D.

Chapman 1
Educational Achievement Report

Name:

School:

DOB: 02/11/2004

Age: 9 years, 8 months

Grade: 4.2

Date of Assessment: 10/26/2013

Evaluator: Dion Chapman

Reason for Referral

TP was evaluated to provide the examiner with practice administering the WJ-III for the purpose
of identifying areas of academic strength and need that, in a school setting, would be used for
educational program planning.

Test Administered/Rationale
WOODCOCK JOHNSON III TESTS OF ACHIEVEMENT (Form A) Normative Update, WJ
III NU) Compuscore and Profiles Program, Version 3.0, 2007. The scores are a valid
representation of the students current educational performance levels. The selected subtest is a
valid tool for the stated purpose and is valid for the student. It is intended to provide academic
performance levels based on national norms and to profile strengths and needs.
Background Information
TP is a 9 year, 8 month old student who attends Warren Elementary in Timonium Maryland. He is
currently in the fourth grade at Warren Elementary. TP was tested, so that this examiner can
receive needed practice administering the WCJ III. TP currently has perfect attendance for the
2013- 2014 school year. On his report card, TP has been on the honor roll for the two years he
has attended this school. His mother stated that his progress in school was very important to her.

D. Chapman 2
She has stayed in constant communication with his teachers and the staff at the school. His mother
has him enrolled in an after school class that teaches Spanish. Hes excelling in this foreign
language class and practices daily, on his own. TP is a bright and very loving child. Hes very
outgoing and loves to be the center of attention. His mother stated that its to the point that its
sometimes hard for him to listen and receive instruction for adults. His teachers stated that hes an
excellent student and they enjoy having him in their class. Several of his teachers said TP has a
great sense of humor, and enjoys making his classmates laugh. TP stated that Math is his favorite
subject and Art is his least favorite. Recently, he was prescribed reading glasses and he should
wear throughout the day in school.

TPs schooling started in Pennsylvania. Due to the separation of his parents in 2007, TP and his
mother moved to PA with her paternal grandparents. His parents separated in 2007 and divorced
in 2008. TP didnt spend a lot of time with his father after the separation. The father found it hard
to put his negative feelings, towards his childs mother aside, and be a present father to his son.
TPs mother stated that the help of her mother and stepfather was very instrumental at that time.
TP attended Shrewsbury Elementary while in PA. He was the only African-American student in his
classes, for the years he attended that school. His teachers found him to be a very bright, yet
talkative student. They were all pleased by his interest in reading.

Behavioral Observations

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Starr Pope, TPs mother, brought him to this testers house excited and ready to test. He arrived
on time and stated he was ready to get the test started. He was easy to engage in conversation and
asked this writer what he was going to be tested on. I explained the process and the information
that would be presented to him, and he stated that he couldnt wait for the testing to begin.
During the testing process, TP was energetic and eager to show me how smart he believed he
was. We started with an informal conversation that allowed me to get to know his interest and his
plans for the future. When asked about his interest he said he enjoys reading and dancing. I also
was told how he likes to perform in front of an audience. He does this by performing in school
and in church. In particular he enjoys making the morning announcements at his school.
Throughout the testing session, TP attempted to answer quickly, as if he was in a rush. I advised
him that I was interested in ability answer the questions correctly not quickly. He slowed down
and did an excellent job. When TP got to a difficult section of the test, he would acknowledge that
it was too hard and asked to go to the next test. He put forth a lot of effort on reading sections of
the test. I noticed that he was quicker to give up of math questions.

Examiner Criteria Statements

In the opinion of the examiner:
X

The scores obtained are a valid representation of TPs current educational

performance

levels.
X

The test administered is a valid tool for the stated purpose and is valid for the student.

Linguistic, cultural, and/or economic differences did not influence testing.

Results
Reading Assessment Results

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The Broad Reading cluster provides a comprehensive measure of reading achievement. This
cluster includes the tests of Letter-Word Identification, Reading Fluency, and Passage
Comprehension. TPs score was in the superior range. The results of this test placed him in the
94th percentile for students his age. His standard score was 124

The Basic Reading Skills cluster, which includes Letter-Word Identification and Word Attack, was
in the superior range. The Letter-Word Identification subtest required him to read individual
words presented in a list. The Word Attack subtest required TP to apply phonic and structure
analysis skills to pronounce unfamiliar or nonsense words. There was no difference between TPs
ability to identify and read sight words and his ability to decode unfamiliar words. TPs ability to
read individual words was in the superior range, and his ability to sound out unfamiliar words also
in the superior range. TP did not show any consistent error patterns when sounding out the
words and did not appear to show any frustration when attempting this task.

The Reading Comprehension cluster is a measure of comprehension and vocabulary. TPs score
was in the high average range. This cluster includes the Passage Comprehension and Reading
Vocabulary tests. The Passage Comprehension test requires the student to silently read short
passages and respond with a key word missing from the passage. The Reading Vocabulary test
requires the student to orally read an individual word and then state a word of similar meaning or
opposite meaning. There was a possible difference between TPs ability within these two subtests.
TP appeared to be able to use his word recognition skills to assist him in determining meaning of
passages and successfully providing the missing word.

Mathematics Assessment Results

D. Chapman 5
The Broad Math cluster provides a comprehensive measure of math achievement including
problem solving, numeration, fluency, and reasoning. This cluster includes the Calculation, Math
Fluency, and Applied Problems tests. TPs score was in the high average range.

The Math Calculation Skills cluster includes Calculation and Math Fluency. TPs score was in
the average range. The Calculation test requires the student to accurately perform mathematical
computations. The Math Fluency test measures the ability to solve simple addition, subtraction,
and multiplication facts quickly.

The Math Reasoning cluster is a measure of problem solving, reasoning, and vocabulary. TPs
score was in the high average range. This cluster is comprised of the Applied Problems and
Quantitative Concepts tests. The Applied Problems test requires the student to understand and
solve practical mathematics problems that are presented orally. Pictures of the written problem
are available for the student to see. The problems require the student to determine the
appropriate operation and to differentiate essential from non-essential information. Quantitative
Concepts measures an individuals knowledge of mathematical concepts, symbols, and vocabulary.
This test consists of two subtests: Concepts and Number Series. TP scored in the high average on
the Applied Problems subtest and average on the Quantitative Concepts.

Written Language Assessment Result

The Broad Written Language cluster measures a range of writing skills that includes spelling of
single word responses, fluency, and written expression. It is a combination of the Spelling,
Writing Fluency, and Writing Samples tests. TPs score was in the high average range. He
demonstrated a difference between his abilities within this cluster, as his score in writing fluency

D. Chapman 6
was in the high average range and his score in spelling was in the superior range. TP had no
difficulty sounding out words he did not have in his immediate spelling vocabulary. However, in
writing fluency, he was able to use the three stimulus words to create appropriate sentences for
pictures. There were no misspellings in the sentences produced, however, scoring of writing
fluency does not count off for spelling errors.

The Basic Writing Skills cluster measures the ability to identify and apply the mechanical aspects
of written language. This cluster includes the tests of Spelling and Editing. The test provides a
measure of basic writing skills in both isolated and contextually based formats. It is an aggregate
measure of spelling single-word responses and identifying and correcting errors in spelling,
punctuation, capitalization, and word usage. TPs score was in the high average range on the
Editing test. TPs classification on the Spelling test was superior when compared with his peers of
the same age. As mentioned above, he had no difficulty sounding out words on the spelling test.
He had no difficulty identifying words that were misspelled in the editing test, as well. TP was
more successful with identifying punctuation and capitalization errors when editing sentences for
errors

The Written Expression cluster measures the quality and fluency of meaningful written expression
and includes the Writing Samples and Writing Fluency tests. TPs score was in the high average
range in this cluster. The Writing Samples test measures skill in writing responses to a variety of
demands. Sentences are evaluated with respect to the quality of meaningful written expression,
and there is no penalty for errors in basic writing skills. Writing Fluency measures skill in
formulating and writing simple sentences quickly. Each sentence must include a set of three

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stimulus words and describe an accompanying picture. This test is timed. TP demonstrated high
average ability to express himself in writing, even though he was not being evaluated on spelling
or other mechanics of the writing process. Although he only performed in the average range on his
Writing Samples test, there was not a big difference between the two tests.

Summary
SUMMARY OF SCORES
WOODCOCK-JOHNSON III, TESTS OF ACHIEVEMENT

BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
Letter-Word Identification
Letter-Word Identification
Passage Comprehension

Percentile Standard
95%
Score
Confidence
Band
94
124
118-129
97
129
121-138
96
127
118-136
95
124
118-130
91

120

109-131

Classification
Superior
Superior
Superior
Superior
High-Average

Reading Fluency
Word Attack
Reading Vocabulary

82
97
93

114
129
123

106-122
114-145
114-131

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High-Average
Superior
Superior

BROAD MATH
MATH CALCULATION
MATH REASONING
Calculation
Math Fluency
Applied Problems
Quantitative Concepts

84
75
79
82
50
82
64

115
110
112
114
100
114
105

107-122
100-120
104-120
101-127
93-107
106-121
91-119

High-Average
Average
High-Average
High-Average
Average
High-Average
Average

BROAD WRITTEN LANGUAGE

BASIC WRITING SKILLS
WRITTEN EXPRESSION
Spelling
Editing
Writing Fluency
Writing Samples

94
96
83
97
90
83
73

124
126
114
128
120
114
109

116-132
120-133
104-125
119-136
111-128
101-128
98-120

Superior
Superior
High-Average
Superior
High-Average
High-Average
Average

TP is a 9 year 8 month old 4th grade student at Warren Elementary who is participating in this
assessment to provide the examiner with practice in administering the WJ III. This assessment is
one component of an evaluation that a student may be given for the purpose of educational
program planning. When compared to his same age peers, TPs performance is in the superior
range in the areas of Letter-Word Identification, Word Attack, Reading Vocabulary, and Spelling.
He scored in the high average range in the areas of Passage Comprehension, Reading Fluency,
Calculation, Applied Problems, Editing, and Writing Fluency. TP scored in the average range in

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Math Fluency, Quantitative Concepts, and Writing Samples.

This assessment indicates TPs academic achievement is strongest in the areas that require him to
read independently. He also demonstrates his strength in writing when the conventions of writing
are not required. As stated before, his skills in Math are average in Math Calculation, Math
Fluency, and Quantitative Concepts. This includes addition, subtraction, multiplication, division,
and combinations of these basic operations. He may need assistance in these areas to bring his
skills up to match his scores in other areas. He showed more difficulty in the area of Math Fluency
where he was asked to use mathematical operations facts quickly.

In the school setting the results of this assessment would be presented to the IEP Team to assist in
determining if TP requires special education services. Additionally, these results would be used
with all other available information when making a decision regarding TPs eligibility for special
education services.

D. Chapman 10

Dion M. Chapman
__________________________
Towson County Public Schools

RECOMMENDATIONS
1.TPmaybenefitfromahighlystructuredclassroomroutine.
2.TPmaybenefitfromextrasupportinhisMathclass.
3.HeshouldcontinuetobeintheGiftedandTalentedprogram.

___________________
Date

D. Chapman 11

Reflection
After completing the Educational Achievement Report, write a brief narrative in which you
discuss the professional implications of this project with regard to your professional development.
Specifically, respond to the following questions:
How did administering this assessment enhance your understanding of
the identified InTASC and CEC Standards?
How did generating the Educational Achievement Report enhance your
understanding of the psycho-educational process and the information
presented in an educational achievement report
In the future, what would you do differently to improve your
understanding of the psycho-educational assessment process?
After administering the Woodcock Johnson III, I obtained a better understanding of the
InTASC and CEC standards. Specifically, I have focused on standard 6 (InTASC) and standard 8
(CEC), assessment. I have learned how to properly administer and interpret the results from the
Compuscore. Before this assignment, I really didnt understand how to apply the standard score,
percentile ranks, and age and/or grade norms to the student in the classroom. This test is designed

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to answer these questions: Does the student have a learning disability, mental disability, or
attention problems. The test will also tell me, what are the students academic and cognitive
abilities, strengths, and weaknesses? Lastly, it will tell me what are the appropriate educational
recommendations.
Developing the Educational Achievement Report for the Woodcock Johnson III helped me
enhance my understanding of what the psycho-educational process was and how its applied.
Before this class I had no idea what it was or the process. I now know what it is and the process
in applying it to my students in an educational environment. It also taught me that educational
testing is typically norm referenced achievement test. Most individual norm-referenced
achievement tests are designed for a wide age range and cover the basic academic areas of
reading, mathematics, and written language. The information that I had to acquire about the
student before, during, and after the test helped me to more accurately understand the student and
their strengths and weaknesses. Lastly, the educational recommendations at the end of the report
would provide all interested parties advice to help the student achieve their goals. Skilled
examiners can interpret the data and make research based recommendations.
In the future, I hope to further seek training and practice on the psycho-educational process. I
have really limited myself by not seeking the knowledge to make me a better educator. Ive been
too embarrassed to ask about what a psycho-educational process was, and the process of testing.
Because of this class, I had to learn about the process of testing and how to interpret the results.
Being able to test and interpret the results will make me a more valuable employee in any school
system.