Educational Assessment

CONFIDENTIAL

Name: Billie Senecal Parents: Mr. and Mrs. Senecal

Date of Birth: September 26, 2007 Examiner: Amelia Walcott
Age: 10 years, 6 months Date of Referral: February 10th, 2018
Grade: 4 Date of Assessment: April 8th & 22th 2018
School: Vartan Gregorian Elementary School, Date of Report: April 26, 2018
Providence, RI

REASON FOR REFERRAL

On February 10th, 2018, Billie was referred to the Direct Assistance Resource Team
(DART) by her current grade 4 teacher, Ms. Brooks, due to Billie’s consistently late and
incomplete homework coupled with a difficulty focusing in her classes and falling test scores.
Billie has not been on an IEP in the past. On March 25th, 2018, Ms. Brooks (who initially
referred Billie) reported to the examiner that Billie has submitted 20 out of 20 assigned
homework assignments late and incomplete between the date of referral and March 25th in all
four main subject areas (Math, Science, ELA, and Social Studies). Additionally, Billie has an
average test score of 87 on 4 tests (1 Math, 1 Science, 1 ELA, and 1 Social Studies) falling to an
average of 70 on 4 tests (1 Math, 1 Science, 1 ELA, and 1 Social Studies) between the date of
referral and March 25th. As reported by Ms. Brooks, there seems to be a connection between
Billie’s inability to focus in class and her incomplete/ late homework and falling test scores.
Billie’s parents have reported to teachers that they cannot get her to complete her homework
either, even after attempting to implement numerous punishments and rewards and support the
referral to DART in order to make sure there are no other underlying instructional factors
causing her homework, test grades, and focus problems.

Prior to Billie’s referral to DART, a variety of interventional strategies had been

implemented by her classroom teacher between the dates of January 5th and February 5th,
including moving her seat to the front, checking that her homework has been written in her
agenda, and providing incentives for completing homework. The interventional strategies
implemented before referral yielded no significant results. As a result of her referral to DART on
February 10th, in all four of her aforementioned classes, Billie was allowed time during the
school day to begin her homework, given study guides for her tests, and had unnecessary stimuli
removed from her classroom. These DART interventions were continued until March 25th but
despite these interventions, Billie had not shown significant improvements in her focus,
homework completion, or test scores by the time the interventions were stopped on March 25th.
Given the consistent attention, homework, and test score concerns, the DART recommends that
Billie be evaluated to see if there are any further actions that can be taken to address these
concerns. The assessment will allow her teacher to determine additional modifications necessary
to help Billie, both in, and out of the classroom.

BACKGROUND INFORMATION

Billie is currently in 4th grade at Vartan Gregorian Elementary School, Providence,

Rhode Island. She has been in the same school since Kindergarten and has never repeated a
grade. Billie has never been previously referred for testing and has never received special
education services. Billie’s primary language is English which is consistent with the primary
language used at home. Billie lives with her father and step-mother, whom Billie considers to be
her “real” mom, and her half-sister Oona who is 13 months old. Billie’s biological mother is not
currently in contact with Billie and has not been since she was a toddler, however, Billie does
have contact with her biological maternal grandparents. Billie has no reported health
abnormalities, in addition, all vision and hearing test results from the Fall of 2017 came back
normal. She is not currently on any medication. Billie is involved in an acting group and has
done gymnastics and dance in the past. Billie is an avid reader, having already read the entire
Harry Potter series but is vocal about her dislike of school.

Review of previous academic records reveals consistent levels of achievement in all

content areas up until the beginning of grade 4. In grade 2, Billie received A’s and B’s in both
the Fall and Spring terms. In grade 3, Billie again received A’s and B’s in both the Fall and
Spring terms. MCAS testing administered in the spring of grade 3 indicates “advanced” in
reading and “needs improvement” in math.
BEHAVIORAL OBSERVATIONS

On the two dates of testing, Billie arrived on time and excited to meet the examiner to
begin testing. Attire was season and occasion appropriate. Rapport had been briefly established
previously. Billie initially participated readily during each testing situation and initially
cooperated fully with the examiner. After 30 minutes of testing during each session, Billie
became fidgety, moving around in her seat and even getting up out of her seat twice. When
prompted to sit back down, she complied, but continued to move around in her seat. During the
tests themselves, Billie was anxious to know if she was getting answers “correct”, even
attempting to look over the booklet to see my response sheet on two separate occasions. On the
WIAT-II specifically, Billie seemed more willing to persevere and perform to the best of her
ability. However, during the Numerical Operations portion, she did not make an attempt to work
through the problem but rather simply stated that she did not know the answers. On the WRMT-
III, however, Billie seemed to intentionally begin making mistakes in order to speed up the
assessment, and in this examiner’s opinion, Billie did not perform to the best of her abilities on
the WRMT-III

INSTRUMENTS ADMINISTERED

Wechsler Individual Achievement Test, Second Edition

Woodcock Reading Mastery Test, Third Edition, Form B

The first assessment administered, the Wechsler Individual Achievement Test, second
edition, measures achievement in reading, mathematics, written language, and oral language. The
second, Woodcock Reading Mastery Test, Third Edition, Form B, measures reading skills.

ACADEMIC FUNCTIONING

Wechsler Individual Achievement Test, second edition (WIAT-II)

 The Wechsler Individual Achievement Test, second edition (WIAT-II), is a
comprehensive, individually administered assessment used to determine the achievement of
those in grades Pre-K through 16 and those aged 4 through 85 years, offering norms that are
closely representative of the U.S Population, and parts of the U.S Population which are
considered “special groups” (e.g., diagnosed with learning disabilities, ADHD, etc.). It is an
assessment made up of 4 individual composites with a total of 9 subtests divided between the
composites. It’s overall reliability, or the precision, consistency, and stability of test scores, is .98
(0 being no consistency 1 being perfect consistency), meaning the test is statistically reliable and
is an accurate measure. The test is also considered valid, meaning it measures what is intended to
measure.

The assessment is based on the use of Standard Scores, with a range of 40 to 160 with the
standard deviation of 15 and a mean of 100 for both age and grade comparisons. For grade
comparisons, the scores are broken up with separate fall, winter, and spring tables for grades
prek-8 and yearly tables after grade 8.

The Percentile Rank is determined by age or grade, indicating the percentage of

individuals of the same age or grade who scored the same or lower than the examinee. The age
or grade equivalents provides the age or grade which the individuals raw score is the median
score of all scores in that age group or grade.

The Normal Curve Equivalent is a normalized transformation of age and grade-based

standard score in formation with a mean of 50 and a standard deviation of 21.06. Stanine is a
method of scaling test scores on a nine-point standard scale with a mean of five and a standard of
two.
Quartile Scores represent the corresponding quarter of a distribution of scores. The
quartile score of 1 is the first quarter (the bottom 25%) of the distribution, etc. in certain subtests,
there is a finer categorization than quarters so that the bottom 5% can be identified. In these
cases, the bottom 5% are given a quartile score of 0. While Quartile Scores represent quarters of
distribution score, the Decile Score represents the corresponding tenth of a distribution of scores.
A Decile Score of 1 represents the first tenth (the bottom 10%) of the distribution, etc.
 Behavior Observations: During the Math Reasoning portion, Billie made a conscious
effort to solve the problems, but was unable to accurately solve higher level problems. During
the Numerical Operations portion, she did not make an attempt to work through the problem but
rather simply stated that she did not know the answers.

The Wechsler Individual Achievement Test, second edition (WIAT-II), was administered
on two separate dates, April 8th, 2018 and April 22nd, 2018 the first session taking 85 minutes
and the second taking 70 minutes. Billie was compared with fourth grade norms and the
following results were obtained:

TABLE OF SCORES: WIAT-II

Grade Norms
 TABLE OF SCORES: WIAT-II
Grade Norms Continued

Subtests Administered: Strengths and Weaknesses

Qualitative description Standard score Percentile score Quartile score Decile score
Extremely low 40-69 ≈1 ≈1 ≈1
Borderline 70-79 ≈10 ≈1 ≈1
Low average 80-89 ≈25 ≈2 ≈2-3
Average 90-109 ≈50 ≈2 ≈4-8
High Average 110-119 ≈75 ≈3 ≈8-9
Superior 120-129 ≈80 ≈4 ≈10
Very Superior 130-160 ≈99 ≈4 ≈10

Word Reading
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 7 consecutive scores of 0
 The Word Reading subtest asses pre-reading and decoding skills by having them
name the letters of the alphabet, identify and generate rhyming words, identify the
beginning and ending sounds of words, matching sounds with letters and letter blends,
and reading aloud from a graded word list. At the fourth grade level, the student reads
from a word card while being monitored for how long it takes them to respond. The
words increase in difficulty as the student progresses. Billie obtained a standard score of
46 and a percentile rank of >0.1 which are both considered extremely low for both her
age and grade level.

Reading Comprehension
Basal: begin at grade level, but if there is a score of 0 on all grade-specific reversal items, the
previous grade level will be administered
Ceiling: assessment has specified stopping points for grade levels
The reading comprehension subtest reflects reading instruction in the classroom by
having students match a written word with its representative picture, reading passages
and answering content questions and reading short sentences aloud, and responding to
comprehension questions. At the fourth grade level, the student reads a passage while the
examiner records how long it takes them to read the passage. After they have read, the
examiner asks the student questions about the passage, occasionally asking them the
meaning of underlined words within the passage. As the student progresses through the
subtest, the questions become less literal and require the student to make inferences from
the text. Billie obtained a standard score of 122 and a percentile rank of 93 which is
considered superior for her grade level. Additionally, Billie was indicated as being in the
4th quartile in reading comprehension, reading speed, and target word understanding
indicating her skills in those areas to be above average to far above average.

Pseudoword Decoding
Basal: all students begin at same point
Ceiling: 7 consecutive scores of 0
 The Pseudoword Decoding subtest assesses a student’s ability to apply phonetic
decoding skills by having them read aloud a list of nonsense words designed to mimic the
phonetic structure of words in the English language. The words become increasingly
difficult to pronounce as they move through the card. Billie obtained a standard score of
125 and a percentile rank of 95 which are both considered superior for her grade level.

Numerical Operations
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 6 consecutive scores of 0
The numerical operations subtest evaluates a student’s ability to identify and write
numbers by having them count using one-to-one correspondence, solve written
calculation problems, and solve simple equations involving all basic operations
(additions, subtraction, multiplication, and division). Students are given a response
booklet where they are asked to complete a variety of math problems. At the fourth grade
level, students begin with addition and subtraction. If they proceed to the next section,
they move to addition and subtraction problems containing multiple digits but with no
renaming or regrouping. Again, if the student proceeds to the next section the problems
get more difficult, asking them to do addition and subtraction with multiple digits that ask
them to rename and regroup. Eventually they move into multiplication, division,
fractions, and so on, each problem getting increasingly difficult. Billie obtained a
standard score of 74 which is considered borderline for her grade level. Billie has a
percentile rank of 4 which is considered extremely low-borderline for her grade level.

Math Reasoning
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 6 consecutive scores of 0
 The Math Reasoning Subtest assesses a student’s ability to reason mathematically
but having them count, identify geometric shaped, solving single and multi-step word
problems, interpret graphs, identify mathematical patterns and solve problems related to
statistics and probability. At the fourth grade level, students begin with solving word
problems and move on through the subtest which increases in difficulty. Billie obtained a
standard score of 66 and a percentile rank of 1 which are both considered extremely low
for her grade level.

Spelling
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 6 consecutive scores of 0
The Spelling subtest evaluates a student’s ability to spell by having them write
dictated letters, letter blends, and words. At the fourth grade level, the student is verbally
told a word, then a sentence using the word, followed by the repetition of the word. The
words become increasingly difficult as the subtest progresses. Billie obtained a standard
score of 82 which is considered low-average for her grade level. Billie also obtained a
percentile rank of 12 which is considered borderline for her grade level.

Written Expression
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 60 seconds for word fluency, 10 minutes for paragraph
The Written Expression subtest measures a students writing skills at all levels of
language by having them write the alphabet, demonstrate written word fluency, combine
and generate sentences, and produce a rough draft paragraph (grades 3-6 or a persuasive
essay (grades 7-16). At the fourth grade level, students begin with combining and
generating sentences, and end with developing a paragraph. Billie obtained a standard
score of 114 which is considered high average for her grade level. Billie also obtained a
percentile rank of 82 overall which is considered superior for her grade level. However,
within the paragraph component of the subtest, Billie was indicated as being in the 1st
quartile in word fluency, and word count indicating her skills in those areas to be far
below average to below average.

Listening Comprehension
Basal: begin at grade level, but if there is a score of 0 on any of the first 3 items given, preceding
items are administered in reverse until 3 consecutive scores of 1
Ceiling: 6 consecutive scores of 0
The Listening Comprehension subtest measures a student’s ability to listen for details by
having them select the picture that matches a word or sentence and generating a word that
matches a picture and oral description. At the fourth grade level, students begin by selecting
pictures that match a word or sentence. Billie obtained a standard score of 125 and a
percentile rank of 95 which are both considered superior for her grade level.

Billie’s overall results on the Wechsler Individual Achievement Test, second edition
(WIAT-II) were inconsistent. She showed relative strength (above average grade level scores) in
4 of the 8 subtests, Reading Comprehension, Pseudoword Decoding, Written Expression, and
Listening Comprehension. Billie also showed relative weakness (below average grade level
scores) in the other four subtests, Word Reading, Numerical Operations, Math Reasoning, and
Spelling.

Woodcock Reading Mastery Test, Third Edition, Form B

The Woodcock Reading Mastery Test, Third Edition, Form B (WRMT-III), is a

comprehensive battery of individually administered tests that measure reading readiness and
reading achievement in examinees from pre-kindergarten to grade 12 and aged 4 years 6 months
through 79 years 11 months, offering norms that are closely representative of the U.S Population.
All test items are ordered in increasing difficulty with grade-specific start points to ensure
examiners administer only items within the examinee’s functional range. The WRMT-III is a
valid and reliable measure of reading achievement made up of nine tests and in addition to scores
for the nine tests, the WRMT-III provides cluster scores for Readiness, Basic Skills, Reading
Comprehension, and Total Reading.

The assessment is based on the use of Standard Scores with a standard deviation of 15
and a mean of 100. Standard scores represent an equal-interval type of measurement because
each score unit represents the same incremental change in position at every level of the scale.
Standard scores are provided from three standard deviations above the mean to three standard
deviations below the mean, a range that covers 99.99% of the normal curve.

Percentile ranks indicate the percentage of individuals in the same grade or of the same
age in a population who scored at or below a given raw score. For example, a fourth grade girl
who scores in the 65th percentile on Listening Comprehension performed better than 65% of her
third grade peers.

Confidence intervals provide a range of scores in which a person’s true score is likely to
fall. The lower limit of the confidence interval is created by subtracting the confidence interval
associated with a test or cluster score to the test or cluster standard score. The upper limit is
created by adding that same value to the test or cluster standard score. Confidence levels
associated with the confidence interval are expressed in percentages and indicate the level of
confidence (i.e., probability)

Grade and age equivalents are two types of derived scores that provide information about
how an individual’s performance compares to that of the average performance level of a specific
grade or age groups. For example, a grade equivalent of 3.5 represents an average performance
level of individuals at the midpoint of third grade. And age equivalent of 6-6 represents an
average performance level of a six-and-a-half-year old child.

Growth Scale Values (GSVs) are based on an equal interval scale that measures an
examinee’s ability on a developmental continuum ranging from pre-kindergarten through adult.
GSVs range from 288 to 682. A GSV of 500 corresponds with the achievement of an average
student finishing third grade. The Relative Proficiency Index (RPI) predicts a student's level of
proficiency on tasks that typical age- or grade-peers would perform with 90% proficiency.

Descriptive Category Standard Score Range Percentile Rank Range Standard Deviations from
the Mean
Well Below Average 69 and below 2 and below -2.1 and below
Below Average 70-84 2-14 -2.0 to -1.1

Average 85-115 16-84 -1.0 to 1.0

Above Average 116-130 86-98 1.1 to 2.0
Well Above Average 131 and above 98 and above 2.1 and above

Behavior observations: Halfway through the assessment, Billie seemed to intentionally

begin making mistakes in order to speed up the assessment and in this examiner’s opinion, Billie
did not perform to the best of her abilities on the WRMT-III.

The Woodcock Reading Mastery Test, Third Edition, Form B was administered in one
45-minute session on April 22nd, 2018. Billie was compared with fourth grade norms and the
following results were obtained:
 TABLE OF SCORES: WRMT-III
(Letter Identification, Phonological Awareness, and Rapid Automatic Naming were not
administered because they were below Basal)

Raw Standard Confidence Percentile GSV Grade RPI Personal

score score interval Rank Equivalent Strength/
Weakness
Word 32 108 99-117 70 524 6.2 98/90 NS (not
Identification significant)

Word Attack 25 126 119-133 96 537 12.9 100/90 PS

Basic Skills N/A 118 112-124 88 530.5 9.3 99/90 PS

Word 44 120 112-128 91 522 8.3 97/90 PS

Comprehension

Passage 24 118 109-127 88 524 8.0 98/90 PW

Comprehension

Reading N/A 121 115-127 92 523 8.2 98/90 PS

Comprehension

Listening 13 105 95-115 63 513 6.2 95/90 NS

Comprehension

Oral Reading 518 109 104-114 73 518 7.3 96/90 NS

Fluency (GSV)

Total Reading N/A 120 116-124 91 525 8.8 99/90 N/A

Acronyms
PS Personal Strength

PW Personal Weakness

NS Not Significant

TABLE OF SCORES: WRMT-III

Graphic Score Profile Grade Norms
Subtests Administered: Strengths and Weaknesses

Word identification
Basal: begin at grade level, three (non-consecutive) items correct before meeting discontinue rule
Ceiling: 4 consecutive scores of 0
The Word Identification test requires an examinee to read words of increasing difficulty.
Billie obtained a standard score of 125 and a percentile rank of 70 which is considered
above average for her grade level.

Word attack
Basal: begin at grade level, three (non-consecutive) items correct before meeting discontinue rule
Ceiling: 4 consecutive scores of 0
The Word Attack test requires the student to read nonsense words of increasing difficulty.
The test measures the student’s ability to apply phonological and structural analysis skills to
unfamiliar words. The test begins with simple consonant-vowel combinations and concludes
with multisyllabic nonsense words to determine a student’s ability to apply structural analysis
skills. Billie obtained a standard score of 126 and a percentile rank of 96 which is
considered above average for her grade level.

Basic Skills
The Basic Skills cluster consists of the word attack and Word Identification tests and
provides a broad measure of basic reading skills. Billie obtained a standard score of 118 and
a percentile rank of 88 which is considered above average for her grade level.

Word Comprehension
Basal: begin at grade level, three (non-consecutive) items correct before meeting discontinue rule
Ceiling: 4 consecutive scores of 0
The Word Comprehension test measures reading vocabulary from three different levels
of cognitive processing in the form of antonyms, synonyms, and analogies. Antonyms consists of
23 items, Synonyms of 23 items, and Analogies of 40 items. The Antonyms section measures the
student’s ability to read a presented word and then orally provide a word that means the opposite.
The Antonyms section asks the examinee to read a word and then state another word which
approximates its meaning finally, the Analogies section require a student to read a pair of words
and determine the relationship between the pairs of words, then read the first word of a second
pair and supply a word to appropriately complete the analogy. Billie obtained a standard score
of 120 and a percentile rank of 91 which is considered above average for her grade level.

Passage Comprehension
Basal: begin at grade level, three (non-consecutive) items correct before meeting discontinue rule
Ceiling: 4 consecutive scores of 0
The Passage Comprehension test measures a student’s ability to study a sentence or short
passage and exercise a variety of comprehension and vocabulary skills in identifying a missing
word. The task uses a blank line to represent the missing word. Approximately 40% of the items
are one sentence long and contain art related to the text. Billie obtained a standard score of
118 and a percentile rank of 88 which is considered above average for her grade level.

Reading Comprehension
The Reading Comprehension cluster consists of the Word Comprehension and Passage
Comprehension tests. This cluster provides a broad measure of reading comprehension skills.
Billie obtained a standard score of 121 and a percentile rank of 92 which is considered
above average for her grade level.

Listening Comprehension
Basal: begin at grade level, three (non-consecutive) items correct before meeting discontinue rule
Ceiling: 4 consecutive scores of 0
The Listening Comprehension test measures the ability to comprehend spoken language
and includes items that test both literal and inferential comprehension skills. Students listen to
each passage and answer a question nabout its content. The test consists of 27 items: the first six
the examiner administers by reading aloud and the remaining 32 are administered via audio CD.
Billie obtained a standard score of 105 and a percentile rank of 63 which is considered
average for her grade level.

Oral Reading Fluency

Basal: complete grade level passage set
Ceiling: completion of designated passage set
The Oral Fluency test measures the ability to fluently integrate learned reading abilities
such as decoding, expression, and phrasing. The task requires the student to read one or two
passages ranging in length. While the student reads aloud, the examiner records any errors using
the designated error-marking system. Following each reading, the examiner also rates the
examinee’s fluency in three categories: expression, phrasing, and smoothness. Billie obtained a
standard score of 109 and a percentile rank of 73 which is considered average for her
grade level.

Total Reading
The Total Reading Cluster consists of the Word Identification, Word Attack, Word
Comprehension, Passage Comprehension, and Oral Reading Fluency tests. Scores from this
cluster serve as a broad measure of global reading ability. Billie obtained a standard score of
120 and a percentile rank of 91 which is considered above average for her grade level.

Billie’s overall results on the Woodcock Reading Mastery Test, Third Edition, Form B
(WRMT-III Form B) were consistently average to above average, all tests placing her at the sixth
grade level or above. She showed relative strength in 7 of the 9 tests while showing average
scores in the other two (Listening Comprehension and Oral Reading Fluency).

SUMMARY AND CONCLUSIONS OF TESTING

Results from the assessment instruments administered fall mostly above or below the
average ranges. Scores of Psuedoword Decoding and Word Attack were both above average.
Reading Comprehension scores on both assessments were both above average for grade level.
There were, however, discrepancies between the two tests. In Word Reading (WIAT-II) and
Word Identification (WRMT-III Form B), Billie obtained scores which were considered
extremely low and above average, respectively. Additionally, there were discrepancies on
Billie’s Listening Comprehension scores on the WIAT-II and the WRMT-III (Form B). On the
WIAT-II she achieved scores which were considered superior for her grade level, while on the
WRMT-III (Form B), she achieved scores which were considered average for her grade level.
This may be related to the behaviors she exhibited during the WRMT-III (Form B). Halfway
through the WRMT-III (Form B) Billie became unsettled and extremely fidgety and as the
Listening Comprehension portion of this assessment was administered at the very end, which
may be related to the lower score on this assessment in the Listening Comprehension portion.
Aside from the Listening Comprehension scores, there were no other notable discrepancies in
scores.

The WIAT-II identified relative strengths in 4 of the 8 subtests including Reading

Comprehension, Pseudoword Decoding, Written Expression, and Listening Comprehension. The
other 4 subtests, including Word Reading, Numerical Operations, Math Reasoning, and Spelling,
were identified as relative weaknesses.

The WRMT-III (Form B), identified relative strengths in 7 of the 9 tests while showing
average scores in the other two (Listening Comprehension and Oral Reading Fluency).

INSTRUCTIONAL RECCOMENDATIONS

Billie’s overall academic level functioning is inconsistent. On the WIAT-II, she scored
above average in half of the categories, and below average in the other half, while on the
WRMT-II (Form B), she scored above average in 7 out of the 9 tests, and average in 2 out of the
9 tests. However, there were discrepancies in similar subtests on both assessments including
Word Reading/Identification, and Listening Comprehension and it is recommended that further
testing be conducted to explain the discrepancy. It is unclear whether or not there are learning
disabilities present but the disparities and wide range of scores between the two assessments
indicate the need for additional instructional supports in areas such as Word Reading, Numerical
Operations, Math Reasoning, and Spelling, and the potential need for further testing if those
supports do not yield positive results.

The WIAT-II indicated exceptional weaknesses in Math Reasoning and weakness in

Numerical Operations, both of which would benefit from additional support. For Math
Reasoning, Billie may benefit from the 1:1 academic support from a Teacher’s Aide during
instructional time, as she made a conscious effort to solve the problems, but was unable to
accurately solve higher level problems. For Numerical Operations, Billie began to struggle with
the problems that included division, higher level addition problems and subtracting fractions.
Billie, again, might benefit from the more personal support a Teacher’s Aide could provide,
because when solving these problems, she did not make an attempt to work through the problem
but rather simply stated that she did not know the answers. For both math areas, additional time
on tests and movement breaks may help with keeping Billie’s attention. Additionally, written
expression, particularly paragraph writing (word fluency and word count), is indicated as an
exceptional weakness and could benefit from additional support like checklists and graphic
organizers to help counter the word count and paragraph fluency concerns. Finally, Spelling is
indicated as a relative weakness, and could benefit from additional spelling drills.

It is evident, through the scores indicated on the WRMT-III (Form B) that Billie does not
need additional instructional support in areas such as Word Identification, Word Attack, Word
Comprehension, Listening Comprehension, or Oral Reading Fluency, but could benefit from
some additional attention to her skills in Passage Comprehension. However, she is still above
grade level in Passage Comprehension, it is just indicated as a personal weakness so it should not
be a pertinent focus.

The following are recommended goals and objectives for the classroom:

Goal #1 Given additional instruction, Billie will demonstrate an improvement in math concepts
and applications.
a. Billie will be able to find solutions to math problems requiring the use of division with
85% accuracy.
b. Billie will be able to find solutions to math problems requiring the use of multi-digit
addition with regrouping with 85% accuracy.
c. Billie will be able to find solutions to math problems requiring the use of subtracting
fractions with 85% accuracy.
Goal #2 Given additional instructional supports, Billie will demonstrate an improvement in
written expression
a. Billie will be able to develop a paragraph which includes 45-56 words, which would
put her in the third quartile for her grade.
b. Billie will be able to develop a paragraph after filling out a graphic organizer.
c. Billie will be able to develop a paragraph that flows logically as determined by a
rubric.

SUMMARY RECCOMENDATIONS

Billie is a 10-6 year-old girl who has completed academic testing to determine her current
level of functioning and if she would benefit from special education services. When reviewing
Billie’s overall achievement on the Wechsler Individual Achievement Test, second edition
(WIAT-II), she placed within the below average range when compared to others at her same
grade level in Math Reasoning, and Numerical operations, while showing relative weakness in
Spelling and Written Expression. She also placed in the average to above average range in all
tests on the Woodcock Reading Mastery Test, Third Edition, Form B (WRMT-III) when
compared to others at her grade level. It is recommended that another instrument to assess the
discrepancies between Word Reading/Identification, and Listening Comprehension subtests on
both assessments, to determine if the behaviors observed may have contributed to the concerns.
It is also recommended that Billie’s behavior be assessed if it is determined that they were the
cause of the discrepancies in the Word Reading/Identification, and Listening Comprehension
subtests.