WIAT®-III

Wechsler Individual Achievement Test®-Third Edition

Score Report

Examinee Name Denali Turner Date of Report 2019/09/26

Examinee ID DT Grade 3
Date of Birth 2011/05/12 Home Language Not Specified
Gender Female Handedness Not Specified
Race/Ethnicity Not Specified Examiner Name Sadie Jackson
Date of Testing 2019/07/01 Age at Testing 8 years 1 month Retest? No

Comments:

Copyright © 2011, 2018 NCS Pearson, Inc. All rights reserved.

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Pearson, the PSI logo, PsychCorp, DAS, KABC, WAIS, Wechsler, Wechsler Adult Intelligence Scale, Wechsler Individual
Achievement Test, Wechsler Intelligence Scale for Children, the Wechsler logo, WIAT, WISC, and WPPSI are trademarks, in the US
and/or other countries, of Pearson Education, Inc., or its affiliates.

[ 1.7 / RE1 / QG1 ]

WIAT®-III Score Report ID: DT
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WIAT-III Age Based Scores

Subtest Score Summary

90% Normal
Raw Standard Confidence Percentile Curve Grade Age Growth
Subtest Score Score Interval Rank Equiv. Stanine Equiv. Equiv. Score
Listening Comprehension - 108 97-119 70 61 6 4.1 9:2 504
Early Reading Skills 33 102 93-111 55 53 5 3.2 8:0 502
Reading Comprehension 30 1
103 94-112 58 54 5 3.4 8:8 503
Math Problem Solving 41 108 100-116 70 61 6 3.2 8:4 496
Alphabet Writing Fluency 11 93 79-107 32 40 4 1.7 7:0 488
Sentence Composition - 111 102-120 77 65 7 6.9 13:8 510
Word Reading 75 159 155-163 >99.9 >99 9 >12.9 >19:11 785
Essay Composition - 107 99-115 68 60 6 3.9 8:8 503
Pseudoword Decoding 50 149 145-153 >99.9 >99 9 >12.9 >19:11 673
Numerical Operations 24 111 104-118 77 65 7 3.7 8:8 517
Oral Expression - 103 94-112 58 54 5 5.2 11:3 497
Oral Reading Fluency 102 1
110 103-117 75 64 6 4.0 9:4 507
Spelling 21 108 102-114 70 61 6 3.7 9:0 516
Math Fluency-Addition 16 88 77-99 21 33 3 2.0 7:0 427
Math Fluency-Subtraction 10 89 81-97 23 35 4 2.0 7:4 430
Math Fluency-Multiplication 5 101 94-108 53 51 5 3.1 8:0 453
- Indicates a subtest with multiple raw scores (shown in the Subtest Component Score Summary).
1
Indicates a raw score that is converted to a weighted raw score (not shown).
2
Indicates that a raw score is based on a below grade level item set.
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Subtest Score Profile

Oral Lang Reading Written Expression Mathematics
160
155
150
145
140
135
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
LC OE ERS WR PD RC ORF AWF SC EC SP MPS NO MFA MFS MFM

Note. The vertical bars represent the confidence interval at 90%.

Supplemental Subtest Score Summary

90% Normal
Raw Standard Confidence Percentile Curve Grade Age Growth
Subtest Score Score Interval Rank Equiv. Stanine Equiv. Equiv. Score
Essay Composition:
3 90 79-101 25 36 4 <3.0 <8:0 N/A
Grammar and Mechanics
Oral Reading Accuracy 210* 116 106-126 86 72 7 5.7 11:0 N/A
Oral Reading Rate 123* 107 99-115 68 60 6 3.9 9:0 N/A
*Indicates a raw score that is converted to a weighted raw score (not shown).
WIAT®-III Score Report ID: DT
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Cumulative Percentages
The score is the same as or higher than the scores obtained by 50% of students in the
Word Reading Speed
normative sample; 50% of students in the normative sample scored higher than this score.
The score is the same as or higher than the scores obtained by 50% of students in the
Pseudoword Decoding Speed
normative sample; 50% of students in the normative sample scored higher than this score.

Subtest Component Score Summary

Normal
Raw Standard Percentile Curve Qualitative
Subtest Component Score Score Rank Equivalent Stanine Description
Listening Comprehension
Receptive Vocabulary 8 92 30 39 4 Average
Oral Discourse Comprehension 17 120 91 78 8 Above Average
Sentence Composition
Sentence Combining 18 128 97 89 9 Above Average
Sentence Building 11 93 32 40 4 Average
Essay Composition
Word Count 40 100 50 50 5 Average
Theme Development and
6 113 81 68 7 Average
Text Organization
Oral Expression
Expressive Vocabulary 11 121 92 79 8 Above Average
Oral Word Fluency 9 58 0.3 <1 1 Low
Sentence Repetition 23 130 98 92 9 Above Average

Composite Score Summary

Sum of Subtest 90% Normal
Standard Standard Confidence Percentile Curve Qualitative
Composite Scores Score Interval Rank Equiv. Stanine Description
Oral Language 211 106 99-113 66 58 6 Average
Total Reading 521 138 134-142 99 >99 9 Superior
Basic Reading 308 160 156-164 >99.9 >99 9 Very Superior
Reading Comprehension
213 108 101-115 70 61 6 Average
and Fluency
Written Expression 326 111 104-118 77 65 7 Average
Mathematics 219 111 105-117 77 65 7 Average
Math Fluency 278 92 85-99 30 39 4 Average
Total Achievement 1169 125 122-128 95 85 8 Above Average
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Composite Score Profile

160
155
150
145
140
135
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
Oral Language Total Reading Basic Reading Reading Comp Written Expression Math Math Fluency
Note. The vertical bars represent the confidence interval at 90%.

Differences Between Composite Standard Scores

Critical Value Significant
(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Oral Language vs. Total Reading -32 12.15 Y <=1%
Oral Language vs. Basic Reading -54 11.74 Y <=1%
Oral Language vs. Reading Comprehension and Fluency -2 14.47 N >15%
Oral Language vs. Written Expression -5 14.07 N >15%
Oral Language vs. Mathematics -5 13.18 N >15%
Oral Language vs. Math Fluency 14 13.71 Y >15%
Total Reading vs. Basic Reading -22 7.24 Y <=1%
Total Reading vs. Reading Comprehension and Fluency 30 11.13 Y <=1%
Total Reading vs. Written Expression 27 10.61 Y <=5%
Total Reading vs. Mathematics 27 9.40 Y <=5%
Total Reading vs. Math Fluency 46 10.12 Y <=1%
Basic Reading vs. Reading Comprehension and Fluency 52 10.68 Y <=1%
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Critical Value Significant

(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Basic Reading vs. Written Expression 49 10.13 Y <=1%
Basic Reading vs. Mathematics 49 8.85 Y <=1%
Basic Reading vs. Math Fluency 68 9.62 Y <=1%
Reading Comprehension and Fluency vs. Written Expression -3 13.20 N >15%
Reading Comprehension and Fluency vs. Mathematics -3 12.24 N >15%
Reading Comprehension and Fluency vs. Math Fluency 16 12.81 Y >15%
Written Expression vs. Mathematics 0 11.77 N >15%
Written Expression vs. Math Fluency 19 12.36 Y <=15%
Mathematics vs. Math Fluency 19 11.33 Y <=10%
Note. A negative difference indicates that the second composite has a higher score than the first composite listed in the
comparison.

Differences Between Subtest Standard Scores

Critical Value Significant
(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Listening Comprehension vs. Early Reading Skills 6 18.45 N >15%
Listening Comprehension vs. Reading Comprehension 5 18.93 N >15%
Listening Comprehension vs. Math Problem Solving 0 17.92 N >15%
Listening Comprehension vs. Alphabet Writing Fluency 15 24.11 N >15%
Listening Comprehension vs. Sentence Composition -3 18.76 N >15%
Listening Comprehension vs. Word Reading -51 15.31 Y <=1%
Listening Comprehension vs. Essay Composition 1 18.72 N >15%
Listening Comprehension vs. Pseudoword Decoding -41 15.51 Y <=5%
Listening Comprehension vs. Numerical Operations -3 17.61 N >15%
Listening Comprehension vs. Oral Expression 5 19.16 N >15%
Listening Comprehension vs. Oral Reading Fluency -2 18.04 N >15%
Listening Comprehension vs. Spelling 0 16.64 N >15%
Listening Comprehension vs. Math Fluency-Addition 20 20.58 N >15%
Listening Comprehension vs. Math Fluency-Subtraction 19 18.44 Y >15%
Listening Comprehension vs. Math Fluency-Multiplication 7 17.88 N >15%
Early Reading Skills vs. Reading Comprehension -1 17.05 N >15%
Early Reading Skills vs. Math Problem Solving -6 15.92 N >15%
Early Reading Skills vs. Alphabet Writing Fluency 9 22.67 N >15%
Early Reading Skills vs. Sentence Composition -9 16.86 N >15%
Early Reading Skills vs. Word Reading -57 12.91 Y <=1%
Early Reading Skills vs. Essay Composition -5 16.81 N >15%
Early Reading Skills vs. Pseudoword Decoding -47 13.15 Y <=1%
Early Reading Skills vs. Numerical Operations -9 15.58 N >15%
Early Reading Skills vs. Oral Expression -1 17.31 N >15%
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Critical Value Significant

(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Early Reading Skills vs. Oral Reading Fluency -8 16.06 N >15%
Early Reading Skills vs. Spelling -6 14.47 N >15%
Early Reading Skills vs. Math Fluency-Addition 14 18.87 N >15%
Early Reading Skills vs. Math Fluency-Subtraction 13 16.50 N >15%
Early Reading Skills vs. Math Fluency-Multiplication 1 15.87 N >15%
Reading Comprehension vs. Math Problem Solving -5 16.47 N >15%
Reading Comprehension vs. Alphabet Writing Fluency 10 23.06 N >15%
Reading Comprehension vs. Sentence Composition -8 17.39 N >15%
Reading Comprehension vs. Word Reading -56 13.59 Y <=1%
Reading Comprehension vs. Essay Composition -4 17.34 N >15%
Reading Comprehension vs. Pseudoword Decoding -46 13.82 Y <=1%
Reading Comprehension vs. Numerical Operations -8 16.14 N >15%
Reading Comprehension vs. Oral Expression 0 17.82 N >15%
Reading Comprehension vs. Oral Reading Fluency -7 16.61 N >15%
Reading Comprehension vs. Spelling -5 15.07 N >15%
Reading Comprehension vs. Math Fluency-Addition 15 19.34 N >15%
Reading Comprehension vs. Math Fluency-Subtraction 14 17.03 N >15%
Reading Comprehension vs. Math Fluency-Multiplication 2 16.43 N >15%
Math Problem Solving vs. Alphabet Writing Fluency 15 22.23 N >15%
Math Problem Solving vs. Sentence Composition -3 16.28 N >15%
Math Problem Solving vs. Word Reading -51 12.14 Y <=1%
Math Problem Solving vs. Essay Composition 1 16.23 N >15%
Math Problem Solving vs. Pseudoword Decoding -41 12.39 Y <=1%
Math Problem Solving vs. Numerical Operations -3 14.94 N >15%
Math Problem Solving vs. Oral Expression 5 16.74 N >15%
Math Problem Solving vs. Oral Reading Fluency -2 15.45 N >15%
Math Problem Solving vs. Spelling 0 13.78 N >15%
Math Problem Solving vs. Math Fluency-Addition 20 18.35 Y <=15%
Math Problem Solving vs. Math Fluency-Subtraction 19 15.90 Y <=15%
Math Problem Solving vs. Math Fluency-Multiplication 7 15.25 N >15%
Alphabet Writing Fluency vs. Sentence Composition -18 22.92 N >15%
Alphabet Writing Fluency vs. Word Reading -66 20.19 Y <=1%
Alphabet Writing Fluency vs. Essay Composition -14 22.88 N >15%
Alphabet Writing Fluency vs. Pseudoword Decoding -56 20.34 Y <=1%
Alphabet Writing Fluency vs. Numerical Operations -18 21.99 N >15%
Alphabet Writing Fluency vs. Oral Expression -10 23.25 N >15%
Alphabet Writing Fluency vs. Oral Reading Fluency -17 22.34 N >15%
Alphabet Writing Fluency vs. Spelling -15 21.22 N >15%
Alphabet Writing Fluency vs. Math Fluency-Addition 5 24.43 N >15%
Alphabet Writing Fluency vs. Math Fluency-Subtraction 4 22.65 N >15%
WIAT®-III Score Report ID: DT
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Critical Value Significant

(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Alphabet Writing Fluency vs. Math Fluency-Multiplication -8 22.20 N >15%
Sentence Composition vs. Word Reading -48 13.36 Y <=1%
Sentence Composition vs. Essay Composition 4 17.16 N >15%
Sentence Composition vs. Pseudoword Decoding -38 13.59 Y <=1%
Sentence Composition vs. Numerical Operations 0 15.94 N >15%
Sentence Composition vs. Oral Expression 8 17.64 N >15%
Sentence Composition vs. Oral Reading Fluency 1 16.42 N >15%
Sentence Composition vs. Spelling 3 14.86 N >15%
Sentence Composition vs. Math Fluency-Addition 23 19.17 Y >15%
Sentence Composition vs. Math Fluency-Subtraction 22 16.85 Y >15%
Sentence Composition vs. Math Fluency-Multiplication 10 16.23 N >15%
Word Reading vs. Essay Composition 52 13.29 Y <=1%
Word Reading vs. Pseudoword Decoding 10 8.18 Y >15%
Word Reading vs. Numerical Operations 48 11.69 Y <=1%
Word Reading vs. Oral Expression 56 13.91 Y <=1%
Word Reading vs. Oral Reading Fluency 49 12.33 Y <=1%
Word Reading vs. Spelling 51 10.16 Y <=1%
Word Reading vs. Math Fluency-Addition 71 15.81 Y <=1%
Word Reading vs. Math Fluency-Subtraction 70 12.89 Y <=1%
Word Reading vs. Math Fluency-Multiplication 58 12.08 Y <=1%
Essay Composition vs. Pseudoword Decoding -42 13.52 Y <=5%
Essay Composition vs. Numerical Operations -4 15.89 N >15%
Essay Composition vs. Oral Expression 4 17.59 N >15%
Essay Composition vs. Oral Reading Fluency -3 16.37 N >15%
Essay Composition vs. Spelling -1 14.81 N >15%
Essay Composition vs. Math Fluency-Addition 19 19.13 N >15%
Essay Composition vs. Math Fluency-Subtraction 18 16.80 Y >15%
Essay Composition vs. Math Fluency-Multiplication 6 16.18 N >15%
Pseudoword Decoding vs. Numerical Operations 38 11.95 Y <=1%
Pseudoword Decoding vs. Oral Expression 46 14.13 Y <=1%
Pseudoword Decoding vs. Oral Reading Fluency 39 12.58 Y <=1%
Pseudoword Decoding vs. Spelling 41 10.46 Y <=1%
Pseudoword Decoding vs. Math Fluency-Addition 61 16.01 Y <=1%
Pseudoword Decoding vs. Math Fluency-Subtraction 60 13.13 Y <=1%
Pseudoword Decoding vs. Math Fluency-Multiplication 48 12.33 Y <=1%
Numerical Operations vs. Oral Expression 8 16.41 N >15%
Numerical Operations vs. Oral Reading Fluency 1 15.09 N >15%
Numerical Operations vs. Spelling 3 13.38 N >15%
Numerical Operations vs. Math Fluency-Addition 23 18.05 Y <=10%
Numerical Operations vs. Math Fluency-Subtraction 22 15.56 Y <=5%
WIAT®-III Score Report ID: DT
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Critical Value Significant

(Significance Difference
Comparison Difference Level .01) Y/N Base Rate
Numerical Operations vs. Math Fluency-Multiplication 10 14.89 N >15%
Oral Expression vs. Oral Reading Fluency -7 16.87 N >15%
Oral Expression vs. Spelling -5 15.36 N >15%
Oral Expression vs. Math Fluency-Addition 15 19.56 N >15%
Oral Expression vs. Math Fluency-Subtraction 14 17.29 N >15%
Oral Expression vs. Math Fluency-Multiplication 2 16.69 N >15%
Oral Reading Fluency vs. Spelling 2 13.95 N >15%
Oral Reading Fluency vs. Math Fluency-Addition 22 18.47 Y <=15%
Oral Reading Fluency vs. Math Fluency-Subtraction 21 16.04 Y >15%
Oral Reading Fluency vs. Math Fluency-Multiplication 9 15.40 N >15%
Spelling vs. Math Fluency-Addition 20 17.10 Y >15%
Spelling vs. Math Fluency-Subtraction 19 14.45 Y >15%
Spelling vs. Math Fluency-Multiplication 7 13.73 N >15%
Math Fluency-Addition vs. Math Fluency-Subtraction -1 18.85 N >15%
Math Fluency-Addition vs. Math Fluency-Multiplication -13 18.31 N >15%
Math Fluency-Subtraction vs. Math Fluency-Multiplication -12 15.85 N >15%
Note. A negative difference indicates that the second subtest has a higher score than the first subtest listed in the comparison.
WIAT®-III Score Report ID: DT
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WIAT-III SKILLS ANALYSIS REPORT

Early Reading Skills

Total Errors Max. Errors % Correct
Feature Skill by Skill by Skill By Skill By Feature
Naming Letters: Vowels 0 4 100%
Naming 100%
Naming Letters: Consonants 0 7 100%
Matching Single Letters and Sounds 0 2 100%
Letter-Sound
Matching Letters and Sounds: Consonant Digraphs 0 1 100% 100%
Correspondence
Matching Letters and Sounds: Consonant Blends 0 2 100%
Recognizing Rhyming Words 1 2 50%
Producing Rhyming Words 0 2 100%
Phonological Recognizing Initial Sounds in Words 0 2 100%
92%
Awareness Recognizing Initial Two Sounds in Words 0 2 100%
Recognizing Ending Sounds in Words 0 2 100%
Blending Sounds 0 3 100%
Word Reading
Matching Words with Pictures 0 5 100% 100%
Comprehension

Reading Comprehension Grade 3 Item Set

Skill Total Errors by Skill Max. Errors by Skill % Correct by Skill
Literal 0 12 100%
Inferential 3 9 67%

Math Problem Solving

Total Errors Max. Errors % Correct
Feature Skill by Skill by Skill By Skill By Feature
One-to-One Counting 0 5 100%
Recognizing Shapes 0 2 100%
Recognizing Numerals 0 2 100%
Basic Concepts 0 5 100%
Basic Concepts Counting On 0 1 100% 100%
Naming Numerals (<11) 0 3 100%
Comparing Numerals 0 3 100%
Ordering Numerals 0 3 100%
Addition and Subtraction of Objects 0 3 100%
Interpreting Graphs 0 3 100%
Measuring an Object 0 1 100%
Interpreting a Number Line 0 1 100%
Interpreting a Calendar 1 2 50%
Completing Number Patterns 0 2 100%
Everyday
Money 0 2 100% 81%
Applications
Time 0 1 100%
Identifying Place Value 1 2 50%
Single-Operation Word Problems: General 1 2 50%
Single-Operation Word Problems: Time - - -
Mixed-Operations Word Problems: Money - - -
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Interpreting Transformation of Figures - - -

Finding Perimeter - - -
Geometry Finding Angles and Sides/Distances - - - -
Finding Circumference - - -
Geometry Word Problems - - -
Making Fractions (Less Than Whole) 2 2 0%
Ordering Fractions - - -
Converting Fractions to Decimals - - -
Fraction Word Problems - - -
Algebra Word Problems - - -
Algebra Solving Simultaneous Equations - - - 33%
Recognizing Prime Numbers - - -
Solving Probability Problems 0 1 100%
Solving Combination Problems - - -
Mean, Median, Mode - - -
Finding Slope and y-Intercept - - -

Pseudoword Decoding
Total Errors Max. Errors % Correct
Feature Skill by Skill by Skill By Skill By Feature
Morphology Common Prefixes/Word Beginnings 0 4 100%
100%
Types Common Suffixes/Word Endings 0 16 100%
VCE Syllables 0 1 100%
Irregular Vowels 0 10 100%
Single Short Vowels 0 36 100%
Single Long Vowels 0 13 100%
Vowel Types Schwa Vowel Sounds 0 21 100% 100%
Vowel Digraphs 0 5 100%
Diphthongs 0 5 100%
R-Controlled Vowels 0 9 100%
Silent Vowels 0 1 100%
C-le Syllables 0 4 100%
Consonant Digraphs 0 13 100%
Single Consonants 0 94 100%
Double Consonants 0 6 100%
S as \z\ or \zh\ 0 1 100%
Consonant T as \sh\ or \ch\ 0 2 100%
100%
Types C as \sh\ 0 2 100%
R-Family Blends 0 8 100%
L-Family Blends 0 5 100%
S-Family Blends 0 6 100%
Consonant Blends/Clusters 0 4 100%
Silent Consonants 0 4 100%
Insertions 0
Other Mis-Sequence of Sounds 2
Whole Word Error 0
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Numerical Operations
Total Errors Max. Errors % Correct
Feature Skill by Skill by Skill By Skill By Feature
One-to-One Counting 0 2 100%
Numeral Formation 0 1 100%
Basic Concepts Discriminating Numbers From Letters 0 1 100% 100%
Number Formation and Order 0 1 100%
Identifying Mathematical Symbols 0 2 100%
Addition With Single-Digit Numbers 0 8 100%
Addition With Two-Digit Numbers 0 1 100%
Addition With Three-Digit Numbers 0 1 100%
Subtraction With Single-Digit Numbers 0 2 100%
Subtraction With Two-Digit Numbers 0 2 100%
Subtraction With Three-Digit Numbers 1 1 0%
Basic Math Multiplication With Single-Digit Numbers 1 4 75%
81%
Operations Multiplication With Two-Digit Numbers 1 1 0%
Multiplication With Three-Digit Numbers - - -
Division 1 1 0%
Long Division - - -
Order of Operations - - -
Calculating the Percent of an Integer - - -
Adding Negative Integers - - -
Addition of Fractions - - -
Multiplication of Fractions - - -
Division of Fractions - - -
Simplifying Fractions - - -
Solving Two-Step Equations - - -
Solving Three-Step Equations - - -
Algebra -
Solving Simplified Quad. Equations (Finding Roots) - - -
Solving Simultaneous Equations - - -
Finding Functions - - -
Factoring - - -
Simplifying Exponents and Radicals - - -
Logarithms - - -
Numerical Value of pi - - -
Geometry Finding Area - - - -
Finding Sides of a Triangle - - -
Trigonometry - - -
Advanced Limits - - -
-
Math Differentiation - - -
Integration - - -
Other Regrouping 2
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WIAT-III INTERVENTION GOAL STATEMENTS REPORT

Early Reading Skills

Recognizing Rhyming Words

Items with Errors: 14
Annual Goal
- The student will listen to a list of ____ pairs of one-syllable words, some that rhyme and some that do not rhyme, and
say whether each pair of words rhyme or not with no more than ____ errors.
List example: bear, bat; sit, fit; joke, poke; kite, flat; duck, dish
Short-Term Objective
- Given ____ pairs of pictures of common objects and animals that rhyme, the student will listen to each picture's name
read aloud, and then physically match up the pairs of pictures that represent rhyming words with no more than ____
errors.
Picture examples: a bee and a tree, a duck and a truck, a cat and a rat

Reading Comprehension

Inferential
Items with Errors: 15, 24, 29
Annual Goal
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then answer ____ (circle: oral, written), (circle: open-ended, multiple-choice, true/false, yes/no)
inferential comprehension questions with ____ percent accuracy, looking back to the passage as needed to help answer
the questions.
Note: Teachers may encourage students to provide support/evidence for their answers by reading aloud parts of the
text that provide the basis for their inferences. In some cases, students may tell about background information and
personal experiences that led to an inference; students should be encouraged to apply such knowledge to the
understanding of texts, but also to find text-based justification for their inferences.
Short-Term Objectives
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then answer ____ (circle: oral, written), (circle: open-ended, multiple-choice, true/false, yes/no)
inferential comprehension questions about who, what, when, where, and why information that was not explicitly stated
in the passage with ____ percent accuracy, looking back to the passage as needed to answer the questions.
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then answer ____ (circle: oral, written), (circle: open-ended, multiple-choice, true/false, yes/no)
inferential comprehension questions about the beliefs, thoughts, intentions, feelings, or emotions experienced by a
specific character and not explicitly stated in the passage with ____ percent accuracy, looking back to the passage as
needed to help answer the questions.
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then sequence ____ events, some of which were not explicitly stated in the passage, by ordering
cards that show pictures/words that describe each event with no more than ____ errors, looking back to the passage as
needed to answer the questions.
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- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then answer ____ oral, open-ended inferential questions about predicting events and outcomes
based upon what the text implies with ____ percent accuracy.
Note: The student may also read a portion of a passage/chapter, predict events/outcomes, and then continue reading
for confirmation.
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then identify (say/mark) whether a/an (circle: oral, written) statement is a main idea or a detail
with no more than ____ errors, looking back to the passage as needed to answer the questions.
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage (circle:
aloud, silently) and then orally define ____ unfamiliar words, using context to help determine word meaning, with
____ percent accuracy.

Math Problem Solving

Interpreting a Calendar
Items with Errors: 45
Annual Goal
- Given ___ problems requiring the student to use a (circle: weekly, monthly, yearly) calendar to identify the (circle:
day of the week, date) that corresponds to a given (circle: day of the week, date, holiday, new month), the student will
say the answers with no more than ___ errors.
Short-Term Objectives
- Given ___ problems requiring the student to identify the day of the week of a specific date on a weekly calendar, the
student will say the days of the week that correspond to each given date with no more than ___ errors.
Example: Show a weekly calendar. Ask the student which day is the 12th.
- Given ___ problems requiring the student to identify the day of the week for a given date on a monthly calendar, the
student will orally provide the days of the week with no more than ___ errors.
Example: Show a monthly calendar. Ask the student which day of the week is June 20.
- Given ___ problems requiring the student to identify the day of the week on which the next month will begin on a
yearly calendar, the student will say the days with no more than ___ errors.
Example: Show a yearly calendar. Ask the student on which day of the week October 1 begins.

Identifying Place Value

Items with Errors: 39
Annual Goal
- Given ___ problems requiring the student to identify the numeral that occupies a certain place value up to the hundred
thousands place in a number, the student will (circle: write, say) the numbers with no more than ___ errors.
Example: Show the number: 75,036. Ask the student which number is in the thousands place. (Student says: 5.)
Short-Term Objective
- Given ___ problems requiring the student to use manipulatives to represent the value of a given numeral, the student
will (circle: write, say) the numeral that occupies each place value up to the (circle: tens, hundreds, thousands, ten
thousands, hundred thousands) place with no more than ___ errors.
Example: Show the number: 75,036. Ask the student which number is in the thousands place. (Student writes/says:
5.)
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Note: Manipulatives such as base ten blocks may be used.

Single-Operation Word Problems: General

Items with Errors: 44
Annual Goal
- Given ___ word problems involving a single operation of (circle: addition, subtraction, multiplication, division) with
one or more (circle: two-digit, three-digit) numbers, the student will (circle: write, say) the solutions with no more
than ___ errors.
Example: David had 13 old shirts and he gave 8 to his brother. How many old shirts does David have? (Student
writes/says: 5.)
Short-Term Objective
- Given ___ word problems involving a single operation of (circle: addition, subtraction, multiplication, division) with
single-digit numbers, the student will (circle: write, say) the solutions with no more than ___ errors.
Example: David had 9 old shirts and he gave 4 to his brother. How many old shirts does David have? (Student
writes/says: 5.)

Making Fractions (Less Than Whole)

Items with Errors: 43, 46
Annual Goal
- Given ___ word problems requiring the student to calculate a fraction of a whole, the student will (circle: write, say)
the solutions with no more than ___ errors.
Example: If three friends split a whole pizza equally, what fraction of the pizza did each person get? (Student
writes/says: 1/3.)
Short-Term Objective
- Given ___ problems requiring the student to use manipulatives to represent a fraction of a whole, the student will
show the solutions with no more than ___ errors.
Example: 1/6 (Student draws lines to divide a circle into 6 equal parts, cuts along the lines, and labels each part 1/6.)

Sentence Composition

Semantics and Grammar

Annual Goal
- When asked to write ____ sentences that each include a different target word, the student will write a complete
sentence that uses the target word with no more than ____ errors in semantics, grammar, or syntax.
Target words will include (circle): nouns, verbs, adverbs, adjectives, pronouns, prepositions, articles, conjunctions
- When asked to combine (circle: two, three) written sentences into one complete sentence that means the same thing as
the target sentences, the student will write a complete sentence that combines all essential information from the target
sentences with no more than ____ errors in semantics, grammar, or syntax.
Example: My dog is friendly. My dog's name is Benji. My dog likes to run. (Student writes: Benji, my friendly dog,
likes to run.)
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Short-Term Objectives
- Given ____ carrier phrases, the student will write complete sentences that begin with each given carrier phrase with no
more than ____ errors in semantics, grammar, or syntax.
Examples of carrier phrases: I have always...; I have never...; Today after school...; if I found a dog...
- Given ____ (circle: simple, compound, complex) sentences with a grammar/syntax error, the student will correct the
grammar/syntax error with ____ percent accuracy.
Examples: I gave my dog their food; I have a brother who I love; That's where me and my mom like to go.
- Given ____ pictures (of social situations, landscapes, animals, etc.), the student will write a complete sentence about
the picture with no more than ____ errors in semantics, grammar, or syntax.
- Given three written words, the student will write a complete sentence that uses the three words (in any order, adding as
many words as needed, without changing the three target words) with no more than ____ errors in semantics,
grammar, or syntax.
Example: cat small can (Student writes: I can see the small cat.)

Mechanics
Annual Goal
- When asked to write ____ sentences that each include a different target word, the student will write a complete
sentence that uses the target word with no more than ____ errors in spelling, punctuation, or capitalization.
Target words will include (circle): nouns, verbs, adverbs, adjectives, pronouns, prepositions, articles, conjunctions
- When asked to combine (circle: two, three) written sentences into one complete sentence that means the same thing as
the target sentences, the student will write a complete sentence that combines all essential information from the target
sentences with no more than ____ errors in spelling, punctuation, or capitalization.
Example: My dog is friendly. My dog's name is Benji. My dog likes to run. (Student writes: Benji, my friendly dog,
likes to run.)
Short-Term Objectives
- Given ____ (circle: simple, compound, complex) sentences with no capitalization or punctuation, the student will add
correct capitalization and punctuation with ____ percent accuracy.
Examples: where are you going after school; i love to play soccer and i also like to play basketball; i saw my friend
my sister and my brothers two friends.
- Given ____ pictures (of social situations, landscapes, animals, etc.), the student will write a complete sentence about
each picture with no more than ____ errors in spelling, punctuation, and capitalization.
- Given three written words, the student will write a complete sentence that uses the three words (in any order, adding as
many words as needed, without changing the three target words) with no more than ____ errors in spelling,
punctuation, and capitalization.
Example: cat small can (Student writes: I can see the small cat.)
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Essay Composition

Productivity
Annual Goal
- In response to a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will
write an (circle: outline, essay) using at least ____ words.
Short-Term Objectives
- Given a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will say a list
of ____ essential pieces of information that should be included in the essay.
- Given a written (circle: expository, narrative) essay prompt that is read aloud to the student and either an outline or a
list of essential information to include in the essay, the student will write at least ____ words.
- In response to a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will
speak his/her response into a tape recorder, say at least ____ words, and then write an (circle: outline, essay) with at
least ____ words.

Theme Development and Text Organization

Annual Goal
- In response to a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will
write a (circle: three, five) paragraph essay with no off-topic statements, including a thesis statement and introduction
paragraph, one or more body paragraph(s) that include at least three complete thoughts/sentences that contribute to the
body of the essay, and a conclusion paragraph that summarizes the information presented and re-states the thesis of the
essay.
Note: Disregard errors in grammar and mechanics for the purpose of meeting this goal.
Short-Term Objectives
- In response to a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will
write an outline, or other graphic organizer, that summarizes the thesis, reasons, evidence/supporting details, and
conclusion, and how the information will be organized within the essay.
Note: Disregard errors in grammar and mechanics for the purpose of meeting this goal.
- Given a written (circle: expository, narrative) essay prompt and an outline that (circle: was, was not) written by the
student, the student will write an introduction paragraph that includes a thesis statement and a summary of the
reasons or events that will be presented.
Note: If reading is an area of weakness, the teacher may read the prompt and outline to the student. Disregard errors
in grammar and mechanics for the purpose of meeting this goal.
- Given a written (circle: expository, narrative) essay prompt and an outline and introduction that (circle: were, were
not) written by the student, the student will write a body paragraph that includes at least three reasons/events that
support the thesis of the essay, and includes an elaboration, or supporting detail, after each main reason/event.
Note: If reading is an area of weakness, the teacher may read the prompt, outline, and introduction to the student.
Disregard errors in grammar and mechanics for the purpose of meeting this goal.
- Given a written (circle: expository, narrative) essay prompt and an outline and introduction that (circle: were, were
not) written by the student, the student will write a body paragraph that uses conjunctions and/or transition words
before each of the three reasons/events provided that support the thesis of the essay, and includes an elaboration, or
supporting detail, after each main reason/event.
Note: If reading is an area of weakness, the teacher may read the prompt, outline, and introduction to the student.
Disregard errors in grammar and mechanics for the purpose of meeting this goal.
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- Given a written (circle: expository, narrative) essay prompt and an outline and introduction and body paragraphs that
(circle: were, were not) written by the student, the student will write a conclusion paragraph that summarizes the
information presented and re-states the thesis of the essay.
Note: If reading is an area of weakness, the teacher may read the prompt, outline, and introduction and body
paragraphs to the student. Disregard errors in grammar and mechanics for the purpose of meeting this goal.
- Given a written (circle: expository, narrative) paragraph that (circle: was, was not) written by the student and includes
informal language that resembles "talk written down," the student will revise, or re-write, the paragraph and replace
each usage of informal language with more formal written language with no more than ____ informal phrases
remaining.
Example: Revise "So that's why I love it. I mean, I play it like every day." to "These are three reasons that soccer is
my favorite game, and why I enjoy playing it as often as I can."

Grammar and Mechanics

Annual Goal
- In response to a written (circle: expository, narrative) essay prompt that is read aloud to the student, the student will
write, revise, and edit the essay with no more than ____ errors in grammar and no more than ____ errors in mechanics
(spelling, capitalization, punctuation).
Short-Term Objectives
- Given a written (circle: expository, narrative), (circle: one, two, three, four, five) - paragraph essay/passage that
(circle: was, was not) written by the student and includes at least ____ grammar/syntax errors, the student will correct
grammar and syntax errors in the essay/passage with ____ percent accuracy.
- Given a written (circle: expository, narrative), (circle: one, two, three, four, five) - paragraph essay/passage that
(circle: was, was not) written by the student and includes at least ____ mechanics (spelling, capitalization,
punctuation) errors, the student will correct all mechanics errors in the essay/passage with ____ percent accuracy.
Note: Use of a dictionary or similar resource may be permitted for correcting spelling errors.
- Given a written (circle: expository, narrative), (circle: one, two, three, four, five) - paragraph essay/passage that
(circle: was, was not) written by the student, the student will listen and follow along as the essay is read aloud, one
sentence at a time, and identify (circle) grammar and syntax errors, including word omissions, incorrect/omitted word
endings, awkward sentence structure, etc. with no more than ____ errors.
Note: Students who demonstrate strong listening comprehension and oral expression (syntax) skills may benefit most
from this activity.
- Given a written (circle: expository, narrative), (circle: one, two, three, four, five) - paragraph essay/passage that
(circle: was, was not) written by the student, the student will read the essay aloud and identify (circle) grammar and
syntax errors, including word omissions, incorrect/omitted word endings, awkward sentence structure, etc. with no
more than ____ errors.
Note: Students who demonstrate strong reading and oral expression (syntax) skills may benefit most from this
activity.
- Given a written (circle: expository, narrative), (circle: one, two, three, four, five) - paragraph essay/passage that
(circle: was, was not) written by the student, the student will read the essay aloud/silently and identify (circle)
mechanics errors, including spelling, punctuation, and capitalization with no more than ____ errors.
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Pseudoword Decoding

Mis-Sequence of Sounds
Items with Errors: 9, 11
Annual Goal
- Given a list of ____ (circle/enter: one, two, three, ____) -syllable words, the student will read the list aloud with no
more than ___ sequencing errors.
Short-Term Objectives
- Given ____ (circle: one, two) -syllable words, with each word presented with a space between the letters/letter groups
(or shown on separate cards), the student will read each phoneme separately, and then read the whole word with no
more than ____ sequencing errors.
Letter card examples: [a][v][oi][d], [th][u][n][d][er], [t][i][m][i][d]
- Given ____ (circle/enter: one, two, three, ____) -syllable words, with each word presented with a space between the
syllables (or shown on separate cards), the student will read each syllable separately, and then read the whole word
with no more than ____ sequencing errors.
Syllable card examples: [for][est], [thun][der], [tim][id], [de][ci][sion], [mul][ti][pli][ca][tion]
- Given a list of ____ sentences from a ____ reading level text, the student will read the sentences aloud with no more
than ____ sequencing errors.
- Given a/an (circle: expository/narrative) passage at a ____ reading level, the student will read the passage aloud with
no more than ____ sequencing errors.

Numerical Operations

Subtraction With Three-Digit Numbers

Items with Errors: 25
Annual Goal
- Given ____ written problems (presented vertically) requiring subtraction of a three-digit number from another
three-digit number (circle: with, without) regrouping/borrowing, the student will write the answers with no more than
____ errors.
Short-Term Objectives
- Given ____ written problems (presented vertically) requiring subtraction of a two-digit number from a three-digit
number (circle: with, without) regrouping/borrowing, the student will write the answers with no more than ____
errors.
- Given ____ written problems (presented vertically) requiring subtraction of a single-digit number from a three-digit
number (circle: with, without) regrouping/borrowing, the student will write the answers with no more than ____
errors.
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Multiplication With Single-Digit Numbers

Items with Errors: 28
Annual Goal
- Given ____ written problems presented (circle: horizontally, vertically) in which two single-digit numbers are
multiplied, the student will write the answers with no more than ____ errors.
Short-Term Objective
- Given ____ oral problems requiring multiplication of two single-digit numbers, the student will listen to the numbers
spoken aloud (pausing between numbers), and then say the answers with no more than ____ errors.

Multiplication With Two-Digit Numbers

Items with Errors: 27
Annual Goal
- Given ____ written problems in which two two-digit numbers are multiplied (circle: with, without)
regrouping/borrowing, the student will write the answers with no more than ____ errors.
Short-Term Objective
- Given ____ written problems (presented vertically) in which a two-digit number is multiplied with a single-digit
number (circle: with, without) regrouping/borrowing, the student will write the answers with no more than ____
errors.

Division
Items with Errors: 26
Annual Goal
- Given ____ written problems, presented in (circle: horizontal, vertical/long division) format, requiring division of a
two-digit number by a single-digit number with no remainders in the quotient, the student will write the answers with
no more than ____ errors.
Short-Term Objective
- Given ___ written problems, presented in (circle: horizontal, vertical/long division) format, requiring division of a
single-digit number by another single-digit number with no remainders in the quotient, the student will write the
answers with no more than ____ errors.

Regrouping
Items with Errors: 25, 27
Annual Goal
- Given ____ written (circle: two-digit, three-digit, four-digit), (circle: addition, subtraction, multiplication, division)
problems, requiring the student to use regrouping to solve the problem, the student will write the solutions with no
more than ____ errors.
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Short-Term Objective
- Given ____ written (circle: addition, subtraction, multiplication, division) problems, requiring the student to use
regrouping to solve the problem, the student will use base-ten blocks to solve the problems and (circle: write, say) the
solutions with no more than ____ errors.

Oral Reading Fluency

Fluency
Annual Goal
- The student will read aloud a/an (circle: expository, narrative) passage at a ____ reading level at ____ correct words
per minute with no more than ____ errors.
Note: Published norms and school districts vary regarding the expected number of words that students in each grade
should read correctly per minute. The following information is provided as a general guideline:
By the end of each grade level below, students are expected to be able to read (aloud) approximately:
1st grade: 60 correct words per minute
2nd grade: 90 correct words per minute
3rd grade: 114 correct words per minute
4th grade: 135 correct words per minute
5th grade: 150 correct words per minute
Short-Term Objectives
- Given ____ phrase cards (cards with short phrases printed on them) that the teacher holds and flips through as the
student reads aloud, providing immediate feedback when a reading error occurs, the student will correctly read the
phrase on each card aloud, and will reduce the time it takes to read the phrase cards correctly from ____ to ____
seconds.
Phrase examples: under the car; over the house; into the room; next to the dog; across the river
Note: Phrases may begin with prepositional phrases and gradually expand to include participial, gerund, and
infinitive phrases.
- The student will silently read ____ short declarative sentences containing true and false statements, and circle T or F
to indicate true or false after each statement with no more than ____ errors and reduce the time it takes to complete the
task from ____ to ____ seconds.
Sentence examples: A bird has wings. Snow is hot. Blue is a color. Ducks have four legs.
- Given a/an (circle: expository, narrative) passage at a ____ reading level, the student will read the passage aloud
several times (repeated reading), receiving feedback from the teacher as needed to indicate when a reading error
occurs, and will read at least ____ correct words per minute.
Note: Feedback from the teacher to indicate when a reading error occurs may be verbal (e.g., "oops") or nonverbal
(e.g., tap a pencil).

End of Report