CONFIDENTIAL ACADEMIC ASSESSMENT

Examinee:
Age:
Sex: Male

Testing Date:
Grade:
Examiner: Alison Lessard

REASON FOR REFERRAL:

This assessment was requested by the school in order to determine XXs current
level of academic achievement as well as an overall profile of his cognitive
strengths and weaknesses. XX recently moved to Alberta from XXX and while
there had been a history of academic and behavioral concerns, an assessment
had not been completed to date. Upon review of XXs school record and after
conversations with his parents, this assessment was deemed necessary in order
to program appropriately for XX and determine any possible accommodations
that could be provided to support his learning needs.
BACKGROUND INFORMATION
XX currently attends Grade 9 at Happyville High School. XX and his family
moved to Alberta from Nova Scotia in November as his father is employed in XX.
XX resides with his parents and his younger brother. XXs older brother and two
adult step-siblings live in XXX.
XXs school record reflects a history of learning and behavior difficulties. A
speech and language report at the age of the 3 years, 6 months indicated that
XX had a vocabulary of ten words and was diagnosed with a severe expressive
and receptive language delay. There are numerous reports in XXs cumulative
record of physical and verbal aggression toward his peers and adults. Incidents
of aggression resulted in XX frequently being suspended from school. In Grades
7 and 8 XX received small group behavior intervention throughout his day where
there was a focus upon social skills. However, XXs parents feel he was the
target of bullying and many of his aggressive acts were related to standing up for
himself. Mr. Brown stated that XX does not back down when threatened or
confronted and will respond physically. Throughout his schooling XX received an
accommodated academic program. In Grade 8 XXs report card stated that he
was shadowing the curriculum in Mathematics as well as receiving supports in
Language Arts.
XX has found the transition to a new province a bit of a challenge and according
to his parents, was reluctant to move. XX indicated he finds his new school very
different from his previous school. He stated that he finds Alberta winters to be
cold and misses the poultry slaughterhouse across from his home where he
would go after school to help. XX stated that he is good at working as well as
fixing cars and making them run. He said one of his best subjects at school

was Art and he enjoys subjects like Construction but dislikes Physical Education
or any kind of running.
Between November and January, XX was placed on a modified schedule where
he attended for four blocks a day. This plan was put in place when it was
apparent XX was experiencing difficulty and it was decided reduced hours and
appropriate programming would assist him in making a successful transition to
his new school. Since the end of January, XX has been attending full days and
according to his teachers, appears to be managing well, making friends, and at
the time of writing this report there have been no major behavior concerns.
While XX is new to his school, his teachers have described him as a quiet,
cooperative student who so far prefers to keep to himself. While he doesnt
typically offer answers, he will participate when called upon in class. He is
receiving Knowledge and Employability programming for Math and Science and
is included in a small group of eight students for Language Arts. His teachers
have indicated that he struggles with written output, organizing his ideas prior to
writing, and attending to conventions such as capitalization and punctuation. In
Mathematics, he appears to have gaps in his understanding of concepts.
OBSERVATIONS
XX is a quiet young man who appears physically older than his age. XX attended
the testing situation willingly, was polite, and persevered when tasks became
challenging. XX declined a break during the assessment. At times it was noted
that he responded very quickly to initial items and his verbal responses were
often short without elaboration. During one of the subtests, XX repeatedly
untangled the cord of a phone that was on the table in the examination room, yet
he remained focused and answered appropriately.
Overall, XX appeared to put forth his best effort and the results are deemed to be
valid and representative of his current academic skills in a structured, quiet, oneon-one environment.
TESTS ADMINISTERED
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
Wechsler Individual Achievement Test-Third Edition (WIAT-III)
Social Skills Improvement System (SSIS)
Test Results & Interpretation
XX completed the Wechsler Intelligence Scale for Children Fourth Edition,
which is an individually administered assessment of cognitive abilities for ages 6
to 17 years. It provides subtest and composite scores that represent intellectual
functioning from the results of core subtests in the domains of verbal

comprehension, nonverbal perceptual reasoning, working memory, and visualmotor processing speed. A Full Scale IQ is also provided and is a composite
score that represents a childs general intellectual ability.
XX obtained a Full Scale score of 79 (74-85 at the 95 percent confidence level),
which fell in the Borderline range of intellectual functioning, at the 8 th percentile.
In other words, when considering the WISC-IV as a whole, XX did as well as, or
better than 8 percent of students his age included in the normative group. Many
students in this range experience difficulty with the standard school curriculum
and often require accommodations and adaptions.
The Verbal Comprehension scale is a measure of ones acquired knowledge
and general understanding of language, language concepts, and the ability to
reason with language. XX verbal comprehension abilities were assessed by tasks
that required him to find concrete and abstract similarities between words, define
words, and verbally elaborate social reasoning. XXs highest score was on the
Vocabulary subtest where he scored at the low end of the Average range. This
suggests adequate abilities in his concrete word knowledge. XX scored within
the Low Average range on Similarities and Comprehension, suggesting his
abstract verbal reasoning, verbal comprehension, and expression skills are
somewhat less developed. The Comprehension subtest is also thought to
measure social judgment, knowledge of rules, as well as problem solving in
social situations. XXs score on this subtest may be reflective of his social
difficulties. His score on this subtest suggests XXs overall Verbal
Comprehension is in the Low Average range at the 10 th percentile, which
indicates a weakness in this area.
XXs performance on the Perceptual Reasoning index consists of three
subtests: Block Design, Picture Concepts, and Matrix Reasoning. These tasks
are intended to measure hands-on and visual problem solving, including nonverbal perceptual organization and visual reasoning ability. In Block Design, XX
was required to reproduce two-dimensional designs using colored blocks. XX
scored in the Below Average range on this subtest. His score on this subtest
suggests that XX experiences difficulty in analyzing and synthesizing abstract
visual information. It was noted that he responded very quickly to some items
before checking for accuracy, which could have affected his score. XX scored
within the Average range on Picture Concepts and Matrix Reasoning, which
suggests XX has adequate visual conceptual reasoning and classification skills.
XXs overall score on this index was in the Low Average range at the 19 th
percentile.
The Working Memory subtests are intended to assess the ability to actively
maintain auditory information in memory, perform some operation or manipulation
with it, and produce a result with a verbal answer. This subtest consists of Digit
Span and Letter Number Sequencing. XX scored within the Average range in
Digit Span which measures auditory short-term memory, sequencing skills, and

attention/concentration. On the Letter Number Sequencing subtest XX scored in

the Far Below Average range. This subtest requires mental manipulation and
attention in order to sort sets of letters and numbers. His score on this subtest
suggests that XX experiences more difficulty when required to manipulate, store,
and organize information than when simply storing information in short term
memory or using rote memorization and information processing. XXs overall
score on this subtest was within the Low Average range at the 9 th percentile.
The Processing Speed Index consists of two subtests: Coding and Symbol
Search which generally measure sustained attention, short-term memory, visualmotor scanning, and persistence particularly with paper/pencil tasks. XXs score
on the Coding subtest fell within the Far Below Average range. This indicates
that he experiences difficulty scanning and matching symbols and completing
paper pencil tasks at an average speed. This may be reflected in his ability to
copy from the board or to present written output fluently and at the same rate as
his same age peers. By contrast, XX scored within the Average range on the
Symbol Search subtest. This may suggest that XXs visual perception skills are
better developed when he is not required to make associations. His overall score
on this index was at the 7th percentile within the Borderline range.
Achievement Testing
XX completed the Wechsler Individual Achievement Test 3 rd Edition (WIAT-III),
an achievement measure, which consists of subtests in Oral Language, Reading,
Written Language, and Mathematics.
XXs results in Oral Language fell in the Low Average range overall. Within this
subtest, XXs score on Listening Comprehension was his highest score within the
Average range at the 32nd percentile indicating that he is able to understand and
interpret what he hears. In contrast, XXs score on the Oral Expression subtest
was in the Borderline range reflecting that he finds it much more challenging to
express himself orally. XXs Oral Expression results are similar to the Verbal
Comprehension score on the WISC-IV, which indicated he experiences
challenges expressing and verbalizing his understanding of concepts.
In Written Language, there was considerable variability in XXs scores. On the
Spelling subtest he scored in the Low Average range at the 13 th percentile. In
Sentence Composition, XXs score was in the Borderline range (4 th percentile)
while in Essay Composition his score was in the Far Below Average range, which
was below the 1st percentile. XX experienced difficulty building, combining, and
creating complete sentences, while his skills in developing an essay were
significantly underdeveloped. These results are related to XXs scores in Verbal
Comprehension on the WISC IV where again his ability to make connections and
express his understanding is impacting the clarity of his writing. XXs Processing
Speed may also impact his motivation, persistence, and fluency related to paper-

pencil tasks. These scores are also reflective of his teachers comments related to
XXs written communication skills.
In Reading, XXs overall results were in the Low Average range. Again, there
was significant variability in his scores. XXs ability to read and decode words out
of context fell within the Average range, reading fluency was within the Low
Average range, while Reading Comprehension fell within the Borderline range.
This indicates that while XX may be able to decode and read words, his ability to
comprehend is lower than the level of text he is able to read. These scores are
again reflective of his Verbal Comprehension scores on the WISC IV as reading
comprehension is reliant upon verbal skills, verbal comprehension, and language
development.
Finally, in Mathematics XXs scores indicated that his Problem Solving skills, in
the Low Average range, were somewhat more developed than his Numerical
Operations and Fluency scores. His score on Addition Fluency was in the Far
Below Average range. However, Subtraction Fluency was in the Low Average
range while Multiplication Fluency was in the Borderline range. These scores
may suggest gaps in his basic numeracy skills. The fluency scores may also
indicate that XX is able to sustain his attention when faced with more challenging
tasks, as his Subtraction and Multiplication scores were higher than Addition.
Overall, these fluency scores are in keeping with XXs Processing Speed score
on the WISC-IV; in other words, his mathematical fluency reflects his general
processing speed on most tasks.
When compared with XXs results on the WISC IV, which can be used to predict
performance on the WIAT-III, there were some significant discrepancies between
his cognitive abilities and his academic skills. Specifically, when compared to his
Full Scale score, XXs performance on the Written Expression composite was
significantly lower than his predicted performance with a difference that is present
in less than 10% of his same age peers. Also, XXs overall Mathematics
composite score was significantly lower than his predicted outcome with a
discrepancy that occurs in less than 15% of his age-related peers. These
differences between his predicted achievement scores and actual scores reflect
significantly underdeveloped academic skills that may be a function of his
general cognitive abilities, but which may also have been compounded by his
interrupted academic experiences due to behavior difficulties.
Social Skills Assessment
The Social Skills Improvement System (SSIS) scale evaluates social skills,
problem behaviors, and academic competence. The SSIS is designed to support
the identification of social or problem behaviors to aid in the design of
intervention plans. The SSIS rating scales provide a broad assessment of a
students social behaviors.

XXs mother and Mr. W, Students Science, Math and Construction teacher
completed SSIS rating scales. The SSIS Rating Scales organize Social Skills into
seven areas: Communication, Cooperation, Assertion, Responsibility, Empathy,
Engagement, and Self Control. XX scored within the Average range when rated
by Mr. W in all seven of the Social Skills domains. Mrs. Browns rating identified
two areas in Social Skills that were in the Below Average range: Communication
and Engagement. The Communication subscale includes behaviors such as
making eye contact when talking, as well as saying please and thank you.
The Engagement subscale includes behaviors such as inviting others to join in
activities, making friends easily, and introducing himself to others.
The Problem Behavior scale involves Externalizing, Bullying,
Hyperactivity/Inattention as well as Internalizing behaviors. Mr. Ws ratings of XX
related to these subscales were all within the Average range. Mrs. Browns rating
identified Internalizing behaviors such as withdrawing from others, acting sad,
and having low energy as an area that fell within the Above Average range
indicating a concern.
It is important to note that Mr. Ws ratings were based upon six weeks of
interaction with XX and may not be fully representative of XXs social skill
development or identification of problem behaviors at school. They may also
indicate XXs comfort in settings such as Science and Construction, where
learning is often hands-on and practical knowledge is an asset.
Summary & Conclusions
XX was referred for a psychoeducational assessment to determine his strengths
and weaknesses as well as to provide information regarding his academic skills.
XX has experienced academic and social difficulties from a young age. At times,
his social and behavioral difficulties have resulted in him being suspended from
school and missing instructional time for several days. In addition, XX
experienced expressive language delays, which could also have impacted his
literacy acquisition as well as his ability to solve social problems.
Results of this assessment indicate that overall XX is performing in the Borderline
range of ability. Most students scoring in this range find many aspects of
academic learning to be challenging, tend to learn at a slower pace, and require
accommodations and support in order to be successful. XX demonstrated
difficulty on tasks that required sustained attention and concentration. This may
affect his ability to focus on demanding tasks, particularly those that require him
to mentally manipulate information. His processing speed was also significantly
delayed for tasks that required visual-motor integration and scanning ability. This
could also influence his writing fluency and copying ability in the classroom, as
well as the amount of time he needs to solve mathematical problems or formulate
answers in written form. In addition, while XX has adequate vocabulary skills, his
difficulty making connections between concepts as well as his social judgment

and understanding, likely influence his reading comprehension and social

interaction skills.
Recommendations
1. In light of XXs academic difficulties, it will be important to focus on XXs
strengths, such as his enjoyment of construction and mechanics, as well as
his willingness to work with his hands.
2. Whenever possible, utilize XXs visual memory skills by anchoring verbal
information to visual information. XX will likely understand concepts better
if he is presented with concrete or visual examples such as charts,
pictures, graphic and/or advance organizers.
3. Given XXs cognitive and academic profile, he may benefit from the
following:

Enrollment in Mathematics and Language Arts classes that place a greater

emphasis on concrete examples and functional skills
Structured learning environments where there is an opportunity to learn in
small groups or receive additional support, especially for new material
Frequent review and practice of recently learned information
The use of graphic organizers to support organization of ideas prior to
writing
Copies of notes or handouts to reduce the amount of copying
Allowance for oral responses on exams in order to allow XX to express his
knowledge in a manner that leverages his relatively stronger oral
expression skills
Additional time, audio support, and a scribe for examinations
Adapted exams that include multiple choice, short answer, true and false
questions to minimize the time required to complete the exam and reduce
the need for lengthy written answers, when appropriate.
Assistive technology such as Read and Write Gold or word processing
software for assignments to support XX in his writing.

4. As mentioned, XXs decoding and word reading skills are better developed
than his reading comprehension. Continued support in the area of reading
strategies and literacy instruction will be important for XX. If possible,
guided reading instruction or other learning opportunities where XX is
exposed to a variety of literary texts and supported by small group
discussion and interpretation of story elements and vocabulary.

5. As XX transitions to high school it will be important to plan his academic

courses as well as to continue to focus upon his personal strengths and
plans for future vocations. It will be necessary to take into consideration
XXs education history and the results of this evaluation when making
decisions about XXs future.
6. In light of his behavior difficulties in the past, it will be essential to develop
positive relationships with his teachers at his new school. Involvement of
the schools learning facilitator, counselor, and administration in monitoring
and supporting XX, will increase his opportunities for success.
7. XX will continue to benefit from continued social skills instruction and
intervention. Suggestions are modeling and coaching of appropriate
conversation and communication skills including: speaking in an
appropriate tone of voice, responding when others join an activity or
conversation, and making appropriate eye contact. XX will also continue to
benefit from additional checks to his understanding of various situations
before he is asked to perform tasks independently. This may also apply to
work experience situations, where he may benefit from coaching about
appropriate communication and behavior during job interviews, when on
the job, and when dealing with conflict at work.
It was a pleasure working with XX and I hope that the information provided may
be of assistance. If you have any questions about this report, please do not
hesitate to contact me.

Alison Lessard
Masters in Educational Psychology Student, University of Calgary
Learning Facilitator

Appendix A

Wechsler Individual Achievement Test, Third Edition (WIAT-III)

Subtest

Subtest Description

Reading
Word Reading
Reading Comprehension
Pseudoword Decoding
Oral Reading Fluency
Early Reading Skills

The student reads aloud a list of increasingly

difficult words
The student reads passages aloud or silently
and then answers open-ended questions
about each one.
The student reads aloud a list of increasingly
difficult nonsense words.
The student reads passages aloud, then
orally responds to comprehension questions.
Students (K-3) name the letters of the
alphabet, identify beginning and ending
sounds, recognize blends and match words
to pictures.

Mathematics
Numerical Operations
Problem Solving

Math Fluency-Addition
Math Fluency Subt.
Math Fluency Mult.

The student solves un-timed written math

equations that increase in difficulty.
Depending upon the grade level of the
student, the student solves un-timed math
problems related to basic skills, everyday
applications and algebra.
The student solves written addition
equations within a 60 second time limit.
The student solves written subtraction
equations within a 60 second time limit.
The student solves written multiplication
equations within a 60 second time limit.

Written Expression
Sentence Combining
Spelling
Essay Composition
Oral Language
Listening Comprehension

Oral Expresssion

The student combines the information from

2-3 sentences into a single sentence.
The student writes single words that are
dictated within the context of a sentence.
The student writes an essay within a 10minute time limit.
The student listens to vocabulary words and
points to a picture that illustrates each word,
then listens to passages and answers
questions about each one.
The student is shown pictures and is asked
to name the concept shown in each picture,
says words form a given category and
repeats sentences.

Age Based Composite and Canadian Norms

Appendix B

Standard
Score
82

Percentile
12

Qualitative
Description
Low Average

91

27

Average

78

Borderline

93

32

Average

81

10

Low Average

N/A

N/A

N/A

75

Borderline

70

Borderline

82

12

Low Average

68

Far Below Average

81

10

Low Average

76

Borderline

70

Borderline

74

Borderline

83

13

Low Average

63

Far Below Average

83
93

13
32

Low Average
Average

78

Borderline

Intellectual Assessment Results Wechsler Intelligence Scale for Children,

Fourth Edition
Scale

Standard
Score

Percentile
Rank

95%
Confidence
Interval

Descriptor

Verbal Comprehension

81

10

75-90

Low Average

Similarities
Vocabulary
Comprehension

6
8
6

Perceptual Reasoning
Block Design
Picture Concepts
Matrix Reasoning

89
7
10
8

23

82-98

Low Average
Below Average
Average
Average

Working Memory
Digit Span
Letter-Number
Sequencing

80
9
4

74-90

Low Average
Average
Far Below Average

Processing Speed
Coding
Symbol Search

78
4
8

72-89

Borderline
Far Below Average
Average

79

74-85

Borderline

Below Average
Average
Below Average

Full Scale IQ