Test Results, Analysis, and Recommendations

The next step was to determine raw scores, by filling in the blanks of a scoring sheet after following scoring directions.  Once completed by section, I entered these results in the spaces provided in a computer program designed to convert raw scores to standard, and within seconds a report was generated that gave the Standard Scores, as well as Age Equivalent (which my school used), Grade Equivalent, and other information. 

Prior to my giving the WIAT-II, the school psychologist had been performed a complete psychological evaluation that resulted in a full-scale IQ.  This was to be used in the next assessment phase.  Unfortunately, I would be unable to participate in this next aspect of evaluation.  The school year was rapidly ending, this next process had to be completed while staff was still available, and I had my own classes to conduct.  The process, as described to me, used a Regression Chart, and a specific starting value on the chart of 55, the base of the upper functioning MR range. Jessie’s IQ and Standardized Scores were combined to establish whether there was a need for IEP goals to be written in particular disciplines.  My decidedly amateurish interpretation based on just the age-level results and observations of Jessie’s difficulties while taking the test led me to suspect that goals would be written in all areas.  I would have recommended paraprofessional support when feasible, emphasis on organizational skills, and a very careful watch of Jessie’s socialization at the high school.  Having an older sister to help was a dual-edged sword; her sister was popular, and had several boyfriends. This was an area of great interest to Jessie already – one hoped it would not become a problem.

The school psychologist, in concert with the eighth grade special education teacher, interpreted the converted information.  Within two days, they wrote Jessie’s new IEP goals. I learned that though there is a “cut-off” for goals (a number above or below that determined the necessity for them to be written) that this operation could employ professional judgment when the cut-off numbers and those generated by the assessment were very close.  While I was not shown their results (due to the necessity of delivering the information quickly to the high school), I was told that  in the fall Jessie will be attending school with IEP goals created in all areas: reading, mathematics, and writing, and support was provided for the areas of concern that I had noted.