Classroom Observation:

X was observed by the Education Specialist Student Teacher on 11/8/2021 in the general education
setting.
Observation began at 9:40am.
Her classroom teacher gave the class a vocabulary quiz to take independently. The students were
allowed to use their notes they made on Google Slides about the vocabulary words. The words on the quiz
were “delineate,” “distinguish,” “evaluate,” “integrate,” and “interpret.” There was a word bank provided at
the top of the paper. Each question had a fill-in the blank for the student to write the vocabulary word.
At the beginning of the quiz X got up to talk to a friend at another table. Once she sat back down she
began to draw on her chair with her pen and then draw on her hand. While peers were working on their
quiz, X was staring around the room, drawing with her pen, or clicking it. About ten minutes into the quiz
her peers are about halfway through the questions. X had only answered one question by this time.
The classroom is arranged in tables of about four students. During the quiz she looked at her peers’
Chromebook next to her for the vocabulary notes. Her classroom teacher mentioned how X was absent for
the day the class worked on their vocabulary slides. He also mentioned that X does not complete much
work at home or turn in many assignments.
By the end of class, X had completed 2 of the questions. Her paper had scribbles on it as well.
The observation ended at 10:00am with X turning in her quiz.

Testing Observations:

The academic portion of the evaluation was completed on 10/15/21, 10/18/21, and 10/22/21. X
came to each session ready to learn and with a positive attitude. X was quiet during the assessments but
tried her best. X worked 40 minutes to an hour and declined breaks when offered. In conclusion, the
results of the assessment were judged to be an accurate measure of X’s academic levels at this moment.

ACADEMIC FUNCTIONING
A student’s academic performance indicates how well a child performs academic skills based on his or
her age range. Academic skills are assessed in basic subject areas and compared to age norms, ability
level, and grade level expectancies. In addition to norm-referenced measures, a student’s progress in
classroom or district programs is reported when applicable.

Acadience Reading (previously DIBELS Next)- The Acadience Reading assessments are a set of
procedures and measures for assessing the acquisition of early literacy skills from kindergarten through
sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the
development of early literacy and early reading skills.
The STAR Reading Test is an individually administered, computer-adaptive assessment designed to
provide norm-referenced reading data for students in grades K-12.

Wonders Phonics Survey – The Phonics Survey, Standard Version is based on The Quick Phonics
Screener by Jan Hasbrouck, Ph.D. The purpose of the Phonics Survey (PS) is to provide informal
diagnostic information that can be used to help (a) plan a student’s instructional program in basic word
reading skills, and (b) monitor the progress or improvement in phonics skill development. This informal
assessment tool was most recently administered on 11/8/21 and 11/12/21 by Ed Specialist Student
Teacher, Madeline Kraus.

Phonics Skill Score(s) Percentage

Letter Names N/A N/A
Letter Sounds N/A consonants N/A short vowels N/A
VC and CVC 5/10 In List 18/20 In Text 77%
Consonant Digraphs 4/10 In List 9/10 In Text 65%
CVCC and CCVC 2/10 In List 6/10 In Text 40%
Silent e 6/10 In List 9/10 In Text 75%
r-Controlled Vowels 0/10 In List 8/10 In Text 40%
Advanced 0/10 In List 3/10 In Text 15%
Consonants
Vowel Teams 4/30 In List 13%
Multi-Syllable N/A 2-Syllable N/A 3-Syllable N/A 4-Syllable N/A
Prefixes and N/A words N/A
Suffixes

The Informal Reading Inventory is an individually-administered diagnostic tool that assesses a

student’s reading comprehension and reading accuracy. The IRI was traditionally used to measure
overall reading levels, but is highly useful as a tool to capture a student’s reading profile at various text
levels. At each grade level, there are two fiction and two non-fiction reading passages. These passages
alternate between oral reading and silent reading, as an IRI tests for both oral and silent reading
comprehension. This assessment tool was most recently administered on 11/8/21 and 11/12/21 by Ed
Specialist Student Teacher, Madeline Kraus.

Level Performance
Graded Word Lists
1st grade   70%
2nd grade 10%
Oral Reading Passages
1A 92% accuracy 50% comprehension
1C 99% accuracy 60% comprehension
Silent Reading Passages
1B 97% accuracy 50% comprehension
1D 88% accuracy 30% comprehension

The Wechsler Individual Achievement Test - Fourth Edition (WIAT-4) is an individually administered
assessment designed to measure the achievement of students in grades Pre-kindergarten through adult.
This test includes 20 subtests to measure listening, speaking, reading, writing, and mathematics skills.
(Administered by Ed Specialist Student Teacher, Madeline Kraus)

Composite Scores & Subtest ScoresStandard ScorePercentile RankDescriptive Category

Oral Language
Oral Language Composite 67 1 Extremely low
Listening Comprehension 70 2 Very Low
Receptive Vocabulary 67 1 Extremely low
Oral Discourse Comprehension 81 10 Low average
Oral Expression 67 1 Extremely low
Expressive Vocabulary 80 9 Low average
Oral Word Fluency 65 1 Extremely low
Sentence Repetition 72 3 Very Low
Reading
Decoding Composite 72 3 Very low
Dyslexia Index 71 3 Very low
Basic Reading Composite 75 5 Very low
Phonemic Proficiency 87 19 Low average
Pseudoword Decoding 74 4 Very low
Word Reading 70 2 Very low
Oral Reading Fluency 65 1 Extremely low
Orthographic Fluency 64 0.8 Extremely low
Decoding Fluency 77 6 Very low
Reading Comprehension 73 4 Very low
Written Expression
Writing Fluency Composite N/A N/A N/A
Written Expression Composite 64 0.8 Extremely low
Alphabet Writing Fluency N/A N/A N/A
Sentence Writing Fluency 88 21 Low average
Spelling 76 5 Very low
Sentence Composition 78 7 Very low
Essay Composition 56 0.2 Extremely low
Mathematics
Mathematics Composite 72 3 Very low
Math Fluency Composite 74 4 Very low
Math Problem Solving 70 2 Very low
Numerical Operations 78 7 Very low
Math Fluency–Addition 80 9 Low average
Math Fluency–Subtraction 69 2 Extremely low
Math Fluency–Multiplication 80 9 Low average
Subtest Description
Grade Levels
Phonemic The Phonemic Proficiency subtest measures the development of phonological/phonemic skills.
Proficiency Examinees respond orally to items that require manipulation of the sounds within words. Tasks
Grades PK–12+ include elision, substitution, and reversal of sounds. Items are presented via audio recording.
Corrective feedback is provided by the examiner on all items, and scoring incorporates both speed
and accuracy.
Listening The Listening Comprehension subtest is designed to measure listening comprehension at the level
Comprehension of the word, sentence, and passage. The subtest includes two component scores:
Grades PK–12+ (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.
Word Reading The Word Reading subtest is designed to measure letter and letter-sound knowledge and single
Grades PK–12+ word reading.
In Part 1, examinees identify letters and match letters to sounds.
In Part 2, examinees read aloud a list of regular and irregular words.
Reading The Reading Comprehension subtest measures reading comprehension skills at the level of the
Comprehension word, sentence, and passage. Early items require examinees to match pictures with words to
Grades K–12+ 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.
Math ProblemThe Math Problem Solving subtest measures a range of math problem-solving skill domains
Solving including basic concepts, everyday applications, geometry, and algebra. Examinees point to
Grades PK–12+ pictures or respond orally to items that require the application of mathematical principles to real-
life situations.
Orthographic The Orthographic Fluency subtest is designed to measure an examinee's orthographic lexicon, or
Fluency sight vocabulary. Examinees read aloud a list of irregular words as quickly as possible during two
Grades 1–12+ timed trials.
Sentence The Sentence Composition subtest is designed to measure sentence formulation skills. Responses
Composition are scored based on semantics, grammar, capitalization, and the use of internal and ending
Grades 1–12+ punctuation. It includes two component scores:
(1) Sentence Building: Examinees write sentences that each include a target word.
(2) Sentence Combining: Examinees combine the ideas from two or three given sentences into
one sentence.
Oral Expression The Oral Expression subtest is designed to measure oral expression at the level of the word and
Grades PK–12+ sentence. It includes three component scores:
(1) Expressive Vocabulary: Examinees see a picture and hear a definition, and then say the word
that best corresponds to the picture and definition.
(2) Oral Word Fluency: Examinees name as many things as possible belonging to a given category
within 60 seconds.
(3) Sentence Repetition: Examinees listen to a sentence and then repeat it verbatim. Sentences
increase in length and complexity.
Oral ReadingFor the Oral Reading Fluency subtest, examinees read two passages aloud. The subtest standard
Fluency score is based on the average number of words read correctly per minute across the two passages.
Grades 1–12+ Examinees answer a comprehension question after each passage to encourage reading with
comprehension, but comprehension does not factor into the score. Base rate information is
provided for accuracy (number of errors) and rate (elapsed time). Reading prosody is evaluated
 using a qualitative scale.
Essay The Essay Composition subtest is designed to measure spontaneous writing fluency at the
Composition discourse level. Examinees are asked to write a descriptive expository essay within a 10-minute
Grades 3–12+ time limit. Essays are scored for semantics, grammar, and mechanics. Content and organization
are also evaluated using a qualitative rubric.
Pseudoword The Pseudoword Decoding subtest is designed to measure phonic decoding skills. Examinees read
Decoding aloud a list of pseudowords.
Grades 1–12+
Sentence WritingThe Sentence Writing Fluency subtest is designed to measure sentence composition fluency.
Fluency Examinees write a sentence for each item using a target word, completing as many items as
Grades 1–12+ possible within 5 minutes. Scoring incorporates the number of words written, use of the target
word, and subject-verb agreement.
Numerical The Numerical Operations subtest measures math calculation skills. For early items, examinees
Operations respond orally to questions about number concepts and counting. For later items, examinees
Grades K–12+ write answers to printed math problems ranging from basic operations with integers to geometry,
algebra, and calculus problems.
Decoding Fluency The Decoding Fluency subtest is designed to measure phonic decoding fluency. Examinees read
Grades 3–12+ aloud a list of pseudowords as quickly as possible during two timed trials.
Spelling The Spelling subtest measures written spelling from dictation. Examinees write words that are
Grades K–12+ dictated within the context of a sentence. For early items, examinees write letters that represent
sounds.
Math Fluency–The Math Fluency–Addition subtest is designed to measure addition fact fluency. Examinees
Addition complete as many written addition problems as possible within 60 seconds.
Grades 1–12+
Math Fluency–The Math Fluency–Subtraction subtest is designed to measure subtraction fact fluency. Examinees
Subtraction complete as many written subtraction problems as possible within 60 seconds.
Grades 1–12+
Math Fluency–The Math Fluency–Multiplication subtest is designed to measure multiplication fact fluency.
Multiplication Examinees complete as many written multiplication problems as possible within 60 seconds.
Grades 3–12+

Academic Analysis 

Oral Expression 

X’s classroom teacher reported that she enjoys communicating with her peers in small groups and speaking
socially with adults. She does not participate or volunteer in whole group discussions. It was also reported
that X will try to answer or share information from a story but has difficulty staying on topic. During
standardized testing in a one-on-one setting, X’s overall Oral Language score fell in the extremely low
range. She had difficulty with receptive vocabulary, oral expression, sentence repetition, and oral word
fluency.

Listening Comprehension

X’s classroom teacher reported that she does well with listening comprehension when it is at her current
reading level. She does not participate during group book discussions because the books they are reading
are at a fifth grade reading level. Based on her scores from the WIAT-4, X’s Listening Comprehension
scores fell in the very low range.

Reading 

X’s classroom teacher reported that during reading in a classroom setting, X’s performance is well below
average when compared to classroom peers.  She is reading at the Pre-Primer level (PP). According to the
STAR reading test, her Zone of Proximal Development (ZPD) is between 1.0 -2.0.

Based on the Phonics and Decoding assessment from Wonders, X read VC and CVC words with 77%
accuracy, consonant digraphs with 65% accuracy, CVCC and CCVC words with 40% accuracy, silent /e/
words with 75% accuracy, r-controlled vowels with 40% accuracy, advanced consonants with 15%
accuracy, and vowel teams with 13% accuracy. She showed difficulty with reading consonant digraphs in a
list but read consonant digraphs in a sentence with 90% accuracy. She also showed some difficulty with
reading VC and CVC words at 50% accuracy but read VC and CVC words with 90% accuracy when in a
sentence. X’s WIAT-4 Phonemic Proficiency standard score of 87 fell in the low average. This was one of X’s
stronger areas on the WIAT-4.

X’s STAR Reading Scores indicate the pre-primer reading level. On the WIAT-4, X’s Basic Reading
Composite score of 75 fell in the very low range.

In the area of Reading Fluency, X’s oral reading fluency scores fell in the extremely low range with a
standard score of 65. X tries her best when she is given unfamiliar words and will try to sound them out.
She does read quickly when it is at her reading level. On the WIAT-4, X’s Reading Fluency Composite score
of 66 fell in the extremely low range. The examiner noted that X does not use appropriate pausing when
reading.

The WIAT-4 also includes a Dyslexia Index that indicates the likelihood of dyslexia based on specific
subtests. This is not a comprehensive dyslexia analysis, but can be used as a quick indicator of potential
concern. X’s standard score of 71 indicates High risk in this area.

In the area of Reading Comprehension, X’s scores on several measures indicate below average skills. On
the WIAT-4, X’s Reading Comprehension score of 73 fell in the very low range. The examiner noted that X
attempted to look back at the text to find answers. X’s oral expression falls in the extremely low range
which directly affects her reading comprehension. The examiner also noted that X had strengths in the area
of inferential comprehension. X had difficulty with expository, literal, and narrative comprehension.

Written Expression

X’s classroom teacher reported that in the area of writing she can write simple sentences. Her classroom
teacher also reported that they do writing every day in their class. X’s classroom teacher also provides her
with modified assignments that are shorter and is given an electronic option of typing. They will be
provided access to flip grid in class so that students can record a video of them speaking.

A recent writing sample that X completed independently revealed that X writes simple sentences and
expresses her thoughts on paper. The sample also revealed that there is no use of capital letters or
punctuation. X can write independently but needs support in writing complete sentences with correct
spelling, capitalization, and punctuation. This was also consistent with her performance during testing.
On the WIAT-4, X’s Written Expression Composite score of 64 fell in the extremely low range. X performed
strongest on the sentence composition subtest where she had to combine two or three sentences.
However, she had difficulty with grammar, capitalization, and punctuation. On the essay composition
subtest she scored in the extremely low range.

In the area of spelling, X’s score on the WAIT-4 fell within the very low range. 

Mathematics

X’s classroom teacher noted that during math in a classroom setting, she will ask for help when needed.
She is currently working at a third-grade level in math. Her teacher reported that they do fluency every day
before math, and she will sometimes participate in number talks. They also use ST math in the classroom
and Math Wise. Her teacher reported that she is fluent in her 2s, 5s, and 10s in multiplication.

A recent math sample she did in class shows a problem of adding fractions with unlike denominators
together. X was able to draw out what she was thinking but had difficulty with adding fractions with
different denominators. On her most recent assessment on 11/12/21 she scored 0%. With support from
her classroom teacher she is able to solve double digit multiplication facts.

In the area of Mathematic Calculations, several measures indicate that X’s skills fall within the low
average to extremely low average range. X’s Numerical operations score of 78 fell within the very low
range as well as her math problem solving. Error analysis revealed that X is successful with adding and
subtracting single-digit numbers. The WIAT-4 Math Fluency scores fell in the very low range.

In the area of Mathematic Problem Solving, X’s score fell in the very low range. Her performance on the
WIAT-4 indicates she has difficulty with interpreting a number line, interpreting graphs, time, single
operation word problems, and making fractions.

On the WIAT-4 Math Problem Solving subtest, X’s score of 70 fell in the very low range. 

Summary

Overall, X’s academic skills fell in the very low average range. Based on both recent assessment results and
classroom performance, X demonstrates strengths in phonemic proficiency, adding and subtracting single
digit numbers, sentence combining, expressive vocabulary, and oral discourse comprehension. X expresses
weaknesses in essay composition, oral reading fluency, oral expression, orthographic fluency, and receptive
vocabulary.

X appears to have unique needs in the following academic areas:

 Written expression
o Spelling-address through accommodations
o Essay composition
o Grammar and punctuation
o Syntax

 Reading
o Oral reading fluency
o Orthographic fluency
o Word reading
o Pseudoword decoding
o Literal comprehension

 Mathematics
o Problem solving
o Numerical operations
o Adding and subtracting two-digit numbers

 Oral Language – Speech and Language Evaluation will further determine if these are areas of need:
o Oral expression
o Listening comprehension