Educational Achievement Report

Demographic Information
Name: Minnie Johnson
Address: 1010 Moo Street
Phone: 410-555-0002
Date of Birth: 06/19/1994
Date(s) of Testing: 04/03/2015
Chronological Age: 20 years, 9 months
Primary Language of Student: English

School: Diamond Academy

Teacher: Mr. Galassi
Grade/Educational Setting: 12.7 / Year
Round School
Referred by: Mr. Galassi
Examiner: Alex Furman
Date of Report: 4/23/2015
Primary Language of Test: English

Reason for Referral

Minnie Johnson was evaluated on April 3, 2015. At the time of the evaluation, Minnie
was 20 years and 9 months old. According to the academic history, interview with Minnies
family, Minnie has been experiencing difficulty in many academic areas. For example, Minnie
has been performing significantly below grade level in the areas of reading, mathematics, and
written language. Minnie has been diagnosed with Autism Spectrum Disorder and Intellectual
Disability. Minnie is close to graduation and will be progressing to an adult services program and
Mr. Galassi and the Multidisciplinary team needs to know Minnies current skill levels. Based on
this information, Minnie was referred for an educational achievement evaluation.
Examiner Criteria Statements
In the opinion of the examiner:
_X_ 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.

Background Information
Interview with Minnie
1 Tell me how old you are. What is your birthday? What grade are you in?
19. (She corrected to 20 after a prompting) June 19th. Im a senior at St. Elizabeths School.
2 What subjects do you like best? Least?
I like math. I dont like writing.
3 How do you get along with your classmates? Teachers?
I like Millie and Mr. Galassi. They tell me hi and I tell them jokes.
4 Tell me how you spend a usual day at school.
I get to class, I do school work, I see friends, I walk through the halls, I say hi to my friends.

5 Who lives with you at home? Tell me a little about each of them.
Mom and Dad live with me. I see them every day. Dad takes me bowling and takes me out. Mom
makes me dinner.
6 What hobbies and interests do you have?
I like to go outside and swing. I like my DS.
7 Tell me about your friends. What do you like to do with your friends?
I have lunch, I go bowling, and I go to the library. On Fridays, I go to Teen Ventures with my
friends.
8 What do you like best about yourself? Least about yourself?
I like my clothes and I like to eat. I dont like when I bite my hand.
9 Tell me the best thing that ever happened to you.
I get go on a cruise with my mom and dad.
Interview with Mrs. Johnson
Family Questions
1 Where there any remarkable events that occurred during your childs first few years of
life?
We noticed she wasnt meeting milestones and her eyes were crossed and her one arm would turn
in when she swatted at things. And for the first four or five moths she screamed a lot!
2 Is there any pertinent medical information regarding your child that you could share?
She is so heathy. She had all her vaccines, but that didnt affect her. She was heathier than her
brother! She didnt want to eat as a baby but shes been heathy ever since.
3

What are the names and ages of all of your children? Has or do any of your other
children have special needs or require special services in school?
Abby is 20 and Alex is 22. Abby will be 21 in June. My son, Alex never received special need
services and always been great in school. Abby has been receiving special needs services since
she was 7 months old. She is now in a special needs school dedicated to providing the services
she requires.
4

What specific behavioral patterns such as eating, sleeping or exceptional behavior does
your child present?
Her behaviors are mostly resistance to change, and doing things that break out of her autistic
mode, or trying to break out of her perseverations. She has a lot of anxiety. She has emotional
regulation problems and she is too extreme. She is sleeping a lot more recently. Lots of naps and
she does it all on her own. She sleeps much more than she used to. She used to get up a lot in the
middle of the night and now she rarely does.

Is your child involved in any organized activity such as recreational sports, scouts, choir
etc.?
Oh my gosh, yes! She in in horseback riding, Special Olympics, bowling, teen programs teen
ventures through Howard County Recreation and Parks, basketball and weight lifting through
special needs programs, Capernaum club with Young Life, and No Boundaries theater group
where she performs on stage.
6 Does your child have many friends and does he/she enjoy being with his/her peers?
She loves being with her peers, but what we define as a friend, she does not have many. She
loves familiar people and seeing them, but her interactions are scripted and stilted. Its not what
you and I would define as a friendship.
7 Does your child possess any special talent, interests and/or hobbies?
The computer and finding things into the internet are definitely skills of hers. She has recently
been into spelling and trying to find the ways to spell things. She has a knack for directions and
knowing where to drive on what roads. Her only real hobbies are recording her own voice and
listening to it modified somehow, listening to loud music, listening to talk radio, and playing on
the computer or video games.
Social Questions
1. What schools has your child attended? Does your child attend school on a
regular basis?
Howard County Public schools from when she was 7 months old until she was 14. She was in
infants and toddlers and MINC which was her preschool and kindergarten and educational
centers until elementary. She was in pull out classes throughout middle school. Then she
went to Diamond Academy
Yes, she goes to school all the time! We get her into school as much as possible. She hates to
miss school and we hate it when shes cooped up anywhere else.
2.
What grades has your child received in the past?
Her letter grades are meaningless. She is not held to regular standards. She is all As and Bs,
maybe a C here or there.
3.
Any significant findings in regards to vision, hearing or health screenings?
Just vision was significant. There has been correction since 7 months. She cant stand to be
without her glasses. She had bifocals when she was younger and does not have them now, just
regular glasses. She is a selective hearer, but I wouldnt say anything is wrong with her hearing.
She is super healthy and maybe gets 2 colds a year and 1 fever and 1 stomach thing a year.
4.
Has your child had any prior educational or psychological evaluations conducted?
In either the school or private setting?
She had 2 at Kennedy Krieger institute when she was very young. She had another psychoeducational evaluation in 8th grade when she was being switched over to Diamond Academy.
5. Any documented academic or behavioral successes or difficulties as they relate
to school functioning?

Behavioral difficulties include resistance to change, need for breaks, anxiety, and autism-related
stereotyped behavior.
Successes have been in the teachers being able to adapt and understand Autism and ADHD.
Scaffolding in lessons has helped.
6.
Any previous related services or remedial services such as speech services, or
math and reading tutoring?
She received speech therapy through Loyola Speech services and she has had personal tutors in
reading and math her whole academic life. Now she gets speech/social instruction 3 times a
month and she has another tutor 2 times a month that works with her on social skills.
7. Any accommodations or modifications used during testing or classroom instruction?
She can us a calculator, she needs frequent breaks, her chair needs to be turned and distractions
to be blocked, she needs written work to be given into schedule or checklist format. She needs to
have access to word processor. She has a lot.
Family History Minnie lives at home with her mother and father. She has one older brother
who attends college in-state, but he does not live at home. The only language spoken at home is
English. Minnies mother describes her pregnancy with Minnie as troublesome. She was
constantly sick and forced to bedrest for a large portion of the pregnancy. From the day Minnie
was born, her family knew they would have to adjust to her. She was a difficult baby to handle,
but she was always shown love and compassion from her family. Her brother would help to play
and comfort her as she grew. She has always had trouble communicating with her family, but her
father has always seemed to have a special connection with her. Through her years growing up,
she would adopt habits and try to be like her older brother. Minnie has always resisted being
pushed to try new things or to do the things she needs to do. Minnies mother has always been an
advocate for Minnies growth and had tried to get her every opportunity she could get her hands
on. Minnie loves her family very much. She always talks about them in school and loves to tell
stories about who they are and what they do. She brags about her brother going to college and
she loves going to church with her parents.
Developmental History Minnie was always behind in developmental milestones. She did not
play peek-a-boo; she did not interact with her parents, and did not respond to her own name. An
obvious developmental milestone missed was in speech. She did not babble or coo as a baby.
Minnie would only cry or laugh at whatever she was experiencing. Minnie was taught sign
language at an early age to try and help her cope with not learning how to speak. Thankfully, she
learned to speak at about 5 years old and sign language instruction turned into speech instruction.
The next developmental milestone missed was walking. Getting on her feet was a struggle for
Minnie. And even when she was able to get on her feet, she was never able to point her feet in
the right direction or hold her legs correctly. Minnie was given leg braces to help straighten her
legs and keep her walking upright. This took over 5 years to complete, but eventually, Minnie
was able to walk good enough on her own without braces on her legs or ankles. Minnie has
always needed support in being able to follow instructions, basic or otherwise. From 2 years old
on, Minnie has needed to receive support in following directions involving one step or more.
Minnies fine-motor skills development has always been drastically delayed. She has never been

able to write completely legibly or tie her shoes. Her gross motor development has been much
more stable. The developmental milestone Minnie did not miss was in reading. Minnie has
always been hyper-lexic and has an impressive memory. Minnie was able to read much larger
words that most 6 year olds can read. After learning how to properly walk, physical goals were
made to kick balls, learning to run, and to learn exercises. Today, Minnie plays basketball with
her peers and works out at a gym twice a week. Minnie is now able to express her thoughts in
conversations lasting about 2-3 sentences. Minnie can type on phones and can call her parents
when she needs to. Minnie knows how to keep to a schedule and follow multi-step directions.
Minnie has exceeded many expectations that doctors and other professionals held. Minnie works
in job placements to practice occupational skills and is working on interacting with others
appropriately.
Academic History Minnie was placed in early intervention programs when she was 7 months.
The children she was placed with were older and on a higher level than her, but she was still
given instruction to help her progress. When finally in public school, inclusion was a primary
goal throughout elementary. Minnie was placed in as many regular-education classrooms as
possible. Since she was able to read, but not comprehend, she could keep up with some things
that other children did, but with ability level, she was always significantly behind her peers.
Minnie was given multiple interventions in math, and each one was a struggle. In middle school,
inclusion was less of a priority for Minnie. She was in pull-out classes for the most part. In 8th
grade, Minnie transferred to a private school for special needs students. She has been at this
school until now and she will be graduating with a certificate of completion in June. She has
been working on work skills, calculator math, and reading comprehension recently.
Social History Minnie is involved in many social extra-curricular activities, but she does not
sign up for them herself. Minnies mother signs her up for activities that Minnie seems to enjoy
and that will maximize for social engagement. Minnie loves to spend time with her peers. She
likes being around individuals with special needs and those who are not. However, she struggles
with finding actual connections on a social level. She likes to be around and talk with her peers,
but they are very superficial relationships. The fact that she tries is good enough for her family.
Her social goals have progressed slowly through the years, but that is due to her Autism.
Parents Perception of the Problem The parents have a clear perception of the problems
Minnie faces. Minnie has been diagnosed with ASD and ID. Minnie has had difficulties in
school, social situations, and in her behavior her entire life. The recent troubles she has been
having in school are no surprise to Minnies parents. They believe that the next program Minnie
will be in needs to know her exact level of competence in the subject areas tested in the WJII
because they will better be able to serve her needs.
Behavioral Observations
Classroom Observations Minnie has displayed inattentiveness and distractibility in the
classroom. She has difficulty staying on task and finds things going on outside of her work
interesting. She focuses on trying to gain information about things that might be out of her
control rather than her work. She expresses disinterest and frustration when given math problems
to do without a calculator. Also in the classroom, Minnie grits her teeth when worried or

intensely focused. She gets easily frustrated if she does not complete something correctly or if
she feels she is being over-corrected. Minnie responds well to positive reinforcement and
predictable, scaffolded instruction.
Initial Interview with the Child In preforming a brief interview with Minnie, it was
observed that she seemed anxious about finishing this test. She asked frequently when her first
break would be and how long it would take. She was comforted when told that she would get
breaks and that she would do fine. It seemed hard for her to focus on the questions asked in the
interview because she knew that the assessment would be coming soon. Minnie was fidgeting
with the t-shirt she was wearing. Along with that, she seemed like she was squirming in her seat.
Behavior during Testing Minnie consistently sat on the edge of her seat during testing.
She would lean forward and touch the examiners book to turn it to see how many pages were
left. She would say things like, Were almost done? or After this? to ask when she would get
her next break or what we would do for her break. She held a pencil throughout the test and
played with it when she was not using it. During portions of the test involving math, Minnie
repeatedly requested a calculator. She got visibly upset when she was told that she could not use
one, but to do her best without one. She had a lack of confidence when not being able to use a
calculator. She would look up to the examiner repeatedly for affirmation. In other sections of the
test, she seemed to speed through to get it done as quickly as possible. At one point in the test,
Minnie got very upset. This was during Applied Problems. Seeing pictures of crayons and being
asked to take two away and tell how many would be left greatly angered her. She was reminded
to just do her best, but she was close to tears after the end of this portion of the test. During the
portion of the test where reading was involved, Minnie appeared very confident and she would
sound words out using phonetics, even though phonics was never taught to her.
Test and Procedures Administered

Interview with Child

Parent Interview
Woodcock-Johnson Test of Achievement

Due to Minnies inconsistency with her grades, the Woodcock Johnson Test of Achievement III
(WJ-ACH III) was administered. The WJ-ACH III is an individually administered test of
achievement measuring five curricular areas- reading, mathematics, written language, oral
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-ACH III was selected to be administered to Edward to gain
more information about her general academic performance that include the following skills: (1)
reading skills that include broad reading, basic reading skills, and reading comprehension, (2)
oral language skills that include listening comprehension and oral expression, (3) math skills that
include broad math, math calculation skills, and math reasoning, (4) written language skills that
include broad written language, basic writing skills, and written expression, and (5) an academic
knowledge cluster that assesses academic skills, academic fluency, academic applications, and
phoneme/grapheme knowledge.

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 which were administered to Minnie.
The Letter-Word Identification subtest measures word identification skills. Minnie was
required to identify letters and to pronounce words correctly. Minnies performance on this task
was in the 3rd grade, 8th month grade equivalency level. The Reading Fluency subtest measures
the ability to quickly read simple sentences and decide if the sentences are true. Minnies
performance for this task was in the 1st grade, 4th month grade equivalency 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, Minnie was required to point to a picture
represented by a phrase. Then Minnie was required to read a short passage and identify a
missing key word that makes sense in the content of that passage. Minnies performance on this
subtest was in the 2nd grade, 1st month grade equivalency 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 subtests 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 Minnie to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Minnies performance on the Calculation section was in the 1st grade, 3rd month
grade equivalency level. The Math Fluency subtest measures the ability to solve simple
addition, subtraction, and multiplication facts quickly. For this test, Minnies performance was in
the 1st grade, 1st month grade equivalency level. The Applied Problems test required Minnie 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 Minnie to listen to the
problem, recognize the procedures to be followed, and then perform relatively simple
calculations. Minnies performance on this subtest was in the 3rd month of kindergarten grade
equivalency level.
Oral Language Assessment Results
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, Minnie was required
Minnie to recall increasingly complex stories that are presented on an audio tape and Minnies
performance in this area was in the 4th month of kindergarten grade equivalency level. On the
Understanding Directions subtest is an oral language measure. The task required Minnie to
listen to a sequence of audio-taped instructions and then follow the directions by pointing to
various objects in a colored picture. Minnies performance on this task was below the
kindergarten grade equivalency 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 Minnie to produce uppercase and lowercase
letters, and to spell words correctly. Minnie performance was in the 4th grade, 0 months grade
equivalency level. The Writing Fluency subtest measures skill in formulating and writing
simple sentences quickly. Each sentence must include a set of three stimulus words and describe
an accompanying picture. Minnies performance on this subtest was in the 3rd grade, 6th month
grade equivalency level. The Writing Samples subtest measures skill in writing responses to a
variety of demands. Minnies performance on this task was in the 3rd grade, 5th month grade
equivalency level.
Interpretation of Assessment Findings
According to Minnies Reading Assessment results, Minnie may be able to read some text
put in front of her in a job placement. She may be able to read directions and information directly
applicable to requirements and cautions she must take. Minnie will struggle with more academic
language when it might be used in these circumstances. Since she can read words at almost a 4th
grade level, conversational words will be much easier for her. Knowing that her goals would
include working as a greeter, stocker, folder, or bagger, she would be able to read most of the text
required for her. She will be given lists of directions and schedules to follow in the workplace,
and based on her reading scores, she will be able to read whole sentence directions using explicit
language. Anything informational that is written at a collegiate or adult level, she will need
help reading.
According to Minnies Oral Language Assessment results, she cannot be relied on to
preform orally on the job. She will need a script or explicit instruction on what to say orally in
order to succeed in a job setting. In looking at how Minnie preformed in following directions,
which is crucial for a job setting, she scored below a kindergarten grade level. This shows that
Minnie will need to be supervised closely by a job coach until she has adequately memorized her
tasks. If it were just left to giving Minnie a set of directions and expecting her to follow them
perfectly on her own, she would be unable to meet expectations. This being the case, these

results would confirm the need for an adult placement center to provide intense job training to
assist how Minnie may perform on a worksite. According to Story Recall results, Minnie may
not be able to reiterate a script well her first try. If she were doing a job, such as a greeter, that
required this, there would also need to be supervision and lots of practice.
According to the Mathematics Assessment results, Minnie is virtually unable to complete
math problems involving two digit numbers. Minnie would absolutely need to use a calculator
for any tasks involving numerical data. Minnie would need jobs doing math to be double
checked by someone else for accuracy. Minnie can count, as would be suggested by her scores
being above a kindergarten level, but she may not be able to count high with accuracy. Money
skills may be impaired and having assistance in counting and using money would be important
for Minnie. She may have difficulty confirming totals and checking her own work. Calculators
would definitely assist, but they would not be a cure-all for her deficits in math.
According to Minnies Written Language Assessment results, Minnie may want to look at
improving her handwriting. Since her handwriting is at a 1st grade level, but her writing skills
show a much higher aptitude, she might be able to complete jobs where writing is involved.
Typing may be substituted for this to bypass her handwriting abilities. Minnie shows promise in
being able to compose coherent sentences and conclusions from information she is given. This
can show that Minnie may be able to communicate via e-mail or texts if necessary. Focusing on
these skills to make sure that Minnie can use these communication mediums would be useful for
her future. Minnie has more ability in written language than in oral language. This implies that
she may appear to be less informed that she really is in communicating orally. This may show
that there is more opportunity for growth in oral communication.
Summary/Discussion (Conclusion)
Minnie is a 20 year 9 month old student who attends Diamond Academy School. Minnie
was referred for an educational evaluation because she is close to finishing high school. She was
given this assessment at the beginning of her time at Diamond Academy, so seeing how she has
progressed and seeing her strengths and deficits will be crucial for her success in her adult
placement center she will be going to this fall. Minnie has accomplished a lot over the past 6
years, but being able to quantify that into standardized test scores will help us understand what
he will need to focus on for occupational skills. Minnies strengths include spelling, letter-word
identification, and in her writing fluency and samples. I use the term strength relatively. It can be
seen that in all of these areas, Minnie is below grade level, but compared to the other scores, they
can be seen as strengths, and Minnies weaknesses include calculation, understanding directions,
applied problems, and math fluency. The students profile leads one to believe that Minnie has a
pretty severe profile. She is very below average to others in her grade. However, when it comes
to looking at her to job placement, these test scores would more imply a severe weakness in math
and following multi-step auditory directions, but if a job required reading and communicating
and writing thoughts, she would have less of a weakness in completing tasks.
Recommendations and/or Proposed I.E.P. Goals
1. Minnie will type 5 sentence (minimum) e-mails to teachers, family, and peers
correctly with 80% accuracy. She will be able to use text correction/prediction software
to assist her with speed and accuracy. These are services she will be able to continue to

use after she is finished with school/adult programs. This will be supervised through Mr.
Galassi until June, and after that Minnies social tutor will monitor from then on. Saving
these e-mails on her account in there inbox/outbox will show how she is progressing.
(Written Language Goal)
2. Minnie should be given explicit instruction on learning to use money and debit
cards. This would include knowing what her checking account balance is through mobile
banking. Since technology is a strength for Minnie, showing her how to check her
balance can be a more fun way to present money. Minnie should work on a dollar-up
method of money counting. Minnie should practice rounding up a dollar when there is
not an even dollar amount due. Using flashcards, fake money, real money, worksheets,
role play situations, and asking to help in real-life money situations could be part of this
intervention/recommendation. This would be mainly monitored by Minnies math
teacher, Mrs. Taylor, but after she graduates in June, this will be monitored by any hired
caregiver over the summer and then her adult services program in the fall. This would
best be monitored through a recorded PBIS method, such as a star chart system or
points/tickets collection for trade-in. This method of reinforcement really appeals to
Minnie and can be recorded to show progress in positivity, speed, and accuracy in regards
to money skills. (Math Skills Recommendation)
3. Minnie will be given instruction on qualifier words to assist in her understanding of
directions. In testing, it was found that a major breakdown of Minnies ability did not
come from multi-step directions, but from single directions containing a qualifier of some
sort. For example, the direction, Point to the top of the tallest tree would result in
Minnie just pointing to the tallest tree in general. Focusing on what qualifiers signify and
how they relate to the main direction given would be useful for Minnie to practice in a
structured environment. Mr. Galassi would provide this instruction in the classroom
through incorporating practice in other activities, through worksheets, role-play practice,
and through vocabulary review. After graduation, Minnies speech tutor who she sees 3
times a month will work on these strategies with her and give homework to practice at
home. In the fall, Minnies adult placement center will incorporate this instruction into
her job training and practice. Monitoring progress would come from assessments
structured like the WJIII was set up. Having a number of directions stated to Minnie and
having her follow them, including qualifiers, and marking her correctness would be the
main purpose of the assessment. The results of the assessment will not be held against
Minnie if she is incorrect in her responses, but the data will be collected for accuracy.
Instruction and practice following qualifiers in directions should result in improvement
over time. (Oral Language Recommendation)
4. Minnie will be able to highlight key details from a text based on comprehension
questions using a highlighter (either physical or digital) correctly with 4 out of 5
times accuracy. Through instruction, Minnie will show she can read a passage to
completion and then be asked a simple comprehension question. She will then use a
highlighter to find key details pertinent to this question in the text. The beginning steps to
this would be to give Minnie the key words to look for as a prompt. This would then lead
to only using this prompt as necessary. The final step would be working to the goal stated
above. This would be monitored by Mr. Galassi until graduation, and then will be
monitored by someone who is hired to give services over the summer. After this, in the
fall, Minnies adult placement will take over in monitoring her progress in reading

comprehension. The data will be collected and monitored on paper or electronically,

however Minnie chooses to accomplish her task on any given day. This would make it
easy to keep track of progress and data. (Reading Goal)
5. Minnie will receive intense instruction on following directions and listening/listening
comprehension in the workplace. Minnie needs to receive this instruction to prepare her
for future stages in her life. Oral language was Minnies lowest scoring section, and most
of it involved listening to what someone else was saying and using that information to
determine what to do next. If this continues to be a recurring problem, this may make
Minnie an unfit candidate for jobs she may be good at. Instruction would include roleplay, making checklists based on directions she is given, writing and taking notes on what
she hears, using recorders to record directions or her own reiteration of what has been
said for a reminder, making/following picture charts, and using technology to assist in
areas of difficulty. Since technology is a strength more Minnie, teaching her how to use
technology to balance her deficits in Oral Language would be beneficial. This instruction
would be supervised by Mr. Galassi, and both of Minnies tutors. Once Minnie graduates,
it will be supervised by her two tutors and whoever is hired as a caregiver over the
summer. After that, her adult services program would take over for the summer caregiver.
Progress will be monitored by using a PBIS points/ticket system. Minnie will earn points
using a 2-1-0 method. She will get 2 points for completing a task that would further assist
her Oral Language listening/listening comprehension without prompting, 1 point when
prompted, and 0 points if hand-over-hand or refusal to complete the task. Since these
tasks all would involve strategies to assist Minnie, using a PBIS system to get her
motivated to do these strategies on her own will be useful in motivation and retention.
Also, it will be recorded how many points Minnie gets on specific tasks/practices, which
makes for useful data to show progress over time. Notes will be written next to point
value to explain behavior/demeanor. (Oral Language Recommendation)

__Alexander Furman___Student at Towson University_

Name
and
professional affiliation
Baltimore County Schools

________April 23, 2015_

Date

SUMMARY OF SCORES
WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT

Name: Johnson, Minnie

Date of Birth: 06/19/1994
Age: 20 years, 9 months
Sex: Female
Date of Testing: 04/03/2015

School: St. Elizabeth

Teacher: Mr. Galassi
Grade: 12.7
ID: N/A
Examiner: Alexander Furman

TABLE OF SCORES
Woodcock-Johnson III Normative Update Tests of Achievement (Form A)
WJ III NU Compuscore and Profiles Program, Version 3.0
Norms based on grade 12.7
CLUSTER/Test

Raw

GE

EASY

to

DIFF

RPI

476

<K.0

<K.0

1.4

21/90

SS (68% Band)

ORAL LANGUAGE (Std)

BRIEF ACHIEVEMENT

470

2.6

2.2

3.0

0/90

40 (37-42)

TOTAL ACHIEVEMENT

476

2.4

1.9

3.1

2/90

28 (26-30)

BROAD READING

482

3.0

2.4

3.7

3/90

47 (44-50)

BROAD MATH

452

K.9

K.5

1.4

0/90

19 (16-22)

BROAD WRITTEN LANG

494

3.7

2.7

5.3

23/90

52 (47-56)

BRIEF READING

482

3.1

2.6

3.7

2/90

47 (44-51)

BRIEF MATH

437

K.9

K.6

1.3

0/90

12 (8-16)

MATH CALC SKILLS

466

1.3

K.8

1.9

1/90

21 (16-25)

BRIEF WRITING

495

3.8

2.8

5.5

25/90

62 (58-67)

WRITTEN EXPRESSION

492

3.6

2.4

5.2

27/90

53 (47-59)

ACADEMIC SKILLS

479

2.9

2.5

3.5

1/90

39 (36-42)

ACADEMIC FLUENCY

485

2.6

1.6

4.0

13/90

47 (44-50)

ACADEMIC APPS

463

1.8

1.5

2.2

1/90

29 (26-33)

34 (29-39)

________________________________________
Letter-Word Identification

47

489

3.8

3.3

4.4

1/90

Reading Fluency

21

482

2.4

1.7

3.9

7/90

Story Recall

489

K.4

<K.0

4.4

62/90

Understanding Directions

463

<K.0

<K.0

K.6

4/90

451

1.3

1.0

1.7

0/90

Math Fluency

12

481

1.1

<K.0

2.9

15/90

Spelling

32

497

4.0

3.1

5.3

15/90

Writing Fluency

13

492

3.6

2.5

4.9

18/90

Passage Comprehension

21

475

2.1

1.8

2.7

4/90

Applied Problems

16

423

K.3

<K.0

K.8

0/90

Writing Samples

12-C

492

3.5

2.4

5.7

39/90

487

<K.0

<K.0

1.9

61/90

1.0

Calculation

Story Recall-Delayed
Handwriting

30

_______________________________________

57 (53-61)
Very Low
61 (58-65)
Very Low
60 (52-67)
Very Low
29 (23-34)
Very Low
15 (8-22)
Very Low
31 (28-34)
Very Low
70 (66-75)
Low
59 (52-65)
Very Low
44 (38-50)
Very Low
13 (9-18)
Very Low
60 (53-68)
Very Low
44 (28-60)
Very Low
68 (63-74)
Very Low

DISCREPANCY
Significant at
DISCREPANCIES
PR
SD (or z) + or 1.50 SD (SEE)
Interpretation
Measures of delayed recall*
Story Recall-Delayed
29
-0.57
No
Within normal limits
*These discrepancies based on predicted difference between initial and delayed scores.
_______________________________________
Test Session Observations from the Tests of Achievement:
Conversational proficiency: Limited
Cooperation: Uncooperative at times
Activity level: Overly active for age/grade; resulted in difficulty attending to tasks
Attention and concentration: Distracted often
Self-confidence: Appeared tense or worried at times
Care in responding: At times responded too quickly
Response to difficult tasks: Attempted but gave up easily
STANDARD SCORES (SS) and CLASSIFICATIONS
131 and above
121 to 130
111 to 120
90 to 110
80 to 89
70 to 79
<70

falls in the Very Superior range

falls in the Superior range
falls in the High Average range
falls in the Average range
falls in the Low Average range
falls in the Low range
falls in the Very Low range

Reflection:
In administering this formal assessment, my understanding of CEC Standard 4 and
InTASC Standard 6 by giving me a clearer picture into what giving and interpreting a formal and
standardized assessment. It allowed me to use a formal assessment that minimizes bias through
researched methods and practices. This is because the WJIII is a researched and proven valid and
reliable assessment that is used across the country. Interpreting the results for this Educational
Achievement Report allowed me to read into what it means to take test scores and apply them to
what would be focused on in an educational setting. Also, I was able to make IEP goals and
recommendations for instruction and intervention through interpreting these test results. This is
important because it is practice of something that I will be expected to do on a special education
team. In working with the student and her family, I was able to understand the importance of the
parent point of view in observing a student. Finally, in working closely with the student through
the interview and the assessment process, I was able to gain practice in creating feedback based
on behavior, social skills, and cognitive abilities that a student shows. These are all included
aspects of the CEC and InTASC standards mentioned.
Generating this EAR enhanced my understanding of the Psycho-Educational process by
giving me insight into the beginning stages, including clinical interviews with the family and the
student over the familial and educational background of a student. This is important because it
begins the understanding of who a student is. This relates to how a student may be interpreted in
the classroom and how a family and life at home affects a students performance. Also, collecting
this knowledge is imperative to further interpreting any results gained further down the process.

Another way forming this EAR enhanced this understanding was through being able to give the
assessment of educational achievement though the WJIII, a multi subject test of school
performance. This is important because it allows for collecting numerical data that will give to
interpretation. The interpretation of the results of the test will lead to creating steps to further
advance a students progress. Also, they show where strengths and deficits are. This will lead to
using strengths to build confidence in the student, and weaknesses to see where focused goals
need to be placed. Lastly, the Psycho-Educational process was exposed to me through analysis
and inspection of behavior. I looked at classroom behavior and behavior in the interview and
testing to inspect how a student learns and reacts to these situations. This is important because a
students behavior is a key factor to classroom performance. A students ability may be average
according to data collected, but if a students behavior is severe and negative, that would inhibit
progress and lead to struggles in teaching, disruptions in the classroom, distractibility, and
learning.
In examining this experience, I would take this experience and use it as a lesson to be
taken and used the next time I go through this type of work. First, I will spend more time
preparing to give the test. I will now have this practice under my belt, but now I know that
further reading and studying the instructions in the examiners booklet and manual would be
helpful. I read this information before testing, but I felt like I was rereading and relearning some
of the instructions along the way. Taking notes and further studying would have and will assist
me with this in the future. Also, in thinking of what I could do better, I could try to be more
observant of behavior during testing and in the interview. I felt like I was keeping good track of
behavior, but when it came time to write it into words, I felt I could have had more to go off of. I
know that the student I observed is a very behavior-ridden child. I feel like if I were even more

observant of behavior, maybe I could have found something a little less obvious. Lastly, I would
take the things I have learned from this experience to better the way I interpret the results. I feel
that I did well, but it was difficult for me to really hone in on strengths and weaknesses. I tried to
focus on all areas to make sure I was covering all the bases, but I struggled in finding ways to
really focus on weaknesses. Since special education is a deficit-driven process, I would like to
become more skilled in doing so.