CW Elementary School

CONFIDENTIAL CONFIDENTIAL CONFIDENTIAL

Name: SF Grade: 4th School: CW Elementary School

Birthday: May 25, 2008 Age: 9 years 6 months 9 days Gender: Female
Evaluation Date: December 4, 2017 Parents: Mr. and Mrs. F
Examiner: Aubrie Kerner

The results in this report will be kept confidential, only to be shared with relevant parties.

Reason for Referral

The examiner needed to practice the WISC-V on a child between the ages of 6 years 0
months and 16 years 11 months. Being that the examiner has a 9-year-old sister in 4th
grade with a large group of friends to choose from, S seemed to be the perfect practice
candidate. S also struggles with reading comprehension, which is believed to be because
of her memory so assessing her verbal comprehension and working memory will be
helpful. The results of this assessment, in conjunction with other information, will be
used to practice scoring the WISC-V and determine if Ss verbal comprehension and
working memory are comparable to her peers.

Assessment Measures
Record Review
Classroom Observation
Student Interview
Testing Observation
Wechsler Intelligence Scale for Children Fifth Edition (WISC-V)

Validity Statement
The instrument used in this evaluation is considered reliable and valid and was used for
the purpose intended.

Background Information and Record Review

S is a 9-year-old, White, 4th grade student at CW Elementary School. S speaks English as
a first language. According to Mrs. F, Ss mother, S lives a few miles from the school
with Ss father and 13-year-old brother. Ss mother indicated that developmental
milestones were appropriately met as S walked, talked, and was toilet trained with normal
age expectations. S does not have a history of any medical conditions and is not
prescribed any medication. According to Mrs. F, S has no difficulty sleeping or eating.
Mrs. F is, however, concerned with Ss struggles in reading comprehension.

S has attended CW Elementary School since kindergarten and has always enjoyed school.
She moved from Florida with her family the summer before attending kindergarten so she
was a bit shy at first with her teachers and classmates. Her reading comprehension has
always been an area of concern. It is believed by her parents that she does not remember
what she reads or what has been read to her and therefore does not comprehend. Her 3rd
grade teacher expressed concern about Ss reading comprehension since it will only
become increasingly important as she moves up in grade level. Due to the low grades in
some of her reading tasks, Ss confidence in reading declined significantly. Currently, Ss
fourth grade teacher still has concerns about her progress in reading comprehension. S
receives high grades in her other classes such as Math, Science, and Social Studies and
continues to be a model student behaviorally.
Observations
Classroom Observation
S was observed during instruction in all her academic areas. S appeared to be attentive to
the material being taught in all classes and participated in class discussions showing her
understanding of what was being taught. She completed her classwork within the time
limits and was consistently on task. When reviewing her graded work, S demonstrated
that a great deal of effort went into everything she did. On a recent reading language arts
test, however, it appeared S might not have understood the text she read because there
were many answers incorrect. When asked questions unrelated to the text, however, she
was able to respond correctly.

Student Interview
S was pleasant throughout the interview and maintained good eye contact. She appeared
to be a bit shy when answering questions, but still answered all questions with a smile. S
expressed a like for school even though she stated her least favorite subject is reading.
When asked why, she responded by saying she did not understand it most of the time,
which made it hard for her. S reported having friends at school and outside of school. She
explained her interest in playing field hockey and lacrosse. S stated that she lives with her
mother, father, and brother, and indicated no feelings of sadness or anxiety.

Test Observations
A positive working rapport was established and maintained throughout testing. S
appeared to be in a good mood and excited about testing. She appeared to understand the
test instructions and seemed to try her best on all items. S maintained her positive attitude
even when she knew she was not getting correct answers. In fact, she giggled when she
knew she was just guessing, which indicated to the evaluator that she was okay with
getting answers wrong. She showed perseverance throughout the test, not giving up even
when items were getting challenging. The results obtained are determined to reflect valid
estimates of her current cognitive functioning.

Test Results and Interpretation

The Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) was administered
to assess Ss current level of cognitive functioning. Intellectual tests are designed to
assess competencies in a variety of areas associated with human intelligence. The WISC-
V measures different intellectual and cognitive abilities in five areas: Verbal
Comprehension (VCI), Visual Spatial Index (VSI), Fluid Reasoning Index (FRI),
Working Memory (WMI), and Processing Speed (PSI). Combining these five index
scores yields an overall Full Scale IQ score. The index scores and the IQ score have a
mean standard score of 100 with an average range of scores falling between 90 and 109.
A percentile rank indicates that a student performed as well or better than that percent of
children his/her age on which this test was normed. Ss scores are based on her
chronological age of 9 years and 6 months. For the scores reported below, there is a 95%
chance that Ss scores fall within the range indicated.

Scale Description from the manual Composite Percentile

Score Rank/
Confidence
Range
Full Scale IQ This score is designed to measure 110 75th
overall global intelligence. It is (104-115)
considered the most reliable score
and the most representative estimate
of global ability/general ability (g).
Verbal This area is designed to measure an 113 81st
Comprehension examinees ability to access and (104-120)
(VCI) apply verbal/acquired word
knowledge.
Visual Spatial (VSI) This area is designed to measure the 105 63rd
examinees ability to evaluate visual (97-112)
details and to understand visual-
spatial relationships to construct
geometric designs from a model/
Fluid Reasoning This area is designed to measure the 109 73rd
(FRI) examinees ability to detect (104-118)
underlying conceptual relationships
among visual objects and to use
reasoning to identify and apply rules.
Working Memory This area is designed to measure the 115 84th
(WMI) examinees ability to register, (102-117)
maintain, and manipulate visual and
auditory information in conscious
awareness.
Processing Speed This area is designed to measure the 123 94th
(PSI) examinees speed and accuracy of (111-129)
visual identification, decision making,
and decision implementation.

Ss score on the VCI indicate that her ability in this area is within the high average range.
These subtests involved comparing two similar words and providing definitions of words.
Ss score on the VSI signify her skills in this area are within the average range. These
subtests reflect her ability to complete a pictorial design using blocks and being able to
select geometric shapes to form a larger design. The subtests in the FRI involve
determining the missing piece from a puzzle given a group of options as well as viewing
a scale to determine the missing weights to balance it. Ss score indicated her skills in this
area are in the average range. Her score on the WMI shows her ability in this area is in
the high average range with these subtests including repeating a sequence of orally
presented numbers in order, backward, and in sequential order. The subtests in the PSI
involve matching a symbol to its number as well as searching for a symbol in a group of
them. Ss score indicates that her ability in this area is in the very high range.
Based on Ss performance, her general cognitive functioning (Full Scale) measured in the
high average range when compared to a nationally normed sample of peers. Her
performance ranged from average to very high. The current assessment results indicate
that Ss overall cognitive abilities are consistent with or higher than age-appropriate
expectations.

Summary
S is a 9-year-old 4th grade student who attends CW Elementary School who was referred
for a psychological assessment due to her availability to use for a practice assessment as
well as her struggle in reading comprehension. It was relatively easy to establish rapport
with S and she was very pleasant and eager to be assessed. Currently, S is excelling in 4th
grade in all areas with the exception of reading language arts. She has a history of
difficulty in reading comprehension, but is improving. Overall, Ss current level of
cognitive functioning is within the high average range when compared to a national
sample of same age peers. Her cognitive profile is evenly developed with scores ranging
from average to very high. Her scores do not indicate that S has any difficulty in memory
or verbal comprehension. It is the opinion of the examiner that the results are an accurate
reflection of Ss skills at this time.

Recommendations
The following recommendations are based on the results of this evaluation.
1. It is important for the team to get the best assessment of current academic levels
of functioning through a variety of means.
2. S should be taught strategies to remember important parts of a text (looking back
in the text, reviewing the questions first, etc.)