WOODRING COLLEGE OF EDUCATION

Preparing thoughtful, knowledgeable, and effective educators for a diverse society

Identifying Information

Name: Meg Murry School: Wrinkled Time High School

Date of Birth: 01/25/2002 School District: Old Age School District
Age: 15-3 Date of Evaluation: 05/03/2017
Gender: Female Parent/Guardian(s): Heidi Murry
Grade: 9.8 Student Examiner: Jenny Spiller

Reason for Referral

Meg is a 15-year, 3-month old Asian female who is currently in the 9th grade at Wrinkled
Time High School. Academic achievement testing was conducted for the purpose of training the
examiner in the administration of the Woodcock-Johnson Tests of Academic Achievement-
Fourth Edition.

Educational History

Meg is currently placed in the 9th grade at Wrinkled Time High School in the Old Age
School District. She is placed in a general education classroom. A review of records indicates
that Meg regularly attends school and there are current concerns with her academic achievement
in writing and reading courses. No history of grade retention, academic interventions, or special
education services was reported.

Behavioral Observations

Meg was tested in the morning in the examiners office. She was appropriately dressed
and appeared her stated age. Meg appeared comfortable throughout the testing session and
rapport was easily established. Her activity level was within normal limits. Meg appeared to put
forth her best effort across all tasks administered to her. Even when tasks were difficult for her,
she persevered and appeared to enjoy more challenging items. Meg smiled and laughed during
testing even when the test was challenging for her. Thus, the results of this assessment appear to
be a valid estimation of her current academic achievement.

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

WJ-IV Assessment Results

Subtest Scores Standard 68% Percentile Qualitative

Score Confidence Rank Descriptor
Interval
Letter & Word Identification 78 (74-82) 7 Below Average
Applied Problems 97 (92-101) 42 Average
Spelling 100 (96-104) 50 Average
Passage Comprehension 62 (57-67) 1 Well Below Average
Calculation 104 (99-109) 61 Average
Writing Samples 55 (49-61) 0.1 Well Below Average
Word Attack 93 (88-98) 32 Average
Oral Reading 94 (90-98) 34 Average
Sentence Reading Fluency 75 (69-81) 5 Below Average
Math Facts Fluency 106 (102-110) 66 Average
Sentence Writing Fluency <40 (<40-<40) 0.1 Well Below Average
Reading Recall 92 (88-96) 30 Average
Number Matrices 94 (90-98) 34 Average

Cluster Scores Standard 68% Percentile Qualitative

Score Confidence Rank Descriptor
Interval
Broad Reading 70 (66-73) 2 Well Below Average
Basic Reading Skills 83 (80-87) 13 Below Average
Reading Comprehension 70 (66-73) 2 Well Below Average
Reading Fluency 80 (75-84) 9 Below Average
Broad Mathematics 103 (100-106) 57 Average
Math Calculation Skills 106 (102-109) 65 Average
Math Problem Solving 95 (91-98) 37 Average
Broad Written Language 51 (43-59) 0.1 Well Below Average
Written Expression <40 (<40-<40) 0.1 Well Below Average

Broad Achievement 75 75 5 Below Average

Megs academic skills in the areas of reading, math, and written language were assessed
using the Woodcock-Johnson Tests of Achievement- Fourth Edition (WJ ACH IV). They
provide standard scores and percentile ranks that indicate how Meg performed compared to her
same-age peers. Standard scores between 85 and 115 are considered Average for Meg and are
within one standard deviation of the mean, falling within normative expectations. Scores of 85
and below are considered to be below average and below normative expectations and constitute a
weakness for Meg. Scores of 115 and above are considered to be above average and above
normative expectations and constitute a strength for Meg. Scores of 70 and below are considered
to be well below average and well below normative expectations and constitute a strong
weakness for Meg.

WJ-IV Subtests

Letter Word Identification

Letter word identification measures the examinees word identification skills, a reading-
writing ability. The initial items require the individual to identify letters that appear in large type
on the examinees side of the Test Book. The remaining items require the person to read aloud
individual words correctly. The examinee is not required to know the meaning of any word. The
items become increasingly difficult as the selecte4d words appear less frequently in written
English.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 78
one standard deviation below the norm. Her score puts her in the 7th percentile. This score puts
Meg with in the below average range of age peers nationally.

Applied Problems

Applied Problems requires the person to analyze and solve math problems, a quantitative
knowledge ability. To solve the problems, the person must listen to the problem, recognize the
procedure to be followed, and then perform relatively simple calculations. Because 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. Items
difficulty increases with more complex calculations.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 97.
Her score puts her in the 42nd percentile. This score puts Meg with in the average range of age
peers nationally.

Spelling

Spelling, a reading writing ability, requires the person to write words that are presented
orally. The initial items measure prewriting skills, such as drawing lines and tracing letters. The
next set of items requires the person to produce uppercase and lowercase letters. The remaining
items measure the persons ability to spell words correctly. The items become increasingly
difficult as the words become more difficult.
 Megs score on this subtest compared to her peers (15-3) gives her a standard score of
100. Her score puts her in the 50th percentile. This score puts Meg with in the average range of
age peers nationally.

Passage Comprehension

Passage Comprehension measures the ability to use syntactic and semantic cues to
identify a missing word in text, a reading-writing ability. 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 are presented in a multiple-choice
format and require the person to point to the picture represented by a phrase. The remaining
items require the person to read a short passage and identify a missing key word that makes
sense in the context of that passage (a cloze approach to reading comprehension assessment).
The items become increasingly difficult by removing pictorial stimuli and by increasing passage
length, level of vocabulary, and complexity of syntax.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 62
two standard deviations below the norm. Her score puts her in the 1st percentile. This score puts
Meg with in the well below average range of age peers nationally.

Calculation

Calculation is a test of math achievement measuring the ability to perform mathematical

computations, quantitative knowledge ability. The initial items in Calculation require the
individual to write single numbers. The remaining items require the person to perform addition,
subtraction, multiplication, division, and 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 Response Booklet, the person is not requiring to
make any decisions about what operations to use or what data to include.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of
104. Her score puts her in the 61st percentile. This score puts Meg with in the average range of
age peers nationally.

Writing Samples

Writing Samples measures the examinees skill in writing responses to a variety of

demands, a reading-writing ability. The person must write sentences that are evaluated for their
quality of expression. Item difficulty increases by increasing passage length, the level of
vocabulary, and the sophistication of the content. The individual is not penalized for errors in
basic writing skills, such as spelling or punctuation.
 Megs score on this subtest compared to her peers (15-3) gives her a standard score of 55
two standard deviations below the norm. Her score puts her in the 0.1th percentile. This score
puts Meg with in the well below average range of age peers nationally.

Word Attack

Word Attack measures a persons ability to apply phonic and structural analysis skills to
the pronunciation of unfamiliar printed words, a reading-writing 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 patters in English
orthography but are nonsense or low-frequency words. The items become more difficult as the
complexity of the nonsense words increases.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 93.
Her score puts her in the 32nd percentile. This score puts Meg with in the average range of age
peers nationally.

Oral Reading

Oral Reading is a measure of story reading accuracy and prosody, a reading-writing

ability. The individual reads aloud sentence that gradually increase in difficulty. Performance is
scored for both accuracy and fluency of expression.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 94.
Her score puts her in the 34th percentile. This score puts Meg with in the average range of age
peers nationally.

Sentence Reading Fluency

Sentence Reading Fluency measures reading rate, requiring both reading-writing and
cognitive processing speed abilities. The person is presented with a series of simple arithmetic
problems in the Response Booklet. This test has a 30minute time limit.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 75
one standard deviation below the norm. Her score puts her in the 5th percentile. This score puts
Meg with in the below average range of age peers nationally.

Math Facts Fluency

Math Facts Fluency measures speed of computation or the ability to solve simple
addition, subtraction, and multiplication facts quickly, requiring both quantitative knowledge and
cognitive processing speed abilities. The person is presented with a series of simple arithmetic
problems in the Response Booklet. The test has a 3-minute time limit.
 Megs score on this subtest compared to her peers (15-3) gives her a standard score of
106. Her score puts her in the 66th percentile. This score puts Meg with in the average range of
age peers nationally.

Sentence Writing Fluency

Sentence Writing Fluency measures an individual skill in formulating and writing simple
sentences quickly, requiring both reading-writing and cognitive processing speed abilities. Each
sentence must relate to a given stimulus picture in the Response Booklet and must include a
given set of three words. The words gradually require the formulation of more complex sentence
structures. This test has a 5-minute time limit.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of
<40 putting her two standard deviations below the norm. Her score puts her in the 0.1th
percentile. This score puts Meg with in the well below average range of age peers nationally.

Reading Recall

Reading Recall is a measure of reading comprehension (a reading-writing) and

meaningful memory (a long-term retrieval ability). The individual reads a short story silently and
hen retells as much of the story as he or she can recall.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 92.
Her score puts her in the 30th percentile. This score puts Meg with in the average range of age
peers nationally.

Number Matrices

Number Matrices is a measure of quantitate reasoning, requiring both quantitative

knowledge and fluid reasoning abilities. A matrix is presented and the individual must identify
the missing number. Although the test is not times, there is a general guiding of either 30
seconds or 1 minute per problem.

Megs score on this subtest compared to her peers (15-3) gives her a standard score of 94.
Her score puts her in the 34th percentile. This score puts Meg with in the average range of age
peers nationally.

WJ-IV Clusters

Broad Reading

The broad reading cluster provides a comprehensive measure of reading achievement (a

reading decoding ability) including reading decoding, reading speed, and the ability to
comprehend connected text while reading. This cluster is a combination of Test 1: Letter-Word
Identification, Test 4: Passage Comprehension, and Test 9: Sentence Reading Fluency.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 70
two standard deviations below the norm. Her score puts her in the 2nd percentile. This score puts
Meg with in the well below average range of age peers nationally.

Basic Reading Skills

The 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 ability).
This cluster is a combination of Test 1: Letter-Word Identification and Test 7: Word Attack.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 83
one standard deviation below the norm. Her score puts her in the 13th percentile. This score puts
Meg with in the below average range of age peers nationally.

Reading Comprehension

The Reading Comprehension cluster is an aggregate measure of comprehension and

reasoning (reading-writing abilities). It is a combination of test 4: Passage Comprehension and
Test 12: Reading Recall from the Extended Battery.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 70
two standard deviations below the norm. Her score puts her in the 2nd percentile. This score puts
Meg with in the well below average of age peers nationally.

Reading Fluency

The Reading Fluency cluster provides a measure of several aspects of reading fluency,
including prosody, automaticity, and accuracy (reading-writing and cognitive processing speed
abilities). It is a combination of Test 8: Oral Reading and Test 9: Sentence Reading Fluency.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 80
one standard deviation below the norm. Her score puts her in the 9th percentile. This score puts
Meg with in the below average range of age peers nationally.

Broad Mathematics

The Broad Mathematics cluster provides a comprehensive measure of math achievement,

including problem solving, number facility, automaticity, and reasoning (quantitative knowledge
and cognitive processing speed abilities). This cluster includes Test 2; Applied Problems, Test 5:
Calculation, and Test 10: Math Facts Fluency.
 Megs score on this cluster compared to her peers (15-3) gives her a standard score of
103. Her score puts her in the 57th percentile. This score puts Meg with in the average range of
age peers nationally.

Math Calculation Skills

The 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 and cognitive processing speed abilities). This cluster includes Test 5:
Calculation, and Test 10: Math Facts Fluency.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of
106. Her score puts her in the 65th percentile. This score puts Meg with in the average range of
age peers nationally.

Math Problem Solving

The Math Problem Solving cluster provides a measure of mathematical knowledge and
reasoning (quantitative knowledge and cognitive processing speed abilities). It is an aggregate
measure of problem solving, analysis, and reasoning. This cluster is a combination of Test 2:
Applied Problems and Test 13: Number Matrices from the Extended Battery.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 95.
Her score puts her in the 37th percentile. This score puts Meg with in the average of age peers
nationally.

Broad Written Language

The broad Written Language cluster provides a comprehensive measure of written

language achievement, including spelling of single-word responses, fluency of production, and
quality of expression (reading-writing and cognitive processing speed abilities). It includes Test
3: Spelling, Test 6: Writing Samples, and test 11: Sentence Writing Fluency.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 51
two standard deviations below the norm. Her score puts her in the 0.1th percentile. This score
puts Meg with in the well below average range of age peers nationally.

Written Expression

The Written Expression cluster is an aggregate measure of meaningful written expression

and fluency (reading-writing and cognitive processing speed abilities). This cluster is a
combination of Test 6: Writing Samples and Test 11: Sentence Writing Fluency.
 Megs score on this cluster compared to her peers (15-3) gives her a standard score of
<40 two standard deviations below the norm. Her score puts her in the 0.1th percentile. This score
puts Meg with in the well below average range of age peers nationally.

Broad Achievement

The 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 represents a persons overall performance
across the various achievement domains.

Megs score on this cluster compared to her peers (15-3) gives her a standard score of 75
one standard deviation below the norm. Her score puts her in the 5th percentile. This score puts
Meg with in the below average range of age peers nationally.

Yale-Brown Obsessive Compulsive Scale Results

Name of Assessment Range Raw Score Qualitative Indicator

Y-BOCS 0-40 11 Mild

Meg has a strength in not spending time on compulsions because she reported spending 0
hour/day on compulsions. She also reported spending 0-1 hours/day on obsessions, resistance to
obsession, control over obsessions, interference from compulsions, distress from compulsions,
and control over compulsions. Meg reported having a definite but manageable problem with
obsession interference, and distress from obsessions, spending about 1-3 hour/day on these
symptoms. Therefore the results of this assessment show that Megs symptoms are mild and not
an area of concern.

1-Minute Think; 3-Minute Write

Name of Total Words Errors Correct Word Correct Word Qualitative

Assessment Written Sequence Sequence % Indicator
1 min. think, 27 14 17 55% Below
3 min write Average

Meg was able to write 27 words in 3 minutes, out of the 27 words she spelt 14 of them
incorrectly. Meg was able to write correct word sequences for over half of her writing. Megs
results place her in the below average range for writing.

Summary

Meg is a 15-year, 3-month old Asian female who is currently in the 9th grade at Wrinkled
Time High School in the Old Age School District. Academic achievement testing was conducted
for the purpose of training the examiner in the administration of the Woodcock-Johnson Tests of
Academic Achievement-Fourth Edition. As well as training in administration, scoring and
interpretation of other assessments for the purpose of making an integrated report of students
abilities.
Meg was administered the Woodcock-Johnson Tests of Academic Achievement-Fourth
Edition to assess her academic skills. The cluster scores show that Meg was within the average
range for Broad Mathematics, Math Calculation Skills, and Math Problem Solving. Meg
received the highest scores on subtests Calculation and math Facts Fluency. Meg was also
administered the Yale-Brown Obsessive Compulsive Scale the results show she only exhibited
mild symptoms.
Megs lowest results for the Woodcock-Johnson Tests of Academic Achievement- Fourth
Edition were in Broad Written language and Written Expression clusters placing her in the well
below average category. Megs lowest scores on the subtests were in Sentence Writing Fluency
and Writing Samples. When given a 1-minute think, 3-minute write Meg received a score below
average. Meg also received below average and well below average scores in reading categories.
Therefore Megs weaknesses fall under writing and reading skills.

Recommendations

Meg may benefit from receiving special education services for writing composition
because Megs results on the WJ-Assessment show that she is in the well below average
range in areas of writing.
Meg may benefit from having a tutor in her English class to provide extended instruction
on reading and writing skills because the results from the WJ-Assessment show she is in
the well below average range for those areas.
Meg may benefit from being given a prompt to write about, for a set amount of time to
improve her writing fluency because the results from the WJ-Assessment show that she is
in the well below average range for Sentence Writing Fluency.

It was a pleasure working with Meg. Please contact me if you have any further questions or
concerns.

Jennifer Spiller, Associates in Arts, Student Examiner