C.

Kennedy

Educational Achievement Report

Demographic Information
Name: Jose Rosaro (pseudo name)
Date of Birth: December 1987
Chronological Age: 25 years, three months,
fifteen days.
Evaluation Date(s): 4-2-13
Primary Language: English
Primary Language of Test: English

School: N/A
Grade/Educational Setting: Family
home
ID #: N/A
Examiner: Chase Kennedy
Date of Report: 4-2-13

Reason for Referral

Jose Rosaro was referred for an educational evaluation by members of the school wide
assistance team (SWAT) in order to determine current level of performance in areas of literacy,
mathematics, and written language.
Test Administered/Rationale
Jose Rosaro was administered The Woodcock-Johnson III Test of Achievement, which
contains a multitude of norm referenced tests that are meant to be given individually in order to
measure academic achievement. The Woodcock is made up of 22 tests that assess the examinees
aptitude in reading, oral language, math, written language, and academic knowledge. Due to the
fact that this test is so comprehensive in terms of the materials that it covers, the results can often
be used in many different instances including educational, research, and clinical purposes. This
test can be given to anyone. It can be given to children as young as preschool up to those
classified as an above-average adult. The purpose of this test is to measure a persons academic
strengths as well as specific areas that need improvement. Grade and age rankings help educators
determine if the student is on par with others in the same age range.

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Rationale:
The Woodcock Johnson is administered over a 60 to 70 minute time period. The test is
split up into five different subtexts: reading, oral language, math, written language, and
academic knowledge. The test itself is given by an examiner to one examinee, and is
administered, depending on the subtext, in different ways. The examinee may have to listen to a
story and relay a certain amount of knowledge back to the examiner. He or she will have to write
out sentences based on the words that the test gives as a reference. They even are timed as they
try their best to complete as many math problems as they can. The Woodcock Johnson can be
used to track growth throughout an entire lifetime. It is especially useful in determining if
specific students are eligible for special education services. This test has cluster areas such as
oral expression, listening comprehension, written expression, and basic reading skills. The
Woodcock Johnson and the CEC standard 8 assessment are very similar in many different ways.
First of the CEC standard 8 is broken up into four groups: Knowledge, common score skills,
specialty knowledge for behavior disorders, and specialty skills for behavior. The Woodcock is
an extremely valid test and the scores that are determined can be used to aid and provide
information on anyone with disabilities. The CEC assessment asks the same type of questions as
the Woodcock including asking background information. The information is to be interpreted to
determine any sort of behavior disorders. The Woodcock can also be used for the same thing.
These two tests go hand in hand and help determine if the examiner is in need for special
education services.
The first identified CEC standard has to do with mastering the field of special education,
specifically emotional and behavioral disabilities. When someone is able to understand the
Woodcock, they could use the results to figure out if students have disabilities, family impact,

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and the importance of culture. The test also helps those in the field further develop their own take
on special education and how they articulate these ideas. Finally, The Woodcock provides
intragual knowledge on possible behavioral disorders and those with special knowledge in the
area would be able to determine from the results rather quickly if such a problem is a
contribution to their score as well as methods of improvement.
I learned quite a bit from this test. I learned the difference between basil and ceiling
scores, as well as how to read the results of the test to determine if any of my students need
special education services. My students learning will definitely improve because of the EAR. I
will be able to determine if students are above or below grade level in certain parts of the
curriculum so that I can change my teaching methods to suit these students understanding.
Hopefully this will help them improve in the areas that they lack in. The Woodcock helps
determine if students are in need of special education services or above or below grade level.
This test could determine if students need more intense instruction or if they are bored and need
to be challenged more. I learned that I am a very patient examiner. I thought that I would be
banging desks against the wall while giving this test, but I was surprised to find that I was too
busy watching the examinee to really worry. I didnt just learn about myself though, I also
learned about Jose. I learned that he struggled in math and that he was very fidgety and
impatient. He could barely concentrate on the test.

Examiner Criteria Statements

In the opinion of the examiner:
____ The scores obtained are valid representation of students 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.

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I do not believe that the information gained here is very valid because of the fact that the setting
and time that the examinee allowed for this test were not conducive towards concentration. In my
opinion, it threw the examinee off and he rushed through the test.
Background Information
Interview Questions:
Me: Hello Jose, how are you?
Jose: Great.
Me: Wonderful. Id like to ask a couple questions about yourself is that ok?
Jose: Ya sure, whatever man.
Me: How are you feeling at this time?
Jose: Im really tired. I just got off of work and I am ready to take a nap.
Me: Well hopefully you can stay away through the whole test. Could you please state your whole
name?
Jose: Jose Rosaro.
Me: Good. And when were you born?
Jose: December 17, 1987 (25years, three months)
Me: Gotcha, and who do you live with?
Jose: I live with three other roommates at the moment.
Me: Tell me about your family and how you grew up.
Jose: I grew up with my mom and sister. My dad wasnt around much. Everything was pretty
normal. I didnt really get into trouble much. I had a great childhood I guess. The most important
thing that happened to me was when my parents got divorced when I was 11.
Me: Do you have any siblings?
Jose: Just one; a sister. Shes three years younger than me.

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Me: Do you have any close friends?
Jose: Yes I hang out with people all the time. Im always somewhere doing something with
someone.
Me: What about when you were a kid?
Jose: I had a lot of friends then too.
Me: What sort of things do you like to do to entertain yourself Jose?
Jose: Oh, Im pretty lazy most of the time. I just sit around on my computer all day most of the
time. I paint though. I have tons of my work in my room. I actually just got a piece in a gallery.
Me: Congratulations!
Jose: Thanks man.
Me: Do you go to school Jose?
Jose: No, not at the moment, but Ive always wanted to go back.
Me: So youve completed high school?
Jose: Yes, and a bit of college too.
Me: Any degrees?
Jose: Na, I never got that far.
Me: Any strengths in school?
Jose: I was really good at writing. Thats what everyone said. I hated math though.
Me: Did you ever skip a year or retained?
Jose: Nope, I was pretty ordinary.
Me: How was your attendance through school?
Jose: It was the usual. Random sick days but I never really missed too much school.
Me: Ever done anything like this before?

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Jose: No.
Me: Do you have any concerns about this test?
Jose: Only that theirs math in it!
Me: Well lets get started shall we.
Familial background Information
Jose Rosaro was born December 17, 1987. He is 25 years, three months, and fifteen days
old. He grew up in Baltimore County with his mother and sister. His primary language is English.
Right now he lives with his roommates in the city. He has a great many friends and sees them
frequently. He does not have many interests but he did say that he enjoyed Art, painting in
particular, and even had a piece displayed for sale at an art house. He said that not much transpired
while he was growing up. The most important thing that he can remember happening was his
parents divorce when he was 11.
Educational background information
Jose completed school up to the twelfth grade and had some (two years), but not much,
college experience. Jose does not attend school at this time, but just works. He was never
skipped or retained in any of his classes but admits to having problems in math. He professed
that he was good at writing though and always loved English. Jose never missed much school
and as of right now doesnt have very many extracurricular activities except for painting, which
he indulges in frequently. Jose never missed much school and has never taken a test like this one
before. He professes that he is worried if there is math in it.

Behavioral Observations
Jose seemed to be in a good mood when the interview first began. He smiled frequently

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when asked questions and was very patient and polite. I noticed that he seemed to be fidgeting
with his fingers a lot so it would seem apparent that he was a little nervous about taking the test.
Before the test began Jose started to yawn quite a lot. He informed me that he had just gotten
work a little while ago and was very tired. Once the test began he started to work at a diligent
pace. He was very diligent in his concentration throughout the entire test until we got to the math
portion. His behavior changed drastically after that. He got very frustrated and made a great deal
of grand, rapid gestures such as hitting his head and the table at which he was working. What
was once a very concentrated face turned into somewhat of a scowl. He didnt seem interested in
answering the questions and just flew on through it. This portion of the test seemed to agitate
him and his attention seemed to waver. He concentrated more at the beginning of the test than at
the end. Based on the information obtained, I can conclude that this test is not an accurate
description of his current level of achievement. Jose was tired as soon as he started the test. He
did not really want to be taking it. And after the math portion, he didnt seem to care much about
his answers and just wanted to be done.
Results:
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of reading achievement
including basic reading skills and reading comprehension. The Standard Battery of the
Woodcock-Johnson includes the following subtests: (1) Letter-Word Identification, (2) Reading
Fluency, and (3) Passage Comprehension was administered to Jose Rosaro.
The Letter-Word Identification subtest measures word identification skills. Jose was
required to identify letters and to pronounce words correctly. Joses performance on this task was
in the average range/level. The Reading Fluency subtest measures the ability to quickly read

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simple sentences and decide if the sentences are true. Joses performance for this task was in the
average range/level. The Passage Comprehension subtest measures the ability to match the
pictographic representation of a word with an actual picture of the object. In addition, Jose was
required to point to a picture represented by a phrase. Then Jose was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Joses
performance on this subtest was in the superior range/level.
Mathematics Assessment Results
The Broad Math cluster provides a comprehensive measure of math achievement
including problem solving, numeration, fluency, and reasoning. For the Standard Battery, the
following tests were administered: (1) Calculation, (2) Math Fluency, and (3) Applied Problems.
The Calculation subtest is a measure of computational skills and automaticity with basic
math facts and provides a measure of basic mathematical skills. This subtest required Jose to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry,
trigonometry, and calculus. Joses performance on the Calculation section was in the below
average range/level. The Math Fluency subtest measures the ability to solve simple addition,
subtraction, and multiplication facts quickly. For this test, Joses performance was in the below
average range/level. The Applied Problems test required Jose to understand and solve practical
mathematics problems that are presented orally. Pictures or the written problem is available for
the student to see. The problems required Jose to listen to the problem, recognize the procedures
to be followed, and then perform relatively simple calculations. Joses performance on this
subtest was in the below average range/level.
Oral Language Assessment Results

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The Oral Language cluster provides a comprehensive measure of oral expression and

listening comprehension. For the Standard Battery, two tests are administered, Story Recall and
Understanding Directions.
The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. During this portion of the test, Jose was required to recall
increasingly complex stories that are presented on an audio tape and Joses performance in this
area was in the above average range/level. The Understanding Directions subtest is an oral
language measure. The task required Jose to listen to a sequence of audio-taped instructions and
then follow the directions by pointing to various objects in a colored picture. Joses performance
on this task was in the average range/level.
Written Language Assessment Results
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. The tests administered on the Standard Battery included Spelling, Writing
Fluency, and Writing Samples.
The Spelling subtest is a measure of the ability to write orally presented words correctly.
Test items measure prewriting skills and required Jose to produce uppercase and lowercase
letters, and to spell words correctly. Joses performance was in the above average range/level.
The Writing Fluency subtest measures skill in formulating and writing simple sentences
quickly. Joses performance on this subtest was in the superior range/level. Each sentence must
include a set of three stimulus words and describe an accompanying picture. Joses performance
on this subtest was in the above average range/level. The Writing Samples subtest measures
skill in writing responses to a variety of demands. Joses performance on this task was in the

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above average range/level.

Interpretation of Assessment Findings
In the area of Reading Assessment, Jose did fairly well. His grade equivalent scores were
average or above average for his age range. He seems to be lacking in the area of reading
fluency. His grade equivalent is only at a 2.4. Overall though in his broad reading, Jose was at
an ll.9. Jose seems to have a good grasp on his timing and reading proficiency.
In the area of Mathematics Assessment Results, Jose is very below grade level. He did
terribly on this portion and only managed to get a few questions completed past the
recommended section. He failed to answer questions in a timely manner and when he did the
answers were inaccurate. He is having some serious problems in math, specifically calculation
where his grade equivalency was 5.1. These scored in and out of the broad range are way below
average in most cases.
In the area of oral langue Jose seemed to be in the average to above average range. In
story recall his grade equivalence was at 13.3 while in understanding directions it was an 8.5. It
would seem to me that he is just on the above average line, right on the cliff of below average
here. Jose seems to need some help with comprehension. It would seem that he may not develop
much further without additional help.
Finally, in the written language portion, Jose seemed to do above average. He was
beyond his grade equivalency at 18.0 here. In the writing fluency category, he was at a 15.6. Jose
seems to have a well defined grasp in this portion and doesnt seem to need much help here. Jose
was also above the norm in the subset of writing samples. Once again his grade equivalency
scores were at an 18.0. All this information indicates that Jose is academically sound in his
written language and needs no sort of intervention here. I believe that the writing and reading

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scores go hand in hand. The language and Reading portions were his strongest which seems to
indicate that his ability in language arts is superb, while he needs serious help with math.
Summary/Discussion
Jose is a 25year 3month old man who is who was having trouble with math; significant
enough to warrant a referral. This assessment is one component of that evaluation. When
compared to his or her peers at his or her grade level, Joses performance is in the average range
in the areas of reading, oral, and written language but falls below average in the category of
math. Jose did very well in broad written language, passage comprehension, writing samples,
Brief writing, Oral language, Writing fluency, and story recall. He seems to have a good grasp
of writing and reading as a whole.
These assessment results will be presented to the Eligibility Committee to assist in
determining if Jose requires special education services. Additionally, these results should be used
with all other available information when making a decision regarding Joses eligibility for
special education services.
Recommendations and/or Proposed I.E.P. Goals
1. I-A Graphic Organizer: In order to notice the patterns in mathematical
computations. (Math calc skills, Calculation, Math fluency)
2. Extended time on work: Jose needs to have more time when working on math
worksheets and testing. (Calculation)
3. 4-A- Reduce distractions to the student: Jose gets too anxious when doing math and gets
distracted easily. He needs to have his own space where this wont happen. Have him sit
with the teacher or in a separate area of the classroom to reduce distractions. (Calculation)
4. Use of multimedia: Jose needs to have alternatives to learning for mathematics exercises.

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(Math Fluency)
5. Use of calculator on test and worksheets: Jose needs extra help determining
computations. He is unable to understand basic mathematics and the calculator might
model some basic math (Calculation).

Chase Kennedy; Towson University

4-16-13

SUMMARY OF SCORES (indicate scores for Standard Battery only, select the scores you
address in the body of this report)
WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT
Name of Student:

Date Administer:
Age
Grade
Standard
Equivalent Equivalent Score
(AE)
(GE)
(SS)

BROAD READING CLUSTER

BASIC READING SKILLS
READING COMPREHENSION CLUSTER
Letter-Word
Identification

PR

13

classification

17-6
>30

11.9
18.0

97
112

Average
Average

23

13.0

99

Average

>30
7-8

18.0
2.4

127
69

Above average
Average

12-5
10-10

7.0
5.4

86
73

Below average
Below average

10-6
11-8
16-11

5.1
6.2
11.4

76
74
127

Low
Low
Average

>21

>17.6

108

Average

Letter-Word
Identification

Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
BROAD MATHEMATICS CLUSTER
MATHEMATICS CALCULATION
CLUSTER
MATHEMATICS REASONING CLUSTER

Calculation
Math Fluency
Applied Problems
Quantitative Concepts
ORAL LANGUAGE

Story Recall
Understanding Directions
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION CLUSTER
Spelling
Editing
Writing Fluency
Writing Samples

>20
14-0
>28
>30
>24
>30

13.3
8.5
>18.0
>18.0
>17.8
>18.0

C. Kennedy
128
96
126
119
132
74

>21
>30

>15.6
>18.0

139
119

13
Above average
Average
Above Average
Above average
Average
Above average
Average
Above average

STANDARD SCORES (SS) and CLASSIFICATIONS (use this language and the classification ranges in your
report, especially in the interpretation section)
131 and above
falls in the Very Superior range
121 to 130
falls in the Superior range
111 to 120
falls in the High Average range
90 to 110
falls in the Average range
80 to 89
falls in the Low Average range
70 to 79
falls in the Low range
<70
falls in the Very Low range

Reflection:
I thought that this test really gave me new insight into educational testing. The standard 8
was about the ability for the educator to be well versed in the special education setting. It also
boasts an understanding of social and emotional problems. This test gives teachers and
professionals an idea of where students are at in the curriculum and how to address failings or
strengths. The scores tell those that are well versed in the special education setting what they
need to do to enhance learning. This test also gave me more insight on what the results of this
test mean to psychologists. It gives them information to hand to teachers and to others in the
school system. It can help determine where students are in the RTI route. It can give insight into
which tier they are at and if they need to move up or down one. This test is perfect for setting
goals and accommodations for students in the classroom. In the future I would like to keep hold
of the manual so that I could have something to look back at when understanding the scores. I
would also make sure that the examinee had as much rest as possible and were comfortable and
without worry. Jose came straight from work and I think that hindered the results of the test

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because he was tired.

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