EDUCATIONAL ACHEIVEMENT REPORT M.

Crowder 1

Educational Achievement Report

Demographic Information
Name: Ron Burgundy School: Elementary
Date of Birth: 9/03/2004 Grade/Educational Setting: 2
nd
Grade
Chronological Age: 8 years, 7 months and 3 days ID #: NA
Evaluation Date(s): 4/06/2013 Examiner: Megan Crowder
Primary Language: English
Primary Language of Test: English
Date of Report: 5/04/2013


Reason for Referral
Ron Burgundy was evaluated on April 6, 2013. When evaluated, Ron was energetic,
distracted and eager to finish. He had difficulty sitting still and required a short, two-minute
break after each section and an hour break after section 9 of the exam. According to Rons
academic history, child and parent interviews, as well as teacher evaluations, Ron has been
showing difficulty in areas of written language and mathematics. Ron was referred for an
educational evaluation by members of the school wide assistance team (SWAT) in order to
determine current level of performance in areas of literacy, mathematics, and written language.
Test Administered/Rationale
Due to Ron Burgundys 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 academic achievement. The WJ-ACH III was selected to be administered to Ron
to gain more information about his general academic performance.

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Examiner Criteria Statements
In the opinion of the examiner:
_ !__The scores obtained are valid representation of students current educational performance levels.
_ !__The test(s) selected is a valid tool for the stated purpose and is valid for the student.
__!_ 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
Familial Background Information
Ron lives with his biological parents and his maternal grandmother regularly.
Occasionally his paternal grandmother will live in his household for a few days to a week
at a time. She used to live with Ron permanently, but once Rons cousin lost his mother,
their grandmother decided to step up to the plate and fill in the motherly roles for his
cousin. Ron has two siblings, one of each gender. The eldest is a girl and is twenty years
old. The middle child is a boy and he is eighteen years old. Both of Rons siblings are in
college, so they only come home every so often, but they both move back home during
the summer time. Ron has achieved developmental milestones at appropriate ages and
has had no abnormalities in his physical development. The only concern about Rons
physical development was his fine motor skills, specifically his handwriting. As far as
social-emotional development, Ron is developing rather rapidly. Ron has a large, loving
family and a great network of friends to support him in his life journey. He has a play-
date or club activity almost every day of the week to keep him busy. Although Ron has a
wonderful support system, he struggles with communicating his feelings appropriately.
This causes frustration and even anger to both Ron and his family. His inability to clearly
communicate his feelings has hindered his relationship with his parents. Ron feels as
EDUCATIONAL ACHEIVEMENT REPORT M. Crowder 3

though they are not listening, while his parents feel as though he is not speaking.
Despite the trouble in feeling expression, Ron is quite good with words in another sense.
He has always been able to talk himself and others into and out of any situation. Ever
since a young age, Ron has been able to negotiate anything. Going along with a sort of a
logical reasoning intelligence, Ron has a fantastic sense of humor. He is very talented at
entertaining a crowd. His humor gets him through just about anything. He often makes up
parodies of songs or movies and will sing or re-enact them to friends and family. He is
not shy at sharing his talents when it comes to people he knows. Ron is also wonderful at
chess, tennis and baseball. He is confident in his abilities and he belongs to a club for
each of those sports.
The primary language spoken at the home of Ron Burgundy is English.
Educational Background Information
Ron attends elementary school, in Marylands Montgomery County School
System. He is currently in the second grade. Rons strengths reside in reading. He
struggles with areas of mathematics and writing. Rons strong dislike for writing plays a
part in his low achievement. Ron often leaves out additional information that is key when
elaborating. Writing proves difficult for Ron due to his poor fine motor control.
Handwriting is difficult for him, so as a result, when answering questions he often writes
as little as possible. For extra-curricular involvement, Ron plays on a tennis team and is
in both the chess and Lego robotics club in school. Ron was retained a year in pre-school
due to his young age. His parents decided not to fight the county on the age cut off
because they believed Ron was not ready for elementary school at the time. Rons
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attendance at school is impeccable. He has only missed a few days here and there due to
illness. Rons favorite subjects are history, science, physical education and recess. He
prefers these subjects because they are hands on and interesting. He loves learning factual
information, experimenting with the world around him and playing outside with friends.
Overall Ron enjoys school and all it entails; mental challenges, fun and friendships.
Behavioral Observations
As recorded in the WJ-ACH III test record, Ron behaved below average for his age level
for the test. His level of conversational proficiency was on target, but Ron was often off task. He
required a two-minute break so he could run around the room after every section. At the halfway
mark of the test, Ron became restless and resentful so we took an hour break for him to have
dinner and rest his mind. Regardless of Rons seemingly low attention span, Ron was eager to do
well. He listened to each direction step and completed each task thoughtfully. Overall, Ron had
low self-esteem and was not confident in his abilities, but he completed the test honestly to the
best of his abilities. Because of this, these test results are considered an accurate representation
of Rons current level of achievement.
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 was administered to Ron Burgundy.
The Letter-Word Identification subtest measures word identification skills.
Ron was required to identify letters and to pronounce words correctly. Rons performance on this
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task was in the 4.0 grade level. The Reading Fluency subtest measures the ability to quickly
read simple sentences and decide if the sentences are true. Rons performance for this task was in
the 2.9 grade 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, Ron was
required to point to a picture represented by a phrase. Then Ron was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Rons
performance on this subtest was in the 4.3 grade 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 tests 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 Ron to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry,
trigonometry, and calculus. Rons performance on the Calculation section was in the 3.8 grade
level. The Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Rons performance was in the 5.1 grade level. The
Applied Problems test required Ron 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 Ron to listen to the problem, recognize the procedures to be followed, and
them perform relatively simple calculations. Rons performance on this subtest was in the 4.2
grade level.
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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, Ron was required to recall
increasingly complex stories that are presented on an audiotape and Rons performance in this
area was in the K.1 grade level. Approximately two hours after the Story Recall subtest was
given, Ron was required to recall the same information again in the Story Recall-Delayed
subtest. Rons performance on this subtest was at the K.1 grade level. On the Understanding
Directions subtest is an oral language measure. The task required Ron to listen to a sequence of
audiotaped instructions and then follow the directions by pointing to various objects in a colored
picture. Rons performance on this task was in the 4.0 grade 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 Ron to produce uppercase and lowercase
letters, and to spell words correctly. Rons performance was in the 3.7 grade 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.
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Rons performance on this subtest was in the 3.9 grade level. The Writing Samples subtest
measures skill in writing responses to a variety of demands. Rons performance on this task was
in the 8.1 grade level. Rons handwriting was assessed from these writing samples and he
performed at the K.1 grade level for this skill.
Interpretation of Assessment Findings
From interpreting Rons scores on the Woodcock Johnson III Test of Achievement, it is
clear that for the majority of the test, Ron performs at or significantly above grade level in the
skills measured.
Reading Assessment Results
Rons Reading Assessment Results showed to be above grade level. For the Cluster of Broad
Reading, Ron performed at the 3.9 grade level. Currently Ron is chronologically placed at the
2.7 grade level. This yields in one whole grade level, and two-month advancement. More
specifically, for reading comprehension, Ron is performing at the 4.3 grade level. This shows
Ron is performing exponentially above average. Ron pays much attention to the text and has a
great memory of what he reads. Reading comprehension is one subject students often struggle
with so it is extremely impressive where Ron stands here. Ron will definitely be able to keep up
with classroom instruction, and quite frankly, he may be bored due to his talent. Rons teacher,
Ms. G, should encourage Ron to read at higher levels during independent reading time and for
choice homework assignments to foster this strength. For class worksheets, which test on
comprehension, Ms. G could add one or two more questions onto Rons paper to enhance his
thinking. His classmates would never have to know since this would be independent work. For
group work it would be beneficial to pair Ron with lower performing students so he could peer
teach them, encouraging them to do their best, and even sharing some of his strategies. That
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being said, a balance must be put into place. Ron must also be paired with students who perform
at or around his comprehension level as well to create a challenging environment. Ms. G could
also give Ron more demanding homework when it comes to reading, such as higher level books
or more detailed questions, to challenge him at home.
On the contrary, Rons reading fluency score was only two months above grade level, at 2.9.
This is still great that he is performing above the grade level expectations, but overall, this is one
of his weaker subjects. Reading fluency is sometimes linked with reading comprehension. If
students know that they are being tested on the content, they will often slow down, making sure
they understand each part. It is highly likely that Ron was doing just that considering his high
comprehension score. Ron needs to practice reading out loud more often so he gets the feel for
the task. The more he hears himself read, the better of a reader he will become. Ms. G can
implement reading groups in her classroom, where students are placed in groups based upon
ability, and the students take turns reading out loud. Here the teacher can circle the classroom
and track students reading fluency progress. This activity will also provide Ron with an
opportunity to practice his oral reading, which will increase his reading fluency over time. Ms. G
could also pull students out during independent activities and listen to each student read out lout,
one at a time. With extra assignments, more demanding reading and practice with oral reading,
Ron will receive the challenge as well as guidance he needs to continue to succeed.
Mathematic Assessment Results
Rons Mathematics Assessment results are all well above his grade level. For both the Cluster
of Broad Math and Calculation, Ron is performing at the 4.1 grade level. This shows that Rons
mathematical abilities are tremendous compared to the average. Calculation is mastered by
comprehension of the concept, step-by-step learning, mathematical understanding and repetitive
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practice. Ron shows to be performing well above grade level, so during independent work, Rons
teacher should implement more challenging worksheets, such as multi-digit problems, or even
move Ron onto the next step of calculation before the whole class. It is in Rons best interest to
try to keep him at the subject at which his peers are performing so he is still able to participate in
class and group activities, but that must not hinder his potential. Therefore, it is best for Ms. G to
provide higher-level problems for Ron, but not to veer to far from the subject the class is
learning. If Ron continues to thrive, it would be beneficial to start looking into gifted and
talented classes to place him in to maintain his interest and drive.
For Mathematical Fluency, Ron is performing at the 5.1 grade level. This is a tremendous
accomplishment for a child of his 2.7 chronological grade level. This subject of mathematics
overall proves to be one of Rons greatest strengths. The Mathematical Fluency subtest was in
fact timed. This would typically hinder some students abilities due to the pressure, but for Ron,
the exact opposite occurred. Due to the fact that Rons class practices timed snap-math sheets
weekly, Ron was familiar with the concept. The timer did not prove as a distraction to his
performance. Rons teacher should continue with the snap-math timed activities done in class,
especially since the worksheets increase in difficulty once the student has mastered the concept
or the specific problems placed on the handout. Ms. G is able to inconspicuously time
challenge each student, individually, to his or her own ability with the snap-math activities.
Therefore, Ron is able to receive the continuous, individualized challenge that he needs to
progressively thrive. These worksheets prove to be advantageous to Rons education providing
him with repetitive practice and the opportunity to memorize calculations which result in a faster
paced working ability. With practice from these worksheets, Rons calculation abilities will
increase simultaneously as well.
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For the Applied Problems subtest, Ron performed at the 4.2 grade level, showing that his
mathematical reasoning skills are drastically above the average as well. From these results, it is
clear that Ron performs well with both auditory and visual stimuli when it comes to
mathematics. It seems that Rons high level of interest and success in the game of chess, a
logical reasoning activity, has facilitated his strong abilities in mathematical reasoning. Ron
should be encouraged to continue with chess throughout his life because it seems that he has the
potential to not only become a master of the game at such a young age, but also a master of
mathematical and logical reasoning. With such a high performance in each of the mathematical
subtests, Ron should be challenged and encouraged to continue advancing and fully reach his
mathematical potential, otherwise, quite frankly, he would be cheated out of a true education.
Oral Language Results
The Oral Language Results show that Ron is performing exactly on target, at the 2.7 grade
level. Rons Story Recall performance was significantly below grade level, at K.0. Despite Rons
low score in Story Recall, he excelled in the Understanding Directions subtest, performing at the
4.0 grade level. This shows that Ron has advanced listening skills in the sense of application. He
can listen, comprehend and memorize something when he is able to apply it, hence the high
achievement score in Understanding Directions. This is a wonderful skill to have, and this will
get Ron far in life.
When it comes to memorizing multiple sentences with no real meaning, nor visual aids, Ron
struggles significantly. Due to these results, Ron may struggle when completing a task without a
visual aid or defined purpose in the classroom. It seems as though without knowing the specific
expectations, or being able to apply the knowledge to something significant, Ron is unable to
perform. Rons teachers must explain to him, before the lesson, why the class is learning the
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instructed material. Without this sense of purpose, Ron looses interest and is unable to remember
the material presented. This may possibly hinder his performance in other academic areas if he is
unable to comprehend the instruction, or has lost a sense of interest in the topic. Rons teacher
must make sure he is engaged when listening to instruction. An implementation of UDL,
universal design for learning, would be extremely beneficial for Ron. The use of visuals and
tactile activities along with the auditory stimuli would guide Ron onto the road to success.
Written Language Results
The Written Language Results also show that Ron is performing notably above grade level. In
the cluster of Broad Written Language, Ron performed at the 4.6 grade level. This score is a
collection of all writing subtests, including Spelling, Writing Fluency, and Writing Samples. Ron
performed above grade level in each of these subtests. Ron excels in writing as a whole.
Although writing can be broken down into multiple subtests, it is one subject. Ron succeeds in
each aspect of writing therefore making him overall an excellent writer at such a young age.
In Spelling, Ron performed at the 3.7 grade level. Although he is performing higher than the
average, he has the potential to achieve at a higher level according to the results of the other
subtests. Spelling correctly should be enforced in the classroom. Some classrooms in this decade
prefer to focus on content of writing rather than the spelling due to modern technology
autocorrecting spelling errors. Although spelling is becoming less of a concern, it is still an
important subject. If a student has no idea how to spell a word, autocorrect will only be able to
do so much. The computer is only as smart as its user. Ron should continue to be challenged in
this subject area. His teacher should mark, or continue to mark spelling mistakes and encourage
the importance of correct spelling. Since Ron is only chronologically in the second grade level,
the use of memorized, correct spelling opposed to phonological spelling may not be implemented
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yet. When Ron reaches the third grade, his teacher will most likely encourage the use of correct
spelling due to the change in mentality with the change of grade. For now, Rons teacher should
persist with the weekly spelling tests and spelling awareness to encourage the importance of
spelling so Ron does not loose his abilities.
In the Writing Fluency section, Ron performed at the 3.9 grade level. Rons performance in
this subtest is above grade level by over one school year. This shows that Ms. Gs instruction is
proving successful for Ron. Ms. G should continue with the weekly reading report homework
and the activities she utilizes during class. A suggestion for encouraging Rons writing fluency
ability, and overall interest in the subject of writing, is a daily or weekly journal. This would
provide Ron with the opportunity to write freely and creatively, increasing his interest, as well as
provide Ron with an opportunity for practicing the task, which would ultimately make him an
even better writer. Practice makes perfect, so the more opportunities Ron has to write, the better
and more fluent he will become.
In the Writing Samples subtest, Ron performed the highest in the entire Woodcock Johnson
Test of Achievement III, at an 8.1 grade level. This is extraordinarily impressive for a student
chronologically at the 2.7 grade level. Ms. G should be aware of Rons exceptionally gifted
abilities in this subject area and possibly discuss the placement in a gifted and talented
classroom. Currently during class, Rons teacher should encourage the use of high vocabulary
and structured sentences to enforce the importance of writing and validate his talent. This is
another reason why a classroom journal would be greatly favorable for Ron. It would allow him
an outlet to display and continue to use his talents and high level of thinking.
In the Written Expression subtest, Ron scored on the 5.2 grade level. This is well above the
average as well. Rons writing abilities are impeccable. He is truly able to communicate himself
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through written word, which is a wonderful and rare skill to obtain. This is yet another reason for
Ron to write in a daily or weekly journal. He will be able to continue to practice expressing
himself. Ron should be encouraged to write about factual information, opinion pieces and even
write for emotional stability. Rons extreme talent in the subject of writing can play a major role
in his emotional health as much as his achievement in school. Rons teacher should inspire him
to free write about his feelings and even life events. This will get Ron in touch with himself,
being able to understand his emotions and express his thoughts, possibly becoming a significant
life skill that he will happy to have later on.
Summary/Discussion
Ron is an 8 year 7 month old, second grade student who is experiencing difficulty in
multiple academic content areas. This assessment is one component of that evaluation. When
compared to his peers at his grade level, Rons performance is in the below average range in the
areas of story recall, story recall delayed and handwriting.
Ron performed in the average, appropriate, grade level in the area of oral language. Ron
performed above grade level in the areas of math calculation, brief writing, written expression,
letter-word identification, reading fluency, understanding directions, math fluency, spelling,
writing fluency, passage comprehension, applied problems, and writing samples. These results
yield to an overall above average performance and high achievement placement for Ron.
Contrary to prior belief, his two highest subject areas are written language and mathematics.
These assessment results will be presented to the Eligibility Committee to assist in
determining if Ron requires special education services. Additionally, these results should be used
with all other available information when making a decision regarding Rons eligibility for
special education services.
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Recommendations and/or Proposed I.E.P. Goals

1. Ron showed a significant amount of struggle with handwriting. He only performed at the
Kindergarten level. This is an extreme concern because if his teachers are unable to read his
work, they will not be able to properly grade it or give him thoughtful feedback. Ron should
practice his handwriting everyday. He should relearn how to write each letter of the alphabet as
well as learn tips to keep handwriting neat. Raised line and wide ruled paper may help Ron stay
within the line limitations. Pencil grips and thicker pencils may also help Ron improve his
handwriting. During class work, Ron should be allowed extra time to complete the written
assignments in order to encourage him to write slowly, neatly and clearly. This will also
encourage him to elaborate his writing. For large tasks, Ron should be able to type his work
instead of hand writing it therefore Ron should be placed in a typing class. This skill set will help
him turn assignments in on time as well as complete them to his best mental capacity, rather than
physical limitations. Ron should be referred to occupational therapy so they can help him master
the basic concepts of handwriting skills and help him gain control of his fine motor muscle set.

2. Ron struggled significantly in the Story Recall subtest. It seems as though Ron has trouble
remembering meaningless information. Without a defined purpose, Ron is unable to comprehend
what is asked of him. This is definitely not an auditory impairment due to his high score in
understanding directions. Rons teacher should always define the purpose when beginning a new
lesson. This will clarify the expectations for Ron and enable him to narrow in his listening skills
EDUCATIONAL ACHEIVEMENT REPORT M. Crowder 15
as to what is important for each task. Ron has a tendency to listen for meaning. Without that
stability, Ron becomes lost. This struggle can carry over to any subject and can hinder his
abilities in that content area all because he was unclear about what specifically to listen for.
Ms. G should provide graphic organizers for Ron to aide him in taking notes or reading a story.
With this simple low-tech solution, Ron will be able to make a purpose out of the task, and
remember each part of the reading or instruction. Going along with the graphic organizers, Rons
teacher should also implement UDL, universal design for learning, into her instruction. This will
provide multiple means of representation, action and expression, as well as engagement. Ron
may benefit from visual and tactile experiences because he will be able to apply it, see it and do
it. These ways of learning will work into his memory more concretely, fitting his educational
needs.

3. Ron performed exactly on grade level for oral language. There is no problem with his score,
but compared to the other subjects, this is one of his lower performing areas. To increase his oral
language ability, Rons teacher should encourage him to speak up and express himself regularly
in class. Ron seems to be a quiet student, so by having him become more verbal in the
classroom, he will be able to practice this skill more often. Rons teacher, Ms. Gelding, should
work with Ron to develop his sense of confidence over the school year. Ms. G should praise Ron
when volunteering information during class to encourage him to continue to do so. Small group
activities and discussions are great ways for Ron to practice his oral language. These two tasks
may seem less intimidating to Ron at first, since he would not have to speak his opinion or
thoughts to the entire class. Rons teacher should therefore implement as many small group
discussions and activities into instruction as possible.
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4. Once Ron seems comfortable verbally expressing himself in a small group, Ms. G should then
wean Ron into participation in large class discussions. The teacher could assign projects where
the students have to explain the information they found in a brief presentation. This would give
Ron an opportunity to take his strong written work and verbalize it. Ron will eventually be able
to make the connection between his writing and his speaking, which will enhance his
communication abilities over time. The more he is able to speak out loud, the better he will
become in oral language. Ron should also be encouraged to write in a journal and to orally share
selected entries with a group or with the entire class. He will be able to read word for word what
he wrote, but the teacher will work with him on slowly describing his work without the written
piece in front of him. This will provide an opportunity for him to learn to express himself
through writing which will help him express himself through speaking. This will be beneficial to
him both academically and socio-emotionally. Being able to express your feelings is key to
succeeding in life. The fact that Rons scoring lower in the oral language section may have
something to do with his lack of communication with his family. On the other hand, they may be
interconnected. Either way, Ron should be encouraged to verbalize his feelings. Teachers and
parents asking him to do so must be patient and willing to listen deeper than words. When Ron
has trouble finding the words for his feelings, his mentors should encourage him to elaborate
without becoming frustrated or even give him a specific emotion and ask if that is what he is
feeling. They should also allow Ron an opportunity to write his feelings down before sharing. By
connecting oral language with written language, one of Rons most significant strengths, gives
Ron a chance to see how language is interconnected and he will breakthrough this barrier.
EDUCATIONAL ACHEIVEMENT REPORT M. Crowder 17


5. Ron only performed two months above grade level for the Reading Fluency subtest. Although
Ron is right on target with the average, compared to other subtests Ron has the ability to strive
for greater achievement marks. It is highly possible that Rons reading fluency is extremely low
compared to his other reading scores due to the fact that he focuses on comprehension. When
reading for learning, some students slow down their stride to make sure they grasp every detail.
Considering Rons impressive comprehension score, this is more than likely the cause of his
lower fluency score. That being said, to reach out to Ron to help him improve, Ron should be
encouraged to practice reading out loud. The more he is able to hear himself read, catch his
mistakes and correct himself, the better his reading fluency will become. Reading fluency is
simply based on practice. The only way for Ron to improve his score is by repeatedly practicing
this skill. Ms. G, Rons teacher can provide opportunities for Ron to read out loud during group
activities, class instruction and independent work. Ms. G could partner or group students together
to take turns orally reading together. For independent work, while the rest of the class is
independently silent reading, Ron could go out into the hall and practice reading out loud to his
teacher. By doing this, Ms. G would be able to track Rons progress. This area is not a concern
for Ron, but these suggestions may help improve his abilities in reading fluency.




___________________________________ _____________________
Megan Crowder Special Educator Date
Montgomery County Public Schools
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Reflection:

By administering the Woodcock Johnson Test of Achievement III, I gained an insight into its
purpose, the Psycho-Educational process and even insight about myself, and how I would
administer the test differently.
Overall, this experience has provided me with a new knowledge about assessments. I have
learned about the technicality of it all, by requiring a permission slip, remaining unbiased and
using a pseudonym name for the student tested due to legal obligations. I learned about the
logistics of the test by learning the terminology, the key symbols, how the easel works and how
to administer to the proper age level. I have also gained a sense of purpose for this assessment.
By writing this review and analyzing each score I was able to make connections across the
board. With the information I gained, I am now able to explain why my student struggles with
communicating his feelings and am able to help him learn how to do so properly. I can see how
this assessment would be extremely beneficial to any child, but especially one who is showing
difficulty in academic areas. This assessment helps you better understand where your student is
coming from, strictly on an achievement score basis. I now understand why it is important to
administer formal assessments in order to learn more about your students strengths and
weaknesses.
By administering this assessment I learned that childrens achievement levels can be
interconnected with their developmental and social-emotional well being. I was able to gain
insight through the child and parental interviews, as well as school performance and concrete
EDUCATIONAL ACHEIVEMENT REPORT M. Crowder 19
academic achievement through this assessment. Through this process I was able to learn about
the child in a school as well as home setting, giving me a more round perspective of the student.
The student I administered this assessment to has an extremely difficult time expressing his
feelings. This has become an issue in his everyday life. If gone unnoticed, it may also result in
low-self esteem and even anger issues from frustration, which could ultimately lead to an
emotional-behavioral disorder. Now I can see that oral language is not his strong suit, and that
this subject is something we could work on together. This would not only increase his
performance in school, but it would also improve his relationships at home and his own self-
esteem and confidence.
In the future, I would change a few things about administering, scoring and interpreting this
assessment. First of all, I hope to gain more confidence in myself in administering this test.
Unfortunately, I think the only way to do so is by practicing. By the time I must administer this
test to a real student of mine, I hope to be more familiar with the protocol. I would also limit the
amount of breaks allotted to the student. I now know that the timing of the test is extremely
important. I would give this assessment to a child in the morning, after making sure they have
eaten breakfast and are no longer hungry. I would score the test immediately after the examinee
completes it so then I am able to write an interpretation closer to the administration day. By
doing so I think I will be able to remember each subtest more clearly and be able to more quickly
provide recommendations for the student. This was the first time I ever administered the
Woodcock Johnson, or any formal assessment in general, so therefore I was not as organized
when administering the assessment. With more experience administering formal assessments, I
will become an expert in the subject matter as well as an expert in interpreting data.

EDUCATIONAL ACHEIVEMENT REPORT M. Crowder 20