that are at the heart of ESTIMATOR: Version 10.0.

Finally, the contributions of Alan Hofmeister and Joe Ferrara whose early work in artifi cial intelligence led to development of the original ESTIMATOR program in the 1980s, are gratefully acknowledged.

8 9

Introduction

In 1988, the Utah State Offi ce of Education (USOE) adopted a formula recom-mended in the report of the United States Department of Education, Special Education Programs Work Group on Measurement Issues in Assessment of Learning Disabilities (Reynolds, 1984-85 * ) for evaluating the discrepancy between a student’s expected and obtained educational achievement. Beginning with the publication of ESTIMATOR: Version 7.0, the original formula was modifi ed. The modifi ed formula retains the basic regression characteristics of its predecessor, but incorporates a one-tailed test (the original formula employed a two-tailed test) and a mathematically more elegant way of correcting for test unreliability (see Appendix A).

In addition to modifying the formula, beginning with ESTIMATOR: Version 7.0 changes were made in the way the program output is reported.

Prior to Version 7.0

Prior to version 7.0, ESTIMATOR determined the achievement score where one could be 95 percent confi dent that a student exhibited a severe discrepancy (cutoff score). It then considered the obtained achievement score and generated a percent likelihood that the obtained score was equal to or greater than the cutoff score. If the obtained score was equal to the cutoff score, there was a 50 percent likelihood that the student exhibited a severe discrepancy. Students whose obtained scores represented a 50 percent likelihood of a severe discrep-ancy or greater were considered to have met severe discrepancy criterion for LD eligibility; those whose obtained scores represented less than a 50 percent likelihood were considered not to have met criterion.

Beginning with Version 7.0

Beginning with version 7.0 and continuing with versions 8.0 and 9.0, ESTI-MATOR:

• Does not generate a percent likelihood.

• Generates the percent confi dence one can have that a student exhibits a severe discrepancy.

___________________* Reynolds, C.R., (1984-85). Critical measurement issues in learning dis-abilities. The Journal of Special EducationThe Journal of Special Education 18(4), 451-476.

10 11

• Uses a 93 percent cutoff. If the confi dence one can have that a student exhibits a severe discrepancy is equal to or greater than 93 percent, the student meets severe discrepancy criterion for LD eligibility; if the confi - dence is less than 93 percent, the student does not meet severe discrepancy criterion for LD eligibility.

Research on the new formula showed that the 93 percent cutoff used by the new formula is similar to the 50 percent likelihood used by the old formula. Users of ESTIMATOR:

• Reports (1) the cutoff score at which one can be 93 percent confi dent the student meets severe discrepancy criteria, and (2) the standard error of measurement of the achievement test.

Version 10.0

Proposed federal regulations to accompany the Individuals with Disabilities Eduction Improvement Act, 2005 would add an eighth learning disabilities achievement area, reading fl uency, under which students might be qualifi ed for special education services. This provided the impetus for developing ESTIMA-TOR Version 10.0. The new version includes a variety of reading fl uency tests a complete list of which are presented in Appendix B. Also three new tests/scores have been added since publiction of version 9.0. These include:

Kaufman Test of Educational Achievement: Second EditionLetter Word Recoginition Standard Score

Wechsler Intelligence Scale for Children: Forth EditionGeneral Ability Index

Wechsler Intelligence Scale for Children: Fourth Edition - Span-ish

Full Scale Composite ScoreVerbal Comprehension Composite ScorePerceptual Reasoning Composite Score

Finally, a number of tests have been removed because their norms are dated or they have been replaced by new versions. These include:

Clinical Evaluation of Language Fundamentals: Third EditionDetroit Test of Learning Aptitude - Primary: Second EditionEIWN-R de Puerto Rico: Escala de Intelligencia Wechsler Para

Ninos - RevisadaKaufman Test of Educational Achievement - New Norms

••

••

•

•••

•••

•

Norris Educational Achievement TestTest of Early Mathematics Ability: Second Edition

Purpose

ESTIMATOR is a computer program designed to use the Utah formula to determine the probability that a student’s discrepancy is severe enough for LD classifi cation. A step-by-step procedure for calculating discrepancy with the formula is found in Appendix A. Using the formula requires knowing the reliability of the aptitude (IQ) and achievement tests administered to a student as well as the test to test correlation. Also, somewhat lengthy calculations are required. ESTIMATOR was developed to make using the discrepancy formula easy. The program contains reliabilities and test to test correlations for all aptitude (IQ) and achievement tests approved for making LD classifi cations in Utah. It also makes rapid and accurate calculations, saving time and eliminating the possibility of error. Finally, it generates a report summarizing discrepancy data for individual students and appropriate for documenting discrepancy data considered in LD classifi cation decisions.

ESTIMATOR deals only with discrepancy calculation, one element in the LD qualifi cation process. Additional information such as observational data, criterion referenced test data, intervention history and social history must be must be mustconsidered before a student is classifi ed as LD.

••

12 13

Installation Instructionsfor ESTIMATOR: Version 10.0

The operating systems of 2006 are designed to provide security and avariety of networking and multi-user services. Because of this, there isnow a multitude of combinations of hardware and software confi gurations.The Estimator 10.0 program installation CD now contains four versionsof Estimator:

1. A version designed for Macintosh Classic – Rewritten withadditional features and released in the last version of Hypercard, thisprogram has been tested on machines running Mac OS 7.5.5 to 9.2.2.

2. A version designed for Macintosh OS X – New for Versions 9.0 and 10.0, and written in Realbasic.

3. A version designed for single-user Windows computers– Written for easier installation on computers with only a single user.This version was tested on machines running Windows 95, 98, 98SE,2000, and XP.

4. A version designed for Windows computers with users with“Limited” accounts – Virtually the same program as the single-userversion, but with installation and registry procedures that allow it to runcompliant to the XP restrictions for a non-roaming limited user.

All four versions are included on the installation CD. However, only theMacintosh versions are visible when the CD is viewed on Macintosh machines and only the Windows versions are visible when the CD is viewedon Windows machines.

Additional Technical Notes about the different versions of the Estimatorprogram are available in the Technical Notes section of the EstimatorManual.

Installing Estimator on Macintosh Computers

Note to Macintosh users: This software is being distributed under alicense agreement. Be sure to read the license found on the installationCD and agree to the terms of the license before installing and usingEstimator.

1. Determine what version of OS your machine is running.

A. Click on the apple menu in the upper left corner of the screen. B. Select “About this Macintosh” or “About this Computer” or“About this Mac”. This will typically be the top item on the menu. C. Look in the screen for information labeled “System software”or “version” or “OS”.

2. Insert the CD Rom into the CD Rom drive.

3. Find the Installation Folder:

A. Double-click on the CD Rom icon to view the CD contents. B. Locate the folder containing the version you want to install.The version for Macintosh computers running OS X is labeled “Estimator10.0 Mac OSX”. The version for computers with all other earlier versionsis labeled “Estimator 10.0 Mac Classic”.

4. Click on the folder and drag the entire folder to the desiredlocation on your machine. The fi les will be copied to your machine’svolume.

To Run the Program

1. Open the folder you copied to your machine.

2. Locate the program icon in the folder. The program icon inthe OS X folder is labeled “Estimator 10.0 OSX.app”. The program iconin the Classic folder is labeled “Estimator 10.0 Classic”.

3. Double-click the program icon to start Estimator.

14 15

Installing Estimator on Windows Computers

The ESTIMATOR program is designed to be run on computers usingWindows 95/98/Me/2000/XP.

Warning: Windows 2000 and Windows XP were developed to be usedin multi-user or networked environments. When these two operatingsystems are installed, accounts on the computer are set up with certainprivileges. The account of the person running the installation programmust have administrator privileges or the ESTIMATOR program will notinstall and run properly.

If your account does not have administrator privileges, and you areinstalling the version for computers with a single user, you must have anadministrator install the program or have temporary privileges granted toyou by the administrator.

If your account does not have administrator privileges, and you are in-stalling the version for computers with a limited user accounts, you musthave an administrator grant your account temporary administrator privi-leges.The program icons and registry settings will install to the currentuser’s account. So, if the administrator installs the software using theiraccount, the program will not work properly when you log onto youraccount. Once installed, you no longer need administrator privilegesand you should be able to run the program using an account with limitedprivileges.

The majority of Windows users will be able to install the version forcomputers with a single user. If you try to install this version and it givesyou the message about not having an administrator account contact yourcomputer support person for assistance.

To install Estimator on a Windows computer:

1. Insert the CD Rom into the CD Rom drive.

2. Run the Installation Program:

A. Select “Run” under the Start Menu.

B. In the Run box, Select “Browse”. C. In the Browse box, go to the “Look in” window displayingthe computer drives and select the CD Rom drive into which you put theinstallation disk. It will probably be “D”, “E”, or higher. D. Locate the folder containing the version you want to install.The version for computers with a single user is labeled “Estimator 10.0Win Single User”. The version for computers with users with “limited”accounts is labeled “Estimator 10.0 Win Limited User”. E. Double-Click on the folder icon to open the folder. F. Double-Click on “Setup.exe” in the “Browse” box. G. Click on the “OK” in the Run box.

3. Respond to the Installation Program:

A. A welcoming screen appears. You are warned to exit all pro-grams before installing ESTIMATOR. When you have closed any openprograms, Click on “Next” to continue. B. On the next screen, you are presented with the softwarelicense agreement. Please read the agreement carefully and completelysince you must agree to the terms of the agreement before you will be al-lowed to continue with the installation. When you have fi nished readingthe agreement, if you accept the terms of the license, click on the “I ac-cept the agreement” radio button and click on the “Next” button to con-tinue with the installation. If you do not accept the terms of the license,click on the cancel button or close the window to abort the installationprogram. C. On the next screen, you may select the drive and folder whereESTIMATOR program fi les will be installed. Click on “Browse” buttonto change the directory where ESTIMATOR will be installed.

Note: Some versions of Windows are very picky about where fi les areplaced. We recommend that you use the default installation locationwhen installing ESTIMATOR.

To continue with the installation, click on the “Next” button.

If the installation folder does not exist, a window will ask you to confi rmthat the folder should be created. Click “Yes” to create the folder andcontinue.

16 17

D. The next window will ask you to confi rm the Start Menufolder where the program icons will be placed. To change the folder,click the “Browse” button. Click “Next” to continue. E. The next window will ask you to confi rm the setup settings.Click the “Install” button to use the displayed settings, or use the “Back”button to go to previous screens and change the settings.

Note: The installation program determines which fi les need to be in-stalled. If your computer already contains some of the fi les ESTIMATORneeds to run, the installation may be able to skip the installation of someor all of the fi les on the installation CD.

Files are copied, a Start Menu folder, and icons for ESTIMATOR and theManual are created.

When all of the necessary ESTIMATOR fi les have been installed, theinstallation program may need to reboot your computer. If so, it will askyou to select whether you want to restart now or later. Make your selec-tion.

F. Click “Finish” to exit setup.

4. To Run the Program:

A. Click the “Start” menu then move the pointer arrow to “Pro-grams”, then to the Estimator UT 10.0 group, then to the Estimator-10.0program, and click. B. The program will show an introductory screen. Click “OK” tocontinue.

5. To Access the ESTIMATOR Manual:

With the installation of the ESTIMATOR program, the ESTIMATORmanual will be installed to the Estimator UT 10.0 folder as Manual.pdf. The Manual fi le is an Adobe® Acrobat® fi le. In order to view theManual fi le, the Adobe Acrobat Reader® program must be installed onyour computer. Since software documentation and fi les from the internetare frequently distributed as Adobe Acrobat fi les, your computer will

probably already have the Acrobat Reader installed.

If you have the Acrobat Reader installed, double click on the Manualicon to start the Acrobat Reader program. The program will then auto-matically load the Manual.pdf fi le.

If you do not have the Acrobat Reader installed, it can be downloaded offof the internet and used for free. The Acrobat Reader can be downloadedat Adobe Systems Incorporated’s website. The address is http://www.adobe.com/products/acrobat/readstep.html or go to www.adobe.com andfollow the links for downloading Acrobat Reader. Once downloaded andinstalled, your computer will know to run the reader when you double-click on the Manual fi le’s icon.

Adobe®, Acrobat®, Reader® are trademarks of Adobe Systems Incorpo-rated.

Technical Notes

Technical Notes for the Macintosh Classic Version

• This version requires all eleven fi les contained in the programfolder. They are: The Hypercard runtime stack “Estimator 10.0 Classic”,six index fi les (“*.ndx”), and 4 data fi les (“*.dat”).• Also included in the program folder is the Estimator Manual inPDF format (Adobe Acrobat Reader is required to view the manual) andthe License agreement (License.txt).• Reports can be saved with formatting in Rich Text Format (RTF),but the number of mac programs which can view and print these fi les arelimited. The reports can also be saved as Text which are readable usingTextEdit, but all fonts and formatting are lost.• There is no Uninstall program for this version. Dragging theprogram folder to the trash will remove all of the program fi les.

Technical Notes for the Macintosh OS X Version

• This version requires only two fi les: “Estimator 10.0 OSX.app”and “EstimatorUT100.rbd”.• Also included in the program folder is the Estimator Manual inPDF format (Adobe Acrobat Reader is required to view the manual) and

18 19

the License agreement (License.txt).• Reports are saved in Rich Text Format (RTF) which is readableusing TextEdit.• There is no Uninstall program for this version. Dragging theprogram folder to the trash will remove all of the program fi les.

Technical Notes for the Single-user Windows Computers Version

• This version was designed to provide ease of installation onmachines intended for a single user. This installation differs from thelimited-user version by having icons installed to common areas, and reg-istry keys to the HKEY_LOCAL_MACHINE, rather than a user’s localprofi le. By doing so, this version can be installed by the system adminis-trator, but used by a limited user without having to grant the user ad-ministrator permissions for the installation. To accommodate this setup, permissions are set on a subfolder and a single registry key. See details below.• This installation will copy fi les to the following three locations:

1. System fi les for Visual Basic and Microsoft Access are copiedto the Windows system folder,

2. The program fi le (“ESTUT100SU.exe”) is copied to the ap-plication folder selected at the time of install (default is “\Program fi les\Estimator UT 10.0s\”), and

3. The database fi le (“EstimatorUT100.MDB”) is copied to afolder in the application folder (default is “Program Files\Estimator UT10.0s\Database”). The permissions for the “Database” subfolder are setto AuthorizedUsers: Modify, otherwise limited users could not write tothe database fi le.

• The path to the database fi le is saved in the registry key “HKEY_LOCAL_MACHINE\SOFTWARE\EIMS\EstimatorUT100s” under the value “DBFileName”. The permissions for the value are set to Authorize-dUsers:Modify, otherwise the limited users could not change the data-base path.• Note: An administrator could relocate the database fi le for theprogram if desired. At the time of installation, the “DBFileName” regis-try value is set to the Database subdirectory path. When the Estimator

program is run, if Estimator cannot fi nd the database at the location spec-ifi ed in the registry value, it will ask the user to browse for the location of the Estimator database fi le and, when found, rewrite the registry value to remember the new location. However, when Estimator is uninstalled, the relocated database will have to be manually removed.• Icons are created in the common desktop and are available to allaccounts on the machine.• The default path for saving reports is to a folder in the users “MyDocuments” folder (default is “My Documents\Estimator 10.0 Reports”).• Reports are saved in the Window’s standard Rich Text Format(RTF), which preserves the report formatting and is readable using mostword processors including Microsoft Word and the built-in WordPad.• Also included in the application folder is the Estimator Manualin PDF format (Adobe Acrobat Reader is required to view the manual).• Using the uninstall program will remove the program fi les andfolder but not any saved report fi les.

Technical Notes for the Windows Computers with “Limited” User Accounts Version

• This version was designed to be compliant to the XP restrictionsfor a non-roaming limited user. This installation differs from thesingle-user version by having icons installed to the users start menu, andregistry keys to the HKEY_CURRENT_USER. Since the installer re-quires admin permissions, the user must be temporarily made a memberof the administrator group when installing this version. However, onceinstalled, Estimator can be run by a limited user.• In order to support limited users and other XP options such asuser-switching, this installation will copy fi les to three locations:

1. System fi les for Visual Basic and Microsoft Access are copiedto the Windows system folder,

2. The program fi le (“ESTUT100MU.exe”) is copied to the ap-plication folder selected at the time of install (default is “\Program fi es\Estimator UT 10.0m\”), and

3. The database fi le (“EstimatorUT100.MDB”) is copied to afolder under the users local application data folder (default is “user pro-

20 21

The ESTIMATOR Program

The parts of the main screen for the ESTIMATOR program are shown la-beled below.

The Consultation Information area has fi elds for entering the date of the consultation and the name of the person entering the data.

The Student Information area has fi elds for entering the student’s name, school, grade, and date of birth.

The Aptitude (IQ) Test section contains a summary of the data entered in the Aptitude Test screen.

The Achievement Test section contains a summary of the data entered in the Achievement Test screen.

The File menu contains the Exit option, and the Help menu contains Introduction and About information.

Click here to start completely completely clean. Click this button to go to the Report screens. Click here to end your consultation with ESTIMATOR (works the same as Exit in the File menu).

Click here to start

Click this button to go to the

Click here to end your consultation with ESTIMATOR (works the

completely Click here to start

Click this button to go to the

fi le\Local Settings\Application Data\EIMS\EstimatorUT100”). In win-dows XP this will be under the hidden “Documents and Settings” rootfolder and in 95/98 this will be in the “\Windows\Local Settings” folder.

• The path to the database fi le is saved in the registry key “HKEY_CURRENT_USER\SOFTWARE\EIMS\EstimatorUT100m” under the value “DBFileName”.• Note: An administrator could relocate the database fi le for theprogram if desired. At the time of installation, the “DBFileName” regis-try value is set to the Database subdirectory path. When the Estimatorprogram is run, if Estimator cannot fi nd the database at the location spec-ifi ed in the registry value, it will ask the user to browse for the location of the Estimator database fi le and, when found, rewrite the registry value to remember the new location. However, when Estimator is uninstalled, the relocated database will have to be manually removed.• No permissions are set during this install since the user naturallyhas permissions to write to the CURRENT_USER registry and to thedatabase located under the Application Data folder.• Reports are saved in the Window’s standard Rich Text Format(RTF) which is readable using most word processors including MicrosoftWord and WordPad.• The default path for saving reports is to a folder in the users “MyDocuments” folder (default is “My Documents\Estimator 10.0 Reports”).• Also included in the application folder is the Estimator Manualin PDF format (Adobe Acrobat Reader is required to view the manual).• Using the uninstall program will remove the program fi les andfolder but not any saved report fi les.

22 23

The Aptitude (IQ) Test screen appears when the Enter Aptitude (IQ) Test Data button is clicked on the main screen. The parts of the Aptitude (IQ) Test screen are shown labeled below.

The Examination Information section has fi elds for entering the name of the examiner and the date of testing. A message shows the age at testing based on the date of birth (from the main screen) and the date of testing.

The Aptitude Test Information section has “combo boxes” (lists that appear when you click on the arrow on the right side) for the aptitude tests and subscales of the selected test. This section also contains a fi eld for entering the student’s score on the test (a message displays the mean and standard deviation for the score).

Click this button when you have completed the information on this screen.

Click this button if you got to this screen by mistake, or if you don’t want to save changes you have made on this screen.

The Achievement Test screen appears when the Enter Achievement Test Databutton is clicked on the main screen. The parts of the Achievement Test screen are shown labeled below.

The Examination Information section has fi elds for entering the name of the examiner and the date of testing. A message will show the age at testing based on the date of birth (from the main screen) and the date of testing.

The Achievement Test Information section has “combo boxes” (lists that appear when you click on the arrow on the right side) for the achievement area (basic reading, listening com prehension, etc.), achievement tests for the selected area, and subscales of the selected test. This section also contains a fi eld for entering the student’s score on the test (a message displays the mean and standard deviation for the score).

Click this button when you have completed the information on this screen.

Click this button if you got to this screen by mistake, or if you don’t want to save changes you have made on this screen.

24 25

The ESTIMATOR Report screen appears when all required information has been entered and the Create Report from this Information button is clicked. The parts of the Report screen are labeled below.

The scrolling text window contains the text of the report generated for this student. Use the scroll bar on the right side to move through the report.

Click here when fi nished to return to the main screen.

Click here to save the report as a fi le.

Click here to print a copy of the report.

Click here to go to a screen containing an explanation of the “percent confi dence” used by ESTIMATOR.

Click here to go to a screen containing some of the intermediate values calculated by the ESTIMATOR program.

Click here to go to a screen containing an explanation


Click here to save the report as a fi le.


The Percent Confi dence Explanation screen and the Technical Data screen are the same, except for the content of the scrolling window. The parts of the Technical Data screen are labeled below.

The scrolling text window contains the text of the report generated for this student. Use the scroll bar on the right side to move through the report.

Click here to save as a fi le.

Click here when fi nished to return to the Report screen.

Click here to print a copy of the report or explanation displayed in the scrolling window.

Click here to save as a fi le.

Click here when fi nished to return to the

26 27

Running The Program

Information You Will Need

The ESTIMATOR program asks for the following information when you run a consultation:

Consultation Information:Date of the ConsultationName of Person Entering the Data

Student Information:NameDate of BirthSchoolGrade

Aptitude (IQ) Test Information:Aptitude (IQ) Test Information:Name of ExaminerDate of TestingAptitude (IQ) Test NameName of the Aptitude Test Sub Scale (from the test protocol)Student’s Aptitude Test Score

Achievement Test Information:Name of ExaminerDate of TestingName of the Student’s MOST SERIOUS academic problem areaAchievement Test NameName of Achievement Test Sub Scale (from the test protocol)Student’s Achievement Test Score

The test and score names which may be used for discrepancy determination are listed in Appendix B.

Currency of Data Entered

ESTIMATOR is a tool designed to assist school teams in determining if a se-vere discrepancy is present at the time a student is considered (reconsidered) for LD eligibility. In light of this, it is recommended that test data entered into the program be reasonably current at the time the decision is made. Us-ers entering non-current data should be prepared to defend the position that the data entered represent intellectual ability and academic achievement at the time of the decision.

In What Order Should the Data be Entered?

The ESTIMATOR program is not too particular about the order that information is entered into the fi elds. The most important thing to remember is:

DATES DRIVE THE PROGRAM!

Explanation: A particular test has only been approved for use with students for a specifi c range of ages. The approved age range for each test has been determined by the Utah State Offi ce of Education. In order to assist educators in making sure that an approved test was used for the student, the ESTIMATOR program determines the age of the student at the time of testing and presents a list of tests consisting only of those tests approved for that age. This means that ESTIMATOR must have a valid date of birth and a valid date of testing before any test name or subscale can be selected. This also means that if the birthdate or date of testing are changed, some information might become invalid and will be thrown out by ESTIMATOR.

NOTE: If you want to move quickly through the data entry process, start with the Date of Consultation fi eld and press Enter or Tab after entering the data. The program will automatically move you to the next fi eld.

Staying with ESTIMATORStaying with ESTIMATORS

You may fi nd that you are suddenly out of the ESTIMATOR program. What has probably happened, is that you have inadvertently clicked off of the ESTIMA-TOR screen and changed the active program to another you had running.In Windows 95/98/00/NT you can restore ESTIMATOR by clicking on ESTI-MATOR’s button on the taskbar. In Windows 3.1, hold down ALT and press TAB to move through the list of active programs - release ALT when you see ESTIMATOR.

28 29

Output and Interpretation

Informational MessagesInformational Messages

Anyone wishing to calculate discrepancy using the Utah formula for LD determination must have access to three critical values. They should know the reliability of each test score and the correlation between those scores (see Appendix A).

In many cases, these data have been made available by test publishers. When these data are available, ESTIMATOR uses them. Often, for a variety of reasons, these data are not available. When they are not, ESTIMATOR uses default values.

Grade-Based Data

In some cases, test data (reliability and correlation) are provided by test manu-facturers by grade, rather than by age. ESTIMATOR is set up to use age-based data. When only grade data is available, ESTIMATOR assumes that the fol-lowing age/grade relationship is true.

Grade AgeAge K 5 yrs 1 6 yrs. 2 7 yrs. : : : : 12 17 yrs.

ESTIMATOR sends the message shown below to let the user know exact data is not available:

“Age specifi c data is not currently available on the internal reliability of the [Test Name]/correlation between [Test One] and [Test Two]for the specifi ed age.

The grade-level based value of [Value] is being used for the reliability/cor-relation of this/these test/tests.”

Estimated Data

In certain cases, exact data on a test may not be known; however, an estimate

can be made. For example, if a test’s reliability at age 8 is know to be .95 and its reliability at age 10 is known to be .95, it is reasonable to assume that its reliability for age 9 is about .95. ESTIMATOR sends the following message to let the user know when estimates, rather than published data, are being used:

“Exact data is not currently available on the internal reliability of the [Test Name] for the specifi ed age.”

or

Exact data is not currently available on the correlation between the [Test Name] and the [Test Name] for the specifi ed age.

The estimated value of [Value] is being used for the reliability correlation of this/these test/tests.

Averaged DataAveraged Data

There are rare cases when there is reliability or correlation data for periods of less than 1 year. In those cases, since ESTIMATOR currently stores that data for 1 year intervals, ESTIMATOR uses the average of the values. ESTIMA-TOR lets the user know when an averaged value is being used by sending the following message:

Exact data is not currently available on the internal reliability of the [Test Name] for the specifi ed age.

or

Exact data is not currently available on the correlation between the [Test Name] and the [Test Name] for the specifi ed age.

The averaged value of [Value] is being used for the reliability / correlation of this/these test/tests.

Default Data

There are cases when we have no idea what the correlation between two tests is. In those cases, ESTIMATOR uses a default value of .50. ESTIMATOR lets the user know when a default value is being used by sending the follow-ing message:

Data is not currently available on the correlation between the [Test Name] and the [Test Name] for the specifi ed age.The default value of [Value] is being used for the correlation of these tests.

Discrepancy Cutoff CheckDiscrepancy Cutoff Check

For any pair of tests entered, ESTIMATOR checks to determine if it is possible

30 31

Intellectual Versus Learning DisabilitiesIntellectual Versus Learning Disabilities

Utah Special Education Rules specify that students must score above the intel-lectual disabilities range, two standard deviations below the mean, on individu-ally administered tests of intellectual ability in order to be classifi ed as learning disabled. When an aptitude (IQ) score within the intellectual disabilities range is input, ESTIMATOR sends the following message:

Utah Special Education Rules specify, “the student with learning disabilities must score above the Intellectual Disabilities range on individually administered tests of intellectual ability.” The aptitude (IQ) score entered does not meet this criterion; therefore, classifi ca-tion as a learning disabled student is not advised.

for the student to score low enough on the achievement test to reach the cutoff score needed to be 93 percent confi dent there is a discrepancy between actual and predicted achievement. To illustrate, consider a student age, 6 years, 0 months who is administered the Wechsler Intelligence Scale for Children - Third Edition (WISC-III) and the Reading Comprehension Tests of the Woodcock-Johnson Psycho-educational Battery: Part II - Revised (WJ-R). With a WISC-III Full Scale IQ score of 90, ESTIMATOR determines that to reach the 93 percent cutoff on the WJ-R Reading Comprehension scale the student would need a score of 76. It next checks to determine the lowest possible score a student 6 years, 0 months can attain on the WJ-R Reading Comprehension scale. This score is determined to be 81; a student 6 years, 0 months with a raw score of 0 on the WJ-R Reading Comprehension scale attains a Reading Comprehension Standard Score of 81. Comparing the cutoff score, 76, with the lowest attain-able score, 81, ESTIMATOR determines it is not possible for the student to reach the 93 percent cutoff score.

ESTIMATOR also checks to see if one can be 95 percent confi dent that the obtained score is above the lowest possible score. It does this by adding two standard errors of measurement (SEM) to the lowest possible score and deter-mining if the obtained score is lower than the sum. In the example, the lowest possible score is 81 and the SEM is 2.6. Thus, 81 + 2 x 2.6 = 86, the score where one can be 95 percent confi dent a score is greater than the lowest pos-sible score of 81. Since the obtained score of 85 is less than 86, ESTIMATOR concludes one cannot be 95 percent confi dent the obtained score is above the lowest possible score. When one is 95 percent or more confi dent the obtained score is above the lowest possible score, one can also be at least 95 percent confi dent the obtained score is above the 93 percent cutoff score. However,when one cannot be 95 percent confi dent the obtained score is above the low-est possible score, the possibility of a fl oor effect arises. One cannot be sure that if another achievement test with a lower fl oor than the original test was given, that the student would (1) not score below the lowest possible score of the original test, and (2) not score low enough to reach the 93 percent cutoff score.When both of the conditions described above exist, ESTIMATOR sends the message:

For a child of this age, the lowest scaled score on the achieve-ment test administered is above the 93 percent cutoff score. The cutoff score would need to be reached to demonstrate a severe discrepancy. Additionally, there is less than 95 percent confi dence that the obtained score is greater than the lowest possible standard score. Therefore, the achievement test is in-appropriate for this child and administering another achievement test with a lower fl oor is indicated (see the Estimator manual for additional explanation).

This check warns decision makers when inappropriately-scaled achievement tests are entered into discrepancy calculations, and helps avoid disqualifying students who might be qualifi ed with more appropriately-scaled achievement tests.

32 33

Reports

Summary of Discrepancy Information

The document below is available in the program and displays a summary of the information entered into the ESTIMATOR program.

Summary of Discrepancy Information

Consultation Date: 2/26/2005Data Entered by: Mary Jones

Student Name: Dianne JohnsonSchool: Lakeside ElementaryDate of Birth: 7/15/1996Grade: 3

=============================================================

Aptitude/IQ Test: Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV, 2003) Scale: Full Scale Composite Score (FSIQ) Score: 103 Date of Examination: 9/2/2004 Age at Testing: 8:1 Examiner: Richard Smith

Achievement Area: Basic Reading SkillsAchievement Test: Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Scale: Basic Reading Skills Standard Score Score: 78 (SEM = 2.598) 93% Cutoff Score: 82 Lowest Possible Standard Score: 25 Date of Examination: 9/3/2004 Age at Testing: 8:1 Examiner: Denise Barber

=============================================================

Based on the test data entered, the school team can be 96 percent confi dent the difference between the student’s expected and obtained achievement scores represents a severe discrepancy.

In order to qualify a student, the school team should be at least 93 percent confi dent there is a severe discrepancy between the student’s expected achievement score and the obtained achievement score. Therefore, this student meets the severe discrepancy criteria for specifi c learning disabilities eligibility.

It is important to remember that the confi dence listed above refers ONLY to DISCREPANCY. State and federal law REQUIRES multidisciplinary assessment teams to consider other data before determining eligibility for LD placement. Those additional data are listed in the current edition of State Board of Education Special Education Rules.

=============================================================

The discrepancy formula contained in the Estimator program assumes the user is comparing one aptitude (IQ) test score with one achievement test score and that there is prior reason to believe the student is having diffi culty in the achievement area. The program does not adjust for the increased probability of fi nding a severe discrepancy by chance when multiple comparisons are made. Users making multiple comparisons, for parent consultation or other purposes, are cautioned to consider these issues when interpreting reports generated by the Estimator program.

Explanation of Percent Confi dence

The ESTIMATOR program provides a number representing the percent confi -dence that the discrepancy between the student’s aptitude (IQ) and achievement is severe enough for LD eligibility in UTAH. The document below is available in the program and gives additional explanation to its meaning.

Explanation of Percent Confi dence

Consultation Date: 9/15/2004

Student Name: Dianne JohnsonSchool: Lakeside Elementary

=============================================================

The purpose of the Estimator program is to assist school teams in determining if there is a severe discrepancy between a student’s expected achievement score and the obtained achievement score. This and other data are used by school teams to determine eligibility for specifi c learning disabilities classifi cation.

Given the statistical properties of the tests administered and an IQ score of 103, an achievement score of 102 would be expected. A cutoff score of 82 represents the point at which the school team can be 93 percent confi dent there is a severe discrepancy. A score at or below the cutoff score indi-cates a severe discrepancy.

The student’s achievement score of 78 is lower than the cutoff score. The school team can be 96 percent confi dent the student’s achievement is lower than expected.

34 35

Technical Intermediate Data

Appendix A shows the steps in calculating discrepancy with the ESTIMATOR formula. The document below is available in the program and gives the value of several of the key steps in the calculation.

Estimator Formula Intermediate ValuesEstimator Formula Intermediate Values

Consultation Date: 9/15/2004Consultation Date: 9/15/2004

Student Name: Dianne JohnsonStudent Name: Dianne JohnsonSchool: Lakeside ElementarySchool: Lakeside Elementary

==========================================================================================================================

1A. IQ test standard score: 1031B. Achievement test standard score: 78

1C. IQ test standard score mean: 1001D. IQ test standard score standard deviation: 151E. Achievement test standard score mean: 1001F. Achievement test standard score standard deviation: 15

1G. Reliability estimate for the IQ test score at the student’s age: 0.971H. Reliability estimate for the achievement score at the student’s age: 0.971I. IQ to achievement test correlation at the student’s age: 0.50

1J. IQ test z score equivalent: 0.200 (SS = 103)1K. Achievement test z score equivalent: -1.467 (SS = 78)

2. Test-to-test correlation corrected for the unreliability of the tests: 0.51552. Test-to-test correlation corrected for the unreliability of the tests: 0.5155

3. Standard error of prediction corrected for unreliability of the tests: 0.85693. Standard error of prediction corrected for unreliability of the tests: 0.8569

4. Predicted achievement score: 102 (z score = 0.100)4. Predicted achievement score: 102 (z score = 0.100)

Appendix A

Calculating with the Utah Discrepancy Formula

Note: Rounding differences may create differences between numbersgenerated by ESTIMATOR and those generated by other calculations.

36 37

1A. I

Q te

st st

anda

rd sc

ore

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

1B. A

chie

vem

ent t

est s

tand

ard

scor

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

Look

Up

Look

Up

1C. I

Q te

st st

anda

rd sc

ore

mea

n . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

1D

. IQ

test

stan

dard

scor

e st

anda

rd d

evia

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

1E. A

chie

vem

ent t

est s

tand

ard

scor

e m

ean

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

1F.

Ach

ieve

men

t tes

t sta

ndar

d sc

ore

stan

dard

dev

iatio

n . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. 1G

. Rel

iabi

lity

estim

ate

for t

he IQ

test

scor

e at

the

stud

ent’s

age

. . .

. . .

. . .

. . .

. . .

. . .

1H

. Rel

iabi

lity

estim

ate

for t

he a

chie

vem

ent t

est s

core

at t

he st

uden

t’s a

ge .

. . .

. . .

. . .

1I.

IQ to

ach

ieve

men

t tes

t cor

rela

tion

at th

e st

uden

t’s a

ge .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

Cal

cula

te

1J.

IQ te

st z

scor

e eq

uiva

lent

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

1K. A

chie

vem

ent t

est z

scor

e eq

uiva

lent

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

Form

ula

Step

1 -

Get

ting

the

Dat

a Yo

u N

eed

Hav

e on

Han

dSy

mbo

lSy

mbo

lEx

ampl

e 1

Exam

ple

1Ex

ampl

e 2

Exam

ple

2

z cut

=z xr xy

–1.

476

1–

r xy

r xxr yy

2–

1–

1

x1C

. IQ

test

stan

dard

scor

e m

ean

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

x1C

. IQ

test

stan

dard

scor

e m

ean

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

1C. I

Q te

st st

anda

rd sc

ore

mea

n . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

x

1C. I

Q te

st st

anda

rd sc

ore

mea

n . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

1A. I

Q te

st st

anda

rd sc

ore

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

x1A

. IQ

test

stan

dard

scor

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

1A

. IQ

test

stan

dard

scor

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

i

1A. I

Q te

st st

anda

rd sc

ore

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

s x x

1E. A

chie

vem

ent t

est s

tand

ard

scor

e m

ean

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . x

1E. A

chie

vem

ent t

est s

tand

ard

scor

e m

ean

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

y s y r xx r yy r xyy1B

. Ach

ieve

men

t tes

t sta

ndar

d sc

ore

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

y

1B. A

chie

vem

ent t

est s

tand

ard

scor

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

i1B

. Ach

ieve

men

t tes

t sta

ndar

d sc

ore

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

i

1B. A

chie

vem

ent t

est s

tand

ard

scor

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.

x i-x x

s xy i

-xy

sy

103

83 100

15 100

15 .90

.81

.52

103

-100

15=

.200

83-1

0015

=-1

.133

82 100

15 100

15 .92

.89

.58

98

98-1

0015

=-.

133

82-1

0015

=-1

.200

Step

2.

Cal

cula

te th

e co

rrel

atio

n be

twee

n te

sts,

co

rrec

ted

for t

he u

nrel

iabi

lity

of th

e

test

s.

2A.

Find

the

squa

re ro

ot o

f the

relia

bilit

y

of th

e IQ

test

.

2B. F

ind

the

squa

re ro

ot o

f the

relia

bilit

y of

2B

. Fin

d th

e sq

uare

root

of t

he re

liabi

lity

of

the

achi

evem

ent t

est.

2C. M

ultip

ly 2

A b

y 2B

. (2A

2B

)

2D. D

ivid

e th

e co

rrel

atio

n be

twee

n te

sts b

y

the

corr

ectio

n fa

ctor

. (1I

/ 2C

)

corr

ecte

d fo

r the

unr

elia

bilit

y of

the

te

sts.

2A.

Find

the

squa

re ro

ot o

f the

relia

bilit

y

of th

e IQ

test

.

2B. F

ind

the

squa

re ro

ot o

f the

relia

bilit

y of

th

e ac

hiev

emen

t tes

t.

2C. M

ultip

ly 2

A b

y 2B

. (2A

2B

)

2D. D

ivid

e th

e co

rrel

atio

n be

twee

n te

sts b

y

the

corr

ectio

n fa

ctor

. (1I

/ 2C

)

1

th

e ac

hiev

emen

t tes

t.

H

1G

of th

e IQ

test

.

of

the

IQ te

st.

of th

e IQ

test

.

of

the

IQ te

st.

of th

e IQ

test

.

2C. M

ultip

ly 2

A b

y 2B

. (2A

2B

) •

2C. M

ultip

ly 2

A b

y 2B

. (2A

2B

)

2C

. Mul

tiply

2A

by

2B. (

2A

2B)

0.85

4

0.64

1

Exam

ple

1Ex

ampl

e 1 E

xam

ple

2

0.94

90.

959

0.90

00.

943

0.90

5

0.60

9z cu

t=z xr

xy–

1.476

1–r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xyr yy

2–

1–

1r xx

tz cu

=z xr

xy–

1.476

1–r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

38 39Step

3.

Cal

cula

te th

e st

anda

rd e

rror

of p

redi

c

tio

n, c

orre

cted

for u

nrel

iabi

lity

of th

e

test

s.

3A. S

quar

e th

e co

rrec

ted

corr

elat

ion

be-

twee

n th

e te

sts

to o

btai

n th

e pr

opor

tion

of

varia

nce

acco

unte

d fo

r by

the

corr

elat

ion

be

twee

n te

sts,

corr

ecte

d fo

r unr

elia

bilit

y

of th

e te

sts.

(2D

• 2D

)

3B. S

ubtra

ct 3

A fr

om 1

to o

btai

n th

e er

ror

varia

nce

attri

buta

ble

to th

e co

rrel

atio

n

betw

een

test

s, co

rrec

ted

for u

nrel

iabi

lity

38

be

twee

n te

sts,

corr

ecte

d fo

r unr

elia

bilit

y

38

of

the

test

s. (1

-3A

)

3C. F

ind

the

squa

re ro

ot o

f 3B

to o

btai

n th

e

stan

dard

err

or o

f pre

dict

ion

z-sc

ore,

cor

-

re

cted

for u

nrel

iabi

lity

of th

e te

sts.

Step

4.

Cal

cula

te th

e pr

edic

ted

achi

evem

ent

scor

e.

4A

. Cal

cula

te th

e pr

edic

ted

achi

evem

ent z

-

sc

ore.

M

ultip

ly th

e IQ

z-s

core

by

the

co

rrel

atio

n be

twee

n th

e te

sts.

(1J •

1I)

3C. F

ind

the

squa

re ro

ot o

f 3B

to o

btai

n th

e

0.37

10.

411

0.62

90.

589

0.79

30.

768

0.10

4-0

.077

Exam

ple

1Ex

ampl

e 1

Exam

ple

2Ex

ampl

e 2

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

13B

z xrxys y

+x y

Con

vert

the

pred

icte

d ac

hiev

emen

t z-s

core

to

stan

dard

scor

e un

its.

4B. M

ultip

ly th

e pr

edic

ted

achi

evem

ent z

-

sc

ore

by

the

stan

dard

dev

iatio

n of

the

ac

hiev

emen

t sco

re to

obt

ain

the

devi

atio

n

pred

icte

d ac

hiev

emen

t sco

re. (

4A •

1F)

4C. A

dd th

e m

ean

of th

e ac

hiev

emen

t sco

re to

the

devi

atio

n pr

edic

ted

achi

evem

ent s

core

to

o

btai

n th

e pr

edic

ted

achi

evem

ent s

core

.

(4

B +

1E)

Step

5.

Find

the

cutti

ng sc

ore

for t

he 9

3% c

onfi -

de

nce

le

vel.

5A. M

ultip

ly th

e co

rrec

ted

stan

dard

err

or o

f

pr

edic

tion

by th

e co

nsta

nt fo

r the

93%

co

nfi d

ence

leve

l, 1.

476.

(3C

• 1.

476)

5B. S

ubtra

ct 5

A fr

om th

e pr

edic

ted

achi

eve-

m

ent z

-sco

re to

obt

ain

the

cutti

ng z

-

sc

ore.

(4A

- 5A

)

5B. S

ubtra

ct 5

A fr

om th

e pr

edic

ted

achi

eve-

m

ent z

-sco

re to

obt

ain

the

cutti

ng z

-

5A. M

ultip

ly th

e co

rrec

ted

stan

dard

err

or o

f

pr

edic

tion

by th

e co

nsta

nt fo

r the

93%

4B. M

ultip

ly th

e pr

edic

ted

achi

evem

ent z

-

sc

ore

by

the

stan

dard

dev

iatio

n of

the

ac

hiev

emen

t sco

re to

obt

ain

the

devi

atio

n

4C. A

dd th

e m

ean

of th

e ac

hiev

emen

t sco

re to

the

devi

atio

n pr

edic

ted

achi

evem

ent s

core

Step

5.

Find

the

cutti

ng sc

ore

for t

he 9

3% c

onfi -

Exam

ple

1Ex

ampl

e 1

Exam

ple

2Ex

ampl

e 2

2.00

0-1

.000

102.

000

99.0

00

1.17

11.

133

-1.0

67-1

.210

z xrxys y

+x y

z xrxys y

+x y

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

z cut=

z xrxy

–1.4

761–

r xy r xxr yy

2–

1–

1

40 41

1.23

7

Con

vert

the

cutti

ng z

-sco

re to

stan

dard

scor

e un

its.

5C. M

ultip

ly th

e cu

tting

z-s

core

by

the

stan

-

da

rd d

evia

tion

of th

e ac

hiev

emen

t sco

re

to

obta

in th

e de

viat

ion

cutti

ng sc

ore.

(5

B •

1F)

5D. A

dd th

e m

ean

achi

evem

ent s

core

to th

e

devi

atio

n cu

tting

scor

e to

obt

ain

the

un

roun

ded

cutti

ng sc

ore.

(1E

+ 5

C)

5E. R

ound

the

unro

unde

d cu

tting

scor

e do

wn

to th

e ne

ares

t int

eger

to o

btai

n th

e cu

tting

sc

ore.

Step

6.

Find

the

confi

den

ce le

vel.

6A

. Sub

tract

the

achi

evem

ent z

-sco

re fr

om

the

pred

icte

d ac

hiev

emen

t z-s

core

to

obta

in th

e ac

hiev

emen

t dis

crep

ancy

in

z-sc

ore

units

. (4

A -

1K)

6A

. Sub

tract

the

achi

evem

ent z

-sco

re fr

om

the

pred

icte

d ac

hiev

emen

t z-s

core

to

5D. A

dd th

e m

ean

achi

evem

ent s

core

to th

e

devi

atio

n cu

tting

scor

e to

obt

ain

the

5E. R

ound

the

unro

unde

d cu

tting

scor

e do

wn

to th

e ne

ares

t int

eger

to o

btai

n th

e cu

tting

5C. M

ultip

ly th

e cu

tting

z-s

core

by

the

stan

-

-16.

005

-18.

154

83.9

9581

.846

8381

Exam

ple

1Ex

ampl

e 1

Exam

ple

2Ex

ampl

e 2

1.12

3

z xr xy

-y i

-xy

s y

1-

r xy

r xxr yy

z xr xy

-y i

-xy

s y

1-

r xy

r xxr yy

z cuts y

+xy

z cuts y

+xy

z cuts y

+xy

6B

. Div

ide

the

achi

evem

ent d

iscr

epan

cy in

z-

scor

e un

its b

y th

e co

rrec

ted

stan

dard

erro

r of p

redi

ctio

n to

obt

ain

the

norm

al

sc

ore

corr

ecte

d er

ror.

(6A

/ 3C

)

Exam

ple

1Ex

ampl

e 1

Exam

ple

2Ex

ampl

e 2

1.55

91.

462

6C

. Fin

d th

e cu

mul

ativ

e no

rmal

freq

uenc

y

di

strib

utio

n of

the

norm

al sc

ore

corr

ecte

d

er

ror (

6B) f

rom

the

norm

al d

istri

butio

n

ta

ble

or o

ther

sour

ce to

obt

ain

the

prop

or-

tio

n of

the

norm

al sc

ore

dist

ribut

ion

abov

e

th

e m

ean.

6D

. Add

.5 to

6C

to a

ccou

nt fo

r the

pro

por-

tio

n of

ach

ieve

men

t sco

res a

bout

the

pred

icte

d ac

hiev

emen

t sco

re to

obt

ain

the

unro

unde

d on

e-ta

iled

confi

den

ce le

vel.

(6

C +

.5)

6E

. Con

vert

6D to

per

cent

and

roun

d do

wn

to

th

e ne

ares

t per

cent

age

to o

btai

n th

e

co

nfi d

ence

leve

l. (1

00 •

9D)

0.44

060.

4279

0.94

060.

9279

9492

z xr xy

-y i

-xy

s y

1-

r xy

r xxr yy

42 43

Exam

ple

1Ex

ampl

e 1

Exam

ple

2Ex

ampl

e 2

Step

7.

Det

erm

ine

if th

ere

is a

seve

re d

iscr

ep-

an

cy b

etw

een

aptit

ude

and

achi

evem

ent.

If

the

valu

e of

the

confi

den

ce le

vel (

6E) i

s

equa

l to

or g

reat

er th

an 9

3, th

en th

e

cr

iterio

n co

nfi d

ence

has

bee

n m

et, i

ndic

at-

ing

a se

vere

dis

crep

ancy

. If t

he v

alue

of

th

e co

nfi d

ence

leve

l (6E

) is l

ess t

han

93,

th

en th

e cr

iterio

n co

nfi d

ence

leve

l has

not

be

en m

et, i

ndic

atin

g th

at th

ere

is n

ot a

seve

re d

iscr

epan

cy.

Yes,

the

crite

rion

has b

een

met

.

No,

the

crite

rion

has n

ot

been

met

.

44 45

Appendix B

Tests Approved for Use in Utah

Note: Some tests are not approved for all ages. This is generally because the reliability of the test at unapproved ages was low, or the standardization sample size was small.

The following tests have been approved by the Utah State Offi ce of Education (Fall 2001) for inclusion in the ESTIMATOR program. Districts may wish to set more stringent policies and are free to disapprove tests on this list for use within the district.

Tests Included for MeasuringBasic Reading Skills

Batería Woodcock-Muñoz Pruebas de aprovechamiento - Revisada (Batería-R, 1996)

Destrezas básicas en lectura Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11

Comprehensive Test of Phonological Processing (CTOPP, 1999)* Phonological Awareness Composite Score - Ages 5:0 - 6:11 Standard score: mean = 100, sd = 15 Ages: 5:0 - 6:11 Phonological Awareness Composite Score - Ages 7:0 - 13:11 Standard score: mean = 100, sd = 15 Ages: 7:0 - 13:11

Diagnostic Achievement Battery: Third Edition (DAB-3, 2001) Alphabet / Word Knowledge Standard Score Standard score: mean = 10, sd = 3 Ages: 6:0 - 14:11

Diagnostic Achievement Test for Adolescents: Second Edition (DATA-2, 1993)

Word Identifi cation Standard Score Standard score: mean = 10, sd = 3 Ages: 12:0 - 17:11

Gray Diagnostic Reading Tests: Second Edition (GDRT-2, 2004) Decoding Ability Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 13:11

46 47

Standardized Reading Inventory: Second Edition (SRI-2, 1999) Word Recognition Accuracy (WRA) Subtest Standard Score - Form A Standard score: mean = 10, sd = 3 Ages: 6:0 - 11:11 Word Recognition Accuracy (WRA) Subtest Standard Score - Form B Standard score: mean = 10, sd = 3 Ages: 6:0 - 11:11

Test of Phonological Awareness Skills (TOPAS, 2003)* Composite Ability Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 10:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Word Reading Standard Score Standard score: mean = 100, sd = 15 Ages: 4:0 - 22:11

Wide Range Achievement Test: 1993 Edition (WRAT-3, 1993) Combined Reading Standard score: mean = 100, sd = 15 Ages: 5:0 - 24:11

Woodcock Reading Mastery Tests - Revised - New Norms (WRMT-R-NU, 1998)

Basic Skills Cluster Standard Score - Form G Standard score: mean = 100, sd = 15 Ages: 5:0 - 24:11 Basic Skills Cluster Standard Score - Form H Standard score: mean = 100, sd = 15 Ages: 5:0 - 24:11

Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Basic Reading Skills Standard Score Standard score: mean = 100, sd = 15 Ages: 4:0 - 22:11

* This test and score has been approved as a measure of both basic reading skills and listening comprehension.

Gray Oral Reading Test: Fourth Edition (GORT-4, 2001)* Fluency Standard Score - Form A Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11 Fluency Standard Score - Form B Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11

Kaufman Test of Educational Achievement: Second Edition (KTEA-II, 2004)

Decoding Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Decoding Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Letter & Word Recognition Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11

Letter & Word Recognition Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11 Nonsense Word Decoding Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Nonsense Word Decoding Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Sound-symbol Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 12:11 Sound-symbol Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 12:11

Peabody Individual Achievement Test - Revised - New Norms (PIAT-R-NU, 1998)

Reading Recognition Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 15:11

48 49

Tests Included for MeasuringListening Comprehension

Bracken Basic Concept Scale: Revised (Bracken-R, 1998) School Readiness Composite Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11 Total Test Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 7:11

Clinical Evaluation of Language Fundamentals: Fourth Edition (CELF-4, 2003)

Receptive Language Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 16:11

Clinical Evaluation of Language Fundamentals - Preschool: Second Edition (CELF Preschool-2, 2004)

Receptive Language (Index) Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11

Clinical Evaluation of Language Fundamentals: Third Edition - Spanish (CELF-3 Spanish, 1997)

Receptive Language (Puntaje del Lenguaje Receptivo) Standard score: mean = 100, sd = 15 Ages: 6:0 - 13:11

Comprehensive Receptive Expressive Vocabulary Test (CREVT, 1994) Receptive Vocabulary Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 5:0 - 12:11 Receptive Vocabulary Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 5:0 - 12:11

Comprehensive Test of Phonological Processing (CTOPP, 1999)* Phonological Awareness Composite Score - Ages 5:0 - 6:11 Standard score: mean = 100, sd = 15 Ages: 5:0 - 6:11 Phonological Awareness Composite Score - Ages 7:0 - 13:11 Standard score: mean = 100, sd = 15 Ages: 7:0 - 13:11

Diagnostic Achievement Battery: Third Edition (DAB-3, 2001) Listening Composite Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 14:11


Listening Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 17:11


Listening Comprehension Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11 Listening Comprehension Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11

Oral and Written Language Scales (OWLS, 1995) Listening Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 18:11

Peabody Picture Vocabulary Test - Third Edition (PPVT-III, 1993) Standard Score - Form III A Standard score: mean = 100, sd = 15 Ages: 3:0 - 24:11

* This test and scores have been approved as measures of both basic reading skills and listening comprehension.

50 51

Standard Score - Form III B Standard score: mean = 100, sd = 15 Ages: 3:0 - 24:11

Preschool Language Scale: Fourth Edition (PLS-4, 2002) Auditory Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 5:5

Preschool Language Scale: Fourth Edition - Spanish (PLS-4 Spanish, 2002) Auditory Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 5:5

Receptive One Word Picture Vocabulary Test - 2000 Edition (ROWPVT-2000) Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

Test of Adolescent and Adult Language: Third Edition (TOAL-3, 1994) Listening Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 24:11

Test of Auditory Comprehension of Language: Third Edition (TACL-3, 1999)

TACL-3 Quotient Standard score: mean = 100, sd = 15 Ages: 3:0 - 9:11

Test of Early Language Development: Third Edition (TELD-3, 1999) Receptive Language Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11 Receptive Language Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11

Test of Language Development - Intermediate: Third Edition (TOLD-I:3, 1997)

Listening Quotient (LiQ) Standard score: mean = 100, sd = 15 Ages: 8:0 - 12:11

Test of Language Development - Primary: Third Edition (TOLD-P:3, 1997) Listening Quotient (LiQ) Standard score: mean = 100, sd = 15 Ages: 4:0 - 8:11

Test of Phonological Awareness Skills (TOPAS, 2003)* Composite Ability Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 10:11

Tests Included for MeasuringMathematics Calculation


Destrezas básicas en matemáticas Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11


Math Calculation Standard Score Standard score: mean = 10, sd = 3 Ages: 12:0 - 17:11


Math Computation Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

* This test and score has been approved a measure of both basic reading skills and listening comprehension.

52 53

Math Computation Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

Key Math - Revised - New Norms (Key Math - Revised - NU, 1997) Operations Standard Score Standard score: mean = 100, sd = 15 Ages: 7:0 - 15:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Numerical Operations Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 22:11Wide Range Achievement Test: 1993 Edition (WRAT-3, 1993) Combined Math Standard score: mean = 100, sd = 15 Ages: 7:0 - 24:11

Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Math Calculation Skills Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 22:11

Tests Included for Measuring Mathematical Reasoning


Problemas aplicados Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11


Math Problem Solving Standard Score Standard score: mean = 10, sd = 3 Ages: 12:0 - 17:11


Math Concepts & Applications Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11 Math Concepts & Applications Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11

Key Math - Revised - New Norms (Key Math - Revised - NU, 1997) Applications Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 15:11


Mathematics Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Math Reasoning Standard Score Standard score: mean = 100, sd = 15 Ages: 4:0 - 22:11

Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Math Reasoning Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 22:11

Tests Included for MeasuringOral Expression

Clinical Evaluation of Language Fundamentals: Fourth Edition (CELF-4, 2003)

Expressive Language Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 16:11

54 55

Clinical Evaluation of Language Fundamentals - Preschool: Second Edition (CELF Preschool-2, 2004)

Expressive Language (Index) Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11

Clinical Evaluation of Language Fundamentals: Third Edition - Spanish (CELF-3 Spanish, 1997)

Expressive Language (Puntaje del Lenguaje Expresivo) Standard score: mean = 100, sd = 15 Ages: 6:0 - 13:11

Comprehensive Assessment of Spoken Language (CASL, 1999) Expressive Standard Score Standard score: mean = 100, sd = 15 Ages: 7:0 - 10:11 Syntactic Standard Score Standard score: mean = 100, sd = 15 Ages: 7:0 - 21:11

Diagnostic Achievement Battery: Third Edition (DAB-3, 2001) Speaking Composite Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 14:11


Speaking Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 17:11

Expressive One-Word Picture Vocabulary Test: 2000 Standardization Edition (EOWPVT-2000)

Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

Expressive Vocabulary Test (EVT, 1997) Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 24:11

Illinois Test of Psycholinguistic Abilities: Third Edition (ITPA-3, 2001) Spoken Language Composite Quotient Standard score: mean = 100, sd = 15 Ages: 5:0 - 12:11


Oral Expression Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11 Oral Expression Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 4:6 - 18:11

Oral and Written Language Scales (OWLS, 1995) Oral Expression Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 18:11

Preschool Language Scale: Fourth Edition (PLS-4, 2002) Expressive Communication Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:5

Preschool Language Scale: Fourth Edition - Spanish (PLS-4 Spanish, 2002) Expressive Communication Standard Score Standard score: mean = 100, sd = 15 Ages: 3:0 - 5:5

Test of Adolescent and Adult Language: Third Edition (TOAL-3, 1994) Speaking Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 24:11

Test of Early Language Development: Third Edition (TELD-3, 1999) Expressive Language Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11 Expressive Language Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 3:0 - 6:11

56 57

Test of Language Development - Intermediate: Third Edition (TOLD-I:3, 1997)

Spoken Language Quotient (SLQ) Standard score: mean = 100, sd = 15 Ages: 8:0 - 12:11

Test of Language Development - Primary: Third Edition (TOLD-P:3, 1997) Spoken Language Quotient (SLQ) Standard score: mean = 100, sd = 15 Ages: 4:0 - 8:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Oral Expression Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 19:11Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Oral Expression Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 22:11

Tests Included for MeasuringReading Comprehension


Comprensión de lectura Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11

Diagnostic Achievement Battery: Third Edition (DAB-3, 2001) Reading Comprehension Standard Score Standard score: mean = 10, sd = 3 Ages: 6:0 - 14:11


Reading Comprehension Standard Score Standard score: mean = 10, sd = 3 Ages: 12:0 - 17:11

Gray Diagnostic Reading Tests: Second Edition (GDRT-2, 2004) Comprehension Ability Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 13:11

Gray Oral Reading Test: Fourth Edition (GORT-4, 2001) Comprehension Standard Score - Form A Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11 Comprehension Standard Score - Form B Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11

Gray Silent Reading Test (GSRT, 2000) Silent Reading Quotient (SRQ) - Form A Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Silent Reading Quotient (SRQ) - Form B Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11


Reading Comprehension Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Reading Comprehension Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11


Reading Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11

Phonics-Based Reading Test (PRT, 2002) Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 10:11

58 59

Standardized Reading Inventory: Second Edition (SRI-2, 1999) Passage Comprehension (PC) Subtest Standard Score - Form A Standard score: mean = 10, sd = 3 Ages: 6:0 - 11:11 Passage Comprehension (PC) Subtest Standard Score - Form B Standard score: mean = 10, sd = 3 Ages: 6:0 - 11:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Reading Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 22:11

Woodcock Reading Mastery Tests - Revised - New Norms (WRMT-R-NU, 1998)

Reading Comprehension Cluster Standard Score - Form G Standard score: mean = 100, sd = 15 Ages: 5:0 - 24:11 Reading Comprehension Cluster Standard Score - Form H Standard score: mean = 100, sd = 15 Ages: 5:0 - 24:11

Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001) Reading Comprehension Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 22:11

Tests Included for MeasuringReading Fluency

Gray Oral Reading Test: Fourth Edition (GORT-4, 2001)* Fluency Standard Score - Form A Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11 Fluency Standard Score - Form B Standard score: mean = 10, sd = 3 Ages: 7:0 - 17:11

* This test and scores have been approved as measures of both basic reading skills and reading fl uency.


Reading Fluency Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 8:0 - 18:11

Reading Fluency Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 8:0 - 18:11

Phonics-Based Reading Test (PRT, 2002) Fluency Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 12:11

Test of Word Reading Effi ciency (TOWRE, 1999) Total Word Reading Effi ciency Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 Total Word Reading Effi ciency Standard Score - Form B

Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11

Tests Included for MeasuringWritten Expression

Batería Woodcock-Muñoz Pruebas de aprovechamiento-Revisada (Batería-R, 1996)*

Amplio lenguaje escrito SS - Muestras de radacción (Prueba 27) ítemes 1-5 (T), 1-10 (U), 1-15 (V)

Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Amplio lenguaje escrito SS - Muestras de radacción (Prueba 27) ítemes

6-20 (W) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11

*ESTIMATOR needs to know what items the Writing Samples scoring was based on in order to determine the lowest possible score and let the user know when it is not possible to attain a score low enough to show a severe discrepancy.

60 61

Amplio lenguaje escrito SS - Muestras de radacción (Prueba 27) ítemes 11-25 (X)

Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Amplio lenguaje escrito SS - Muestras de radacción (Prueba 27) ítemes

16-30 (Y) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Expresión escrita Standard Score - Muestras de radacción (Prueba 27)

ítemes 1-5 (T), 1-10 (U), 1-15 (V) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Expresión escrita Standard Score - Muestras de radacción (Prueba 27)

ítemes 6-20 (W) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Expresión escrita Standard Score - Muestras de radacción (Prueba 27)

ítemes 11-25 (X) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11 Expresión escrita Standard Score - Muestras de radacción (Prueba 27)

ítemes 16-30 (Y) Standard score: mean = 100, sd = 15 Ages: 6:0 - 24:11

Diagnostic Achievement Battery: Third Edition (DAB-3, 2001) Writing Composite Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 14:11


Writing Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 17:11

Illinois Test of Psycholinguistic Abilities: Third Edition (ITPA-3, 2001) Written Language Composite Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 12:11


Written Language Standard Score - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Written Language Standard Score - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11

Oral and Written Language Scales (OWLS, 1995) Written Expression Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 18:11


Written Language Composite Standard Score - Level I Standard score: mean = 100, sd = 15 Ages: 5:0 - 7:11 Written Language Composite Standard Score - Level II Standard score: mean = 100, sd = 15 Ages: 7:0 - 18:11

Test of Adolescent and Adult Language: Third Edition (TOAL-3, 1994) Writing Quotient Standard score: mean = 100, sd = 15 Ages: 12:0 - 24:11

Test of Early Written Language: Second Edition (TEWL-2, 1996) Global Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 5:0 - 10:11 Global Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 5:0 - 10:11

Test of Written Expression (TOWE, 1995) Items Standard Score Standard score: mean = 100, sd = 15 Ages: 7:0 - 13:11

Test of Written Language: Third Edition (TOWL-3, 1996) Contrived Writing Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Contrived Writing Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Overall Writing Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Overall Writing Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Spontaneous Writing Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11 Spontaneous Writing Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 7:0 - 17:11

Wechsler Individual Achievement Test: Second Edition (WIAT-II, 2002) Written Expression Standard Score Standard score: mean = 100, sd = 15 Ages: 6:0 - 19:11

Woodcock-Johnson III Tests of Achievement (WJ III ACH, 2001)* Broad Written Language Standard Score where Writing Samples (Test

11) scoring was based on items 1-6 (A) Standard score: mean = 100, sd = 15 Ages: 6:0 - 22:11 Broad Written Language Standard Score where Writing Samples (Test 11)

scoring was based on items 1-12 (B) Standard score: mean = 100, sd = 15 Ages: 6:0 - 22:11 Broad Written Language Standard Score where Writing Samples (Test 11)

scoring was based on items 7-18 (C) Standard score: mean = 100, sd = 15

*ESTIMATOR needs to know what items the Writing Samples scoring was based on in order to determine the lowest possible score and let the user know when it is not possible to attain a score low enough to show a severe discrepancy.

Ages: 6:0 - 22:11 Broad Written Language Standard Score where Writing Samples (Test

11) scoring was based on items 13-24 (D) Standard score: mean = 100, sd = 15 Ages: 6:0 - 22:11 Broad Written Language Standard Score where Writing Samples (Test 11)

scoring was based on items 19-30 (E) Standard score: mean = 100, sd = 15 Ages: 6:0 - 22:11 Written Expression Standard Score where Writing Samples (Test 11) scor-

ing was based on items 1-6 (A) Standard score: mean = 100, sd = 15 Ages: 7:0 - 22:11 Written Expression Standard Score where Writing Samples (Test 11) scor-

ing was based on items 1-12 (B) Standard score: mean = 100, sd = 15 Ages: 7:0 - 22:11 Written Expression Standard Score where Writing Samples (Test 11) scor-

ing was based on items 7-18 (C) Standard score: mean = 100, sd = 15 Ages: 7:0 - 22:11 Written Expression Standard Score where Writing Samples (Test 11) scor-

ing was based on items 13-24 (D) Standard score: mean = 100, sd = 15 Ages: 7:0 - 22:11 Written Expression Standard Score where Writing Samples (Test 11) scor-

ing was based on items 19-30 (E) Standard score: mean = 100, sd = 15 Ages: 7:0 - 22:11

Young Children’s Achievement Test (YCAT, 2000) Writing Standard Score (Quotient) Standard score: mean = 100, sd = 15 Ages: 4:0 - 7:11

Tests Included for Measuring AptitudeCognitive Assessment System (CAS, 1997) Basic Battery Full Scale PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11

62 63

64 65

Basic Battery Simultaneous PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11 Basic Battery Successive PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11 Standard Battery Full Scale PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11 Standard Battery Simultaneous PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11 Standard Battery Successive PASS Scale Standard Score Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11

Comprehensive Test of Nonverbal Intelligence (CTONI, 1996) Nonverbal Intelligence Quotient (NIQ) Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11

Detroit Test of Learning Aptitude: Fourth Edition (DTLA-4, 1998) Attention-Enhanced Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 17:11 Attention-Reduced Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 17:11 General Mental Ability Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 17:11 Nonverbal Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 17:11 Verbal Quotient Standard score: mean = 100, sd = 15 Ages: 6:0 - 17:11

Kaufman Adolescent & Adult Intelligence Test (KAIT, 1993) Composite Intelligence Scale IQ Standard score: mean = 100, sd = 15 Ages: 11:0 - 24:11

Crystallized Scale IQ (NOTE: This score is NOT comparable to Wechsler Verbal IQ)

Standard score: mean = 100, sd = 15 Ages: 11:0 - 24:11 Fluid Scale IQ (NOTE: This score is NOT comparable to Wechsler Per-

formance IQ) Standard score: mean = 100, sd = 15 Ages: 11:0 - 24:11

Kaufman Assessment Battery for Children: Second Edition (KABC-II, 2004) Fluid-Crystallized Index (FCI) Standard score: mean = 100, sd = 15 Ages: 3:0 - 18:11 Mental Processing Index (MPI) Standard score: mean = 100, sd = 15 Ages: 3:0 - 18:11 Nonverbal Index (NVI) Standard score: mean = 100, sd = 15 Ages: 3:0 - 18:11

Leiter International Performance Scale - Revised (Leiter-R, 1997) Full Scale IQ score Standard score: mean = 100, sd = 15 Ages: 3:0 - 11:11

Reynolds Intellectual Assessment Scales (RIAS, 2003) Composite Intelligence Index (CIX) Standard score: mean = 100, sd = 15 Ages: 3:0 - 10:11 Nonverbal Intelligence Index (NIX) Standard score: mean = 100, sd = 15 Ages: 3:0 - 10:11 Verbal Intelligence Index (VIX) Standard score: mean = 100, sd = 15 Ages: 3:0 - 10:11

Stanford-Binet Intelligence Scale: Fifth Edition (SB-5, 2003) Full Scale IQ (FSIQ) Standard score: mean = 100, sd = 15 Ages: 3:0 - 22:11

66 67

Nonverbal IQ (NVIQ) Standard score: mean = 100, sd = 15 Ages: 3:0 - 22:11 Verbal IQ (VIQ) Standard score: mean = 100, sd = 15 Ages: 3:0 - 22:11

Test of Nonverbal Intelligence: Third Edition (TONI-3, 1997) Quotient - Form A Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11 Quotient - Form B Standard score: mean = 100, sd = 15 Ages: 6:0 - 18:11

Universal Nonverbal Intelligence Test (UNIT, 1998) Extended Battery Full Scale IQ Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11 Standard Battery Full Scale IQ Standard score: mean = 100, sd = 15 Ages: 5:0 - 17:11

Wechsler Adult Intelligence Scale: Third Edition (WAIS-III, 1997) Full Scale IQ Standard score: mean = 100, sd = 15 Ages: 16:0 - 24:11 Perceptual Organization Index Standard score: mean = 100, sd = 15 Ages: 16:0 - 24:11 Performance IQ Standard score: mean = 100, sd = 15 Ages: 16:0 - 24:11 Verbal Comprehension Index Standard score: mean = 100, sd = 15 Ages: 16:0 - 24:11 Verbal IQ Standard score: mean = 100, sd = 15 Ages: 16:0 - 24:11

Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV, 2003) Full Scale Composite Score (FSIQ) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 General Ability Index (GAI) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 Perceptual Reasoning Composite Score (PRI) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 Verbal Comprehension Composite Score (VCI) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11

Wechsler Intelligence Scale for Children: Fourth Edition - Spanish (WISC-IV Spanish, 2005)

Full Scale Composite Score (FSIQ) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 Perceptual Reasoning Composite Score (PRI) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11 Verbal Comprehension Composite Score (VCI) Standard score: mean = 100, sd = 15 Ages: 6:0 - 16:11

Wechsler Preschool & Primary Scale of Intelligence: Third Edition (WPPSI-III, 2002)

Full Scale IQ (FSIQ) Standard score: mean = 100, sd = 15 Ages: 4:0 - 7:3 Performance IQ (PIQ) Standard score: mean = 100, sd = 15 Ages: 4:0 - 7:3 Verbal IQ (VIQ) Standard score: mean = 100, sd = 15 Ages: 4:0 - 7:3

68 69

Appendix C

Student’s Most Serious Problem Area

Woodcock-Johnson III Diagnostic Supplement to the Tests of Cognitive Abili-ties (WJIII DS/COG, 2003)

Broad Cognitive Ability - Low Verbal (BCA-LV) Standard score: mean = 100, sd = 15 Ages: 4:0 - 19:11 General Intellectual Ability - Early Development (GIA-EDev) Standard score: mean = 100, sd = 15 Ages: 3:0 - 19:11

Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG, 2001) General Intellectual Ability - Ext Standard Score (GIA-Ext) Standard score: mean = 100, sd = 15 Ages: 4:0 - 22:11 General Intellectual Ability - Std Standard Score (GIA-Std) Standard score: mean = 100, sd = 15 Ages: 4:0 - 22:11

70 71

Student’s Most Serious Problem Area

The severe discrepancy formula contained in ESTIMATOR assumes the user is comparing one IQ score with one achievement score. It is recommended that users not make multiple comparisons, i.e. enter multiple IQ and achieve-ment scores in an effort to fi nd a severe discrepancy. Making multiple comparisons increases the probability that one will fi nd a severe discrepancy by chance.

The recommended procedure for using ESTIMATOR is:

1. Administer an IQ test appropriate for the student, and choose the score that is the best measure of intelligence for the student.

2. Determine the achievement area where the student is having the most diffi culty based on grades, teacher reports, classroom observations, and criterion- referenced test data.

3. Administer an achievement test appropriate for the student, and choose the score that is the best measure of achievement in the achievement area where the student is having the most diffi culty.

_________________________* Note: Achievement scores other than the one entered into ESTIMATOR may be very useful for (1) creating a profi le of a student’s strengths and weaknesses, and (2) developing special education individualized plans or a general education remediation plans.

Appendix D

Request to the USOE to Add a Test

72 73

Requests for additional tests to be approved for use in Utah and added to ESTIMATOR should be submitted to:

Janet Gibbs SARS Section Utah State Offi ce of Education 250 East 500 South Salt Lake City UT 84111 (801) 538-7568

Please include:

1. your name, 2. your address, 3. your telephone number, 4. the name of the test you want approved, 5. the name of the test publisher.

Be aware that the following tests (scores) have been reviewed and determined not appropriate for inclusion in the ESTIMATOR program:

- Bracken Basic Concept Scale - Revised: Spanish Edition - Brigance Comprehensive Inventory of Basic Skills - Revised - Comprehensive Receptive Expressive Vocabulary Test:Second Edition (CREVT-2) - Culture Fair Intelligence Test - Cognitive Abiltiy Scale: Second Edition (CAS-2) - Comprehensive Test of Phonological Processing (CTOPP) - Diagnostic Achievement Battery: Second Edition (DAB-2) Math Reasoning - Diagnostic Assessment of Reading (DAR) - Expressive One Word Picture Vocabulary Test (EOWPVT)

- Expressive Vocabulary Scale (EVS) - Gray Diagnostic Reading Test: Second Edition (GDRT-2) - Hammill Multiability Achievement Test (HAMAT) - Hammill Multiability Intelligence Test (HAMIT) - Kaufman Functional Academic Skills Test (K-FAST) - Learning Disabilities Diagnostic Inventory - Mather-Woodcock Group Writing Test - Naglieri Non-verbal Ability Test - Nelson -Denny Reading Test - Pictorial Test of Intelligence: Second Edition (PTI-2) - Reading Fluency Indicator (RFI) - Reynold’s Intellectual Assessment Scale (RIAS) - Scholastic Abilities Test for Adults (SATA) - Spanish Woodcock-Johnson: Revised - Part I - Standardized Reading Inventory:Second Edition Vocabulary in Context - Star Reading: Computer Adaptive Reading Test and Database (STAR) - Swanson Cognitive Processing Test - Test of Auditory Comprehension (TAC) - Test of Early Reading Abilities: Second Edition (TERA-2) - Test of Early Reading Abilities: Third Edition (TERA-3) - Test of Reading Comprehension: Third Edition (TORC-3) - Test of Mathematical Abilities: Second Edition (TOMA-2) - Test of Written Expression (TOWE) Essay - Wechsler Individual Achievement Test: Second Edition (WIAT- II) Listening Comprehension - Woodcock-Johnson III Tests of Achievement(WJ III ACH) Listening Comprehension - WRAT Early Reading Assessment (ERA) - Young Children’s Achievement Test (YCAT)

ESTIMATOR - Washington County School District

Documents

Transcript of ESTIMATOR - Washington County School District