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Educational Achievement Report

Demographic Information
Name: Layla Blazer
Date of Birth: 02/04/2000
Chronological Age: 14-2-16
Evaluation Date(s): 04/20/2014
Primary Language: English
Primary Language of Test: English

School: Dumbarton Middle

Grade/Educational Setting: 8
ID #:
Examiner: Judd Bleser
Date of Report: 04/24/2014

Reason for Referral

Layla was evaluated on April 20, 2013. At the time of the evaluation, Layla was at home and
prepared to get started. According to the academic history and interview with Laylas family,
Layla has been experiencing difficulty in many academic areas. For example, Layla has been
performing inconsistently in the areas of reading, mathematics, and written language. Based on
this information, Layla was referred for an educational achievement evaluation.
Test Administered/Rationale
Due to Laylas 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
phoneme/grapheme knowledge.
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

J. Bleser

Layla is 14 years old and in the 8th grade. She was born on February 4, 2000. In school, her
favorite subjects are Math and Art. She doesnt like Language Arts as much. She gets along well
with both her classmates and her teachers. Her typical day at school may vary, depending on if it
is an A day or B day, but she has seven classes each day. She lives at home with her mother,
father, and brother, Judd. Her mother and father are both serious but caring and loving parents;
Judd mainly tries to let Layla live her life and doesnt interfere with it. Layla enjoys drawing,
hanging out with friends, and playing sports, specifically soccer and basketball. She also enjoys
interior designing, and hopes to join that profession one day. When she is with her friends, she
enjoys going to the movies or the mall. Layla likes the fact that she is mature for her age, since
she grew up with three older brothers. She doesnt dislike anything about herself, although she
admits that she can be shy. Layla says the best thing to happen to her was when she got to stay at
her school even though the family moved 30 minutes away.
Familial background information
Layla was adopted from China when she was an infant. She is a healthy girl with no medical
history. Her brothers are Will, 27, Mac, 26, and Judd, 23. Nobody in the family has ever required
special services. Layla does not exhibit any abnormal eating or sleeping behaviors. She is a
talented artist and a strong student. Layla participates in recreational sports and is a member of
several after-school clubs. The primary language (spoken at home) of Layla is English.
Educational background information
Layla has attended Stoneleigh Elementary and Dumbarton Middle. She does well in school,
earning mostly As with a few Bs. She has no vision, hearing, or health issues. She has not
had any prior educational or psychological evaluations. She does not have difficulties when it
comes to school functioning; she is in the Gifted and Talented program for all applicable classes.
Layla has never needed speech services, math tutoring, or reading tutoring. She does not receive
accommodations or modifications during testing or classroom instruction.
Behavioral Observations
During the administration of the test, Layla appeared relaxed yet focused. Layla showed minor
frustration during some of the timed portions of the assessment, since she was unable to complete
them. However, her overall demeanor was composed. Therefore, these test results are
considered to provide an accurate representation of Layla's current level of achievement.
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 WoodcockJohnson includes the following subtests: (1) Letter-Word Identification, (2) Reading Fluency, and
(3) Passage Comprehension was administered to Layla.

J. Bleser

The Letter-Word Identification subtest measures word identification skills. Layla was
required to identify letters and to pronounce words correctly. Laylas performance on this task
was in the 16.8 grade level. The Reading Fluency subtest measures the ability to quickly read
simple sentences and decide if the sentences are true. Laylas performance for this task was in the
6.7 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, Layla was
required to point to a picture represented by a phrase. Then Layla was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Laylas
performance on this subtest was in the 18.0 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
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 Layla to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Laylas performance on the Calculation section was in the 18.0 grade level. The
Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Laylas performance was in the 6.6 grade level. The
Applied Problems test required Layla 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 Layla to listen to the problem, recognize the procedures to be followed, and
then perform relatively simple calculations. Laylas performance on this subtest was in the 18.0
grade level.
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, Layla was required to recall
increasingly complex stories that are presented on an audio tape and Laylas performance in this
area was in the 13.3 grade level. On the Understanding Directions subtest is an oral language
measure. The task required Layla to listen to a sequence of audio-taped instructions and then
follow the directions by pointing to various objects in a colored picture. Laylas performance on
this task was in the 13.0 grade level.

J. Bleser

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 Layla to produce uppercase and lowercase
letters, and to spell words correctly. Laylas performance was in the 13.0 grade level. The
Writing Fluency subtest measures skill in formulating and writing simple sentences quickly.
Laylas performance on this subtest was in the 4.5 grade 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. Laylas performance on this task was
in the 18.0 grade level.
Interpretation of Assessment Findings
After looking at Laylas Reading assessment results, the data indicates that Layla performs
well when she has unlimited time, but struggles during timed activities. For example, Layla
scored well above grade-level on the Letter-Word Identification and the Passage Comprehension,
but scored below grade-level on the Reading Fluency section. This was strictly a matter of being
timed, because Layla was correct on every question she answered, but was only able to complete
51 of the 98 questions. This information indicates that Layla takes a little longer to perform
reading tasks, but does well when she has adequate time.
Much like the Reading results, Layla showed an ability to thrive in the Mathematics
section, but only when she was untimed. Layla scored as high as possible in both the Calculation
and Applied problems sections, both of which were not timed. However, on the timed Math
Fluency section, she scored below grade-level because she was only able to finish half of the
problems. On the problems that she did complete, however, she did not miss a single one. Again,
this information indicates that Layla is capable of achieving highly in Mathematics, but only when
she has adequate time.
In the Oral Language section, Layla scored well above grade-level on both the Story
Recall and Understanding Directions sections. This information indicates that she does not exhibit
troubles articulating the main events of a story or understanding directions.
The previous trend of struggling on timed tasks continued during the Written Language
assessment. While Layla scored well above grade-level on the Spelling and Writing Samples
portions of the assessment, she scored well below grade-level on the Writing Fluency portion.
Although she answered every completed question adequately, she was only able to complete 18
out of the 40 questions. This information shows, once again, that Layla is able to succeed when
time is not a factor, but struggles during timed tasks.
Layla is a 14 year old student at Dumbarton Middle School who is hoping to determine

J. Bleser 5
where she stands in various subjects. This assessment is one component of that evaluation. When
compared to his or her peers at his or her grade level, Laylas performance is in the above average
range in the areas of Letter-Word Identification, Spelling, Applied Problems, Passage
Comprehension, Story Recall, Understanding Directions, Calculation, and Writing Samples. Layla
performed below average in the areas of Writing Fluency, Reading Fluency, and Math Fluency.
This assessment indicates Layla's academic achievement. Overall, Layla performed well in all
subject areas that were not related to Fluency.
These assessment results will be presented to the Eligibility Committee to assist in
determining if Layla requires special education services. Additionally, these results should be used
with all other available information when making a decision regarding Laylas eligibility for special
education services.
Recommendations and/or Proposed I.E.P. Goals
1. When given three minutes, Layla will be able to complete 70 Reading Fluency questions
with 80% accuracy (Reading Fluency). This goal is based off of Laylas below grade-level
score on the Reading Fluency assessment.
2. When given three minutes, Layla will be able to complete 125 Math Fluency questions
with 80% accuracy (Math Fluency). This goal is based off of Laylas below grade-level
score on the Math Fluency assessment.
3. When given three minutes, Layla will be able to complete 25 Writing Fluency questions
with 80% accuracy (Writing Fluency). This goal is based off of Laylas below grade-level
score on the Writing Fluency assessment.
4. Layla will work with flash cards to continue to develop her spelling skills. While she
scored highly on the Spelling assessment, she missed several words. (Spelling)
5. Layla will develop her delayed story recall skills by reciting key events from a previous
days story once a week (Story Recall-Delayed) with 80% accuracy. This goal is based off
of Laylas below grade-level score on the Story Recall-Delayed assessment.
Judd Bleser, Towson University
Baltimore County Public Schools


Name of Student: Layla Blazer
Date Administer: 04/20/2014

J. Bleser


Letter-Word Identification
Letter-Word Identification

Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary

Math Fluency
Applied Problems
Quantitative Concepts
Story Recall
Understanding Directions
Writing Fluency
Writing Samples







High Average








High Average








Very Superior
Low Average
High Average




High Average
High Average
High Average




High Average




Very Superior

Administering this assessment enhanced my understanding of CEC Standard 6 because it
encouraged me to act as professionally as possible. Since I was administering the test on my
sister, it was often challenging to act professionally and ethically, but I explained to her that I
needed both of us to treat the assessment as seriously as possible so that we can both get the best
results. I was able to use the data to further my knowledge and advance my practice as a future
Special Educator, which was very helpful.
Creating this Educational Achievement Report also enhanced my understanding of the
Psycho-Educational process by exposing me to the different aspects of it. For example, I was able
to take a look at cognitive functioning, educational assessment, conduct a clinical interview, and
perform a behavior assessment. By doing this EAR, I was able to learn adequate information

J. Bleser

about the student taking the test in order to best interpret the results.
Next time I administer this assessment, I will benefit from having prior experience. I will
make sure to be as professional as possible, which will help myself as well as the student taking
the test. I will also let the student know that the test can be taken over multiple sessions, since it
seemed a bit grueling for my sister. All in all, I was able to learn a lot about myself, my sister, and
the process of administering the assessment throughout this whole process.