B.

Trainer
Educational Achievement Report

Name: K.

School: Trainer Academy

DOB: 04/08/1997

Age: 16 years 7 months

Grade: 11th

Date of Assessment: 10/17/2013

Evaluator: Betsy Trainer

Reason for Referral

K was evaluated to provide the examiner with practice administering the WJ-III for the purpose of
identifying areas of academic strength and need that, in a school setting, would be used for
educational program planning.

Test Administered/Rationale
The Woodcock-Johnson III Form A is a Standard Test of Achievement. The scores obtained are
valid representations of the students current educational performance levels. The selected test is
a valid tool for the student. It is intended to provide academic performance levels based on
national norms to profile strengths and needs.

Background Information
K is a 16 year, 7 month old, 11th grader at Trainer Academy. K has had consistent schooling
attending one elementary school, one middle school and now one high school. Her grades reflect
she is an average to above average student. She is enjoys her English class but has disliked her

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math classes for several years now. She presents as a friendly, sociable student who appears to
get along well with others. She seems involved at her high school by playing sports or attending
other extracurricular activities.

K lives with her mother and father and is the youngest of three children. Her older sister has
graduated from college and is living and working in Spain. Her older brother is also not living at
home while he is attending college. Ks mother indicated she is very organized. However, she
expressed concern for K performing her best on activities with timed constraints such as timed
tests. Besides not wanting to do chores at home or her math homework, Ks mother is not aware
of any problems with K.

Behavioral Observations
K presented as friendly, polite student during the testing sessions. Ks conversational proficiency
seemed advanced for her age level. She was exceptionally cooperative throughout the
examination; her activity level seemed typical for her age. She appeared at ease, comfortable and
attentive to the tasks during the examination. K responded promptly, but carefully, to test
questions, generally persisting with difficult tasks.

Examiner Criteria Statements

In the opinion of the examiner:
_X_ The scores obtained are a valid representation of Ks current educational performance levels.
_X_ The test administered 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.

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Results
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of reading achievement. This
cluster includes the tests of Letter-Word Identification, Reading Fluency, and Passage
Comprehension. Ks score was in the average range.

The Basic Reading Skills cluster, which includes Letter-Word Identification and Word Attack, was
in the high average range. The Letter-Word Identification subtest required to read individual
words presented in a list. The Word Attack subtest required K to apply phonic and structure
analysis skills to pronounce unfamiliar or nonsense words. There was no significant difference
between Ks ability to identify and read sight words and her ability to decode unfamiliar words.
Ks ability to read individual words was in the average range, while her ability to sound out
unfamiliar words was in the high average range. K did not show any consistent error patterns
when sounding out the words and made a fair attempt at or skipped the more difficult words.

The Reading Comprehension cluster is a measure of comprehension and vocabulary. Ks score

was in the average range. This cluster includes the Passage Comprehension and Reading
Vocabulary tests. The Passage Comprehension test requires the student to silently read short
passages and respond with a key word missing from the passage. The Reading Vocabulary test
requires the student to orally read an individual word and then state a word of similar meaning or
opposite meaning. There was a no difference between Ks ability within these two subtests. K
appeared to be able to use her word recognition skills to assist her in determining meaning of
passages and successfully providing the missing word and in providing a synonym or antonym.

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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. This cluster includes the Calculation, Math
Fluency, and Applied Problems tests. Ks score was in the average range.

The Math Calculation Skills cluster includes Calculation and Math Fluency. Ks score was in the
average range. The Calculation test requires the student to accurately perform mathematical
computations. The Math Fluency test measures the ability to solve simple addition, subtraction,
and multiplication facts quickly.

The Math Reasoning cluster is a measure of problem solving, reasoning, and vocabulary. Ks
score was in the high average range. This cluster is comprised of the Applied Problems and
Quantitative Concepts tests. The Applied Problems test requires the student to understand and
solve practical mathematics problems that are presented orally. Pictures of the written problem
are available for the student to see. The problems require the student to determine the
appropriate operation and to differentiate essential from non-essential information. Quantitative
Concepts measures an individuals knowledge of mathematical concepts, symbols, and vocabulary.
This test consists of two subtests: Concepts and Number Series. K was more slightly more
successful with a test that required reasoning and problem solving than pure mathematical
computations.

Written Language Assessment Result

The Broad Written Language cluster measures a range of writing skills that includes spelling of
single word responses, fluency, and written expression. It is a combination of the Spelling,
Writing Fluency, and Writing Samples tests. Ks score was in the superior range. She

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demonstrated a difference between her abilities within this cluster, as her score in writing fluency
was in the superior range and her score in spelling was in the average range. K had some
difficulty sounding out words she did not have in her immediate spelling vocabulary and had
difficulty in inserting or omitting double letter combinations. However, in writing fluency, she was
able to use the three stimulus words to create appropriate sentences for pictures. There were no
misspellings in the sentences produced, however, scoring of writing fluency does not count off for
spelling errors.

The Basic Writing Skills cluster measures the ability to identify and apply the mechanical aspects
of written language. This cluster includes the tests of Spelling and Editing. Ks score was in the
high average range. As mentioned above, she had some difficulty sounding out words on the
spelling test, however she had little difficulty identifying words that were misspelled in the editing
test. K was also successful with identifying punctuation and capitalization errors when editing
sentences for errors. K appears to be able to recognize errors in site words more easily than
sounding out and spelling words spoken orally.

The Written Expression cluster measures the quality and fluency of meaningful written expression
and includes the Writing Samples and Writing Fluency tests. Ks score was in the very superior
range in this cluster. The Writing Samples test measures skill in writing responses to a variety of
demands. Sentences are evaluated with respect to the quality of meaningful written expression,
and there is no penalty for errors in basic writing skills. Writing Fluency measures skill in
formulating and writing simple sentences quickly. Each sentence must include a set of three
stimulus words and describe an accompanying picture. This test is timed. K demonstrated an
exceptional ability to express herself in writing, when not being evaluated on spelling or other
mechanics of the writing process.

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Summary
SUMMARY OF SCORES
WOODCOCK-JOHNSON III, TESTS OF ACHIEVEMENT
Percentile

95%
Standard
Confidence
Score
Band
61-85
110
53-93
112
46-79
105
45-82
106

Classification

BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
Letter-Word Identification
Letter-Word Identification
Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary

74
78
64
66

Average
High Average
Average
Average

51
85
83
72

26-76
74-93
42-98
54-85

100
116
115
109

Average
High Average
High Average
Average

BROAD MATH
MATH CALCULATION
MATH REASONING
Calculation
Math Fluency
Applied Problems
Quantitative Concepts

75
71
81
56
87
74
83

64-84
55-83
69-90
35-76
79-93
61-85
63-94

110
108
113
102
117
110
114

Average
Average
High Average
Average
High Average
Average
High Average

BROAD WRITTEN LANGUAGE

BASIC WRITING SKILLS
WRITTEN EXPRESSION
Spelling
Editing
Writing Fluency
Writing Samples

97
78
99
68
82
93
99

83-99
64-88
90-99
47-84
64-93
73-99
79-99

129
112
143
107
114
123
149

Superior
High Average
Very Superior
Average
High Average
Superior
Very Superior

K is a 16 year 7 month old 11th grade student at Trainer Academy who is participating in this
assessment to provide the examiner with practice in administering the WJ lll. This assessment is
one component of an evaluation that a student may be given for the purpose of educational
program planning. When compared to her same age peers, Ks performance is in the average
range in the areas of Letter-Word Identification, Passage Comprehension, Reading Vocabulary,
Calculation, Applied Problems, and Spelling. Additionally, Ks performance was in the high

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average range for Reading Fluency, Word Attack, Math Fluency, Quantitative Concepts and
Editing. Finally, her performance was in the superior range for Writing Fluency and was in the
very superior range for Writing Samples.

When compared to the scores earned by others at her age level, Ks overall level of achievement is
high average. This includes her fluency with academic tasks and her ability to apply academic
skills She also demonstrates a significant strength in writing and verbal expression. This is
consistent with the observation that K presented as a very articulate student.

In the school setting the results of this assessment would be presented to the IEP Team to assist in
determining if K requires special education services. Additionally, these results would be used with
all other available information when making a decision regarding Ks eligibility for special
education services.

Betsy Trainer ______________

_11/21/2013________
Betsy Trainer
Towson County Public Schools

Date

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Recommendations
Strengths:
Written expression including writing fluency and editing
Problem solving
Phonetics
Areas of Average Aptitude:
Spelling
Reading comprehension
Mathematical computations

The assessments identified K with strengths in most academic areas. She presents with the ability
to apply average academic skills to obtain above average achievement. K may benefit from be
encouraged to read more frequently for pleasure to improve her reading comprehension and
spelling. Purposefully completing some of her mathematical calculations without a calculator may
also benefit Ks computational skills.