Florence Protocol for WIAT
Overview & Definitions
WIAT-IV Description:
The WIAT-4 (Wechsler Individual Achievement Test, Fourth Edition) is a comprehensive tool used to assess academic skills in individuals aged 4 through 50 years. It includes various subtests to evaluate achievement in key academic areas. The choice of subtests depends on the purpose of the assessment, but here are the main subtests commonly administered across the primary domains: Reading, Mathematics, Written Language, and Oral Language (Early Reading Skills-for younger students, which focuses on foundational reading abilities such as letter identification, phonological awareness, and basic word recognition.)
Choosing Subtests:
- For Comprehensive Academic Evaluation: Include subtests from all domains (reading, writing, math, oral language).
- For Specific Diagnoses: Tailor subtests to suspected areas of difficulty (e.g., reading subtests for dyslexia, math subtests for dyscalculia).
When interpreting WIAT-IV (Wechsler Individual Achievement Test, Fourth Edition) scores, special education teachers should focus on understanding how the test measures academic skills and its implications for instruction and intervention. The WIAT-IV provides detailed insights into a student’s strengths and weaknesses across various academic areas, which can guide the development of individualized education programs (IEPs), accommodations, and interventions.
Understand the Structure of WIAT-IV Scores
The WIAT-IV provides composite scores in the following 4 areas:
Reading Composite:
- Word Reading
- Pseudoword Decoding
- Reading Comprehension
- Oral Reading
- Fluency
Mathematics Composite:
- Numerical Operations
- Math Problem Solving
Written Language Composite:
- Spelling
- Sentence Composition
- Essay Composition
Oral Language Composite:
- Listening Comprehension
- Oral Expression
Key Considerations for Interpreting WIAT-IV Scores
Focus on Composite and Subtest Scores
- Composite scores provide a broad picture of performance in a domain (e.g., Reading, Math).
- Subtest scores help identify specific skills that are strengths or weaknesses (e.g., spelling vs. sentence composition in writing).
Examine Standard Scores and Percentile Ranks
- Standard Scores:
- Mean = 100; Standard Deviation = 15.
- Scores below 85 may indicate an area of concern.
- Percentile Ranks:
- Indicates how the student compares to peers (e.g., a percentile rank of 28 means the student performed better than 28% of peers).
Compare Scores Across Domains
- Look for discrepancies between composites (e.g., strong reading skills but low math scores) to identify areas of strength and areas requiring intervention.
Analyze Error Patterns
- Errors in specific subtests (e.g., decoding unfamiliar words in Pseudoword Decoding) can point to underlying processing deficits (e.g., phonological processing).
Reading
- Word Reading:
- Measures the ability to recognize and pronounce printed words
- Pseudoword Decoding:
- Evaluates phonetic decoding skills using non-words
- Reading Comprehension:
- Assesses understanding of written passages and ability to answer questions.
- Oral Reading Fluency:
- Measures reading accuracy, speed, and prosody through passage reading.
Mathematics
- Numerical Operations:
- Evaluates basic arithmetic skills, including addition, subtraction, multiplication, and division.
- Math Problem Solving:
- Assesses the ability to solve word problems and apply mathematical reasoning.
Written Language
- Spelling:
- Tests the ability to spell words correctly.
- Sentence Composition:
- Measures sentence formation, grammar, and punctuation.
- Essay Composition:
Oral Language
- Listening Comprehension:
- Measures understanding of spoken information, including receptive vocabulary and sentence comprehension.
- Oral Expression:
- Assesses expressive language skills through tasks like story retelling or sentence repetition.
Required Academic and Non-academic Data from the School
(Measures of Academic/Functional Performance & Effective Progress)
- Academic Data (examples):
- A. Benchmark Assessment Data
iReady; DIBELS; STAR Math; Informal Reading Inventory - B. Work Samples:
Writing Samples, Classwork & Homework, Quizzes / Tests, Exit Tickets - C. Observation:
Student Engagement, Small / Large Group Participation, documented questions asked / answered by Student, Work Initiation and Completion in class - D. Executive Functioning Data:
% Homework Completed & Turned in on time, Review of planner / Google classroom Assignments submitted, Time / Behavior after Teacher initiates in Class woek
- A. Benchmark Assessment Data
- Nonacademic data (examples):
- A. Attendance:
Daily Absences/Tardies, Class Absences/Tardies, Time out of school - B. Awards / Acknowledgements
School recognitions, Classroom recognitions - C. Incident Reports
School and Classroom documentation - D. Extracurriculars
Sports, Clubs, After School Activities, Community Activities
- A. Attendance:
- (1) A group of qualified professionals and the parent of the child determines whether the child is a child with a disability, as defined in § 300.8,
- (1) In interpreting evaluation data for the purpose of determining if a child is a child with a disability under § 300.8, and the educational needs of the child, each public agency must—
- (i) Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the child’s physical condition, social or cultural background, and adaptive behavior; and
- (ii) Ensure that information obtained from all of these sources is documented and carefully considered.
