Contoocook Valley School District – SAU #1
OFFICE OF SPECIAL EDUCATION
106 Hancock Road
Peterborough NH 03458
Ben Moenter, Director of Special Education
bmoenter@conval.edu
ACADEMIC EVALUATION
Student:
Mayson Stewart
Date of Birth:
05/26/2014
Date(s) of Assessment: Nov 11 14-18,21,22
Nov 28-Dec 2, 5-9, 12-16
Chronological Age:
8.5
Teacher: Rachel Hill
School: Antrim Elementary School
Grade: 3
Reason for a Referral:
Background Information:
Testing Environment and Behavioral Observations:
Procedures:
Comprehensive Test of Phonological Processing (CTOPP)
Wechsler Individual Achievement Test (WIAT-IV)
WADE-Wilson Assessment of Decoding and Encoding
Classroom Assessments
Wechsler Individual Achievement Test (WIAT-IV)
The WIAT-IV is an individually administered clinical instrument designed to measure the
achievement of students in grades PK through 12. It contains 16 sub-tests used to evaluate: Listening,
Speaking, Reading, Writing and Mathematics skills. Standard Scores between 85-115 are considered to
be within the Average Range. All scores are age normed.
The Wechsler Individual Achievement Test-Fourth Edition (WIAT -4). This test includes 20 subtests to
measure listening, speaking, reading, writing, and mathematics skills. The following is a description of each
subtest that was administered to this student. Subtest performance and Composites are reported in Standard
Scores, which have an average of 100 points and a standard deviation of 15 points.
®
SS
145-above
131-145
116-130
85-115
84-70
69-55
PR
98
92-97
76-91
25-75
9-24
3-8
55-below
1-2
Classification
significantly above average
above average
high average
average
low average
below average
significantly below average
2
Mason Stewart received the following scores on the WIAT -4 in January 2023
READING
Standard Percentile Range
Score
Rank
Descriptor
Basic Reading Composite: Measures overall
reading ability.
Phonemic Proficiency- The Phonemic Proficiency
subtest measures the development of
phonological/phonemic skills. Examinees respond
orally to items that requires manipulation of the
sounds within words. Tasks include elision,
substitution and reversal of sounds. Scoring
incorporates both speed and accuracy.
Word Reading-Measures letter and letter-sound
knowledge as well as single-word reading
Pseudoword Decoding Measures phonic
decoding skills. (sounding out made up words)
untimed
Phonological Processing Composite:
Measures phonemic proficiency and phonic decoding.
Pseudoword Decoding Measures phonic
decoding skills. (sounding out made up words)
untimed
Phonemic Proficiency Phonemic Proficiency
subtest measures the development of
phonological/phonemic skills which includes the
manipulation of the sounds within words. Tasks
include elision, substitution, and reversal of sounds.
Orthographic Processing Composite:
Provides an overall measure of orthographic
processing or ability to form, store, and access
orthographic representations (sight words)
Orthographic Fluency- The Orthographic Fluency
subtest is designed to measure an examinee's
orthographic lexicon, or sight vocabulary. Examinees
3
read aloud a list of irregular words as quickly as
possible during two timed trials.
Spelling: measures the ability to spell dictated
letters, blends, and words.
Decoding Composite:
Measures word level
reading (real and nonsense)
Pseudoword Decoding: Measures phonic
decoding (sounding out made up words).
Word Reading: Measures letter and letter-sound
knowledge as well as single-word reading.
Reading:
Word Reading Measures letter and letter-sound
knowledge as well as single-word reading.
Reading Comprehension- measures reading
comprehension skills at the level of the word, sentence,
and passage. Early items require examinees to match
pictures with words to demonstrate comprehension.
Sentence-level comprehension items require examinees to
read a sentence and then answer a literal question about it.
To measure passage comprehension, examinees read
narrative and expository passages and answer literal and
inferential comprehension questions asked by the
examiner. Examinees can refer to the passage as needed
to answer the questions.
Reading Fluency Composite: Measure of
passage reading fluency, word recognition fluency,
and phonic decoding fluency.
Oral Reading Fluency: Measures accuracy rate
and prosody for oral reading
Orthographic Fluency- The Orthographic Fluency
subtest is designed to measure an examinee's
orthographic lexicon, or sight vocabulary. Examinees
read aloud a list of irregular words as quickly as
possible during two timed trials.
Dyslexia Index Composite: Provides a
score that is reliable and clinically sensitive for
identifying students who are at risk for dyslexia.
4
Word Reading- is designed to measure speed and
accuracy of single word reading. The Word Reading
subtest is designed to measure letter and letter-sound
Phonemic Proficiency- Phonemic Proficiency
subtest measures the development of
phonological/phonemic skills which includes the
manipulation of the sounds within words. Tasks
include elision, substitution, and reversal of sounds.
WRITTEN EXPRESSION
Standard Percentile Range Descriptor
Score
Rank
Written Expression Composite: Provides
an estimate of overall written expression skills.
Spelling- (untimed) measures the ability to spell
dictated letters, blends, and words.
Alphabet Writing Fluency- (timed) Measures
letter writing fluency.
Sentence Composition: (untimed) Measures
sentence formulation skills. Responses are scored
based on semantics, grammar capitalization and the
use of internal and ending punctuation. This score
is generated from 2 subtests:
1, Sentence Building-writing a sentence that
includes a target word
2. Sentence Combining- combining the ideas
from two or three given sentences into one
sentence.
Essay Composition (timed) Measures
spontaneous writing fluency at the discourse level.
Student write a descriptive expository essay within a
10-minute time limit. Scoring includes: semantics,
grammar, and mechanics, content and organization
WRITING FLUENCY
Standard Percentile Range Descriptor
Score
Rank
5
Writing Fluency
Alphabet Writing Fluency-Measures letter
writing fluency. Students write as many letters of
the alphabet as possible within 60 seconds.
Sentence Writing Fluency-Measures sentence
composition fluency. Student write as sentence
for each item using a target word completing as
many items as possible with 5 minutes.
MATH
Standard Percentile Range Descriptor
Score
Rank
Mathematics Composite: Math Problem Solving
and Math Operations
Math Problem Solving: Measures a range of math
problem-solving skill domains including basic
concepts, everyday applications, geometry and
algebra. Requires the application of mathematical
principles to real life situations.
Numerical Operations: Measures math calculation
skills. Ranging from number concepts, counting,
basic operations with integers to geometry and
algebra.
Math Fluency Composite: timed for 60 seconds
Math Fluency Addition: Addition fact fluency.
Math Fluency Subtraction: Subtraction fact
fluency
Math Fluency Multiplication: Multiplication fact
fluency
ORAL LANGUAGE
Standard Percentile Range Descriptor
Score
Rank
Oral Language Composite:
measures listening
comprehension at the level of the word, sentence, and
passage. The subtest includes two component scores:
6
(1) Receptive Vocabulary: Examinees select the
picture that best illustrates the meaning of each
target word spoken by the examiner.
(2) Oral Discourse Comprehension: Examinees
listen to
passages presented via audio recording and
then respond aloud to comprehension questions asked by
the examiner.
TOTAL ACHIEVEMENT COMPOSITE
Standar Percentil Rang Descriptor
d Score e
e
Rank
Low
86
18
83-89
Average
7
Other Assessments:
Aimsweb-Oral Reading Fluency:
NWEA Percentile scores
Reading
Math
SUMMARY
……. is a………-year old, ………- grade student who was seen as part of an initial evaluation. His
general demeanor for participating in the evaluation process with this writer was very positive and
pleasant. He was eager to participate but was distracted and fidgety at times which required extra
queuing to be ready and to listen. This was most noticeable on subtests which required only listening
and responding –without visual supports.
The Wechsler Individual Achievement Test was administered as part of this evaluation for Bryce. His
scores for Oral Language, Written Expression and Mathematics were in the Average range. Math
Fluency, Reading (including Total Reading, Basic Reading and Reading Comprehension/Fluency) were
in the Below Average range. The Total Composite score of the WIAT III was a Standard Score of 83
which is in the Below Average range. The CTOPP evaluation did not indicate deficits in the areas of
Phonological Awareness; or Rapid Naming Score, however, Phonological Memory scores were Very
Poor.
Suggestions
The team will need to review these results together with other evaluations given at this time to determine
Bryce qualifies for identification as a student with special needs who requires specialized, individualized
instruction.
__________________________________
Donna Clark, M.Ed, LD Certified
Education Support Teacher
Temple Elementary School