WIAT–III Score Report PDF

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Summary

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Description

Clinician Report Student Name:Justin Polanco

Date of Report:

1/ 8/ 2 0 2 0

Grade:

5

Home Language:

< N ot S pe cif ie d >

Handedness:

< N ot S pe cif ie d >

Student ID: Date of Birth:3/4/2008

Gender:

Race/Ethnicity: Examiner Name: Test Administered:WIAT–III (1/8/2020) Age at Testing: 11 years 10 months

m f

Retest?

No

WIAT–III Comments:

WIA WIAT T–III

Copyright © 2009 NCS Pearson, Inc. All rights reserved. Produced in the United States of America.

Gr Grade ade Based Scores: T Trimester: rimester: Winter

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Subtest Score Summary Subtest

Reading Comprehension

Raw Standard Score Score

95% Confidence Interv Interval al

Perc Percentile entile Rank

Normal Stanine Curve Equiv Equiv..

Grade Equiv Equiv..

Age Equiv Equiv..

Growth Score

28*

94

85–103

34

42

4

3.4

8:8

503

Math Problem Solving Word Reading Pseudoword Decoding

39 32 18

76 84 86

66–86 80–88 80–92

5 14 18

16 28 30

2 3 3

2.7 2.7 2.3

8:0 8:4 7:8

478 488 473

Numerical Operations Spelling

22 11

76 68

67–85 62–74

5 2

16 5

2 1

3.2 1.5

8:4 6:8

495 382

– Indicates a subtest with multiple raw scores (shown in the Subtest Component Score Summary). * Indicates a raw score that is converted to a weighted raw score (not shown). † Indicates that a raw score is based on a below grade level item set.

Subtest Score Profile

Note. The©vertical Copyright 2009 NCS bars represent the confidence interval at 95%. Pearson, Inc. All rights reserved. Produced in the United States of America.

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Composite Score Summary

Composite

Basic Reading Mathematics

Sum of Subtest Standard Scores

Standard Score

95% Confidence Interv Interval al

Perc Percentile entile Rank

Normal Curve Equiv Equiv..

Stanine

Qualitative Description

170 152

85 75

81–89 68–82

16 5

29 15

3 2

Average Below Average

Composite Score Profile

Note. The vertical bars represent the confidence interval at 95%.

Copyright © 2009 NCS Pearson, Inc. All rights reserved. Produced in the United States of America.

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Differences Differen ces Between Composite Standard Scores Comparison

Diffe Difference rence

Critical V Value alue (Significance Level .01)

Significant Differ Difference ence Y/N

Base Rate

Basic Reading vs. Mathematics 10 9.23 Y >15% Note. A negative difference indicates that the second composite has a higher score than the first composite listed in the comparison.

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Differences Differen ces Between Subtest Standard Scores

Comparison

Word Reading vs. Reading Comprehension

Diffe Difference rence

Critical V Value alue (Significance Level .01)

Significant Differ Difference ence Y/N

-10

14.29

N

Word Reading vs. Pseudoword Decoding -2 Reading Comprehension vs. Pseudoword Decoding 8 Reading Comprehension vs. Spelling 26 Math Problem Solving vs. Numerical Operations 0 Note. A negative difference indicates that the second subtest has a subtest listed in the comparison.

Copyright © 2009 NCS Pearson, Inc. All rights reserved. Produced in the United States of America.

8.41 14.72 16.33 15.81 higher score

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N N Y N than the

Base Rate

>15% >15% >15% ≤10% >15% first

WIAT-III Skills Analysis Report Reading Readin g Comprehension Grade 5 Item Set Skill Literal Inferential

Copyright © 2009 NCS Pearson, Inc. All rights reserved. Produced in the United States of America.

Total Errors by Skill

Max. Errors by Skill

% Correct by Skill

2 4

11 11

82% 64%

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WIAT-III Intervention Goal Statements Report Reading Comprehension Literal Items with Errors:

46, 51

Annual Goal 

Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: openended, multiple-choice, true/false, yes/no) literal comprehension questions with ____ percent accuracy, looking back to the passage as needed to answer the questions.

Short-Term Objectives 

Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently), listen to each of ____ oral, open-ended literal comprehension questions, and then point to/read the part of the passage that explicitly provides the answer to each question with ____ percent accuracy.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: openended, multiple-choice, true/false, yes/no) literal comprehension questions about who, what, when, where, and why facts that were explicitly stated in the passage with ____ percent accuracy, looking back to the passage as needed to answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: openended, multiple-choice, true/false, yes/no) literal comprehension questions about the beliefs, thoughts, intentions, feelings, or emotions experienced by a specific character that were explicitly stated in the passage with ____ percent accuracy, looking back to the passage as needed to answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then sequence ____ events that were explicitly stated in the passage by ordering cards that show pictures/words that describe each event with no more than ____ errors, looking back to the passage as needed to answer the questions.

Inferential Items with Errors:

37, 38, 40, 47

Annual Goal 

Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: open-

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ended, multiple-choice, true/false, yes/no) inferential comprehension questions with ____ percent accuracy, looking back to the passage as needed to help answer the questions. Note: Teachers may encourage students to provide support/evidence for their answers by reading aloud parts of the text that provide the basis for their inferences. In some cases, students may tell about background information and personal experiences that led to an inference; students should be encouraged to apply such knowledge to the understanding of texts, but also to find text-based justification for their inferences. Short-Term Objectives 

Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: openended, multiple-choice, true/false, yes/no) inferential comprehension questions about who, what, when, where, and why information that was not explicitly stated in the passage with ____ percent accuracy, looking back to the passage as needed to answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ (circle: oral, written), (circle: openended, multiple-choice, true/false, yes/no) inferential comprehension questions about the beliefs, thoughts, intentions, feelings, or emotions experienced by a specific character and not explicitly stated in the passage with ____ percent accuracy, looking back to the passage as needed to help answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then sequence ____ events, some of which were not explicitly stated in the passage, by ordering cards that show pictures/words that describe each event with no more than ____ errors, looking back to the passage as needed to answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then answer ____ oral, open-ended inferential questions about predicting events and outcomes based upon what the text implies with ____ percent accuracy. Note: The student may also read a portion of a passage/chapter, predict events/outcomes, and then continue reading for confirmation.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then identify (say/mark) whether a/an (circle: oral, written) statement is a main idea or a detail with no more than ____ errors, looking back to the passage as needed to answer the questions.



Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle: aloud, silently) and then orally define ____ unfamiliar words, using context to help determine word meaning, with ____ percent accuracy.

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