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Estimator 7.0 User`s Manual - Academic Success for All Learners

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1. 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 47 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 WIAT Written Expression Standard Score Standard score mean 100 sd 15 Ages 10 0 19 11 Woodcock Language Proficiency Battery Revised WLPB R Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 5 T Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 10 U Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 15 V Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Estimator ne
2. II f D S1 93 9g1 US3MJ9Q uone ou109 y Aq 1oos z O oy A dnn A 1oos Z JU UISA IUOEB pojorpoud au oye no e vp 9100S juouroAotqoe Pajorpald ayy MIAMI dais 89L 0 6L 0 9 4 We _ m9 aer S S9 94 JO JIIQRIJOJUN JO pojoo1 102 9 J09S Z UOHOTpard Jo 10110 piepuejs et urejqo 0 g Jo 1001 o1enbs y puti DE 6850 679 0 AX x 97v V jno Z V D s1591 OY JO Kji Iqer o1un 10 Pd d91I09 s1s9 USIMIIQ uorne o1roo IY 0 9 qejnqrn IDUBLIBA JOJJO 94 UI 3QO O WO YE 1oenqns HE TIYO TLE 0 no Z qz AZ staat au jo Ky rqer orun 1oJ P9J99 109 S S9 uoo0A9q uong 11oo 94 Aq 10 p Junooog souer JBA Jo uon1odoud oq urejqo O S9 99 U99MJ9Q uone oJ109 p312311oo oq o1enbg ve c e durexq I o durexq Ed gt gt BB 2 g 9 g 97v V jno Z S S9 ou JO JIQRIOIUN 10 pojooxroo uon orpoud Jo 10119 prepuejs oy oje no e days 25 V Vb 9109s Z JUNI oq urejqo o o109s z JUQUI SA IUO8 pojorpoud y Woy yc 1oenqns gs 9Ly T DE 9Lt I e o eouopijuoo 6 OY 10 juejsuoo oq Aq uonorpaud JO 10119 pyepuejs pojoeuroo au A dn njo V 9A9 oouop juoo 6 otn 103 o100s Zunm oy puly days Al gp 9109s JUIUIDADIYIB pojorpoJd ou ure1q0 O 9109s JU9UIIADIYIB pojorpoud uormerAop oui 0 21098 JUIUIIADIYIL 201 Jo ueau
3. In order to qualify a student the school team should be at least 93 percent confident there is a Severe discrepancy between the student s expected achievement score and the obtained achieve ment score Therefore this student does not meet the severe discrepancy criteria for specific learning disabilities eligibility It is important to remember that the confidence 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 Sta the 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 difficulty in the achievement area The program does not adjust for the increased probability of finding 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 pro gram 18 Explanation of Percent Confidence The ESTIMATOR program provides a number representing the percent con fidence that the discrepancy between the student s aptitude IQ and achieve ment is severe enough for LD eligibility in UTA
4. col I e durexq lt lt 8 NX a Y da juo eAmbo 91098 z 189 JU9UIIAIIY MI x 1uepeAmbo 91098 Z 389 OI fT eje no e SOR Getta chest EE quesiti hn 938 s juopnis oq Je uorje o1100 189 juouroAoTqo 01 OI IT SS E 938 S maps DY 18 9109s 4S9 JUIWANY DY 107 oyeumso JTIQRIIA HT O 93 s JU9PNIS DU W 9109S 159 OI OY 107 o1eumnso Aida DT uonerAop p1epuejs 91098 pJeputjs 189 jueuioAoTqoy JI U 9UI 9109 p1epuejs 159 juouroAoTqO V AT uonerAop pJepuejs DIOS p1epuejs 3591 OT OI ULL 9309s prepuejs 189 OI DI dq 1007 1oos piepuejs 159 juouroAoTQo gl 91098 prepuejs 1891 OI VT pueg uo oAeH D N NOX EJE g ou Sun 5 d S 9274 zm rz _ m9 Z emuo 23 no 9LV L Z OZ IT 10398 uonoauoo OY Aq 159 U93MJ9Q uorne o1100 OY OPIAIG GZ T90 6090 NES um zx MY SH 9 v _ m9 06 0 FC Z gz VO az 4q vc Adu mA Oz Mp Nx N E ron 0060 u Jo JITIQRIJOS y Jo 1001 o1enbs y put EZ AA xx legt f l L AP Z DIM sn oro 6560 eren 1 DIA 153 Oo am Jo Aytliqer r ou Jo 1001 orenbs oy pul WZ wm S S9 Z a JO JIQRIJOJUN y JO po d9 1109 s s U9IMJ9Q uorje or100 oy oje no e Z days et SH EEN 9 v CE E E ea to 92v E Se UZ HI A 9 JUWA ou ta rei c e durexq 1 opdurexq 24 LL0 0 FOTO 91v 2 jno Z
5. mean 100 sd 15 Ages 5 0 18 11 36 Peabody Picture Vocabulary Test Third Edition PPVT IID Standard Score Form III A Standard Score mean 100 sd 15 Ages 5 0 24 11 Standard Score Form III B Standard Score mean 100 sd 15 Ages 5 0 24 11 Preschool Language Scale 3 PLS 3 Auditory Comprehension Standard Score Standard score mean 100 sd 15 Ages 5 0 6 11 Test of Adolescent and Adult Language Third Edition TOAL 3 Listening Quotient Standard score mean 100 sd 15 Ages 12 0 24 11 Test of Auditory Comprehension of Language Revised TACL R Total Score Standard Score Deviation Quotient Standard score mean 100 sd 15 Ages 5 0 9 11 Test of Language Development Intermediate Second Edition TOLD I 2 Listening Quotient LiQ Standard score mean 100 sd 15 Ages 8 0 12 11 Test of Language Development Intermediate Third Edition TOLD I 3 Listening Quotient LiQ Standard score mean 100 sd 15 Ages 8 0 12 11 Test of Language Development Primary Second Edition TOLD P 2 Listening Quotient LiQ Standard score mean 100 sd 15 Ages 5 0 8 11 Test of Language Development Primary Third Edition TOLD P 3 Listening Quotient LiQ Standard score mean 100 sd 15 Ages 5 0 8 11 37 Wechsler Individual Achievement Test WIA T Listening Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 TESTS APPROVED F
6. sd 15 Ages 6 0 11 11 Arithmetic Form B Standard score mean 100 sd 15 Ages 6 0 11 11 Wechsler Individual Achievement Test WIAT Numerical Operations Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 Wide Range Achievement Test 1993 Edition WRAT 3 Combined Math Standard score mean 100 sd 15 Ages 7 0 24 11 Woodcock Johnson Psycho Educational Battery Part II Revised WJ R Basic Mathematics Skills Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 TESTS APPROVED FOR MEASURING MATHEMATICAL REASONING Bater a Woodcock Mu oz Pruebas de Aprovechamiento Revisada Bater a R Problemas Aplicados Standard Score Standard score Mean 100 sd 15 Ages 6 0 24 11 Diagnostic Achievement test for Adolescents Second Edition DATA 2 Math Problem Solving Standard Score Standard score mean 10 sd 3 Ages 12 0 17 11 39 Kaufman Test of Educational Achievement K TEA Comprehensive Form Mathematics Applications Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 Fall Aug Jan Test Norms Ages 6 0 18 11 Spring Feb July Test Norms Kaufman Test of Educational Achievement New Norms K TEA NU Mathematics Applications Standard score mean 100 sd 15 Ages 6 0 17 11 Key Math Revised 1988 Version Applications Area Standard Score Standard score mean 100 sd 15 Ages 5 0 13 11 Fall Oct Dec Test
7. Information section has fields 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 field for entering the student s score on the test a message displays the mean and standard deviation for the score Name of Examiner Richard Jackson Date of Testing MM DD YY 97871999 Age at Testing 11 1 Aptitude Test Information Aptitude Tests Kaufman Assessment Battery for Children K ABC El Scales for Selected Test Mental Processing Composite Standard Score El Enter a Standard score Mean 100 SD 15 Use this Aptitude Test Information 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 Data button is clicked on the main screen The parts of the Achievement Test screen are shown labeled below The Examination Information section has fields for entering the name of the examiner and the date of testing A message will show the age at testing based on the date o
8. OY PPV Or AT Vt e109s 3uouroAergo pajorpard UOIBIADP 9Y urejqo o 9109s JU9UIA IUOD 94 JO uonerAop puepuejs ayy Aq 3109S Z juouroAormqgoe pojorpoud ayy A dn njq Ep OIC TI L90 1 cell LI 00066 000 COI 000 T 000 C c e durexq o duexg spun 91008 puepuejs 0 9 09 Z juouroAoTqoe pojorpoud ou 119Au02 26 CT LETI XI Vv spun 1oos z ur Kouedodosrp UIW OY urejqo 0 9109 Z JUIWANY pojorpaud au WOU 1009S Z JUIWMANY DY JOBIJQNS VO 9A9 o uopguoo oy puly o days I8 8 31098 Sumo y urejqo 03 Joo jsoJeou DY 0 umop 21098 SUNS popunodun oy punoy AS 9v8 I8 66 CN OS HI 9109s Sunno popunouun eq urejqo oj a1oos FUNI uonerAop ot 0 91098 juouroAorqoe UBA ou ppy CS vSI8I 00 91 41 as 91098 dunno uoner4op DY ULBIQO O 2 1098 jueuieAerqoe DUI JO uonerAop pep utjs 201 Aq aJ09s z Zuno oq ATAHINPAL OS c e durexq I e durexq SUN 91008 p1epuejs 0 oJoos z ZUMI t LAVO 27 T6 v6 Q6 001 T9A9 aduapijuoo y urejqo 03 o3ejuoored 1so1eou t 0 UMOP puno pue juoo1od 0 T9 119AU0 EN 6Lc6 0 90v6 0 e 29 9A9 e uopruoo p re1 uo pepunouun oy UIe GO o 3109S juouroAoTqoe pojorpoud 94 3noqe so109s juouroAonqoe JO uon 1odo1d oy 10 3unooo 0 39 01 pp V q9 6Lcv 0 90tV 0 ueaui OU 9AOQq uonnqrnsIp 9109s BULI
9. Test Name for the specified age or Exact data is not currently available on the correlation between the Test Name and the Test Name for the specified age The averaged value of Value is being used for the reliability correla tion of this these test tests 15 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 following message Data is not currently available on the correlation between the Test Name and the Test Name for the specified age The default value of Value is being used for the correlation of these tests Discrepancy Cutoff Check For any pair of tests entered ESTIMATOR checks to determine if it is pos sible for the student to score low enough on the achievement test to reach the cutoff score needed to be 93 percent confident 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 Chil dren 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 ne
10. 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 Users 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 informa tion is entered into the fields 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 specific range of ages The approved age range for each test has been determined by the Utah State Office of Education In order to assist educators in making sure that an approved test was used for the student the ESTIMA TOR 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 field and press Enter or Tab after entering the data The program will automati
11. 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 there fore classification as a learning disabled student is not advised 17 Summary of Discrepancy Information The document below is available in the program and displays a summary of the information entered into the ESTIMA TOR program Summary of Discrepancy Information Consultation Date 9 15 1999 Data Entered by Michelle Smith Student Name Dianne Johnson School Lakeside Middle School Date of Birth 8 4 1988 Grade 6 Aptitude IQ Test Kaufman Assessment Battery for Children K ABC Scale Mental Processing Composite Standard Score Score 108 Date of Examination 9 8 1999 Age at Testing 11 1 Examiner Richard Jackson Achievement Area Basic Reading Skills Achievement Test Woodcock Reading Mastery Tests Revised Scale Basic Skills Cluster Standard Score Form G Score 85 SEM 3 354 93 Cutoff Score 83 Lowest Possible Standard Score 21 Date of Examination 9 9 1999 Age at Testing 11 1 Examiner Denise Barber Based on the test data entered the school team can be 91 percent confident the difference between the student s expected and obtained achievement scores represents a severe discrep ancy
12. ESTIMATOR Version 7 0 USER S MANUAL For Use With IBM PC and PC Compatible Computers Richard D Baer Ph D and Brad Althouse M S EIMS Corporation 1430 Canyon Road 2 Logan Utah 84321 Business Office 435 752 6305 in cooperation with the Center for Persons with Disabilities Utah State University Logan Utah O copyright 1999 EIMS Corporation ESTIMATOR is a product of the EIMS Corporation Therefore INTER NATIONAL BUSINESS MACHINES INC and MICROSOFT INC MAKE NO WARRANTIES EITHER EXPRESSED OR IMPLIED REGARDING THE ENCLOSED COMPUTER SOFTWARE PACKAGE ITS MER CHANTABILITY ORITS FITNESS FOR ANY PARTICULAR PURPOSE Other product names used in this publication are for identification purposes only and may be trademarks of their respective companies II III IV VI Table of Contents Introduction Purpose Equipment Installation Instructions for ESTIMATOR Windows 95 98 NT Installation Windows 3 1x Installation The ESTIMATOR Program Running the Program Information You Will Need Currency of Data Entered In What Order Should the Data be Entered Staying with ESTIMATOR Output and Interpretation Informational Messages Grade Based Estimated Data Averaged Data Default Data Discrepancy Cutoff Check Intellectual Versus Learning Disabilities Reports Summary of Discrepancy Information Explanation of Percent Likelihood Technical Intermediate Data Appendices Calculating the Utah Discrepanc
13. H The document below is available in the program and gives additional explanation to its meaning Explanation of Percent Confidence Consultation Date 9 15 1999 Student Name Dianne Johnson School Lakeside Middle School 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 specific learning disabilities classification Given the statistical properties of the tests administered and an IQ score of 108 an achievement score of 103 would be expected A cutoff score of 83 represents the point at which the school team can be 93 percent confident there is a severe discrepancy A score at or below the cutoff score indi cates a severe discrepancy The student s achievement score of 85 is higher than the cutoff score The school team can be 91 percent confident the student s achievement is lower than expected 19 Technical Intermediate Data Appendix A shows the steps in calculating discrepancy with the ESTIMA TOR 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 Values Consultation Date 9 15 1999 Student Name Dianne Johnson School Lakeside Middle School 1A IQ test standard score 108 1B Achievement test stan
14. Norms Ages 5 0 15 11 Spring Apr June Test Norms Key Math Revised New Norms Applications Standard Score Standard score mean 100 sd 15 Ages 5 0 15 11 Peabody Individual Achievement Test Revised PIAT R Mathematics Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Peabody Individual Achievement Test Revised New Norms PIAT R NU Mathematics Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Wechsler Individual Achievement Test WIAT Mathematics Reasoning Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 Woodcock Johnson Psycho Educational Battery Part II Revised WJ R Applied Problems Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 40 TESTS APPROVED FOR MEASURING ORAL EXPRESSION Clinical Evaluation of Language Fundamentals Preschool CELF P Expressive Language Score Standard score mean 100 sd 15 Ages 5 0 6 11 Clinical Evaluation of Language Fundamentals Revised CELF R Expressive Language Score Standard score mean 100 sd 15 Ages 5 0 16 11 Clinical Evaluation of Language Fundamentals Third Edition CELF 3 Expressive Language Score Standard score mean 100 sd 15 Ages 6 0 16 11 Clinical Evaluation of Language Fundamentals Third Edition Spanish CELF 3 Spanish Expressive Language Puntaje del Lenguaje Expresivo Standard score mean 100 sd 15 Ages 6 0 13 11 Diag
15. OR MEASURING MATHEMATICS CALCULATION Bater a Woodcock Mu oz Pruebas de Aprovechamiento Revisada Bater a R Destrezas B sicas en Matem ticas Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Diagnostic Achievement Battery Second Edition DAB 2 Math Calculation Standard Score Standard score mean 10 sd 3 Ages 6 0 12 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Math Calculation Standard Score Standard score mean 10 sd 3 Ages 12 0 17 11 Differential Ability Scales DAS Achievement Tests Basic Number Skills Standard score mean 100 sd 15 Ages 6 0 17 11 Kaufman Test of Educational Achievement K TEA Comprehensive Form Standard score mean 100 sd 15 Mathematics Computation Standard Score Ages 6 0 17 11 Fall Aug Jan Test Norms Ages 6 0 18 11 Spring Feb July Test Norms Kaufman Test of Educational Achievement New Norms K TEA NU Mathematics Computation Subtest Standard score mean 100 sd 15 Ages 6 0 17 11 Key Math Revised 1988 Version Operations Area Standard Score Standard score mean 100 sd 15 Ages 7 0 13 11 Fall Oct Dec Test Norms Ages 7 0 15 11 Spring Apr June Test Norms 38 Key Math Revised New Norms Operations Standard Score Standard score mean 100 sd 15 Ages 7 0 15 11 Norris Educational Achievement Test NEAT Arithmetic Form A Standard score mean 100
16. OU oq jo uon Iodoid y urejqo O oo1nos ISYIO JO e qej uonnqinsip ewou ou OI go JOLLO P91991109 21098 Pewou au Jo uonnqrnsip Kouonbojj Teo oAne nurno ou pur 99 cor I c o durexq ECH e durexq O V9 10119 pojoanoo 9109s ewou oq urejqo 0 uonorpoJd Jo 10119 paepuejs pojoau1oo ou Aq sun o109s z ur Aouedodosip Ju9u oA rIuoe au pIAIGI q9 28 jour uooq jou seq UOLIO LIO y ON c o durexq jou uooq seq UO SIA I e durexq ouedoijosip DIDADS L JOU SI 9 194 Jey Suneorpur Jou uooq jou seq DAI oouoprjuoo UOJ oy UAY 6 uet sso St 119 OA oouopguoo ay Jo on eA oq JI AouedoJosrp 19A2S e Sul jeorpur JOU uooq SLY oouoprguoo UOA oY ua E6 ULY 1916918 10 o enbo SI 49 o o oouoprjuoo ot Jo INJLA oq JI 3ueuroAorqoe pue opninde uooAjoq Loue doJosIp 9J9A9S L SI 9194 jr ouruuojo qq L dS 29 This page is blank in the original document 30 Appendix B Tests Approved for Use in Utah Note Some tests are not approved for all ages This is generally because the reliability ofthe test at unapproved ages was low or the standardization sample size was small 31 This page is blank in the original document 32 The following tests have been approved by the Utah State Office of Education Summer 1999 for inclusion on the ESTIMATOR disk Districts may wish to set more stringent policies and are free to disapprove tests on
17. T 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 scaled score and let the user know when it is not possible to attain a score low enough to show a severe discrepancy 49 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 10 U Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 15 V Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 1 5 T Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 1 10 U Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring ba
18. 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 File Help Consultation Information Date 9 15 1999 Data Entered by Michelle Smith Student Information Student Name Dianne Johnson Date of Birth 87471988 School Lakeside Middle School Grade 6 Aptitude IQ Test Administered Test Kaufman Assessment Battery for Children K ABC Scale Mental Processing Composite Standard Score PESCHE Enter Aptitude IQ Test Data Achievement Test Administered Area Basic Reading Skills Test Woodcock Reading Mastery Tests Revised Scale Basic Skills Cluster Standard Score Form G Exit Estimator Create Report From This Information Clear All Information Click here to start 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 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
19. andard score mean 100 sd 15 Ages 12 0 17 11 Oral and Written Language Scale OWLS Written Expression Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Peabody Individual Achievement Test Revised PIAT R 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 46 Peabody Individual Achievement Test Revised New Norms PIAT R NU 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 Writing Quotient Standard score mean 100 sd 15 Ages 12 0 24 11 Test Of Written Language 2 Second Edition TOWL 2 Contrived Writing Quotient Form A Standard score mean 100 sd 15 Ages 12 0 17 11 Contrived Writing Quotient Form B Standard score mean 100 sd 15 Ages 12 0 17 11 Overall Written Language Quotient Form A Standard score mean 100 sd 15 Ages 12 0 17 11 Overall Written Language Quotient Form B Standard score mean 100 sd 15 Ages 12 0 17 11 Test of Written Language Third Edition TOWL 3 Contrived Writing Quotient Form A Standard score mean 100 sd 15 Ages 7 0 17 11
20. ard score mean 100 1D IQ test standard score standard deviation 15 1E Achievement test standard score mean 100 1F Achievement test standard score standard deviation 15 1G Reliability estimate for the IQ test score at the student s age 0 94 Click here to save as a file Click here when finished to return to the Report screen Click here to print a copy of the report or explanation displayed in the scrolling window 11 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 Consultation Name of Person Entering the Data Student Information Name Date of Birth School Grade Aptitude IQ Test Information Name of Examiner Date of Testing Aptitude IQ Test Name Name of the Aptitude Test Sub Scale from the test protocol Student s Aptitude Test Score Achievement Test Information Name of Examiner Date of Testing Name of the Student s MOST SERIOUS academic problem area Achievement Test Name Name 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 In Utah are listed in Appendix B 12 Currency of Data Entered ESTIMATOR 7 0 is a tool designed to assist school teams in determining if a severe discrepancy is present at the time a student is considered re considered
21. assified as LD 2 The ESTIMATOR program is designed to be run on two families of comput ers 1 IBM PC and PC compatible computers using Windows or Windows 95 98 NT and 2 Apple Macintosh computers Disks for each family of computers are color coded Disks for IBM PCs and compatibles have labels printed in blue ink Disks for Macintosh computers have labels printed in green ink The disks are NOT inter changeable For example PC disks will not work on Macintosh computers This manual contains instructions for the IBM PCs and compatible series Disks for IBM PCs and compatible computers were packed with this manual The disks packaged with this manual contains ESTIMATOR Version 7 0 All previous versions 1 0 6 0 of the program are obsolete and should be de stroyed Installation Instructions for ESTIMATOR Installing the Program This program must be used on PC compatible computers running Microsoft Windows There are three installation disks which can be used to install Estimator on systems using Windows 3 1x Windows 3 1or Windows 3 11 Windows for Workgroups or Windows 95 98 NT Follow the direc tions appropriate for your operating system Windows 95 98 NT Installation 1 Insert the Installation Disk 1 into the floppy 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 displaying the computer s drives an
22. ation When you have closed any open programs click on OK to continue On the next screen you may select the drive and folder where the ESTIMATOR program files will be installed Click on Change directory to change the directory where Estimator will be installed To continue with the installation click on the button containing the picture of the computer A setup window appears containing Please insert the disk labeled Disk 3 into drive designated C Remove Installation Disk 2 and insert Disk 3 D Click on the OK button to continue The setup window re appears containing copying installation files and files are copied A program group and icons are created E A Setup window appears containing Estimator Setup was completed successfully Click on the Finish button to end the Setup program 5 To Run the program A Find the ESTIMATOR 7 0 program manager group Double Click on it if it is not opened B Find the ESTIMATOR 7 0 program icon in the ESTIMA TOR 7 0 folder Double Click on it C The program will show an introductory screen Click OK to continue The ESTIMATOR Program The parts of the main screen for the ESTIMATOR program are shown labeled below The Consultation Information area has fields for entering the date of the consultation and the name of the person entering the data The Student Information area has fields for entering the student s name school grade
23. attery for Children K ABC Mental Processing Composite Standard Score Standard score mean 100 sd 15 Ages 5 0 12 5 Nonverbal Standard Score Standard score mean 100 sd 15 Ages 5 0 12 5 Leiter International Performance Scale Revised Leiter R Full Scale IQ score Standard Score mean 100 standard deviation 15 Ages 5 0 11 11 54 Matrix Analogies Test Expanded Form MAT EF Standard Score Standard score mean 100 sd 15 Ages 7 0 17 11 Stanford Binet Intelligence Scale Fourth Edition 6 Test Partial Composite Standard Score Standard score mean 100 sd 16 Ages 5 0 23 11 Test Composite Standard Score Standard score mean 100 sd 16 Ages 5 0 23 11 Test of Nonverbal Intelligence Third Edition TONI 3 Quotient Form A Standard Score mean 100 standard deviation 15 Ages 6 0 18 11 Quotient Form B Standard Score mean 100 standard deviation 15 Ages 6 0 18 11 Wechsler Adult Intelligence Scale Revised Full Scale IQ 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 IQ Standard score mean 100 sd 15 Ages 16 0 24 11 Wechsler Adult Intelligence Scale Third Edition WAIS IIT Full Scale IQ Standard Score mean 100 sd 15 Ages 16 0 24 11 55 Verbal IQ Standard Score mean 100 sd 15 Ages 16 0 24 11 Performance IQ Standard Score mean 100
24. ba 27 temes 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Amplio Lenguaje Escrito SS Muestras de radacci n Prueba 27 temes 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Amplio Lenguaje Escrito SS Muestras de radacci n Prueba 27 temes 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 Expresi n Escrita Standard Score Muestras de radacci n Prueba 27 itemes 1 5 T 1 10 U 1 15 V Standard score mean 100 sd 15 Ages 6 0 24 11 n Estimator needs to know what items the Writing Samples scoring was based on in order to determine the lowest possible scaled score and let the user know when it is not possible to attain a score low enough to show a severe discrepancy 45 Expresi n Escrita Standard Score Muestras de radacci n Prueba 27 temes 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Expresi n Escrita Standard Score Muestras de radacci n Prueba 27 itemes 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Expresi n Escrita Standard Score Muestras de radacci n Prueba 27 itemes 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 Diagnostic Achievement Battery Second Edition DAB 2 Writing Composite Quotient Standard score mean 100 sd 15 Ages 6 0 13 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Writing Quotient St
25. cally move you to the next field Staying with ESTIMATOR You may find that you are suddenly out of the ESTIMATOR program What has probably happened is that you have inadvertently clicked off of the ESTI MATOR screen and changed the active program to another you had running In Windows 95 98 NT you can restore ESTIMATOR by clicking on ESTIMATOR 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 13 Output and Interpretation Informational Messages Anyone wishing to calculate discrepancy using the Utah formula for LD de termination 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 following age grade relationship is true Grade Age 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 availab
26. d select the floppy drive into which you put the installation disk It will probably be A or B D Double Click on Setup exe in the Browse box 3 E Click on the OK in the Run box A setup window appears containing copying installation files and files are copied A second setup window appears containing Please insert the disk labeled Disk 2 into drive designated F Remove Installation Disk 1 and insert Disk 2 G Click on the OK button to continue The setup window re appears containing copying installation files and files are copied 3 Respond to the Installation Program A A welcoming screen appears You are warned to exit all programs before installing Estimator When you have closed any open programs click on OK to continue B On the next screen you may select the drive and folder where the ESTIMATOR program files will be installed Click on Change directory to change the directory where ESTIMATOR will be installed To continue with the installation click on the button containing the picture of the computer files are copied A setup window appears containing Please insert the disk labeled Disk 3 into drive designated C Remove Installation Disk 2 and insert Disk 3 D Click on the OK button to continue files are copied A program group and icons are created E Asetup window appears containing Estimator Setup was completed successfu
27. dard score 85 1C IQ test standard score mean 100 1D IQ test standard score standard deviation 15 1E Achievement test standard score mean 100 1F Achievement test standard score standard deviation 15 1G Reliability estimate for the IQ test score at the student s age 0 94 1H Reliability estimate for the achievement score at the student s age 0 95 11 IQ to achievement test correlation at the student s age 0 43 1J IQ test z score equivalent 0 533 SS 108 1K Achievement test z score equivalent 1 000 SS 85 2 Test to test correlation corrected for the unreliability of the tests 0 4550 3 Standard error of prediction corrected for unreliability of the tests 0 8905 4 Predicted achievement score 103 z score 0 229 5 Cutting score for the 93 confidence level 83 z score 1 085 6 Confidence that the obtained achievement test score represents a severe discrepancy 9196 7 The criterion confidence level of at least 93 has not been met a severe discrepancy is not indicated 20 Appendix A Calculating the Utah Discrepancy Formula Note Rounding differences may create differences between numbers generated by ESTIMATOR and those generated by other calculations 21 This is a blank page in original document 22 SI 00C 17 Oe SI 0001 ES LI 001 386 g 68 c6 SI 001 SI 001 c8 86 c e durexq 007 DOT ol I8 06 SI 001 SI 001 8
28. ding Comprehension Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Wechsler Individual Achievement Test WIAT Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 Woodcock Language Proficiency Battery Revised WLPB R Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Woodcock Reading Mastery Tests Revised WRMT R 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 Reading Mastery Test Revised New Norms WRMT R NU 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 standard deviation 15 Ages 5 0 24 11 44 Woodcock Johnson Psycho Educational Battery Part II Revised WJ R Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 TESTS APPROVED FOR MEASURING WRITTEN EXPRESSION Bater a Woodcock Mu oz Pruebas de Aprovechamiento Revisada Bater a R Amplio Lenguaje Escrito SS Muestras de radacci n Prueba 27 temes 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 radacci n Prue
29. e cutoff score there was a 50 per cent likelihood that the student exhibited a severe discrepancy Students whose obtained scores represented a 50 percent likelihood of a severe discrepancy or greater were considered to have met severe discrepancy criterion for LD eligi bility those whose obtained scores represented less than a 50 percent likeli hood were considered not to have met criterion Version 7 0 Version 7 0 Does not generate a percent likelihood Generates the percent confidence one can have that a student exhibits Reynolds C R 1984 85 Critical measurement issues in learning disabili ties The Journal of Special Education 18 4 451 476 a severe discrepancy Uses a 93 percent cutoff If the confidence 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 discrep ancy criterion for LD eligibility Initial 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 Version 6 0 should not notice a substantial difference in the number and type of students identified as exhibiting a severe discrepancy by Estimator Version 7 0 Reports 1 the cutoff score at which one can be 93 percent confident the student meets s
30. e scroll bar on the right side to move through the report Summary of Discrepancy Information Consultation Date 9 15 1999 Data Entered by Michelle Smith Student Name Dianne Johnson School Lakeside Middle School Date of Birth 8 4 1988 Aptitude IQ Test Kaufman Assessment Battery for Children K ABC Scale Mental Processing Composite Standard Score Score 108 Date of Examination 9 5 1999 Age at Testing 11 1 xa BE D B Save As File Explain Percent Confidence Show Technical Data Click here when finished to return to the main screen Click here to save the report as a file Click here to print a copy of the report Click here to go to a screen containing an explanation of the percent confidence used by ESTIMATOR Click here to go to a screen containing some of the intermedi ate values calculated by the ESTIMATOR program 10 The Percent Confidence 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 Estimator Formula Intermediate Values Consultation Date 9 15 1999 Student Name Dianne Johnson School Lakeside Middle School 1A IQ test standard score 108 1B Achievement test standard score 85 1C IQ test stand
31. e sure that 1f another achievement test with a lower floor 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 pos sible standard score Therefore the achievement test is inap propriate for this child and administering another achievement test with a lower floor 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 qualified with more appropriately scaled achievement tests Intellectual Versus Learning Disabilities Utah Special Education Rules specify that students must score above the in tellectual disabilities range two standard deviations below the mean on indi vidually administered tests of intellectual ability in order to be classified as learning disabled When an aptitude 1Q score within the intellectual dis abilities
32. eds to know what items the Writing Samples scoring was based on in order to determine the lowest possible scaled score and let the user know when it is not possible to attain a score low enough to show a severe discrepancy 48 Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 1 5 T Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 1 10 U Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 1 15 V Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 Woodcock Johnson Psycho Educational Battery Part II Revised WJ R Broad Written Language Standard Score Writing Samples Test 27 scoring based on items 1 5
33. esses and 2 developing special education individualized plans or a general education remediation plan 61 This page is blank in the original document 62 Appendix D Request to the USOE to Add a Test 63 This page is blank in the original document 64 Requests for additional tests to be approved for use in Utah and added to ESTIMA TOR should be submitted to Dale Sheld SARS Section Utah State Office of Education 250 East 500 South Salt Lake City UT 84111 801 538 7707 Please include Qv Sr char oen your name your address your telephone number the name of the test you want approved 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 1 Slossen Intelligence Test Third Edition 2 Expressive One Word Picture Vocabulary Test 3 Learning Disabilities Diagnostic Inventory 4 Mather Woodcock Group Writing Test 5 Naglieri Non verbal Intelligence Test 6 Test of Early Reading Ability TERA 2 7 Hammill Multiability Achievement Test HAMAT 8 Hammill Multiability Intelligence Test HAMIT 9 Diagnostic Achievement Battery Second Edition DAB 2 Math Reasoning 10 Bracken Basic Concept Scale Revised Spanish Edition 11 Spanish Woodcock Johnson Revised Part I 12 Test of Early Reading Abilities TERA 2 13 Comprehensive Receptive Expressive Vocabulary Test CREVT 14 E
34. evere discrepancy criteria and 2 the standard error of measurement of the achievement test These statistics can be used to estimate the likelihood that an obtained score is equal to or greater than the cutoff score Purpose ESTIMATOR is a computer program designed to use the Utah formula to determine the probability that a student s discrepancy 1s severe enough for LD classification A step by step procedure for calculating discrepancy with the formula is found in Appendix A Using the formula requires know ing 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 mak ing LD classifications in Utah It also makes rapid and accurate calcula tions saving time and eliminating the possibility of error Finally it gener ates a report summarizing discrepancy data for individual students and ap propriate for documenting discrepancy data considered in LD classification decisions ESTIMATOR deals only with discrepancy calculation one element in the LD qualification process Additional information such as observational data criterion referenced test data intervention history and social history must be considered before a student is cl
35. f 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 comprehen sion etc achievement tests for the selected area and subscales of the selected test This section also contains a field for enter ing the student s score on the test a message displays the mean and standard deviation for the score Name of Examiner Denise Barber Date of Testing MM DD YY 9 9 1999 Age at Testing 11 1 Achievement Test Information Achievement Areas Basic Reading Skills El Achievement Tests for Selected Area Woodcock Reading Mastery Tests Revised El Scales for Selected Test Basic Skills Cluster Standard Score Form G El Enter a Standard score Mean 100 SD 15 85 Use This Achievement Test Information 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 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 gener ated for this student Use th
36. idual Achievement Test Revised New Norms PIAT R NU Reading Recognition Standard Score Standard score mean 100 sd 15 Ages 5 0 15 11 Wechsler Individual Achievement Test WIAT Basic Reading Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 Wide Range Achievement Test 1993 Edition WRAT 3 Combined Reading Standard score mean 100 sd 15 Ages 5 0 24 11 Woodcock Language Proficiency Battery Revised WLPB R Basic Reading Skills Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Woodcock Reading Mastery Tests Revised Basic Skills Cluster Standard Score Form G Standard score mean 100 sd 15 Ages 5 0 24 11 34 Basic Skills Cluster Standard Score Form H Standard score mean 100 sd 15 Ages 5 0 24 11 Woodcock Reading Mastery Test Revised New Norms WRMT R NU 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 Psycho Educational Battery Part H Revised WJ R Basic Reading Skills Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Bracken Basic Concept Scale BBCS School Readiness Composite Standard score mean 10 sd 3 Ages 5 0 7 11 Total Test Score Standard score mean 100 sd 15 Ages 5 0 7 11 Bracken Basic Concept Scale Revised B
37. ion Standard Score Standard score mean 100 sd 15 Ages 6 0 19 11 42 TESTS APPROVED FOR MEASURING READING COMPREHENSION Bater a Woodcock Mu oz Pruebas de Aprovechamiento Revisada Bater a R Comprensi n de Lectura Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Diagnostic Achievement Battery Second Edition DAB 2 Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 13 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Reading Comprehension Standard Score Standard score mean 10 sd 3 Ages 12 0 17 11 Gray Oral Reading Test Third Edition GORT 3 Oral Reading Quotient Form A Standard score mean 100 sd 15 Ages 8 0 17 11 Oral Reading Quotient Form B Standard score mean 100 sd 15 Ages 8 0 17 11 Kaufman Test of Educational Achievement K TEA Comprehensive Form Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 Fall Aug Jan Test Norms Ages 6 0 18 11 Spring Feb July Test Norms Kaufman Test of Educational Achievement New Norms K TEA NU Reading Comprehension Subtest Standard score mean 100 sd 15 Ages 6 0 17 11 43 Peabody Individual Achievement Test Revised PIAT R Reading Comprehension Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Peabody Individual Achievement Test Revised New Norms PIAT R NU Rea
38. le Age specific data is not currently available on the internal reliability of the Test Name correlation between Test One and Test Two for the specified age The grade level based value of Value is being used for the reliability correlation of this these test tests 14 Estimated Data In certain cases exact data on a test may not be known however an estimate can be made For example ifa 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 specified age or Exact data is not currently available on the correlation between the Test Name and the Test Name for the specified age The estimated value of Value is being used for the reliability correla tion of this these test tests Averaged 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
39. lly Click on the OK button to end the Setup program 4 To Run the program A Click the Start button then move the pointer arrow to Programs then to the ESTIMATOR 7 0 group then to the ESTIMATOR 7 0 program then click B The program will show an introductory screen Click OK to continue 4 Windows 3 1x Installation 1 Insert the Installation Disk into the floppy drive 2 Start windows if it is not already running 3 Run the installation Program A B C D E Select Run under the File Menu In the Run box Select Browse In the Browse box go to the Drives window and select the floppy drive into which you put the installation disk It will probably be A or B Double Click on Setup exe in the Browse box Click on the OK in the Run box A setup window appears containing copying installation files and files are copied A second setup window appears containing Please insert the disk labeled Disk 2 into drive designated F Remove Installation Disk 1 and insert Disk 2 G Click on the OK button to continue The setup window re appears containing copying installation files and files are copied 3 Respond to the Installation Program A files are copied A welcoming screen appears You are warned to exit all programs before installing Estimator You may move between running programs by using the ALT TAB key combin
40. nce Quotient NIQ Standard score mean 100 sd 15 Ages 6 0 18 11 Detroit Test of Learning Aptitude Primary Second Edition DTLA P 2 General Mental Ability GMA Standard Score Standard score mean 100 sd 15 Ages 5 0 9 11 Verbal VB Standard Score Standard score mean 100 sd 15 Ages 5 0 9 11 Nonverbal NV Standard Score Standard score mean 100 sd 15 Ages 5 0 9 11 Detroit Test of Learning Aptitude 3 DTLA 3 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 Detroit Test of Learning Aptitude Fourth Edition DTLA 4 General Mental Ability Quotient Standard Score mean 100 standard deviation 15 Ages 6 0 17 11 52 Verbal Quotient Standard Score mean 100 standard deviation 15 Ages 6 0 17 11 Nonverbal Quotient Standard Score mean 100 standard deviation 15 Ages 6 0 17 11 Attention Enhanced Quotient Standard Score mean 100 standard deviation 15 Ages 6 0 17 11 Attention Reduced Quotient Standard Score mean 100 standard deviation 15 Ages 6 0 17 11 Differential Ability Scale DAS Preschool Gene
41. nostic Achievement Battery Second Edition DAB 2 Speaking Composite Quotient Standard score mean 100 sd 15 Ages 6 0 13 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Speaking Quotient Standard score mean 100 sd 15 Ages 12 0 17 11 Expressive Vocabulary Test EVT Standard Score Standard score mean 100 sd 15 Ages 5 0 24 11 41 Oral and Written Language Scales OWLS Oral Expression Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Preschool Language Scale 3 PLS 3 Expressive Communication Standard Score Standard score mean 100 sd 15 Ages 5 0 6 11 Test of Adolescent and Adult Language Third Edition TOAL 3 Speaking Quotient Standard score mean 100 sd 15 Ages 12 0 24 11 Test of Language Development Intermediate Second Edition TOLD I 2 Spoken Language Quotient SLQ Standard score mean 100 sd 15 Ages 8 0 12 11 Test of Language Development Intermediate Third Edition TOLD I 3 Spoken Language Quotient SLQ Standard score mean 100 sd 15 Ages 8 0 12 11 Test of Language Development Primary Second Edition TOLD P 2 Spoken Language Quotient SLQ Standard score mean 100 sd 15 Ages 5 0 8 11 Test of Language Development Primary Third Edition TOLD P 3 Spoken Language Quotient SLQ Standard score mean 100 sd 15 Ages 5 0 8 11 Wechsler Individual Achievement Test WIAT Oral Express
42. racken R School Readiness Composite Standard score mean 100 sd 15 Ages 5 0 6 11 Total Test Standard Score Standard score mean 100 sd 15 Ages 5 0 7 11 35 Clinical Evaluation of Language Fundamentals Preschool CELF P Receptive Language Score Standard score mean 100 sd 15 Ages 5 0 6 5 Clinical Evaluation of Language Fundamentals Revised CELF R Receptive Language Score Standard score mean 100 sd 15 Ages 5 0 10 11 Clinical Evaluation of Language Fundamentals Third Edition CELF 3 Receptive Language Score Standard score mean 100 sd 15 Ages 6 0 16 11 Clinical Evaluation of Language Fundamentals Third Edition Spanish CELF 3 Spanish Receptive Language Puntaje del Lenguaje Receptivo Standard score mean 100 sd 15 Ages 6 0 13 11 Comprehensive Receptive Expressive Vocabulary Test CREVT 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 Diagnostic Achievement Battery Second Edition DAB 2 Listening Composite Quotient Standard score mean 100 sd 15 Ages 6 0 13 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Listening Quotient Standard score mean 100 sd 15 Ages 12 0 17 11 Oral and Written Language Scales OWLS Listening Comprehension Standard Score Standard score
43. ral Conceptual Ability GCA Standard Score Standard score mean 100 sd 15 Ages 5 0 5 11 Verbal Cluster Standard Score Standard score mean 100 sd 15 Ages 5 0 5 11 Nonverbal Cluster Standard Score Standard score mean 100 sd 15 Ages 5 0 5 11 Differential Ability Scales DAS School Age General Conceptual Ability GCA Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 Nonverbal Reasoning Cluster Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 Verbal Cluster Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 53 EIWN R de Puerto Rico Escala de Intelligencia Wechsler Para Ni os Revisada Wechsler Intelligence Scale for Children Revised Spanish Escala Total Full Scale IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Escala Verbal Verbal IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Escala Ejecucion Performance IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Kaufman Adolescent amp Adult Intelligence Test KAIT 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 Performance IQ Standard score mean 100 sd 15 Ages 11 0 24 11 Kaufman Assessment B
44. sd 15 Ages 16 0 24 11 Verbal Comprehension Index 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 Wechsler Intelligence Scale for Children Third Edition WISC III Verbal IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Performance IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Full Scale IQ Standard score mean 100 sd 15 Ages 6 0 16 11 Verbal Comprehension Index VC Standard score mean 100 sd 15 Ages 6 0 16 11 Perceptual Organization Index PO Standard score mean 100 sd 15 Ages 6 0 16 11 Wechsler Preschool amp Primary Scale of Intelligence Revised WPPSI R Full Scale Score IQ Standard score mean 100 sd 15 Ages 5 0 7 11 S6 Performance Score IQ Standard score mean 100 sd 15 Ages 5 0 7 11 Verbal Score IQ Standard score mean 100 sd 15 Ages 5 0 7 11 Woodcock Johnson Psycho Educational Battery Part I Revised WIR Broad Cognitive Ability Early Development E Dev Standard Score Standard score mean 100 sd 15 Ages 5 0 24 11 Broad Cognitive Ability Extended Scale Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Broad Cognitive Ability Standard Std Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 This page is blank in the original document S8 Appendix C Student s Mos
45. sed on items 1 15 V Standard score mean 100 sd 15 Ages 6 0 24 11 50 Written Expression Standard Score Writing Samples Test 27 scoring based on items 6 20 W Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 11 25 X Standard score mean 100 sd 15 Ages 6 0 24 11 Written Expression Standard Score Writing Samples Test 27 scoring based on items 16 30 Y Standard score mean 100 sd 15 Ages 6 0 24 11 TESTS APPROVED FOR MEASURING APTITUDE Cognitive Assessment System CAS Basic Battery Successive PASS Scale Standard Score Standard Score mean 100 standard deviation 15 Ages 5 0 17 11 Standard Battery Successive PASS Scale Standard Score Standard Score Mean 100 standard deviation 15 Ages 5 0 17 11 Basic Battery Simultaneous PASS Scale Standard Score Standard Score mean 100 standard deviation 15 Ages 5 0 17 11 Standard Battery Simultaneous PASS Scale Standard Score Standard Score mean 100 standard deviation 15 Ages 5 0 17 11 Basic Battery Full Scale PASS Scale Standard Score Standard Score mean 100 standard deviation 15 Ages 5 0 17 11 Standard Battery Full Scale PASS Scale Standard Score Standard Score mean 100 standard deviation 15 Ages 5 0 17 11 51 Comprehensive Test of Nonverbal Intelligence CTONI Nonverbal Intellige
46. t Serious Problem Area 59 This page is blank in the original document 60 The severe discrepancy formula contained in ESTIMATOR Version 7 0 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 achievement scores in an effort to find a severe discrepancy Making multiple comparisons increases the probability that one will find a severe discrepancy by chance The recommended procedure for using ESTIMATOR Version 7 0 is 1 Administer an IQ test appropriate for the student and choose the score that 1s the best measure of intelligence for the student 2 Determine the achievement area where the student is having the most difficulty based on grades teacher reports classroom observa tions 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 difficulty 4 Enter only these scores into the ESTIMATOR Version 7 0 pro gram 5 If ESTIMATOR Version 7 0 does not show a severe discrepancy based on the scores entered do not enter additional scores on a fishing expedition to find a severe discrepancy Note Achievement scores other than the one entered into ESTIMATOR Version 7 0 may be very useful for 1 creating a profile of a student s strengths and weakn
47. this list for use within the district TESTS APPROVED FOR MEASURING BASIC READING SKILLS Bater a Woodcock Mu oz Pruebas de Aprovechamiento Revisada Bater a R Destrezas B sicas en Lectura Standard Score Standard score mean 100 sd 15 Ages 6 0 24 11 Diagnostic Achievement Battery Second Edition DAB 2 Alphabet Word Knowledge Standard Score Standard score mean 10 sd 3 Ages 6 0 13 11 Diagnostic Achievement Test for Adolescents Second Edition DATA 2 Word Identification Standard Score Standard score mean 10 sd 3 Ages 12 0 17 11 Differential Ability Scales DAS Achievement Tests Word Reading Standard score mean 100 sd 15 Ages 6 0 17 11 Kaufman Test of Educational Achievement K TEA Comprehensive Form Reading Decoding Standard Score Standard score mean 100 sd 15 Ages 6 0 17 11 Fall Aug Jan Test Norms Ages 6 0 18 11 Spring Feb July Test Norms Kaufman Test of Educational Achievement New Norms K TEA NU Reading Decoding Subtest Standard score mean 100 sd 15 Ages 6 0 17 11 33 Norris Educational Achievement Test NEA T Word Recognition Form A Standard score mean 100 sd 15 Ages 6 0 11 11 Word Recognition Form B Standard score mean 100 sd 15 Ages 6 0 11 11 Peabody Individual Achievement Test Revised PIAT R Reading Recognition Standard Score Standard score mean 100 sd 15 Ages 5 0 18 11 Peabody Indiv
48. tor Version 7 0 Finally the contributions of Alan Hofmeister and Joe Ferrara whose early work in artificial intelligence led to development of the original ESTIMA TOR program in the 1980s 1s gratefully acknowledged Introduction In 1988 the Utah State Office of Education USOE adopted a formula for evaluating the discrepancy between a student s expected and obtained educa tional achievement Until now Utah s formula has been the one recommended in the report of the United States Department of Education Special Education Programs Work Group on Measurement Issues in Assessment of Learning Dis abilities Reynolds 1984 85 With the publication of Estimator Version 7 0 the original formula has been modified the new 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 changes have been made in the way the program output is reported Version 6 0 The previous version 6 0 determined the achievement score where one could be 95 percent confident that a student exhibited a severe discrepancy cutoff score It then considered the obtained achievement score and generated a per cent likelihood that the obtained score was equal to or greater than the cutoff score If the obtained score was equal to th
49. xpressive Vocabulary Scale 15 Culture Fair Intelligence Test 65
50. xt 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 cut off score 76 with the lowest attainable 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 confident 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 confident 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 confident the obtained score 1s above the lowest possible score When one is 95 percent or more confident the obtained score is above the lowest possible score one can also be at least 95 percent confident the obtained score is above the 93 percent cutoff score However 16 when one cannot be 95 percent confident the obtained score is above the low est possible score the possibility of a floor effect arises One cannot b
51. y Formula Tests Approved for Use in Utah Student s Most Serious Problem Area Request to the USOE to Add a Test GAS 12 12 13 13 13 14 14 14 15 15 16 16 17 18 18 19 20 21 31 59 63 Acknowledements Development of the Estimator program was supported by Utah State Of fice of Education Services for Students at Risk Special thanks are ex tended to Mae Taylor Director and Dale Sheld Specialist Learning Dis abilities Communication Disorders for their cooperation and encourage ment The contribution of Utah s LD Test Selection Committee 1s gratefully rec ognized Members include Richard Keene Past Chairman Utah State Office of Education Vickey Carleson Speech Pathologist Iron School District Mary Griffin Psychologist Logan School District Phil Fast Psychologist Davis School District Gail Brown Psychologist Utah Department of Health Tony Loveless Psychologist Iron School District Hal Sanderson Utah State Office of Education Members of this group painstakingly reviewed the formula and all tests included 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 modifica tions see Appendix A that are at the heart of Estima

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