Educational Achievement Report

Katelyn Mitchell
Educational Achievement Report
Towson University
SPED 525
December 4, 2013

Educational Achievement Report

Educational Achievement Report

Name: Sawyer Graham

2
School: Churchill Elementary School

DOB: 03/10/2003

Age: 10 years 9 months

Grade: 5

Date of Assessment: 10/25/2013

Evaluator: Katelyn McCord

Reason for Referral

Sawyer 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
Sawyer was administered the Woodcock-Johnson III, form A. It is intended to provide
approximate academic performance levels based on national norms and to profile Sawyers
strengths and needs.
Background Information
Sawyer Graham is 10 years and 9 months of age. She is in 5th grade at Churchill Elementary
School in Harford County. Sawyer is a friendly individual who says that she likes school. Sawyer
states that writing is her favorite subject. Sawyer said that she likes reading chapter books. When
asked what her least favorite thing about school, she said that she doesnt like math. She claims to
have trouble memorizing her facts. Sawyer has many friends at school. Sawyer loves animals, she
has several pets of her own and enjoys going to 4H camp. Additionally Sawyer plays lacrosse and
soccer.

At home, Sawyer lives with her mom, dad, brother, sister and several pets including horses and
donkeys. Sawyers mother described Sawyer as a friendly and empathetic child who loves animals.

Educational Achievement Report

3
She states that Sawyer is very creative and loves to write. She recently began to read more often.
Sawyers mother says that Sawyer does not like to sit for long periods of time. Sawyers mother
said that Sawyer tends to have difficulty with memorization, multiplication facts and spelling.
According to mom, Sawyers teachers say that she is a good student, who is very honest and kind.

Behavioral Observations
Sawyer presented herself as a polite and friendly individual. She said that she was excited to work
outside of the classroom. Sawyer was assessed when she arrived in the morning after the first bell.
Sawyer needed several breaks to stretch, and use the restroom during the
assessment, between subtests.
Overall Sawyer was very cooperative as she completed the majority of the assessments, but
appeared slightly anxious on subtests that were timed. The following assessments, the examiner
saw notable behaviors. During the Math Calculations subtest, Sawyer used her fingers to count.
When performing the Reading Fluency Subtest, Sawyer talked out loud and tried to ask questions,
but appeared to answer them on her own as she talked out loud. During the Passage
Comprehension Subtest, Sawyer appeared frustrated after she believed she was getting answers
wrong. She tapped her head and after thinking for a few seconds said that she didnt know the
answer. For the Applied Problems subtest, Sawyer became restless. After she began to struggle
with her responses she quick to say I dont know for the last three answers. When completing
the Writing Samples subtest, Sawyer became increasingly frustrated and appeared uninterested.
When presented the Picture Vocabulary subtest, Sawyer said had difficulty forming the words. She
said she could visualize what it was and what it was used for and made associations but became
very frustrated when she could not produce the vocabulary word. During the Editing subtest
Sawyer became frustrated as the problems became increasingly more difficult. She responded with

Educational Achievement Report

shrugging her shoulders and saying I have no idea.

Examiner Criteria Statements

In the opinion of the examiner:
_x__ The scores obtained are a valid representation of Sawyer Grahams 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. Sawyers score was in the average.
The Basic Reading Skills cluster, which includes Letter-Word Identification and Word Attack, was
in the average range. The Letter-Word Identification subtest required to read individual words
presented in a list. The Word Attack subtest required Sawyer to apply phonic and structure
analysis skills to pronounce unfamiliar or nonsense words. There was a no difference between
Sawyers ability to identify and read sight words and her ability to decode unfamiliar words.
Sawyers ability to read individual words was in the average range, and her ability to sound out
unfamiliar words was also in the average range. Sawyer did not show any consistent error
patterns when sounding out the words.
The Reading Comprehension cluster is a measure of comprehension and vocabulary. Sawyers
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

Educational Achievement Report

5
requires the student to orally read an individual word and then state a word of similar meaning or
opposite meaning. There was no difference between Sawyers ability within these two subtests.
Mathematics Assessment Results
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. Sawyers score was in the average range.

The Math Calculation Skills cluster includes Calculation and Math Fluency. Sawyers score was
in the low 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.
Sawyers 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 not a significant
difference in the scores on the two subtests. Sawyer was able to understand and solve
mathematical problems and was able to apply his knowledge of mathematical concepts. Sawyer
became frustrated as tasks became increasingly difficult on both tests.
Written Language Assessment Result

Educational Achievement Report

6
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. Sawyers score was in the average range. She
demonstrated no difference in her abilities within this cluster, as her score in writing fluency was in
the average range and her score in spelling was also in the average range.
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. Sawyers score was in
the average range. As mentioned above, she had no difficulty sounding out words on the spelling
test. She had no difficulty identifying words that were misspelled in the editing test, as well.
Sawyer was more successful with identifying some of the punctuation and capitalization errors
when editing sentences for errors. Sawyer became frustrated as the text became more complex
and would not even try to answer the questions.

The Written Expression cluster measures the quality and fluency of meaningful written expression
and includes the Writing Samples and Writing Fluency tests. Sawyers score was in the average
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. Sawyer demonstrated
strength in her ability to express herself in writing. Although not accounted for, Sawyer used
appropriate spelling and punctuation when completing these sentences.

Educational Achievement Report

Summary
SUMMARY OF SCORES
WOODCOCK-JOHNSON III, TESTS OF ACHIEVEMENT
Percentile Standard
Score

95%
Confidence
Band

Classification

BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
Letter-Word Identification
Letter-Word Identification
Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
Picture Vocabulary

93
95
98
93

88-98
92-99
90-107
88-98

Average
Average
Average
Average

98
91
99

90-107
80-102
94-104

89

80-99

Average
Average
Average
Average
Low Average

BROAD MATH
MATH CALCULATION
MATH REASONING
Calculation
Math Fluency

91
86
100
89
87

85-97
76-95
92-108
78-100
81-93

Average
Low Average
Average
Low Average
Low Average

Educational Achievement Report

Applied Problems
Quantitative Concepts
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION
Spelling
Editing
Writing Fluency
Writing Samples

8
97
106

91-104
94-118

Average
Average

96
98
101
91
106
95
108

89-103
92-104
90-113
83-99
97-115
82-107
96-119

Average
Average
Average
Average
Average
Average
Average

Sawyer is a 10 year 9 month old 5th grade student at Churchill who is participating in this
assessment to provide the examiner with practice in administering the WJ III. This assessment is
one component of an evaluation that a student may be given for the purpose of educational
program planning. When compared to his peers, Sawyers performance is in the average range in
the area of reading. In the areas if math and written language, Sawyers performance is in the
average range.

This assessment indicates Sawyers academic achievement is strongest in the areas of reading and
writing. In math, Sawyer had some difficulty when she had to perform paper and pencil math
computations. Sawyer had anxiety with timed assessments such as solving math facts. In addition,
Sawyer has difficulty applying mathematical concepts, symbols and vocabulary.

In the school setting the results of this assessment would be presented to the IEP Team to assist in

Educational Achievement Report

9
determining if Sawyer requires special education services. Additionally, these results would be
used with all other available information when making a decision regarding Sawyers eligibility for
special education services.

__________________________

___________________

Katelyn McCord
Towson County Public Schools

Date

Educational Achievement Report

Recommendations

10

After reviewing Sawyers assessment, I have come up with a few ideas that might benefit
Sawyer. Sawyer had anxiety when performing math facts at a fast pace, I would suggest giving
her more time to solve math facts. If she is less anxious she may perform better on math and other
tasks that are not timed.
According to Sawyer and her mother she does not like to do tasks that require
memorization. Perhaps when it came time to memorize in school she can play games to practice.
In addition, different modalities such as listening to a tape, or games on a computer might help her
instead of your typical pencil and paper. Sawyer had some difficulty producing vocabulary words.
Exposing Sawyer to a wide range of vocabulary might expand her ability to produce words. Since
Sawyer is now interested in reading chapter books, finding books with interesting vocabulary
might help her. Sawyer is very interested in animals. Exposing her to text on animals and giving
her the opportunity to write more about the topic that she is interested in will help her to improve
on her basic decoding skills. This too will help her to continue to expand her vocabulary.
While assessing Sawyer I noticed that she needed to get up often to stretch her legs and
move. I noticed that after she moved around she was more inclined to cooperate for the subtest. I
would suggest letting Sawyer have the freedom to stretch her legs (within reason) to help her
focus on the task at hand.

Reflection
After completing the Educational Achievement Report, there were several professional
implications from this project for my professional development. Part of the administration of this

Educational Achievement Report

11
assessment required me to gain background information about the child I was assessing. Talking
to Sawyer and her mother gave me some information to keep in mind while administering the test.
For example, her mother told me that she did not like to sit still for long periods of time so I was
sure to let Sawyer take breaks so she could give her best performance on the test. Additionally,
Sawyer had mentioned that she did not like math. As she completed the math assessment, it was
obvious that she was frustrated with certain tasks, especially those that required memorization.
Her mom had also said was one of her areas of need. Having this and other information ahead of
time was helpful as I examined her scores and created recommendations for Sawyer. Additionally,
when it came time to create recommendations, I thought about the things that Sawyer had told me
she was interested in. Knowing these details helped me to create specific ideas for her. (ICC8S1,
IGC6K3, ICC9S6)
As a kindergarten teacher I have administer standardized assessments to my students. I
have not had to administer a test in such a rigid format, so it was a new experience for me. As an
administrator, I determined the appropriate starting and stopping point for each test. While
administering the subtests I accurately and scored each test and objectively noted the childs
behaviors throughout the test. (1CC8, 1CC8S3, 1GC8S4, 1CC8S9, 1CC9S4)
After administrating the test I used the data and entered it into a database. The information
was calculated and my student was compared to other students her age. I used her data to
determine that in Reading and Writing she was performing on an average level. Her Broad Math
score was average; however, she was low average in the area of math calculation and fluency, but
average on the remaining tests. I was able to summarize my findings and share it with the reader.
(ICC8S5, ICC9S1)
I used the information gained from Sawyer, her mother and this assessment to create
recommendations for Sawyer. Most of the recommendations will help to enhance, and challenge

Educational Achievement Report

12
Sawyers learning to help her to continue to be successful. Other recommendations will help her be
successful in the areas in which she has difficulty. (ICC8S5, ICC8S6, ICC9S3, ICC9S10,
ICC9S12.)

After completing this assessment I gained a better understanding of the Woodcock

Johnson III and the specific tasks that are assessed. I was able to follow specific guidelines in
order to accurately assess a student. Using the data from the assessment I was able to read and
understand what was presented and develop a clear summary of the students current performance
levels. Additionally I was able to identify areas for improvement for this student. With this
information I was able to create recommendations for the student that a teacher or parent might
find useful in helping improve the students academic performance. The data from this report can
also be used in an IEP meeting to determine eligibility for a student.

When I think about what I would do in the future to improve my understanding of the
assessment process, I think about the specific subtests and what their data implies. For example if
a child did not perform well on a spelling subtest I would investigate the patterns and the possible
reasoning behind the problem. I would like to explore resources that might help me better
understand each individual subtest and how to create recommendations for each specific need.