J.

Webb 1

Educational Achievement Report

SPED 425.001

Jennifer Webb

Dr. Darlene Fewster

Date 4.27.2017
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Educational Achievement Report

Demographic Information

Name: Catherine Smith School: N/A

Date of Birth: 06/04/1963 Grade/Educational Setting: N/A
Chronological Age: (53 years, 10 months) ID #: N/A
Evaluation Date(s): 03/26/2017 Examiner: Jennifer Webb
Primary Language: English Date of Report: November 21, 2016

Reason for Referral

Catherine was evaluated on March 26, 2017. According to the academic history, interview with
Catherine’s family, Catherine has been experiencing difficulty in many academic areas. For
example, she has been performing inconsistently in the areas of reading, mathematics, and
written language. Based on this information, Catherine was referred for an educational
achievement evaluation.

Test Administered/Rationale

Due to Catherine’s inconsistency with her math grades, the Woodcock Johnson Test of
Achievement IV (WJ-IV ACH) was administered. The WJ-IV ACH is an individually
administered test of achievement measuring curricular areas- reading, mathematics, written
language, and academic knowledge. The test provides a comprehensive system for measuring
general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language, and
academic achievement. The WJ-IV ACH Standard Battery was selected to be administered to
Catherine to gain more information about Catherine’s general academic performance that include
the following skills: (1) reading skills that include basic reading skills and reading
comprehension, (2) mathematics skills that include knowledge of math facts and math
calculation skills, and (3) written language skills that include basic writing skills such as spelling
and written expression.

Background Information

Family History- Father completed high school and went straight into the army to serve for the
Vietnam War. While in the army he attended University of Southern California for a 4 year
degree. His primary language is English. Mother completed high school but never received
education after that. Her primary language is French. Catherine is the oldest of 3 sibling. She has
two younger sister. All of them learning to speak French first and then learning English. The
family travelled a lot of because of their father being in the army. All three daughters completed
high school and got at least 2 years of a college education
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Developmental History- Catherine achieved the developmental milestones of walking and
talking at the typical age. Her first language was French and did not learn English until she was
7. Did not need glasses growing up but at the age of 48, she started using reading glasses.

Academic History- Catherine enjoyed English and Reading throughout her academic years. She
always struggled with Mathematics. She did enjoy algebra one year because her teacher was
engaging so she was able to understand the material/content. Her highest level of math she took
was Algebra 2 or Geometry or Statistics. Did attempt to take a Calculus class. She went to a St.
Petersburg Community College in Florida for 2 years obtaining an associate’s degree in
Business.

Social History- Because of her father being in the army, Catherine moved around a lot. No
matter where she went, she was always able to make friends. She still keeps in contact with the
friends she has made throughout her school years. For high school, she went to a boarding school
in Spain. She would go into the city during the weekends for drinks (no drinking age in Spain).
She did cheerleading in high school as well. During her free time now, she enjoys reading, riding
her horse, and hanging out with family and friends. She also is involved in a book club.
Parent’s Perception of the Problem- Parents were not interviewed to obtain this information.

Behavioral Observations

1. Classroom Observations- A classroom observation was not part of this evaluation.

2. Initial Interview with the Child/Examinee- Catherine has had a full education with 2
years of college, obtaining her associates degree. She answered all the questions with
ease. Since she hasn’t been in school for a long time, it took some time to remember how
school was for her. She seem enthused to help me but seemed a little nervous because she
had never heard of the test before.

3. Behavior during Testing- Catherine seemed anxious at the beginning of the test. Once
we got to the first math calculation section, she seemed very overwhelmed, especially
when she got to the harder questions. Math was her least favorite subject. She did take
calculus in school. After that section, Catherine was more comfortable and completed the
test with ease. For some questions, she was looking for reassurance. Catherine also got
discouraged when she did not finish during the timed sections.

Test and Procedures Administered

Interview with Examinee

Woodcock-Johnson Test of Achievement-IV ACH (Standard Battery)
Reading
Test 1: Letter-Word Identification
Test 4: Passage Comprehension
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Test 7: Word Attack,
Test 8: Oral Reading
Test 9: Sentence Reading Fluency
Mathematics
Test 2: Applied Problems
Test 5: Calculation
Test 10: Math Fact and Fluency
Written Language
Test 3: Spelling
Test 6: Writing Samples
Test 11: Sentence Writing Fluency

Examiner Criteria Statements

__x__ The scores obtained are valid representation of student’s current educational performance levels.
__x__ The test(s) selected 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.
Note: If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Results

Reading Assessment Results

The Reading subtests provide a comprehensive measure of reading achievement including basic
reading skills and reading comprehension. The Standard Battery of the Woodcock-Johnson-IV
ACH includes the following subtests: (1) Letter-Word Identification, (2) Passage
Comprehension, (3) Word Attack, (4) Oral Reading, and (5) Sentence Reading Fluency which
were administered to Catherine.

The Letter-Word Identification subtest measures word identification skills by identifying

letters correctly and required Catherine to pronounce words correctly. Catherine received a score
greater than an individual 30 years of age. The Passage Comprehension subtest measures the
ability to match the pictographic representation of a word with an actual picture of the object. In
addition, Catherine was required to point to a picture represented by a phrase. Then Catherine
was required to read a short passage and identify a missing key word that makes sense in the
content of that passage. Catherine’s performance on this subtest was equivalent to the age of an
individual of 20 years old. The Word Attack subtest measures the ability to apply phonic and
structural analysis to the pronunciation of unfamiliar printed words. This task required Catherine
to produce the sounds for single letters and to read aloud letter combinations that are
phonetically consistent or are regular patters in English orthography but are nonsense or low-
frequency words. Catherine received a score greater than an individual of 30 years of age. The
Oral Reading subtest required Catherine to read aloud sentences that gradually increased in
difficulty. Catherine receive a score of greater than an individual of 30 years of age. The
Sentence Reading Fluency subtest measures reading rate. Catherine was required to read
simple sentences silently and quickly, deciding if the sentence is true or false. Catherine received
a score greater than an individual 30 years of age.
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Mathematics Assessment Results

The Math subtests provides a comprehensive measure of math achievement including problem
solving, numeration, and fluency. For the Standard Battery, the following subtests were
administered: (1) Applied Problems, (2) Calculation, and (3) Math Facts and Fluency.

The Applied Problems subtest required Catherine to analyze and solve math problems which
required her to listen to the problem, recognize the procedure to be followed, and then perform
relatively simple calculations. Catherine had to decide not only the appropriate mathematical
operations to use but also which numbers to include in the calculation. Catherine receive a score
greater than an individual 30 years of age. The Calculation subtest measures math achievement
measuring the ability to perform mathematical computations. During this subtest, Catherine was
required to write single numbers and to perform addition, subtraction, multiplication, division,
and combinations of these basic operations. The calculations involve negative numbers,
percentages, decimals, fractions, and whole numbers. Catherine’s performance on this subtest
was at the age equivalent score of 15 years and 9 months. The Math Facts and Fluency subtest
measures speed of computation or the ability to solve simple addition, subtraction, and
multiplication facts quickly. Catherine received a score greater than an individual 30 years of
age.

Written Language Assessment Results

The Written Language subtests provides a comprehensive measure of written language

achievement including spelling of single-word responses, fluency of production, and quality of
expression. The tests administered on the Standard Battery included Spelling, Writing Fluency,
Writing Samples, and Sentence Writing Fluency

The Spelling subtest is a measure of the ability to write orally presented words correctly. Test
items measure prewriting skills and required Catherine to produce uppercase and lowercase
letters, and to spell words correctly. Catherine received a score greater than individual 30 years
of age. The Writing Samples subtest measured Catherine’s skill in writing responses to a variety
of demands. Catherine was required to write sentences that are evaluated for quality of
expression. Catherine received a score greater than individual 30 years of age. The Sentence
Writing Fluency subtest measured her skill in formulating and writing simple sentences quickly.
Each sentence must related to a given stimulus picture and must include a give set of three
words. Catherine received a score greater than individual 30 years of age.

Interpretation of Assessment Findings

Overview of Results
Catherine was administered the Woodcock Johnson Test of Achievement-IV to assess
current levels of performance in the areas of reading, mathematics, and written language, and to
specifically identify areas of academic strengths and weaknesses. In the area of reading,
Catherine scored greater than an individual 30 years of age. In the area of mathematics,
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Catherine scored greater than an individual 30 years of age. In the area of written language,
Catherine scored greater than an individual 30 years of age.

Interpretation of the Reading Assessment Results

Catherine scored greater than an individual 30 years of age in Letter-Word Identification,
Word Attack, Oral Reading, and Sentence Fluency. These scores are typical for Catherine’s age.
I would not say these are her strengths but they are not her weaknesses. Catherine scored the age
of an individual 20 years of age in Passage Comprehension. Catherine is 53 years of age so this
area is a weakness for her. Looking at the standard scores, Catherine scored below the predicted
score for Passage Comprehension. The predicted score was 117 and Catherine scored 98.

Interpretation of the Math Assessment Results

Catherine scored greater than an individual 30 years of age in Applied Problems,
Calculation, and Math Facts and Fluency. These scores are typical for Catherine’s age. Catherine
scored higher than the predicted scores for Applied Problems, and Math Facts and Fluency.
These areas are not considered strengths because the difference between the actual and predicted
is not high. In this area, Catherine’s lowest score was in the Calculation subtest. Catherine’s
standard score for calculation was 104 and the predicted score was 116. The interpretation says it
is not a weakness but she does have a high difference between the actual score and predicted
score. It is area that should be monitored.

Interpretation of the Written Language Results

Catherine scored greater than an individual 30 years of age in Spelling, Writing Samples,
and Sentence Writing Fluency. These scores are typical for Catherine’s age. Looking at the
standard scores, Catherine scored higher than the predicted scores for Spelling, Writing Samples,
and Sentence Writing Fluency. Her highest difference between predicted and actual score was
16. This score difference was in the subtest area of Writing Samples. The score report did not
identify this as a strength but it is her highest score.

Classroom Applications
Catherine is having trouble with passage comprehension. This means in her English
classes, she is capable of reading the passage or story. She cannot pull information from the
passage to answer questions or she is unable to fully understand what is going on in the story.
Catherine can do simple math calculations but once she got to algebra she began to
struggle. Depending on the assignment given, Catherine would typically become disengaged
from the activity and give up if she does not understand. If Catherine can relate to the activity
and it’s engaging she will at least attempt the activity even if she does not understand the
content. Catherine would also struggle with anything higher than algebra. Catherine did reach up
to calculus but did drop out because it was too challenging for her. Mathematics is about using
what you have learned in the past and build off of that. She would first need to master algebra
before she moved onto the next level of mathematics.
Catherine enjoys reading and writing. She always completed all of her English
assignments. She read the books assigned and completed all of the essays on time. Her behavior
in her English classes were different from her mathematic classes. She was always attentive, paid
attention, and was engaged in the class. Catherine never had spelling issues, if she did she tried
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her best to work them out by sounding out the word or go to a dictionary. She enjoyed writing
essays and they always flowed perfectly together.

Summary/Discussion

Catherine is a 53 year 10 month old student who is was referred for an educational evaluation to
gain a better understanding of his/her academic strengths and weaknesses. This assessment
indicates Catherine's academic achievement to be equivalent to her age. She scored equivalent to
an individual 30 years of age or older in most areas. She did score below her age in some areas,
which are Passage Comprehension and Calculation. Overall, Catherine scored very well in the
Written Language, Mathematics, and Reading.

Recommendations

Catherine will work to improve her understanding of short passages. Catherine will work with a
family member or peer twice a week who give Catherine sentences with a missing word.
Catherine will then determine what word would fit best in the sentence. A chart will be provided
so the family member or peer can record if Catherine identified the missing word correctly. The
goal is for Catherine to be able to improve her Passage Comprehension score by at least three
points.
(Passage Comprehension)

Direct Instruction will be used to build Catherine’s math calculation. Her math teacher and/or a
math tutor can assist with this accommodation. Catherine will be taught by guided steps and also
made sure she is given plenty of supervised practice so if she is stuck she can ask questions.
Catherine will be given half sheet quizzes every two weeks. By the end of the school year, 90%
of the quizzes Catherine takes she will get greater than an 80%.
(Calculations)

Incorporating self-monitoring strategies when reading passages to help with passage

comprehension. Her English and/or reading teacher can give her this questions during the
reading activity or to be taken home with her. Catherine will be use guiding questions while
reading to help her understand the story. After Catherine reads these passages, the worksheet will
be graded by her teacher and they will both go over the questions together. By the end of the
school year, Catherine will obtain an 85% or higher on the worksheets.
(Passage Comprehension)

Catherine needs improvement on more advanced math calculations by using a computer based
program. In math class, her math teacher can provide her with the technology, and she can also
access this program at home. The sites and/or programs will allow for Catherine to practice
advanced math calculations in an engaging and interesting way. After Catherine finishes sections
of the programs, her score will be calculated and written down. At the end of the year, Catherine
will obtain a 90% or higher on the program/sites.
(Calculations)
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Catherine needs improvement with passage comprehension, and this can be done by offering her
graphic/semantic organizers. In her reading and/or English classes, her teachers can give her a
worksheet containing venn diagrams, story maps, or any organizers that may help pertaining to
the context of the passage. The worksheets will allow for Catherine to organize her thoughts and
what she has been reading to increase her understanding of the passage. After Catherine finishes
the passage and worksheet, her teacher and her can sit down and go over the worksheet. By the
end of the year, Catherine will obtain 100% on 85% of the worksheets she completes.
(Passage Comprehension)

________________________________ _____________________
Type your name and professional affiliation Date
Applewood County Public Schools
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Reflection: (This section follows the report)

1.Briefly describe this project and identify the CEC 4, InTASC 6 Standards addressed through
the completion of the EAR.

This project had choose an individual, interview them and/or their parents, and then
administer the Woodcock Johnson Test of Achievement IV. Then we took our test results and get
a score report. We then used the score report to evaluate the individual’s strengths and
weaknesses. This next part is where the CEC 4, InTASC 6 Standards are addressed through this
project. We are using the information to decide what should be done to improve the individual’s
weaknesses. As well as identify where these weaknesses may be seen in the classroom. We can
make these recommendations from where the score report says she has weaknesses as well as
from the interview and our observations during the test. We are taking the information from the
assessment to make decisions about the individual’s education.

2. Describe how this project promoted the development of your knowledge and skills in the area
of formal assessments.

This was my first time administering a formal assessment. I did not have many
expectations because I believe experiences is how you gain knowledge. At first I differently
nervous because I did not want to mess up or put in my scores incorrectly. When administering
formal assessments, you have to follow strict guidelines. I believe doing this project helped me
gain the knowledge to see a glimpse on how most standardized assessments are administered. I
also believe putting in our scores and creating a score report is extremely beneficial. Like I stated
before, I believe knowledge is gained through experience so being able to fully administer a test
and then interpret the results will be very beneficial to all of us once we enter the work force.

3. Describe the ways in which your future students will be positively affected by your mastery of
the Standards addressed in this assignment.

I have now used results and information from an assessment to make decisions about an
individual’s education. This means if I have a student who is struggling and is given an
assessment such as this one, I am capable of helping them and using their results to make
decisions to benefit their education. I can also decide which assessment is best for them. There
are many test that measure different areas. This assignment is a multi-subject test so it’s
beneficial to give to student when you are unsure of what the issue may be. I also have had
practiced administering an assessment so I know I am cable of doing it and now know how it
should be done. This is beneficial for my students because it would not be my first time
administering a test so I have an idea how other test should be administered.