Gifted Issues Discussion homepage Forums Identification, Testing & Assessment WJ III results

I just got DD6's WJ III results back and have a few questions.
We got a copy of all of the cluster/test scores, along with the AE, RPI, PR and SS. My questions are numerous, since there seems to be an awful lot of information here, but I'm not real sure which part(s) are the most important to look at.
I have seen Broad Reading, math and written language results mentioned in earlier posts, so are these the important scores? There is also a total achievement score, is that the one we should be focusing on? Also, a number of the PRs are >99.9 which doesn't seem very helpful to me.

Here are some of the scores, maybe someone can fill me in on what they tell me: (These numbers came from the SS column)


total achievement: 148
Broad reading : 149
Broad math : 144
Broad Written lang.: 150

The results look pretty amazing to me, and talking to the tester, she had a great time testing DD because of her comments during the testing. One of the questions asked her to print an ampersand, and DD's comment was: "I think they must think I'm a 7th grader!"

Are these numbers suppose to correspond with WISC IV numbers some how? Or do the two tests measure completely different things?

Thanks for the help

Those are amazing scores

The way I understand it, achievement testing gives you an idea of how your child's academic knowledge and performance compare with other children their age.

The results show that your DD performs at a higher level than 99.9% of children her age in reading, math and writing.

One would expect that a child who is able to perform at this level would also have a high IQ, but these are not equivalent to IQ scores. IQ testing is designed to measure different aspects of cognitive functioning.

Are you planning to apply for the DYS program? I believe those would be qualifying scores for the achievement testing part of the requirements.

Yes, from my understanding those are qualifying scores, very high.

I'm certainly no expert on the forum or anywhere else!!!

I think of the IQ score as the walk and the achievement scores as the talk.

Meaning, the IQ test is supposed to tell you what the child is capable of cognitively and academically and the achievement measures what they can actually do academically.

If you don't have an IQ test, I would recommend you consider it.

You could also apply to DYS with the achievement test and work samples/portfolio which I would also recommend. They'd let you know if they want more, which is not uncommon and doesn't mean the child would not get accepted ultimately!!

Greater than 99.9 is a very impressive score. I *think* what that means is that her broad writing scores are outperforming the highest level of the norming sample, so it can't be accurately measured.

Now, someone PLEASE, PLEASE jump in if I've stated that improperly.

Neato

YOWZA!!!!! Get an IQ on her if you don't have one already and apply to DYS!!!

I'm sure Dottie will chime in here w/ specifics lol.

Ok,
Yes, we have an IQ score for her, but are having it recalculated because of her age at the time of testing and her hitting the ceiling on 3 subtests, the tester needs to use extended norms with her. But, without the extended norms her IQ is a 140.

I have all of the subtest break downs. They are as follows:

Letter word ID: 151
Reading fluency: 146
Story recall: 135
Understanding directions: 137
Calculation: 136
Math fluency: 120 (She had the right idea for some questions, but hasn't had the exposure to how to solve them correctly)
Spelling: 150
Writing fluency: 125
Passage Comprehension: 151
Applied Problems: 141
Writing samples: 153
Story recall - delayed: 84 (She completely forgot 1 story)
Word attack: 148
Picture vocab: 133
Oral comprehension: 135
Editing: 154
Reading vocab: 138
Quantitative Concepts: 139
Academic knowledge: 129
Spelling of Sounds: 133
Sound awareness: 139
Punctuation & Capitals: 161

I wish I could say we had a receptive school situation, but we have a complete unknown. We are moving, probably to Florida and don't know anything about the schools there. I've not gotten much info from the state chpt for the gifted and the woman who is their rep. in the area we'd be going to is on vacation for the next month, so she wasn't very helpful.

Neato - thanks, that makes sense to me, I've not had anyone explain it that way.

As far as a DYS application, we're trying to fit that in with trying to figure out our move and a new job etc. It may have to wait until the fall so we don't mess it up. But, we'll see.

I guess I keep looking at these scores thinking "this can't really be true. How can such a little peanut have so much going on in her head?" I know, I know, give up the denial before it's too late. But she has always just been Sweet Pea and will always be that to us, so it is like we have 2 kids in one, the one we deal with all the time and the hidden "secret super hero", capable of leaping tall buildings in one bound - or at least figuring out how it could be done.

Dottie - DH wants to know if you're from Massachusetts - he thinks that we Bay stater's are the only ones who use the term "wicked" to mean something good.

I think the first time I heard "Wicked Smart" is Good Will Hunting, LOL!

I was thinking bored during story recall as well. DYS-DD9 didn't do too well on Oral Comprehension, I often wonder if she learned how to tune out during the boring parts at school a little TOO much!

Does DD like to make up stories? I'd definitely consider having her write some stories or summaries of stories she read to include if you apply to DYS. She is awful young, sometimes what's up in their head can get lost in the effort of writing it down. You could also video her "in action" if you feel comfortable with that.

I'm considering applying for DD(just)7 and I plan to video tape( I'm so technologically behind here!) her story creating as well as work samples because she has a fine motor delay.

Good luck with the move to Florida.

Hope you find this board helpful in the joyful challenges ahead!!!

I think it was boredom too, the story she couldn't recall was about a girl who went fishing with her dad and she was suppose to be quiet so she wouldn't scare the fish. During the initial recall of it DD made the comment "I bet she does talk, she won't be able to be quiet". To me that means that she thought it was silly to not be able to talk while fishing, and therefore forgetful.
She loves to write books and we have a ton hanging around that she is about 1/2 way through, I'll have her finish a couple this summer - that's a good idea.
As far as being technologically behind - we don't even own a video camera of any kind
I have found this board so helpful so far, I don't know what I would have done without it this past school year, it has really helped us understand DD so much more, as well as figure out how to deal with her "quirks" and advocate for her.
We'll keep you posted on the transition to Florida.

We just bought our DD7 a kiddie camcorder from Walmart for 30bucks it plugs right into the TV for play back. It is going to be her birthday present