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Educational Achievement Report

Sarah Reinhardt
Towson University
SPED 425

Educational Achievement Report

Demographic Information
Name: Sinclair Salvatore
Address: 1986 Baker Street
Phone: 555-555-5555
Date of Birth: 11/16/1993
Date(s) of Testing: 04/03/2015
Chronological Age: 21 years, 5 months
Primary Language of Student: English

School: Towson University

Teacher: N/A
Grade/Educational Setting: 16/College
Referred by: Teacher
Examiner: Sarah Reinhardt
Date of Report: 04/16/2015
Primary Language of Test: English

Reason for Referral

Sinclair was evaluated on April 3, 2015. At the time of the evaluation, Sinclair was 21
years and 5 months old. According to the academic history, interview with Sinclair, and family
history, Sinclair has been experiencing difficulty in many academic areas. For example, Sinclair
has been performing inconsistently in the areas of reading, mathematics, and written language.
Based on this information, Sinclair 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 History
Sinclair Salvatore lives at home with her family while not attending school. The primary
language spoken in her household is American English. Her household includes her mother,
grandmother, and brother who is 25 years old. Her father lives in Texas and Sinclair has a close
relationship with him. She is very close to her immediate and extended family. Sinclair is a
senior at Towson University, and she is graduating in May of 2015.
While at school she lives with two roommates. One is an accounting major and the other
is a nursing major. Sinclair is a bright and outgoing student at Towson University. Her favorite
subjects in school are English and art, which reflects her love of creative writing. Math is her
least favorite subject.

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Developmental History
Sinclairs development followed a typical pattern. She walked and talked at a typical age.
Academic History
Sinclair has been to five schools in her sixteen years of education. She started at
Kingsford Elementary and then transferred to Lake Arbor Elementary in the fourth grade. She
continued to Ernest Just Middle School, then to Charles Herbert Flowers High School. She is
currently a senior at Towson University. Sinclair has maintained good relationships with her
peers and teachers throughout her years in school. Throughout her academic career, Sinclair has
received high marks in all subject areas, mostly As and Bs.
Around the eighth grade, Sinclair struggled with all areas that contained mathematics.
While this is concerning, Sinclair is a remarkably good reader. During her early academic years
(K-12), Sinclair was constantly reading two grade levels above where she was supposed to be.
She has received the Presidential Award for her high marks in education. At Towson University,
she has continued to succeed in academics by being placed on the Deans list every semester that
she as attended the university. She hopes to work for Harper Collins Publishing after she
graduates in May 2015.
Social History
Sinclair is very social in her world outside of the academic setting. She enjoys spending
time with her friends by watching movies and just talking to them about their days. She mainly
interacts with her peers through hobbies and community organizations that she takes part in. She
enjoys writing, reading and listening to music in her free time. She is currently on the Towson
University Club Softball team and she is part of the school newspaper and a Public Relations
group on campus. In the past, she has been a part of many groups such as choir, dance teams,
Girl Scouts, and cheerleading. She thrives in an environment when she can interact with others.
Behavioral Observations
Initial Interview with the Child
During the interview, Sinclair seemed very enthusiastic about participating in the
Woodcock-Johnson Test of Achievement. Sinclair is a very talkative individual and that was
evident in the interview that was conducted. She constantly talked about her family and what she
liked to do in her free time. This information definitely helped to complete the interview and
come up with the needed information. When the question about her favorite subject came up in
the interview, Sinclair asked if there was any questions involving mathematics. She was then told
that there were a few sections that involved mathematics. She appeared very anxious about
anything involving mathematics because this is her least favorite subject in school. This was the
only area of the test that Sinclair seemed anxious about taking. She seemed to be very excited to
help out by taking the test.

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Behavior during Testing
The test was administered in Sinclairs apartment in the Towson area.
We sat at her coffee table to administer the test. Before I was about to begin
the test Sinclair expressed that she was hungry so we had to wait until she
had something to eat before beginning the test. The helped Sinclair to
complete the test because that was not something that she was distracted
by during the test. The table and room were free of distractions in the
beginning of the test administration. While administering the assessment to
Sinclair, she remained focused in the beginning but quickly became
distracted towards the middle of the test. As the test went on Sinclair
expressed that she didnt want to do the test anymore because she didnt
realize how long the test would actually take to complete.
Sinclair did exceptionally well during most of the tests, although she
was distracted at times. The tests that involved reading and writing were the
areas that Sinclair was able to focus quite well. But when it came to the
subtests that involved mathematics, Sinclair was very anxious and was quick
to give up on the problems. During these sections, Sinclair quickly caught on
to the fact that if she incorrectly answered a certain amount of problems, the
subtest was over. She used this information to her advantage, so that these
subtests ended faster.
Sinclair was extremely nervous about the last subtest, Story RecallDelayed, test 12, when she received the directions. It was also about this
time that her roommates brothers came into the apartment and started
playing video games in the living room which is adjacent to where we were
administering the test. We then had to move into her room where it was
much quieter. But by this time, Sinclair was distracted and ready to get the
test completed. During the Story Recall-Delayed test, Sinclair verbalized that
she was not going to remember any of the stories from the previous Story
Recall Test. She was told to just do her best on the subtest and she did.
Test and Procedures Administered
Interview with Examinee
Woodcock-Johnson Test of Achievement
Due to Sinclairs 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 her general academic performance that include the
following skills: (1) reading skills that include broad reading, basic reading skills, and reading

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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.
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 Sinclair Salvatore.
The Letter-Word Identification subtest measures word identification skills. Sinclair was
required to identify letters and to pronounce words correctly. Sinclairs performance on this task
was at the age equivalent of a 19 year old. The Reading Fluency subtest measures the ability to
quickly read simple sentences and decide if the sentences are true. Sinclairs performance for this
task was at the age equivalent of above a 30 year old. The Passage Comprehension subtest
measures the ability to match the pictographic representation of a word with an actual picture of
the object. In addition, Sinclair was required to point to a picture represented by a phrase. Then
Sinclair was required to read a short passage and identify a missing key word that makes sense in
the content of that passage. Sinclairs performance on this subtest was at the age equivalent of
above a 30 year old.
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 Sinclair to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Sinclairs performance on the Calculation section was at the age equivalent of 12
years and 11 months. The Math Fluency subtest measures the ability to solve simple addition,
subtraction, and multiplication facts quickly. For this test, Sinclairs performance was at the age
equivalent of 13 years and 3 months. The Applied Problems test required Sinclair 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 Sinclair to listen to the
problem, recognize the procedures to be followed, and then perform relatively simple

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calculations. Sinclairs performance on this subtest was at the age equivalent of 15 years and 4
months.
Oral Language Assessment Results
The Oral Language cluster provides a comprehensive measure of oral expression and
listening comprehension. For the Standard Battery, three tests are administered, Story Recall,
Understanding Directions, and Story Recalled-Delayed.
The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. During this portion of the test, Sinclair was required to
recall increasingly complex stories that are presented on an audio tape and Sinclairs
performance in this area was at the age equivalent of above a 20 year old. On the Understanding
Directions subtest is an oral language measure. The task required Sinclair to listen to a sequence
of audio-taped instructions and then follow the directions by pointing to various objects in a
colored picture. Sinclairs performance on this task was at the age equivalent of above a 21 year
old. The Story Recalled-Delayed subtest measures the same aspects of Story Recall, but at a
later time or date. It shows the ability of Sinclair to recall stories that were presented at the
beginning of the test. Sinclairs performance on this task was at the age equivalent of above a 29
year old.
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 Sinclair to produce uppercase and lowercase
letters, and to spell words correctly. Sinclair performance was at the age equivalent of above a
30 year old. The Writing Fluency subtest measures skill in formulating and writing simple
sentences quickly. Each sentence must include a set of three stimulus words and describe an
accompanying picture. Sinclairs performance on this subtest was at the age equivalent of above
a 21 year old. The Writing Samples subtest measures skill in writing responses to a variety of
demands. Sinclairs performance on this task was at the age equivalent of above a 30 year old.
Interpretation of Assessment Findings
After administering the Woodcock-Johnson Test of Achievement to Sinclair Salvatore, a
better idea of her achievement can be produced. Based on the results of the Woodcock-Johnson
Test of Achievement, it can be said that the greatest strengths seen by Sinclair occurred in the
areas of Reading and Written Language. Her weaknesses were seen in all Mathematics areas that
were administered during the test. Overall, Sinclair scored above average in most of the areas

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presented in the Woodcock-Johnson.
In the area of Reading Assessment, Sinclairs scores are in the average range for the
broad reading scores. Sinclair scored in the average range for her age in the subtests of Reading
Fluency and Passage Comprehension and she scored on average for her age on Letter-Word
Identification. Her success in these subject areas could be seen when she was in school. She read
two grade level when she was in school. This showed in her testing scores for the Reading
Assessment part of the Woodcock-Johnson Test of Achievement. With these test scores, Sinclair
would perform remarkably well in her classes where Reading was incorporated. Sinclair would
be able to complete all of the assigned materials in this area because she would be able to read
and comprehend what is being taught.
The Mathematics Assessment provided a completely different view of Sinclairs
performance. Her scores are low average compared to peers at her age level. This was the
assessment that Sinclair struggled with the most, in all of the subtest areas. In all of the subtest
areas in the Mathematics Assessment, Sinclair scored significantly below average. With these
results, educators can assume that Sinclair would struggle in all areas that had mathematics
integrated into the classroom. In these areas that did have Mathematics, Sinclair would need
extra supports in order for her to succeed in these classes. Because of Sinclairs difficulties in the
area of Mathematics, Sinclair might become frustrated when any type of mathematics area is
introduced into the curriculum.
In the area of Oral Language Assessment, Sinclair scored in the above average range in
the broad scores and all of the subtest areas, which include Story Recall, Understanding
Directions, and Story Recall-Delayed. With these scores, it can be assumed that Sinclair would
have no difficulty listening to directions given in the classroom setting. She understands how to
follow directions, which would help her in the classroom. The Oral Language Assessment shows
that Sinclair can listen to any verbal directions that are given to her, which would help her future
teachers know how to help her in the class.
The Written Language Assessment given to Sinclair shows that she had a superior score
in written expression and brief writing compared to others her age. Her scores in the broad
written language and the subtests were above average. The subtests included Spelling, Writing
Fluency and Writing Samples. These scores show that Sinclair is able to create complete and
reasonable sentences. She was also able to correctly understand words and then spell those words
correctly. This will help educators to teach Sinclair. Sinclair would benefit from assignments and
directions that are written because she excelled in these areas of the Woodcock-Johnson Test of
Achievement.
Summary/Discussion
Sinclair is a 21 year, 5 month old student who is a senior at Towson University. Sinclair
was referred for an educational evaluation due to difficulty performing in certain academic areas,
such as mathematics. According the the result from the Woodcock-Johnson Test of Achievement,
Sinclairs oral language skills and reading are are in the high average when compared to others at
her age level. Her written language skills are superior to those in her age range. Sinclair
struggled in all of the mathematic areas administered, including the subtests of Calculation, Math
Fluency, and Applied Problems. Overall, Sinclair is above age range in the areas of Reading and

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Written Language, but is significantly below grade level in Mathematics.
These assessment results will be presented to the Eligibility Committee
to assist in determining if Sinclair requires special education services in the
areas of mathematics. Additionally, these results should be used with all
other available information when making a decision regarding Sinclairs
eligibility for special education services.
Recommendations and/or Proposed I.E.P. Goals
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1. Sinclair will receive extra time on math assignment that incorporate applied mathematics
problems. The extra time will given to Sinclair by the teacher of the class for each
mathematics assignment so that she will be able to really think about the problem and the
answer. She will be given a math assessment at the end of five weeks and if her scores
hove not improved, another accommodation will need to be implemented. (Applied
Problems)
2. Sinclair will receive pull out instruction for math calculation. She will meet with the
instructor three times a week to work on her basic mathematical skills. At the end of three
weeks, Sinclair will be given mathematic problems that she will need to solve.
(Calculation)
3. It is recommended that Sinclair be given multiple mathematic problem at home to
improve her math fluency. She will need to complete a series of problems two times a
week at home for four weeks. At the end of the four weeks, Sinclair will be given the
mathematic problems and will be timed to see if her math fluency has improved. (Math
Fluency)
4. It is recommended that Sinclair be given writing prompts every day in class by the
classroom teacher. This will help Sinclair to continually improve her fluency in writing.
As the number of writing prompts that Sinclair completes increases, the increase of
improvement of her fluency in writing will be seen. (Writing Fluency)
5. It is recommended that Sinclair receive verbal and written instruction for all mathematics
assignment given. It is seen in the results of the Woodcock-Johnson that Sinclair excels in
following verbal directions. If Sinclair receives verbal and written instructions daily in
class on how to solve certain mathematics problems, she will improve in her mathematics
ability. At the end of five weeks Sinclair will be tested on mathematics problems to see if
having the teacher write and speak the directions has helped her at all. (Applied
Problems

__________Sarah Reinhardt_____________
______April 29, 2015_____
Baltimore County Public Schools
Date
Reflection:
This was the first time that I have ever had to administer an
assessment like the Woodcock-Johnson Test of Achievement. . Before this
class and learning about formal assessments, I didnt know much about what
went into them, the vocabulary used in formal assessments, or how they
were graded.
Administering this formal assessment enhanced my understanding of
the CEC Standard 4 Assessment. I believe this standard is very important
to understand because it is important for all teachers to learn how to assess
a student and how to interpret the results of those assessments. When
administering any test it is important to be knowledgeable about the test
and how to score and interpret the test in any situation. This standard
supports that teachers have to be able to understand all assessments that
could be administered in the future.
The InTASC standard states that teachers will understand assessments.
Administering the WJ-III, allowed me to get to practice the vocabulary terms
most assessments use such finding a basal and ceiling score. It is one thing
to know what the terms mean but it is another thing to actually have to find
those two scores I was also able to practice how to administer the
assessment, more specifically what to say when administering the
assessment and what to say when the examinee asks something.. Also, by
administering this assessment I learned how important it is to not pay only
pay attention to the test but also notice how the examinee behaves during
the test.
Generating the Educational Achievement Report enhanced my
understanding of the Psycho-Educational process. Understanding the
different aspects of the Psycho-Educational process will definitely help me in
the future. I know that are many pieces to this process and that assessment
is only one part. The Woodcock-Johnson III falls under the educational
assessment part of the Psycho-Educational process, which measures school
performance and academic achievement.
I know in the future that I will have to administer many assessments to
the students that I have and by practicing how to administer the WoodcockJohnson I will be better able to administer tests like this to the students. For
the future, I would be sure to administer an test in a distraction free setting,
preferably with the examinee sitting in a desk. Also, I would pay more
attention to the body language and anxiety level of the student and not just

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the actual assessment. Before administering another assessment I need to
be sure that I fully understand how to administer the assessment and how to
score and interpret the results to the best of my ability.