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Report of Educational Evaluation

Educational Achievement Report
Name:

Sara Smith

Birth Date: 10/19/1999

Exam Date: 09/27/2014

School:
ID #:
Grade:
Evaluator:

Winters Mill High

School
012345
10.1
Tressa Ports

Chronological Age: 14 years and 11 month(s)

Reason for Referral
Sara Smith was referred for an educational evaluation to identify appropriate educational
planning.
Test Administered
The assessment administered for this assessment was the Woodcock Johnson III, a formal
assessment designed to compare the test subjects performance when compared to a normreferenced group of peers.
Examiner Criteria Statements
In the opinion of the examiner:
Yes The scores obtained are valid representation of students current educational performance levels.
Yes
The test(s) selected is a valid tool for the stated purpose and is valid for the student.
No
Linguistic, cultural, and /or economic differences did not influence testing.
Sara is a 10th grade student at Winters Mill High School whose native language is English. Other cultural
and economic differences were not present.

Background Information
Sara is a 10th grade student at Winters Mills High School and has been a Carroll County
Public School student since beginning school. She enjoys Social Studies and History classes,
and feels she struggles most with Math and Science. She is a well-rounded, competitive student,
playing lacrosse and basketball for the junior varsity teams at her school as well as participating

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in an indoor lacrosse recreational league. She demonstrates no significant behavioral concerns
and has never received detention or other disciplinary action in school.
Sara is the oldest of three children living in a large single family home in a rural area in
Carroll County. Saras father is a college graduate with a degree in computer science and works
in Baltimore. Her mother is a high school graduate and has a clerical job in another part of the
county. Sara and her siblings all do very well in school and no academic or behavioral concerns
have been identified to this examiner during the testing session.
Behavioral Observations
Sara presents as a quiet and polite young lady with a strong academic aptitude. She
appeared to be drowsy during parts of the assessment, but she explained to the examiner after the
assessment had been given that she had stayed at a friends house the night before and had only
slept for a few hours. She did not appear to be nervous about her results, only excited to see how
she scored when compared to her peers. Sara demonstrated a strong sense of perseverance when
she completed all subtests, completing the assigned tasks with little difficulty. During subtest 9,
the Passage Comprehension test, Sara struggled with several passages, stating, I wish I had a
better vocabulary, but she still attempted to answer all of the questions. Overall, Sara
performed very well on all of the assessments, as the following report demonstrates. It is the
examiners opinion that these test results are considered to provide an accurate representation of
Saras current level of achievement.

Test of Achievement Reporting of Results

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Reading Assessment Results
Reporting. 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. Saras score was in the Average range.
Analysis. The Letter-Word Identification subtest required Sara to read individual words
presented visually in an increasingly difficult list. Saras ability to read and correctly pronounce
individual words was in the Average range. Sara completed the entire assessment because a
ceiling of six incorrect answers in a row could not be established. She demonstrated knowledge
and application of phonetic sounding out on the words as they became increasingly difficult.
The Reading Fluency test requires students to read simple printed short statements,
identify if the statement is true or false, and then circle Yes or No, under time constraints. Saras
ability to read these statements was in the High Average range. Sara correctly answered 88 of the
98 statements in the three minutes provided. She answered one answer incorrectly. Sara
answered these questions at a fairly rapid rate, pausing minimally during the timed assessment,
demonstrating her competitive nature.
The Passage Comprehension test requires the student to silently read short passages,
increasing in difficulty, and identify a missing key word that makes sense in the context of the
passage. Saras ability to read a brief passage and answer question(s) about the passage was in
the Average range. Sara seemed to struggle most with this subtest, and it was here that Sara noted
she wished she had a better vocabulary. Sara persevered throughout this section and she
attempted all questions asked.
Sara scored in the Average and High Average range in the three subtests in the Reading
Assessment portion of the WJ-III. She struggled most with Passage Comprehension, the subtest

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that required cloze reading strategies based upon context clues and general vocabulary skills.
Despite her struggles, Sara still chose her answers with confidence, seeking little encouragement
from the examiner.
Mathematics Assessment Results
Reporting. 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. Saras score was in the
High Average range.
Analysis. The Math Calculation Skills cluster includes Calculation and Math Fluency.
Saras score was in the High Average range. The Calculation subtest requires the student to
accurately perform mathematical computations of increasing difficulty. The Math Fluency
subtest measures the ability to solve simple arithmetic problems facts quickly (adding,
subtraction, and multiplying), under time constraints. Sara quickly answered many of the
problems, pausing to consider the more difficult problems as would be expected. Sara
confidently answered the problems.
The Applied Problems subtest requires the student to perform math calculations in
response to problems presented orally and visually. Pictures or 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 in the word problem before solving
the problem. Saras score was in the High Average range. Sara struggled most with problems
involving finding area and other geometry skills which she has yet to study in high school. She
answered the problems with confidence, requiring little encouragement from the examiner.
Sara performed in the High Average range for all of the Math Assessments. The only

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area of hesitation for Sara in this section was found in the Applied Problems subtest where it
became obvious the tested material had not yet been studied.
Oral Language Assessment Results
Reporting: The Oral Language Skills Assessment cluster measures a range of oral
expression and listening comprehension skills. It is a combination of Story Recall and
Understanding Directions. On the Oral Language Skills cluster, Saras score was in the High
Average range.
Analysis. The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. The task requires the individual to recall increasing
complex stories presented using an audio recording. Saras score was in the High Average range.
The Understanding Directions subtest requires the individual to listen to a sequence of audiorecorded instructions and then follow the directions by pointing to various objects in a colored
picture. The items presented increase in linguistic complexity. Saras score was in the Average
range.
Sara performed in the Average and High Average ranges for the Oral Language Skills
Assessment cluster. She did not seem to struggle with any these assessments, although as the
Understand Directions subtest began to become more linguistically complex, Sara did pause to
process what was being asked of her.
Written Language Assessment Results
Reporting. The Broad Written Language cluster measures a range of writing skills that
includes spelling of single word responses, fluency, editing, and written expression. It is a
combination of the Spelling, Writing Fluency, and Writing Samples subtests. On the Broad
Written Language cluster Saras score was in the Very Superior range.

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Analysis. The Brief Writing Skills cluster measures the ability to identify and apply the
mechanical aspects of written language, via spelling words listed in increasing difficulty and
identify and correcting errors in a written passage presented to the individual. Spelling measures
the ability to write orally presented words correctly. Words presented increase in difficulty by
complexity of spelling, and use of irregular words. Saras score was in the Very Superior range.
The Written Expression cluster measures the quality and fluency of meaningful written
expression and includes the Writing Samples and Writing Fluency tests. Saras score was in the
High Average range in this cluster. The Writing Samples test measures skill in writing responses
to a variety of demands. Items become more difficulty by increasing passage length, vocabulary
level, grammatical complexity, and length of concept abstraction. 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, under the time constraints. Each sentence must include a set of three stimulus words
and describe an accompanying picture.
Saras highest scores were found in the Written Language Assessment portion of the WJIII, Very Superior and High Average. She did not struggle with any of the tasks presented to her
and appeared most confident while completing these assessments.

Summary
Sara is a 14 year 11 month old tenth grade student at Winters Mill High School who is
being assessed to determine appropriate educational planning. Based upon family reports and
self-report regarding academic achievement, it is this examiners opinion that the test results
described above are reliable and valid.

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This assessment is one component of that evaluation. When compared to his or her peers
at his or her grade level, Saras performance is in the Very Superior range in the areas of
identification and application the mechanical aspects of written language, via spelling words
listed in increasing difficulty, and identification and correction of errors in a written passage.
Saras performance is in the High Average range in the areas of math calculation, determining the
appropriate operation, identifying essential and non-essential information in word problems,
recalling information from complex stories, reading and processing simple statements, and
writing an assortment of sentences based on an image shown to the subject. Saras performance
in the Average range in the areas of reading comprehension, identifying context clues for missing
terms, and following directions.
This assessment results shows Sara's academic achievement strengths and areas of need.
Skills identified as strengths include mathematical reasoning and calculation, revision and
correction of written passages, and spelling. Specific skills identified as areas of need include
vocabulary and context clues, and following oral directions. These assessment results will be
presented to the Eligibility Committee to assist in determining if Sara requires special education
services. Additionally, these results should be used with all other available information when
making a decision regarding Saras eligibility for special education services.
Recommendations
Some suggestions for accommodations provided for Sara are providing directions both
orally and in a written format. A word bank or other vocabulary device could be provided for
assessments and classwork to enable Sara to correctly identify terms, especially in a cloze
format. Additional time should be provided to Sara to ensure processing of instructions and
asking Sara to restate what is being asked of her prior to beginning an assignment.

__________________________
Tressa Ports
Towson University Public Schools

____________________
Date

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APPENDIX of SUMMARY OF SCORES
WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT
Name of Student: Sara Smith

Date Administer: 09/27/2014

Age
Equivalent
(AE)

Grade
Equivalen
t (GE)

Standard
Score
(SS)

Classification

19
15-4

13.0
9.9

110
102

Average
Average

17-5

12.7

108

Average

>23

>18

119

12-8

7.7

93

High
Average
Average

>21

>17.6

114

High
Average

ORAL LANGUAGE CLUSTER

Story Recall
Letter-Word Identification

>21

>18

120

Understanding Directions
BROAD MATHEMATICS CLUSTER

17-4
>30

12.9
15.1

107
116

MATHEMATICS CALCULATION SKILLS

>24

>18

119

BRIEF MATHEMATICS

>30

15.4

116

Calculation

>21

>18.0

119

Math Fluency

>24

15.1

115

Applied Problems

>30

13.0

111

>28

>18.0

133

BRIEF WRITING SKILLS

>30

>18.0

138

WRITTEN EXPRESSION CLUSTER

>24

13.0

112

Spelling

>22

>18.0

148

Writing Fluency
Writing Samples

>21
>30

13.0
13.0

110
110

High
Average
Average
High
Average
High
Average
High
Average
High
Average
High
Average
High
Average
Very
Superior
Very
Superior
High
Average
Very
Superior
Average
Average

BROAD READING CLUSTER

BRIEF READING SKILLS
READING COMPREHENSION CLUSTER
Letter-Word Identification
Letter-Word Identification

Reading Fluency
Passage Comprehension
BROAD ORAL LANGUAGE
ORAL LANGUAGE SKILLS (Std)

BROAD WRITTEN LANGUAGE

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