CONFIDENTIAL PSYCHO-EDUCATIONAL REPORT
STUDENT NAME: Jane Smith
REFERRAL DATE: 8/30/22
STUDENT #: N/A
DATE OF REEVALUATION CONSENT: 8/30/22
DATE OF BIRTH: 9/3/13
DATE OF EVALUATION: 9/22/22
AGE: 9
DATE REPORT WRITTEN: 9/27/22
GRADE: 3rd
SCHOOL: Sunshine School
SEX: F
SCHOOL PSYCHOLOGIST:
REASON FOR REFERRAL
Jane was referred for a reevaluation, by parent request, to determine her present levels of functioning.
BACKGROUND AND OBSERVATIONS
Jane is a nine-year-old student currently attending Sunshine School. The current consent for reevaluation was
initiated, by parent request, to determine Jane’s current levels of cognitive and academic. Jane is currently
identified as Language Impaired and has a Services Plan in place. She receives language therapy 30 minutes per
week.
Screening Results:
Vision:
Pass
Hearing:
Pass
TESTING OBSERVATIONS
Jane came with the examiner willingly and presented as a friendly young lady. Rapport was easily established
and maintained. Jane’s conversational proficiency was average for her age level. Jane interacted with the
examiner appropriately. Jane appeared to enjoy many of the activities and would look to the examiner for
attention and praise. Jane was attentive to most tasks with minimal examiner redirection needed. Her activity
level during the evaluation was age appropriate. Jane was cooperative and put forth effort on all tasks. The
current evaluation results should be considered a valid and reliable measure of Jane’s current levels of
functioning.
ASSESSMENT RESULTS AND INTERPRETATION
Assessments Administered:
Wechsler Intelligence Scales for Children V
Wechsler Individual Achievement Test 4
Cognitive Functioning
The Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) is an individually administered,
comprehensive clinical instrument for assessing the intelligence of children ages 6 years 0 months through 16
years 11 months. The WISC-V provides primary index scores that represent intellectual functioning in
specified cognitive areas (i.e., Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index,
Working Memory Index, and Processing Speed Index), a Full Scale IQ that represents general intellectual
ability, and ancillary index scores (Nonverbal Index, General Ability Index). These scores have a mean of 100
and standard deviation of 15. The individual subtests scores that in various combinations form the global and
index scores have a mean of 10 and standard deviation of 3.
The Full Scale IQ is based on a combination of seven subtest scores. Jane’s general cognitive ability falls in the
Average range (SS=99) as measured by the FSIQ and is equal to or higher than 47% of her same age peers.
The Verbal Comprehension Index is designed to measure a child’s ability to access and apply acquired word
knowledge. Jane’s verbal reasoning abilities fall in the Average range (SS=103). The Similarities subtest
examined her ability to abstract meaningful concepts and relationships from verbally presented material. Jane was
required to respond orally to a series of word pairs by explaining how the words of each pair are alike. On the
Vocabulary subtest, she was required to give definitions for words the examiner read aloud. This subtest is
designed to measure word knowledge and verbal concept formation.
The Fluid Reasoning Index is designed to measure the child’s ability to detect the underlying conceptual
relationships among visual objects and to use reasoning to identify and apply rules. Jane’s fluid reasoning abilities
fall in the Average range (SS=103). Matrix Reasoning required Jane to look at an incomplete matrix and select
the missing portion from five response options. The subtest is designed to measure fluid intelligence, broad visual
intelligence, classification and spatial ability, knowledge of part-whole relationships, and simultaneous
processing. Figure Weights requires the child to apply the quantitative concept of equality to
understand the relationship among objects and then use the concepts of matching, addition, and/or
multiplication to identify the correct response. The subtest measures quantitative fluid reasoning and induction.
A relative weakness was noted on the Digit Span subtest. Digit Span is a measure of verbal working memory.
Verbal working memory involves the ability to register, maintain, and manipulate auditory information in
conscious awareness, which requires attention and concentration, as well as auditory discrimination.
Verbal Comprehension Subtest Score Summary
Subtest
Similarities: verbal reasoning & concept formation
Scaled Score
10
2
Vocabulary: word knowledge & verbal concept formation
11
Fluid Reasoning Subtest Score Summary
Subtest
Scaled Score
Matrix Reasoning: visual information processing & abstract reasoning
skills
10
Figure Weights: quantitative reasoning skills and understanding visual
relationships
11
Visual Spatial Subtest Score Summary
Subtest
Block Design: ability to analyze & synthesize abstract visual stimuli
Scaled Score
8
Working Memory Subtest Score Summary
Subtest
Digit Span: auditory short-term memory, sequencing, attention, &
concentration
Scaled Score
6
Processing Speed Subtest Score Summary
Subtest
Coding: processing speed, visual-motor coordination, visual scanning
& cognitive flexibility
Scaled Score
13
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Composite Scale
Standard
Score
Percentile
Rank
Confidence
Interval (90%)
Classification
Verbal
Comprehension
103
58
96-109
Average
Fluid Reasoning
103
58
97-109
Average
Full Scale IQ
99
47
94-104
Average
Standard Score
130 and above
120 to 129
110 to 119
90 to 109
80 to 89
70 to 79
69 and below
Classification
Extremely High
Very High
High Average
Average
Low Average
Very Low
Extremely Low
Academic Achievement
Academic achievement levels can be determined by sampling a student’s skills in academic subject areas on a
standardized test and comparing his or her performance to a national sample of students his or her own age.
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Jane was tested with selected subtests from the Wechsler Individual Achievement Test, 4th Edition. The
WIAT-4 Achievement Battery is a comprehensive battery of individually administered tests measuring the
academic achievement areas of reading, oral language, mathematics, and written language. Jane’s performance
on the WIAT-4 Achievement Battery is referenced to her age peers.
Standard Scores reported have a mean of 100 and standard deviation of 15 points. The range (standard error of
measure, SEM values) around each standard score illustrates “error measurement” or the amount of statistical
imprecision occurring in that score.
The Percentile Rank is a score that describes an individual’s functioning on a scale of 1 to 99. It presents a
statistical ranking relative to a comparison peer group (i.e., age or grade peers, depending upon the norm
reference that was chosen). The subject’s percentile rank indicates the percent of the peer group that had the
same or lower scores as the subject’s scores. This score is useful for describing a person’s relative standing in
the population reflecting age or grade peers.
Reading Composite
On the Reading Composite Jane’s overall reading skills fell into the Very Low range. She obtained a standard
score of 79 with a percentile rank of 8%. The Reading Composite consists of Word Reading and Reading
Comprehension. Jane stated that reading was hard for her. Her reading was slow and labored. She had to sound
out most words which affected her fluency and comprehension.
The Word Reading subtest required Jane to read regular and irregular words. This subtest provides an untimed
measure of letter and letter-sound knowledge and single-word decoding. Jane scored in the Very Low range,
with a standard score 75 and the same or better than 5% of her same age group.
For Reading Comprehension, Jane was asked to read passages appropriate to her grade level and then respond
to comprehension questions. Early items required Jane to match pictures with words to demonstrate
comprehension. Sentence-level comprehension items required Jane to read a sentence then answer a literal
question about it. To measure passage comprehension, Jane read narrative and expository passages and
answered literal and inferential comprehension questions asked by the examiner. She scored in the Low
Average range, with a standard score of 87 and better than 19% of her age peers.
Composite/Subtest
Letter & Word
Standard Score
Percentile Rank
90% Confidence
Interval
Descriptive Category
75
5
72-78
Very Low
5
Recognition
Reading
Comprehension
87
19
79-95
Low Average
Reading
Composite
79
8
73-85
Very Low
Math Composite
Jane obtained a standard score of 93 on the Math Composite. This places her in the Average range with a
percentile rank of 32%. The Math Composite is derived from the subtests of Math Problem Solving and
Numerical Operations.
The Math Problem Solving subtest focuses on reasoning and mathematical concepts and their application to
meaningful problem solving. Jane was required to point to pictures or to respond orally to items that required
the application of mathematical principles to real-life situations. Jane’s score fell into the Average range,
standard score 96, percentile rank 39%.
Jane’s skills on the Numerical Operations subtest fell into the Average range, standard score 91, percentile rank
27%. The Numerical Operations subtest measures math calculation skills. For early items, examinees respond
orally to questions about number concepts and counting. For later items, examinees write answers to printed
math problems ranging from basic operations with integers to geometry, algebra, and calculus problems.Jane
was able to perform addition and subtraction appropriate for her age level. She struggled with multiplication
facts.
Composite/Subtest
Standard Score
Percentile Rank
90% Confidence
Interval
Descriptive Category
Math Problem
Solving
96
39
89-103
Average
Numerical
Operations
91
27
83-99
Average
Math Composite
93
32
88-98
Average
Written Expression
Jane obtained a standard score of 86 on the Written Expression Composite. This places her in the Low Average
range with a percentile rank of 18%. The Written Expression Composite is derived from the subtests of Spelling
and Sentence Composition.
The Spelling subtest measures written spelling from dictation. Examinees write words that are dictated within
the context of a sentence. Jane’s Spelling skills are within the Very Low range, standard score 77, percentile
rank 6%.
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The Sentence Composition subtest is designed to measure sentence formulation skills. Responses are scored
based on semantics, grammar, capitalization, and the use of internal and ending punctuation. It includes two
component scores: Sentence Building: Examinees write sentences that each include a target word; Sentence
Combining: Examinees combine the ideas from two or three given sentences into one sentence. Jane obtained a
standard score of 101 placing her in the average range with a percentile rank of 53%.
Subtest
Standard Score
Percentile Rank
90% Confidence
Interval
Descriptive Category
Spelling
77
6
72-82
Very Low
Sentence
Composition
101
53
92-110
Average
Written
Expression
86
18
80-92
Low Average
SUMMARY AND RECOMMENDATIONS
Jane is a nine-year-old student attending Sunshine School School. The results of this evaluation indicate that
Jane’s overall cognitive ability is average (SS=99). Her overall reading skills are very low. Her written
expression skills are below average, while her overall math skills fall within the average range.
It is recommended that Jane’s homeschool convene an IEP Team meeting to review all assessment data from
this evaluation and previous evaluations. Upon completion of this review, the committee should determine the
most appropriate educational recommendations for Jane given her levels of overall performance.
The following recommendations are presented for your consideration, as appropriate:
● Present one instruction at a time.
● Stand near and look directly at Jane when giving directions. If needed, place a hand on her arm or
shoulder.
● Ask Jane to paraphrase instructions or to repeat the directions to the teacher before beginning an
assignment.
● Write specific directions and assignments on the chalkboard for Jane to copy or provide her with
specific written directions.
● Seat Jane near the front of the class to reduce distractions or at a location as least distracting as possible.
● Provide practice for the student in retelling events or stories. For example, read Jane a short story and
ask Jane to repeat the events in sequential order or to identify the major story components.
● Use visual aids combined with verbal instruction whenever possible. For example, when giving
directions or explaining terms, point to the area of the page or board that contains the relevant
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information. For many students, added visual, tactile, and contextual input enhances auditory recall
ability. Write key terms on the board when giving directions.
● Teach specific memory strategies and techniques that will improve immediate recall, such as the use of
verbal rehearsal, grouping or chunking of information, making visual images, and mnemonics. The
memory strategies should be taught within a context for which they may be used.
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