Professional Documents
Culture Documents
Background Information
Family History
Mark is 21 years old and born on October 17, 1993. He is currently a senior in college
that will be graduating in May. In high school he favored History courses and least enjoyed
Science courses. Mark typically got a long very well with his classmates and his teachers. He
spends his day at school going to class as well as working in the study abroad office on
Mondays, Wednesdays, and Fridays. On Tuesdays and Thursdays Mark attends his internship in
Baltimore, MD where he works on his marketing skills with Order Up. When Mark is at his
home in Odenton, MD he lives with his Mom, Dad, and two brothers. Mark believes he is a very
hard worker, but one of his downfalls is that he tends to procrastinate. Mark believes that the best
Developmental History
Growing up, Mark didnt have any remarkable events that occurred and also does not
have any pertinent medical information. He follows typical eating patterns and loves to eat, as
well as regular sleep patterns. On occasion Mark will stay up late, but this is not on a regular
basis. His brothers names are Bryan and Kevin; Bryan is 18 years old and Kevin is 15 years old.
Mark, Bryan, and Kevin do not have any special needs or require special services in school.
Academic History
Mark attended Piney Orchard Elementary School, Arundel Middle School, Arundel High
School, and currently attends Towson University. Throughout his schooling, he has received
mostly As and Bs. Many of Marks teachers have spoken very highly of him and have enjoyed
having them in their classes. He has not been in any trouble in school before and has not had any
prior educational or psychological evaluations conducted in either the school or private setting.
Mark has received honor roll, principles honor roll, and deans list several times throughout his
schooling. He does not have, however, any previous related services or remedial services such as
speech services, or math and reading tutoring or receive any accommodations or modifications
during testing or classroom instruction.
Social HistoryIn his free time, Matt enjoys playing soccer, Ping-Pong, and video games and watching
sports. He also enjoys having bonfires, playing soccer, and watching sporting events with his
friends; Mark has many friends and enjoys being with his peers. Mark is involved in the club
soccer team as well as intramural sports at Towson University.
Behavioral Observations
Initial Interview with the Examinee
During the initial interview with Mark I was able to see him in a relaxed situation. He
seemed very calm and at ease when I was asking him about his everyday life and school. When I
began asking him about the exam his attitude changed a little. He did not seem very interested in
the exam and did not want to talk about it, but knew he had to participate in the evaluation. After
reassuring Mark, he was a little more eager and confident in his abilities to succeed on the
assessment.
Behavior during Testing
Mark started out appearing at ease, comfortable, and attentive to the tasks during the
examination. Towards the end of the exam, he was somewhat uncooperative and seemed
In the area of Oral Language, Mark performed on age level and just below age level. On
the Story Recall subtest, Mark scored the age equivalent of a twenty year old. This is just below
his age level and slightly below average. On the subtest Understanding Directions, Mark scored
the age equivalent of a twenty one year old. This is in line with this age level and therefore
average. Mark could use some reinforcement in the area of Story Recall, however.
Written Language Results
In the area of Written Language, Mark performed in the superior range on both the
Spelling and Writing Samples subtests. On the other hand, he performed average on the Writing
Fluency subtest. On the Spelling and Writing samples subtests, Mark scored at the age equivalent
of a thirty year old, but on the Writing Fluency subtest, he scored at the age equivalent of a
twenty one year old. In general, Mark performed well, but not as well as some other subjects.
Summary/Discussion (Conclusion)
Mark is a 21 year 6 month old student who attends Towson University. Mark was referred
for an educational evaluation to evaluate his educational achievement due to deficits in his
studies lately. Mark has much strength, especially in the area of Mathematics. Mark scored over
his age equivalent level in all of the Mathematics subtests. Weakness Mark has includes reading
fluency and story recall. On these subtests, Mark scored below his age equivalent level. On all
other subtests Mark scored either on age level or above age level. Mark does not seem to have
any disabilities and did quite well on the assessment. These results will assist in determining
interventions and instructional strategies that may be useful in the classroom as well as guide
decision making for future learning.
Recommendations and/or Proposed I.E.P. Goals
1. Mark will participate in Echo Reading with his teacher twice a week. The teacher will
read the text aloud, then Mark will imitate, or echo the teacher. At the end of every two
weeks, the teacher will require to read passages aloud that will progressively increase in
difficulty. The teacher will track the number of hesitations and reading errors during each
reading and compare the data (Reading Fluency).
2. Mark will participate in Repeated Reading once a week with his parents. He will practice
difficult words in isolation, reading the same passage several time to boost fluency.
Administering a reading fluency assessment at the end of each month will monitor his
progress (Reading Fluency).
3. Mark will participate in Mental Imagery daily, with his teacher, to improve text recall. He
will construct mental pictures of what he is reading and pay close attention to images,
4. Mark will participate in Daily Writing with his teacher to improve his writing fluency.
The Daily Writing will be a 5-minute timed write that will cover a different topic each
time. Mark will write as much as he can that pertain to the topic. The number of clearly
written sentences will be kept track of and at the end of each month, the teacher will
compare the data from the writings (Writing Fluency).
5. Mark will participate in Write-Say method to increase his spelling abilities. The teacher
will say a word aloud and Mark will have to write it down. This will occur weekly and
the teacher will compare the results, based on incorrect and correct spelling of the words,
after each week (Spelling).
________________________________
Victoria Poynter: Special Education Teacher
Maplewood County Public Schools
_____________________
Date
Administering this formal assessment has enhanced my understanding of the CEC 4 and
InTASC Standard 6. InTASC Standard 6 addresses Assessment and the use of multiple methods
of assessment to engage learners, monitor progress, and guide decision-making. I now have a
better understanding of how I would use the WJ-III to guide decision-making for a student and in
the classroom. Using the results can allow me, as a teacher, to see where a students strengths and
weaknesses are. I also have a better understanding of how using multiple methods of assessment
for a student is important to get an accurate measure of achievement. Although the WJ-III is a
great measure of academic achievement, using other forms of assessment along side of it can
allow the teacher to get a larger picture of student achievement and consider other factors that
may have influenced the results of the assessment. CEC Standard 4 addresses suing instructional
strategies. Like previously stated, the results of the assessment allow me to see a students
strengths and weaknesses. Using instructional strategies and modifying learning environments
for individuals can help improve those weaknesses as well as enhance their strengths.
Generating the Educational Achievement Report (EAR) has enhanced my understanding
of the Psycho-Educational process. Throughout the process of administering the WJ-III and
generating the EAR I have been able to administer and evaluate clinical interviews regarding
both familial and educational information. I have also been able to administer and evaluate the
educational achievement of the examinee. Practice in both of these areas has allowed me to feel
more confident in not only administering a formal assessment, but also evaluating the results of a
formal assessment.
In the future, I would choose not to administer the assessment to someone that would
make it hard to be professional with. Because I administered the assessment to my boyfriend, it