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DOCUMENT RESUME
FD 337 709 CE 059 507
AUTHOR Haggett, Connie D.; Banski, KathleenTITLE Development and Testing of an Expert System To Assist
in Evaluating Handicapped Vocational Students forIEPs. Final Report.
INSTITUTION Pennsylvania State Univ., University Park. Dept. ofAgricultural and Extension Education.
SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg.Bureau of V(Lational and Adult Education.
PUB DATE Oct 88CONTRACT PDE-94-8006NOTE 48p.
PUB TYPE Reports - Research/Technical (143)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Ability; Aptitude Tests; *Computer System
Design; Diagnostic Tests; *Disabilities;*Disadvantaged; Examiners; *Expert Systems; HighSchoolai *Individualized Education Programs;Intelligence Quotient; Interest Inventories; Scores;*Special Needs Students; Test Interpretation;Vocational High Schools
IDENTIFIERS Pennsylvania
ABSTRACTThe development of individualized educational
programs (IEPs) has become a burden for many secondary schoolsystems. The primary objective of the project described in thisreport was to develop a computer system that would help in thedevelopment of IEPs for all 15,000 handicapped and/or disadvantagedstudents enrolled in Pennsylvania's vocational programs. Collectionof tests and their criteria used in IEP development was the methodused to obtain data, using a 10% sampling of school districts. TheSinger Vocational Evaluative System and the Vocationa InterestAssessment Survey were incorpora,_ed in the program. Information wasput in the proper computer syntax, and logic sequence models for datausage were constructed. The instrument was tested using dataappropriate for handicapped students enrolled in the programs. Thesystem performs the following operations: (1) locates discrepanciesand results of intelligence quotient (IQ) tests; (2) classifies theIQ score; (3) clmpares achievement and IQ standardized results; (4)classifies isolated IQ results into educational terms; and (5) offerssome guidelines related to a student's probable ecademic abilities.The following factors may affect the results offerbd by the program:physical limitations of the student; basing decision on aptitude orinterest results as isolated test scores; and evaluator errora--thesemay be eliminated by reviewing test procedures. (Five appendicesforming the bulk of the document are: (1) list of professionalcontacts and organizations; (2) sampling of special needs students'assessment instruments; (3) users' guide--IEP assessment aid; (4)sample computer assessment output; and (5) computer programmedinformation.) (NLA)
FINAL REPORT
Development and Testing of an Expert System to Assist inEvaluating Handicapped Vocational StudentF, for DM
(PDE Project Contract # 94-8006)
submitted by
Connie D. Baggett, Assistant ProfessorDepartment of Agricultural and Extension Education
The Pennsylvania State University
and
Kathleen Banski, Graduate AssistantDepartment of Agricultural and Extension Education
The Pennsylvania Stat: University
submitted to
The Bureau of Adult and Vocational EducationThe Pennsylvania Department of Eduattion
Harrisburg, Pennsylvania
11 l SPANTNENT OF ODUCAT1ONot eduatoonol Rawer tend Improtromont
TIMM, RESOURCES INFORMATTONCENTER fERIC)
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TO THE EDUCATIONAL. RESOURCESINFORMATION CENTER (ERIC)."
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CONTENTS
Introduction 1
Rational 2
Using an Expert System 3
Objectives 1.,
Procedures 4
The Singer Vocational Evaluation System 5
Vocational Interest Assessment Survey 6
Interpretation of Results 7
Output Description
Acheivement Results 8
Intelligence Results 9
Vocational Results 10
Assumptions 10
Levels of Adaptive Behavior for the Mentally Retarded 11
Appendices
List of Contacts 12
Sampling of Assessment Instruments 14
User GuideIEP Assessment Ad for Special Needs Students 16
Sample Computer Output in Assessment for Special Needs Students 18
Computer Programmed Information 31
Development and Testing of an Expert System to Assist inEvaluating Handicapped Vocational Students for IEPs
jtajumucrum
"Mainstr' earning" and "normal 'on" are terms frequently used throughout our
educational system. They refer to program planning and implementation for the special
..xds student .
Frequently, special needs students are placed in a mainstream classroom in order to
meet normalization criteria. Mainstream placement occurs to achieve the most appropriate
and least restrictive educational environment. Unfortunately, the mainstream classroom
teacher is often inadequately prepared to meet the educational requirements of the special
needs student. Learning how to identify, appropriately assess and program for the student
requires additional time and training, not often provided the normal classroom teacher.
In the high school setting in particular, guidance counselors are often busy attempting
to assist the college bound student with placement ideas. School psychologists, who often
have adequate training and background information related to the special needs student,
spend hours attempting to appmpriately assess students and interpret their standardized test
results to determine appropriate student placement within dm system. Because of these
factors, both of these resources become unavailable to assist the classroom teacher with
development of an appropriate educational strategy, tailored to meet the needs of the special
needs student.
Breakdowns in educational background and support services for the classroom
teacher often result in the development of a meaningless court manaatee individualized
educational program (MP ) for the student. Flans are often developed purely to meet
regulations, but offer no true meaning related to the student's progress and educational
needs.
RATIONAL
The development of individualized educational programs has become a real bunien
and task for many secondary school systems. Such special care and consideration for our
special needs population was mandated by law many years ago. The impact of this federal
legislation is being felt in all grade levels. Prior to the passage of legislation dealing with
the education of the handicapped, school officials had little trouble working with the
"regule students. IEP teams did not exist and therefore no man-hours were required.
With the passage of Public Law 94-142, The Education of All Children Act 1975), special
care had to be taken in providing services to this population. Specifically, P.L. 94-142
required that an IEP be developed for each and every handicapped student and that these
individuals will be educated in a least restrictive environment.
With the passage of The Carl D. Perkins Act of 1984, the requirements of an IEP for
all handicapped students was reiterated Additionally, this new act required that las be
completed for disadvantaged students as necessary. It is not uncommon to fmd schools
where the process of writing IEPs takes the entire year. School officials, especially those
concerned with IEP development, are s\vamped with meetings and pwerwork dealing with
developing appropriate and effective IEPs for handicapped students.
Conversations with school officials throughout the Commonwealth have revealed
complaints about the time consuming task of writing IEPs. This was especially Me in the
Philadelphia area. There, school officials indicated that the process of writing appropriate
IEPs is a year-rund activir. Officials in the Harrisburg area had similar kinds of
comments. In the 1985-86 academic school year, then were more than 15,8401
handicapped students in vocational programs alone that required TEPs. Another 1,952
1 N,-...-86 Vocational Education Management Information System, Pennsylvania Department ofEducation.
handicapped students wen enrolled in specially funded programs. Governcw Casey2 stated
that "we must be certain that our schools meet these students' needs or we will doom many
our young people to lives of limited opportunity"(p. 27).
Using an Expert System
An Expert system is a method of using the expertise of professionals to solve
problems, similar to how we use consultants. Expert systems go a step further by adding
the knowledge of experts to a computer system and utilizing that knowledge in the same
way as the expert does. Thus, it is possible to use this knowledge and make the same
det isions as if the one were conversing with the consulting expert. J. R. Quinlar (1986)
stated that the technology of building Imowledge-based systems by inductive inference
from examples has been demonstrated successfully in several practical applications. Expert
system has been very effective in climatology especially in the hurricane season to predict
hunicane incidents. Quinlan advocates more extensive use of this technology in other areas
as well. Expert system and artificial intelligence are sometimes used interchangeably.
Machines that think or machines who think have been a topic of reflection and debate
according to Kurzweil (1985). However, artificial intelligence differs in that expert system
uses a knowle-fge based from which conclusions are made and does not generate or attempt
to generate -w information as does the former. Rulemaster4 provides the most
appropriate shell for the development of an expert system in education. It is easily used
and is available on the Cooperative Extension Computer Network.
OBJECTIVES
The primary objective of this project was to develop an computer system that would
aid in the development of IEPs for handicapped and/or disadvantaged students. This
ituemSgThe Casey-Singel Eclucatigp Pip for Penosylvania, 1986.3 J. R. QuinIaL. Centre for Advanced Computing Science, New South Wales Institute ofTechnology, Sydney, Australia4 Radian Corporation, Austin Texas
computer system used the same information, clues, and patterns used by experts in the
field. It is anticipated that this system would benefit all (15,000) handicapped students
enrolled in vocational programs in the Commonwealth.
PROCEDURES
A . An advisory committee mas be established to provide guidance for this project.
The committee was composed of persons responsible for 1EP development throughout the
Commonwealth and special efforts was made to include at least one representative from a
large urban area. This committee met amroximate five times through the span of this
project. The committee met every two months starting August 1987.
An advisory committee was established to help detemine the most appropriate
assessment tools to be incorporated into this system, and to monitor the ongoing progress
of this project. The committee members, who met throughout the development of this
system, include Dr. John Salvia, Professor of Special Education, Mr. William Moore,
Program Coordinator, IU#8, Ms. Colleen Heally, Psychologist, Mrs. Janet Scanlon,
Teacher and Parent Advocate, and Ms. Kathleen Bansld, Project Assistant.
The advisory committee adopted the following objectives:
I. To identify those students whose standardized achievement and intelligencescores vary markedly from the norm.
2. To identify those students whose standardized achieveme nt and intelligencescores vary markedly based on that particular student's results.
3. To offer general suggestions related to further assessment and programming forthe student, based on standardized scores and academic programming.
4. To identify those areas of a student's vocational aptitude and interest surveyresults are most similar.
B . Collection of tests and their criteria used in 1EP development. A 10% sampling of
school districts throughout the Commonwealth will be accomplished to obtain this data.
This data was summarized and then evaluated by the advisory committee. A graduate
assistantship was gather this materials under the direction of the project director.
In conjunction with advisory committee members' input, a 10% sampling of school
disuicts (See Appendix A for more details.) throughout the Commonwealth revealed that
the WRAT (Wide Range Achievement Test) and the WISC or WISC-R(Wechsler
Intelligence Scale for Children/Revised) are the most frequently utilized screening
instruments for determining students' general achievement and intelligence abilities (See
Appendix B for other assessment instruments being used). This system utilizes both of
these instuments. Sampling procedures also revealed that assessment tools utilized to
determine students' vocational interest and aptitude abilities vary markedly.
Vocational evaluators often employ non-formal assessment procedures. In addition,
formal vocational assessment tools are infrequently normed for special populations.
Program plans which couple students' vocational interest with their ap.itude results are
considered the most appropriate educational strateu to employ when attempting to guide
students towards reaching their vocational potential. In addition, research indicates that
vocational evaluative tools which utilize work sample procedures appear most effective in
determining students' vocational abilities. For these reasons, this project has incorporated
the use of the Singer Vocational Evaluative System and the Vocational Interest Assessment
Survey into its program.
The Singer Vocational Evaluative System (YES)
The VES is composed of a series of job samples that are individually complete.
Ther: is not a prescribed sequerf^e of administration, nor is it necessary to complete a
specific number of jobs. Selection of the most appropriate set of job samples to be
administered should be based on the individual needs of the participant, availability of jobs
and/or training, and time available for occupational work sampling. The job samples may
be administered in any order, although it is suggested that job samples related to an
individual's vocational interests be employed first. Administration time varies, but
generally requires 2-2112 hours per sample. All forms, equipment and materials are
furnished within the VES. The VES includes an audiovisual format to ensure a
standardized presentation of job sample& lob samples may be repeated by the subject
Repetitio I may be advantageous when the subject expresses a desire to attempt to improve
his or hex performance. Repetition may also permit an evaluator to measure learning while
concomitantly demonstrating to a subject that he or she can learn new skills. The evaluator
should become familiar with the contents of the VES manual and should complete the job
sample, prior to administering the VES, regardless of the qicills the evaluator may Possess
related to the job sample area.
Vocational Interest Assessment Survey (VIAS)
The WAS is a unique interest assessment devise. The inventory utilizes an audio-
visual format instead of verbal statements and emphasizes affective cognitive as opposed to
verbal processes; it is designed primarily to tap affective responses.
The purpose of the WAS is to help an individual identify areas of potential
occupational exploration and training based on the participanes responses to work scenes.
The WAS attempts to breakdown career stereotyping and is particularly useful when used
by individuals with academic difficulties. It eliminates the need for any specki reading
skills. This is beneficial for use, not only with populations such as the handicapped or
academically disadvantaged, but also those whose native language is not English.
Occupations presented pictorially in the WAS help to minimize the effect of verbal
stereotyping. The WAS is directed towards those individuals whose career decisions are
likely to involve occupational training and attempts to minimize jobs which would require
advanced acadei-rdc skills and training. The occupational clusters presented by the survey
represent careers which training is generally available in most communities. Career clusters
are broad, but are composed of many related occupations.
C . Collection of clues and cues that experts in IEP development used in making
decision about handicapped or disadvantaged students relative to educasional planning.
This informatioa was be put in the proper syntax for entering into the computer. The
project director with the assistance of the graduate assistant accomplished this procedure.
INTERPRETATION OF RESULTS
A discrepancy of +15 points in any tested area, indicated the need for further review
of students' test scores and evaluative procedures. Disczepancies may be auxibuted to
student performance or an error made by the evaluator at the time of testing.
A discrepancy of ±30 points in any tested area indicates the need for further review of
scores and testing procedures. ±30 points indicates a significant student deviation from
standardized test norms. Therefore a mme thorough and specific evaluation of a student's
abilities is warranted.
It is surested that the vocational evaluator review the mph information presented by
the system. It is recommended that the evaluator further pursue either assessment or
programming procedures in those areas tepresented by the graph, which projects a students
results to be most similar. For example, a student who demonstrates a score of 100%
interest in the area of :
INTEREST RESULTS APTITUDE RESULTS ASSESSMENT AREA
100% 80% Apiculture*
100% 60% Metal
50% 80% Cosmetology
80% 80% Food Services*
A student who demonstrates a score of 100% interest result, with an 80% aptituderesult in Agriculture* might benefit from programming and training related to thiscareer area, as opposed to a Metal area where the aptitude result suggesu a largerdiscrepancy from the interest result.
A student who demonstrates a score of 80% aptitude result, with an 80% interestresult in Food Services* might benefit from programming and training related tothis career area, as opposed to a Cosmetology area where the interest result suggesta larger disarpancy from the aptitude result.
7
1 9
D. Construction of logic sequence (deductive and inductive models) for data usage
via the computer. The Rulemaster prop= required a spedal sequence of data entry in
order for the evert system to arrive at appropriate outcomes. The advisory committee
decided agaimr the use of Rulemaster because of its lack of availability to schools and MP
teams. The comminee suggested that a more practical method b- used and recommended
the elecrronic spreadsheet.
Initially, the project intended to use an expert system titled Rulemaster. However,
per the advisory committees' recommendations, a system which would be less
cumbersome to use was chosen. This program works via the Apple Macintosh's EXCEL
program and can be loaded into an IBM pasonal computer using Lotus 1-2-3.
E Testing the even system utilizing real data appropriate for handicapped
studems enrolleJ in vocational programs. The output from this procedure was reviewed by
the advisory committee to ascertain the appropriateness and accuracy of the output.
OUTIm7T DESCRIPTIONS
Achievement Results
The system will automatically convert raw score infomiation to a standard score
equivalent Rezommendations of WRAT results are based on sub-tests standardized score
comparisons. The system will locate discrepancies and results will be indicated based on
the following:
+15 points between Spelling or Reading or Math sub-test scores indicates the need
for further review of sub-test results and procedures. Further student assessment in
the specified sub-test areas may be required. A curriculum which incorporates
individualized educational programming may be beneficial.
+30 points between Spelling or Reading or Math sub-test scores indicates a marked
discrepancy in student performance. A review of sub-test results and procedures is
necessary. Further student assessment in the specified sub-test areas may be
required. A curriculum which incorporates individualized educational programming
is indicated.
btelligence Results
The system performs three operations related to IQ testing results. The 4e axe:
1. The system classifies the IQ score, in isolation, based on standardized
interpretations:
5CORE RANUS CLASSIFICATION
130 and up Very Superior
120-129 Superior
110-119 I-Egh Average
90-109 Average
80-89 Low Average
70-79 Borderline
60 and below Deficient
2. The system compares achievement and IQ standardized results. The system
identifies discrepancies and results are indicated based on the following:
+15 points between any sub-test and IQ score indicates the need to review sub-test
results and IQ testing procedures. Further student evaluation may be required.
Individualized educational programming may be beneficial.
+30 points between any 'sub-test and IQ score indicates the need to review sub-test
and IQ testing procedures. Further student evaluation is required. Individualized
educational pmgramming is indicated.
3. The system classifies isolated IQ results into educational terms and offers some
guidelines related to a student's probable academic abilities. For example, a student
achieving an IQ score of 75 is termed Educationally Mentally Retarded (EMR). It is
suggested that this student can "learn skills to approximately the 6th grade level by late
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teens. The student cannot learn general high school subjects, without special programming
or intervention. The student wili need special education, particularly at high school levels."
Vocational Results
This system performs two operations related to vocational interests and aptitude
results. The system converts raw score information of aptitude evaluative information into
a percentile equivalent. The system compares percentile information of aptitude and interest
assessments, and estates an easy to interpret graph representation of the results.
F . Modifications were made as appropriate to she o:pert system program and
retesting took place.
ASSUMPTIONS
Results suggested in this program should be interpreted in consultation with an expert
in the educational programming field. This program is designed only as a guideline in
evaluating student performance based on selected standardized tests. The following facors
may affect the results offered by this program:
1. Physical limitations of the student should be considered (ie auditory or visual
impairments). Limitations my effect the student's ability to effectively respond during
testing procedures. Therefore, a careful review of testing procedures and student
responses is required prior to team decisions regarding individnalized educational
programming strategies.
2. This program offers suggestions based on comparisons and discrepancies
between test results. Therefore, caution should be taken not to base programming
decisions on isolated test score results.
3 . When discrepancies are noted, the program recommends a review of testing
procedures. Reviewing procedures will help to insure that errors were not made on the part
of the evaluator. In addition, reviews may help the evaluator to identify specific problem
I 0
A I
areas noted through review of the test responses, and thus help to determine the appropriate
follow-up evaluative tool to be used.
4. ","hen making decisions related to vocational programming, evaluators must be
cautious not to put weight on either aptitude or interest results in isolation, but attempt to
offer students guidance in areas where tbd interest and aptitude results are most similar.
LEVELS OF ADAPTIVE BEHAVIOR FOR THE MENTALLY RETARDED
LEVEL EDUCATIONALLABEL
SCHOOL AGE:IO SIDRE 6-21 YEARS
Moderate Retardation EMR 50-75
Moderate Retardation TMR
Severe Retardation SMR
Profound Retardation PMR
Can learn skills to approximately 6thgrade level by late teens. Cannotlearn general high school subjects,without special programming and orintervention. Needs special education,partimlarly at high school levels.
35-49 Can learn functional academic skills toapproximately 4th grade level by lateteens if given special education.
20-34 Can talk and learn to communicate;Can be trained in elemental healthhabits; cannot learn functional academicskillg pmfits from systematic habittraining.
Below Some =tor development present;20 cannot profit from training in self-help
skills; needs total care.
EMR - Educationally Mentally RetardedTMR - Trainable Mentally RetardedSMR - Severely Mentally RetardedPMR -Profoundly Mentally Retarded
I l
1 -1
APPENDIX AList of Contacts Professional and Organizations
Project Contacts
Information from the following professionals were instrumental in the completion of thispizject. Many thanks and much appreciation is extended to these individuals andorganizations.
Thomas KippenyAppalachian hie:mediate Unit
Stout Vocational Training ManualMid-Nebraska MR ServicesHastings, Nebraska
David WebbWest Virginia Research Training CenterOne Dunbar Plaza Suite E.Dunbar, West Virginia
Lloyd PindellWisconsin Vocational Studies CenterMadison, Wisconsin
Research and Training CenterUniversity of Wisconsin-StoutMenomonee, Wisconsin
Joe ColemanAsst Supervisor of Special EducationChester County
Dr. PasquelShippensburg State University
Zolten KristofPinsbrigh Area(412) 665-2286
Clark LloydPsychologistThe Office of Curriculum(814) 622-3500
Mr. BauerCapital Area I.U.(717) 564-4841
Special Education DivisionNortheast L U.(717) 344-9200
Andrea RosseNorthwest Area I. U.(814) 734-5610
Regional Resource CenterKing of Prussia(215) 265-7321
Regional Resource CenterHarrisburg(717) 657-5840
Regional Resource CenterGibsonia(412) 443-7021
Lionel LauerPhiladelphia(215) 299-7823
Iris LeFeverLancaster(717) 569-7331
School District of PittsburghDivision of Curriculum Development341 South Benefield AvePittsburgh
APPENDIX B
Sampling of Assessment Instruments Used With Special Needs Students
1 4
St ipling of Assessment Instruments Used With Special Needs Students
Briggance
Kauffman Assessment Battery
Metropolitan Achievement Test Primer
Peabody Individual Achievement Test
Stanford-Binet Intelligence Scale
Vineland Social Maturity Scale
Wechsler Intelligence Scale Children-Revised
Wide Range Achievement Test
Woodcock-Johnson Mastery Test, The Reading Passage Comprehension Sub-test
1 5
1.3
Appendix C
USERS GUIDEIEP ASSESSMENT AID FOR SPECIAL NEEDS STUDENTS
1 6
19
USERS GUIDEMP ASSESSMENT AID FOR SPECIAL NEEDS
STUDENTS
OVERVIEW
"Mainstreaming" and "normalization" are term fiLquently used throughout our
educational system. They refer to program planning and implementation for the special
needs student. Ftequently the special needs students is placed in a mainstream classrom.
in order to meet normalization criteria. Mainstream placement occurs in order to achieve the
most appropriate and least restrictive classroom environment Unfortunately, the
mainstrean3 classroom teacher is often inadequately prepared to meet the educational
requirements of the special needs student. Learning how to identify, appropriately assess
and program for the student requires additional time and training, not often provided the
normal classroom teacher.
RECOMMENDED USE
This program will be utilized by school psychologists as a screening devise of
standardized score results. Its purpose is to compare a student's achievement and
intelligence scores in an attempt to identify those students who may benefit from further
assessment and possibly a more individualized education program. The program will
screen achievement sub-test scores to determine if there exists a marked discrepancy
between spelling, reading and mathematics areas. Discrepancies in these areas will
influence program planning for the vocational-agriculmral student in regards to academic as
well as vocational training.
In addition, this program will screen vocational aptimde and interest survey results of
the student. Its purpose is to compare the student's percentile ranking results in vocational
1 7
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areas, in an attempt to identify those vocational areas a student is most likely to succl in,
given the proper instruction and guidance.
It is proposed that by reducing the time factor required by die school psychologist to
compare and interpret standardized score., the school psychologist will be more readily
available to offer the classroom teacher assistance with appropriate individualized
assessment and program development.
OBJECTIVES
1. To identify those students whose standardized achievement and intelligencescores vary markedly from the norm.
2 . To identify those students whose standardized achievement and intelligencescores vary markedly based on that particular student's results.
3. To offer general suggestions related to further assessment and programming forthe student, based on standardized scores and academic programmhig.
4. To identify those areas of a student's vocational aptitude and interest surveyresults are most similar.
5. To offer general suggestions related to further assessment and programming forthe student related to vocational training.
Description of Vocational Assessment Tools
The Singer Vocational Evaluative System(VES)
The VES is composed of a series of job samples that are individually complete.
There is not a prescribed sequence of administration, nor is it necessary to complete a
specific number of jobs. Selection of the most appropriate set of job samples to be
administered should be based on the individual needs of the participant, availability of jobs
and/or training, and time available for occupational work sampling. The job samples may
be administered in any order, although it is suggested that job samples related to an
individual's vocational interests be employed first. Administration time varies, but
generally requires 2-2112 hours per sample. All forms, equipment and materials are
furnished within the VES. The VES includes an audiovisual format to ensure a
1 8
standardized presentation of job samples. Jot samples may be repeated by the subject
Repetition may be advantageous when the subject expresses a desire to attempt to improve
his or her performance. Repetition may also permit an evaluator to measure learning while
concomitantly demonstrating to a subject that he or she can learn new skills. The evaluator
should become familiar with the contents of the VES manual and should complete the job
sample, prior to administering the VES, regardless of the skills the evaluator may possess
related to the job sample area.
Vocational Interest Assessment Survey (VIAS)
The VIAS is a unique interest assessment devise. The inventory utilizes an audio-
visual format instead of verbal statements and emphasizes affective cognitive as opposed to
verbal processes; it is designed primarily to tap affective responses.
The purpose of the VIAS is to help an individual identify areas of potential
occupational exploration and training based on the participant's responses to work scenes.
The WAS attempts to breakdown career stereotyping and is particularly useful when used
by individuals with academic difficulties.
WAS eliminates the need for any special reading skills. This is beneficial for use, not
only with populations such as the handicapped or academically disadvantaged, but also
those whose native language is not English.
Occupations presented pictorially in the WAS help to minimize the effect of verbal
stereotyping. The VIAS is directed towards those individuals whose career decisions are
likely to involve occupational training and attempts to minimize jobs which would require
advanced academic skills and training. The occupational clusters presented by the survey
represent careers which training is generally available in most communities. Career clusters
are broad, but are composed of many related occupations.
1 9
2 2
SYSTEM REQUIREMENTS
You will need the following:
1. An Apple Macintosh computer (Mac Plus recommended) with two disk
drives. (one disk drive if Microsoft Excel is loaded on a hard disk.
2. An Imagewriter or LaserWriter printer.
3. Microsoft Excel.rrogram
4. The Interpretation of PDE Project Disk and instructions (available through
the Agricultural and Exten&ion Education Department, PSU).
SUPPPORT CONTACTS
If you have any questions or problems, please contact one of the following for help:
TechnicaLtSuittapce
Dr. Connie D. Baggen Ms. Kathleen BanskiDepartment of Agricultural Education and Extension
The Pennsylvania State University(814) 863-3824
MANAGEMENT PROCEDURE
1. Make a backup copy of the original PDE Project IEP Disk before starting.
See Appendix for backup instructions. List the backup copy for entering data.
Keep the original disk in a safe location-do not put any data on it.
2. Insert the disk labeled PDE Project IEP Disk in the internal drive. Then
insert the Microsoft Excel Program Disk in the external drive.
3. Double-click on the icon named PDE Project IEP Disk to open it.
4. Double-click on the icon named Special Student Evaluation to open it.
5. Enta Inputs (This program is automatically calculated).
INPUT DESCRIPTIONS
1. Go to cell AU3
2 0
2. Enter student's name, press the RETURN key and enter address.
3. Enter student's age in years and months (use whole numbers) in cell AV6 and 7.
4. Enter student's WRAT raw scores far each subtest area (use whole numbers).
. Enter student's IQ score (use whole numbers) in the labeled cells.
6. Enter student's Vocational Interest Survey Results in the labeled cells,
7 . Enter student's Vocational Aptitude scores in the labeled cells.
OUTPUT DESCRIPTIONS
Achievement Results
The system will automatically convert raw score information to a standard score
equivalent. Recommendations of WRAT results ate based on subtests standardized score
comparisons. The system will locate discrepancies and results will be indicated based on
the following:
+15 whits between Spelling or Reading or Math subtest scores indicates the need
for further review of subtest results and procedures. Further student assessment in
the specified subtest areas may be required. A curriculum which incorporates
individualized educational programming may be beneficial.
+30 points between Spelling or Reading or Math subtest scores indicates a marked
discrepancy in student performance. A review of subtest results and procedures is
necessary. Further student assessment in the specified subtest areas may be
required. A curriculum Which incorporates individualized educational programming
is indicated.
Intelligence Results
The system performs three operations related to IQ testing results. These are:
1 . The system classifies the IQ sane, in isolation, based on standardized
2 I
2
..
interpretations:
EQUalbrai CLASSEICAngli
130 and up Very Superior
120-129 Superior
110-119 I-ligh Average
90-109 Average
80-89 Low Average
70-79 Borderline
60 and below Deficient
2. The system compares achievement and IQ standardized results. The system
identifies discrepancies and results are indicated based on the following:
+15 points between any subtest and IQ score indicates the need to review subtest
results and IQ testing procedures. Further student evaluation may be required.
individualized educational programming may be beneficial.
+30 points between any subtest and IQ score indicates the need to review subtest
and IQ testing procedures. Further student evaluation is required. Individualized
educational programming is indicate&
3. The system classifies isolated IQ results into educational terms and offers some
guidelines related to a student's probable academic abilities. For example, a student
achieving an IQ score of 75 is termed Educationally Mentally Retarded (EMR). It is
suggested that this student can "learn skills to approximately the 6th grade level by late
teens. The student cannot learn general high school subjects, without special programming
or intervention. The student will need special education, particularly at high school levels."
Vocational Results
This system performs two operations related to vocational interests and aptitude
results. The system converts raw score information of aptitude evaluative information into
2 2
a percentile Nuivalent. The system compares percentile information of aptitude and interest
assessments, and creates an easy to interpret graph representation of the results.
INTERPRETATION OF RESULTS
A discrepancy of +15 points in any tested area, indicated the need for further review
of students' test scores and evaluative procedures. Discrepancies may be attributed to
student performance or an error made by the evaluator at the time of testing.
A discrepancy of +30 points in any tested area indicates the need for further review of
scores and testing procedures. ±30 points indicates a significant student deviation from
standardized test norms. Therefore a more thorough and specific evaluation of a student's
abilities is warranted.
It is suggested that the vocational evaluator review the graph information presented by
the system. It is recommended that the evaluator further pursue either assessment or
programming procedures in those areas represented by the graph, which projects a students
results to be most similar. For example, a swdent who demonstrates a score of 100%
interest in the area of :
ASSESSMENT AREAINTEREST RESULTS APTITUDE RESULTS
100% 80% Agriculture*
100% 60% Metal
50% 80% Cosmetology
80% 80% Food Services*
A student who demonstrates a score of 100% inwrest result, with an 80% aptitude result
in Agriculture* might benefit from programming and training related to this career arta, as
opposed to a Metal area where the aptitude result suggests a larger discrepancy from the
interest result.
2 3
2
A student who demonstrates a score of 80% aptitude result, with an 80% intvrest result in
Food Services* might benefit from programming and training related to this career area, as
opposed to a Cosmetology area where the interest result suggest a larger discrepancy from
the aptitude result
ASSUMPTIONS
Results suggested in this program should be interpreted in consultation with an expert
in the educational programming field. This program is designed only as a guideline in
evaluating student performance based on selected sttndardized tests. The following factors
may affect the results offered by this program:
1. Physical limitations of the student should be considered (ie auditory or visual
impaimients). Limitations my effect the student's ability to effectively respond during
testing procedures. Therefore, a cl..eful review of testing procedures and student
responses is required prior tt.) team decisions regarding individualized educational
programming strategies.
2. This program offers suggestions basen on comparisons and discrevancies
between test results. Therefore, caution should be taken not to base programming
decisions on isolated test score results.
3. When discrepancies are noted, the program recommends a review of testing
procedures. Reviewing procedures will help to insure that errors were not made on the pan
of the evaluator. In addition, reviews may help the evaluator to identify specific problem
areas noted throueh review of the teit responses, and thus help to determine the appropriate
follow-up evaluative tool to be used.
4. When maldng decisions related to vocational programming, evaluators must be
cautious not to put weight on either aptitude or interest results in isolation, but attempt to
offer students guidance in areas where their interest and aptitude results are most similar.
2 4
APPENDIX
Using Microsoft Excel Software
Backup Instructions
To make a backup copy of an Excel program, you must copy the entire contents of the
original (startup) disk to another disk. To backur the original disk:
I. Insert the disk containing the Master program into the internal disk drive. The disk
icon is usually labeled with an abbreviated form of the program title. Example: Sp Ed Eval
for the Special Student Evaluation pmgram.
2. Insert a blank or "to-be-copied-over" disk into the external drive. Initialize it if
necessary.
3. Select and drag the Master disk icon over the top of the new disk icon until the new
disk icon turns black.
Example: Start-up (internal drive) disk icon- "PDE MP Project".
New Disk (external drive) disk icon-"Blank".
An alert box will ask: Completely replace contents of "Blank" (external drive) disk
with contents of "PDE IEP Project" (internal drive)? Click on the OK button.
4. When done copying, eject the original disk and store it in a safe place. Type in a new
name for the backup disk icon (if desired). Use the backup copy for entering data.
Saving Data
1. Decide if you will save data on disk before you start.
It is recommended that you do not save data on this disk, rather you should save a
printout of the calculated program with input data. If you desire to save the data to be
inputted on the disk, make a copy of the entire disk before you start to input data. Ifis
necessaty to make a copy of the entire disk because each Excel program consists of
2 5
1
multiple documents, all of which are necessaxy for the operation of the program in the
manner outlined in the MANAGEMENT PROCEDURE of the user guide,
2. Do not use "Save As"
The Excel program has two unique characteristics: The "Save As" command under
the pull down menu "FILE" will allow you to change the name of your document and/or
save the document to a different location, i.e. to the external drive.
3. Use the "Save" or "Quit" commands.
If you use the "Quit" commands from the Excel File menu, the computer will ask if
you wish to save changes before quitting. If answer yes, it will save changes to the file
you have been working with. If you wish to save changes to another file name, you must
answer no and the click on then follow procedure two above.
4. Properly identify disks with saved day.
Mark the external (paper) label of the disk to indicate the exact contents. For
example: Special Student Evaluation
Miss Smith - 4123/88
Excel startup Disk
You may also change the name of the disk icon. The name of the disk icon can be an
abbreviation of the name of the original disk, may have client identification, date nin, etc.
For example, Special Student Evaluation..-Smith, Sp Ed Eval-Smith-4/88, Scores-Smith-
1988.
Changing Print Quality
Excel programs print at medium speed and quality, if you are using a dot matrix
printer, i.e.ImageWriter U. If you should desire to change the quality of printing, use the
following procedure:
I . Go to the Excel File menu and choose Print command. Click on the print quality
button that you desire. Click on the OK button.
2 6
2 )
2. The printer will begin, so as soon as you see the dialog box displaying the message
"To cancel printing hold down the Command key and type a period (.)," do so.
3. When quitting do not save this print quality change since others that use the disk may
not prefer the speed andlor quality that you have chosen.
Interrupting the Printing Process
If you wish to intemipt a printing process started with the use of an Option-
Command-letter combination, use the following procedure:
1. As soon as you see the dialog box displaying the message "To cancel printing hold
down the command key and type a period (.)", do sc.
2. Click on the halt button.
2 7
APPENDIX D
Sample Computer Ouvut in Assessing Special Needs Students
2 8
SPECIAL STUDENT EVALUATION
STUDENT INFORMATION
STUDENT NAME >>> MARY GOODSTUDENTADDRESS >> R. D. 1. ANYTOWN. PA
DATE: 3-19-89 TIME:STUDENT AGE YEARS 2.).>
MONTHS
ACHIEVEMENT SCORES: I SUB-TESTBASED UPON THE: SPELLING >
WIDE RANGE ACHIEVEMENT TEST (WRAT) MATH >READING >
INTELLIGENCE SCORE:BASED UPON THE:
12
5RAW
SCORE27
<C <
10:02 PM<
< <STANDARD
SCORE106111
1
3217
IQ SCORE4 69 j«TYPE CALCULATED
VOCATIONAL INFORMATION TYPE IN IN RAW PERCENTILEINTEREST SURVEY RESULTS TEST # SCORE SCORE
I 95 <=:ENTER 1 FOR "BUSINESS SECRETARY:I 1 26
ENTER 2 FOR "ELECTRICAL/ELECTRONICS:1i 2 26
ENTER 3 FOR "TRADE & INDUSTRY; CONSTRUCTION:"1 3 26
ENTER 4 FOR "SERVICE; BARBERING/COSMETOLOGY:1 4 26
ENTER 5 FOR "BUSINESS; DATA FROCESSING1 5 26
ENTER 6 FOR "AGRICUL11JRE/ENVIRONMENT:1 6 26
ENTER 7 FOR "COMMUNICATIONS; AR1'SMRAPHICS:1 7 26
ENTER 8 FOR "FOOD SERVICESri 8 26
ENTER 9 FOR "TRADE & INDUSTRY; MECHANICAL:"7 9 26
ENTER 10 FOR "HEALTH SERVICESI 10 26
ENTER 11 FOR "CRIMINAL JUSTICE:"1 11 26
ENTER 12 FOR "BUSINESS; RETAIL SALES:"1 12 26
ENTER 13 FOR "ENGINEERING TECHNOLOGY:1 13 26
I 9 0
1 8 0
1. 8 S
1. 85
1 7 5
I 8 5
I 9 0
1 8 5
1 7 5
1 80
9
8 5
ENTER 14 FOR "SCIENCE & LABORATORY:"La_j_26_
ENTER 15 FOR "SERVICE-PERSONALM 15
ENTER 16 FOR "TRADE & INDUSTRY; METAL TRADES:I 16
ENTER 17 FOR "SERVICE; FIRE SCIENCE:1 17
PROGRAMS WITH SCORES OF 9 5
1 26
1 26 I 8 5
1 26
S S
1 S S
ARE RECOMMENDEDCHECK PROGRAMS INDICATED BY AN <=== AS POSSIBILITIES.
<=2
<=:
C=:
SPECIAL STUDENT EVALUATION
SINGER APTITUDE CHART-APTITUDE RESULTS ENTER ENTER77M I ERRORS PERCENTILE
CARPENTRY 5,
5 100PLUMBING, 4 5 96
ELECTRICAL., 5 3 6 0
ACHIEVEMENT RESULTSUSE RECOMMENDATIONS BELOW FOR: MARY GOODSTUDENT
REVIEW MATH AND READING SUBTESTSINDIVIDUALIZED PROGRAMMING IS INDICATED
REVIEW READING AND SPELLING SUBTESTSINDIVIDUAL= PROGRAMMING IS INDICATED
INTELLIGENCE RESULTSCLASSIFICATION FOR: MARY GOODSTUDENT
IQ CLASSIFIES STUDENT AS:I DEFICIILVT I
SUGGESTIONS FOR EDUCATIONAL PROGRAMMING:
REVIEW SPELLING AND IQ TESTING PROCEDURES. INDIVIDUALIZED PROGRAMMING IS INDICATEDREVIEW MATH AND IQ TESTING PROCEDURES. INDIVIDUALIZED PROGRAMMING IS INDICATED
EDUCATIONAL CLASSIFICATIONS FOR STUDENT IS:
EDUCABLY MENTALLY RETARDED (EMR)
CAN LEARN TO APPROXIMATELY SIXTH GRADE LEVEL BY LATE TEENS.CANNOT LEARN GENERAL HIGH SCHOOL SUBJECTS, WITHOUT SPECIALPROGRAMMING OR INTERVENTION. REQUIRES SPECIAL EDUCATIONPARTICULARILY AT HIGH SCHOOL LEVELS
APPENDIX E
Computer Programmed Information
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