awtyteacherpwellen.weebly.com · Web viewThroughout Caroline’s school years, she enjoyed academic challenges. She was interested in finding out if there was a reason she was not

Wellen

Houston Baptist University EDSP 6344

7015 FondrenHouston, Texas 77040

FULL AND INDIVIDUAL EVALUATION

Demographic Data

Client Name: Caroline Wellen Parents/Guardians: AdultGrade: Adult- Not in

SchoolAddress: 1234 Houston, 77123

Date of Birth: May 12, 1970 Email Address: [email protected]: 45 years, 8 months Phone Number: 713-123-1234Gender: Female Date of Report: July 1, 2015

Reason for Full and Individual Evaluation

This Full and Individual Evaluation (FIE) represents a multidisciplinary evaluation conducted by a team of professionals. The purpose of this FIE is to: (a) describe Caroline’s strengths and weaknesses and present levels of performance/functioning across multiple areas and (b) make recommendations regarding advancement in her occupation.

Background Information

Throughout Caroline’s school years, she enjoyed academic challenges. She was interested in finding out if there was a reason she was not given a promotion at her annual review. She completed college at Southwestern University in 1993. She is currently employed as a 4th grade school teacher. She loves teaching and helping others. She enjoys reading and doing activities with her teenage son.

Sources of Evaluation Data

Standardized evaluation procedures were followed. Caroline was tested in her home. This environment was generally quiet and conducive to an environment appropriate for testing. During the administration of The WJ IV Tests of Achievement, Cognitive, and Oral Language Caroline was quite cooperative. She was attentive to the tasks and had an appropriate energy level for her age. She appeared at-ease and comfortable. She responded promptly, but carefully to questions. She generally persisted with difficult tasks. On the timed tests she seemed to enjoy the adrenalin rush to a fixed amount of time to complete the task.

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Sources of Evaluation Data

Sources of Information Informant/Position Dates

Parent/Adult Information Lois Wellen June 2, 2015

Adult Observation/Interview Pamela Wellen, Educational Diagnostician

June 2, 2015

Review of School Records Pamela Wellen, Educational Diagnostician

June 2, 2015

Vision/Hearing Screening Pamela Wellen, Educational Diagnostician

June 2, 2015

Woodcock-Johnson Tests of Cognitive Abilities- Fourth Edition (W-J IV Cognitive)

Pamela Wellen, Educational Diagnostician

June 2, 2015

Woodcock-Johnson Tests of Achievement- Fourth Edition (W-J IV Achievement)


June 2, 2015

Woodcock-Johnson-Tests of Oral Language – Fourth Edition (W-J IV Oral)


June 2, 2015

Review of Educational Records

Caroline has never been previously tested. At Southwestern she was always on the Dean’s Honor Roll. She graduated Summa cum laude.

Speech/Language

Evaluation of Caroline’s language consisted of informal and formal assessments of language proficiency in both the receptive and expressive domains. Caroline’s language proficiency on the Woodcock-Johnson IV Tests of Achievement - Fourth Edition (WJ IVACH) when compared with same age peers may be regarded in the noted domains as:

Listening Comprehension: AverageOral Expression: Average

Caroline expresses herself best in oral speech. Language functioning was observed during the evaluation and it was determined that Caroline expresses herself best in oral speech. Caroline easily engages in informal conversation. She has intelligible speech and is able to make her needs known to others. Her dominant language is English.

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Caroline was able to follow instructions for testing and did engage in appropriate conversation. She was able to take turns during conversation and remained on topic. All evaluation instruments and procedures were administered in her dominant language.

Physical Information

Physical conditions that may directly affect Caroline’s ability to profit from the work place setting were considered. Caroline’s hearing appeared to be within normal limits without correction. Her vision screening indicated her vision was 20/20 with her glasses. She did not exhibit any signs of health or medical problems. She does not take any prescription medication.

She does not appear to have physical conditions that must be considered in the provision of employment. Analysis of the noted evaluations, interviews, and observations indicate that Caroline can function in physical tasks at her place of employment.

Sociological

Sociological data concerning Caroline’s family and community environment that may influence learning/behavior patterns were considered. She lives with her teenage son. They have a great open relationship. Caroline has one adopted brother and one adopted sister. She is very close to her mother and father. Caroline’s parents live in Houston and her brother lives in Cleveland, Ohio and her sister lives in Burleson, Texas. Caroline appears to have a positive relationship with her family. Based on current data, sociological factors do not appear to adversely affect Caroline’s learning and behavior patterns to a degree that would impede her learning and/or work success.

Emotional/Behavioral

The evaluation of Caroline’s emotional and behavioral factors consisted of identifying those characteristics of behaviors, which may impact her job performance. During the WJ IV tests of Achievement, Cognitive, and Oral Language Caroline was cooperative, polite, respectful, and independent and motivated to participate.

Intellectual

An intelligence test was administered in order to assess Caroline’s general range of intellectual functioning and to determine current cognitive strengths and weaknesses. The Woodcock-Johnson Tests of Cognitive Abilities- Fourth Edition (WJ IV COG) is a battery of carefully engineered tests for measuring cognitive abilities and related aspects of cognitive functioning. In all, 18 tests are contained in the standard battery and extended battery. Some WJ IV COG tests are appropriate for individuals as young as 24 months, and all of the tests can be used with individuals from 5 to 95 years of age. Most of the scores generated through the administration of the WJ-IV COG reveal that Caroline’s overall intellectual ability is in the Advance range.

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On the WJ IV COG, the broad ability clusters were designed to provide breadth among the different narrow abilities within each broad CHC factor. Each component test was designed to contribute a different aspect to the broad ability. The tests combine to form clusters for interpretive purposes. Caroline was administered eighteen (18) tests. These tests represent seven (7) broad CHC factors --Comprehension-Knowledge (Gc), Long-Term Retrieval (Glr), Visual-Spatial Thinking (Gv), Auditory Processing (Ga), Fluid Reasoning (Gf), Processing Speed (Gs), and Short-Term Memory (Gsm) to obtain his cognitive ability scores. The test scores are reported as age-correlated standard scores. The test scores are scaled to a metric with a mean of 100 and a standard deviation of 15.

Caroline’s performance on these cluster scores are interpreted by the W Difference value and the Relative Proficiency Index (RPI). The W Difference value is derived from the W score which provides a common scale of equal interval measurement that represents both a person’s ability and the task difficulty. It represents the difference between a person’s ability and the task difficulty. W Difference values between -7 and -51 and below indicate that tasks in specific areas will be difficult to impossible for individuals that obtain these scores. It is useful for the measurement of growth. The Relative Proficiency Index (RPI) predicts an individual’s level of proficiency on tasks that typical age- or grade-peers would perform with 90% proficiency. For example, and RPI of 55/90 on the Calculation test would indicate that, on similar math tasks, the individual would demonstrate 55% proficiency, whereas average age- or grade-peers would demonstrate 90% proficiency. RPIs are based on the W scale. RPI scores of 81/90 and below indicate that tasks in specific areas will be difficult to impossible for individuals that obtain these scores.

General Intellectual Abilities Tests

General Intellectual Ability Scale (GIA) represents the first principal component, or single g factor, accounting for the most variance in overall performance on the tests that comprise the scale. The score will often be the best single-score predictor of various global criteria such as overall school achievement or other life outcomes that have some relationship to cognitive ability. It is comprised of seven tests. Oral Vocabulary measures acquired knowledge, or comprehension-knowledge. It includes two subtests: Synonyms and Antonyms. Each subtest measures an aspect of vocabulary knowledge of spoken English. The Synonyms test requires the examinee to listen to a word and then provide an appropriate word with the same or a similar meaning. The Antonyms test requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. Caroline would say to herself the definition of the word than say the opposite. Number Series involves the examinee to look at a series of numbers with one number missing in the series. The examinee must determine the missing number. As the task became more difficult Caroline softly said the pattern to herself before she responded. Verbal Attention, measures the ability necessary for efficient working memory – attentional control, or what is often called controlled executive function. The examinee is required to listen to an intermingled series of animals and digits, then attempts to reorder the information repeating the animal first and then the numbers in sequential order. Letter Pattern Matching is a perceptual speed tasks. It measures cognitive efficiency, which is the speed

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at which an individual can make visual symbol discriminations. Phonological Processing is cognitive complex auditory process (Ga) task that includes speed of lexical access. Story Recall measures memory, a narrow ability of long-term retrieval (Glr) as well as some aspects of oral language development. The task requires the examinee to recall increasingly complex stories that are presented from an audio recording. After listening to a passage, the individual is asked to recall as many details of the story as he or she can remember. Caroline was very dramatic as she listened to the story. Visualization includes two subtests: Spatial Relations and Block Rotation. Each subtest measures a different aspect of visual processing. Spatial Relations requires the examinee to identify the two or three pieces that form a complete target shape. The item difficulty increases as the pieces that form the shape are flipped, rotated, and become more similar in appearance. The Block Rotation task requires the examinee to identify the two block patterns that match the target pattern. Caroline tried to relate the shape to an object she knew.

Caroline obtained a General Intellectual Ability score (GIA) of 131, which in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 20. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 127-134 using the 68% band. This means that her score on any given day would be in the 127-134.

For Oral Vocabulary, Caroline obtained a standard score of 132, which in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 127-138 using the 68% band. This means that her score on any given day would be in the 127-138 range.

For Number Series, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s

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performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 120-131 using the 68% band. This means that her score on any given day would be in the 120-131 range.For Verbal Attention test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-124 using the 68% band. This means that her score on any given day would be in the 113-124.

For Letter-Pattern Matching, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 81st percentile rank. This means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 27 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-120 using the 68% band. This means that her score on any given day would be in the 106-120 range.

For Phonological Processing, Caroline obtained a standard score of 127, which in the Superior range of intellectual functioning. This score is in the 96th percentile rank. This means that Caroline performed as well as or better than 96% of adults in her norm group and not as well as the remaining 4%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 21. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-134 using the 68% band. This means that her score on any given day would be in the 119-134 range.

For Story Recall, Caroline obtained a standard score of 121, which in the Superior range of intellectual functioning. This score is in the 92nd percentile rank. This means that Caroline performed as well as or better than 92% of adults in her norm group and not as well as the remaining 8%. Caroline’s age equivalent for this measure is greater than 23 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index

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(RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-126 using the 68% band. This means that her score on any given day would be in the 116-126 range.

For Visualization, Caroline obtained a standard score of 105, which in the Average range of intellectual functioning. This score is in the 62nd percentile rank. This means that Caroline performed as well as or better than 62% of adults in her norm group and not as well as the remaining 38%. Caroline’s age equivalent for this measure is greater than 28 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Average to Advance. The W Difference value for this measure is 4. The Relative Proficiency Index (RPI) for this measure is 93/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-109 using the 68% band. This means that her score on any given day would be in the 100-109 range.

Gf-Gc Composite

Gf-Gc on the WJ IV COG is used as an estimate of potential in an ability-achievement discrepancy procedure to determine the presence of a learning disability. By removing tests that involve the lower-level, less complex abilities, which are frequently the root cause of a learning disability, this cluster can provide a better estimate of academic potential. The Gf-Gc composite is comprised of 4 tests: Oral Vocabulary, Number Series, General Information, and Concept Formation. This cluster is designed to be an estimate of intellectual ability based on the two highest-orders (g-loaded or g-saturated factors: comprehension-knowledge (Gc) and fluid reasoning (Gf). Oral Vocabulary measures acquired knowledge, or comprehension-knowledge. It includes two subtests: Synonyms and Antonyms. Each subtest measures an aspect of vocabulary knowledge of spoken English. The Synonyms test requires the examinee to listen to a word and then provide an appropriate word with the same or a similar meaning. The Antonyms test requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. Caroline would say to herself the definition of the word than say the opposite. Number Series involves the examinee to look at a series of numbers with one number missing in the series. The examinee must determine the missing number. Caroline would say to herself the definition of the word than say the opposite. Concept Formation is the standard test that measure Fluid Reasoning. Analysis-Synthesis is the extended test that measures Fluid Reasoning. Number Series involves the examinee to look at a series of numbers with one number missing in the series. The examinee must determine the missing number. As the task became more difficult Caroline softly said the pattern to herself before she responded. Concept Formation involves categorical reasoning based on principles of inductive logic and an aspect of executive processing – flexibility in thinking when required to shift one’s mental set frequently. This test requires the individual to examine a stimulus set and then formulate a rule that applies to the item(s). Analysis Synthesis involves a miniature system of mathematics, although this is this is not

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pointed out to the examinee. The test also contains some of the features involved in using symbolic formulations and other fields, such as chemistry and logic. The examinee is given instructions on how to perform increasing complex procedures. General Information measures lexical knowledge, language development, and general (verbal) information. This task requires the examinee to listen to a question and retrieve word(s) to answer the question. Picture Vocabulary measured Caroline’s oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less and less frequently in the environment. .

Caroline obtained a standard scored on the Gf-Gc of 131, which is in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 27. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 126-136 using the 68% band. This means that her score on any given day would be in the 126-136.


For Number Series, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that

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her score falls in the confidence band of 120-131 using the 68% band. This means that her score on any given day would be in the 120-131 range.

For General Information, Caroline obtained a standard score of 112, which in the High Average range of intellectual functioning. This score is in the 78th percentile rank. This means that Caroline performed as well as or better than 78% of adults in her norm group and not as well as the remaining 22%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-117 using the 68% band. This means that her score on any given day would be in the 106-117 range.

For Concept Formation, Caroline obtained a standard score of 129, which in the Superior range of intellectual functioning. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 23 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-141 using the 68% band. This means that her score on any given day would be in the 116-141 range.

Comprehension-Knowledge (Gc) measures the breadth and depth of a person’s acquired knowledge, the ability to communicate one’s knowledge and ability to reason using previous learned experiences or procedures. The test of Comprehension-Knowledge (Gc) measures includes two tests Oral Vocabulary and General Information and one extended test Picture Vocabulary. Oral Vocabulary measures acquired knowledge, or comprehension-knowledge. It includes two subtests: Synonyms and Antonyms. Each subtest measures an aspect of vocabulary knowledge of spoken English. The Synonyms test requires the examinee to listen to a word and then provide an appropriate word with the same or a similar meaning. The Antonyms test requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. Caroline would say to herself the definition of the word than say the opposite. General Information measures lexical knowledge, language development, and general (verbal) information. This task requires the examinee to listen to a question and retrieve word(s) to answer the question. Picture Vocabulary measures oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. It is a primarily expressive language task at a single-word level. The items become increasingly difficult as the selected pictures appear less frequently in the environment.

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Caroline obtained a standard score on the Comprehension-Knowledge (Gc) of 122, which in the Superior range of intellectual functioning. This score is in the 93rd percentile rank. This means that Caroline performed as well as or better than 93% of adults in her norm group and not as well as the remaining 7%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 21. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 118-126 using the 68% band. This means that her score on any given day would be in the 118-126.

For Oral Vocabulary, Caroline obtained a standard score of 132, which in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 127-138 using the 68% band. This means that her score on any given day would be in the 127-138 range. She would say to herself the definition of the word than say the opposite.

For General Information, Caroline obtained a standard score of 112, which in the High Average range of intellectual functioning. This score is in the 78th percentile rank. This means that Caroline performed as well as or better than 78% of adults in her norm group and not as well as the remaining 22%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-117 using the 68% band. This means that her score on any given day would be in the 106-117 range.

For Picture Vocabulary, Caroline obtained a standard scored of 101; which is in the Average range of intellectual functioning. This score is in the 52nd percentile rank, which means Caroline performed as well as or better than 52% of adults in her norm group and not as well as the remaining 48%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Average. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 1. The Relative Proficiency Index (RPI) for this measure is 91/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test

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indicated that her score falls in the confidence band of 95-107 using the 68% band. This means that her score on any given day would be in the 95-107 range.

Fluid Reasoning

Fluid Reasoning (Gf) measures the ability to reason, form concepts, and solve problems using unfamiliar information or new procedures. Number Series and Concept Formation are the standard tests that measure Fluid Reasoning. Analysis-Synthesis is the extended test that measures Fluid Reasoning. Number Series involves the examinee to look at a series of numbers with one number missing in the series. The examinee must determine the missing number. As the task became more difficult As the task became more difficult Caroline softly said the pattern to herself before she responded. Concept Formation involves categorical reasoning based on principles of inductive logic and an aspect of executive processing – flexibility in thinking when required to shift one’s mental set frequently. This test requires the individual to examine a stimulus set and then formulate a rule that applies to the item(s). Analysis Synthesis involves a miniature system of mathematics, although this is this is not pointed out to the examinee. The test also contains some of the features involved in using symbolic formulations and other fields, such as chemistry and logic. The examinee is given instructions on how to perform increasing complex procedures.

Caroline obtained a standard score on the Fluid Reasoning of 132, which in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 32. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 124-140 using the 68% band. This means that her score on any given day would be in the 124-140 range.

Caroline obtained an extended score on the Fluid Reasoning of 128, which in the Superior range of intellectual functioning. This included one more test, Analysis-Synthesis. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 27. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 122-134 using the 68% band. This means that her score on any given day would be in the 122-134 range.

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For Number Series, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 120-131 using the 68% band. This means that her score on any given day would be in the 120-131 range.

For Concept Formation, Caroline obtained a standard score of 129, which in the Superior range of intellectual functioning. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 23 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-141 using the 68% band. This means that her score on any given day would be in the 116-141 range.

For Analysis-Synthesis, Caroline obtained a standard score of 115, which in the High Average range of intellectual functioning. This score is in the 84th percentile rank. This means that Caroline performed as well as or better than 84% of adults in her norm group and not as well as the remaining 16%. Caroline’s age equivalent for this measure is greater than 19 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 110-120 using the 68% band. This means that her score on any given day would be in the 110-120.

Short-Term Memory (Gwm) measures the ability to apprehend and hold information in immediate awareness and then use it within a few seconds. Short-term Working Memory (Gwm) is comprised of two tests Verbal Attention and Numbers Reversed and one extended test Object Number Sequencing. Verbal Attention, measures the ability necessary for efficient working memory – attentional control, or what is often called controlled executive function. The examinee is required to listen to an intermingled series of animals and digits, then attempts to reorder the information repeating the animal first and then the numbers in sequential order. Numbers Reversed, which measures short-term memory span, and requires the individual to hold a span of numbers in immediate

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memory while performing a mental operation on it by reciting the numbers in reverse order. Caroline said the numbers in order than reversed the numbers Object-Number Sequencing can also be classified as a measure of working memory capacity. The examinee is asked to listen to a series of digits and words on the audio recording, such as “dog, 1, shoe, 8, 2, apple.” The examinee then attempts to reorder the information, repeating the objects first in sequential order and then the digits in sequential order. Caroline repeated the audio in the exact order as she heard them, and then followed the directive of the audio. She solved some problems quickly and easily while most others were very difficult.

Caroline’s obtained a standard score of 110, on her Short-Term Working Memory (Gwm) which is in the Average range of intellectual functioning. This score is in the 75th

percentile rank. This means that Caroline performed as well as or better than 75% of adults in her norm group and not as well as the remaining 25%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 10. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Within Normal Limits to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-114 using the 68% band. This means that her score on any given day would be in the 106-114. Caroline enjoyed this test at first, then she started pacing and she seemed to become frustrated. Despite her frustration, her standard score was in the Average range. Caroline enjoyed this test at first, then she started pacing and she seemed to become frustrated. Despite her frustration she still did scored in the Average range.

Caroline’s obtained an extended score of 108, on her Short-Term Working Memory (Gwm) which is in the Average range of intellectual functioning. This score is in the 71st

percentile rank. This means that Caroline performed as well as or better than 71% of adults in her norm group and not as well as the remaining 29%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 8. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Within Normal Limits to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 105-112 using the 68% band. This means that her score on any given day would be in the 105-112 Caroline enjoyed this test at first, then she started pacing and she seemed to become frustrated. Despite her frustration, her standard score was in the Average range. Caroline enjoyed this test at first, then she started pacing and she seemed to become frustrated. Despite her frustration she still did scored in the Average range.

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For Verbal Attention test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-124 using the 68% band. This means that her score on any given day would be in the 113-124.. For the Numbers Reversed test, Caroline obtained a standard score of 100, which in the Average range of intellectual functioning. This score is in the 51st percentile rank. This means that Caroline performed as well as or better than 51% of adults in her norm group and not as well as the remaining 49%. Caroline’s age equivalent for this measure is that of someone 20 years of age. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 0. The Relative Proficiency Index (RPI) for this measure is 90/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 96-105 using the 68% band. This means that her score on any given day would be in the 96-105.

For the Object Number Sequencing Test, Caroline obtained a standard score of 103, which in the Average range of intellectual functioning. This score is in the 58st percentile rank. This means that Caroline performed as well as or better than 58% of adults in her norm group and not as well as the remaining 42%. Caroline’s age equivalent for this measure is that of someone greater than 30 years of age. Caroline’s level of development and functionality on these tasks is Within Normal Limits. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 4. The Relative Proficiency Index (RPI) for this measure is 93/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of using 98-108 the 68% band. This means that her score on any given day would be in the 98-108.

Processing Speed (Gs) measures the ability to perform automatic cognitive tasks, as an aspect of cognitive efficiency. Letter Pattern Matching and Pair Cancelation measures Processing Speed (Gs). The Letter Pattern Matching is a perceptual speed tasks. It measures cognitive efficiency, which is the speed at which an individual can make visual symbol discriminations. The examinee is asked to locate and circle the two identical letter patterns. This task proceeds in difficulty from single letters to four-letter patterns and has a 3-minute time limit. Pair Cancellation provides information about executive processing, attention/concentration and processing speed (Gs) abilities.

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Caroline’s obtained an extended score of 121, on her Processing Speed (Gs), which is in the Superior range of intellectual functioning. This score is in the 92nd percentile rank. This means that Caroline performed as well as or better than 92% of adults in her norm group and not as well as the remaining 8%. Caroline’s age equivalent for this measure is greater than 25 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 28. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-125 using the 68% band. This means that her score on any given day would be in the 116-125 range.

For Letter Pattern Matching, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 81st percentile rank. This means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 27 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-120 using the 68% band. This means that her score on any given day would be in the 106-120 range.

For Pair Cancellation, Caroline obtained a standard score of 124, which in the Superior range of intellectual functioning. This score is in the 94 th percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. Caroline’s age equivalent for this measure is greater than 24 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 38. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-128 using the 68% band. This means that her score on any given day would be in the 119-128 range.

Auditory Processing (Ga) measures the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to perceive and manipulate speech sounds and abilities of phonological awareness related to early reading and spelling performance. Phonological Processing and Nonword Repetition are tests that measure Auditory Processing. Phonological Processing is cognitive complex auditory process (Ga) task that includes speed of lexical access. Nonword Repetition is a cognitively complex measure of phonological processing.

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Caroline’s obtained an extended score of 115, on her Auditory Processing (Ga), which is in the High Average range of intellectual functioning. This score is in the 85 th percentile rank. This means that Caroline performed as well as or better than 85% of adults in her norm group and not as well as the remaining 15%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 110-121 using the 68% band. This means that her score on any given day would be in the 110-121 range.

For Phonological Processing, Caroline obtained a standard score of 127, which in the Superior range of intellectual functioning. This score is in the 96th percentile rank. This means that Caroline performed as well as or better than 96% of adults in her norm group and not as well as the remaining 4%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 21. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-134 using the 68% band. This means that her score on any given day would be in the 119-134 range.

For Nonword Repetition, Caroline obtained a standard score of 102, which in the High Average range of intellectual functioning. This score is in the 55th percentile rank. This means that Caroline performed as well as or better than 55% of adults in her norm group and not as well as the remaining 45%. Caroline’s age equivalent for this measure is that of an individual who is 28 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 2. The Relative Proficiency Index (RPI) for this measure is 92/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 97-106 using the 68% band. This means that her score on any given day would be in the 97-106 range.

Long-term Retrieval (Glr) measures the ability to store information and retrieve it later. Story Recall and Visual-Auditory Learning tests measure Long-Term Retrieval. The Story Recall measures memory, a narrow ability of long-term retrieval (Glr) as well as some aspects of oral language development. The task requires the examinee to recall increasingly complex stories that are presented from an audio recording. After listening to a passage, the individual is asked to recall as many details of the story as he or she can remember. Caroline was very dramatic as she listened to the story. Caroline was very

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dramatic as she listened to the story The Visual-Auditory Learning test measures associative and meaningful memory. The examinee learns and recalls rebuses (pictographic representations of words) that begin as phrases and then sentences that increase in length and complexity.

Caroline obtained a standard scored on the Long-term Retrieval (Glr) of a 128, which is in the Superior range of intellectual functioning. This score is in the 97 th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 21 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 122-134 using the 68% band. This means that her score on any given day would be in the 122-134 range. For Story Recall, Caroline obtained a standard score of 121, which in the Superior range of intellectual functioning. This score is in the 92nd percentile rank. This means that Caroline performed as well as or better than 92% of adults in her norm group and not as well as the remaining 8%. Caroline’s age equivalent for this measure is greater than 23 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-126 using the 68% band. This means that her score on any given day would be in the 116-126 range.

For Visual-Auditory Learning, Caroline obtained a standard score of 128, which in the Superior range of intellectual functioning. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 19 years old. Caroline’s level of development and functionality on the tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 24. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 120-135 using the 68% band. This means that her score on any given day would be in the 120-135 range.

Visual-Spatial Thinking (Gv) measures the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations. Visualization and Picture Recognition measures Visual-Spatial Thinking (Gv). Visualization includes two subtests: Spatial Relations and Block Rotation. Each subtest measures a different aspect of visual processing. Spatial Relations requires the examinee

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to identify the two or three pieces that form a complete target shape. The item difficulty increases as the pieces that form the shape are flipped, rotated, and become more similar in appearance. Caroline tried to relate the shape to an object she knew. The Block Rotation task requires the examinee to identify the two block patterns that match the target pattern. Caroline tried to relate the shape to an object she knew. Picture Recognition (visual memory for objects or pictures) and required her to recognize a subset of previously presented pictures within a field of distracting pictures. The difficulty of the items increases as the number of pictures in the stimulus set increases.

Caroline obtained a standard score on the Visual-Spatial Thinking (Gv) of 129, which in the Superior range of intellectual functioning. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 118-139 using the 68% band. This means that her score on any given day would be in the 118-139 range.

For Visualization, Caroline obtained a standard score of 105, which in the Superior range of intellectual functioning. This score is in the 62nd percentile rank. This means that Caroline performed as well as or better than 62% of adults in her norm group and not as well as the remaining 38%. Caroline’s age equivalent for this measure is greater than 28 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Average. The W Difference value for this measure is 4. The Relative Proficiency Index (RPI) for this measure is 93/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-109 using the 68% band. This means that her score on any given day would be in the 100-109 range.

For Picture Recognition, Caroline obtained a standard score of 144, which in the Very Superior range of intellectual functioning. This score is >99th percentile rank. This means that Caroline performed better than 99% of adults in her norm group and not as well as the remaining < 1%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 127-161 using the 68% band. This means that her score on any given day would be in the 127-161 range.

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Quantitative Reasoning

Quantitative Reasoning (Gf-Rq), a narrow ability of fluid reasoning, is the ability to reason inductively and deductively with numbers, mathematical relations, and operators. Number Series and Analysis-Synthesis measure Quantitative Reasoning (Gf-Rq). Number Series involves the examinee to look at a series of numbers with one number missing in the series. The examinee must determine the missing number. As the task became more difficult Caroline softly said the pattern to herself before she responded. Analysis Synthesis involves a miniature system of mathematics, although this is this is not pointed out to the examinee. The test also contains some of the features involved in using symbolic formulations and other fields, such as chemistry and logic. The examinee is given instructions on how to perform increasing complex procedures.

Caroline obtained a standard scored on the Quantitative Reasoning (Gf-Rq) of a 123, which is in the Superior range of intellectual functioning. This score is in the 94 th

percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. Caroline’s age equivalent for this measure is greater than 20 years old. Her level of development on these tasks is advanced. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 23. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-128 using the 68% band. This means that her score on any given day would be in the 119-128 range.

For Number Series, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 120-131 using the 68% band. This means that her score on any given day would be in the 120-131 range.

For Analysis-Synthesis, Caroline obtained a standard score of 115, which in the High Average range of intellectual functioning. This score is in the 84th percentile rank. This means that Caroline performed as well as or better than 84% of adults in her norm group and not as well as the remaining 16%. Caroline’s age equivalent for this measure is greater than 19 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for

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this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 110-120 using the 68% band. This means that her score on any given day would be in the 110-120.

Auditory Memory Span

Auditory Memory Span (Gwm-MS, is the ability to hold auditory information in immediate awareness. Memory for Words and WJ IV OL and Sentence Repetition comprises the measure Auditory Memory Span (Gwm-MS). The task requires the examinee to hold information in immediate awareness and then repeat that information in the correct sequence. Memory for Words measures short-term auditory working memory span (Gwm-MS). The examinee is asked to repeat lists of unrelated words in the correct sequence. Sentence Repetition measures the ability to remember and repeat single words, phrases, and sentences presented from the audio recording. In this task, the examinee uses sentence meaning to aid recall. This test primarily measures short-term working memory (Gwm).

Caroline obtained a standard scored on the Auditory Memory Span (Gwm-MS) of a 110, which is in the Average range of intellectual functioning. This score is in the 75th

percentile rank. This means that Caroline performed as well as or better than 75% of adults in her norm group and not as well as the remaining 25%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 13. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Within Normal Limits to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 105-115 using the 68% band. This means that her score on any given day would be in the 105-115 range.

For Memory for Words, Caroline obtained a standard score of 112, which in the High Average range of intellectual functioning. This score is in the 78th percentile rank. This means that Caroline performed as well as or better than 78% of adults in her norm group and not as well as the remaining 22%. Caroline’s age equivalent for this measure is greater than 28 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 17. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-118 using the 68% band. This means that her score on any given day would be in the 106-118.

For Sentence Repetition, Caroline obtained a standard score of 106, which in the Average range of intellectual functioning. This score is in the 65 th percentile rank. This means that Caroline performed as well as or better than 65% of adults in her norm group and not as well as the remaining 35%. Caroline’s age equivalent for this measure is greater than 30

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years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 9. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-112 using the 68% band. This means that her score on any given day would be in the 100-112.

Number FacilityNumber Facility (Gs-N) represents fluency with numbers, including number pattern comparisons and the ability to manipulate numbers in working memory. Numbers Reversed and Number-Pattern Matching measure Number Facility (Gs-N). Numbers Reversed, which measures short-term memory span, and requires the individual to hold a span of numbers in immediate memory while performing a mental operation on it by reciting the numbers in reverse order. Caroline said the numbers in order than reversed the numbers. Caroline said the numbers in order than reversed the numbers. Numbers-Pattern Matching is a test of processing speed (Gs)—more specifically, a measure of perceptual speed. This task measures an aspect of cognitive efficiency—the speed at which an individual can make visual symbol discriminations. The examinee is asked to locate and circle the two identical numbers in a row of six numbers. The difficulty of this task increases from single digit numbers to triple –digit numbers.

Caroline obtained a standard scored on the Number Facility (Gs-N) of a 113, which is in the Average range of intellectual functioning. This score is in the 81st percentile rank. This means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 108-119 using the 68% band. This means that her score on any given day would be in the 108-119 range.

For the Numbers Reversed test, Caroline obtained a standard score of 100, which in the Average range of intellectual functioning. This score is in the 51st percentile rank. This means that Caroline performed as well as or better than 51% of adults in her norm group and not as well as the remaining 49%. Caroline’s age equivalent for this measure is that of someone 20 years of age. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 0. The Relative Proficiency Index (RPI) for this measure is 90/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 96-105 using the 68% band. This means that her score on any given day would be in the 96-105.

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For Number-Pattern Matching, Caroline obtained a standard score of 122, which is in the Superior range of intellectual functioning. This score is in the 93rd percentile rank. This means that Caroline performed as well as or better than 93% of adults in her norm group and not as well as the remaining 7%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 27. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-129 using the 68% band. This means that her score on any given day would be in the 115-129.

Perceptual SpeedPerceptual Speed (Gs-P) is the ability to rapidly perform simple clerical tasks that use symbols, such as matching letters or numbers. Perceptual Speed is related to orthographic processing, an important ability for decoding and encoding. Letter-Pattern Matching and Number-Pattern Matching measure Perceptual Speed (Gs-P). Letter Pattern Matching is a perceptual speed tasks. It measures cognitive efficiency, which is the speed at which an individual can make visual symbol discriminations. Numbers-Pattern Matching is a test of processing speed (Gs)—more specifically, a measure of perceptual speed. This task measures an aspect of cognitive efficiency—the speed at which an individual can make visual symbol discriminations. The examinee is asked to locate and circle the two identical numbers in a row of six numbers. The difficulty of this task increases from single digit numbers to triple –digit numbers.

Caroline obtained a standard scored on the Perceptual Speed (Gs-P) of a 119, which is in the Average range of intellectual functioning. This score is in the 90 th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 21 years old. Her level of development on these tasks is Advanced. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-125 using the 68% band. This means that her score on any given day would be in the 114-125 range.

For Letter-Pattern Matching, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 81st percentile rank. This means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 27 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this

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measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-120 using the 68% band. This means that her score on any given day would be in the 106-120 range.

For Number-Pattern Matching, Caroline obtained a standard score of 122, which is in the Superior range of intellectual functioning. This score is in the 93rd percentile rank. This means that Caroline performed as well as or better than 93% of adults in her norm group and not as well as the remaining 7%. Caroline’s age equivalent for this measure is greater than 20 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 27. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-129 using the 68% band. This means that her score on any given day would be in the 115-129.

VocabularyVocabulary is a measure of lexical knowledge (Gc-VL), a narrow ability of comprehension-knowledge (Gc). Oral Vocabulary and WJ IV OL, Picture Vocabulary measure Vocabulary (Gc-VL). Oral Vocabulary measures acquired knowledge, or comprehension-knowledge. It includes two subtests: Synonyms and Antonyms. Each subtest measures an aspect of vocabulary knowledge of spoken English. The Synonyms test requires the examinee to listen to a word and then provide an appropriate word with the same or a similar meaning. The Antonyms test requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. Caroline would say to herself the definition of the word than say the opposite. Picture Vocabulary measured Caroline’s oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less and less frequently in the environment. .


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For Picture Vocabulary, Caroline obtained a standard scored of 101, which is in the Average range of intellectual functioning. This score is in the 52nd percentile rank, which means Caroline performed as well as or better than 52% of adults in her norm group and not as well as the remaining 48%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Average. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 1. The Relative Proficiency Index (RPI) for this measure is 91/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 95-107 using the 68% band. This means that her score on any given day would be in the 95-107 range.

Cognitive Efficiency Cognitive Efficiency (Gs + Gwm) cluster provides two different cognitive processes: cognitive processing speed and short-term working memory, both of which are foundational for complex cognitive functioning. It includes the individual’s controlled attention, capacity to hold information in conscious awareness, the ability to perform automatic tasks rapidly and accurately, and skill in mentally manipulating information to solve tasks or achieve a goal. Letter-Pattern Matching (Gs) test and Numbers Reversed (Gwm) test measure Cognitive Efficiency (Gs + Gwm). Letter Pattern Matching is a perceptual speed tasks. It measures cognitive efficiency, which is the speed at which an individual can make visual symbol discriminations. Numbers Reversed, which measures short-term memory span, and requires the individual to hold a span of numbers in immediate memory while performing a mental operation on it by reciting the numbers in reverse order. Caroline said the numbers in order than reversed the numbers.

Caroline obtained a standard scored on the Cognitive Efficiency (Gs + Gwm) of a 108, which is in the Average range of intellectual functioning. This score is in the 71st

percentile rank. This means that Caroline performed as well as or better than 71% of adults in her norm group and not as well as the remaining 29%. Caroline’s age equivalent for this measure is greater than 29 years old. Caroline’s level of development and functionality on these tasks is Within the Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 9. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 105-115 using the 68% band. This means that her score on any given day would be in the 105-115 range.

For Letter-Pattern Matching, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 81st percentile rank. This means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 27 years. Caroline’s level of development and functionality on these tasks is

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Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-120 using the 68% band. This means that her score on any given day would be in the 106-120 range.

For the Numbers Reversed test, Caroline obtained a standard score of 100, which in the Average range of intellectual functioning. This score is in the 51st percentile rank. This means that Caroline performed as well as or better than 51% of adults in her norm group and not as well as the remaining 49%. Caroline’s age equivalent for this measure is that of someone 20 years of age. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 0. The Relative Proficiency Index (RPI) for this measure is 90/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 96-105 using the 68% band. This means that her score on any given day would be in the 96-105. (Appendix Table 1)

Intra-Cognitive [Extended] Variations

Intra-Cognitive [Extended] Variations can be calculated using Tests 1 through 7 of the Standard Battery. For the first seven tests, each test is compared to the predicted or expected test score based on the examinee’s average performance on the other six tests. For example, if Test 9: Concept Formation is administered, the Fluid Reasoning cluster is available when combined with Test 2: Number Series. Therefore, Test 9: Concept Formation and the Fluid Reasoning cluster are compared to the same expected score based on the same predictor as Test 2: Number Series in the variation procedure. No matter how many tests are administered, the predictor score is always based on six tests from Tests 1 through 7.

Caroline obtained an average standard deviation (SD) with most of the tests. On Oral Vocabulary she had an actual score of 132 SD and her predicted score was 116 SD. The difference between the actual and predicted standard score is +16 points which is in the 95th percentile. This means that Caroline will scored in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. This is in the Very Superior range of intellectual functioning. Caroline did not show any weakness in any of the Standard Battery of tests. On Picture Recognition she had an actual score 144 SD and her predicted score was 110 SD. The difference between the actual and predicted standard score is +34 which is in the

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99th percentile rank. . This means that Caroline performed as well as or better than 99% of adults in her norm group and not as well as the remaining 1%. On Segmentation she had an actual score 130 SD and her predicted score was 113 SD. The difference between the actual and predicted standard score is +17 which is in the 95th percentile rank. . This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. These are areas of Strength for Caroline. She did not show any weakness in any of the Standard Battery of tests. (Appendix Table 2)

Gf-Gc Composite/Other Ability Comparisons

Gf-Gc Composite/Other Ability Comparisons composite is the predictor; it can be used to determine the presence of strengths and weaknesses in any area of achievement, as well as oral language and other cognitive abilities. The Gf-Gc composite is a high g index reflecting the individual’s fluid and crystallized intellectual abilities. This type of comparison is particularly helpful in cases where crystallized intellectual abilities. This type of comparison is particularly helpful in cases where a processing deficit (e.g., slow processing speed) attenuates the GIA estimate of potential.

Caroline obtained in this section Average/High Average/etc. range of functioning) with all of these tests. (Appendix Table 3)

Adaptive Behavior

Adaptive behavior is the effectiveness with which individuals meet the standards of personal independence and social responsibility expected of individuals of their age and cultural group. Adaptive behavior represents the interaction of personal, cognitive, social, and situational variables.

Caroline’s adaptive behavior was assessed using informal measures. Based on this data, her adaptive behavior appears to be within the Advance range and consistent with her current intellectual functioning.

Academic/Developmental Performance

Information regarding an individual’s level of work performance may be gathered through data from, but not limited to observations, and the administration of previous intelligence tests (scores not available at time of this report). A collection of work performance data was used to assess Caroline’s level of acquired knowledge. Caroline’s level of acquired knowledge is measured by the administration of the Woodcock-Johnson Tests of Achievement-Fourth Edition Form A.

Informal and School Based Academic Testing

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Caroline graduated high school and attended and completed college. She is currently employed as a teacher for one of Houston’s most premier private schools. Her performance in writing was her overall strength, she shared with me that writing was her favorite subject throughout her academic career.

Woodcock Johnson Tests of Achievement-Fourth Edition (WJ IV ACH)

The Woodcock Johnson Tests of Achievement -Fourth Edition (WJ IV ACH) contains 20 tests measuring four curricular areas – reading, mathematics, written language, and academic knowledge. The tests in the Standard Battery Form A combine to form 15 cluster scores, including a Brief Achievement score and Broad Achievement score. When the Standard Battery tests are used in conjunction with the Extended Battery tests, 7 additional cluster scores may be derived. Although tests are the basic administration components of the WJIV ACH, clusters of tests provide the primary basis for test interpretation, clusters of tests provide the primary basis for test interpretation. Cluster interpretation minimizes the danger of generalizing from the score for a single narrow ability to a broad, multifaceted ability or skill. Cluster results in higher validity because more than one component of a broad ability comprises the score that serves as the basis for the interpretation. These tests are contained in two easel text books- the Standard Battery and the Extended Battery. The tests in the Standard Battery combine to form 11 cluster scores. The tests in the Extended Battery combine to form 9 tests as well. These scores combine to create the total achievement score. The standard score scale used in the WJ IV ACH has a mean of 100 and a standard deviation of 15. The updated WJ IV ACH separates itself from its predecessor since it contains eight new clusters and seven new tests.


ReadingReading cluster is a measure of reading achievement (a reading-writing [Grw] ability), including reading decoding and the ability to comprehend connected text while reading. This cluster is a combination of these tests: Letter-Word Identification and Passage Comprehension. Letter-Word Identification measured Caroline’s word identification

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skills. The task required her pronounce words correctly that appear in large type on her side of the Test Book. She was not required to know the meaning of any word. The items become increasingly difficult as the selected words appear less and less frequently in written English. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items were presented in a multiple-choice format and required Caroline to point to the picture represented by a phrase. The remaining items required him to read a short passage and identify a missing key word that makes sense in the context of that passage. The items became increasingly difficult by removing pictorial stimuli and by increasing passage length, level of vocabulary and complexity of syntactic and semantic cues.

Caroline obtained a standard scored on the Reading of a 118, which is in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 112-125 using the 68% band. This means that her score on any given day would be in the 112-125 range.

For Letter-Word Identification subtest, Caroline obtained a standard score of 125; which is in the Very Advance range of academic functioning. This score is in the 95 th percentile rank, which means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-131 range.

Passage Comprehension 542 >30 97/90 11 109 (104-115) 74 (61-84) Average to AdvancedFor Passage Comprehension, Caroline obtained a standard score of 109; which is in the Average range of academic functioning. This score is in the 74th percentile rank, which means that Caroline performed as well as or better than 74% of adults in her norm group and not as well as the remaining 26%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 11. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this

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measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 104-115 using the 68% band. This means that her score on any given day would be in the 104-115 range.

Broad ReadingThe Broad Reading cluster provides a comprehensive measure of reading achievement (a reading-writing [Grw] ability) including reading decoding, reading speed, and the ability to comprehend connected text while reading. This cluster is a combination of these tests: Letter-Word Identification and Passage Comprehension. Letter-Word Identification measured Caroline’s word identification skills. The task required her pronounce words correctly that appear in large type on her side of the Test Book. She was not required to know the meaning of any word. The items become increasingly difficult as the selected words appear less and less frequently in written English. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items were presented in a multiple-choice format and required Caroline to point to the picture represented by a phrase. The remaining items required her to read a short passage and identify a missing key word that makes sense in the context of that passage. The items became increasingly difficult by removing pictorial stimuli and by increasing passage length, level of vocabulary and complexity of syntactic and semantic cues. Sentence Reading Fluency measured Caroline’s ability to quickly read simple sentences in the Subject Response Booklet, decide if the statement is true, and then circle Yes or No. The difficulty level of the sentences gradually increased to a moderate level. Caroline attempted to complete as many items as possible within a 3-minute time limit.

Caroline obtained a standard scored on the Broad Reading of a 117, which is in the High Average range of intellectual functioning. This score is in the 88th percentile rank. This means that Caroline performed as well as or better than 88% of adults in her norm group and not as well as the remaining 12%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 25. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-122 using the 68% band. This means that her score on any given day would be in the 113-122 range.

For Letter-Word Identification subtest, Caroline obtained a standard score of 125; which is in the Very Advance range of academic functioning. This score is in the 95 th percentile rank, which means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for

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this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-131 range.

For Passage Comprehension, Caroline obtained a standard score of 109; which is in the Average range of academic functioning. This score is in the 74th percentile rank, which means that Caroline performed as well as or better than 74% of adults in her norm group and not as well as the remaining 26%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 11. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 104-115 using the 68% band. This means that her score on any given day would be in the 104-115 range.

For Sentence Reading Fluency, Caroline obtained a standard score of 113; which is in the High Average range of academic functioning. This score is in the 81 st percentile rank, which means that Caroline performed as well as or better than 81% of adults in her norm group and not as well as the remaining 19%. Caroline’s age equivalent for this measure is greater than 30 years Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 109-117 using the 68% band. This means that her score on any given day would be in the 109-117range.

Basic Reading SkillsThe Basic Reading Skills cluster is an aggregate measure of sight vocabulary, phonics, and structural analysis that provides a measure of basic reading skills (a reading-writing [Grw] ability). This cluster is a combination of Letter Word Identification, Passage Comprehension, and Word Attack. Letter-Word Identification measured Caroline’s word identification skills. The task required her pronounce words correctly that appear in large type on her side of the Test Book. She was not required to know the meaning of any word. The items become increasingly difficult as the selected words appear less and less frequently in written English. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items were presented in a multiple-choice format and required Caroline to point to the picture represented by a phrase. The remaining items required her to read a short passage and identify a missing key word that makes sense in the context of that passage. The items became increasingly difficult by removing pictorial stimuli and by increasing passage length, level of vocabulary and complexity of syntactic and semantic cues. Word Attack measures a person’s ability to apply phonic and structural analysis skills to the pronunciation of unfamiliar printed

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words, a reading-writing (Grw) ability. The initial items require the individual to produce the sounds for single letters. The remaining items require the person to read aloud letter combinations that are phonically consistent or are regular patterns in English orthography but are nonsense or low-frequency words. The items become more difficult as the complexity of the nonsense words increases.

Caroline obtained a standard scored on the Basic Reading Skills of a 123, which is in the Superior range of intellectual functioning. This score is in the 94 th percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 26. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-132 using the 68% band. This means that her score on any given day would be in the 115-132 range.

For Letter-Word Identification subtest, Caroline obtained a standard score of 125; which is in the Very Advance range of academic functioning. This score is in the 95 th percentile rank, which means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-131 range.


For Word Attack, Caroline obtained a standard score of 118; which is in the High Average range of academic functioning. This score is in the 88th percentile rank, which means that Caroline performed as well as or better than 88% of adults in her norm group

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and not as well as the remaining 12%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 108-127 using the 68% band. This means that her score on any given day would be in the 108-127 range.

Reading ComprehensionThe Reading Comprehension cluster is an aggregate measure of comprehension and reasoning (reading writing [Grw] and, to a lesser extent, long-term retrieval [Glr] abilities). It is a combination of Passage Comprehension and Reading Recall from the extended Battery. Reading Vocabulary is added to the Reading Comprehension extended score. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items were presented in a multiple-choice format and required Caroline to point to the picture represented by a phrase. The remaining items required him to read a short passage and identify a missing key word that makes sense in the context of that passage. The items became increasingly difficult by removing pictorial stimuli and by increasing passage length, level of vocabulary and complexity of syntactic and semantic cues. Reading Recall is a measure of reading comprehension (a reading-writing [Grw] ability and meaningful memory (a-long-term retrieval [Glr] ability). The individual reads a short story silently and retells as much of the story as he or she can recall. Reading Vocabulary includes two subtests: Synonyms and Antonyms. This test is a mixed measure of reading-writing (Grw) and comprehension-knowledge (Gc) abilities. The first subtest requires reading a word and providing an appropriate synonym. The second subtest requires reading a word and providing an accurate antonym. Items become increasingly difficult within each subtest as the words become more complex.

Caroline obtained a standard scored on the Reading Comprehension of a 111, which is in the High Average range of intellectual functioning. This score is in the 77th percentile rank. This means that Caroline performed as well as or better than 77% of adults in her norm group and not as well as the remaining 23%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 9. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 107-115 using the 68% band. This means that her score on any given day would be in the 107-115 range.

Caroline obtained an extended scored on the Reading Comprehension of a 117, which is in the High Average range of intellectual functioning. This score is in the 87 th percentile rank. This means that Caroline performed as well as or better than 87% of adults in her

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norm group and not as well as the remaining 13%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-120 using the 68% band. This means that her score on any given day would be in the 113-120 range.


For Reading Recall, Caroline obtained a standard score of 109; which is in the Average range of academic functioning. This score is in the 74th percentile rank, which means that Caroline performed as well as or better than 74% of adults in her norm group and not as well as the remaining 26%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 11. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 104-115 using the 68% band. This means that her score on any given day would be in the 104-115 range.

For Reading Vocabulary, Caroline obtained a standard score of 125; which is in the High Average range of academic functioning. This score is in the 95th percentile rank, which means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 25. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 120-130 using the 68% band. This means that her score on any given day would be in the 120-130 range.

Reading Fluency

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The Reading Fluency cluster provides a measure of several aspects of reading fluency, including prosody, automaticity, and accuracy (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It is a combination of Oral Reading and Sentence Reading Fluency. Oral Reading measured story reading accuracy and prosody, a reading-writing (Grw) ability. The individual reads aloud sentences that gradually increase in difficulty. Caroline read with fluency. Caroline read with fluency. Sentence Reading Fluency measured Caroline’s ability to quickly read simple sentences in the Subject Response Booklet, decide if the statement is true, and then circle Yes or No. The difficulty level of the sentences gradually increased to a moderate level. Caroline attempted to complete as many items as possible within a 3-minute time limit.

Caroline obtained a standard scored on the Reading Fluency of a 118, which is in the High Average range of intellectual functioning. This score is in the 88th percentile rank. This means that Caroline performed as well as or better than 88% of adults in her norm group and not as well as the remaining 12%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 112-123 using the 68% band. This means that her score on any given day would be in the 112-123 range.

For Oral Reading, Caroline obtained a standard score of 123; which is in the Superior range of academic functioning. This score is in the 94st percentile rank, which means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. Caroline’s age equivalent for this measure is greater than 30 years Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 28. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-135 using the 68% band. This means that her score on any given day would be in the 111-135 range.


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Reading RateThe Reading Rate cluster provides a measure of automaticity with reading at the single word and sentence levels (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It is a combination of Sentence Reading Fluency and Word Reading Fluency from the Extended Battery. Sentence Reading Fluency measured Caroline’s ability to quickly read simple sentences in the Subject Response Booklet, decide if the statement is true, and then circle Yes or No. The difficulty level of the sentences gradually increased to a moderate level. Caroline attempted to complete as many items as possible within a 3-minute time limit. Word Reading Fluency measured vocabulary knowledge and semantic fluency, requiring both reading-writing (Grw) and cognitive processing speed (Gs) abilities. The individual has 3 minutes to mark the two words that got together in each row. The correct matches are words that share some relationship (synonym, antonyms, and members of the same category).

Caroline obtained a standard scored on the Reading Rate of a 114, which is in the High Average range of intellectual functioning. This score is in the 83 rd percentile rank. This means that Caroline performed as well as or better than 83% of adults in her norm group and not as well as the remaining 17%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 30. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-118 using the 68% band. This means that her score on any given day would be in the 111-118 range.


For Word Reading Fluency, Caroline obtained a standard score of 114; which is in the High Average range of academic functioning. This score is in the 83rd percentile rank, which means that Caroline performed as well as or better than 83% of adults in her norm group and not as well as the remaining 17%. Caroline’s age equivalent for this measure is greater than 30 years Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 31. The Relative Proficiency Index (RPI) for

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this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 109-119 using the 68% band. This means that her score on any given day would be in the 109-119 range.

MathematicsThe Mathematics cluster provides a measure of math achievement (quantitative knowledge [Gq] ability) including problem solving and computational skills. This cluster includes these tests: Applied Problems and Calculation. Applied Problems measured Caroline’s ability to analyze and solve practical math problems and her mathematical reasoning skills. The Applied Problems test required Caroline to comprehend the nature of the problem, identify relevant information in the problem, perform calculations, and state solutions. Many of the problems include extraneous information, the individual must decide not only the appropriate mathematical operations to use but also which numbers to include in the calculation. Item difficulty increases with complex calculations. Calculation is a test of math achievement measuring the ability to perform mathematical computations, a quantitative knowledge (Gq) ability. The initial items on the Calculation test required Caroline to write single numbers. The remaining items required her to perform addition, subtraction, multiplication, and division combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. The calculations involve negative numbers, percentages, decimals, fractions, and whole numbers. Because the calculations are presented in a traditional problem format in the Subject Response Booklet, Caroline was not required to make any decisions about what operations to use.

MATHEMATICS 541 >23 98/90 15 111 (108-114) 77 (70-82) Advanced

Caroline obtained a standard scored on the Mathematics of a 111, which is in the High Average range of intellectual functioning. This score is in the 77th percentile rank. This means that Caroline performed as well as or better than 77% of adults in her norm group and not as well as the remaining 23%. Caroline’s age equivalent for this measure is greater than 23 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 15. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 108-114 using the 68% band. This means that her score on any given day would be in the 108-114 range.

Applied Problems 548 >30 99/90 23 118 (114-123) 89 (82-93) Advanced

For Applied Problems test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these

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tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 23. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-123 using the 68% band. This means that her score on any given day would be in the 114-123.

Calculation 534 >21 95/90 6 104 (100-108) 61 (51-71) AverageFor Calculation, Caroline obtained a standard scored of 104; which is in the Average range of intellectual functioning. This score is in the 61st percentile rank, which means Caroline performed as well as or better than 61% of adults in her norm group and not as well as the remaining 39%. Caroline’s age equivalent for this measure is greater than 21 years. Caroline’s level of development and functionality on these tasks is Average. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 6. The Relative Proficiency Index (RPI) for this measure is 95/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-108 using the 68% band. This means that her score on any given day would be in the 100-108 range.

Broad MathematicsThe Broad Mathematics cluster provides a comprehensive measure of math achievement including problem solving, number facility, automaticity, and reasoning (quantitative knowledge [Gq] and cognitive processing speed [Gs] abilities). This cluster includes these tests: Applied Problems, Calculation, and Math Facts Fluency. Applied Problems measured Caroline’s ability to analyze and solve practical math problems and her mathematical reasoning skills. The Applied Problems test required Caroline to comprehend the nature of the problem, identify relevant information in the problem, perform calculations, and state solutions. Many of the problems include extraneous information, the individual must decide not only the appropriate mathematical operations to use but also which numbers to include in the calculation. Item difficulty increases with complex calculations. Calculation is a test of math achievement measuring the ability to perform mathematical computations, a quantitative knowledge (Gq) ability. The initial items on the Calculation test required Caroline to write single numbers. The remaining items required her to perform addition, subtraction, multiplication, and division combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. The calculations involve negative numbers, percentages, decimals, fractions, and whole numbers. Because the calculations are presented in a traditional problem format in the Subject Response Booklet, Caroline was not required to make any decisions about what operations to use. Math Facts Fluency measured speed of computation or the ability to solve simple addition, subtraction, and multiplication facts quickly, requiring both quantitative knowledge (Gq) and cognitive processing speed (Gs) abilities. Caroline is presented with a series of simple arithmetic problems in the Response Booklet. This test has a 3-minute time limit. Caroline completed the test in the 2 minutes 47 seconds.

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BROAD MATHEMATICS 550 >30 98/90 18 113 (111-116) 82 (77-86) Advanced

Caroline obtained a standard scored on the Broad Mathematics of a 113, which is in the High Average range of intellectual functioning. This score is in the 82nd percentile rank. This means that Caroline performed as well as or better than 82% of adults in her norm group and not as well as the remaining 18%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-116 using the 68% band. This means that her score on any given day would be in the 111-116 range.


For Applied Problems test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 23. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-123 using the 68% band. This means that her score on any given day would be in the 114-123.


Math Facts Fluency 568 >30 99/90 24 115 (111-119) 84 (78-89) AdvancedFor Math Facts Fluency, Caroline obtained a standard scored of 115; which is in the High Average range of intellectual functioning. This score is in the 84 th percentile rank, which

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means Caroline performed as well as or better than 84% of adults in her norm group and not as well as the remaining 16%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 24. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-119 using the 68% band. This means that her score on any given day would be in the 111-119 range.

Math Calculation SkillsThe Math Calculation Skills cluster is an aggregate measure of computational skills and automaticity with basic math facts, and it provides a measure of basic mathematical skills (quantitative knowledge [Gq] and cognitive processing speed [Gs] abilities). This cluster includes these tests: Calculation and Math Facts Fluency. Calculation is a test of math achievement measuring the ability to perform mathematical computations, a quantitative knowledge (Gq) ability. The initial items on the Calculation test required Caroline to write single numbers. The remaining items required her to perform addition, subtraction, multiplication, and division combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. The calculations involve negative numbers, percentages, decimals, fractions, and whole numbers. Because the calculations are presented in a traditional problem format in the Subject Response Booklet, Caroline was not required to make any decisions about what operations to use. Math Facts Fluency measured speed of computation or the ability to solve simple addition, subtraction, and multiplication facts quickly, requiring both quantitative knowledge (Gq) and cognitive processing speed (Gs) abilities. Caroline is presented with a series of simple arithmetic problems in the Response Booklet. This test has a 3-minute time limit. Caroline completed the test in the 2 minutes 47 seconds.

MATH CALCULATION SKILLS 551 >30 98/90 15 111 (108-113) 76 (70-81) AdvancedCaroline obtained a standard scored on the Math Calculation Skills of a 111, which is in the High Average range of intellectual functioning. This score is in the 76th percentile rank. This means that Caroline performed as well as or better than 76% of adults in her norm group and not as well as the remaining 76%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 15. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 108-113 using the 68% band. This means that her score on any given day would be in the 1108-113 range.

Calculation 534 >21 95/90 6 104 (100-108) 61 (51-71) Average

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For Calculation, Caroline obtained a standard scored of 104; which is in the Average range of intellectual functioning. This score is in the 61st percentile rank, which means Caroline performed as well as or better than 61% of adults in her norm group and not as well as the remaining 39%. Caroline’s age equivalent for this measure is greater than 21 years. Caroline’s level of development and functionality on these tasks is Average. She will find age level requirements for these tasks to be Manageable. The W Difference value for this measure is 6. The Relative Proficiency Index (RPI) for this measure is 95/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-108 using the 68% band. This means that her score on any given day would be in the 100-108 range.

Math Facts Fluency 568 >30 99/90 24 115 (111-119) 84 (78-89) AdvancedFor Math Facts Fluency, Caroline obtained a standard scored of 115; which is in the High Average range of intellectual functioning. This score is in the 84 th percentile rank, which means Caroline performed as well as or better than 84% of adults in her norm group and not as well as the remaining 16%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 24. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-119 using the 68% band. This means that her score on any given day would be in the 111-119 range. Caroline was excited to take the Math Fluency exam. She said it reminded her of the timed fact sheets she did in elementary math classes and it gave her a happy, nostalgic feeling. She was pleased that she finished the last problem as the timer buzzed.

Math Problem SolvingThe Math Problem Solving cluster provides a measure of mathematical knowledge and reasoning (quantitative knowledge [Gq] and fluid reasoning [Gf] abilities). It is an aggregate measure of problem solving, analysis, and reasoning. This cluster includes these tests: Applied Problems and Number Matrices from Extended Battery. Applied Problems measured Caroline’s ability to analyze and solve practical math problems and her mathematical reasoning skills. The Applied Problems test required Caroline to comprehend the nature of the problem, identify relevant information in the problem, perform calculations, and state solutions. Many of the problems include extraneous information, the individual must decide not only the appropriate mathematical operations to use but also which numbers to include in the calculation. Item difficulty increases with complex calculations. Number Matrices measured quantitative reasoning, requiring both quantitative knowledge (Gq) and fluid reasoning (Gf) abilities. A matrix is presented and the individual must identify the missing number. Although the test is not timed, there is a general guideline of either 30 seconds or 1 minute per problem.

MATH PROBLEM SOLVING 543 >27 99/90 21 119 (115-123) 90 (84-94) Advanced

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Caroline obtained a standard scored on the Math Problem Solving of a 119, which is in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 27 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 21. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-123 using the 68% band. This means that her score on any given day would be in the 115-123 range.


For Applied Problems test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 23. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-123 using the 68% band. This means that her score on any given day would be in the 114-123.Number Matrices 537 >24 99/90 19 117 (111-122) 87 (77-93) AdvancedFor Number Matrices, Caroline obtained a standard scored of 117; which is in the High Average range of intellectual functioning. This score is in the 61 st percentile rank, which means Caroline performed as well as or better than 87% of adults in her norm group and not as well as the remaining 13%. Caroline’s age equivalent for this measure is greater than 24 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-122 using the 68% band. This means that her score on any given day would be in the 111-122 range.

Written LanguageThe Written Language cluster provides a comprehensive measure of written language achievement, including spelling of single-word responses and quality of expression (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It includes these tests: Spelling, Writing Samples, and Sentence Writing Fluency. Spelling, a reading-writing (Grw) ability measured Caroline’s ability to write orally presented words correctly. The items measured Caroline’s ability to spell words correctly. The items

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became increasingly difficult as the words became more difficult. Writing Samples measured Caroline’s skills in writing responses to a variety of demands, a reading-writing (Grw) ability. She was required produce written sentences that were evaluated with respect to the quality of expression. Item difficulty increased as the passages lengthen level of vocabulary, grammatical complexities, and level of concept abstraction. Caroline was not penalized for errors in basic writing skills, such as spelling or punctuation.

WRITTEN LANGUAGE 549 >30 99/90 22 121 (117-125) 92 (87-95) Advanced

Caroline obtained a Written Language standard score of 121, which in the Superior range of intellectual functioning. This score is in the 92nd percentile rank. This means that Caroline performed as well as or better than 92% of adults in her norm group and not as well as the remaining 8%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 117-125 using the 68% band. This means that her score on any given day would be in the 117-125.Spelling 555 >30 98/90 18 113 (109-118) 81 (73-88) Advanced

For Spelling, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 109-118 using the 68% band. This means that her score on any given day would be in the 109-118 range.Writing Samples 544 >30 99/90 26 125 (119-132) 95 (90-98) Advanced

For Writing Samples, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 26. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that

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her score falls in the confidence band of 119-132 using the 68% band. This means that her score on any given day would be in the 119-132 range.

Broad Written LanguageThe Broad Written Language cluster provides a comprehensive measure of written language achievement, including spelling of single-word responses, fluency responses, and quality of expression (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It includes these tests: Spelling, Writing Samples, and Sentence Writing Fluency. Spelling, a reading-writing (Grw) ability measured Caroline’s ability to write orally presented words correctly. The items measured Caroline’s ability to spell words correctly. The items became increasingly difficult as the words became more difficult. Writing Samples measured Caroline’s skills in writing responses to a variety of demands, a reading-writing (Grw) ability. She was required produce written sentences that were evaluated with respect to the quality of expression. Item difficulty increased as the passages lengthen level of vocabulary, grammatical complexities, and level of concept abstraction. Caroline was not penalized for errors in basic writing skills, such as spelling or punctuation. Sentence Writing Fluency measured Caroline’s skill in formulating and writing simple sentences quickly, requiring both reading-writing (Grw) and cognitive processing speed (Gs) abilities. Each sentence must relate to a given stimulus picture in the Subject Response Booklet and include a given set of three words. This test has a 5-minute time limit. BROAD WRITTEN LANGUAGE 542 >30 99/90 19 122 (119-126) 93 (89-96) Advanced

Caroline obtained a Broad Written Language standard score of 122, which in the Superior range of intellectual functioning. This score is in the 93rd percentile rank. This means that Caroline performed as well as or better than 93% of adults in her norm group and not as well as the remaining 7%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-126 using the 68% band. This means that her score on any given day would be in the 119-126.Spelling 555 >30 98/90 18 113 (109-118) 81 (73-88) Advanced

For Spelling, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s

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performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 109-118 using the 68% band. This means that her score on any given day would be in the 109-118 range.Writing Samples 544 >30 99/90 26 125 (119-132) 95 (90-98) Advanced

For Writing Samples, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 26. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-132 using the 68% band. This means that her score on any given day would be in the 119-132 range. Sentence Writing Fluency 528 >30 98/90 14 119 (114-124) 90 (82-95) AdvancedFor Sentence Writing Fluency, Caroline obtained a standard score of a 118, which is in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-124 using the 68% band. This means that her score on any given day would be in the 114-124 range.

Basic Writing SkillsThe Basic Writing Skills cluster provides a measure of basic writing skills in both isolated and contextually based formats. It is an aggregate measure of spelling single-word responses and identifying and correcting errors in spelling, punctuation, capitalization, and word usage (reading-writing [Grw] ability). These are the tests: Spelling and Editing from the Extended Battery. Spelling, a reading-writing (Grw) ability measured Caroline’s ability to write orally presented words correctly. The items measured Caroline’s ability to spell words correctly. The items became increasingly difficult as the words became more difficult. Editing measured Caroline’s skills in identifying and correcting errors in a written passage, a reading-writing (Grw). The error in the passage may be incorrect punctuation or capitalization, inappropriate word usage, or a misspelling. Items increase in difficulty by increasing passage length, complexity, and use of uncommon or irregular words. Spelling 555 >30 98/90 18 113 (109-118) 81 (73-88) Advanced

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For Spelling, Caroline obtained a standard score of 113, which in the High Average range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 109-118 using the 68% band. This means that her score on any given day would be in the 109-118 range.

Editing 554 >30 99/90 24 121 (116-127) 92 (85-96) Advanced

For Editing, Caroline obtained a standard score of 121, which in the Superior range of intellectual functioning. This score is in the 99th percentile rank. This means that Caroline performed as well as or better than 99% of adults in her norm group and not as well as the remaining 1%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 24. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-127 using the 68% band. This means that her score on any given day would be in the 116-127 range. Written ExpressionThe Written Expression cluster is an aggregate measure of meaningful written expression and fluency (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It includes these tests: Writing Samples and Sentence Writing Fluency. Writing Samples measured Caroline’s skills in writing responses to a variety of demands, a reading-writing (Grw) ability. She was required produce written sentences that were evaluated with respect to the quality of expression. Item difficulty increased as the passages lengthen level of vocabulary, grammatical complexities, and level of concept abstraction. Caroline was not penalized for errors in basic writing skills, such as spelling or punctuation. Sentence Writing Fluency measured Caroline’s skill in formulating and writing simple sentences quickly, requiring both reading-writing (Grw) and cognitive processing speed (Gs) abilities. Each sentence must relate to a given stimulus picture in the Subject Response Booklet and include a given set of three words. This test has a 5-minute time limit.

WRITTEN EXPRESSION 536 >30 99/90 20 127 (122-132) 96 (93-98) Advanced

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Caroline obtained a Written Expression standard score of 127, which in the Superior range of intellectual functioning. This score is in the 96 th percentile rank. This means that Caroline performed as well as or better than 96% of adults in her norm group and not as well as the remaining 4%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 20. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 122-132 using the 68% band. This means that her score on any given day would be in the 122-132.

Writing Samples 544 >30 99/90 26 125 (119-132) 95 (90-98) Advanced

For Writing Samples, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95 th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 26. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-132 using the 68% band. This means that her score on any given day would be in the 119-132 range.

Sentence Writing Fluency 528 >30 98/90 14 119 (114-124) 90 (82-95) AdvancedFor Sentence Writing Fluency, Caroline obtained a standard score of a 118, which is in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-124 using the 68% band. This means that her score on any given day would be in the 114-124 range.

Academic SkillsThe Academic Skills cluster is an aggregate measure of reading decoding, math calculation, and spelling of single-word responses, providing an overall score of basic achievement skills. It includes these tests: Letter-Word Identification, Spelling and Calculation. Letter-Word Identification measures Caroline’s word identification skills, a reading-writing (Grw) ability. The initial items require the individual to identify letters

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that appear in large type on the examinee’s side of the Test Book. The remaining items require the person to read aloud individual words correctly. Caroline is not required to know the meaning of any word. The items become increasingly difficult as the selected words appear less frequently in written English. Spelling, a reading-writing (Grw) ability measured Caroline’s ability to write orally presented words correctly. The items measured Caroline’s ability to spell words correctly. The items became increasingly difficult as the words became more difficult. Calculation is a test of math achievement measuring the ability to perform mathematical computations, a quantitative knowledge (Gq) ability. The initial items on the Calculation test required Caroline to write single numbers. The remaining items required her to perform addition, subtraction, multiplication, and division combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. The calculations involve negative numbers, percentages, decimals, fractions, and whole numbers. Because the calculations are presented in a traditional problem format in the Subject Response Booklet, Caroline was not required to make any decisions about what operations to use.

ACADEMIC SKILLS 555 >30 99/90 19 115 (111-120) 85 (76-91) Advanced

Caroline obtained an Academic Skills standard score of 115, which in the High Average range of intellectual functioning. This score is in the 85 th percentile rank. This means that Caroline performed as well as or better than 85% of adults in her norm group and not as well as the remaining 15%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-120 using the 68% band. This means that her score on any given day would be in the 111-120.

AdvancedLetter-Word Identification 576 >30 100/90 34 125 (114-136) 95 (82->99) Very Advanced

For Letter –Word Identification, Caroline obtained a standard score of 125, which in the High Average range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-136 range.

Spelling 555 >30 98/90 18 113 (109-118) 81

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(73-88) Advanced



Academic FluencyThe Academic Fluency cluster provides an overall index of academic fluency. It includes these tests: Sentence Reading Fluency, Math Facts Fluency, and Sentence Writing Fluency. Sentence Reading Fluency measured Caroline’s ability to quickly read simple sentences in the Subject Response Booklet, decide if the statement is true, and then circle Yes or No. The difficulty level of the sentences gradually increased to a moderate level. Caroline attempted to complete as many items as possible within a 3-minute time limit. Math Facts Fluency measured speed of computation or the ability to solve simple addition, subtraction, and multiplication facts quickly, requiring both quantitative knowledge (Gq) and cognitive processing speed (Gs) abilities. The person is presented with a series of simple arithmetic problems in the Response Booklet. Caroline is presented with a series of simple arithmetic problems in the Response Booklet. This test has a 3-minute time limit. Caroline completed the test in the 2 minutes 47 seconds. Sentence Writing Fluency measured Caroline’s skill in formulating and writing simple sentences quickly, requiring both reading-writing (Grw) and cognitive processing speed (Gs) abilities. Each sentence must relate to a given stimulus picture in the Subject Response Booklet and include a given set of three words. This test has a 5-minute time limit.

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ACADEMIC FLUENCY 558 >30 99/90 22 116 (114-119) 86 (82-90) Advanced

Caroline obtained an Academic Fluency standard score of 116, which in the High Average range of intellectual functioning. This score is in the 86th percentile rank. This means that Caroline performed as well as or better than 86% of adults in her norm group and not as well as the remaining 14%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-119 using the 68% band. This means that her score on any given day would be in the 114-119.Sentence Reading Fluency 579 >30 100/90 29 113 (109-117) 81 (73-87) Advanced


Math Facts Fluency 568 >30 99/90 24 115 (111-119) 84 (78-89) AdvancedFor Math Facts Fluency, Caroline obtained a standard scored of 115; which is in the High Average range of intellectual functioning. This score is in the 84 th percentile rank, which means Caroline performed as well as or better than 84% of adults in her norm group and not as well as the remaining 16%. Caroline’s age equivalent for this measure is greater than 30 years. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 24. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-119 using the 68% band. This means that her score on any given day would be in the 111-119 range.

Sentence Writing Fluency 528 >30 98/90 14 119 (114-124) 90 (82-95) Advanced

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For Sentence Writing Fluency, Caroline obtained a standard score of a 118, which is in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-124 using the 68% band. This means that her score on any given day would be in the 114-124 range.

Academic ApplicationsThe Academic Application cluster is a combination of these tests: Applied Problems, Passage Comprehension, and Writing Samples. Applied Problems measured Caroline’s ability to analyze and solve practical math problems and her mathematical reasoning skills. The Applied Problems test required Caroline to comprehend the nature of the problem, identify relevant information in the problem, perform calculations, and state solutions. Many of the problems include extraneous information, the individual must decide not only the appropriate mathematical operations to use but also which numbers to include in the calculation. Item difficulty increases with complex calculations. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items were presented in a multiple-choice format and required Caroline to point to the picture represented by a phrase. The remaining items required him to read a short passage and identify a missing key word that makes sense in the context of that passage. The items became increasingly difficult by removing pictorial stimuli and by increasing passage length, level of vocabulary and complexity of syntactic and semantic cues. Writing Samples measured Caroline’s skills in writing responses to a variety of demands, a reading-writing (Grw) ability. She was required produce written sentences that were evaluated with respect to the quality of expression. Item difficulty increased as the passages lengthen level of vocabulary, grammatical complexities, and level of concept abstraction. Caroline was not penalized for errors in basic writing skills, such as spelling or punctuation.

ACADEMIC APPLICATIONS 545 >30 99/90 20 120 (116-124) 91 (86-94) AdvancedCaroline obtained an Academic Application standard score of 120, which in the High Average range of intellectual functioning. This score is in the 91st percentile rank. This means that Caroline performed as well as or better than 91% of adults in her norm group and not as well as the remaining 9%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 20. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test

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indicated that her score falls in the confidence band of 116-124 using the 68% band. This means that her score on any given day would be in the 116-124.



Passage Comprehension 542 >30 97/90 11 109 (104-115) 74 (61-84) Average to AdvancedFor Passage Comprehension, Caroline obtained a standard score of 109; which is in the Average range of academic functioning. This score is in the 74th percentile rank, which means that Caroline performed as well as or better than 74% of adults in her norm group and not as well as the remaining 26%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 11. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 104-115 using the 68% band. This means that her score on any given day would be in the 104-115 range.Writing Samples 544 >30 99/90 26 125 (119-132) 95 (90-98) Advanced


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Academic KnowledgeThe Academic Knowledge cluster is a combination of three tests from the Extended Battery: Science, Social Studies, and Humanities. Academic Knowledge sampled Caroline’s broad range of scientific knowledge, social studies knowledge, and cultural knowledge (comprehension-knowledge [Gc]). Science contained items testing an individual’s knowledge of the sciences (comprehension-knowledge [Gc] abilities), including anatomy, biology, chemistry, geology, medicine, and physics. The initial items require only a pointing response, but the remaining items require the person to respond orally. Social Studies measured Caroline’s knowledge of history, economics, geography, government, and psychology (comprehension-knowledge [Gc] abilities). The initial items require only a pointing response, but the remaining items require the person to respond orally. Humanities measured Caroline’s knowledge of art, music, and literature, (comprehension-knowledge [Gc] abilities). The initial items require only a pointing response, but the remaining items require the person to respond orally.

ACADEMIC KNOWLEDGE 541 >30 97/90 12 111 (108-114) 77 (70-83) Average to Advanced

Caroline obtained an Academic Knowledge standard score of 111, which in the High Average range of intellectual functioning. This score is in the 77th percentile rank. This means that Caroline performed as well as or better than 77% of adults in her norm group and not as well as the remaining 23%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-124 using the 68% band. This means that her score on any given day would be in the 116-124.Science 532 >30 96/90 10 108 (103-113) 71 (59-81) Average to Advanced

For Science test, Caroline obtained a standard score of 108, which in the High Average range of intellectual functioning. This score is in the 71st percentile rank. This means that Caroline performed as well as or better than 71% of adults in her norm group and not as well as the remaining 29%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 10. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 103-113 using the 68% band. This means that her score on any given day would be in the 103-113.

Social Studies 560 >30 99/90 25 120 (115-125) 91 (84-95) Advanced

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For Social Studies, Caroline obtained a standard score of 120; which is in the High Average range of academic functioning. This score is in the 91st percentile rank, which means that Caroline performed as well as or better than 91% of adults in her norm group and not as well as the remaining 9%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 25. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-125 using the 68% band. This means that her score on any given day would be in the 115-125 range.Writing Samples 544 >30 99/90 26 125 (119-132) 95 (90-98) Advanced


Phoneme-Grapheme KnowledgeThe Phoneme-Grapheme Knowledge cluster is a combination of these tests: Word Attack and Spelling of Sounds from the Extended Battery requiring both reading-writing (Grw) and auditory processing (Ga) abilities. It may be used to evaluate an individual’s proficiency with phonic (sound) generalizations and his or her knowledge of common orthographic patterns (frequently occurring letter clusters) in both decoding (word reading) and encoding (spelling). Word Attack measures a person’s ability to apply phonic and structural analysis skills to the pronunciation of unfamiliar printed words, a reading-writing (Grw) ability. The initial items require the individual to produce the sounds for single letters. The remaining items require the person to read aloud letter combinations that are phonically consistent or are regular patterns in English orthography but are nonsense or low-frequency words. The items become more difficult as the complexity of the nonsense words increases. Spelling of Sounds measures Caroline’s spelling ability (a reading-writing [Grw] ability), particularly phonological and orthographical coding skills. The initial items required Caroline to write single letters of sounds. The remaining items required Caroline to listen to the audio recording and then spell letter combinations that are regular patterns in English spelling. The items are non-words or low-frequency words. The items become more difficult as the non-words involve more complex spelling patterns. PHONEME-GRAPHEME KNOW 528 >29 98/90 17 120 (113-126) 90

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(80-96) Advanced

Caroline obtained a Phoneme-Grapheme Knowledge standard score of 120, which in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 29 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 17. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-126 using the 68% band. This means that her score on any given day would be in the 113-126.

Word Attack 533 >30 98/90 18 118 (108-127) 88 (70-97) Advanced

For Word Attack, Caroline obtained a standard score of 118; which is in the High Average range of academic functioning. This score is in the 88th percentile rank, which means that Caroline performed as well as or better than 88% of adults in her norm group and not as well as the remaining 12%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 18. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 108-127 using the 68% band. This means that her score on any given day would be in the 108-127 range.

Spelling 555 >30 98/90 18 113 (109-118) 81 (73-88) Advanced


Brief Achievement

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The Brief Achievement cluster is a combination of the three tests: Letter-Word Identification, Spelling and Passage Comprehension. This cluster represents a screening of the person’s performance across reading, writing, and math.

BRIEF ACHIEVEMENT 560 >30 99/90 25 121 (116-126) 92 (86-96) Advanced

Caroline obtained a Brief Achievement standard score of 121, which in the High Average range of intellectual functioning. This score is in the 92nd percentile rank. This means that Caroline performed as well as or better than 92% of adults in her norm group and not as well as the remaining 8%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 25. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 116-126 using the 68% band. This means that her score on any given day would be in the 116-126.

Letter-Word Identification 576 >30 100/90 34 125 (114-136) 95 (82->99) Very Advanced

For Letter –Word Identification, Caroline obtained a standard score of 125, which in the High Average range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-136 range.


For Applied Problems test, Caroline obtained a standard score of 118, which in the High Average range of intellectual functioning. This score is in the 89th percentile rank. This means that Caroline performed as well as or better than 89% of adults in her norm group and not as well as the remaining 11%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 23. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test

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indicated that her score falls in the confidence band of 114-123 using the 68% band. This means that her score on any given day would be in the 114-123.



Broad AchievementThe Broad Achievement cluster is a combination of the nine tests (tests 1 through 6 and tests 9 through 11) included in the Broad Reading, Broad Mathematics, and Broad Written Language clusters. The Broad Achievement cluster Achievement cluster represents a person’s overall performance across the various achievement domains. It includes these tests: Letter-Word Identification, Applied Problems, Spelling and Passage ComprehensionBROAD ACHIEVEMENT 553 >30 99/90 21 119 (117-121) 90 (87-92) AdvancedCaroline obtained a standard score on Broad Achievement of 119, which in the High Average range of intellectual functioning. This score is in the 90th percentile rank. This means that Caroline performed as well as or better than 90% of adults in her norm group and not as well as the remaining 10%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 21. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 117-121 using the 68% band. This means that her score on any given day would be in the 117-121. Letter-Word Identification 576 >30 100/90 34 125 (114-136) 95 (82->99) Very Advanced

For Letter –Word Identification, Caroline obtained a standard score of 125, which in the High Average range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm

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group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 34. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 114-136 using the 68% band. This means that her score on any given day would be in the 114-136 range.





Passage Comprehension 542 >30 97/90 11 109 (104-115) 74 (61-84) Average to AdvancedFor Passage Comprehension, Caroline obtained a standard score of 109; which is in the Average range of academic functioning. This score is in the 74th percentile rank, which means that Caroline performed as well as or better than 74% of adults in her norm group and not as well as the remaining 26%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these

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tasks to be Easy. The W Difference value for this measure is 11. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 104-115 using the 68% band. This means that her score on any given day would be in the 104-115 range. (Table 4)

Intra-Achievement [Extended] Variations

Intra-Achievement [Extended] Variation procedure allows comparison of one area of academic achievement to the examinee’s expected or predicted performance as determined by his or her average performance on other achievement areas. An intra-achievement variation is present within individuals who have specific achievement strengths or weaknesses. This type of information is an invaluable aid in instructional planning and can be used to support the hypothesis of a specific difficulty as compared to generally low academic performance across achievement domains.

Caroline obtained in this section Average/High Average/etc. range of functioning with most of the tests. On Written Expression she had an actual score of 127 SD and her predicted score was 112 SD. The difference between the actual and predicted standard score is +15 points which is in the 94th percentile. This means that Caroline will scored in the 94th percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. This is in the Superior range of intellectual functioning. Caroline did not show any weakness in any of the Standard Battery of tests. (Appendix Table 5)

GIA/Achievement Discrepancy Procedure

The GIA/achievement discrepancy procedure can be used to determine the presence and severity of a discrepancy between general intellectual ability (g) and any particular area of achievement or oral language. This ability/achievement discrepancy procedure may be used as part of the selection criteria for learning disability (LD) programs.

Caroline obtained in this section Average/High Average/etc. range of functioning with all of these tests. (Appendix Table 6)

Academic Skills/Academic Fluency/Academic Applications [Extended] Variations

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Academic Skills/Academic Fluency/Academic Applications [Extended] Variations procedure allows comparison of the examinee’s performance is skills, fluency, and applications across the academic areas of reading, written language, and mathematics.


Academic Knowledge/Achievement Comparisons

Academic Knowledge is a strong measure of acquired knowledge, or Gc, and does not require reading, writing, or math; it serves as a good predictor of academic ability. This procedure allows the examiner to determine if current achievement levels are commensurate with the individual’s store of acquired knowledge. The individual’s expected achievement is then compared to his or her actual achievement.

Caroline obtained in this section Average/High Average/etc. range of functioning with most of the tests. On Written Expression she had an actual score of 127 SD and her predicted score was 112 SD. The difference between the actual and predicted standard score is +15 points which is in the 94th percentile. This means that Caroline will scored in the 94th percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. This is in the Superior range of intellectual functioning. On Phonetic Coding she had an actual score of 127 SD and her predicted score was 104 SD. The difference between the actual and predicted standard score is +23 points which is in the 97th percentile. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. This is in the Superior range of intellectual functioning (Appendix Table 8)

Scholastic Aptitude/Achievement Comparison

Scholastic aptitude/achievement comparison procedure uses four test scholastic aptitudes composites that provide the best empirical and research-based cognitive predictor of a given area of achievement. The tests that compose each aptitude provide the most relevant theoretical and research based predictors of present achievement levels. Unlike the discrepancy procedure, this comparison procedure is looking for consistency between scores.


Woodcock Johnson Tests of Oral Language-Fourth Edition (WJ IV OL)

The Woodcock Johnson Tests of Oral Language –Fourth Edition (WJ IV OL) contains 12 tests measuring 9 English tests and 3 parallel Spanish tests. The WJIVOL measures

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various aspects of oral language, such as listening comprehension, or al expression vocabulary, phonological processing, and speed of lexical access. Specific combinations or groupings of tests form clusters for interpretive purposes. When used in conjunction with the WJ IV COG tests, three additional clusters may be derived. Although tests are the basic administration components of the WJ IV OL, clusters of tests provide the primary basis for test interpretation. Cluster interpretation minimizes the danger of generalizing from the score for a single narrow ability to a broad, multifaceted ability. For example, broad ability cluster interpretation results in higher validity when more than one component of broad ability comprises the score that serves as the basis for the interpretation.


Oral LanguageThe Oral Language cluster is an aggregate measure of comprehension-knowledge (Gc), including lexical knowledge, listening ability, and verbal comprehension. It includes these tests: Picture Vocabulary and Oral Comprehension. Picture Vocabulary measured oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less frequently in the environment. As in any comprehension-knowledge (Gc) vocabulary task word retrieval is a component. Oral Comprehension measured the ability to comprehend a short audio-recorded passage and then supply the missing word using syntactic and semantic cues. This oral cloze procedure requires the use of listening, reasoning, and vocabulary abilities. The test is primarily a measure of comprehension-knowledge (Gc) and the narrow ability of listening ability in particular. The test begins with simple analogies and associations and progresses to more complex passages.ORAL LANGUAGE 537 >30 97/90 12 114 (107-120) 82 (69-91) Average to Advanced

Caroline obtained an Oral Language standard score of 114, which is in the High Average range of intellectual functioning. This score is in the 82nd percentile rank. This means that Caroline performed as well as or better than 82% of adults in her norm group and not

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as well as the remaining 18%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 107-120 using the 68% band. This means that her score on any given day would be in the 107-120 range.

Picture Vocabulary 529 >30 91/90 1 101 (95-107) 52 (37-67) Average

For Picture Vocabulary, Caroline obtained a standard score of 101, which in the Average range of intellectual functioning. This score is in the 52nd percentile rank. This means that Caroline performed as well as or better than 52% of adults in her norm group and not as well as the remaining 48%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Average to Advance. The W Difference value for this measure is 1. The Relative Proficiency Index (RPI) for this measure is 91/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 95-107 using the 68% band. This means that her score on any given day would be in the 95-107 range.

Oral Comprehension 545 >30 99/90 22 125 (115-135) 95 (84->99) Advanced

For Oral Comprehension, Caroline obtained a standard score of 125, which in the Superior range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 115-135 using the 68% band. This means that her score on any given day would be in the 115-135 range.

Broad Oral LanguageThe Broad Oral Language cluster is an aggregate measure of lexical knowledge, listening ability, verbal comprehension, syntactic knowledge, working memory, and auditory memory span. Collectively, the narrow abilities are primarily indicators of

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comprehension-knowledge (Gc), and, to a lesser extent, short-term working memory (Gwm). It includes these tests: Picture Vocabulary, Oral Comprehension and Understanding Directions. Picture Vocabulary measured oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less frequently in the environment. As in any comprehension-knowledge (Gc) vocabulary task word retrieval is a component. Oral Comprehension measured the ability to comprehend a short audio-recorded passage and then supply the missing word using syntactic and semantic cues. This oral cloze procedure requires the use of listening, reasoning, and vocabulary abilities. The test is primarily a measure of comprehension-knowledge (Gc) and the narrow ability of listening ability in particular. The test begins with simple analogies and associations and progresses to more complex passages. Understanding Directions is an oral language measure. The task required Caroline to listen to a sequence of audio-recorded instructions and then follow the directions by pointing to various objects in a colored picture. The items gradually increase in linguistic complexity as the number of tasks to perform increases. The test is primarily a measure of short-term working memory (Gwm), specifically working memory for language. The language component also requires, to a much lesser extent, listening ability, and narrow comprehension-knowledge (Gc) ability.BROAD ORAL LANGUAGE 536 >30 98/90 15 120 (112-127) 91 (79-96) AdvancedCaroline obtained a Broad Oral Language standard score of 120, which is in the High Average range of intellectual functioning. This score is in the 91st percentile rank. This means that Caroline performed as well as or better than 91% of adults in her norm group and not as well as the remaining 9%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Easy. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 15. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 112-127 using the 68% band. This means that her score on any given day would be in the 112-127 range.


For Picture Vocabulary, Caroline obtained a standard score of 101, which in the Average range of intellectual functioning. This score is in the 52nd percentile rank. This means that Caroline performed as well as or better than 52% of adults in her norm group and not as well as the remaining 48%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Average to Advance. The W Difference value for this measure is 1. The Relative Proficiency Index (RPI) for this measure is 91/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s

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performance on this test indicated that her score falls in the confidence band of 95-107 using the 68% band. This means that her score on any given day would be in the 95-107 range.



Understanding Directions 533 >25 99/90 22 124 (110-139) 95 (74->99) Advanced

For Understanding Directions, Caroline obtained a standard score of 124, which in the Superior range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 25 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 110-139 using the 68% band. This means that her score on any given day would be in the 110-139 range.

Oral ExpressionThe Oral Expression cluster is an aggregate measure of comprehension-knowledge (Gc), including lexical knowledge, listening ability, and verbal comprehension. It includes these tests: Picture Vocabulary and Sentence Repetition. Picture Vocabulary measured oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less frequently in the environment. As in any comprehension-knowledge (Gc) vocabulary task word retrieval is a component. ORAL EXPRESSION 534 >30 94/90 5 105 (100-109) 62 (49-74) Average

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Caroline obtained an Oral Expression standard score of 105, which in the Average range of intellectual functioning. This score is in the 62nd percentile rank. This means that Caroline performed as well as or better than 62% of adults in her norm group and not as well as the remaining 38%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Average to Advance. The W Difference value for this measure is 5. The Relative Proficiency Index (RPI) for this measure is 94/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-109 using the 68% band. This means that her score on any given day would be in the 100-109 range.



Sentence Repetition 539 >30 96/90 9 106 (100-112) 65 (50-78) Average to Advanced

For Sentence Repetition, Caroline obtained a standard score of 106, which in the Average range of intellectual functioning. This score is in the 65nd percentile rank. This means that Caroline performed as well as or better than 65% of adults in her norm group and not as well as the remaining 35%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Easy. She will find age level requirements for these tasks to be Average to Advance. The W Difference value for this measure is 9. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advance range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-112 using the 68% band. This means that her score on any given day would be in the 100-112 range. (Appendix Table 5)

Listening Comprehension

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The Listening Comprehension cluster is an aggregate measure of listening ability, and verbal comprehension. The narrow abilities measured represent a mix of comprehension –knowledge (Gc) and short-term working memory (Gwm) for language. It includes these tests: Oral Comprehension and Understanding Directions. Oral Comprehension measured the ability to comprehend a short audio-recorded passage and then supply the missing word using syntactic and semantic cues. This oral cloze procedure requires the use of listening, reasoning, and vocabulary abilities. The test is primarily a measure of comprehension-knowledge (Gc) and the narrow ability of listening ability in particular. The test begins with simple analogies and associations and progresses to more complex passages. Understanding Directions is an oral language measure. The task required Caroline to listen to a sequence of audio-recorded instructions and then follow the directions by pointing to various objects in a colored picture. The items gradually increase in linguistic complexity as the number of tasks to perform increases. The test is primarily a measure of short-term working memory (Gwm), specifically working memory for language. The language component also requires, to a much lesser extent, listening ability, and narrow comprehension-knowledge (Gc) ability.

LISTENING COMP 539 >30 99/90 22 129 (118-139) 97 (89->99) AdvancedFor Listening Comprehension, Caroline obtained a standard score of 129, which in the Superior range of intellectual functioning. This score is in the 97th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 119-134 using the 68% band. This means that her score on any given day would be in the 119-134 range.



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Understanding Directions 533 >25 99/90 22 124 (110-139) 95 (74->99) Advanced

For Understanding Directions, Caroline obtained a standard score of 124, which in the Superior range of intellectual functioning. This score is in the 95th percentile rank. This means that Caroline performed as well as or better than 95% of adults in her norm group and not as well as the remaining 5%. Caroline’s age equivalent for this measure is greater than 25 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 22. The Relative Proficiency Index (RPI) for this measure is 99/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 110-139 using the 68% band. This means that her score on any given day would be in the 110-139 range.

Phonetic CodingThe Phonetic Coding cluster is a combination of these tests: Segmentation and Sound Blending. It is an aggregate measure of auditory processing (Ga), including phonological awareness, both analysis and synthesis. Segmentation is an auditory processing (Ga) test. It is a phonetic coding task that measured skill in breaking apart the speech sounds in words. The examinee listens to words and must identify the word parts ranging from compound words to syllables to individual speech sounds (phonemes).Sound Blending is an auditory processing (Ga) test. It is a phonetic coding task that measured Caroline’s skill in synthesizing speech sounds (phonemes). The examinee listens to as series of syllables or phonemes and then is asked to blend the sounds into a word.

PHONETIC CODING 541 >30 100/90 31 127 (121-134) 97 (92-99) Very AdvancedCaroline obtained a standard score on Phonetic Coding of 127, which in the Superior range of intellectual functioning. This score is in the 97 th percentile rank. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 31. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 121-134 using the 68% band. This means that her score on any given day would be in the 121-134 range.

Segmentation 551 >30 100/90 43 130 (121-140) 98 (92->99) Very AdvancedFor Segmentation, Caroline obtained a standard score of 130, which in the Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30

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years old. Caroline’s level of development and functionality on these tasks is Very Advanced. She will find age level requirements for these tasks to be Extremely Easy. The W Difference value for this measure is 43. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Very Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 121-140 using the 68% band. This means that her score on any given day would be in the 121-140 range.

Sound Blending 531 >28 99/90 19 115 (110-120) 85 (76-91) Advanced

For Sound Blending, Caroline obtained a standard score of 115, which in the High Average range of intellectual functioning. This score is in the 99th percentile rank. This means that Caroline performed as well as or better than 99% of adults in her norm group and not as well as the remaining 1%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 19. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 76-91 using the 68% band. This means that her score on any given day would be in the 76-91 range.

Speed of Lexical AccessThe Speed of Lexical Access cluster is a combination of these tests: Rapid Picture Naming and Retrieval Fluency. It primarily measures the efficiency and quickness with which individuals are able to retrieve words (comprehension-knowledge [Gc]) from long-term storage (Glr). Rapid Picture Naming is a test of cognitive and linguistic fluency that provides information about processing speed (Gs) and speed of word retrieval. This test measured the narrow ability of naming facility, or the speed of lexical access, which requires the quick recall of simple pictures. Retrieval Fluency measures an aspect of long-term retrieval (Glr), speed of lexical access, which requires fluency of word retrieval from stored knowledge. The examinee is required to name as many examples as possible from a given category within a 1-minute time period. The task consists of three different categories: things to eat or drink first names of people, and animals. Historically, this task has been identified as ideational fluency.

SPEED of LEXICAL ACCESS 534 >30 98/90 14 115 (111-119) 85 (77-90) Advanced

Caroline obtained a standard score on Speed of Lexical Access of a 115, which is in the High Average range of intellectual functioning. This score is in the 85th percentile rank. This means that Caroline performed as well as or better than 85% of adults in her norm group and not as well as the remaining 15%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 14. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that

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Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 111-119 using the 68% band. This means that her score on any given day would be in the 111-119 range.Rapid Picture Naming 542 >30 98/90 16 112 (107-116) 78 (68-86) Advanced

For Rapid Picture Naming, Caroline obtained a standard score of a 112, which is in the High Average range of intellectual functioning. This score is in the 78th percentile rank. This means that Caroline performed as well as or better than 78% of adults in her norm group and not as well as the remaining 22%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 16. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 107-116 using the 68% band. This means that her score on any given day would be in the 107-116 range.

Retrieval Fluency 526 >30 97/90 12 118 (113-123) 88 (80-94) Average to Advanced

For Retrieval Fluency, Caroline obtained a standard score of a 118, which is in the High Average range of intellectual functioning. This score is in the 88th percentile rank. This means that Caroline performed as well as or better than 88% of adults in her norm group and not as well as the remaining 12%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal limit to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 12. The Relative Proficiency Index (RPI) for this measure is 97/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-123 using the 68% band. This means that her score on any given day would be in the 113-123 range.

VocabularyThe Vocabulary cluster is a combination of these tests: Picture Vocabulary from the WJ IV OL and Oral Vocabulary from the WJ IV COG. It is an aggregate measure of comprehension-knowledge (Gc), measure of expressive vocabulary, lexical knowledge, and verbal reasoning. Picture Vocabulary measured oral language development and lexical (word) knowledge. The task requires the person to identify pictured objects. Although a few receptive items are offered at the beginning of the test, this is primarily an expressive language task at the single-word level. The items become increasingly difficult as the selected pictures appear less frequently in the environment. As in any comprehension-knowledge (Gc) vocabulary task word retrieval is a component. WJ IV COG Oral Vocabulary measures acquired knowledge, or comprehension-knowledge. It includes two subtests: Synonyms and Antonyms. Each subtest measures an aspect of vocabulary knowledge of spoken English. The Synonyms test requires the examinee to

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listen to a word and then provide an appropriate word with the same or a similar meaning. The Antonyms test requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. She would say to herself the definition of the word than say the opposite.

VOCABULARY 542 >30 98/90 15 117 (113-121) 87 (80-92) Advanced

Caroline obtained a standard scored on the Vocabulary of a 117, which is in the High Average range of intellectual functioning. This score is in the 87th percentile rank. This means that Caroline performed as well as or better than 87% of adults in her norm group and not as well as the remaining 13%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 15. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 113-121 using the 68% band. This means that her score on any given day would be in the 113-121 range.



For Oral Vocabulary, Caroline obtained a standard score of 132, which in the Very Superior range of intellectual functioning. This score is in the 98th percentile rank. This means that Caroline performed as well as or better than 98% of adults in her norm group and not as well as the remaining 2%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 29. The Relative Proficiency Index (RPI) for this measure is 100/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test

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indicated that her score falls in the confidence band of 127-138 using the 68% band. This means that her score on any given day would be in the 127-138 range.

Auditory Memory SpanThe Auditory Memory Span is the narrow short-term working memory (Gwm) ability to hold auditory information in immediate awareness. It includes these tests: WJ OL Sentence Repetition and WJ IV COG Memory for Words. Sentence Repetition measures the ability to remember and repeat single words, phrases, and sentences presented from the audio recording. In this task, the examinee uses sentence meaning to aid recall. This test primarily measures short-term working memory (Gwm).These tests require the examinee to hold information in immediate awareness and then repeat that information in the correct sequence

AUDITORY MEMORY SPAN 531 >30 97/90 13 110 (105-115) 75 (64-84) Average to AdvancedCaroline obtained a standard scored on the Auditory Memory Span of a 110, which is in the High Average range of intellectual functioning. This score is in the 75th percentile rank. This means that Caroline performed as well as or better than 75% of adults in her norm group and not as well as the remaining 25%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Average to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 13. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 105-115 using the 68% band. This means that her score on any given day would be in the 105-115 range.

For Sentence Repetition, Caroline obtained a standard score of 106, which in the Average range of intellectual functioning. This score is in the 65 th percentile rank. This means that Caroline performed as well as or better than 65% of adults in her norm group and not as well as the remaining 35%. Caroline’s age equivalent for this measure is greater than 30 years old. Caroline’s level of development and functionality on these tasks is Within Normal Limits to Advanced. She will find age level requirements for these tasks to be Easy. The W Difference value for this measure is 9. The Relative Proficiency Index (RPI) for this measure is 96/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Average to Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 100-112 using the 68% band. This means that her score on any given day would be in the 100-112.

Memory for Words 522 >28 98/90 17 112 (106-118) 78 (65-88) Advanced

For Memory for Words, Caroline obtained a standard score of 112, which in the High Average range of intellectual functioning. This score is in the 78th percentile rank. This means that Caroline performed as well as or better than 78% of adults in her norm group and not as well as the remaining 22%. Caroline’s age equivalent for this measure is

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greater than 28 years old. Caroline’s level of development and functionality on these tasks is Advanced. She will find age level requirements for these tasks to be Very Easy. The W Difference value for this measure is 17. The Relative Proficiency Index (RPI) for this measure is 98/90.The proficiency score obtained for this measure indicates that Caroline’s performance is in the Advanced range. Caroline’s performance on this test indicated that her score falls in the confidence band of 106-118 using the 68% band. This means that her score on any given day would be in the 106-118. (Appendix Table 10)

Intra-Oral Language [Extended] Variations

The intra-oral language [extended] variations allows comparisons of one area of oral language to the examinee’s expected or predicted performance as determined by his or her average performance in other oral language areas. An oral language variation is present within individuals who have specific language strengths or weaknesses.

Caroline obtained in this section Average/High Average/etc. range of functioning with most of the tests. On Listening Comprehension she had an actual score of 129 SD and her predicted score was 113 SD. The difference between the actual and predicted standard score is +16 points which is in the 94th percentile. This means that Caroline will scored in the 94th percentile rank. This means that Caroline performed as well as or better than 94% of adults in her norm group and not as well as the remaining 6%. This is in the Superior range of intellectual functioning. On Phonetic Coding she had an actual score of 127 SD and her predicted score was 104 SD. The difference between the actual and predicted standard score is +23 points which is in the 97th percentile. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. This is in the Superior range of intellectual functioning. (Appendix Table 11)

Oral Language/Achievement Comparison

Oral Language Achievement Comparison use standard scores from the Broad Oral Language cluster to predict achievement on a number of achievement clusters and three oral language clusters. Caroline’s obtained achievement scores are compared her expected (predicted) achievement scores.

Caroline obtained in this section Average/High Average/etc. range of functioning with most of the tests. On Phonetic Coding she had an actual score of 127 SD and her predicted score was 104 SD. The difference between the actual and predicted standard score is +23 points which is in the 97th percentile. This means that Caroline performed as well as or better than 97% of adults in her norm group and not as well as the remaining 3%. This is in the Superior range of intellectual functioning. (Appendix Table 12)

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Assistive Technology

Caroline can access the work environment without the need for AT services or devices. She communicates clearly and is expressively and receptively independent.

DiscrepancyIn the WJIV battery of tests there are two scores for use in the presence and severity of any variation, comparison, or discrepancy. These are called the discrepancy percentile rank (discrepancy PR) and the discrepancy standard deviation (discrepancy SD). These scores are based on actual difference scores computed for each individual in the norming sample.

The discrepancy percentile rank indicates the percentage of the examinee’s peer group (same age or grade and same predicted score) with a difference score that is the same as or larger than the examinee’s different score. For example, a discrepancy percentile rank of 1 on Cognitive Processing Speed indicates that only 1% of the examinee’s peer group had the same or larger negative difference score on this cluster. On the other hand, a discrepancy percentile rank of 97 on Short-Term Working Memory indicates that only 3% of the examinee’s peer group had the same or larger positive difference score on this cluster.

The discrepancy SD score is a standardized z score that reports (in standard deviation units) the difference between an individual’s difference score and the average difference score for individuals at the same age or grade level in the norming sample who had the same predictor score. A negative value indicates the examinee’s actual ability is lower than predicted. A positive value indicates the examinee’s actual ability was higher than predicted.

Transition

Transition was addressed at the annual ARD and documented that transition is not applicable to the subject at this is time because she is 45 years old and currently employed as a teacher.

Conclusion

During individual achievement testing, Caroline demonstrated the following academic strengths and weaknesses:

Caroline did her best in the area of Gf-Gc Composite and Fluid Reasoning and her score was noted as statistically significant because Gf-Gc Composite and Fluid Reasoning (Gf) standard scores are in the Very Superior range when compared to others at her age level. Her Comprehension Knowledge (Gc), Cognitive Processing Speed (Gs), Long-Term Retrieval (Glr), Visual Processing (Gv), and Quantitative Reasoning are in the Superior

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range. Her areas of weakness are Picture Vocabulary, Numbers Reversed, and Object-Number Sequencing. Caroline's ability to recall and relearn previously presented information not significantly weak because they are in the Average range; when her retest performance is compared to her initial test performance, her ability is within normal limits. When compared to others at her age level, Caroline was very attentive during all the assessments WJ IV ACH, WJ IV COG, and WJ 1V Oral testing.

Recommendations

All of the WJ IV tests including the Extended Battery evaluation are considered a valid representation of Caroline’s current levels of functioning in the areas assessed. The following recommendation is based upon a review of evaluation data to assist Caroline during her professional career.

Caroline should be offered a promotion at her next annual review or when a high position becomes available.

Assurances

The multidisciplinary team assures that the testing, evaluation materials, and procedures used for the purpose of evaluation were selected and administered so as not to be racially or culturally discriminatory.

The multidisciplinary team assures that the tests and other evaluation materials have been validated for the specific purpose for which they were used.

The multidisciplinary team assures that the tests and other evaluation materials were administered by trained personnel in conformance with the instructions provided by their producers.

More than one procedure was used for determining whether an adult has a disability and for determining an appropriate educational program for the adult.

Technically sound instruments were used to assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.

The evaluation provides relevant information that directly assists persons in determining the educational needs of the child and is sufficiently comprehensive to identify the special education needs and related (supportive) services as a required to assist the child to benefit from special education.

Multidisciplinary Team

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Pamela WellenEducational Diagnostician

Signature

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Documents

awtyteacherpwellen.weebly.com · Web viewThroughout Caroline’s school years, she enjoyed academic challenges. She was interested in finding out if there was a reason she was not