Initial Assessment

Other
Re-evaluation Assessment
Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name: Sara McGinnis

Date of Referral (IEP Team Request): February 19, 2014

Birthdate: 10/13/1987

C.A.

Date Parent Signature Obtained: March 1, 2014

School: None

Grade: 18.0

Date Assessment(s) Completed: March 19, 2014

Primary Language: English

Date Written Reports Completed: 5/13/2014

Primary Language of Test: English

Examiner(s): Caitlin Carr

Report includes:
1. behavioral observations
2. assessment instruments used
3. results (including subtest scores)
4. a descriptive summary of
strengths and identified needs

5.
6.
7.
8.

statement of deviation from milestones/objectives

statement of eligibility criteria
recommendations
examiner(s) signature(s), title(s) and date

Reason for Referral: Sara McGinnis

was referred for evaluation by members
(Name)
of the Towson University, SPED 525 Class Team in order to determine current levels of performance
(School)
as appropriate in
X Reading

X Mathematics

X Spelling-written language

Oral language

Gross motor

other

In the opinion of the examiner: *

X The scores obtained are valid representations 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.
* If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Educational testing is intended to provide approximate performance levels based on national

norms and to profile strengths and needs.

DISTRIBUTION: 1 School Copy, 1 Parent Copy, 1 Examiner Copy

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Towson University
SPE 525

EDUCATIONAL ASSESSMENT (CONTINUED)

Name:

Sara McGinnis

D.O.B. October 13,1987

ASSESSMENTS USED:

I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:

__ Form A

_X__ Form B

Norms based on age __26_____ years; Compuscore Version 3.0

Standard scores have a mean of 100 and a standard deviation of 15.
Standard Battery Tests:

Standard Score

Grade Equivalent

Instructional Range

(based on age)

(based on age)

(based on grade)

Letter-Word Identification

19

K.7

K.5- K.7- K.9

Passage Comprehension

46

1.0

K.8- 1.0 -1.2

Reading Fluency

97

12.6

11.8- 12.6 -13.4

Word Attack

80

1.7

1.4-1.7-2.0

Calculation

81

7.5

5.2- 7.5- 10

Applied Problems

42

1.5

1.2- 1.5- 1.9

Math Fluency

99

13.2

11.7 -13.2- >18.0

Spelling

57

1.4

1.0 -1.4- 1.5

Writing Samples

121

>18.0

13.0 > 18.0

Writing Fluency

114

>18.0

13.0 > 18.0

Standard Score

Grade Equivalent

Broad Reading

64

2.4

Broad Mathematics

63

3.2

Broad Written Language

81

5.9

Academic Skills

43

1.6

Academic Fluency

101

13.3

Academic Applications

50

1.5

Battery Clusters:

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BACKGROUND/REASON FOR REFERRAL

STUDENT graduated from Towson University in 2011 with a Bachelors of Arts in Teaching.
STUDENT was diagnosed with Attention Deficit Disorder (ADD) when she was in fifth grade
and was prescribed by a doctor to take Adderall. STUDENT currently doesnt take the Adderall
due to certain side effects of the drug. She manages her ADD by using cognitive behavioral
techniques that help her stay focused. Special education services were provided to STUDENT
during fifth grade through ninth grade. STUDENT wears contacts during the day and glasses in
the evening. STUDENT highly enjoys school; she loves to learn and will return to college for
her masters within the next two years. STUDENTS hobbies are riding her bike, exercising at
the gym, loves going to the beach and reading books, and participating in fun social activities
with friends. STUDENT eats a well-balanced diet and sleeps seven to eight hours per night. The
Woodcock-Johnson III: Tests of Achievement (form b) was administered in order to satisfy a
requirement for class.
BEHAVIORAL OBSERVATIONS
Upon entering the examination room the STUDENT appeared to be tired but, was willing to
complete the assessment. The STUDENT was cooperative in answering background questions
and appeared to be relaxed. At beginning of the test the STUDENT acted confident in taken the
test because she thought it would be typically easy for someone her age.
As questions in the subtest became increasingly more difficult, the STUDENT would attempt
the problem and give a wild guess. She wanted reassurances from the examiner to confirm her
answers were correct. STUDENT didnt receive the assurance by the end of the assessment her
self- confidence decreased. Throughout the exam, STUDENT lost concentration on
approximately twenty five test questions. Even though STUDENTs enthusiasm and selfconfidence decrease throughout the test she never gave up.
RESULTS AND INTERPRETATIONS:
The Woodcock-Johnson III: Tests of Achievement was presented to provide information regarding
the development of academic, application and fluency skills in the areas of reading, mathematics,
and written language.
The three subtests of the Broad Reading Cluster: Letter-Word Identification, Reading Fluency,
and Passage Comprehension were administered as a comprehensive measure of reading
achievement that included sight word vocabulary, reading speed, and the ability to derive
meaning from the printed word. (Word Attack the decoding of non-sense words was also
included as a supplemental sub-test).
The Letter-Word Identification subtest assessed STUDENTS ability to identify letters and word
automatically. STUDENT was unable to accurately and fluently read words in isolation at the
18th grade level. STUDENT scored in the very low range and exhibits a huge deficiency in the
ability to respond quickly to letters and words.
The Reading Fluency subtest assessed STUDENTS ability to quickly read and understand
simple sentences within a three-minute time frame, and respond. STUDENT scored in the
average range and demonstrates age norm reading skills.

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The Passage Comprehension subtest required STUDENT to read a short passage and identify a
missing word that made sense in the context of that passage. STUDENT scored in the very low
range which displayed a deficiency in context clue skills.
STUDENTS overall reading performances suggest that Reading Fluency is a relative strength
and that reading instruction should focus on Letter-Word Identification, Word Attack, and
Passage Comprehension.
The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples subtests
were administered in order to assess STUDENTS ability to communicate effectively and
efficiently in written form. An analysis of STUDENTS written language skills discloses
development is low average.
The Spelling subtest assessed STUDENTS ability to spell words in isolation. STUDENT
scored in the very low and displays a huge deficiency in Spelling.
The Writing Fluency subtest assessed STUDENTS ability to formulate and write simple
sentences quickly. STUDENT scored in the high average range and exhibits she demonstrates
quick writing skills.
STUDENT scored superior on Writing Samples, 18th grade level, which required STUDENT to
write sentences that were evaluated with respect to the quality of content and expression.
STUDENT exhibits strong written language skills.
STUDENTS overall writing performance suggests that Writing Samples and Writing Fluency,
skills are strengths and that written language instructions should strongly focus on Spelling.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess STUDENTS acquisition of math skills. Strength for
STUDENTS is the ability in Math Fluency.
The Math Calculation section of the test assessed STUDENTS ability to perform mathematical
computations. Calculations require knowledge of writing single numbers, performing addition,
subtraction, multiplication, division, and combinations of basic mathematical operations. In
addition some geometric, trigonometric, logarithmic, and calculus operations are presented.
Negative numbers, percents, decimals, fractions, and whole numbers are involved some
problems. STUDENT scored low average in Math Calculation and exhibits a deficiency in
calculating math problems.
The Math Fluency subtest assessed STUDENTS ability to solve basic addition, subtraction, and
multiplication facts within a three-minute limit. STUDENT scored in the average range which
shows she has normal age math skills.
On the Applied Problems subtest, STUDENT was required to solve math problems by listening
to the problem, recognizing the procedures to be followed, and decide which information was
relevant and which was extraneous. STUDENT scored in the very low range and displayed
weakness in verbal problem solving and needed skills.

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Overall, STUDENTS math strength is in the area of Math Fluency and instruction should focus
on Calculation and Applied Problems.

SUMMARY OF STRENGTHS, NEEDS, RECOMMENDATIONS:

The results of this educational evaluation indicate that STUDENTS academic skills are within
very low range according to age level expectations. STUDENTS overall reading performance
suggests that Reading Fluency skills are a relative strength and that reading instruction should
focus on Letter-Word Identification and Word Attack. STUDENTS overall writing performance
suggests that her Writing Samples and Writing Fluency are strengths and that written language
instruction should focus on Spelling. Students math strength is in the area of Math Fluency and
instruction should focus on Calculation and Applied Problems.
Relative areas of weakness include broad reading and mathematics. When a selected set of
STUDENTS achievement areas are compared, she demonstrated a significant relative strength
in oral language.
Overall, STUDENT has acquired skills from the very low range to the superior range.
RECOMMENDATIONS:
Activities and strategies to engage and maintain attention.
Provide direct instruction in strategies all Broad Reading and Mathematics.
Check daily to see if either eye glasses or contacts are being worn.
Use of a calculator for math.
Provide extended time for test taking.
Offer oral instruction and assessments

Caitlin Carr
Signature of Evaluator, Title

Date

Copies: Student File

Parents
Examiner

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Interview Questions for Sara McGinnis

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Tell me about yourself.

What do you like to do?
How do you feel about school?
What makes you feel good about yourself?
How do you like to learn?
How do you like to express yourself?
How would you describe your home life?
What do you look for in a friend?
Do you eat breakfast, lunch, and dinner every day?
How many hours of sleep do you get a night?
Do you understand why you are being assessed?
What is your general health?
Did you receive special education or related services?
Describe your attention span, memory, and motivation level

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Page 7

Reflection
Administering the Woodcock Johnson III enhanced my understanding in which there are
additional processes to the test than just administration. Develop a rapport with the student and
parents, gathering background information, administering the test, scoring, and interpret the
scores. Although it was a difficult task, interpreting the scores is where knowledge was gained
the most. Being able to take assessment scores and use them constructively is essential to
improve students weakness.
Prior to administering the Woodcock Johnson III there was little understanding of the
specific instructions for performing and scoring for each subtest. It was a difficult task to ensure
administration of the assessment was given and scored accurately.
Creating the Educational Achievement Report was a difficult task to perform. As a result of this
task, knowledge was gained of being able to interpreting the numeral results and highlighting
student strengths and weaknesses.
After examining several Educational Achievement Reports, there is an increase of
understanding and the familiarity of the format and terminology presented in the reports.
Viewing sample reports most certainly assisted in gaining the knowledge needed to properly
create an Educational Achievement Report.
For the future, to improve knowledge of the psycho educational assessment process is to
observe other professionals generating and interpreting the information. Visual and tactile
learning would help improve understanding for hands on learning and the opportunity to ask
questions directly to the experts.

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