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Educational Achievement Report

Demographic Information
Name: Jake Brown
Address: 7707 South Cove Road
Phone: 443-801-4444

School: n/a
Teacher: n/a
Grade/Educational Setting: High
School Diploma

Date of Birth: 08/22/1991

Referred by: Jenn Brown

Date(s) of Testing: April 4th, 2015

Examiner: Nikki Hassan

Chronological Age: (22 years, 8 months)

Date of Report: April 16th, 2015

Primary Language of Student: English

Primary Language of Test: English

Reason for Referral

Jake was evaluated on April 14th, 2014. He has been evaluation due to his academic
struggle. He has difficulty with mathematics, reading, and spelling. Based on the information
from his school, he was referred for an education 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

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Family History- Jake lives with his mother, step father, and younger brother. The family
dynamic is average. His mother is 40 and she is a bank teller. She is loving, helpful, and wants
her sons to be well-rounded men. His step father is 38. He is a cop who has been in Jacobs life
for close to 8 years. Jacob and his step father have a close relationship. The two have similar
interests, including sports. The two are more like friends than step father an son. His stepfather is
always there to fill in as a father when needed. John is turning four in June. He is a average
toddler. John likes superheroes and sports. John looks up to Jacob and wants to be with his
whenever possible.
Developmental History- Jacob was walking when he was about ten months. Jacob was talking a
few months after he turned one years old.
Academic History- Jacob attended many different elementary schools. As a child, he and his
mother moved quite a few times. He attended Thomas Jefferson Middle School, Mickey Mouse
High School for two years, and graduated from Blue Jay High School. He has been suspended
from elementary school due to behavior problems. He received average grades. He passed his
courses, but never exceeded expectations. Jacob has said that he did not enjoy school and was
only there for socializing and sports.
Social History- Jacob has always been a social person. From a young age, he has had many
friends and played in team sports. He played football and baseball as a child until age 15. He
recently, at age 22, began playing football for a team again. Throughout the years, he always
played sports in an unorganized setting. He would meet with friends or go in the backyard to
play baseball, soccer, kickball, basketball, football, and more. He has always been interested in
sports. He attends baseball and football games for the Orioles and Ravens. He participates in
fantasy football every year with a group of friends and family. Jordan currently works full time at
Guardrails, ETC. where he puts guardrail around the Maryland, Delaware, and Virginia area.
He has friends from work, where he has been for over three years. He has many friends and a
girlfriend. He would rather be around people than be alone.
Behavioral Observations
Initial Interview with the ChildJacob was eager to agree to testing initially. However, when it came the day of testing, he
was not interested. He reluctantly agreed to testing when I prepared him a snack and drink. He
was somewhat anxious and expressed concerns that he was worried about his results. He said he
was worried about being compared to other individuals who would be taking the same test. He
also was nervous because he has been out of any type of school setting for over 5 years. During
testing, he was rushing through some subtests. When I offered him a break and lunch, he said he
would rather finish the test and get it over with.
Behavior during TestingDuring testing, we sat in a well-lit dining room with very little distraction. There is a

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large sliding glass door with a lot of natural light. The dining room is located in the very back of
the house and is only connected to the kitchen, this made the testing more secluded and
distraction-free. We sat next to each other, with the corner of the table between us. Jacob was
rushing through parts of the test and easily stopped testing when he didnt know the answer. He
was encouraged to try to challenge himself with harder questions, but he choose not to continue.
Tests and Procedures Administered
Interview with Examinee
Woodcock-Johnson Test of Achievement
Due to Jakes inconsistency with his 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.
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 Jacob.
The Letter-Word Identification subtest measures word identification skills. Jacob
was required to identify letters and to pronounce words correctly. Jacobs performance on this
task was in the 11-1 age range. The Reading Fluency subtest measures the ability to quickly
read simple sentences and decide if the sentences are true. Jacobs performance for this task was
in the 12-6 age range. The Passage Comprehension subtest measures the ability to match
the pictographic representation of a word with an actual picture of the object. In addition, Jacob
was required to point to a picture represented by a phrase. Then Jacob was required to read a
short passage and identify a missing key word that makes sense in the content of that passage.
Jacobs performance on this subtest was in the 11-6 age range.

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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 Jacob
to accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Jacobs performance on the Calculation section was in the 9-6 age range. The
Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Jacobs performance was in the 9-2 age range. The
Applied Problems test required Jacob 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 Jacob to listen to the problem, recognize the procedures to be
followed, and them perform relatively simple calculations. Jacobs performance on this subtest
was in the 11-1 age range.
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, Jacob was required to
recall increasingly complex stories that are presented on an audio tape and Jacobs performance
in this area was in the 8-11 age range. On the Understanding Directions subtest is an oral
language measure. The task required Jacob to listen to a sequence of audio-taped instructions
and then follow the directions by pointing to various objects in a colored picture. Jacobss
performance on this task was in the 7-10 age range.
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 Jacob to produce uppercase and
lowercase letters, and to spell words correctly. Jacob performance was in the 11-4 age range.

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The Writing Fluency subtest measures skill in formulating and writing simple sentences
quickly. Jacobs performance on this subtest was at the 14-3 age range. Each sentence must
include a set of three stimulus words and describe an accompanying picture. Writing Samples
subtest measures skill in writing responses to a variety of demands. Jacobs performance on this
task was at the 8-9 age range.
Interpretation of Assessment Findings - talk about what subject / classroom
activity strengths and weaknesses apply to.
with classroom***
Overall, Jacobs scores tended to be low or average. These results could have been better
if Jacob were more interested in the task at hand and engaged. However, he was nervous and
antsy. Jacob worried his scores would be directly compared to others. It seemed as though Jordan
purposely scored badly so he could blame his lack of effort for his poor results. Jacob also
wanted to rush through the test because he wanted to spend his day off doing something more
fun for him.
Jacobs reading broad score is 11 years and 3 months. This is 12 years and 5 months
below his age. He was expected to score a standard score of 77, but actually scored an 81. Jacob
also scored low average in reading fluency. He scored in the 12 year and 6 months age range.
Jacob scored low and very low in different Math subtests. He was expected to score an
81, but only scored 71. He scored a 9 and 6 month year old in the calculations section. His math
scores correlated with his broad math score of 10 and zero month age range. Overall, his math
scores were very low for his age. He is 23 and 8 months old and his broad math score is 14 years
and 2 months below his age.
Jacob scored in the 8 years and one month range for Oral Language. This is 15 years and
7 months below his age. He had an expected standard score of 81, but scored a 73. Story Recall
was an oral test in which Jacob repeated the passage and its main details. Since he scored in the
low average classification, this tells us Jacob may not do his best work when learning through
auditory ways.
Jacob scored 11 - 5 month range in the broad Written Language. His predicted standard
score was only one point off from his actual standard score. He received a 78, but had a predicted
score of 79. One of the subtests was passage comprehension. He struggled with passage
comprehension, which he received a score that was about 12 years and 2 months below his age.
On the more difficult parts of passage comprehension, Jacob was required to read a short passage
and identify a missing key word that makes sense in the content of that passage. Since he scored
in the low average class, we know that Jacob may need help with sequencing. Jordans highest
score was writing fluency. He scored in the 14 years and 3 months age range. This is average for
his age.

Summary/Discussion (Conclusion)
Jacob Brown is a 23 year 8 month old student who attends Blue Jay High school. Jacob
was referred for an educational evaluation due to academic weaknesses in Reading, Writing, and
Mathematics. Jacob was average to his age range in academic tasks, broad reading, brief reading,

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written expression, and brief writing.
Jacobs scores were low in oral language skills, academic skills and the ability to apply
those skills, broad mathematics, brief mathematics, and broad written language. He scored very
low compared to others in his age range in math calculation skills.
Recommendations and/or Proposed I.E.P. Goals
1. Jacob may participate in a pull out program. During specials, twice a week on Tuesday and
Thursday, Jacob will practice math skill with Ms. Gardner. They will use flash cards and
orally answer them. Once Jacob receives 80% correct 4/5 times, Jacob will move from twice
a week to once a week. If he receives 100% 4/5 times, the pull out may be discontinued.
(Applied Math and Math Fluency)
2. It is recommended that Jacob be given extra mathematics drill to complete at home. These
drills will focus on basic math skills, addition, subtraction, and multiplication. His guardian
can time him for 5 minutes and see how many he can complete. He can do this over the
weekend. The teacher will compare his worksheets once she has collected at least 4 of them
(4 weeks). (Math Fluency)
3. It is recommended that Jacob and his guardian read every night for at least 15 minutes. To
encourage him, he will receive a star for each 15 minutes he reads. If he reads every night,
Monday to Thursday, Jacob will receive a small prize from the teachers prize box. Jacob
should also be given the opportunity to choose his own books from the teachers room or
from the school library. After one week, we will encourage Jacob to pick higher leveled
books. The teacher will do a running record with him after 4 weeks to see if he is
progressing. (Passage Comprehension)
4. It is recommended that Jacob participate in Partner Reading in his classroom. Partner
Reading is when the teacher pairs a fluent reader with a less fluent reader to show modeling
and allow the more fluent reader to correct errors made. Partner reading should take place 3
times a week for approximately 30 minutes. The students will underline each mistake the is
made on the paper. The teacher will compare papers every 2 weeks to see if Jacob is
progressing. (Passage comprehension)
5. Three times a week, Jacob will be given a journal. He will be timed for 2 minutes. During
those minutes, he will be asked to write for as long as he can based on a prompt. An example
prompt will be, Write about what you do for fun. Use the words, for example. The teacher
will read them at the end of the week. As Jacob progresses, the prompts will become more
difficult and the time may extend. (Spelling and Writing Samples)
Nicole Hassan
Type your name and professional affiliation
Baltimore County Public Schools

SUMMARY OF SCORES

April 30th, 2015

Date

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Age
Equivalent

Grade
Equivalent

Standard
Score

PR

Classification

Academic Apps

5.2 10-6

79

Low

Academic
Fluency

6.8 12-2

81

Low Average

Academic Skills

5.1 10-6

73

Low

Applied
Problems

5.7 11-1

84

Low Average

Brief
Acheivement

5.8 11-2

81

Low Average

Brief Math

4.8 10-2

75

Low

Brief Reading

5.8 11-3

81

Low Average

Brief Writing

4.8 10-2

80

Low Average

Broad Math

4.7 10-0

71

16 Low

Broad Reading

6.2 11-7

81

72 Low Average

Broad Written
Language

6.0 11-5

78

48 Low

Calculations

4.1 9-6

67

Very Low

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Age
Equivalent

Grade
Equivalent

Standard
Score

PR

Classification

Handwriting

1 6-4

67

Very Low

Letter-Word
Identification

5.7 11-1

82

Low Average

Math
Calculation
Skills

4.1 9-5

58

Very Low

Math Fluency

3.9 9-2

56

Very Low

Oral Language

2.8 8-1

73

Passage
Comprehensio
n

6.1 11-6

89

Low Average

Reading
fluency

7.1 12-6

84

Low Average

Spelling

5.9 11-4

83

Low Average

Story Recall

3.6 8-11

81

Low Average

23

Very Low

72

Low

Story RecallDeplayed
Understanding
Directions

4-0

2.5 7-10

21 Low

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Age
Equivalent

Grade
Equivalent

Standard
Score

PR

Classification

Writing Fluency

8.8 14-3

95

Average

Writing
Samples

3.4 8-9

72

Low

Written
Expression

6.0 11-6

83

Low Average

WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT

Name of Student:

Date Administer:

Jacob Brown

STANDARD SCORES
131 and above
121 to 130
111 to 120
90 to 110
80 to 89
70 to 79
<70

April 4th, 2014

(SS) and CLASSIFICATIONS

falls in the Very Superior range
falls in the Superior range
falls in the High Average range
falls in the Average range
falls in the Low Average range
falls in the Low range
falls in the Very Low range

Reflection:
The administration of the WCJ helped me understand the strengths and limitations of
assessments. I am more experienced with this test and can see that it was helpful to see the exact
area of a students strengths and weaknesses, however, it doesnt always work for each student.
Sometimes, like my examinee, the student isnt showing their full potential on that particular day.
Also, it could also show how a student is having a good day, but it may not be their average day.
I also understand that it is important to have multiple types of assessment information in order to
make decision. If this test didnt have so many subtests, itd be difficult to see all of a students
strengths and weaknesses. If the test was focused on math, itd be impossible to see the
deficiencies in reading fluency, written language, etc. I also see how bias and interpretation of
results is a huge factor in educational decisions. There are places for bias in this test. For
example, if the examiner wanted to student to do better, the teacher could say things that are not
on booklet. The teacher could also grade handwriting and passage comprehension differently
depending on how they feel towards the student and the results. I have more understanding of

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identifying families concerns and participating as a team member to implement an IEP. Jacob
expressed his concerns about how he felt nervous and wanted to finish the test as quickly as
possible. The EAR and recommendations section, especially, helped me understand more about
implementing IEP goals.
I think the Educational Achievement Report enhanced my understand of the PsychoEducational Process. I now understand how much goes into this process just from one section.
There are multiple people who put a lot of work to help complete the process. The Educational
Achievement Report also helps me understand why there are so many parts. I also realized that
the WCJ isnt just a test with results, but it also comes along with the EAR which focuses on
background information of the student, including academics, social, and developmental history,
behavior at the time of administration, and the next steps for the examinee.
Overall, I would be more confident in my next experience with the WoodCock Johnson.
Since it was the first time of administering, I was somewhat nervous and confused. This is
normal for anyone who is inexperienced. Since my overall experience was positive, I think I
would be much more confident in my next time. Also, I would try to make sure my subject had a
better attitude towards the testing. Jacob was uninterested and rushing through the subtests. He
may have received better results if he were more calm and engaged.