Nea Community Learning Center

1900 3rd Street, Alameda, CA 94501 (510) 748-4008

NEA ONNIM NO SUA A, OHU - He who does not know can know from learning

TRIENNIAL ACADEMIC ASSESSMENT REPORT

NAME: ASSESSMENT DATES:

ADDRESS: DATE OF BIRTH:
AGE: years months
SCHOOL: Nea CLC PARENT(S):
GRADE:

REASON FOR REFERRAL:

This evaluation was completed as a part of [Name]’s triennial assessment for special
education services. Academic testing is reported below. Background information and the
results of the psycho-educational assessment is documented in a separate report.

Classroom Observations and Facilitator Feedback: Observe learner in class for at least
30 minutes and summarize observations here.

Testing Behavior:

XXXX was administered academic assessments for this triennial eligibility determination
Individualized Education Plan (IEP) meeting. XXXX was tested over 3 testing sessions on 3
different days. Assessments were administered in a quiet room with just the examiner and
student present.

XXXX was cooperative during all aspects of the test. XXXX seemed to have put forth XXX
best effort. XXXX attempted most items, however skipped some when they became more
challenging.

Description of Tests Administered:

XXXX was administered subtests from The Woodcock Johnson IV-Tests of Achievement
(WJ). On standardized tests, the number of correct items, or raw scores, are converted to
standard scores and percentiles based on a student’s age. The standard scores and
percentiles are used to compare a student’s performance with other students his or her
age. The standard score scale for these assessments is based on a mean of 100 and a
standard deviation of 15. Standard scores of 85 to 115 are considered to be within the
average range. The subject’s percentile rank indicates the percentage of subjects who had
scores the same as or lower than the subject’s score. A percentile rank of 50 is considered
to be representative of solid average functioning.
Validity of Test Results:

The tests are valid for the purpose for which they were used. Results of the assessment are
considered to be a valid reflection of the student’s current level of functioning.

CURRENT ASSESSMENT RESULTS:

Reading:

Standard Score Percentile Rank

Letter-Word Identification

The letter–word identification subtest assesses the participant’s word decoding skills. The
majority of items require a participant to read words of increasing difficulty in isolation.

XXXX earned a standard score of 117 on this subtest. XXX was able to correctly pronounce
words such as “XXX” and “XXX.” When XXX wasn’t able to read a word, XXX either guessed
a word that started with the same initial sound or skipped the word. This score is above the
average range and represents a relative area of strength for XXX.

Standard Score Percentile Rank

Reading Fluency

When given a subtest for reading fluency—which measures a participant’s ability to read
simple sentences quickly—participants are given a three-minute time limit, asked to read a
series of simple sentences and indicate if they are true, or false by circling yes, or no.

“The sun is cold_________________Y or N”

XXX earned a standard score of 104 on the subtest and was able to correctly answer 59
items during the 3-minute time limit. XXX had 4 incorrect responses on this particular
subtest. This score is within the average range.

Standard Score Percentile Rank

[Name last, first] [Date] 2

 Passage Comprehension

The passage comprehension subtest of the WJ-IV assesses the participant’s language
comprehension and reading skills. Initial items measure a participant’s ability to match a
picture symbol with an actual picture. The next set of items requires participant to match a
short phrase to the appropriate picture when given three choices. The majority of items
require a participant to supply a missing word to sentences and then paragraphs of
increasing passage length, level of vocabulary, and complexity.

The bird landed on the ground, it picked up a piece of ________________________ in its bill.

XXXX earned a 116 on this subtest. XXX attempted most items, but skipped answers that
were challenging for XXX. This score is above the average range.

Written Language:

Standard Score Percentile Rank

Spelling

The spelling sub-test (WJ-IV) measures a participant’s ability to write orally presented words
correctly. Initial items measure prewriting skills such as drawing and tracing letters and
writing upper and lower-case letters. The majority of items require participant to spell
dictated words of increasing difficulty.

_ _ _ _ _ A_ _ _ _ E_ _ _ _ _

XXX earned a standard score of 120 on the WJ by spelling words like “XXX” and “XXX”
correctly. When XXX did not know a word, XXX usually spelled phonetically (for instance
“bazar” for “bizarre” or “apostraphy” for “apostrophe”). This score is above the average
range.

Standard Score Percentile Rank

Writing Fluency

The writing fluency sub-test of the WJ-IV measures the participant’s ability to formulate and
write sentences quickly. Participants are required to write sentences relating to a given
stimulus picture that includes a set of three words. This test has a 5-minute time limit.

[Name last, first] [Date] 3

 is ________________________
cone ________________________
good ________________________

XXX earned a 118 on this subtest by formulating 27 sentences correctly. The test does not
penalize for punctuation and capitalization, although XXX did tend to overlook these items.
XXX missed two sentences because he used the given word incorrectly, these sentences
were however written correctly. This score is above the average range.

Standard Score Percentile Rank

Writing Samples

The writing samples sub-test of the WJ-IV measures a participant’s ability to write sentences
given a verbal and picture cue. Initial items require participant to complete sentences. The
next set of items requires participant to write a sentence that complies with teacher
directions. Final items require more complex sentence construction and carry more difficult
task demands. Items on this sub-test are scored for the quality of expression. Participants are
not penalized for errors in capitalization, punctuation, and spelling. Written expression is
measured at the single sentence level.

“Write a sentence that tells what happened to the boy and the dog, using the words
‘who found the’”.

________________________
who found the ________________________
________________________

XXXX earned a standard score of 118 on the subtest. XXX attempted every question. On the
items for which XXX did not receive full credit, it was because XXX sentence lacked detail
(for instance vague use of pronouns without fully addressing the picture) or was not
grammatically complete. XXXX used legible printing for all written tasks required of XXX.
This score is above the average range.

Mathematics:

Standard Score Percentile Rank

Calculation

[Name last, first] [Date] 4

The calculation sub-test on the WJ-IV measures a participant’s ability to perform paper and
pencil math computations. Items range from writing numbers to numerical operations
(addition, subtraction, multiplication, division), as well as, geometric, trigonometric,
logarithmic, and calculus operations if appropriate.

XXX earned a standard score of 102 on this subtest. XXX was able to add fractions with
common denominators and multiply positive and negative integers. XXX struggled with
calculating mixed numbers and decimals. This scores is within the average range.

Standard Score Percentile Rank

Math Fluency

The math fluency sub-test (WJ-IV) measures a participant’s ability to solve simple addition,
subtraction and multiplication facts quickly. Participants are given a three-minute time limit
and a series of math facts to complete in the student response book.

XXXX earned a standard score of 67 on this subtest. XXX was able to calculate 55 problems
correctly within the given time limit. XXX incorrectly answered three problems. This score
is below the average range.

Standard Score Percentile Rank

Applied Problems

[Name last, first] [Date] 5

The applied problems sub-test measures a student’s ability to analyze and solve math word
problems. To solve problems, the student must listen to the problem, recognize the procedure
to be followed, and then perform relatively simple calculations. Because many of the
problems include extraneous information, the student has to decide not only the appropriate
math operations to use but also which numbers to include in the calculation.

XXXX earned a standard score of 100 on this subtest. XXX generally made use of the scratch
paper and knew how to set up multiplication and proportion problems, and how to
calculate fractions and decimals. XXX had some difficulty with measurement and time.
This score is within the average range.

[Name last, first] [Date] 6

 SUMMARY:

[Name] is a [#] [#] grader at Nea Community Learning Center, a K-12 inclusive charter
school focused on project based learning. During the administration of the Woodcock
Johnson IV, [Name] was...

Areas of Relative Strengths:

o
o
o

Areas of Relative Need:

o
o
o

ELIGIBILITY:

The IEP team will discuss [Name]’s eligibility status.

RECOMMENDATIONS:
DO NOT RECOMMEND SERVICES, PLACEMENT OR ADDITIONAL ADULT SUPPORT

DO Pick a few appropriate recommendations from the following lists and write a sentence about them
each (see examples below):

ACCESS TO CURRICULUM
Reduced/shortened assignments, Note taking support, Highlight textboooks/study notes, Use of visual
place holder, Large print, Use of scribe, Audiobook, Use of manipulatives for Math/Science, Use of
calculator for Math/Science, Additional adult support/staff assistance, Modified assignments/standards,
Reduced Paper/Pencil Tasks

ORGANIZATION or BEHAVIOR
Behavior Sheet/Class Contract, Stand Desk, Preferential/assigned seating, Short breaks between
assignments, PBIS, i.e. Classroom Dojo, Cues/prompts/reminders of rules, Use of sensory strategies, i.e.
wiggle seat, noise cancelling head phones, Peer Buddy, Offer choices, Home school communication
system, Leadership Position In Class, Trusted Adult Check-In, Use of assignment notebook planner

INSTRUCTION/GRADING
Present one task/direction at a time (Shortened/Simplified Instructions), Instructions repeated/rephrased,
Instructions presented both verbally and visually, Check for understanding, Extended time to complete
assignments, Access to separate study area inside the classroom, Access to separate study area outside
the classroom, i.e. ARC or Resource Room, Special projects in lieu of assignments or alternative
assignments, Use of out of grade level materials, Modified grading

ASSESSMENTS
American Sign Language, Braille, Streamline, 100s number table (grades 4 & up), Abacus, Alternate
response option, Calculator, Large-print versions of paper-pencil test, Electronic version of paper-pencil
test, Multiplication table, Read aloud, Scribe responses, Math tools, i.e. protractor and ruler

[Name last, first] [Date] 7

1) [Name] would benefit from a math curriculum that was modified to his/her level of
ability.
2) [Name] should be allowed to use manipulatives and hands on materials whenever
possible and appropriate and should be encouraged to show his/her work instead of
completing work in his/her head.
3) [Name] should be given extended time on tests, and/or not be bound by time restraints
when tested.
4) [Name] should be allowed frequent breaks and plenty of time to digest information.
5) Facilitator should provide [Name] with frequent checks for understanding, written
directions and verbal reminders.
6) [Name] should receive warnings before being called on in class so that he/she has time
to formulate an answer and have the confidence to do so.

The findings outlined above are based on information available at the time of the
assessment. It is provided as an aid to those working with [Name] and to enhance learning
ability and educational growth. If there are any questions, please contact [your name] at
[school phone], or email [your email].

________________________
[Your signature then name]
Education Specialist

[Name last, first] [Date] 8

 [Last, first] [Date]

Type of Score Mean Average Range Standard Deviation

Standard Score 100 85 – 115 15
Percentile 50 25 – 75 -

WOODCOCK JOHNSON IV, TESTS OF ACHIEVEMENT (WJ-IV)

*Norms based on age

Standard Score Category

Subtests
[Month] [Year]
Broad Reading
Letter-Word Identification
Reading Fluency
Passage Comprehension
Broad Written Language
Spelling
Writing Fluency
Writing Samples
Broad Mathematics
Calculation
Math Fluency
Applied Problems

Academic Fluency
Academic Skills
Academic Application

[Name last, first] [Date] 9

[Name last, first] [Date] 10