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EducationalAchievementReport

Name: CarolineDoe

School:LElementary

DOB:04/24/2004

Age:9

Grade: 4

DateofAssessment:11/02/2013

Evaluator:KatherineRolfe

ReasonforReferral
CarolinewasevaluatedtoprovidetheexaminerwithpracticeadministeringtheWJIIIforthe
purposeofidentifyingareasofacademicstrengthandneedthat,inaschoolsetting,wouldbe
usedforeducationalprogramplanning.

TestAdministered/Rationale
ThenameofthetestadministeredistheWoodcockJohnsonIIINormativeUpdate.

BackgroundInformation
th
CarolineDoeis9yearsand6months,currentlyinthe4
gradeattendingLElementary.During

summerbreakfromschoolCarolinehadamathandreadingtutor.Ithasbeenobservedtheshe
preferstoplayinsmallgroups.Shetakespartinactivitiesinandoutsideofschool.Atherschool

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st
sheisinchoir,bandanda1
gradereadingmentor.Outsideofschoolsheisinvolvedin4H,

soccer,gymnasticsandchurch/Sundayschool.SincekindergartenCarolinehasmissed8daysof
schooltotal.InteammeetingithasbeennotedthatCarolinestrugglesinmath,buthasbeen
receivingAsandBsonherreportcards.Ithasbeensuggestedthatitispossiblethereisamath
skillthatshehasnotyetmasteredthatmaybecausinghertostrugglewithmath.Herteacherhas
alsonotedthatCarolineseemstohaveanxietywhenattemptingandlearningnewthings.

Carolineistheoldestofthreechildrentheylivewiththeirparentswhoaremarried.Thenames
andagesofhersistersareSamantha7andLexi5.Shehasalargeextendedfamilywhoare
activeinherlife.SincebirthCarolinehashitallofthetypicaldevelopmentalmilestoneswithno
concernsordelays.Shehasnomedicalconcernsandhaspassedallhearingandvisiontests.In
thepastyearherparentshavebegunusinganonfamilymembertobabysit.Alsointhepastyear
bothofhergreatgrandmothershavebattleillnessesputtingtheminthehospitalandanuncle
passedawayafterabattlewithcancer.

BehavioralObservations
Carolinearrivedfortestingeager,butwithsomehesitation.Sheaskedrepeatedlybeforestarting
thetestifshewasgoingtobegradedandwasthisgoingtoaffectherinschool.Asthetesting
beganCarolineappearedtocalmdownsome,butwouldappearanxiouswhenshethought
somethingwasdifficult.Whenitcametoeachmathsectionshewouldmoanandrunherhands

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throughherhair.Atthemathsectionsshewouldsay,doIhavetodothis.Shewouldbe
reassuredthatitwasokifshedidnotknowthingsandtojusttryherbest.Duringthemath
sectionsCarolinewouldbreathedeeplyandholdherbreath.Asshewouldcompletemath
problemsshewouldlookatthesheettoseehowmanymoretherewereonthepage.Whenitgot
toWordAttacksheappearedeagerandwassmilingtoperformthetask.Duringthespelling
sectionCarolinewoulddoublecheckherworkaftercompletingeachwordandwasusingher
phonemicawarenesstospell,whatseemed,unfamiliarwords.

FromtheinformalconversationpriortothetestingitwaslearnedthatCarolinesfavoritesubject
isartandherleastisPE.DuringconversationCarolinebroughtupthatsheenjoysgoingtocraft
packafterschool.Shetalkedabouthowshelikestobearoundherthreeclosefriends.

ExaminerCriteriaStatements

Intheopinionoftheexaminer:
_X_ThescoresobtainedareavalidrepresentationofCarolineDoescurrenteducational
performancelevels.
_X_Thetestadministeredisavalidtoolforthestatedpurposeandisvalidforthestudent.
_X_Linguistic,cultural,and/oreconomicdifferencesdidnotinfluencetesting.

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Results
ReadingAssessmentResults
The
BroadReading
clusterprovidesacomprehensivemeasureofreadingachievement.This
clusterincludesthetestsofLetterWordIdentification,ReadingFluency,andPassage
Comprehension.Carolinesscorewasintheaveragerange.

The
BasicReadingSkills
cluster,whichincludesLetterWordIdentificationandWordAttack,
wasinthehighaveragerange.TheLetterWordIdentificationsubtestrequiredtoread
individualwordspresentedinalist.TheWordAttacksubtestrequiredCarolinetoapplyphonic
andstructureanalysisskillstopronounceunfamiliarornonsensewords.Therewasno
differencebetweenCarolinesabilitytoidentifyandreadsightwordsandherabilitytodecode
unfamiliarwords.Carolinesabilitytoreadindividualwordswasinthehighaveragerange,and
herabilitytosoundoutunfamiliarwordswasintheaveragerange.Carolinedidnotshowany
consistenterrorpatternswhensoundingoutthewordsandappearedateaseduringthesection.

The
ReadingComprehension
clusterisameasureofcomprehensionandvocabulary.Carolines
scorewasintheaveragerange.ThisclusterincludesthePassageComprehensionandReading
Vocabularytests.ThePassageComprehensiontestrequiresthestudenttosilentlyreadshort
passagesandrespondwithakeywordmissingfromthepassage.TheReadingVocabularytest
requiresthestudenttoorallyreadanindividualwordandthenstateawordofsimilarmeaningor
oppositemeaning.TherewasanodifferencebetweenCarolinesabilitywithinthesetwo

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subtests.Carolineappearedtobeabletouseherwordrecognitionskillstoassistherin
determiningmeaningofpassagesandsuccessfullyprovidingthemissingwordandusesher
phonemicawarenesstosoundoutseveralofthestimuluswordsintheReadingVocabularytest,
whichhelpedherprovidethesynonymorantonym.

MathematicsAssessmentResults
The
BroadMath
clusterprovidesacomprehensivemeasureofmathachievementincluding
problemsolving,numeration,fluency,andreasoning.ThisclusterincludestheCalculation,
MathFluency,andAppliedProblemstests.Carolinesscorewasintheaveragetolowaverage
range.

The
MathCalculationSkills
clusterincludesCalculationandMathFluency.Carolinesscore
wasinthehighaveragetoverysuperiorrange.TheCalculationtestrequiresthestudentto
accuratelyperformmathematicalcomputations.TheMathFluencytestmeasurestheabilityto
solvesimpleaddition,subtraction,andmultiplicationfactsquickly.

The
MathReasoning
clusterisameasureofproblemsolving,reasoning,andvocabulary.
Carolinesscorewasinthesuperiortoverysuperiorrange.Thisclusteriscomprisedofthe
AppliedProblemsandQuantitativeConceptstests.TheAppliedProblemstestrequiresthe
studenttounderstandandsolvepracticalmathematicsproblemsthatarepresentedorally.
Picturesofthewrittenproblemareavailableforthestudenttosee.Theproblemsrequirethe

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studenttodeterminetheappropriateoperationandtodifferentiateessentialfromnonessential
information.QuantitativeConceptsmeasuresanindividualsknowledgeofmathematical
concepts,symbols,andvocabulary.Thistestconsistsoftwosubtests:ConceptsandNumber
Series.Withbothofthesesubteststherewasnodifferenceinherperformance.Bothareasappear
toequallyasstrongforher.

WrittenLanguageAssessmentResult
The
BroadWrittenLanguage
clustermeasuresarangeofwritingskillsthatincludesspellingof
singlewordresponses,fluency,andwrittenexpression.ItisacombinationoftheSpelling,
WritingFluency,andWritingSamplestests.Carolinesscorewasintheaveragetolowaverage
range.CarolinesscoreinthisareamaynotbeaccuratebecauseduringtheWritingSamples
subtestshewantedtostopat12andwouldnotcontinue.Therewasanattempttorevisitthe
sectionafterabreak,butshedidwanttocompletethesection.AtthispointinthetestCaroline
wasbegantowiggleandlookaroundroom.Shedemonstratednodifferencebetweenher
abilitieswithinthiscluster,asherscoreinwritingfluencywasintheaveragetohighaverage
rangeandherscoreinspellingwasintheaveragetohighaveragerange.Carolinehadno
difficultysoundingoutwordsshedidnothaveinherimmediatespellingvocabulary.Inwriting
fluency,shewasabletousethethreestimuluswordstocreateappropriatesentencesforpictures.
Therewereminormisspellingsinthesentencesproducedhowever,scoringofwritingfluency
doesnotcountoffforspellingerrors.

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The
BasicWritingSkills
clustermeasurestheabilitytoidentifyandapplythemechanicalaspects
ofwrittenlanguage.ThisclusterincludesthetestsofSpellingandEditing.Carolinesscorewas
intheaveragetohighaveragerange.Asmentionedabove,shehadnodifficultysoundingout
wordsonthespellingtest.Shehaddifficultyidentifyingwordsthatweremisspelledinthe
editingtest.Carolinewaslesssuccessfulwithidentifyingpunctuationandcapitalizationerrors
wheneditingsentencesforerrors.Thereisnodifferencewiththetwosubtests.Whenlookingat
theindividualtestandwhattheyrequireCarolineappearstobestrongerinediting.Sheisstrong
withspelling,butnotwhenitisincontext.

The
WrittenExpression
clustermeasuresthequalityandfluencyofmeaningfulwritten
expressionandincludestheWritingSamplesandWritingFluencytests.Carolinesscorewasin
theverylowrangeinthiscluster.TheWritingSamplestestmeasuresskillinwritingresponses
toavarietyofdemands.Sentencesareevaluatedwithrespecttothequalityofmeaningful
writtenexpression,andthereisnopenaltyforerrorsinbasicwritingskills.WritingFluency
measuresskillinformulatingandwritingsimplesentencesquickly.Eachsentencemustinclude
asetofthreestimuluswordsanddescribeanaccompanyingpicture.Thistestistimed.Caroline
demonstratedanaveragetohighaverageabilitytoexpressherselfinwriting,whennotbeing
evaluatedonspellingorothermechanicsofthewritingprocess.Againthisscoremaynotbe
accuratesinceCarolinestoppedatquestion12refusingtogoforwardintheWritingSamples
subtest.

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Summary

SUMMARYOFSCORES
WOODCOCKJOHNSONIII,TESTSOFACHIEVEMENT

Percentil
e

BROADREADING
BASICREADINGSKILLS
READINGCOMPREHENSION
LetterWordIdentification

95%
Confidenc
eBand
101112
107118
98115
105117

Classification

95
98
94
99

Standar
d
Score
106
112
106
111

93
86
98
94

84
80
90
79
81

104
94
111
106

94
88
100
92
83

93115
84105
103119
98114

87100
7898
93106
80104
7690

Average
Average
Average
Average

Average
LowAverage
Average
Average
LowAverage

Average
HighAverage
Average
HighAverage

LetterWordIdentification

PassageComprehension
ReadingFluency
WordAttack
ReadingVocabulary

BROADMATH
MATHCALCULATION
MATHREASONING
Calculation
MathFluency

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AppliedProblems
QuantitativeConcepts

BROADWRITTENLANGUAGE
BASICWRITINGSKILLS
WRITTENEXPRESSION
Spelling
Editing
WritingFluency
WritingSamples

90
90

77
97
59
95
99
93
14

100
100

89
112
79
106
115
104
64

92107
90110

8297
105119
6989
98115
107124
90117
5375

Average
Average

LowAverage
HighAverage
Low
Average
HighAverage
Average
VeryLow

Carolineisa9year6montholdfourthgradestudentatLwhoisparticipatinginthisassessment
toprovidetheexaminerwithpracticeinadministeringtheWJlll
.
Thisassessmentisone
componentofanevaluationthatastudentmaybegivenforthepurposeofeducationalprogram
planning.Whencomparedtohersameagepeers,Carolinesperformanceisintheaveragerange
intheareasofquantitativeconceptsandappliedproblems.Herperformanceisinthelow
averagetoaverageinreadingfluencyandcalculations.Carolinesmathfluencyisinthelowto
averageranges.Sheisintheverylowrangeforwritingsamples.Herperformanceisinthe
averagetohighaveragerangeinreadingvocabulary,spelling,writingfluency,letterword
identification,andpassagecomprehensionandwordattack.Carolinesperformanceisinthe
superiorrangeforEditing.Carolinesperformanceisintheaveragerangeinappliedproblems.

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ThisassessmentindicatesCarolinesacademicachievementisstrongestinareasthatinclude
readingandwriting.Carolineappearstobeacademicallyweakerinareasofmath.Theareasin
mathwiththegreaterweaknessesarecalculationandmathfluency.

IntheschoolsettingtheresultsofthisassessmentwouldbepresentedtotheIEPTeamtoassist
indeterminingifCarolinerequiresspecialeducationservices.Additionally,theseresultswould
beusedwithallotheravailableinformationwhenmakingadecisionregardingCarolines
eligibilityforspecialeducationservices.

__________________________

Typeyournamehere&signonthelineabove
TowsonCountyPublicSchools

___________________
Date

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Recommendations

Carolinemaybenefitfrom
Intentionalinstructionin
o Writing,whengivenaverbalandpicturecue
Carolineisstrongintheareasofspellingandreadingsoyoucanuseher
strengthstofurtherherwritingability.
o Math,withnumberconcepts
Focusedinstructiononfluencywithaddingandsubtractingmultidigit
wholenumbersusingstandardalgorithm.
Focusedinstructionwithmultiplestepwordproblems.Sheisstrongin
readingsoassistancewithhowtobreakaproblemdownwouldhelpher.
Focusedworkinmultiplicationanddivisionofwholenumbers

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Reflection

ThisprojectfurtheredmyunderstandingofusingtheWKJIIIassessment.Italsohelpedwith
learninghowtomakerecommendationsandcollaboratingwithateam.Throughwritingupthe
EducationalAchievementReportIwasabletoformabetterunderstandingofthesubtest
administeredduringtheWKJIII.Iwasabletoseehowsomesubtestswererelatedtoothersand
howtheycouldthenaffectoneanotherintheclassroom.InthefutureIwouldmakesureIchose
astudentwhoIhadafamiliarreportwith,butnotonethatIwasoverlyclosewith.With
performingtheassessmentonmyniecewhomIamclosewith,Ifeltlikeshewasnotputting
forthasmucheffortasshecouldhave.WithchoosingastudentIwasnotoverlyclosewithI
thinkIcouldhaveseenamoreaccurateperformancewhenadministeringtheassessment.