WIAT-III

Directory Information
Name of Student: R. Smith Parent (s) Name: The Smiths
Date of Birth: 5/31/2006 Teacher: Mrs. Johnson
Date of Eval: 11/6/2013 Examiner Name: K. Tillotson
Age: 7 How to reach Examiner: kvtillotson@plymouth.edu
Grade: 2nd

Purpose for Evaluation:

Rs second grade teacher is concerned with his classroom behavior. He
has frequent outbursts that appear to be occurring during his math
period. His teacher feels that she has done all she can within her
abilities to help this child. She made the special education referral.
Based on observation and testing the team hopes to find the root of
Rs behaviors and determine whether or not he qualifies for special
education services.

Evaluations Administered:
The chosen evaluation for R was the Wechsler Individual Achievement
Test Third Edition (WIAT-III). R was given the Numerical Operations,
and Math Problem Solving. These were chosen because Rs behavior
has been consistently occurring during his math period. The goal of the
selected subtests are to determine whether R has a math deficit or if R
is actually bored because his abilities are so strong, causing his
behaviors to occur.

Background:
R is a 7 year old boy who lives with his adoptive parents. His adoptive
parents were not given any information regarding his birth parents.
Creating a family history of disabilities is challenging due to this lack of
information. R exhibited some of the same behaviors during his
kindergarten and first grade years, but was manageable for both
teachers. R has one adopted sister who is in 1st grade. Mom and Dad
mentioned at the meeting that R responds well given verbal cues of
what he can expect throughout the day.

Observations/Impressions:
On the day of the evaluation R was cooperative when the tester picked
him up. He walked down to the testing room talking to the examiner
about his day. R was introduced to the testing material and appeared
ready to begin. After the first couple of questions R stated, This is
easy. R did not exhibit any behaviors during the testing period that
affected his results. He was a bit fidgety in his seat and would lean his
chair back, but responded well when examiner asked him to stop.

Discussions:

Mathematics:

Composite Scores Standard 95% Percentile

(Boldface) and Subtest Score Confidence
Scores 100+- Level
15=Avg.
Mathematics 94 86-102 34
Math Problem Solving 98 88-108 45
Numerical Operations 91 81-101 27

The mathematics subtests begin with mostly non-verbal math

problems which R did well on. R appeared to enjoy the math he was
doing. He attempted some complex problems and was close in
succeeding. However, R was not allowed to use a pencil with an
eraser during the test. This was definitely a source of frustration for
him. R performed in the Average range in both subtests with his math
problem solving scoring slightly higher. R was confident in his answers
and his scores reflected this.

Summary:
R, at 7 years old, in second grade, is functioning within the average
range in Math. He appeared to be confident in his math skills
throughout the testing. I would conclude that Rs math abilities are not
the source of his behaviors. I would like to see more data collected in
other subject areas.

Recommendations:
It does not appear that Rs math skills are the cause of his behaviors. I
recommend completing a Functional Behavior Analysis (FBA) to
determine what the cause of Rs behavior is. R could benefit from a
behavior plan.

Appendix:

Numerical Operations: Measures untimed, written math calculation

skills in the following domains: basic skills, basic operations with
integers, geometry, algebra, and calculus.
Math Problem Solving: Measures untimed math problem-solving skills
in the following domains: basic concepts, everyday applications,
geometry, and algebra. The student provides oral and pointing
responses.

Composite Scores Standard 95% Percentile

(Boldface) and Subtest Score Confidence
Scores 100+- Level
15=Avg.
Mathematics 94 86-102 34
Math Problem Solving 98 88-108 45
Numerical Operations 91 81-101 27
DIAGNOSTIC TESTING REPORT ASSESMENT RUBRIC
Category CEC Not Meeting Approaching Target Score
Standards Target Target 5-6
3, 5, 7, 8, 10 02 34
Background Special Does not contain Contains Contains
(CEC Educators are information information information that
Standard 3) active and about a students about a students seeks to
resourceful in primary primary understand how
seeking to language, language, primary
understand culture, familial, culture, familial, language,
how primary social or social or culture, familial,
language, educational educational social or
culture, and background. background but educational
familial does not state backgrounds
backgrounds how they may interact with the
interact with interact with the individuals
the individuals exceptional
individuals exceptional condition.
exceptional condition.
condition.
Testing Does not Documents Documents
Observation document behavioral and behavioral and
(CEC behavioral and environments environmental
Standard 8). environmental observations. observations and
observations. state how if at all
they impact the
results of the test.
Test Special Conduct a formal Conduct formal Conduct formal
Discussion educators assessment and informal and informal
(CEC conduct without assessments assessments and
Standard 8) formal and identifying the without use the results of
informal students identifying the the assessment to
assessments learning needs students help identify
of behavior, learning needs. exceptional
learning, learning needs.
achievement
and
environments
to design
individualize
d
instructional
programs that
support the
growth and
development
 of
individuals.
Summary/ Does not Summarizes key Summarizes key
Interpretatio summarize all elements of the elements of the
n the components report but does report and
of the report. not answer answers the
(CEC referral question. referral question.
Standard 7)

Recommend- Special Makes Makes Identify supports

ations educators use recommendation recommendation and adaptations
(CEC assessment s that do not s that are required for the
Standard 3) information related to test independent of student to access
to identify results and the general the general
supports and referral question. curriculum but curriculum and
adaptations answers referral to participate in
required for question and school, system
individuals to addresses test and statewide
access the results. assessment
general programs as well
curriculum as relates the
and to recommendation
participate in s to the test
school, results and the
system and referral question.
statewide
assessment
programs.
Team Special Lacks effective Demonstrates Demonstrate
Meeting educators collaboration effective effective
routinely and with other collaboration collaboration
(CEC effectively educators and with families, with families,
Standard 10) collaborate related service other educators other educators,
with families, personnel. and related related service
other Simply reads personnel in personnel from
educators, report word for culturally community
related word. responsive ways agencies in
service but lacks culturally
providers, advocacy for responsive ways.
and personnel learning across a Advocate for the
from wide range of learning and well
community setting and being of students
agencies in different learning across a wide
culturally experiences. range of setting
responsive and a wide range
 waysacross of different
a wide range learning
of settings experiences.
and a wide
range of
different
learning
experiences.
Organization Lacks Logical Logical
(CEC organization of progression of organization
Standard 9) the sections of ideas, material from beginning
the evaluation and category to end, ideas are
report. organization. well organized
Organizational and presented in
strategies include an easy to follow
transitions, but document.
does not follow
logical
progression of
the report
components.
Grammar, Errors in Few errors in Mastery of
Usage, grammar, usage grammar, usage grammar, usage
Mechanics and mechanics and mechanics. and mechanics.
(CEC interfere with
Standard 9) communication
For Faculty-ONLY
DIAGNOSTIC TESTING REPORT CANDIDATE DATA:
Term:
0 2 = Not Meeting Target
3 -4 = Approaching Target
5 - 6 = Meets or Exceeds Target
S1 S2 3 4 5 6 7 8 9 10 11 12

RUBRIC
CRITERIA

Background

Interpretation

Recommendations

Technical Writing

Written/Oral
Presentation

Total Points/30