Full Steam Ahead: American Printing House for the Blind, Inc. 146th Annual Meeting

2014·4.6 MB·English

American Printing House
for the Blind, Inc.
146th
Annual Meeting
October 16-18, 2014
Hyatt Regency
Kentucky
Louisville,
Both 2014
Visit Exhibits!
2nd Floor
Open to the public:
Thursday 1:00 pm - 5:00 pm
Friday 8:00 am - 5:00 pm
Saturday 8:00 am - 12:00 pm
flPII Ifi5i9hl/ fill flPII Product/ Shouico/o
Kentucky Suite Regency Ballroom Foyer
See dozens of artworks by Get hands-on with exciting
artists of all ages who are new APH products!
blind and visually impaired!
APH
Information Fair
Spire Room 2:30 pm - 4:30 pm Friday
They still have good jobs in the city
Workin' for APH ev'ry night and day
But they sometimes lose some minutes of sleepin'
Worryin' 'bout the products that might have been.
First Prize:
Big brains keep on turnin'
$2S0 APH
Gift
Great ideas keep on burnin'
And now they're rollin', rollin' on the river. Certificote
Second
Prize:
you come up to the Spire,
If $150 Cosh
Bet you gonna find some people who'll give
Third Prize:
You lots of new ideas, bound to inspire -
$100 Cosh
And some snacks that make you happy to live!
The Spire Room may not be turnin'
But you will soon be a burnin'
With your head full of learnin'
As you're rollin', rollin', rollin' on the river!
August 27, 2014
Dear Administrator of the WJ III ACH-Braille,
We are pleased that you are administering the Woodcock-Johnson III Tests
ofAchievement-Braille Adaptation (WJ III ACH-Braille) to your students who
are blind. This is the first time that a standardized adapted version of the
test battery has been available to braille readers. Up until now, there has
been no opportunity to investigate the abilities of blind students on a test
battery of academic achievement like the WJ III. The availability of this test
provides an opportunity for us to gather data on the responses of blind
students. This will help educators to understand their strengths and
difficulties. It will also allow us to explore the academic progress of these
students so that professionals can be more effective in assessment and
instruction.
APH is continuing to collaborate with Dr. Jane Erin of the University of
Arizona in Tucson to analyze student performance on the WJ III ACH Braille.
This letter is to request your assistance in gathering data about the
performance of students who take the test. We are hoping that you can
provide us with a copy of the test records of any of your students who take
the WJ III ACH-Braille, with all identifying information deleted, as shown on
the enclosed example packet. We plan to conduct an item analysis of the
data to identify items that are easy or difficult for most respondents, as well
as items that are answered differently by students who are blind than by
sighted students. The final report will be made available to field reviewers on
the APH web site.
If you are willing to assist with this, please send the following documents to
Laura Zierer at the address below:
a. The completed Test Record for each student. On the cover sheet,
please delete the names of the student, the primary examiner, the
ancillary examiner, and the school by blacking them out with a
marker. Please add the name of vour state and tell us if you used
the first or second edition of the WJ III ACH braille The packet
.
should include the cover sheet with student and examiner's names
blackened out, and Test Record pages 1-26 for any tests
administered (Standard and Extended batteries). Please detach the
cover sheet and make a photo copy of both sides to ensure that the
student and examiner information cannot be read. You may send
electronic files to me and I will mark out Identifying information
before sending to Dr. Erin.
b) The printout from the Compuscore and Profiles program. The
student name and school should be blackened out with a marker
and a photo copy made to ensure that the student name cannot be
seen. You may send electronic files to me and I will mark out
identifying information before sending to Dr. Erin.
Send to:
Laura Zierer
Research Department
American Printing House for the Blind
1839 Frankfort Avenue
Louisville, KY 40206
[email protected]
We very much appreciate your assistance. With your help, we hope to
gather meaningful data about the performance of blind students that will
inform educational practice and test development.
If you have questions about what is needed for the study, please contact Dr.
Jane Erin at [email protected] or 520-271-4958.
Sincerely,
Ralph Bartley, Director, Research Laura Zierer,
Research Assistant
le
SCORE REPORT
Name: School;^!
Date of Birth Teacher: |
Age; 8 years, 3 months Grade: 2.3
Sex; Female Examiner:!
Date of Testing: 12/09/2009
TABLE OF SCORES
Woodcock-Johnson HI Normative Update Tests ofAchievement - BrailleAdaptation
WJ III NU Compuscore and Profiles Program -- Braille Adaptation, Version 1.0
Norms based on age 8-3
Braille format used: Uncontracted
W
CLUSTER/Test Raw AE EASY to DIFF RPI SS (68% Band) PR
TOTAL ORAL LANG-BRAILLE 484 7-5 6-3 8-11 83/90 92 (88-96) 30
ORAL LANGUAGE COMP - 476 7-1 6-3 8-1 71/90 87 (83-91) 20
TOTAL READING - 476 7-9 7-4 8-4 78/90 93 91-95 31
( )
BROAD READING - 468 7-7 7-2 8-1 70/90 90 88-92 26
( )
BRIEF READING - 461 7-7 7-3 7-11 59/90 91 (89-93) 27
BASIC READING SKILLS - 474 8-1 7-8 8-7 86/90 98 (96-100) 45
READING COMP - 474 7-3 6-11 7-10 62/90 88 (86-90) 21
PHON/GRAPH KNOW - 497 9-0 7-11 10-10 95/90 106 103-109 65
( )
BROAD MATH - 461 6-8 6-2 7-4 43/90 72 (68-76) 3
BRIEF MATH - 449 6-7 6-3 7-1 22/90 72 66-76 3
( )
MATH CALC SKILLS - 474 7-2 6-5 6-0 70/90 81 75-86 10
( )
MATH REASONING - 453 6-7 6-1 7-2 26/90 75 71-79 5
( )
BASIC WRITING SKILLS - 486 8-5 7-10 9-6 92/90 102 98-105 55
( )
BRIEF ACHIEVEMENT _ 461 7-7 7-3 7-11 59/90 89 87-91 23
( )
ACADEMIC SKILLS - 469 7-10 7-5 8-4 77/90 94 91 -96 34
( )
PHON AWARE-BRAILLE - 520 >27 14-3 >27 100/90 147 (141-154) >99.9
Letter-Word Identification 36 452 7-9 7-6 8-1 61/90 93 (91-96) 33
Calculation 8 462 7-1 6-7 7-7 51/90 80 (73-87) 9
Passage Comprehension 14 470 7-3 6-11 7-9 56/90 88 (85-92) 22
Applied Problems 19 436 6-2 5-8 6-8 7/90 71 (67- 75) 3
Oral Comprehension 14 482 7-7 6-6 8-8 82/90 94 (89-99) 35
Word Attack 19 495 9-0 8-2 10-4 96/90 106 (103-109) 65
Quantitative Concepts - 470 7-2 6-7 7-10 61/90 86 (80-91) 17
Spelling of Sounds 25 498 8-10 7-5 12-0 93/90 106 (99-112) 65
Oral Vocabulary - 469 6-8 6-0 7-6 57/90 83 (78-88) 13
Spelling 24 494 9-0 8-2 10-3 96/90 108 (103-112) 69
Story Recall - 502 11-8 6-8 >20 95/90 114 (106-122) 82
Reading Fluency 22 483 7-10 7-0 9-4 86/90 96 91-100 39
( )
Sound Blending 30 540 >25 >25 >25 100/90 153 (145-161) >99.9
Math Fluency 27 486 7-5 <5-1 9-6 84/90 86 (81-90) 17
Reading Vocabulary - 479 7-3 6-10 8-0 68/90 92 (89-94) 30
Editing 7 479 8-0 7-7 8-9 84/90 97 (93-101) 41
Sound Awareness 37 500 11-4 8-10 15-1 98/90 120 114-127 91
( )
Punctuation & Capitals 12 480 7-10 7-2 8-7 82/90 93 (86-101) 33
Story Recall-Delayed - 504 >29 6-0 >29 94/90 112 (103-121) 79
I
J
Score Ret Page 2
\
December 2009
9,
STANDARDSCORES VARIATION Significant at
VARIATIONS Actual Predicted Difference PR SD -HOr-1.50SD fSEEf
Intra-Reading
BASIC READING SKILLS 98 96 2 65 +0.39 No
READING COMPREHENSION 88 100 -12 10 -1.30 No
PHON/GRAPH KNOWLEGE 106 94 12 90 +1.29 No
READING FLUENCY 96 98 -2 42 -0.21 No
STANDARD SCORES VARIATION Significant at
VARIATIONS Actual Predicted Difference PR SD + or- 1.50 SD (SEE)
Intra-Academic
BRIEF READING 91 89 2 56 +0.15 No
BRIEF MATH 72 97 -25 1 -2.24 Yes
BASIC WRITING SKILLS 102 85 17 97 +1 85 Yes
.
STANDARD SCORES DISCREPANCY Significant at
DISCREPANCIES Actual Predicted Difference PR + or- 1.50 SD (SEE1
OralLanguage/Achievement*
BASIC READING SKILLS 98 96 2 57 +0.18 No
READING COMPREHENSION 88 95 -7 29 -0.56 No
BRIEF READING 91 96 -5 35 -0.39 No
BROAD READING 90 95 -5 34 -0.40 No
MATH CALC SKILLS 81 97 -16 13 -1. 14 No
MATH REASONING 75 95 -20 5 -1 63 Yes
.
BRIEF MATH 72 96 -24 4 -1. 81 Yes
BROAD MATH 72 96 -24 3 -1.82 Yes
BASIC WRITING SKILLS 102 96 6 67 +0.43 No
’’These discrepancies compare TotalOralLanguage-Braille to achievementclusters.
DISCREPANCY Significant at
DISCREPANCIES PR SD (orz) + or- 1.50 SD (SEE) Interpretation
Measures ofdelayedrecall*
Story Recall-Delayed 73 +0.6i No within normal limits
*These discrepancies are basedon thepredicteddifference between initialanddelayedscores.
Test Session Observations;
Conversational proficiency: Typical for age/grade
Cooperation: Exceptionally cooperative throughout the examination
Activity level; Typical for age/grade
Attention and concentration: Attentive to the tasks (typical for age/grade)
Self-confidence: Appeared at ease and comfortable (typical forage/grade)
Care in responding; Prompt but careful in responding (typical for age/grade)
Response to difficult tasks: Generally persisted with difficulttasks (typical for age/grade)
, '
^
WJ III Tests of Achievement: Braille Adaptation
TEST RECORD
STANDARD AND EXTENDED BATTERIES
Adapted for braille readers by: Lynne E. Jaffe and Barbara Henderson with
Carol Anne Evans, Lana McClurg, and Nancy Etter
With Permission of the Copyright Holder & Publisher-
Riverside Publishing
IDENTIFYING INFORMATION
Last
Name Name
Sex: ID#
Date of Birth 7 11^1 ZO^ V Date of Testing S //hP/
MM DD YYYY MM DD YYYY
School/Organization
Teacher/Department
Adult subjects: Education (Years completed) Occupation
3 O O S
Grade Years retained Years skipped Years of schooling
[Year-Round School Only: # days in school year # days completed so far
Examiner's Name
Ancillary Examiner's Name:
Braille format used {Check one): Uncontracted OHjontracted
Normative Basis {Check one):
Age Grade (K-12.9)
2-Year College (13-14.9) 4-Year College/University (13-18)
ADDITIONAL SUBJECT INFORMATION
Hearing: Does the subject have a hearing aid? Yes C34Jo
If so, was it used during testing? Yes No
Vision: Does the subject have glasses? Yes QK^o Were they used?
Age of onset of visual impairment^^;;^j^Acuitles with correction; R L Both
Additional known disabilities / n -ht !I^ c ^ sa 6.A
Number of years braille instruction Number of years Nemeth Code instruction J
Complete the Test Sessions Observation Checklist on Page 2
4
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SCORE REPORT
Name:| School:
Date of Teacher:
Age: 6 years, Grade: 1,3.
Sex: Male Examiner:
Date ofTesting: 11/01/2010
TABLE OF SCORES
Woodcock-Johnson III Normative Update TestsofAchievement~ BrailleAdaptation
WJ III NU Compuscore and Profiles Program -- Braille Adaptation, Version 1.0
Norms based on age 6-5
Braille format used: Contracted
CLUSTERH-est Raw W EASY to DIFF RPI SS i68% Band) GE
BRIEF READING - 425 6-7 6-4 6-10 96/90 104 102-106 1.3
( )
Letter-Word Identification 23 403 6-7 6-4 6-10 95/90 103 (101-106) 1.3
PassageComprehension 6 448 6-7 6-5 6-10 96/90 105 (102-108) 1.3
Applied Problems 19 436 6-2 5-8 6-8 84/90 96 (92-101) K.9
EST SESSION OBSERVATIONS CHECKLIST
ii
Check only one category for each item
Level of conversational proficiency Self-confidence
Q 1. Very advanced 1. Appeared confident and self-assured
2. Advanced 2. Appeared at ease and comfortable
LI 3. Typical for age/grade (typical for age/grade)
LI 4. Limited 3. Appeared tense or worried at times
LI 5, Very Limited 4. Appeared overtly anxious
*
Level of cooperation Care in responding
1. Exceptionally cooperative throughout 1. Very slow and hesitant in responding
the examination LI 2. Slow and careful in responding
2. Cooperative (typical for age/grade) 3. Prompt but careful in responding
3. Uncooperative at times (typicaTfor age/grade)’"' "
4. Uncqpperative throughout the ,v-^ 4. At times responded too quickly
examination 5. Impulsive and careless in responding
Level of activity Response to difficult tasks
Seemed ^
1. lethargic 1. Noticeably increased level of effort for *-^1
LI 2. Typical for age/grade difficult ta'sks‘—"^
3. Appeared fidgety or restless at times 2. Generally persisted with difficult tasks
LI 4. Overly active for age/grade; resulted (typical for age/grade)
in difficulty attending to tasks 3. Attempted but gave up easily
4. Would not try difficult tasks at all
Attention and concentration
1. Unusually absorbed by the tasks ^
LI 2. Attentive to the tasks (typie&l for age/grade)
3. Distracted often --
4. Consistently inattentive & distracted
Do you have any reason to believe this testing session may not represent a fair sample of the
subject's abilities? No.
Yes. These results may not be a fair estimate because...
Were any modifications made to the test procedures as directed in the Supplementary Manual
and the Examiner's Test Book for this adaptation? No.
Yes. The following modifications were made:
.'I