List of Academic Assessment Areas, Composite Or Cluster Score Areas and the Subtests That

List of Academic Assessment Areas, Composite or Cluster Score Areas and the Subtests that Make Up Each Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Reading Woodcock Johnson- Broad Reading Letter-Word Identification naming letters and reading words aloud from a list III Tests of Reading Fluency speed of reading sentences and answering "yes" or "no" to Achievement (WJ-III) each Ages 2 to 90 Passage Comprehension orally supplying the missing word removed from each sentence or very brief paragraph. (e.g., "Woof," said the _____, biting the hand that fed it." Basic Reading Letter-Word Identification naming letters and reading words aloud from a list Word Attack reading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skills Reading Passage Comprehension orally supplying the missing word removed from each sentence Comprehension or very brief paragraph. (e.g., "Woof," said the _____, biting the hand that fed it." Reading Vocabulary orally stating synonyms and antonyms for printed words and orally completing written analogies (e.g., elephant : big :: mouse : ___ ) Weschler Individual Total Reading Word Reading student reads aloud a list of increasingly difficult words Achievement Test- (Grades 1-12) Pseudoword Decoding student reads aloud a list of increasingly difficult nonsense 3rd Ed. (WIAT-III) words Ages 4-0 to 19-11 Reading Comprehension student reads passages aloud or silently under un-timed conditions, and then answers open-ended questions about each one Oral Reading Fluency student reads passages aloud, and then orally responds to (depends on grade level) comprehension questions Basic Reading Word Reading student reads aloud a list of increasingly difficult words (Grades 1-12) Pseudoword Decoding student reads aloud a list of increasingly difficult nonsense words Reading Reading Comprehension student reads passages aloud or silently under un-timed Comprehension conditions, and then answers open-ended questions about and Fluency each one (Grades 2-12) Oral Reading Fluency student reads passages aloud, and then orally Gray Oral Reading Fluency Rate amount of time taken by a student to read a story th Tests-4 Ed. (GORT- Accuracy student's ability to pronounce each word in story correctly 4) Oral Reading Fluency student's Rate and Accuracy Scores combined Ages 6 to 18-11 Quotient Oral Reading appropriateness of the student's responses to questions Comprehension about the content of each story read Test of Early Reading Overall Reading Alphabet measuring knowledge of the alphabet and its uses Ability-3rd Ed. (TERA- Quotient Conventions measuring knowledge of the conventions of print 3) Ages 3-6 to 8-6 Meaning measuring the construction of meaning from print Page | 1 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Math Woodcock Johnson- Broad Math Calculation involves arithmetic computation with paper and pencil III (WJ-III) Math Fluency speed of performing simple calculations for 3 minutes Age 2 to 90 Applied Problems are oral, math "word problems," solved with paper and pencil Math Calculation Calculation involves arithmetic computation with paper and pencil Skills Math Fluency speed of performing simple calculations for 3 minutes Math Reasoning Applied Problems are oral, math "word problems," solved with paper and pencil Quantitative Concepts oral questions about mathematical factual information, operations signs, etc. Weschler Individual Mathematics Math Problem Solving depending upon the grade and ability level of the student, the Achievement Test- (Grades K-12) student solves un-timed math problems related to basic skills 3rd Ed. (WIAT-III) (counting, identifying shapes, etc.), everyday applications Ages 4-0 to 19-11 (time, money, word problems, etc.), geometry, and algebra Numerical Operations depending upon the grade and ability level of the student, the student solves un-timed written math problems in the following domains: basic skills, basic operations with integers, geometry, algebra, and calculus Math Fluency Math Fluency-Addition student solves written addition problems within a 60-second (Grades 1-12) time limit Math Fluency-Subtraction student solves written subtraction problems within a 60- second time limit Math Fluency- student solves written multiplication problems within a 60- Multiplication (depends on second time limit grade level) KeyMath-3rd Ed. Basic Concepts Numeration measures an individual's understanding of whole and rational Ages 4-6 to 21-11 numbers. It covers topics such as identifying, representing, (Grades K-12) comparing, and rounding one-, two-, and three-digit numbers as well as fractions, decimal values, and percentages. It also covers advanced numeration concepts such as exponents, scientific notation, and square roots Algebra measures an individual's understanding of pre-algebraic and algebraic concepts. It covers topics such as sorting, classifying, and ordering by a variety of attributes; recognizing and describing patterns and functions; working with number sentences, operational properties, variables, expressions, equations, proportions, and functions; and representing mathematical relationships Geometry measures an individual's ability to analyze, describe, compare, and classify two- and three-dimensional shapes. It also covers topics such as spatial relationships and reasoning, coordinates, symmetry, and geometric modeling Page | 2 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Measurement measures an individual's ability to compare objects on a variety of attributes and to use nonstandard and standard units to measure those attributes. It also covers topics such as measuring angles, sequencing events, estimating and measuring time, counting and working with money (coins and currency), and measuring angles Data Analysis and measures an individual's ability to collect, display, and Probability interpret data as well as his or her understanding of the concepts associated with chance and probability Operations Mental Computation and measures an individual's ability to mentally compute answers Estimation to given math problems using addition, subtraction, multiplication, and division operations. It covers problems involving one-, two-, and three digit numbers, fractions, decimals, and percentages Addition and Subtraction measures an individual's ability to add and subtract whole and rational numbers, including two- and three-digit numbers, fractions, mixed numbers, decimal values, and integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving addition and subtraction Multiplication and Division focuses on written algorithmic procedures and concepts. It measures an individual's ability to multiply and divide (using one- and two-digit multipliers and divisors) whole and rational numbers, including fractions, decimal values, and integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving multiplication and division Applications Foundations of Problem measures an individual's ability to identify the necessary Solving elements, operations, and strategies required to solve math problems. It places emphasis on the individual's ability to explore the procedural elements that facilitate solutions Applied Problem Solving measures an individual's ability to interpret problems set in a context and to apply computational skills and conceptual knowledge to produce a solution. Problems address topics included in each of the five KeyMath–3 Basic Concepts subtests Total Test Summarizes overall math Composite proficiency using all subtests Test of Math Quotient Vocabulary Mathematical Computation Abilities – 2nd ed General Information Ages 8-18 Story Problems Administration: Individual or group Page | 3 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each 60-90 minutes Test of Early Math numbering skills Ability – 3rd ed number-comparison Ages 3-0 through 8- facility 11 numeral literacy Administration: mastery of number facts, Individual 30-40 minutes calculation skills understanding of concepts Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Writing Test of Written Overall Writing-7 Vocabulary student writes a sentence that incorporates a stimulus word. Language – 4 subtests E.g.: For ran, a student writes, “I ran up the hill.” (TOWL-4) Spelling student writes sentences from dictation, making proper use of Age 9-0 to 17-11 spelling rules. years Punctuation student writes sentences from dictation, making proper use of Administration: punctuation and capitalization rules. Individual or group Logical Sentences student edits an illogical sentence so that it makes better sense. E.g.: “John blinked his nose” is changed to “John blinked his eye.” Sentence Combining student integrates the meaning of several short sentences into one grammatically correct written sentence. E.g.: “John drives fast” is combined with “John has a red car,” making “John drives his red car fast.” Contextual Conventions student writes a story in response to a stimulus picture. Points are earned for satisfying specific arbitrary requirements relative to orthographic (E.g.: punctuation, spelling) and grammatical conventions (E.g.: sentence construction, noun- verb agreement). Story Composition student’s story is evaluated relative to the quality of its composition (E.g.: vocabulary, plot, prose, development of characters, and interest to the reader). Contrived Writing- Vocabulary student writes a sentence that incorporates a stimulus word. 5 subtests E.g.: For ran, a student writes, “I ran up the hill.” Spelling student writes sentences from dictation, making proper use of spelling rules. Punctuation student writes sentences from dictation, making proper use of punctuation and capitalization rules. Logical Sentences student edits an illogical sentence so that it makes better sense. E.g.: “John blinked his nose” is changed to “John blinked his eye.”

Page | 4 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Sentence Combining student integrates the meaning of several short sentences into one grammatically correct written sentence. E.g.: “John drives fast” is combined with “John has a red car,” making “John drives his red car fast.” Spontaneous student writes a story in response to a stimulus picture. Points Contextual Conventions Writing-2 subtests are earned for satisfying specific arbitrary requirements relative to orthographic (E.g.: punctuation, spelling) and grammatic conventions (E.g.: sentence construction, noun-verb agreement). Story Composition student’s story is evaluated relative to the quality of its composition (E.g.: vocabulary, plot, prose, development of characters, and interest to the reader). Wechsler Individual Written Expression Alphabet Writing Fluency Achievement Test, (Grades K-12) (depends on grade level) 3rd Ed. Spelling student writes single words that are dictated within the (WIAT-III) context of a sentence Ages 4-0 to 19-11 Sentence Composition student combines information from two or three sentences (depends on grade level) into single sentences that mean the same thing, and then student writes meaningful sentences that use specific words Essay Composition student writes an essay within a 10 or 15-minute time limit (depends on grade level) (depending on grade). Woodcock Johnson Broad Written Spelling writing letters and words from dictation III Tests of Language Writing Fluency writing simple sentences, using three given words for each Achievement (WJ-III) item and describing a picture, as quickly as possible for seven Age 2 to 90 minutes Writing Samples writing sentences according to directions; many items include pictures; spelling does not count on most items Basic Writing Skills Spelling writing letters and words from dictation

Editing orally correcting deliberate errors in typed sentences

Written Expression Writing Fluency writing simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutes Writing Samples writing sentences according to directions; many items include pictures; spelling does not count on most items Oral and Written Written Expression Conventions spelling, punctuation/capitalization, letter formation, Language Scales: Scale conventional structures Written Expression Linguistics vocabulary, grammatical morphemes, and sentence structure OWLS Content meaningful content, details, relevance, coherence, supporting Age 5 to 21 ideas, word choice, unity Administration: Page | 5 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Individual or group, 15 to 30 minutes

Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Oral Expression Oral and Written Language Scales: Listening Comprehension/Oral Expression OWLS Age 5 to 21 Administration: Individual 10 to 25 minutes Clinical Evaluation of Core Language Concepts & Following measure the student’s ability to a) interpret spoken directions Language Directions (Ages 9–12 of increasing length and complexity that contain concepts Fundamentals-4th Ed. only) requiring logical operations; b) remember the names, (CELF-4) Ages 5-21 characteristics, and order of mentioned objects; and c) identify 30-60 minutes the pictured objects that were mentioned from among several choices. Recalling Sentences (All evaluate the student’s ability to recall and reproduce Ages) sentences of varying length and syntactic complexity. The student imitates sentences presented by the examiner Formulated Sentences (All used to evaluate the ability to formulate compound and Ages) complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a reference Word Classes 2–Total (All used to evaluate the student’s ability to understand Ages) relationships between words that share a variety of functional and conceptual relationships. The student is asked to choose the items that best represent the desired relationship Word Definitions used to evaluate the student’s expressive vocabulary. The (Ages 13-21 only) student is orally presented a word, followed by an introductory sentence that includes the word. The student is then asked to define the word using descriptive language Receptive Word Classes 2–Receptive see Word Classes 2-Total Language Understanding Spoken used to evaluate the student’s ability to understand Paragraphs information presented in spoken paragraphs. The student answers questions about a paragraph presented orally. The questions probe the student’s understanding of the paragraph’s main idea, detail and sequence of events, and the Page | 6 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each student’s ability to make inferences and predictions from the information presented Semantic Relationships used to evaluate the ability to identify different semantic relationships in sentences. After listening to a sentence, the student selects the two correct choices from four visually presented options Expressive Recalling Sentences evaluate the student’s ability to recall and reproduce Language sentences of varying length and syntactic complexity. The student imitates sentences presented by the examiner Formulated Sentences used to evaluate the ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a reference Word Classes 2–Expressive see Word Classes 2-Total Language Content Word Definitions used to evaluate the student’s expressive vocabulary. The student is orally presented a word, followed by an introductory sentence that includes the word. The student is then asked to define the word using descriptive language Understanding Spoken used to evaluate the student’s ability to understand Paragraphs information presented in spoken paragraphs. The student answers questions about a paragraph presented orally. The questions probe the student’s understanding of the paragraph’s main idea, detail and sequence of events, and the student’s ability to make inferences and predictions from the information presented Sentence Assembly used to evaluate the ability to assemble syntactic structures. The student produces two grammatically correct sentences from visually and auditorially presented words or phrases. Language Memory Recalling Sentences evaluate the student’s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examiner Formulated Sentences used to evaluate the ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a reference Semantic Relationships used to evaluate the ability to identify different semantic relationships in sentences. After listening to a sentence, the student selects the two correct choices from four visually presented options Working Memory Number Repetition 1– used to evaluate the student’s working memory and the ability Page | 7 Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Total to repeat random number sequences. The student is asked to repeat numbers orally in forward or backward fashion Familiar Sequences 1 evaluate the ability to sequence auditory and verbal information as quickly as possible. The student is asked to perform tasks including: saying the days of the week and counting backwards from 20 while being timed Woodcock Johnson Oral Language Story Recall student answers questions about the stories heard earlier III Tests of Standard Skills Understanding Directions student follows oral directions to point to different parts of Achievement pictures Age 2 to 90 Oral Language Understanding Directions student follows oral directions to point to different parts of Extended Skills pictures Picture Vocabulary student points to named pictures or names pictures Oral Comprehension student provides anto- or synonyms to spoken words and completes oral analogies (e.g., elephant is to big as mouse is to __ ) Oral Expression Story Recall student answers questions about the stories heard earlier Picture Vocabulary student points to named pictures or names pictures Wechsler Individual Oral Language Listening Comprehension student listens to vocabulary words and points to a picture that Achievement Test, (Grades PK-12) illustrates each word, and then listens to passages and answers 3rd Ed. (WIAT-III) questions about each one. Ages 4-0 to 19-11 Oral Expression student is shown pictures and is asked to name the concept shown in each picture. Then the student says words from a given category and repeats sentences. Academic Area Test Name Composite/Cluster Subtests That Make Up Descriptors Score Areas Each Listening Woodcock Johnson Listening Understanding Directions student follows oral directions to point to different parts of Comprehensio III Tests of Comprehension pictures n Achievement (WJ-III) Oral Comprehension student provides anto- or synonyms to spoken words and completes Age 2 to 90 oral analogies (e.g., elephant is to big as mouse is to __ )

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