EDUG787

Final Report

Confidential psycho-educational Evaluation

EXAMINEE:
AGE AT TESTING:
DATE OF BIRTH:
DATE OF
EVALUATION:

IVETTE REPORT DATE:

11 years 9 month GRADE:
04/09/2002 SCHOOL:
10/18/2013 EXAMINER:

12/4/2013
6TH
MIDDLE SCHOOL
YOCASTA ROJAS

Test Administered: Wechsler Individual Achievement Test-3rd Edition (WIAT-III)

Teacher report
Sentence Completion
Student Interview
Reason for Referral/Background Information
Ivette was referred to the committee on Special Education for testing due to parental concerns
regarding her Reading and Mathematics progress. Ivettes mother reports that she has good
physical health and wears glasses. She is concern that her reading and writing level might not be
age appropriate.
Behavioral Observations
Ivette is a 12 year old hispanic female student that is currently attending 6th grade classes in
Middle School. During the 4 hour testing period, Ivette was cooperative and compliant.
Throughout most of the test, Ivette appeared very focused, attentive and a little nervous. She
appears to understand the material and directions. She would supply answers to most of the
question and would pause before answering the one she didnt know. However, she would give
a wrong answer instead of saying I dont know. At times Ivette required repetition of
instruction, however she required little prompting during a task. After each break interval she
exhibited appropriate attention to the tasks presented and appeared to think about her responses
before answering.

Test results and Interpretations:

Wechsler Individual Achievement Test-3rd Edition (WIAT-III)

Composite Score Summary

Composite

Standard Score

Percentile Rank

Mathematics
Word reading

93
93

Qualitative
Description
32
32

Average
Average

Subtest Component
Listening
Comprehension

Standard Score

Receptive
Vocabulary
Oral Expression
Expressive
Vocabulary
Oral Word Fluency
Sentence Repetition

Qualitative
Description

Percentile Rank

103

58

Average

99

17

Average

105
159

75
97

Average
Very Superior

Individual Subtest Scores

Subtest

Standard
Score

Percentile
Rank

Grade
Equivalent

Age
Equivalent

Qualitative
Description

Word reading
Pseudoword
decoding
Numerical
Operations
Spelling

93
100

32
50

N/A
N/A

N/A
N/A

Average
Average

88

21

N/A

N/A

Average

83

13

N/A

N/A

Math Problem
Solving

93

32

N/A

N/A

Below
Average
Average

Interpretation of Wechsler Individual Achievement Test-3rd Edition (WIAT-III)

The Wechsler Individual Achievement Test-3rd Edition (WIAT-III) is an individually
administered clinical instrument designed to measure the achievement of students who are in
grade Prekindergarten (PK) through 12, or ages 4 years 0 months through 19 years 11 months.
Reading
According to the WIAT-III, Ivettes reading skills are average compared to children her age. The
word reading subtest required Ivette to read individual words and assesses overall decoding skills
and natural decoding rate. Her performance on these tasks was equivalent to an average level.
The pseudo decoding subtest required Ivette to read individual nonsense word in which she
would be assess in her phonics skills. Since the words are made up, the student has never seen
them before and thus cannot rely on memorization to decode them. Ivettes natural decoding rate
was average when compared to children her age. Within 30 seconds she was able to read 24 real
words. However, she was only able to read 15 of the pseudo words, in the same time frame.
When reading the pseudo words, Ivette would try to break down the words into syllables to make
up the pronunciation of the words. The Oral Expression Composite is composed of three
subtests. The expressive vocabulary subtest required Ivette to name vocabulary words after being
given a brief description. Her performance was consistent. She was able to say intersection
after the evaluator said Tell me the word that means the place where two roads cross, however,
had difficulty when asked the name of a person who is walking. The Oral Word Fluency subtest
required Ivette to name as many animals as she could in sixty seconds, then as many colors as
she could in sixty seconds. She was able to perform well on these tasks, despite the time
constraint. The third subtest, Sentence Repetition, required Ivette to repeat sentences that were
read. Ivette performed very well on this task. The Spelling subtest required Ivette to write down
some words that were read alone and in a sentence. Ivette was able to perform well on these
tasks.
Mathematics
According to the WIAT-III, Ivettes overall Mathematics was average in range. The Math
Problem Solving subtest required Ivette to solve various types of problems which were read
aloud and accompanied by a visual prompt. She was able to solve math word problems,
involving areas such as the basic operations, time, money and interpreting graphs. The
Numerical Operations subtest required Ivette to solve basic math problems as a pencil and paper
task. Again, Ivette demonstrated an ability to solve basic addition problems, sometimes
mentally; she would do the calculations in her head.

Social Emotional Functioning

Ivette presents as somewhat shy at first, however as she becomes comfortable, she is willing to
participate in conversation and activities. She speaks of her favorite band, One Direction, and of
her new school and how well she is doing. She is proud of helping some of her classmates with
school work. This comes after she was in need of pull out sections for reading during elementary
school. However, Ivette seems to enjoy her current class, at times smiling and becoming fully
engaged in particular activities (e.g. School quire, after school programs). Ivettes teacher has
reported that she may become easily distracted at times and needs to be pulled in with gentle
reminders to look, listen and learn. She is reported to be a kind girl, who likes to help her
classmates and the teacher. Last years teacher reported Ivettes habit of talking while the teacher
was instructing. This year her current teachers have not seen as much of this behavior, however
have observed her attentiveness increase. During the evaluation process, Ivette shared her love
for food, specially the one cooked by her sister and the love for her glasses. She states that since
they prescribed her with glasses, her reading has increased. In addition, she seems to be attentive
when asked to perform a task.
Summary
Ivette was referred to the committee on Special Education for testing due to parental concerns
regarding her reading and Mathematics progress. Ivette willingly accompanied the clinician to
the testing site. Ivette and her evaluator had met before the test administration in a teacherstudent capacity. She was cooperative and compliant throughout the evaluation. According to the
WIAT-III, Ivettes reading skills are average as compared to children her age. Ivettes overall
Mathematics score was average. Although Ivette presents as somewhat shy at first, she has
become more comfortable and attentive when asked to perform a task.
Recommendations
Recommendations for Ivettes academic program will be discussed at the meeting after the
results of educational testing, classroom performance, and parental input are shared to determine
eligibility for special education services as well as the best way to meet her educational needs.
Yocasta Rojas, MS
NYS Certified School Psychologist