Meighan Quinn

EDUG 787
Final Report
Confidential Educational Evaluation

EXAMINEE:

Isaac

AGE AT TESTING:

7 years, 8 months

DATE OF BIRTH:

02/03/2006

DATE OF EVALUATION:

10/29, 11/5/13

REPORT DATE:
GRADE:
SCHOOL:
EXAMINER:

12/9/2013
Second
Elementary
Meighan Quinn

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

Student Interview
Parent Interview
Reasons for Referral/Background Information
IsaacwasreferredtotheCommitteeonSpecialEducationfortestingtofulfilltherequirements
foraManhattanCollegeGraduatecourse.Isaacsmotherreportshewasstrugglingathis
previouselementaryschool,ayeshiva,andsincehehasbeenmovedtoamorespecializedschool
hisacademicsareimproving.Heliveswithhismother,fatherandthreeoldersiblings,two
sistersandabrother.IsaacsfamilymovedtotheUnitedStatesfromPariswhenIsaacwasthree
yearsold.
Behavioral Observations
Isaacwillinglyaccompaniedthecliniciantothetestingsite.Isaacandthisevaluatorhadmet
multipletimesbeforethetest.Hewascooperativeandcompliantthroughouttheevaluation.As
itemsbecameincreasinglydifficult,Isaacwouldbecomeseeminglyfrustratedandconfused.
Isaacpersistentlytoucheditemsaroundhimthroughouttesting.Heoftensmiled,andattempted
toengagetheexaminerinconversationunrelatedtothetesting.Attimes,hewouldgoona
tangent,thathadnothingtodowiththetestthathadtodowithhisownexperiences.During
thesetimes,Isaacwaseasilyredirectedbacktothetaskathand.

Test Results and Interpretations:

Wechsler Individual Achievement Test 3rd Edition (WIAT-III)
Composite Score Summary
Composite
Mathematics

Standard Score
N/A

Percentile Rank
N/A

Qualitative Description
N/A

Percentile Rank

Qualitative Description

Subtest Component
Listening
Standard Score
Comprehension
Receptive Vocabulary
74
Oral Disclosure
10
Comprehension
Oral Expression
N/A
Expressive Vocabulary
N/A
Oral Word Fluency
N/A
Sentence Repetition
N/A

4
32

Average
Average

N/A
N/A
N/A
N/A

N/A
N/A
N/A
N/A

Individual Subtest Scores

Subtest
Early Reading Skills
Reading Comprehension
Math Problem Solving
Alphabet Writing Fluency
Sentence Composition
Sentence Combining

Standard Score
96
73
91
113
N/A
N/A

Percentile Rank
39
4
27
81
N/A
N/A

Qualitative Description
Average
Below Average
Average
Average
N/A
N/A

Sentence Building
Word Reading
Pseudoword Decoding
Numerical Operations
Oral Expression
Spelling
Math Fluency- Addition
Math Fluency Subtraction
Math Fluency-Multiplication

N/A
89
89
95
N/A
87
N/A
N/A
N/A

N/A
23
23
37
N/A
20
N/A
N/A
N/A

N/A
Average
Average
Average
N/A
Average
N/A
N/A
N/A

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
AccordingtotheWIATIII,Isaacsreadingskillsaresomewhatdelayedascomparedtochildren
hisage.ThefirstlisteningcomprehensionsubtestrequiredIsaactolookatpictureswith
correspondingwordsthatwerereadaloudtohim.Hisperformanceonthesetasksfellwithinthe
upperendofthebelowaveragerange(StandardScore81).Hestatedinthebeginningthatit
waseasyandwasseeminglyboredthroughthefirstfewquestions.Asthequestionsgotmore
difficulthewasseeminglyfrustratedandexplainedtomehewasjustguessing.Thesecond
listeningcomprehensionrequiredIsaactolistentodifferentshortpassagesandrespondto
questionsrelatedtothepassage.Herespondedveryquicklytothefirstsetofquestions.Hewas
inconsistentwithhisanswers.TowardstheendhestartedtorespondIdontknowandwas
seeminglytiredandnotwantingtocontinue.HenoticedIhadtheanswersinmybookand
attemptedtoreadtheanswersoff.Thelastfewquestionshisanswerswereveryscatteredandhe
wasseeminglyoverwhelmedbythepassages.TheEarlyReadingSkillssubtestrequiredIsaacto
identifylettersandsounds,beginningandendingsounds,andtogeneraterhymingwords.His
performanceonthesetasksfellwithinaveragerange(StandardScore96).Inthebeginningof
thesubtestIsaacansweredthequestionsquicklyandseeminglyconfidently.Towardsthemiddle
ofthesubtesthewasseeminglyoverwhelmedandherepeatedthewordmorethanoncetohim
selfbeforegivingananswer.Hewasseeminglyfrustratedtheendofthetestandaskedmeif
wecouldtakeabreak.Hisanswerswereconsistentthroughouttheentiresubtest.Thereading
comprehensionsubtestrequiredIsaactoreadpassagesindependentlyandthenanswerquestions

thatrelatedtothepassage.Hisperformanceonthesetasksfellwithinlowendofthebelow
averagerange(StandardScore73).Isaacreadthestoresoutloud.Throughouttheentire
subtesthewastouchingandfiddlingwithkeys.Theyseemedtomakehimfocusmore.His
answerswereinconsistentduringtheentiresubtest.Hewasseeminglyconfusedbysomeofthe
passages,forexamplehereadoneofthepassagesthreetimesandwasseeminglyconfusedby
thequestionandansweredwrong.Towardstheendofthepassageshewasseemingly
overwhelmedandconfusedbythepassages.Hewasnotfluentlyreadingthepassages.Healso
seemedunfocusedandtiredtowardstheendofthesubtest.Thewordreadingsubtestrequired
Isaactorepeatwordsonacardandrecordtheamountofwordshecouldreadinthirtyseconds
andalsohowmanywordshecouldreadoverall.Hisperformanceonthesetasksfellwithinlow
endoftheaveragerange(StandardScore89).Isaacansweredthefirstsetofquestionsvery
quicklyandseeminglyconfidently.Towardsthemiddleofthesubtesthisanswersbecame
inconstantandvaried.Heonlyreadthreemorewordsafterthethirtysecondswereover.He
wasseeminglyboredattheendofthetestandtoldmethewordsweretoohard.The
pseudoworddecoding.Hisperformanceonthesetasksfellwithinlowendoftheaveragerange
(StandardScore89).Isaacwasseeminglyconfusedbythepseudowordsandhisanswerswere
veryinconsistent.Heonlygotfourmorewordsafterthethirtysecondswereover.
Mathematics
AccordingtotheWIATIII,Isaacsmathskillsareaveragecomparedtochildrenhisage.The
mathproblemsolvingsubtestrequiredIsaactousethestimulusbookandanswermathematical
questions.Hisperformanceonthesetasksfellwithintheaveragerange(StandardScore91).
Isaacexplainedtomeatthebeginningofthissubtestthatthewasexcitedtodomath!He
answeredthefirstquestionsquicklyandseeminglywithease.Oncethequestionsgotharderhe
startedtogetseeminglyaggravatedandconfused,forexampleheexplainedtomeduringone
questionsthathewasstuckandlostandthequestionswerewaytoohard.Isaacgotprettyfar
onthemathproblemsolving.ThenumericaloperationssubtestrequiredIsaactoanswermath
questionsinthewritingbooklet.Hisperformanceonthesetasksfellwithintheaveragerange
(StandardScore95).Isaacwasseeminglyexcitedtofulloutthequestionsinthispart.He
answeredtheadditionproblemsquicklyandseeminglyconfidently.Isaacdidnotanswerthe
multiplicationquestionscorrectlyandwasseeminglyconfusedattheconceptofmultiplication.
Heexplainedtomehehadnotlearnedthatyet.
Writing
AccordingtotheWIATIII,Isaacswritingskillsaresomewhatdelayedascomparedtochildren
hisage.ThealphabetwritingfluencysubtestrequiredIsaactowritethealphabetasquicklyas
hecouldinthirtyseconds.Hisperformanceonthesetasksfellwithintheaveragerange
(StandardScore91).Hewrotethewordsslowlyandseeminglytriedhardtomakethemlook
neat.Hewasonlyabletogetthroughathirdofthelettersbuttheywerealllegible.Thespelling
subtestrequiredIsaactolettersandthenspellwords.Hisperformanceonthesetasksfellwithin
thelowaveragerange(StandardScore87).Isaacsspellingwasveryinconsistent.Hewas
seeminglyconfusedandoverwhelmedthroughoutthissubtest.

Social Emotional Functioning

Isaacpresentsassomewhatshyatfirst,howeverashebecomesmorecomfortable,heismore
willingtoparticipateinconversationandactivities.Heenjoystalkingabouthimselfand
personalactivitieshedoesinschoolandafterschool.Hejustjoinedahockeyteamandhe
enjoystalkingabouthisfeelingstowardshockeyandtheboysontheteam.Isaacjustswitched
elementaryschoolandisseeminglystrugglingmakingfriendsandfittingintothenewschool.
Heisseeminglyexcitedaboutthisnewteamandtheboysonit.Isaacsmotherreportedhemay
becomeeasilydistractedattimesandneedstobepulledinwithgentlereminderstolook,
listenandlearn.Heisreportedtobeakindboywholikesbeingwithotherchildren.Healso
likestopleasetheteacher.Isaachasadjustedwelltohisnewschool.Isaacoftencomplains
aboutthelunchatthenewschoolandisseeminglyupsetthatitishardforhimtoeatalot.Isaac
andhisfamilyarekosherandhechangedschoolstoaschoolthatseeminglydoesnothave
kosherfoodforhim.Noteatingalotforlunchmakeshimseeminglyagitatedwhenhecomes
homefromschoolandheaskstoeatimmediately.Duringtheevaluationprocess,Isaacshared
hisfavoritethingaboutschoolistheaudiobooksinthelibrary.Hereportstohavemetmany
friendsinschool,andnamedafewoftheminanexcitedmanner.
Summary
IsaacwasreferredtotheCommitteeonSpecialEducationfortestingduetoparentalconcerns
regardingacademicprogress.Samwillinglyaccompaniedthecliniciantothetestingsite.Sam
andthisevaluatorhadmetmultipletimesbeforethetestwasgiven.Hewascooperativeand
compliantthroughouttheevaluation.AccordingtotheWIATIII,Isaacsreadingskillsare
somewhatdelayedascomparedtochildrenhisage.IsaacsoverallMathematicsscorewasinthe
averagerange.Isaacswritingskillsweresomewhatdelayedascomparedtochildrenhisage.
Isaacpresentsassomewhatshyatfirst,howeverashebecomesmorecomfortable,heismore
willingtoparticipateinconversationandactivities.Isaacoftenseemspreoccupiedandseems
easilydistracted.Inaddition,heseemstobeconfusedoften,needingmanyremindersor
directionsrestatedinvariouswaysinordertoallowforampleprocessingofwhatisbeingasked
ofhim.
Recommendations
RecommendationsforIsaacsacademicprogramwillbediscussedatthemeetingaftertheresults
ofeducationaltesting,classroomperformance,andparentalinputaresharedtodetermine
eligibilityforspecialeducationservicesaswellasthebestwaytomeethiseducationalneeds.
MeighanQuinn
CertifiedElementaryGeneralEducationTeacher