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Educational Achievement Report

Demographic Information
Name: Rebecca Smith
Address: 435 Towson Way Towson, MD 21252
Phone: 301-231-4866
Date of Birth: 07/17/1994
Date(s) of Testing: 04/04/2016
Chronological Age: 21 years, 9 months
Primary Language of Student: English

School: Towson University

Teacher: Summer Atkinson
Grade/Educational Setting: Junior in
College
Referred by: Dr. Fewster
Examiner: Aylat Lifshitz
Date of Report: 04/21/2016
Primary Language of Test: English

Reason for Referral

Rebecca was evaluated on April 4, 2016. According to the academic history and an
interview with student, Rebecca has been experiencing difficulty in the area of mathematics.
Rebecca has been performing well in school since beginning university and requested an
evaluation to gain a better understanding of her academic strengths and weaknesses. Based on
this information, Rebecca 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
Rebecca is currently a junior at Towson University who is majoring in Information Systems and
Business Administration. Rebecca really enjoys creative writing and reading, but does not do as
well in math and has trouble with memorizing formulas. Rebecca often participates in her classes
and gets along very well with her professors and fellow classmates. She does struggle sometimes
with group projects because she wants to make sure that her grades our good and therefore can
sometime become bossy or complete most of the work individually. Rebecca said that one thing
she does not like about herself is the way she speaks, such that she feels she cannot always get
her thoughts out in a clear and concise way, but overall, she said that she is a very positive
person.
Family History

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Rebecca is the oldest of three children. She has one younger brother who is currently in the
Honors program at the University of Maryland and she has one younger brother who is still in
high school. Her younger brother has an IEP and needs help understanding questions that he is
asked. The parents have been very involved in Rebeccas and her brothers schooling throughout
their educational careers.
Developmental History
Rebecca first began walking at age two, which is later than what is normally expected.
Additionally, between the grades of Kindergarten and second grade, Rebecca worked with a
Speech Pathologist. After this age, services were stopped and she did not receive other services
throughout her schooling.
Academic History
Rebecca attended a private Jewish day school from Kindergarten to 12th grade. Between
Kindergarten and first grade, Rebecca attended an extra year of schooling entitled T-1, which
included more learning prior to the first grade. Additionally, Rebecca received Speech Pathology
services through her school from Kindergarten through second grade to work on her
pronunciation of words. After the age, Rachel did well in school, earning grades of As and Bs
through to college.
Social History
Rebecca is always a very positive person. She enjoys various individual activities such as
reading, writing, jigsaw puzzles, and playing piano. She currently lives in an apartment-style
dorm on campus and is close with a core group of friends. Rebecca enjoys just talking and
hanging out with her friends, but also some bigger adventures such as trips to DC or New York.
Rebecca is involved with three different organizations on campus. Rebecca has been a board
member with Hillel, the Jewish student organization, for the past two year, and she is also
involved in the Ballroom Dance Club and Actors Anonymous, an acting club.
Parents Perception of the Problem
N/A
Behavioral Observations
1. Classroom Observations

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N/A
2. Initial Interview with the Child
Rebecca was very compliant during the interview and was eager to share her answers
about her likes and dislikes. She did not exhibit any signs of anxiety.
3. Behavior during Testing
Rebecca was very cooperative during the testing, listening to all directions and
completing all given tasks. She also took the test very seriously, trying her best for most
of the test. During the Understanding Directions subtest, Rebecca easily gave up as the
directions became more difficult. Additionally, during the Calculation subtest, Rebecca
was trying at first, but then gave up knowing that at one point she knew how to compute
the problems, but could not during the test.
Test and Procedures Administered
Interview with Child
Woodcock-Johnson Test of Achievement
Due to Rebeccas difficulty with mathematics, 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 Rebecca 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 Rebecca.
The Letter-Word Identification subtest measures word identification skills. Rebecca
was required to identify letters and to pronounce words correctly. Rebeccas performance on this
task was in the over 30 age level. The Reading Fluency subtest measures the ability to quickly

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read simple sentences and decide if the sentences are true. Rebeccas performance for this task
was in the 12 years, 9 months 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, Rebecca was required to point to a picture represented by a phrase. Then Rebecca was
required to read a short passage and identify a missing key word that makes sense in the content
of that passage. Rebeccas performance on this subtest was in the over 30 age 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 Rebecca to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Rebeccas performance on the Calculation section was in the over 23 age level.
The Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Rebeccas performance was in the 18 years, 10 months
age level. The Applied Problems test required Rebecca 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 Rebecca to listen to the problem, recognize the
procedures to be followed, and them perform relatively simple calculations. Rebeccas
performance on this subtest was in the over 30 age 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, Rebecca was required to
recall increasingly complex stories that are presented on an audio tape and Rebeccas
performance in this area was in the over 20 age level. On the Understanding Directions subtest
is an oral language measure. The task required Rebecca to listen to a sequence of audio-taped
instructions and then follow the directions by pointing to various objects in a colored picture.
Rebeccas performance on this task was in the 12 years, 10 months age level.
Written Language Assessment Results

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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 Rebecca to produce uppercase and lowercase
letters, and to spell words correctly. Rebeccas performance was in the over 30 age 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.
Rebeccas performance on this subtest was in the over 21 age level. The Writing Samples
subtest measures skill in writing responses to a variety of demands. Rebeccas performance on
this task was in the over 30 age level.
Interpretation of Assessment Findings
At the time of the test, Rebecca was a 21 year, 9 month old student at Towson University.
Overall, Rebecca scored very high on most areas of the test, receiving scores above the level of
her chronological age. The one area that had a significantly lower score was the Oral Language
area, showing that Rebecca has some difficulties in the area of listening ability and memory.
While overall Rebecca performed well on the Woodcock Johnson III Test of Achievement, the
breakdown of the subtests provide more detailed information about Rebeccas strengths and
weaknesses within the categories of Broad Reading, Broad Math, Oral Language, and Written
Language.
Reading Assessment
In the area of Broad Reading, Rebecca scored in the above 30 age level, which is
significantly higher than her chronological age. While Rebeccas overall Broad Reading
demonstrated mastery of the content area, a breakdown of each subtest provides more
information about Rebeccas strengths and weaknesses in Broad Reading. On the Letter-Word
Identification Subtest Rebecca only missed two items, demonstrating her strength in reading and
using prior knowledge to pronounce words that she has not encountered before. Rebecca is a
member of a book club and is an avid reading which possibly contributes to her high ability in
letter-word identification as she has more exposure to higher level vocabulary. The Reading
Fluency Subtest showed one of Rebeccas weaknesses, scoring at a 12 years, 9 month level,
which is nine years below her current chronological age. While Rebecca scored well on the
letter-word identification, her rate of reading and semantic processing is slower than the average
21 year old college student. This can have effects in her school work, due to the extra time that it
might take to read the assigned textbook or articles for each class. Rebecca, again, scored well
above her chronological age on the Passage Comprehension Subtest, receiving an above 30 age
level. Rebecca was able to understand passages and identify missing words with very high
accuracy, only missing two answers and never developing a ceiling. Rebeccas results in broad
reading demonstrate her high level of vocabulary and her ability to comprehend passages, which
are both highly beneficial for a college student who frequently has a large amount of materials to

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read. Rebeccas weakness comes in when examining the rate of reading, which can increase the
amount of time spent on class work and homework.
Mathematics Assessment
In the area of Broad Math, Rebecca again scored at the over 30 age level, which is nine or
more years above her current chronological age. Prior to the examination, Rebecca had
expressed her weaknesses in mathematics during her secondary and post-secondary education,
but the scores demonstrated proficiency in most areas of Broad Math. Rebecca scored at the
above 23 age level for the Calculation subtest. This was one of the tests that during examination,
she was visibly struggling, saying that she knew how to perform the calculations at one point, but
she no longer remembered how to solve the problems. Despite this, Rebecca scored a year and
three months above her chronological age, demonstrating that she is capable of performing well
in a university level mathematics class. Of the three Broad Math subtests, Rebecca struggled the
most on the Math Fluency subtest, scoring at the 18 years, and 10 months age level, two years
and eleven months below her chronological age. This subtest examined achievement in math as
well as the speed at which Rebecca is able to perform math problems. There are various factors
that affect the rate of completing math problems such as processing the digits and the symbols,
synthesizing them into one coherent problem, and finally using prior knowledge to solve the
problem. Rebecca also struggled with fluency in the Broad Reading category which shows that
Rebecca processes information at a slower rate than those her chronological age. In the Applied
Problems subtest, Rebecca again scored in the above 30 age level demonstrating her high ability
in the area of problem solving, knowledge of mathematical concepts, and quantitative reasoning.
This test takes mathematical concepts and applies them to real-world situations, so Rebeccas
performance on this subtest illustrates her strengths in creating mental models and forming
insights based on given information, which will be useful in Rebeccas future in information
systems and business administration. Overall, Rebecca performed above average for her age in
the areas of math, but she struggles more in the speed of completing the problems which is a
similar problem to the one seen in Broad Reading.
Oral Language
Of the four areas assessed by the Woodcock Johnson III Test of Achievement, Rebecca
struggled the most with Oral Language, which includes listening ability, following directions,
and memory. Rebecca scored at a 15 and 4 months age level, which is six years and five months
below her chronological age. Rebeccas biggest weakness, which she was overtly shown during
examination, was with understanding and following complex directions. Rebecca scored at the
12 years, 10 months age level for the Understanding Directions subtest. At first, Rebecca was
performing very well and able to form connections between each of the steps of the directions,
but at one point she fell behind the pace of the audio recording which made it very difficult for
her to catch back up and synthesize the necessary information in her mind before pointing. This
can be an issue for Rebecca in the classroom if a teacher or professor gives multi-step, complex
directions orally without any other representations of the steps. Rebecca scored in her age range
for the Story Recall subtest, receiving a score in the over 20 age level. Rebecca performs at the
same level as other students and individuals her age with regards to listening and processing
information into short term memory. These scores indicate that Rebecca is capable of storing

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necessary information from her classes and lectures so that she is able to retain the information
she learns for future assessments. The results of this test demonstrate that Oral Language is one
of Rebeccas weaknesses in comparison to the other content areas.
Written Language
Overall for Broad Written Language, Rebecca scored lower than Broad Reading and
Broad Math, yet still above her chronological age. Rebecca received a score in the 28 age level,
which is six years and three months above her current age. Rebecca score in the above 30 age
level on the Spelling subtest, showing a strong ability to break whole words into phonological
segments and then activating her prior knowledge of certain spellings stored in her semantic
lexicon. This score relates to her high score in the Letter-Word Identification where Rebecca
demonstrated her knowledge of higher level vocabulary words. On the Writing Fluency subtest,
Rebecca performed in her age range with a score in the over 21 age level. Compared to the two
previous fluency subtests, Rebecca was able to finish 39 out of 40 questions, a higher proportion
of sentences than reading statements or completing math problems. Rebeccas performance on
this subtest shows her strength in processing various images and synthesizing them into a
coherent, structured sentence. On the Writing Samples subtest, Rebecca demonstrated her writing
abilities with a score in the above 30 age level. Rebecca had previously stated her interest in
creative writing which has an impact on her knowledge of the rules of grammar and syntax as
well as the construction of an idea into a coherent sentence. Rebecca, overall, performed above
average for her age in the area of Broad Written Language, even though she scored two years
lower than she did in Broad Reading and Broad Math.
Summary/Discussion (Conclusion)
Rebecca is a 21 year 9 month old student who attends Towson University. Rebecca was
referred for an educational evaluation due to her lower performance in mathematics.
Rebeccas strengths are in the areas of reading and writing, specifically letter-word
identification, reading comprehension, and writing samples. Rebeccas has demonstrated
weaknesses in the general area of oral language as well as in reading and math fluency.
Rebecca performed above average in many of the areas assessed, but in the areas where
she underperformed, there were large gaps, such as in reading fluency where Rebecca
scored nine years below her chronological age and oral language where Rebecca scored
six years and five months below her chronological age. At this point there are no needs
for interventions because Rebecca is doing well in her university studies and has
consistently received grades of As and Bs throughout high school and college.
Recommendations and/or Proposed I.E.P. Goals
1. Broad Reading (Reading Fluency): Given a college level text, Rebecca will be able to
read silently at a fast pace. Rebecca will work individually or with a peer to read articles
or passages in a designated amount of time. After the allotted amount of time, the number

2.

3.

4.

5.

of words read will be counted. To monitor progress, a chart will be used to record the
average number of words read per minute. Over the course of the semester, Rebecca
should be reading with a fluency of 350 words per minute.
Oral Language (Understanding Directions): Rebecca will be able to accurately complete
tasks with a set of complex instructions. Rebecca will work with her roommates in order
to complete various tasks that are presented to her in one set of multi-step, complex
directions. Rebecca will use a chart to record her accuracy when completing these tasks.
Over the course of the semester, Rebecca should be able to complete each task with 70%
accuracy.
Broad Math (Math Fluency): Rebecca will be able to complete simple addition,
subtraction, or multiplication problems with both speed and accuracy. Rebecca will work
with a classmate to practice her math facts using some form of flashcards or another
method that involves quick processing of numerical information. Over the course of the
semester, Rebecca will use a chart to keep track of her performance on fast math facts
worksheets, and she should be able to complete 125 problems accurately in three
minutes.
Oral Language (Story Recall): Rebecca will be able to recall facts and events from an
article that she has read. Rebecca will work with a peer from her class who will read the
article out loud to Rebecca and ask Rebecca to state the facts and events from the article.
In order to monitor progress over time, a chart will be used to record the number of
details stated from each article. Over the course of the semester, Rebecca should be
recalling details with an 80% success rate.
Broad Written Language (Writing Fluency): Given a topic, Rebecca will be able to
compose a passage with speed and accurate grammar and syntax. Rebecca will work with
a classmate to write short stories in an allotted amount of time based on an image. The
classmate will read and assess the accuracy of the syntax and semantics in Rebeccas
writing based on a rubric. Progress will be monitored by recording Rebeccas scores on
each story written. Over the course of the semester, Rebecca will be able to write with
80% accuracy based on a guided rubric.

________________________________
Aylat Lifshitz
Baltimore County Public Schools

_____________________
Date

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Reflection:
One part of being a special educator is knowing how to assess your students and collect
data to monitor progress over time. The Council for Exceptional Children has specific standards
for individuals preparing to be teachers and the fourth standard addresses assessment. I am
currently enrolled in a course about informal assessments, as well as this course that focuses on
formal assessments, which are both very important to data collection and progress monitoring in
the classroom. Administering the Woodcock Johnson III Test of Achievement has enhanced my
understanding of assessments because it has given me the opportunity to learn in depth about a
specific assessment, how to administer it, and how to interpret the scores. In order to correctly
interpret results, I did not only have to learn how to administer the test, but I also had to evaluate
other sources of information, such as a student interview, and synthesize that with the
information I gained from the test. We have now had the opportunity to learn about and review
various types of formal assessments in addition to administering the Woodcock Johnson III Test
of Achievement, all of which have contributed to my growing knowledge of the importance of
having a formal assessment done, but also evaluating the test and the various extraneous
circumstances while interpreting results.
The Woodcock Johnson III Test of Achievement is a multi-subject test of academic
achievement and school performance. Administering the test and compiling the Educational
Achievement Report demonstrated that there are other factors that are involved besides just a
test. One is the interview that I had to conduct prior to the administration of the test. Since I was
testing my college roommate, I only interviewed the student, but typically the parent would also
be interviewed to grasp a larger perspective about the students developmental, familial, social,

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and educational backgrounds. Another factor in the psycho-educational process is assessment of
behavior, which I was unable to observe in the classroom, but I was able to take into
consideration the behavior of the examinee during the interview and the test. These are the three
segments of the psycho-educational process that can be completed by teachers; cognitive
functioning and learning aptitude tests are administered by licensed psychologists and any other
medical needs are assessed by specialists in those areas such as an occupational therapist or a
speech and language pathologist.
This was the first time that I had ever seen or administered the Woodcock Johnson and
therefore I know that there were some things I did wrong or not to the best of my ability. In terms
of administering, I hope that the more I administer this test, the more familiar I will be with the
questions and the instructions so that I do not stumble over any of my words. Additionally, I
found it difficult to not prompt or to not show a positive or negative response to an answer, so I
will need to work on the interaction between the examinee to ensure they are not being
influenced in any way by my words or body language. I also had some difficulty scoring some of
the sections, such as the calculation subtest, because the examinee is completing it in his or her
booklet, but I have to simultaneously be checking their answers without being right over his or
her shoulder. Also, the examinee noted that she could tell when I was scoring the general
atmosphere of how it was going and sometimes with specific questions should knew what I
would be writing. I need to work on my position next to the examinee and how I physically score
the test, so as not to give away or hint at anything to the examinee.