Running head: EDUCATIONAL ACHIEVEMENT

Educational Achievement Report Case 2

Sherri Bergstein
Towson University

Bergstein

EDUCATIONAL ACHIEVEMENT

S. Bergstein

Report of Educational Evaluation

Educational Achievement Report
Case #2

Name:
Age:
Birth Date:
Exam Date:

Eric
11 years 1 month
2/22/2002
03/10/2013

School:
ID #:
Grade:
Evaluator:

Deep Run Elementary

1234
5.6
Sherri Bergstein

Reason for Referral

Eric was evaluated to provide the examiner with practice administering the WJ-III.

Test Administered/Rationale
The Woodcock Johnson III Test of Achievement was administered in order to measure Erics
current abilities in reading, writing, and mathematics. Specifically, the WJ III was administered to
measure Erics basic reading skills, reading comprehension, mathematics calculation,
mathematics reasoning, and written expression.

Background Information
Eric is 11 years and 1 month of age. He is currently in 5th grade at Deep Run Elementary School
and is placed in the regular classroom environment. Eric can be slightly shy in the classroom

EDUCATIONAL ACHIEVEMENT

S. Bergstein

setting, but he warms up quickly upon getting to know his peers. He is very polite and interacts
well with his classroom teacher and classmates. Erics favorite subject in school is Mathematics,
and there isnt a subject he doesnt like. Eric was placed in the Gifted and Talented
Mathematics program at his school. In addition, he has a perfect attendance record for the
current school year.

Eric has been attending Deep Run Elementary since Kindergarten. He currently lives with his
father, stepmother, brother, cousin, and family dog. Erics parents both work full time, but Erics
father has a very flexible schedule. Erics father is able to work from home and makes sure Eric
arrives at school on time each morning. Eric has a great family support system, in which each
member is there to help with schoolwork and encourage Eric to try his best. Eric enjoys playing
football and video games. He currently plays for a county football team as an extracurricular
activity.

Behavioral Observations
Eric arrived at the test willingly and was very cooperative. His level of conversational proficiency
was typical for his age range. Eric was attentive to the tasks presented through the subtests. He
appeared at ease, comfortable, as well as self-confident for his age range. Eric displayed care
in responding, and was prompt at times. He was generally persistent with more difficult tasks.

EDUCATIONAL ACHIEVEMENT

S. Bergstein

During the Letter Word Identification subtest, Eric started to display restlessness after item 65.
These items were more difficult and advanced for his age. During the Reading Fluency subtest,
Eric was very prompt in his responses. Before beginning the Calculation subtest, Eric commented
on how he was placed in Gifted and Talented Mathematics. Eric talked to himself aloud, step by
step, while completing this subtest. As the problems became increasingly difficult, Eric displayed
persistence and wouldnt give up on his efforts to solve the problems. While completing the
Spelling subtest, Eric started yawning. Eric also appeared to be surprised at the amount of writing
he had to complete for the Writing Fluency subtest.

During the Passage Comprehension subtest, Eric corrected himself on one occasion. As the
items became increasingly difficult, Eric began looking at his surroundings. Eric became a bit
fidgety during the Reading Vocabulary subtest. Although fidgety, Eric displayed efforts of
wanting to answer the items correctly. Eric completed testing on a good note with the
Quantitative Concepts subtest being last and commenting on math being his strong suite.

Examiner Criteria Statements

In the opinion of the examiner:
_X_ The scores obtained are a valid representation of Erics current educational performance

EDUCATIONAL ACHIEVEMENT

S. Bergstein

levels.

_X_ The test administered 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.

Results
Reading Assessment Results
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. Erics score was in the average range.

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

EDUCATIONAL ACHIEVEMENT

S. Bergstein

The Reading Comprehension cluster is a measure of comprehension and vocabulary. Erics

score was in the 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 no difference between Erics ability within these two subtests.
Eric appeared to be able to use his word recognition skills to assist him in determining meaning of
passages and successfully providing the missing word. He was able to sound out several of the
stimulus words in the Reading Vocabulary test, keeping him able to provide the synonym or
antonym.

Mathematics Assessment Results

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. Erics score was in the high average range.

The Math Calculation Skills cluster includes Calculation and Math Fluency. Erics score was in
the superior range. The Calculation test requires the student to accurately perform

EDUCATIONAL ACHIEVEMENT

S. Bergstein

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. Erics
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 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. Quantitative
Concepts measures an individuals knowledge of mathematical concepts, symbols, and
vocabulary. This test consists of two subtests: Concepts and Number Series. There was no
significant difference between Erics ability to analyze and solve math problems compared to
his knowledge of mathematical concepts, symbols, and vocabulary. Eric was able to use his
knowledge of math reasoning in order to successfully complete the mathematical subtests.

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. Erics score was in the average range. He demonstrated no

EDUCATIONAL ACHIEVEMENT

S. Bergstein

significant difference between his abilities within this cluster, as his score in writing fluency was in
the low average range and his score in spelling was in the average range. Eric had no difficulty
sounding out words he did not have in his immediate spelling vocabulary. 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 Written Expression cluster measures the quality and fluency of meaningful written expression
and includes the Writing Samples and Writing Fluency tests. Erics score was in the 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 stimulus words
and describe an accompanying picture. This test is timed. Eric demonstrated average ability to
express himself in writing, when not being evaluated on spelling or other mechanics of the
writing process. Eric demonstrated low average ability when it came to writing sentences quickly
and fluently.

EDUCATIONAL ACHIEVEMENT

S. Bergstein

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

Percentile Rank
BROAD READING CLUSTER
BASIC READING SKILLS
READING COMPREHENSION CLUSTER
Letter-Word Identification
Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
BROAD MATHEMATICS CLUSTER
MATHEMATICS CALCULATION CLUSTER
MATHEMATICS REASONING CLUSTER
Calculation
Math Fluency
Applied Problems
Quantitative Concepts
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION CLUSTER
Spelling
Writing Fluency
Writing Samples

Standard
Scores
100
97
105
100
96
105
95
114
118
123
114
131
101
108
118
94
N/A
90
101
89
94

Range
Average
Average
Average
Average
Average
Average
Average
High Average
High Average
Superior
High Average
Very Superior
Average
Average
High Average
Average
N/A
Average
Average
Low Average
Average

Eric is an 11 year 1 month old 5th grade student at Deep Run Elementary School who is currently
undergoing a full evaluation to assist in educational planning. This assessment is one component
of that evaluation. When compared to his same age peers, Erics performance is in the low
average range for Writing Fluency. Eric scored in the average range for Letter Word
Identification, Passage Comprehension, Reading Fluency, Word Attack, Math Fluency, Applied
Problems, Spelling, and Writing Samples. Eric scored in the high average range for Reading
Vocabulary and Quantitative Concepts. Eric scored in the very superior range for Calculation.

Letter-Word Ide

EDUCATIONAL ACHIEVEMENT

S. Bergstein

10

This assessment indicates Erics academic achievement as measured by the WJ III indicates
minor weakness in writing fluency, or skill in formulating and writing simple sentences quickly.
There may be no significant impact of writing fluency on academic achievement, but
recommendations may be made to help Eric progress into the average range. Erics strengths lie
in word identification skills, ability to read simple sentences quickly and answer questions,
passage comprehension, applying phonic structural skills to pronunciation, reading vocabulary,
math fluency, spelling, mathematical concepts, performing mathematical computations,
analyzing and solving math problems, as well as producing written sentences and responses.

The results of this assessment will be presented to the IEP Team to assist in determining if Eric
requires special education services. Additionally, these results should be used with all other
available information when making a decision regarding Erics eligibility for special education
services.

__________________________
Sherri Bergstein
Howard County Public Schools

____________________
4/2/2013
Date

EDUCATIONAL ACHIEVEMENT

S. Bergstein

Recommendations

Reading:
- Foster skills pertaining to pronouncing unfamiliar words
- Promote skills in reading short passages and identifying key words or ideas
- Cultivate ability to read sentences quickly and determine if items are correct
- Advance skills in phonemic awareness and patterns in English orthography
- Encourage skills in determining synonyms, antonyms, and analogies

Math:
- Nurture skills in addition, subtraction, multiplication, division, and basic operations
- Foster ability to perform math operations quickly
- Further ability to analyze and solve math problems orally
- Encourage ability to look at a series of numbers and identify patterns

Writing:
- Focus on formulating simple sentences promptly
- Provide opportunities to write regularly while incorporating timing
- Develop strategies such as checking fluency by reading written work aloud
- Allow immediate feedback on written work
- Foster ability to spell words correctly
- Promote skills in formulating written sentences with a high quality of expression

11