q Initial Assessment

q Other
q Re-evaluation Assessment
Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name: Addison Polakoff

Date of Referral (IEP Team Request):

Birthdate: 03/19/2007

C.A.

Date Parent Signature Obtained:

School: Bryn Mawr

Grade: 1.6

Date Assessment(s) Completed: 03/1/2014

Primary Language: English

Date Written Reports Completed:

Primary Language of Test: English

Examiner(s): Jennifer Schwartz

Report includes:
1. behavioral observations
2. assessment instruments used
3. results (including subtest scores)
4. a descriptive summary of
strengths and identified needs

5.
6.
7.
8.

Reason for Referral: Addison Polakoff

(Name)
of the
N/A
(School)
as appropriate in
X Reading

X Mathematics

statement of deviation from milestones/objectives

statement of eligibility criteria
recommendations
examiner(s) signature(s), title(s) and date
was referred for evaluation by members

Team in order to determine current levels of performance

X Spelling-written language

q Oral language

q Gross motor

q other

In the opinion of the examiner: *

X The scores obtained are valid representations 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.
* If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Educational testing is intended to provide approximate performance levels based on national

norms and to profile strengths and needs.

DISTRIBUTION: 1 School Copy, 1 Parent Copy, 1 Examiner Copy

Towson University
SPE 525

EDUCATIONAL ASSESSMENT (CONTINUED)

Name:

Addison Polakoff

D.O.B. _03/19/2007___

ASSESSMENTS USED:

I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:

_X__ Form A

___ Form B

Norms based on age _1.6______ years; Compuscore Version 3.0

Standard scores have a mean of 100 and a standard deviation of 15.
Standard Battery Tests:

Standard Score

Grade Equivalent

Instructional Range

Letter-Word Identification

109

2.2

1.9 < 2.2 < 2.4

Passage Comprehension

102

1.7

1.4 < 1.7 < 2.0

Reading Fluency

106

2.0

K.8 < 2.0 <2.8

Word Attack

111

2.5

2.0 < 2.5 < 3.2

Calculation

115

2.3

1.7< 2.3 < 3.0

Applied Problems

115

2.5

2.1 < 2.5 < 3.1

Math Fluency

98

1.6

< K.0 < 1.6 < 3.4

Spelling

99

1.5

1.2 < 1.5 < 1.9

Writing Samples

120

3.4

2.3 <3.4 < 5.5

Writing Fluency

116

2.5

1.7 <2.5 < 3.6

Story Recall

120

6.3

1.3 < 6.3 < 13.3

Understanding Directions

117

3.6

2.0< 3.6 < 6.7

Standard Score

Grade Equivalent

Broad Reading

106

2.0

Broad Mathematics

116

2.3

Broad Written Language

112

2.1

Academic Skills

108

2.0

Academic Fluency

112

2.1

Academic Applications

114

2.3

(based on age)

Battery Clusters:

BACKGROUND/REASON FOR REFERRAL:

Addison is a 6-year-old girl who is currently in the first grade and in attendance at Bryn Mawr
(lower school). Bryn Mawr is an all girls private school that does not accept students with special
education needs or provide special education services. All of Addisons learning exposure takes
place in the general education classroom setting among approximately fifteen peers and one
general education teacher. Her academic skills are progressing on par with the rest of her first
grade classmates. Addisons teacher provides her parents with only positive reviews in
parent/teacher conferences. The only area where Addison has a weakness is in her reading class.
She is currently in the lowest reading level group in a classroom within a school that upholds
high standards for all academics. Addison is progressing as she reads age appropriate texts daily
at school and in the home.
Addison is being raised in a high socioeconomic household with a 4-year-old brother and two
parents whom have full time careers. The family also has a full time nanny that cares for both
children while the parents are at work. According to Addison and her father she is a typical first
grader who enjoys crafting, dancing, gymnastics, school, having many friends, playing outside,
and playing with her younger brother. The family schedules their night following the school day.
This typical night includes completing homework, having dinner, taking showers, relaxing in
front of the TV, and reading a couple of books before bedtime. Addison receives a full night
sleep of ten hours and wakes up to eat breakfast regularly.
Addisons father has seen growth in her reading skills, and continues to witness that she excels
the most in math. She is focused and well rounded in all facets of her life, including socially,
emotionally, and academically. Her father does not have any behavioral or academic concerns.
Addison is emotionally sensitive to others feelings and prides herself in being a nice person.
Addison enjoys helping others when they need help, whether it be emotionally or academically.
Both Addison and her parents understand that she is being assessed to assist in a Towson
University special education course involving formal assessments, and is not being referred due
to academic concerns.
BEHAVIORAL OBSERVATIONS:
Addison was extremely cooperative during the administration of the Woodcock-Johnson III:
Tests of Achievement (form A). The administration of the test required two sessions. In the first
session, three subtests were administered including Letter-Word Identification, Reading Fluency,
and Calculation. Addison remained pleasant and willing to assist the administrator throughout
the assessment. The first session took place in Addisons residence following the school day. She
was excited to begin the assessment but quickly digressed and could no longer focus on the
assignment as she had just finished a long school day. We chose to continue another day to
complete testing.
The second session took place in the residence of the administrator. During this session, the
remaining nine subtests were completed. Addison completed approximately three sequential
subtests before verbalizing that she required a brief break to remain focused. She was attentive
and cautious when providing answers manually or verbally. Addison often verbalized her anxiety
of not being allowed access to the rest of the test before being assessed. She would attempt to
turn pages to have a glimpse at the proceeding subtests.

While Addison was subject to a timed subtest, she easily gave up when there was time left. The
administrator often encouraged further completion or attempts at the subtest until time was up.
The Math Fluency subtest contained problems that did not increase into extreme difficulty. Even
though Addisons previous exposure to this content is an academic strength, according to her
teachers and parents, she gave up early and did not attempt any further problems with
approximately one-minute left of the timed subtest. Addison refused to use compensatory
strategies and relied on thinking aloud and background knowledge of math concepts to complete
problems.
Throughout all reading and writing broad cluster affiliated subtests as well as the supplementary
Word Attack subtest, Addison used decoding skills and her knowledge of dolch words to obtain
verbal and written responses. Often times Addison looked for reassurance in the answers she
provided, and became frustrated when the examiner could not assist her. When she did not
understand the directions Addison felt comfortable asking for the repeated directions to assist in
her comprehension of the task. It is in the opinion of the examiner that Addison put her best
effort into completing the assessment to the best of her ability at her age level expectations. The
examiner believes that testing conditions were adequate and all test results are valid and denote
Addisons current levels of academic achievement. The Woodcock-Johnson III: Tests of
Achievement instrument used for this assessment is regarded as reliable and valid.
RESULTS AND INTERPRETATIONS:
The Woodcock-Johnson III: Tests of Achievement (form A) was presented to provide
information regarding the development of academic, application, and fluency skills in the areas
of reading, mathematics, written language, and oral language. Addisons total academic
achievement score ranges from average to high average.
The three subtests of the Broad Reading Cluster: Letter-Word Identification, Reading Fluency,
and Passage Comprehension were administered as a comprehensive measure of reading
achievement that included sight word vocabulary, reading speed, and the ability to derive
meaning from the printed word. (Word Attack the decoding of non-sense words was also
included as a supplemental subtest). Addisons performance within the Broad Reading Cluster
resulted in an average range (SS 106) according to age level expectations. The Letter-Word
Identification subtest assessed Addisons ability to identify letters and words automatically. She
was able to accurately and fluently read words in isolation at an average range (SS 109)
according to age level expectancy. The Reading Fluency subtest assessed Addisons ability to
quickly read and understand simple sentences within a three-minute period, and respond by
circling yes or no. Her performance resulted in an average range (SS 106). The Passage
Comprehension subtest required Addison to read a short passage and identify a missing word
that made sense in the context of the passage. She used her understanding of the passage to
perform in an average range (SS 102). The supplemental Word Attack subtest assessed
Addisons decoding skills and how she used those skills to decode nonsense words. Her
performance in decoding resulted in a high average range (SS 111). Addisons overall reading
performance suggests that her decoding skills in the Word Attack subtest show as a relative
strength with a high average range (SS 111). Addisons scores within the Broad Reading Cluster
are in the average range (SS 102-109). She does not require focused reading instruction as she

falls into the average range but would benefit from more focused instruction in the
comprehending text while advancing her decoding skills.
The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples
subtests were administered in order to assess Addisons ability to communicate effectively and
efficiently in written form. Addisons performance within the Broad Written Language Cluster
resulted in a high average range (SS 112) according to age level expectations. The Spelling
subtest assessed Addisons ability to spell words in isolation. She accurately spelled isolated
words at age level expectancy in the average range (SS 99). The Writing Fluency subtest
assessed Addisons ability to formulate and write simple sentences quickly. She effortlessly
wrote these simple sentences and resulted in the high average range (SS 116).
Addison scored in the high average range (SS 120) on Writing Samples, 2.5 grade level, which
required her to write sentences that were evaluated with respect to the quality of content and
expression. Addisons overall writing performance suggests that her ability to write sentences
with respect to content and expression in her Writing Samples is a strength as they are high
average, bordering Superior). Addisons written language instructions should focus on Spelling.
Though it is in the average range, it is the lowest of the cluster and if Spelling continues to range
below other written language skills, those skills will suffer as well.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess Addisons acquisition of math skills. Addisons
performance on the presented mathematics subtests resulted in a Broad Math score in the high
average range (SS 116) according to age level expectations. The Math Calculation section of the
test assessed the ability to perform mathematical computations that includes: addition,
subtraction, multiplication, division, and combinations of these basic operations, as well as some
geometric, trigonometric, logarithmic, and calculus operations. Addison was able to complete
basic operations of addition and subtraction resulting in a high average range (SS 115) according
to age level expectations. The Math Fluency subtest assessed Addisons ability to solve basic
addition, subtraction, and multiplication facts within a three-minute limit. While Addison scored
in the average range (SS 98), she displayed difficulty in moving fluently after she completed
twenty problems with approximately thirty seconds remaining. On the Applied Problems subtest,
Addison was required to solve math problems by listening to the problem, recognizing the
procedures to be followed, and decide which information was relevant and which was
extraneous. She successfully analyzed all factors of the problem and scored in the high average
range (SS115). Overall, Addisons math strengths are in Math Calculation and Applied Problems
falling in the high average range. Focused instruction in Math Fluency is beneficial to strengthen
Addison furthermore in Mathematics.
The Oral Language (Standard) Cluster: Story Recall and Understanding directions subtests
were administered in order to assess Addisons oral expression and listening comprehension.
Addisons performance on the presented oral language based subtests resulted in a Oral
Language (Std) score in the superior range (SS 123) according to age level expectations. The
Story Recall subtest assessed aspects of Addisons oral language including language
development and meaningful memory. The task required Addison to recall increasingly complex
stories that are presented orally from the administrator or using an audio recording. After
listening to a passage, Addison was asked to recall as many details of the story as she could

remember. She successfully displayed exceptional language development and meaningful

memory and scored in the high average range (SS 120) accordingly to age expectations. The
Understanding Directions subtest was administered to Addison to measure oral language. The
task required Addison to listen to a sequence of orally given instructions from the administrator
and then follow the directions by pointing to various objects in a colored picture. Addison was
able to comprehend directions given verbally and reproduce valid answers. She scored in the
high average range (SS 117) at age level expectations. Overall, Addison has high average to
superior oral language and comprehension abilities. The examiner does not have any current
concerns in this area.
SUMMARY OF STRENGTHS, NEEDS, RECOMMENDATIONS:
The results of Addisons educational evaluation indicate that all of the broad academic
achievement scores were in the average to high average range. Addisons overall reading
performance suggests that decoding skills in the Word Attack subtest are a relative strength and
that reading instruction should continue general educational instruction. Addisons overall
writing performance suggests that her ability to write sentences with respect to content and
expression skills in the Writing Samples subtest are her largest strength followed by Writing
Fluency. Written language instruction should focus on Spelling as it may decrease Addisons
current high average range in the Broad Written Language Cluster. Addisons math strengths are
in the areas of Math Calculation and Applied Problems. Instruction should focus on Math
Fluency as it is her weakest area within the Broad Math Cluster. Addison has relative strength in
both subtests of Understanding Directions and Story Recall in the Oral Language (Std) Cluster.
No further instructional focus is needed in the area of oral language. Positive learning behaviors
displayed were decoding skills, stored memory of background knowledge of dolch words, and
her ability to decipher relevant information and procedures for Applied Problems.
Overall, Addison has acquired skills from the average range, high average range, to the superior
range and does not require remediation or special education services. The following are
suggested strategies and/or techniques to use.
RECOMMENDATIONS:
Focused instruction on decoding skills to increase reading fluency
Additional practice basic math concepts (addition, subtraction)
Provide small chunks of problems on a page
Provide SSR time during the school day
Extra time on tests to reduce anxiety
Provide breaks during assignments in class and at home to reduce frustration
Highlight sight words used in assigned readings to build knowledge of vocabulary

Signature of Evaluator, Title

Copies:

Student File
Parents
Examiner

Date