Running Head: KARAS EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Formal Tests & Measurements for Students with Disabilities: K-12
SPED 425.001
Dr. Darlene Fewster
April 28, 2015
Blake Garcia

KARAS EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Demographic Information
Name: Kara Notreal
Address: IDK Lane, Notreal, NY, 11746
Phone: (777) 777-7771
Date of Birth:05/28/1994
Date(s) of Testing:04/08/2015
Chronological Age: 20 years, 11 months, 20 days
Primary Language of Student: English

School: Towson University

Teacher: Dr. Doolittle
Grade/Educational Setting: Junior
Referred by: Parent
Examiner: Blake Garcia
Date of Report: 04/27/15
Primary Language of Test: English

Reason for Referral

Kara Notreal was evaluated on April 8th, 2015. At the time of the evaluation, Kara just
finished class for the day and came to the testing area around 3:45 p.m. According to the
academic history, interview with Kara, Kara has been experiencing difficulty in many academic
areas. For example, Kara has been performing inconsistently in the areas of reading,
mathematics, and written language. Based on this information, Kara 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 HistoryKara has two brothers in her family. Her older brother is 23 years of age and her younger brother
is 16 years of age. Her older brother has the same diagnoses of ADHD as Kara and were both
diagnosed but not treated at a young age. Karas ADHD condition is worth mentioning in this
report due to the fact that it has affected her ability to take test in the past and has affected her
ability to pay attention to the Woodcock Johnson as it was administrated.
Academic HistoryKara went to Franklin Scott Key High School for all four years and now attending Towson
University. She is part of the honor society at Towson University and is a very promising student
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in the department of Communication. Kara graduated high school with a 3.8 GPA and currently
have a 3.5 GPA in her Junior year of college. She is currently a active member in the honor
society at Towson University and enjoys all of her classes.
Social HistoryKara use to be a cheerleader in high school and at Towson University but had to stop cheering
due to back issues. Kara is an officer and active member of Alpha Phi sorority and is also part of
a Womens Charity Club at her church. Kara likes to write short stories and spend time with
friends and boyfriend. She also is an intern at WBAL news station in the sports department and
has worked in every aspect of their news station over the past three years.
Behavioral Observations
Initial Interview with the Child
During the interview, I noticed a lot of nervousness and test anxiety. I constantly
reminded the examinee that I am not giving her the test to see her ability but rather to see
how well I can do giving the exam. Her test anxiety began to go away once the interview
began and it got her more comfortable with the experience.
Behavior during Testing
During the test, Kara seems often distracted and less interested in the contents of the test.
Kara refused all breaks and seems to go as fast as she could in certain areas to finish the
test sooner. She constantly asked if she is doing well and why are you writing a 0 when I
clearly got that right. She became exhausted and frustrated by the end of the exam.
Test and Procedures Administered
Interview with Examinee
Woodcock-Johnson Test of Achievement
Due to Karas inconsistency with her 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 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
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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 Kara Notreal.
The Letter-Word Identification subtest measures word identification skills. Kara was
required to identify letters and to pronounce words correctly. Karas performance on this task
was in the 13-5 range/age. The Reading Fluency subtest measures the ability to quickly read
simple sentences and decide if the sentences are true. Karas performance for this task was in the
>30 range/age. The Passage Comprehension subtest measures the ability to match the
pictographic representation of a word with an actual picture of the object. In addition, Kara was
required to point to a picture represented by a phrase. Then Kara was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Karas
performance on this subtest was in the 16-11 range/age.
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 Kara to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Karas performance on the Calculation section was in the 9-10 range/age. The
Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Karas performance was in the 14-11 range/age. The
Applied Problems test required Kara 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 Kara to listen to the problem, recognize the procedures to be followed, and
them perform relatively simple calculations. Karas performance on this subtest was in the 14-7
range/age.
Oral Language Assessment Results
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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, Kara was required to recall
increasingly complex stories that are presented on an audiotape and Karas performance in this
area was in the 9-10 range/age. When asked to recall the same stories about 2 hours later in the
Story Recall Delayed portion of the test, Karas Performance on this task was in the 4-9
range/age. On the Understanding Directions subtest is an oral language measure. The task
required Kara to listen to a sequence of audiotaped instructions and then follow the directions by
pointing to various objects in a colored picture. Karas performance on this task was in the >21
range/age.
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 Kara to produce uppercase and lowercase
letters, and to spell words correctly. Karas performance was in the 30 range/age. The Writing
Fluency subtest measures skill in formulating and writing simple sentences quickly. Karas
performance on this subtest was in the >21 range/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. Karas performance on this task was
in the >30 range/age.
Interpretation of Assessment Findings
To analyze Karas scores, we will be looking at them from a age-equivalent lens because
she is out of grade school and over the age of 18. Karas overall performance on the WJ-III is
average when she is compared nationally to people her age. Karas percentile ranking is 45%,
meaning she scored higher than 45% of people her age overall. Her scores ranged from being
average score, extremely advanced, and being limited ability. The majority of her test scores
were considered average when compared to people her age but also has superior scores in areas
of written expression, and limited scores in areas of math calculation.
The reading portion of the WJ-III assesses a students reading achievement, which
includes word identification, reading speed, and the students passage comprehension. Karas
performance in this broad area is 13-7 age equivalent score, an average score for her age. Karas
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scores in reading fluency were more average to advance for her age. This may be caused by her
ADHD, which may inhibit her ability to focus on a reading for extended periods of time. To
improve this skill, Kara should implement some reading tools to help her focus on the reading
such as use of a highlighter for identify important details or a reading window so Kara can focus
on one sentence at a time. Karas Letter Word Identification performance was more on the
limited side of her reading skills, score of 13-5 age equivalency. Karas national percentile rank
for her score is only 23%, which means she only scored higher then 23% of people her age. This
score is significantly lower then her chronological age, so to improve this, Kara should work on
annunciating each area of a word to get the full sounds of the word correctly and try and read
slower. Karas performance in the area of passage comprehension was a average score for her
age. Kara scored higher then 44% of people her age on this part of the assessment but does mean
that there is room for improvement. On this portion of the test I noticed that Karas attention
began to drift away from the test at times, this could be why she only scored a age equivalent
scored of 16-11. To improve this skill, Kara should try her best to focus on each passage and the
important details of each passage.
The mathematics portion of the exam measures Karas achievement in areas or reading,
math and writing, including a focus on basic reading skills, math calculation skills, problem
solving, spelling, and production of written sentences. Karas performance in this area of the test
was in the limited range for her age. Her age equivalent national rank is in the 10th percentile
meaning she only scored higher then 10% of people her age. This is probably one of, if not the
biggest, weakness that Kara faces in terms of achievement. Karas performance in calculation is
very low for her age; she scored in the second percentile for calculation meaning she only scored
higher then 2% of people her age. Kara only completed 21 questions out of 45 questions with
having only 17 correct answers. Kara should practice her calculation skills and pay attention to
what each problem is asking (in terms of calculation signs). Karas performance on the math
fluency portion of the exam was average for her age, scoring in the 24th percentile nationally.
Kara received a 14-11 age equivalent score, meaning she is blow where she should be for her
age. Some factors that couldve affected this portion are the time limit (made Kara feel like she
had to go as fast as possible despite me telling her not to), not paying attention to the specific
signs of each problem, and loss of attention. Since Kara is in the average area for this portion I
do not believe this are should be a major concern, although it may help if Kara slowed down
when doing real life calculations like these. On the applied problems portion of the mathematics
area of the test, Kara performed at a 14-7 age equivalent score, which is on the limited to average
side for her age. This portion of the mathematics achievement part of the WJ-III assess the
examinees ability to solve analyze and solve math problems. Kara is in the 30th percentile for
this portion of the test as compared nationally to people her age. During this portion of the test
Kara struggled to pay attention to directions and the test materials. This is an area that Kara
needs to work on and focus her mind on each individual question and not let her mind wander.
The broad written language portions of the WJ-III assess a persons written language
achievement, including spelling, quality of sentences, and speed of writing. Karas performance
on this portion of the exam was her highest, and most advanced area of the test. Kara scored in
the 80th percentile for this section, meaning she scored higher then 80% of people her age that
took this exam. Karas achievement in spelling was the only area that was on the average side of
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her written language achievement. Karas performance on this section left her with a age
equivalent score of >21 for writing fluency, 30 for spelling, and >30 for writing samples. These
scores mean that Kara is writing above her age equivalent level for people her age.
The area of oral achievement assesses a persons listening comprehension by answering
questions orally. Karas performance on this portion was the lowest on the exam. This portion
uses a story recall assessment to assess a persons ability to relay information from a passage.
Kara scored a age equivalent score of 5-2 on this section. This is a very low score for her age and
is something that may have been affected by her ADHD diagnoses. During this portion of the test
Kara struggled to pay attention to specific elements of the story recall and later on, could not tell
me those elements in the story recall delayed portion. This skill is vital for a individual to have so
they can comprehend, remember, interoperate, and relay information in everyday life. Kara
should work with someone close to her (mother, brothers, friends, boyfriend, etc.) of focusing on
what is said to her so she can retain information more efficiently.
Summary/Discussion (Conclusion)
Kara Notreal is a 20 year, 10 month old student who attends Towson University. Kara
was referred for an educational evaluation because she has been struggling in the
academic areas of written language, mathematics, and reading. Kara performed greatly in
areas of written language, especially in the areas of writing fluency and writing samples.
Kara is in the 80th percentile nationally for her academic writing skills. Karas main
weaknesses are mathematics and oral language. Karas ability in mathematics was
extremely low for her age, especially in the area of calculation. Karas in ability to focus
during the story recall and story recall-delayed sections caused her age equivalent score
to be significantly lower then her chronological age. Karas overall student profile is
average and not at a level where she should be overly concerned. Karas student profile
can improve with adjustments on how she takes tests, focuses, and practices basic
academic skills.
Recommendations and/or Proposed I.E.P. Goals
My recommendations for Kara Notreal pertain to the academic areas of mathematics, oral
expression, and basic reading. Kara should receive accommodations for her ADHD diagnoses.
My recommendation for a would be several breaks during tests, classes, and assignments so that
she may bring herself back to the school mindset. This service can be provided by anyone of her
teachers and the success of this accommodation can be measured by seeing if her work has
improved when she takes 10-5 minute breaks from class. Another recommendation that I have to
improve Karas skills in the academic area of mathematics is possibly a one on one tutor to help
practice basic calculation skills. This service would have to be provided by the school, and the
tutor would have to be someone proficient in basic calculation skills. Based off of her scores in
the areas of mathematics, specifically calculation, I see the need for this accommodation. I
believe that this service will greatly improve her basic mathematic skills and can be measured by
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seeing if her overall grades, knowledge and confidence with her basic calculation skills increase.
This service should be used weekly and the success of this service should be evaluated every
other week. Another recommendation for Kara is that she is provided a highlighter for every
assignment and exam. This will allow Kara to be able to follow along with the passage while
also allowing her to highlight details that she may need to know for the assessment. I believe that
this service will greatly improve her reading comprehension and can be provided by herself or
her parents. Highlighters cost around two dollars each at any supply store. Her parents would
provide my fourth recommendation for Kara. As Kara stated in the interview, she goes home
many weekends to see her parents. While Kara is visiting her parents, they can practice her story
recall by simply telling her something important and having her remind them later on. This
service is very simple and doesnt have to interfere with Karas schooling, schedule, or
interaction with her parents. This service can help her with her information relay skill and story
comprehension. My final recommendation for Kara to improve the skills measured by the WJ-III
is for Kara to work on her math reasoning by doing problems at home each night. Practicing
math is the best way to master basic math skills, so having Kara do 5-10 applied problems (like
the ones on the WJ-III) would greatly increase her ability to do basic math in a real life situation
and on future examinations. The success of this tool will be measured by a retest of the applied
problems section of the WJ-III on a later date, 3 weeks after the first time this service is used.
The goal for all of these services is to have Kara score in the 20th percentile in calculation skills,
50th percentile in the mathematic applied problem section, the 60th percentile for her passage
comprehension skills, and increase her total achievement so that she is in the 60th percentile for
achievement on the WJ-III. This goal will be measure by a retest, two months after the initial
testing date (April 8, 2015).

Blake Garcia
Baltimore County Public Schools

April 28, 2015

Reflection:
The Woodcock Johnson III greatly enhanced my understanding of the CEC/InTASC
Standard 4. Giving this formal assessment was such a great learning experience for me. I have
learned so much about how formal assessment can really be used to see where a student needs to
improve. I always thought that assessments like this never really showed a students true ability,
but after giving the assessment, I can clearly see how a students academic skills can be addressed
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by each part of the exam. The Woodcock Johnson will always be a useful tool that I will use,
when necessary, to assess a students ability and adjust their learning process so that they can
perform to the best of their ability.
Writing the Educational Achievement Report enhanced my understanding of the PyschoEducational process by letting me what goes into the process and how it is used. Generating this
Educational Achieve Report has allowed me to see how the use of clinical interviews that
address family, education, and personal life interact with formal educational achievement. Before
the WJ-III could be given, I gave an interview that got me more familiar with my examinee and
told he vital information I needed to take into consideration when giving the examination. The
Pyscho-Educational process uses clinical interviews, educational achievement tests, behavior and
medical assessments to come together and determine students over all abilities. Due to me
experience of giving the Woodcock Johnson, I was able to use all of these areas, become
comfortable with each of them and really see how the process can help identify where a student
can improve their educational abilities.
After giving the Woodcock Johnson, I would do quite a good amount of things
differently. To start, I would look over the examiners manual at least two times before
administering the exam to anyone. I feel that when I went into giving the test, I wasnt as
familiar with the examiners directions, qualifications, and aspects of the test. Secondly, even if
the examinee doesnt want them, give several breaks throughout the test. My examinee wanted to
go all the way through the test without stopping (just to get it over with) and that greatly affect
her ability to focus, and my ability to focus on what I was doing in the exam. Thirdly, I would
pay a much closer eye to the time sections of the exam. For one section, the Math Fluency
portion, I went over the time limit by two seconds. Two seconds isnt a very long time so I dont
believe it skewed the data in anyway but it is important to pay attention to how long there is left
during time portions. Interpreting the data for the WJ-III is very difficult and definitely takes an
expert on this test to understand what exactly each score means, this being said I think the best
thing I couldve done to help myself with interpreting the scores is become more familiar with
the portion of the manual that goes over the meaning of the scores.