East Longmeadow Public Schools

MAPLESHADE SCHOOL
175 Mapleshade Avenue, East Longmeadow, MA 01028
Educational Evaluation

Student: Date Tested: 1/30/19;

2/7/19; 3/15/19
Date of Birth: 7/9/19 Age: 11 years, 6 months
Examiner: Alysha Robitaille

Tests Administered: Wechsler Individual Achievement Test (WIAT III); Key Math 3.

Behavioral Observations: The student was familiar with the examiner and came willingly
for testing. During the testing, she was quiet and remained focused. It was believed that the
student put forth the effort and worked to the best of her abilities.

WIAT-III: The Wechsler Individual Achievement Test-Third Edition (WIAT III) includes 16
subtests to measure listening, speaking, reading, writing, and mathematics skills. The
results of the WIAT-III are attached. Standards scores between 131- 145 are considered
superior; 116 - 130 are considered above average range; 85-115 are considered to be in the
average range; scores 70-84 in the below average range; 69 - 55 are considered in the low
range and score below 55 are considered very low.

Listening Comprehension is where the student listens to vocabulary words and points to a
picture that illustrates each word and then listens to passages and answers questions about
each one. The student scored (SS 83) below average range in Listening Comprehension
subtest.

Oral Expression subtest is where the student is shown pictures and is asked to name the
concept shown in each picture. Then the student says words from a given category and
repeats sentences. She scored (SS 107) average in the Oral Expression subtest.

Oral Language is a combination of Listening Comprehension and Oral Expression is scored

at (SS 93) average range.

Reading Comprehension subtest is where the student reads passages aloud or silently under
un-timed conditions, and then answers open-ended questions about each one. The student
scored (SS 97) average in the Reading Comprehension subtest.
Word Reading subtest is where the student reads aloud a list of increasingly difficult words.
She scored (SS 106) average in the Word Reading subtest.

Pseudoword Decoding subtest the student reads aloud a list of increasingly difficult
nonsense words. The student scored (SS 105) average in the Pseudoword Decoding
subtest.

Oral Reading Fluency is where the student reads passages aloud, and then orally responds
to comprehension questions. The student scored (SS 99) average in the Oral Reading
Fluency subtest.

Total Reading, Basic Reading, and Reading Comprehension and Fluency is a combination of
Reading Comprehension, Word Reading, Pseudoword Decoding and Oral Reading Fluency.
The student scores were Total Reading as (SS 100) average, Basic Reading as (SS 104)
average and Reading Comprehension and Fluency (SS 97) average.

Sentence Composition the student combines the information from two or three sentences
into single sentences that mean the same thing, and then the student writes meaningful
sentences that use specific words. She scored (SS 113) average in the Sentence
Composition subtest.

Essay Composition subtest is where the student writes an essay within a 10-minute time
limit. She scored (SS 104) average in the Essay Composition subtest.

Spelling subtest is where the student writes single words that are dictated within the
context of a sentence. The student scored (SS 91) average in the Spelling subtest.

Written Expression is a combination of Sentence Composition, Essay Composition, and

Spelling subtests. The student scored (SS 103) average for Written Language.

Math Problem Solving is depending upon the grade and ability level of the student, the
student solves un-timed math problems related to basic skills (counting, identifying shapes,
etc.), everyday applications (time, money, word problems, etc.), geometry, and algebra. The
student scored (SS 89) average in the Math Problem Solving Subtest.

Numerical Operations is depending upon the grade and ability level of the student, the
student solves un-timed written math problems in the following domains: basic skills, basic
operations with integers, geometry, algebra, and calculus. The student scored (SS 86)
average in the Numerical Operations subtest.

Math Fluency Addition is where the student solves written addition problems within a 60-
second time limit. She scored (SS 86) average in the Addition Subtest.

Math Fluency Subtraction is where the student solves written subtraction problems within
a 60-second time limit. The student scored (SS 78) below average in the Subtraction
Subtest.

Math Fluency Multiplication is where the student solves written multiplication problems
within a 60-second time limit. She scored (SS 88) average in the Multiplication subtest.

Mathematics and Math Fluency is a combination of the Math Problem Solving, Numerical
Operations, and the Addition, Subtraction and Multiplication Math Fluency subtests. The
student scored (SS 88) average for Mathematics and (SS 82) below average for
Mathematics Fluency.

Her total achievement for the WIAT testing was (SS 97) in the average range.

Key Math 3: The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential

mathematical concepts and skill. The items are grouped into 10 subtests that are
represented three general math content areas: Basic concepts (conceptual knowledge)
operations (computational skills), and Applications (problem-solving).
The average range is considered to be between standard scores 86 and 114, between
percentile, ranks 17-83, and between scale scores 8-12. The above-average range is
considered to be between standard scores 115 and 129, between percentile ranks 84-97,
and between scale scores 13-15.

The subtests within the Key Math-3 that were given are:
The Numeration subtest measures an individual’s understanding of the whole and rational
numbers. It covers topics such as identifying, representing, comparing, and rounding of
whole numbers, fractions, and decimals.
The Algebra subtest measures an individual's understanding of pre-algebraic and
algebraic concepts. It covers topics such as sorting, classifying, and ordering by a variety of
attributes; recognizing and describing patterns and functions; working with number
sentences, operational properties, variables, expressions, equations, proportions, and
functions; and representing mathematical relationships.
The Geometry subtest measures an individual's ability to analyze, describe, compare, and
classify two- and three-dimensional shapes. It also covers topics such as spatial
relationships and reasoning, coordinates, symmetry, and geometric modeling.
The Measurement subtest measures an individual's ability to compare objects on a variety
of attributes and to use non-standard and standard units to measure those attributes. It
also covers topics such as measuring angles, sequencing events, estimating and measuring
time, counting and working with money (coins and currency), and measuring angles.
The Data Analysis and Probability subtest measures an individual's ability to collect,
display, and interpret data as well as his or her understanding of the concepts associated
with chance and probability.
The Mental Computation and Estimation subtest measures an individual's ability to
mentally compute answers to given math problems using addition, subtraction,
multiplication, and division operations. It covers problems involving one-, two-, and three-
digit numbers, fractions, decimals, and percentages.
The Addition and Subtraction subtest focuses on written algorithmic procedures and
concepts. It measures an individual's ability to add and subtract whole and rational
numbers, including two- and three-digit numbers, fractions, mixed numbers, decimal
values, and integers. It also measures an individual's ability to solve and/or simplify
algebraic expressions involving addition and subtraction.
The Multiplication and Division subtests focuses on written algorithmic procedures and
concepts. It measures an individual’s ability to multiply and divide whole and rational
numbers including decimals and fractions.
The Foundations of Problem-Solving subtest measures an individual's ability to identify
the necessary elements, operations, and strategies required to solve math problems. It
places emphasis on the individual's ability to explore the procedural elements that
facilitate solutions.
The Applied Problem-Solving subtest measures an individual's ability to interpret
problems set in a context and to apply computational skills and conceptual knowledge to
produce a solution. Problems address topics included in each of the five Key Math–3 Basic
Concepts subtests.

Content Area Score Summary

Scaled/ Descriptive Term
Standard Score

Numeration 8

Algebra 9

Geometry 8 Average
 Measurement 10 Average

Data Analysis and Probability 14 Above Average

Basic Concepts 98 Average

Mental Computation and Estimation 12 Average

Addition and Subtraction 8 Average

Multiplication and Division 7 Below Average

Operations 95 Average

Foundation of Problem Solving 7 Below Average

Applied Problem Solving 9 Average

Applications 89 Below Average

TOTAL TEST 95 Average

Scaled Score 1-3 4-5 6-7 8-12 13-14 15-16 17-20
Descriptive Very Poor Poor Below Average Above Superior Very
Term Average Average
Superior
Index Score <70 70-79 80-89 90-110 111-120 121-130 >130

Findings/Recommendations:

Overall during the student’s testing, she was a pleasure to work with and demonstrated
solid effort. She had difficulty with multiplication and division problems/sections of the
testing. The student would often choose to not attempt these particular problems which
did affect her score. I would recommend accommodations such as having her verbalize the
problem-solving process, what the question is asking and how she will proceed with the
problem. Additionally, working on her multiplication facts and following the inverse of
division. Particularly, how they are related.
I found that timed tasks brought on worry for the student, she appeared to be more
confident in her work when she was given time to work and think.
Additionally, the student scored below average in Listening Comprehension. Particularly
her receptive vocabulary, where she had to identify an image that represented the word. It
should be considered that her hearing impairment may have affected the ability to hear the
words provided. Clarification along with pre-teaching vocabulary would be greatly
beneficial to her success with newly learned concepts.

Classroom Recommendations
● Untimed tasks
● Verbalize the problem-solving process with the teacher and/or a peer
● Continual review of multiplication/division facts
● Check-in/clarification after oral directions
● Vocabulary pre-teaching and discussion

These findings should be considered within the context of other testing and should be
discussed further at her Team meeting.

Submitted by,

___________________________________
Alysha Robitaille