S.

Smith 1

Educational Achievement Report

Towson University
Stacie Smith

S. Smith 2

Educational Achievement Report

Demographic Information
Name: Thomas Konig
Address: 352 Ferdinand Avenue
Phone: (410) 458-5600
Date of Birth: 04/28/06
Date(s) of Testing: 04/06/15
Chronological Age: 8 years 11 months
Primary Language of Student: English

School: Linthicum Elementary

Teacher: Ms. Reymann
Grade/Educational Setting: 3
Referred by: Special Educator
Examiner: Stacie Smith
Date of Report: 04/16/15
Primary Language of Test: English

Reason for Referral

Thomas Konig was evaluated on April 6, 2015. At the time of the evaluation, Thomas
was 8 years and 11 months old. According to the academic history, interview with Thomass
family, Thomas has been experiencing difficulty in many academic areas. For example, Thomas
has been performing inconsistently in the areas of reading, mathematics, and written language.
Based on this information, Thomas 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
Family History
Thomas lives at home with his biological mother and stepfather where the primary
language spoken is English. His household includes his Mom, Stepdad, and sister who is 5
months old. Thomas is extremely close with his maternal grandparents and sees them on a daily
basis. He is also very close with his Step-grandparents and sees them on a weekly basis.
Thomas is in the 3rd grade at Linthicum Elementary School.
He has an amazing group of friends and cousins that he is very close with. He enjoys
hanging out, playing video games, playing sports and riding his dirt bike. Thomas has been
trying different sports over the last few years to finally make a decision that he loves soccer. He
is currently playing soccer for the local youth association and just recently finished playing
hockey for a local organization. Thomass mother mainly concerned about his behavior, but can

S. Smith 3
see that sometimes his impulsivity/hyperactivity hinders his progress on tests and difficult tasks.
Developmental History
Thomas reached all of his developmental milestones on time. He was crawling around
six months and walking around ten months. Thomas started saying words and phrases on time.
There was never any concern from his pediatrician of developmental delays. He began
preschool at three years old and has been in school ever since. His teachers have never showed
any cause for concern throughout his academic career.
Academic History
Thomas is currently a 3rd grader at Linthicum Elementary School. Thomas has been
attending school in the Anne Arundel County school district since Kindergarten. He has been in
a general education classroom since Kindergarten and has continued throughout his educational
career. He has never received any modifications or accommodations. Nor has he received any
remedial services. Thomas is in Tier 3 math and Tier 2 for reading. Each year he seems to have
trouble with fluency, but somehow reaches the expected words per minute by the end of the
school year. He generally excels in all of his classes. Mathematics is his favorite subject and
enjoys his teacher. Thomas is responsible when it comes to his assignments, but has trouble
from time-to-time remembering to bring his homework folder home. He strives to do well in all
of his classes, but when he does not get the grades he feels he can, he gets extremely frustrated.
Thomas is a perfectionist and feels unhappy when his grades do not reflect that. He attends
school on a regular basis and only misses when absolutely necessary. On his latest report card,
Ms. Reymann mentioned that Thomas needed to practice his reading fluency because he is only
reading 80-90 words per minute and by the end of the third grade year he should be reading 100
words per minute. Ms. Reymann suggested reading every night for at least 20 minutes.
Social HistoryThomas is involved in playing soccer for the spring season with his cousin. He recently
finished up his first season of hockey at a local hockey rink. Thomas enjoys hanging out with his
friends at his house or going to theirs. He loves playing video games and seems to be really
good at them. He enjoys hanging out with friends at school during recess and lunch. He has
made a few new friends at school this year and found that he has many things in common with
them. He enjoys visiting his cousins house because they go to the park and play sports and ride
bikes. He recently signed up for an after school program that will teach him how to cook foods
from around the world. Thomas loves cooking with his mother so this seemed to be a great fit
for him.
Parents Perception of the Problem
Thomass parents feel that his academics are pretty much on grade level. They are
concerned that sometimes when he fails to complete his work, it is because of his behavior. His
reading fluency is not because of his behavior, but Thomass parents believe it may be because
he is a perfectionist. They believe that he does not want to mess up so he reads slowly to
compensate. Thomass parents think that his math skills are exceptional, but he does have some
issues with word problems. Thomas has always excelled throughout his academic career, but

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now that he is getting older he is learning about himself and his group of friends. He wants to be
independent, but at the same time he is still a bit immature.
Behavioral Observations
Initial Interview with the Child
Thomas was relaxed, but did mention after he the test booklet that he did not want to
participate anymore. I reassured him that it would not take that long and he was helping me. I
believe he was being professional because he wanted to show me that he was mature. As the
examiner, I appreciated the professionalism because it made the administration of the test much
easier.
Behavior during Testing
The test was administered in the dining room at his Grandparents house. We sat across
from each other at the dining room table, in chairs, sitting with our backs up against the chairs.
There was a window behind me at the back of the house. While administering the assessment to
Thomas, he remained focused for the beginning of the test. He quickly became distracted when
there was movement out of the back window. I did my best to get him back on track, but it took
a few seconds. Thomas was eager to help, but he didnt realize the task at hand would be so
involved. At first, he stated that he did not want to take a test and really didnt want to do this
anymore. I explained to him that helping me with my homework was a huge responsibility and it
would help me to learn how to give the test to another student.
As we began the Letter-Word Identification subtest, Test 1, Thomas was extremely
focused and read words that were well above his grade level. He started to get a little frustrated
when he was trying to read words in later sections, but I reminded him to just do his best. We
would have stopped, but Thomas would read a word or two incorrectly then read the next word
correctly.
Initially, Thomas was extremely anxious about the Reading Fluency, Test 2 because he
saw how many test items there were on the pages. He was also anxious because the test was
timed. I reassured him to do his best and he completed the items that he could. Thomas had a
hard time with this section and asked the examiner a lot of questions. The examiner reminded
him to work his hardest and do his best. Thomas did exceptionally well during the Story Recall,
Test 3. He was able to recall details that I did not remember or even hear. He scored in the age
range of >20. I noticed that he was intently listening and it showed when it was time to recall the
details.
During Test 4 Understanding Directions, Thomas was anxious at first because he needed
me to repeat the directions to him. At first he was pointing to the pictures before the prompt
said, Go. It seemed as though he was so anxious to answer that his impulsivity would not
allow him to wait. I reminded him to wait until I said, Go. After giving him a reminder he

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continued with no problem. During Test 5 Calculation, Thomas did his best and for the questions
that he seemed to think were too hard, but could do if he had the time, he skipped. While taking
Test 6 Math Fluency, Thomas had some trouble with paying attention to the signs. For example,
his answer to 2+5=10, but he made the comment, Oh, I messed up. But he did not change his
answer because he wanted to get more finished. After scoring his test I could see that he may
have been very anxious because he did not know many of the questions past the first few lines in
the workbook.
While taking Test 7 Spelling, Thomas he seemed to stay focused and wrote neatly. He
spelled the adventure as advencher. Thomas stopped at number 35 and the word adventure
was the only word he had trouble with. During Test 8 Writing Fluency, Thomas was
overwhelmed by all of the writing that was expected. He seemed to have a tough time on certain
pictures and transposed words because he was anxious about the time constraints. At this point
Thomas was becoming increasingly distracted. He asked over and over again, Are we done
yet? I explained that we were almost finished and we could take a break if he wanted to which
he replied, If I take a break I wont want to finish it later. Again, I reminded him we were
almost finished and that he was really being a huge help.
During Test 9 Passage Comprehension, Thomas was responding and staying on task, but I
could tell that he was bored and just wanted to be finished. Test 10 Applied Problems was a
challenge for Thomas because at this point he was completely spent and overwhelmed. I
reminded him to keep going because we were almost finished and that he was doing such a great
job helping me with my homework. He laid his head down on the table, and then began playing
with his pencil and the test easel. I encouraged him to continue because we only had two more
tests to go.
The last two tests, Test 11 Writing Sample and Test 12 Story Recall-Delayed, were a
breeze. It seemed as though he received a second wind and persevered to finish the test strong.
He was focused and wrote detailed sentences as neatly as possible. He concentrated during the
story recall section and recalled many of the details in the stories. He scored really well on this
part of the test. After the end of the last test, Thomas stated, Thank god! He then threw the
pencil on the table and moved away from the table swiftly.
Tests and Procedures Administered
Interview with Child
Parent Interview
Woodcock-Johnson Test of Achievement
Due to Thomass inconsistency with his 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

S. Smith 6
academic achievement. The WJ-ACH III was selected to be administered to Edward to gain
more information about his 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 Thomas Konig.
The Letter-Word Identification subtest measures word identification skills. Thomas was
required to identify letters and to pronounce words correctly. Thomass performance on this task
was at 4 years 5 months grade equivalency level. The Reading Fluency subtest measures the
ability to quickly read simple sentences and decide if the sentences are true. Thomass
performance for this task was at the 4 years 5 months 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, Thomas was required to point to a picture
represented by a phrase. Then Thomas was required to read a short passage and identify a
missing key word that makes sense in the content of that passage. Thomass performance on this
subtest was at the 1 year 6 months 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 Thomas to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Thomass performance on the Calculation section was at the 3 years 2 months
grade equivalency level. The Math Fluency subtest measures the ability to solve simple
addition, subtraction, and multiplication facts quickly. For this test, Thomass performance was
at the 3 years 3 months grade equivalency level. The Applied Problems test required Thomas to

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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 Thomas to listen to
the problem, recognize the procedures to be followed, and them perform relatively simple
calculations. Thomass performance on this subtest was at the 7 years 2 months 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, Thomas was required to
recall increasingly complex stories that are presented on an audiotape and Thomass performance
in this area was at the 13 years 3 months grade equivalency level. On the Understanding
Directions subtest is an oral language measure. The task required Thomas to listen to a
sequence of audiotaped instructions and then follow the directions by pointing to various objects
in a colored picture. Thomass performance on this task was at the 2 years 7 months 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 Thomas to produce uppercase and lowercase
letters, and to spell words correctly. Thomass performance was at the 4 years 4 months grade
equivalency level. The Writing Fluency subtest measures skill in formulating and writing
simple sentences quickly. Thomass performance on this subtest was at the 2 years 7 months
grade equivalency level. Each sentence must include a set of three stimulus words and describe
an accompanying picture. The Writing Samples subtest measures skill in writing responses to a
variety of demands. Thomass performance on this task was at the 1 year 6 months grade
equivalency level.
Interpretation of Assessment Findings
Overall, Thomas Konigs results indicate that he is generally on grade level with the
exception of a few areas that go above and below the normative results. He exhibited a few
exceptionalities in Story Recall and Story Recall Delayed. Thomas presented some
distractibility throughout the duration of the tests, which may have resulted in the data or his

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answers being skewed. His broad scores in reading, math and writing suggest her achievement is
a on or above grade level. Thomass placement in a general education classroom with the
exception of being in Tier 3 for math and Tier 2 for language arts is the correct placement for
him. His results show that he is a typically developing 8 year-old and may struggle with written
language. His test results also shows the subjects that he enjoys because he seemed to really
focus and concentrate in those areas such as Spelling and Applied Problems.
Thomas Konigs reading assessment results remained steady around his grade level with
the exception of passage comprehension. Thomas scored well below his grade level on that
subtest. Thomas is 8 years and 11 months and he scored at a 1 year 6 months level. His basic
reading skills are above grade level and he excels in reading fluency and letter-word
identification. I believe because Thomas has never taken any other educational achievement test
he did not know what was expected of him. I believe after seeing the first few tests, he relaxed a
bit more because he was familiar with the content and structure of the test. Although, Thomas
scored exactly the same on both letter-word identification and reading fluency, which is 4 years 6
months, he scored below grade level on the passage comprehension.
Thomass math assessment scores were average and on grade level, but a few months
behind. His broad math scores suggest that he is on performing on grade level and that he may
need to work on paying attention to the signs when completing assignments. For the Applied
Problems subtest, Thomas scored at 7 years 2 months, which is roughly three grade levels above
his current grade. He seemed to complete the problems with ease, but he was very distracted
because he was just ready for the test to be over. On Math Fluency, Thomas had a tough time
paying attention to the signs. He even realized this himself, but chose not to fix them because he
wanted to do as many problems as he could.
Thomass oral language scores varied because he did extremely well with Story Recall,
but scored below grade level on Understanding Directions. Thomas had a tough time waiting for
the prompt, Go. He also had a tough time remembering to point to the items in order. I
believe that his impulsivity hindered his progress and therefore received lower scores. On the
other hand, his attention to detail during Story Recall was impressive. He remembered almost all
the key details, which is why his score was that of a college student. I believe he has a great
short-term memory and when applied correctly with no distractions he can be successful. The
last subtest, Story Recall Delayed, Thomas scored above grade level and I believe it was
because he really invested his time in that section because it was not reading or writing, or math
problems. I believe he was genuinely engaged during that test as well as the initial Story Recall
subtest.
Thomass written language assessment broad scores spanned across three grade levels.
This tells me that there is a disconnect in either instruction at school or his comprehension or
lack there of his mistakes being made on in-class assignments or tests. Thomas scored above
grade level on the Spelling subtest and stated, I really like spelling. It was evident after
scoring his written language section because the Spelling subtest was the area that he excelled.
As for his Writing Fluency subtest, he scored below grade level at 2 years 7 months. I believe

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that Thomas scored lower on this subtest because he was having a hard thinking of sentences on
his own. He seemed to try to create the next sentence like the one before it, which would usually
be very helpful. Although Thomas did complete the section he seemed as though he did not
completely grasp the concept. Thomass Writing Sample score was at 1 year 6 months. He did
very well with describing the picture, but did not always include the action in the picture. I
believe this is where many of his points were deducted.
Summary/Discussion (Conclusion)
Thomas is a 8 years 11 months old student who attends Linthicum Elementary School.
Thomas was referred for an educational evaluation because he displayed a discrepancy in
reading fluency. He has repeatedly been assessed by his teacher and at the end of the semester he
is just below where he should be at that point of the academic year. When compared to his peers,
he is basically on grade level with the exception of written language and reading fluency. He
scored exceptionally well on the subtests Applied Problems, Story Recall and Story RecallDelayed. Thomas seems to be very analytical and pays attention to detail. He really seemed to
enjoy applying his background knowledge during the Applied Problems section because he knew
that he was getting the answers correct. He only waivered on one of the problems, but stopped to
think and fix his mistake. He scored in the average range on Calculation and Math Fluency. He
mentioned that he really loved math and that was his favorite subject in school. Thomas stated,
I love math because Im good at it. His test scores presented that as fact because he stayed on
task and completed those subtests without hesitation. The student displays some behaviors of
inattention, hyperactivity and impulsivity.

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Recommendations and/or Proposed I.E.P. Goals
1. It is recommended that Thomas Konig receive pullout instruction at least twice a week
until he has reached his grade equivalency on understanding directions. In the pullout
instruction, Thomas will receive detailed instructions and be expected to follow prompts
before answering questions. This will help to alleviate some of his impulsivity if he
learns how to follow the directions step-by-step. (Oral Language-Understanding
Directions)
2. It is recommended that Thomas Konig receive worksheets to take home to complete at
least three times a week until he has reached his grade equivalency on passage
comprehension. The worksheets will begin with remedial sentences and as the year
progresses they will gradually get harder. (Written Language-Passage Comprehension)
3. It is recommended that Thomas Konig receive extra time on tests that include writing a
detailed sentence or account of an event. The extra time will alleviate his anxiety to
complete the task in the time allotted and allow him to focus on the task at hand. (Written
Language-Writing Samples)
4. It is recommended that Thomas Konig read at least twenty minutes a night with a
parent/guardian. Thomas should read aloud so the parent/guardian can hear how
accurately his pronunciation is as well as stopping him to make sure he comprehends
what he is reading. Thomas will receive weekly read-alouds with the teacher during small
group instruction. (Reading-Reading Fluency and Written Language-Passage
Comprehension)
5. It is recommended that Ethan Thomas be allowed to work in a quiet area, free from
distractions when testing or completing an assignment at home or in school. This will
allow Thomas to focus on the problems or activity in front of him and not feel pressured
to keep up with the rest of his classmates. (Written Language-Passage Comprehension)

________________________________
Stacie Smith Towson University Examiner
Baltimore County Public Schools

_____________________
Date

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SUMMARY OF SCORES
WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT
Name of Student: Thomas Konig
Date Administered: April
06, 2015
Age
Equivale
nt (AE)
BROAD READING CLUSTER
BASIC READING SKILLS
READING COMPREHENSION
CLUSTER
Letter-Word Identification
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

Standard
Score
(SS)

8-6
8-4

Grade
Equiva
lent
(GE)
3.1
3.0

95
94

Average
Average

9-10

4.5

108

Average

6-11
9-10

1.6
4.5

74
106

Low
Average

9-9

4.4

113

High Average

8-7

3.3

95

Average

8-7
8-8
12-7

3.2
3.3
7.2

95
97
124

Average
Average
Superior

9-11
>20
8-1
7-11
7-10
7-3
9-8

7.3
>13.3
2.7
2.6
2.5
1.9
4.3

107
126
93
88
90
78
106

Average
Superior
Average
Low Average
Average
Low
Average

8-1
6-11

2.7
1.6

91
72

Average
Low

STANDARD SCORES (SS) and CLASSIFICATIONS

131 and above
falls in the Very Superior range

PR

Classification

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121 to 130
111 to 120
90 to 110
80 to 89
70 to 79
<70
Reflection:

fall
fall
fall
fall
fall

in
in
in
in
in

the Superior range

the High Average range
the Average range
the Low Average range
the Low range
fall in the Very Low range

Administering the Woodcock-Johnson was the first formal assessment I have ever
experienced. I administered the test to my son which I thought would be difficult, but he actually
was very professional. I read through the test manual before administering the actual subtests
because I wanted to familiarize myself with the contents. I also did this to alleviate down times
during the test so we could get through it smoothly.
Administering this formal assessment enhanced my understanding of the CEC/InTASC
Standard 8 Instructional Strategies. I believe this standard is essential for all teachers to learn
what professionalism is and what it looks like in an educational setting. When the assignment
was first mentioned in class, I was nervous because I thought what will I do if the person I am
testing does not cooperate. I like to think that I am professional and ready for the classroom, but
I know I do not possess all of the tools necessary just yet. I was relieved that we were able to
choose the person we would like administer the test to because it made it a little bit easier. When
administering the test it is necessary to be fair and follow the rules of the examiners manual.
The examiner must remain professional and unbiased as possible throughout the test. It is
important for the examiner to separate personal feelings and maintain a professional demeanor so
as not to influence the examinee answers or behaviors. The InTASC standard states that we as
professionals will use instructional strategies to administer tests professionally. Administering
the WJ-III, allowed me to get a sense of what would be expected of me as well as the examinee.
Conducting the test with a comfortable subject also allowed me to get familiar with the
vocabulary and sections of the subtests and where to begin for different ages. If I did not have
the opportunity to experience administering this test before beginning my professional career I
would be lost. The basal and ceiling were foreign to me and now I have a better understanding
of how to establish both. I would feel comfortable speaking in an IEP meeting because I have
some background knowledge on the test and the student.
As a future special educator, I take comfort in the fact that I have been exposed to one of
the harder tests to administer and I succeeded. I am very happy that I decided to look through
the manuals and the easel before giving the test because it provided some insight as to what my
subject would be seeing. The next I administer this test I will make sure that the area is free from
distractions because it seemed as though a student with ADHD had trouble focusing. For the
next time I will remember to pay attention to body language and anxiety level of the student.
This will help me recognize triggers or frustration and allow the student to take a break. After
administering the WJ-II, the Psycho-Educational process makes much more sense. I realize that
the student is an individual and each section of the umbrella should be considered when the
students achievement is in question. It is important to take all of those factors into consideration
when it comes to evaluating a student.

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