Confidential 1

Frederick County, Maryland, Public Schools

Confidential Educational Assessment Report
Name: Trever Testerman
Date of Birth: 08/11/2007
Grade/Teacher: 04/Mrs. Douds
School: Monocacy Elementary
Primary Language: English
Date(s) of Evaluation: 03/28/2017, 04/03/2017, 04/04/2017
Examiner: Stephanie Householder

Background: Trever was referred for special education testing from a parent request. Trever currently has as
504 plan to give him better access to the curriculum. He has a formal diagnosis of ADHD and is taking
mediation. Trever is said to be working on grade level in reading, however, he is working below grade level in
math.

Current testing data for Trever shows that he is making progress but would be considered working below
grade level expectations. His most current benchmark has him reading a level Q with 98% accuracy, and
limited comprehension. On the 4 th grade level fluency passage Trever read 75 WCPM with 99% accuracy and
received an oral retell score of 3. Trever scored a 5% on the quarter 1 math assessment, and a 23% on the
quarter 2 assessment. When Trever took the PARCC assessment last spring he received not meeting scores on
all math subtests and reading subtests, except for Vocabulary and Informational Text where he received
approaching scores.

Assessments Given: Woodcock-Johnson IV, Tests of Achievement. This battery measures the students
academic performance in relation to his/her peers, based on age. The students performance is expressed in
standard scores (mean=100)

Summary of Learning Profile based on educational test data, observations, and teacher judgment:

RELATIVE STRENGTHS RELATIVE NEEDS

Word Attack Skills Applied Problems

Letter Word Identification Math Calculation
Sentence reading fluency Writing Fluency

Conclusions from the Assessment: Documentation of assessment validity. (Indicate as appropriate.

If the response to either question is No, the evaluator must explain.)

Yes No In the opinion of the evaluator, this assessment is an accurate reflection of the
students performance at this time.

Yes No This assessment is felt to be culturally and linguistically valid for its intended
purpose and for this student.
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Relevant test behavior:

Trever willingly came with the test examiner on all occasions. The test examiner took him
for about 20 minutes twice in the afternoon and once for about 20 minutes first thing in
the morning. He was very quiet and would only speak when asked a question. When he
answered his answers were short but served the purpose. He was friendly during the
assessments and put forth his best effort. When asked what section he wanted to start
with he responded with math. Trever was quick to answer the questions and did all of the
math calculating in his head. During the reading subtests, Trever spoke in a nice clear, loud
voice and appeared to be very confident. Trever is a good reader and used his decoding
skills to read unfamiliar words and phrases. Trever was not reluctant to begin any of
subtests and tried his best throughout the entire test.

Broad Reading: The first section of the assessment is in the area of reading. Trever achieved an
overall broad reading score of 92 (average)

Letter-Word Identification: The first sub-test, Letter-Word Identification, presents a series of

words for him to read that begin as basic sight words but get progressively harder. His score of
92 (average) indicates his ability to identify uppercase and lowercase letters, and basic sight word
vocabulary such as bat and it that contain 2-3 letters Trever was able to identify 51 out of 59
presented letters and words. Trever was able to read all CVC and CVCE words, and was able to
decode multisyllabic words such as overwhelm, and investigate. As the words increased with
difficulty Trever depended on his decoding skills to figure out the unfamiliar words.

Sentence Reading Fluency: On the second sub-test, Sentence Reading Fluency, Trever achieved a
score of 98 (average). Trever was presented with a statement, after reading the statement he had
to decide if the answer was yes or no and circle the correct answer. On the practice questions
Trever read the sentence and circled the correct answer on 4/4 attempts. He then had 3 minutes
to read and answer as many questions as possible. During those 3 minutes he answered 45
questions, he received credit for 44 of the questions. He was very focused and quick to respond to
the sentences. Trever circled his answers carefully and read all sentences to himself.

Passage Comprehension: A score of 79 (low) was achieved on the final sub-test in this area, Passage
Comprehension. When presented with a phrase and a series of 2-4 pictures Trever was successful
and stayed focused on this part of the assessment. When given no pictures for support, Trever
read the sentences multiple times to make sure that he understood the sentence before giving an
answer. He quickly came up with an answer that he could receive credit for, even though it was not
one of the suggested answers. Towards the end of this assessment the text examiner noted that
Trever was losing his focus. He was tapping on the table and rolling his head around. The testing
was discontinued for the day after this subtest.

Word Attack: On this subtest Trever scored a 105 (average). This subtest presents the student
with a list of nonsense words. The student is required to use their decoding skills to read the
word to the best of their ability. Trever has very strong decoding skills and did a great job. Trever
really enjoyed this subtest and laughed at his answers for a few of the words.

Broad Math: The second area assessed was mathematics, where Trever recieved a broad score of
67 (very low).
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Calculation : He received a score was 53 (very low) on the first sub-test, Calculation. This is
presented in a work-sheet like format with one or two problems per skill. Trever attempted to
solve all of the single digit addition, subtraction, and multiplication problems. Trever was
successfully able to solve 7/9 single digit addition and subtraction problems. However when it came
to 2 digit numbers or larger, he was not able to correctly solve the problems. Trever was not able
to regroup from the ones place to the tens place or vice versa. Trever was able to solve 3 single
digit multiplication problems. At the end of the multiplication problems, Trever told the test
examiner that he did not know how to solve any more of the questions.

Math Fact Fluency: The second sub-test assesses Trevers fluency with basic math skills. He was
able to solve 45 problems within the 3 minute time frame. He received credit for all 42 of his
answers. Trever was very focused on this subtest, and the time constraint did not impact him at all.
On this subtest Trever received a low average score of 89.

Applied Problems: The final sub-test, Applied Problems, had Trever applying his basic math
knowledge to word problems presented both orally and visually. He achieved a score of 62 (very
low) on this section. Trever has some difficulties on this subtest. On this subtest, Trever is
presented with a math word problem. He has the problem read to him but has to comprehend the
story problem and then correctly solve. Trever was able to use a picture to tell how many more,
or how many if ___ is taken away. Trever was also able to identify clocks with time to the hour
on them. Trever was not able to add groups of change together or make change from a dollar.
Trever did all of his math calculations in his head, even though he was given a paper and pencil to
support as needed. Towards the end of the subtest, Trever began just guessing at answers,

Broad Written Language: The third area assessed was written language. Here an overall broad
score of 88 (low average) was achieved by Trever.

Spelling: This portion of the test examines his basic skills with phonics and syllabication. He
achieved a score of 90 (average). Trevers handwriting is legible and he uses appropriate spacing.
However, it is not always neat. Trever was able to spell all CVC and CVCE words that he was
presented with. Trever was very focused on this subtest and took his time to review his words
before moving on to the next problem. Trever was quick at writing down the word the test
examiner presented him with.

Sentence Writing Fluency: The second sub-test, Writing Fluency, is a chance to see how quickly
Trever can formulate and write brief sentences Trever achieved a score of 85 ( low average) on
this section. During this subtest, Trever was given a picture and 3 words. He needed to use the 3
words and any other words needed to write a short sentence about the picture. Trever had 5
minutes to write as many sentences as he could. Trever moved at much slower pace on this subtest.
He did not ask to have the directions re-read to him but appeared to be confused at the start of
the assessment. Once he got the routine he moved faster. Trever was not able to receive credit
for 4 of his sentences due to missing words.

Writing Samples: Finally, Trever completed a sub-test called Writing Samples, where he needed to
create original sentences in response to a picture and verbal prompt or fill in blanks. He achieved a
score of 92 (average) on this section. Trever attempted 12 sentences on this subtest. Trever was
able to complete a sentence by filling in missing words as well as writing his own sentences in
response to a picture prompt. His sentences did not contain correct spelling, or punctuation
however this did not impact his score.
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Recommendations:

1. The IEP Team should review this information in comparison to the other evaluation

information to determine the absence or presence of an educational disability.

2. Consider providing Trever with math intervention focusing on addition, subtraction,

and multiplication strategies.

3. Consider providing Trever with extra time for reading and writing supports.

4. Consider providing Trever with reduce distractions.

5. Consider using non-verbal cues for Trever to use in the classroom to use when

needing help.

Examiners Signature:
_________________________
Stephanie Householder
Certified Special Education Teacher

Date:
___________________
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Woodcock-Johnson IV Tests of Achievement

Test Description Score Range

Measures the students word identification skill. The initial items

Letter-Word require the student to identify letters that appear in large type. The
Identification remaining items require the student to pronounce words correctly. The
92 Average
student is not required to know the meaning of any word.

Sentence Measures the students ability to quickly read simple sentences, decide if
Reading the statement is true, and then circle Yes or No. The student attempts 98 Average
Fluency to complete as many items as possible within a 3-minute time limit.

Measures the students ability to match a pictographic representation of

Passage
Comprehension
a word with an actual picture of the object, match a picture to a phrase 79 Low
or read a short passage and identify a missing key word.

Word Attack Measures the students ability to read a list of nonsense words. 105 Average
Measures the ability to perform mathematical computations. Items
range from writing individual numbers through calculus operations.
Calculation Calculations are presented in traditional problem format and the student 53 Very Low
is not required to make any decisions about what operation to use or
what data to include.

Measures the ability to solve simple addition, subtraction and

Math fact Low
multiplication facts quickly. The student attempts to complete as many 89
Fluency items as possible within a 3-minute time limit. average
Requires the student to analyze and solve math problems. The student
Applied
must listen to the problem, recognize the procedure to be followed and 62 Very Low
Problems then perform relatively simple calculations.

Spelling Measures the ability to write orally presented words correctly.

90 Average
Sentence Measures skill in formulating and writing simple sentences quickly. Each
Low
Writing sentence must relate to a given stimulus picture. The student attempts 85
Fluency to complete as many items as possible within a 7-minute time limit. average
Measures skill in writing responses to a variety of demands. Responses
Writing
Samples
are evaluated with respect to the quality of expression. Errors in 92 Average
spelling, grammar and punctuation are not penalized.
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Woodcock-Johnson IV Cluster Scores

Area Cluster Achievement Tests Score Range

Letter-Word
Identification, Reading
Reading Broad Reading 92 Average
Fluency and Passage
Comprehension

Math Calculation, Math Fluency,

Broad Math 67 Very Low
Clusters Applied Problems

Math Calculation
Calculation, Math Fluency 71 Low
Skills

Written
Broad Written Spelling, Writing Fluency,
Language 88 Low Average
Language Writing Samples
Clusters

Writing Fluency, Writing

Written Expression 88 Low Average
Samples