Wechsler Individual Achievement Test, Third Edition (WIAT-III)

Assessment Results for Bruce Michel (Pseudonym)

�  Assignment VI: EDUC 622 �  Report Date: April 6, 2016 �    �  Assessment Date: March 18, 2016 �    �  Identifying Data: XXX YYY �  Name: Bruce Michel (pseudonym) �  Sex: Male �  Date of Birth: Feb 1, 2006 �  Age at Testing: 10 years, 1 month �    �  School: Sk’aadgaa Naay Elementary �  Grade Placement: 4 �  Teacher: David Burn (pseudonym) �  Referred By: School Based Team �    Parents �  Examiner: Tricia Jung �    �  Parents: Sue Michel and Rick Michel (pseudonyms) �  Address: P.O Box 543 Queen Charlotte, B.C V0T 1S1 �  Phone: (555) 123-4567

�  It has been observed that Bruce has strong academic skills – (reading, math, oral language)

�  Identified as student who would be a great role model for a designated Gifted student who has social skills difficulties

� Family wants to ensure Bruce is academically challenged

� School based team met to determine academic strengths and weaknesses, so that appropriate support, planning and interventions can be provided

REASON FOR REFERRAL

Family context, health, development, and social-emotional factors � Lives in Queen Charlotte, B.C. with both

parents and one older brother (13 years old)

� Healthy 10 year old, no major disease or illness

� Social—friendly, kind and actively involved in community sports

� Performs well in school

BACKGROUND INFORMATION

Weschler Individual Achievement Test – Third Edition (WIAT-III)

� Reading: Word Reading; Reading Comprehension; Pseudoword Decoding

� Mathematics: Numerical Operations; Mathematics Reasoning

� Written Language: Spelling; Written Expression

� Oral Language: Listening Comprehension; Oral Expression

Reporting the WIAT-III SCORES �  The scores show how well Bruce performed compared to a

group of children the same age from across Canada. For the skills tested, the highest possible score is 160 and the lowest possible score is 40. The average range of scores is between 85-115. A percentile rank is also given, which shows Bruce’s rank in the national comparison group. For example, if the percentile rank was 45, it would mean he scored the same or better than 45 of 100 children his age. The confidence interval is 95 percent. This means that 95 times out of 100, Bruce’s score will be expected within the specific interval given. Half of all children score less than 100, and half of all children will score more than 100. Scores from 90 to 109 are average scores.

ASSESSMENT OBSERVATIONS � Willing and enthusiastic � Rapport was quickly and easily established � Positive attitude � Took one stretch and drink break � Worked diligently on all sections of the test � Stayed motivated � Maintained good concentration and tried

his best � Was proud of his math fluency abilities and

vocalized his interest in math

READING COMPOSITE � Reading Comprehension - The student reads

passages aloud or silently, and then answers open-ended questions about each one.

� Word Reading - The student reads aloud a list of increasingly difficult words. 

� Pseudoword Decoding - The student reads aloud a list of increasingly difficult nonsense words.

� Oral Reading Fluency - The student reads passages aloud, and then orally responds to comprehension questions.

READING RESULTS Subtest Standard

Score Confidence Interval (95%)

Percentile Classification

Reading Comprehension

104 93-115 61 Average

Word Reading 90 86-94 25 Average

Pseudoword Decoding

107 102-112 68 Average

Oral Reading Fluency

133 99 Superior

Reading subtest

Recomendations Strengths: �  Oral reading fluency �  Reading comprehension (able to make sense of text )

Relative weaknesses: �  One-Word reading

At Home: �  Daily Reading (30 minutes) with conversations to strengthen vocabulary

At School: �  Continue to work on rhyming and phonological awareness activities:

�  Playing with rhyming words �  Make word trains (ending sounds makes the beginning sound of the new word) �  Find words with the same ending �  Work with word families �  Vowel Patterns �  Use “Words their Way Program” to support word work

MATHEMATICS Composite

� Math Problem Solving - the student solves untimed math problems related to basic skills (counting, identifying shapes, etc.), everyday applications (time, money, word problems, etc.), geometry, and algebra.

� Numerical Operations - the student solves untimed written math problems in the following domains: basic skills, basic operations with integers, geometry, algebra, and calculus

� Math Fluency Composite – addition, subtraction and multiplication timed test.

MATHEMATICS RESULTS Subtest Standard

Score Confidence Interval (95%)

Percentile Classification

Mathematics Composite

94 88-100 34 AVERAGE

Math Problem Solving

93 84-102 32 AVERAGE

Numerical Operations

96 88-104 39 AVERAGE

Math Fluency Composite

112 105-119 79 AVEREAGE

Addition 99 86-112 47 AVERAGE

Subtraction 113 103-123 81 AVERAGE

Multiplication 121 112-130 92 SUPERIOR

RECOMMENDATIONS FOR MATHEMATICS

Strengths: �  Good grasp of math skills �  Math Fluency is a relative strength �  Positive attitude towards math

Relative Weaknesses: �  Problem Solving

At Home: �  Practice Word Problems to familiarize and strengthen math

vocabulary and thinking At School: �  Practice daily word problems �  Provide leadership opportunities during math class (peer-tutor) for

quick specific feedback during problem solving questions

WRITING COMPOSITE �  Spelling - The student writes single words that are

dictated within the context of a sentence.

�  Sentence Composition – Consists of two sections. First, the student combines information from two or three sentences into single sentences that mean the same thing. The second section, the student writes meaningful sentences that use specific words.

�  Essay Composition– The student is given the task of writing an essay with a given topic. The essay is scored considering word count, theme development, text, and organization,

Writing Scores Subtest Standard

Score Confidence Interval (95%)

Percentile Classification

Spelling 83 77-89 13 Below Average

Sentence Combining

107 68 Average

Sentence building

80 9 Below Average

Essay Composition

100 90-110 50 Average

Writing Scores

RECOMMENDATIONS FOR WRITING Strengths: �  Neat Penmanship �  Good ideas

Relative Weaknesses: �  Grammar and sentence structure �  Vowels (irregular vowels, consonant vowel blends and clusters, short vowels as well as

vowel digraphs) �  Phonological concerns

At Home: �  Daily writing practice 2-3 sentence each night about his school day �  Daily word work (spelling) practice

At School: �  During enrichment group incorporate spelling and writing based activities:

�  Work with word patterns (play with syllables or make word sorts) �  Work with word families �  Create a class word wall of commonly spelled words

�  Direct instruction to develop writing skills –specifically, grammar and mechanics �  Administer the Phonological Awareness Test to determine specific areas of weakness �  If spelling does not improve, further testing may be considered

ORAL LANGUAGE COMPOSITE � Listening Comprehension - The student listens to

vocabulary words and points to a picture that illustrates each word, and then listens to passages and answers questions about each one.

� Oral Expression - The student is shown pictures and is asked to name the concept shown in each picture. Then the student says words from a given category and repeats sentences.

ORAL LANGUAGE SKILLS RESULTS Subtest Standard

Score Confidence Interval (95%)

Percentile Classification

Oral Language Composite

106 97-115 66 Average

Listening Comprehension

96 85-107 39 Average

Oral Expression 114 103-125 82 Average

Oral Language Score

ORAL LANGUAGE SKILLS RECOMMENDATIONS Strengths: �  Listening skills �  Oral Expression �  Relative weakness At Home: �  Encourage Bruce to talk about his day at school to

generate ideas for his sentence writing

At School: �  Provide a variety of oral language opportunities in the

classroom in order to enhance vocabulary skills �  Continue with verbal instructions

Summary for Parents Strengths: �  Oral reading Fluency �  Math Fluency

Relative Weaknesses: �  Spelling �  Writing �  Math problem solving

Ways to support at home: �  Daily reading �  Write sentences about his day �  Have conversations to strengthen vocabulary �  Review spelling patterns learned at school using words their way homework

What will be provided at the school: �  Phonological Awareness Test �  Direct instruction of spelling, and sentence composition �  Oral language activities to help improve vocabulary �  Peer support in math �  Partner up with “gifted” student to share his social skills for confidence and friendship

building

Questions? � How do you deal with parents who are

adamantly wanting their child tested while the teachers feel it may be unnecessary?

� What is happening when a student can read fluently, yet one word reading is not as strong?