EDUCATIONAL ACHIEVMENT REPORT

Educational Achievement Report

E. Casey Hereth
Towson University

Name:

A.C.

School: N/A

EDUCATIONAL ACHIEVMENT REPORT

DOB: 04/04/1997
Grade:

10th

2
Age: 16.7 y/o
Date of Assessment: 11/04/2013

Evaluator: Casey Hereth

Reason for Referral
Amy was evaluated to provide the examiner with practice administering the
WJ-III for the purpose of identifying areas of academic strength and need
that, in a school setting, would be used for educational program planning.
Test Administered/Rationale
The Woodcock-Johnson III Form A is a Standard Test of Achievement. The
scores obtained are valid representations of the students current
educational performance levels. The selected test is a valid tool for the
stated purpose and is valid for the student. It is intended to provide
approximate performance levels based on national norms and to profile
strengths and needs.
Background Information
Amy is a sixteen-year-seven-month-old 10th grader in high school. She is in
all general education classes. She has only missed four days of school due
to a death in the family. Amy says her favorite subject is History and her
least favorite is Math. Amy declared that she gets along with mostly
everyone at school, especially her teammates and the younger, fun
teachers.

EDUCATIONAL ACHIEVMENT REPORT

Amy lives with both her parents and has an older sister in her second
year of college who she visits regularly. At school Amy is involved in sports
and extracurricular clubs. She plays both field hockey and lacrosse and is
very active in the Best Buddies program, which she seems to really enjoy.
She stated that she recently got a job as a waitress to pay for a car and that,
while fun, it has taken a toll on her academics and social life. Amys parents
are currently using money towards a car as a reward/leverage for her
academic goal of achieving a 3.5 grade average for the school year.
Behavioral Observations
Amy appeared to be very relaxed and ready as she settled in to take
the test. Before starting she expressed that she wasnt looking forward to
the math question. Amy came across as very laid back and easy going. The
test was completed in one sitting with the exception of three bathroom
breaks.
During the test Amy answered questions with a sense of purpose and
appeared to be putting forth thoughtful effort. This behavior remained
throughout the majority of the examination. Towards the end of the test
Amy became visibly frustrated, specifically in the areas of Writing and Math
Fluency. She would frequently whisper passages to herself, count on her
fingers and tap her feet on the ground.

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Examiner Criteria Statements

In the opinion of the examiner:
X The scores obtained are a valid representation of Amy Carlsons current
educational performance levels.

X The test administered is a valid tool for the stated purpose and is valid for
the student.
X Linguistic, cultural, and/or economic differences did not influence testing.
Results
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of
reading achievement. This cluster includes the tests of Letter-Word
Identification, Reading Fluency, and Passage Comprehension. Amys score
was in the HIGH AVERAGE range.
The Basic Reading Skills cluster, which includes Letter-Word
Identification and Word Attack, was in the SUPERIOR range. The Letter-Word
Identification subtest required to read individual words presented in a list.
The Word Attack subtest required Amy to apply phonic and structure
analysis skills to pronounce unfamiliar or nonsense words. There was no
difference between Amys ability to identify and read sight words and his
ability to decode unfamiliar words. Amys ability to read individual words
was in the AVERAGE range, and her ability to sound out unfamiliar words

EDUCATIONAL ACHIEVMENT REPORT

was also in the AVERAGE range. Amy did not show any consistent error
patterns when sounding out the words and appeared frustrated when
attempting this task. When frustrated she would look down at the ground
and whisper the words to herself until she had decoded them to the best of
her ability. She also repeatedly tapped her feet on the ground.
The Reading Comprehension cluster is a measure of comprehension
and vocabulary. Amys score was in the AVERAGE range. This cluster
includes the Passage Comprehension and Reading Vocabulary tests. The
Passage Comprehension test requires the student to silently

read short passages and respond with a key word missing from the passage.
The Reading
Vocabulary test requires the student to orally read an individual word and
then state a word of similar meaning or opposite meaning. There was a
possible difference between Teds ability within these two subtests. Amy
appeared to have some minor difficulty using her word recognition skills to
assist her in determining meaning of passages and successfully providing
the missing word. She was visibly frustrated at points, shaking her head at
certain passages. However, her ability to sound out several of the stimulus
words in the Reading Vocabulary test, propelled her success in being able to
provide the a synonym or antonym.
Mathematics Assessment Results

EDUCATIONAL ACHIEVMENT REPORT

The Broad Math cluster provides a comprehensive measure of math

achievement including problem solving, numeration, fluency, and reasoning.
This cluster includes the Calculation, Math Fluency, and Applied Problems
tests. Amys score was in the AVERAGE range.
The Math Calculation Skills cluster includes Calculation and Math
Fluency. Amys score was in the AVERAGE range. The Calculation test
requires the student to accurately perform mathematical computations. The
Math Fluency test measures the ability to solve simple addition, subtraction,
and multiplication facts quickly.
The Math Reasoning cluster is a measure of problem solving,
reasoning, and vocabulary. Teds score was in the AVERAGE range. This
cluster is comprised of the Applied Problems and Quantitative Concepts
tests. The Applied Problems test requires the student to understand and
solve practical mathematics problems that are presented orally. Pictures of
the written

problem are available for the student to see. The problems require the
student to determine the appropriate operation and to differentiate essential
from non-essential information. Quantitative Concepts measures an
individuals knowledge of mathematical concepts, symbols, and vocabulary.
This test consists of two subtests: Concepts and Number Series. There was
minimal to no difference between Amys ability within these subtests. In the

EDUCATIONAL ACHIEVMENT REPORT

Applied Problems subtest, Amys score was in the AVERAGE range. The
visual nature of the written questions helped her breakdown and solves the
problems. Amys performance was very strong until she approached her
ceiling, beginning to show frustration by shaking her head and guessing the
answers. In the Quantitative Concepts subtest, Amys score was in the
AVERAGE range as well. Amy struggled with the problems containing
fractions but was quickly able to recall various concepts, and symbols. One
subtest was not stronger than the other. There was no difference in Amys
performance on theses two subtests.
Written Language Assessment Result
The Broad Written Language cluster measures a range of writing skills
that includes spelling of single word responses, fluency, and written
expression. It is a combination of the Spelling, Writing Fluency, and Writing
Samples tests. Amys score was in the VERY SUPERIOR range. She
demonstrated a difference between her abilities within this cluster, as her
score in writing fluency was in the HIGH AVERAGE range and her score in
spelling was in the VERY SUPERIOR range. Amy had no difficulty sounding
out words she did not have in her
Immediate spelling vocabulary. However, in writing fluency, she was able to
use the three stimulus words to create appropriate sentences for pictures.
There were no misspellings in the

EDUCATIONAL ACHIEVMENT REPORT

sentences produced, however, scoring of writing fluency does not count off
for spelling errors.
The Basic Writing Skills cluster measures the ability to identify and
apply the mechanical aspects of written language. This cluster includes the
tests of Spelling and Editing. Amys score was in the VERY SUPERIOR range.
As mentioned above, she had no difficulty sounding out words on the
spelling test. Amy had no difficulty identifying words that were misspelled in
the editing test, as well. Amy was more successful with identifying
punctuation and capitalization errors when editing sentences for errors. In
the Spelling subtest, Amys score was in the VERY SUPERIOR range. In the
Editing subtest, Amys score was in the VERY SUPERIOR range as well. One
subtest was not stronger than the other. There was no difference in Amys
performance on theses two subtests.
The Written Expression cluster measures the quality and fluency of
meaningful written expression and includes the Writing Samples and Writing
Fluency tests. Amys score was in the VERY SUPERIOR range in this cluster.
The Writing Samples test measures skill in writing responses to a variety of
demands. Sentences are evaluated with respect to the quality of
meaningful written expression, and there is no penalty for errors in basic
writing skills. Writing Fluency measures skill in formulating and writing
simple sentences quickly. Each sentence must include a set of three
stimulus words and describe an accompanying picture. This test is timed.

EDUCATIONAL ACHIEVMENT REPORT

Amys ability to express herself in writing, when not being evaluated on

spelling or other mechanics of the writing process, was in the VERY
SUPERIOR range.

Summary
SUMMARY OF SCORES
WOODCOCK-JOHNSON III, TESTS OF ACHIEVEMENT

BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
Letter-Word Identification
Letter-Word Identification
Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
BROAD MATH
MATH CALCULATION
MATH REASONING
Calculation
Math Fluency
Applied Problems
Quantitative Concepts
BROAD WRITTEN LANGUAGE

Percen
tile

Standa
rd
Score

114

123
97
129

95%
Classification
Confide
nce
Band
104-123
HIGHAVERAGE
109-137
SUPERIOR
90-105
AVERAGE
111-148
SUPERIOR

93
106
108
102

82-103
100-111
94-121
95-109

AVERAGE
AVERAGE
AVERAGE
AVERAGE

101
99
103
100
96
102
103

96-105
91-106
98-109
92-108
91-101
97-108
94-112

AVERAGE
AVERAGE
AVERAGE
AVERAGE
AVERAGE
AVERAGE
AVERAGE

143

128-158

VERY
SUPERIOR
VERY
SUPERIOR
VERY

BASIC WRITING SKILLS

134

125-143

WRITTEN EXPRESSION

145

122-169

EDUCATIONAL ACHIEVMENT REPORT

10

Spelling

131

119-143

Editing

131

119-143

Writing Fluency

117

103-130

Writing Samples

158

122-195

SUPERIOR
VERY
SUPERIOR
VERY
SUPERIOR
HIGH
AVERAGE
VERY
SUPERIOR

Amy is a sixteen-year-seven-month-old 10th grader who is participating

in this assessment to provide the examiner with practice in administering
the WJ lll. This assessment is one component of an evaluation that a
student may be given for the purpose of educational program planning.
When compared to her same age peers, Amys performance is in the

AVERAGE range in the areas of Reading Comprehension, Passage

Comprehension, Reading Fluency, Word Attack, Reading Vocabulary, Broad
Math, Math Calculation, Math Reasoning, Calculation, Math Fluency, Applied
Problems and Quantitative Concepts. In the tests of Broad Reading and
Writing Fluency Amy scored in the HIGH AVERAGE range when compared to
same age peers. Amy falls into the SUPERIOR range in the areas of Basic
Reading Skills and Letter-Word Identification. In the areas of Broad Written
Language, Basic Writing Skills, Written Expression, Spelling, Editing and
Writing Samples Amy scored in the VERY SUPERIOR range when compared to
peers of the same age.

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11

This assessment indicates Amys academic achievement is strongest

in the areas Broad Written Language. She also demonstrates strength in
Broad Reading when the conventions of reading are not required. Her scores
in Broad Math suggest this is her lowest subject falling into the AVERAGE
range across the board. Areas Amy should focus on improving would be
math calculation, fluency, applied problems and concepts.
In the school setting the results of this assessment would be presented
to the IEP Team to assist in determining if Amy requires special education
services. Additionally, these results would be used with all other available
information when making a decision regarding Amys eligibility for special
education services.

__________________________

___________________

Casey Hereth
Towson University
Howard County Public Schools

Date

Recommendations
Strengths/Possible
Accommodations
Spelling - Amy may benefit
from being given a more
advanced vocabulary to
implement into her vernacular.

Writtnen Expression - Amy

may benefit from prompts
which demand her to develop
higher level thinking and more

Needs/Possible Accommodations

Broad Math - Amy may

benefit from the use of a
calculator and extra time to aid
in solving equations.

Passage Comprehension Amy may benefit from

chunking large reading
assignments into smaller, more

EDUCATIONAL ACHIEVMENT REPORT

in-depth responses.

Writing Samples - Amy may

benefit from responding to
samples written on the college
level, which would demand
higher level responses.

12
manageable portions.

Reading Fluency Amy may

benefit from lowering grade
level of her reading and
increasing the volume of
expected reading.