Academic Assessment Report

Student Information
Name: Angel Fernandez
Date of Birth: 02/19/2002
Language(s): Spanish
CELDT Scores: 11/01/2016 (Listening Number: 575 Percent: 14 Alpha: I, Speaking Number:
545 Percent: 19 Alpha: I, Reading: Number: 447 Percent: 9 Alpha: B, Writing: Number: 498
Percent: 19, Alpha: EI, Overall: Number: 515 Percent: 0 Alpha: EI)
Disabilit(ies): Angel qualifies for special education services under the disability category
Specific Learning Disability. Angel has deficits in auditory processing, specifically in memory
and phonological processing that significantly impacts his reading, math, and written expression
skills. These academic concerns are not primarily impacted by him being a English language
learner.
Dates of Evaluation: Person Centered Plan (3/1/18), Brigance II Math Placement Test (3/1/18),
Woodcock Johnson IV (3/5/18-3/8/18), Brigance II Word Recognition, Brigance II Subtraction
and Reading Vocabulary Test (3/15/18), Spelling, and Reading Comprehension (3/16/18).
Age: 16 years old, 2 months
Grade: 10th
Examiner: Kelsey Miranda
Health Records: Angel’s vision screening date and hearing screening date was on 01/08/18.

Instruments used in Assessment:

• The norm-referenced formal assessment used was the Woodcock Johnson IV

administered March 5, 2018 to March 8, 2018.
• The criterion-referenced assessment used was the Brigance II administered March 1,
2018 to March 16, 2018.
• The work sample used was the Lord of the Flies Chapter Analysis given March 1, 2018.
• The teacher interview was administered with Mr. H, Angel’s English Teacher March 5,
2018.
• The student interview was collected March 1, 2018.
• The family interview was collected March 20, 2018.
• The classroom observation was in Angel’s English class and the data collected was on
February 12, 2018 from 8:28am to 9:26 am.

Health Records:

• Hearing Date: 01/08/18

• Vision Date: 01/08/18.

• Other: n/a

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 Student Background

Educational History: Angel attended Rodriguez Elementary School for K - 5th grades before
transferring to CPMA for 6th - 8th grades. This is his second year at Hudson H.S.

Family Interview:
Angel is very athletic and is a talented soccer player. He also is a great listener and a
team player. He takes direction well and follows instructions. Mom reports that Angel is also
very helpful at home with his little brother. Angel also enjoys playing music. He likes to play his
guitar at home. Angel used to play for the high school soccer team, but because of grades he was
unable to play this year. Angel mentioned that his home life has been different since his parents
split up. He has more responsibilities at home.

Mom thinks that Angel needs extra support in classrooms. Mom thinks that there needs to
be someone on him for turning in assignments. He loses his work and would also benefit from
staying after school for tutoring. He also needs extra time to complete assignments. Angel also
needs to be more of a self-advocate and ask his teachers for help.

Educator Interview:
Angel does well in class and does not need any reminders to stay on task. Angel started
off the semester with some missing assignments but was able to be better about his work as the
semester continued. Mr. H thinks that Angel needs to make sure that he keeps up with the good
work remembering assignments.
Mr. H also thinks that Angel should try to take on a bigger role in projects that are done
in class. Angel could try to step up and take on more research in his group. Angel did poorly on
his final during the first semester. I am concerned about other tests in semester two that might
hurt his grade. Angel is in my class after lunch when students tend to be loud and disruptive
Angel has always been on task and never disruptive.

Student Interview:

Angel likes his Physics and English classes. He also enjoys seeing his friends at school.
Angel dislikes his history and math classes. He likes that he has two teachers in the classroom
with him, he finds them helpful. He gets along with his teachers and stays after school for
physics. Angel would like more creative roles in a group project because he likes to draw and
write. The role he would not like is the presenter. He does not like to read aloud to a class
because he is shy.
Angel enjoys playing soccer with his friends. He plays the forward position and likes
watch Barcelona FC games. Angel also enjoys playing guitar during his spare time. He plays his
guitar a lot. Angel looks up to his mom and dad. He also looks up to his little brother. Angel also
has friends in and outside of school that he looks up to as well.

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 Angel strengths are playing guitar, playing soccer, and his English class. He struggles
with presentations and reading out loud in class. He also has trouble with his grades.
Unfortunately, he was not able to play on the high school soccer team last semester because of
his grades.
Angel aspires to become famous guitar player, go to college and finish school. Angel’s
goals for the day are to finish his math and English homework. He always is working toward
turning in all his homework on time for the week. He is working on getting good grades for this
year. He also hopes to work part time in the summer and .

Classroom Observations:

1. English, 8:28am to 9:26 am, Teacher: Mr. H, # of students 33 , # of ELL 15 ,# of IEPs 12

2.What did you see that the student did well? What did you see that may affect the student’s
learning?

Angel advocated for himself and was seeking out support from the teacher about what he
missed in class the day before. He also has a close relationship with the teacher and feels
comfortable asking him for questions and seeking help for assignments. Angel sits in the back
with his friends, who distract him from class because they are also not attending to instruction
either. Angel tries his best to ignore the constant side conversations and poking from his friends,
but it is easy for him to join them in not attending. The teacher did provide an audio and visual
aid to help students follow along the story, but the class in general is very noisy with side
conversations of students.

3.Debrief with teacher -did you miss anything they would like to note?

Angel has been pulled out of class the past couple of weeks due to testing and has been
behind in class. The teacher also knows that the book is above Angel’s reading level, so he is
providing Angel with quotes from the book and sentence starters for the graphic organizer in
class. He also pointed out that their work toward character development and theme identifying a
story is part of the 11th grade standardized test, therefore test preparation is part of the daily
instruction with common core goals. The teacher tries to include multiple means to reach all
students in his class and differentiated instruction. Only 2 of the students are reading at grade
level, most students are at a middle school level and some are at an elementary reading level.

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 Results

Woodcock-Johnson-IV (WJ-IV)

Grade Equivalent
GE Classification/
Test Standard Score RPI Interpretation
BASIC READING SKILLS 87 6.1 62/90 Low Average
Letter-Word Identification 83 5.5 36/90 Low Average
Word Attack 94 7.6 82/90 Average
Passage Comprehension 63 2.5 7/90 Very Low
MATH CALCULATION SKILLS 62 3.3 2/90 Very Low
Calculation 64 3.1 2/90 Very Low
Math Fact Fluency 63 3.4 2/90 Very Low
Applied Problems 79 4.7 39/90 Low
WRITTEN EXPRESSION 86 6.0 71/90 Low Average
Writing Samples 83 4.6 51/90 Low Average
Sentence Writing Fluency 94 4.1 82/90 Average
Reading Fluency 74 4.6 16/90 Low
Oral Reading 87 6.2 65/90 Low Average
Sentence Reading Fluency 72 7.8 2/90 Low
Spelling 76 4.6 20/90 Low

Brigance II

Correct Notes
Administered (Raw Total %
Subtests Score) Questions Correct

Angel was able to recognize and decode

D-1 Word works up to the 10th grade level. When the
Recognition: 75 100 75%
words became harder to pronounce he

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Grade Placement often gave up in the middle. (Examples:
Test- Form A hieroglyphics, scrutinize, and strenuous. )

The comprehension assessment was given

in a packet form starting from lower 3rd
grade to 9th grade. Angel started
answering the questions very quickly. I
F2f- Reading asked him to slow down. He answered the
Comprehension: first page within 2 minutes. I also re-
clarified the directions for him. The
Comprehends
Passages at Lower answer he missed was a finding the
Third Grade - meaning of the word using context clues.
Form A 4 6 80 % He completed all tests within 10 minutes.

Angel missed three questions, one of

which was finding the meaning of a word
with context clues. He also missed the
F2g: Reading question about the main point of the story,
Comprehension: which was about Dr. Cruz, who was an
animal doctor. Lastly, he missed the first
Comprehends
Passages at Upper question about who Dr. Cruz’s patients
Third Grade - were, this could have been due to going
Form A 2 5 40% too fast.

Angel was able to comprehend vocabulary

at a 4th-grade level. There were a few
F-1 Reading works such as brook that he may not have
Comprehension: known what it meant or heard the word
before. He worked through this
Vocabulary
Comprehension assessment quickly and was redirected
Grade-Placement when he was answering questions up and
Test- Form A 9 24 38% down instead of following the numbers.

I-1 Spelling: Angel is at a beginning 6th grade spelling

level. He completed the assessment in 10
Words and
Sentences to minutes. He jumbled, missed, and added
Dictate for letters which was common. You could
Spelling Grade- also see which words at the higher levels
Placement Test- that he knew to spelled because of
Form A 26 40 65%

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 interest. (Example: athletic in the 8th grade
spelling word.)

M-1 Math Grade Angel was at the beginning 2nd

Placement: computational level because of borrowing
and regrouping problems He got a 50%
Computation
Skills Grade- and he needs a 75% to go to the next
Placement- Form grade level. He can do more than that
A 5 32 16% since he got a 75% on the 3rd grade level.

Angel was at the 2nd grade level for

M-2 Math Grade problem- solving. He did not attempt one
Placement: question in the 2nd grade level and got 2nd
Problem-Solving grade level wrong. He was using
Grade-Placement strategies to solve problems and used
Form A 2 16 6% scratch paper.

P-3 Computation Angel was more successful at regrouping

of Whole because he talked through the process of
Numbers: regrouping before starting the test. He
Subtraction of could regroup 3 digits with 2 regroupings.
Whole Numbers 20 24 83%

Work Sample

Reasoning: I chose this example to share that my student can write in paragraph form. He needs
help organizing his sentences and providing direct quotes to support his claims. I think that this
skill can be developed because he has good ideas for writing.

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Directions: The student was asked to read and annotate Piggy’s death from Lord of the Flies.
After students were given a writing prompt “In great literature, no scene of violence exits for its
own sake. In a well-written paragraph, explain how this climatic scene contributes to the
meaning of the complete work of Lord of the Flies.” The students were provided a basic
reminder of how paragraphs should be organized and had to pulled out two quotes from the text
and explain how the quote is related to the novel.

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 Qualitative Observations: Throughout the assessment Angel asked the examiner to repeat the
question after given the prompt the first time. He used strategies to help himself during the math
assessment like counting on his finger or counting aloud. Once he reached his frustration level at
the math assessments (WJ-IV calculation, Brigance Math Placement) he did not attempt those
questions which included fractions and division. He also asked questions about vocabulary
throughout the assessment. Angel in class advocates for himself and seeks out support from the
teacher. Angel can be swayed by peers to not attend lessons and get into side conversations. Angel
enjoys playing soccer with his friends afternoon and playing with his guitar outside of class. His
mom also notes that at home Angel is helpful and takes direction very well.

Strengths

Angel’s first strength is basic reading skills which examines two aspects of the Woodcock
Johnson IV, which are Letter Word Identification and Word Attack. The Woodcock Johnson IV,
Test1: Letter Word Identification assesses a student’s decoding and sight recognition of words. It
does not necessarily measure the meaning of the words, but actually the ability to read them
aloud. Angel’s standard score was 87 which places Angel at the 5th grade level, 5 months into the
school year. Angel self-corrected 3 times and used strategies to help him read the words like
sound it out. Words like “contrary,” and “cologne,” he missed because of the wrong emphasis on
a syllable or missing a syllable. For example, the word contrary he missed the second “r” in the
word and stated “cont-ary.” For the word “cologne,” he pronounced the “g” instead of knowing
that it was silent. Lastly, he also misread the word ferocious as “fierce.” Towards the end of
frustration level, he did not want to attempt the word “idiosyncrasy.” Angel also took a word
placement recognition test from the Brigance II and similar results were found. Angel scored at
7th grade recognition level. He was able to read 75 of the words accurately out of 100. His
independent level of reading words was independent, his instructional level was at 7th grade
level, and his frustration started at the 8th grade level. He self-corrected once. His mistakes were
common with the WJ-IV, which were emphasis on different syllables or missing letters when
words are read. I do not believe Angel understood the meaning of the words he was reading, but
was able to decode them easily.

Angel’s second strength is using sound-letter correspondence rules to decode unfamiliar

words. The Woodcock Johnson IV, Test 7: Word Attack assesses a student’s decoding skills and
strategies by asking them to read nonsense words. Angel’s standard score was 94 which means
Angel is able to decode most of the words. This places Angel at a 7th grade level, 6 months into
the school year. When he miscued words, he would miss a letter sound in the middle of the
longer words, or he wasn’t sure of the pronunciation. For example, the word “phintober,” Angel
responded saying “fint” and gave up in the middle of the word. An example of him missing a
letter sound in a longer word was the word “intestationing,” he missed the “-ing” at the end and
said “intestationed.” Overall, Angel felt confident during this assessment because he was using

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strategies such as sounding it out. This helps Angel with his basic reading skills because he is
able to use decoding and strategies to help break up the sounds in the words.

Lastly, Angel’s third strength was that he is also good at writing simple sentences
quickly. The Woodcock Johnson IV, Test 11: Writing Sentence Fluency assess the ability to
formulate and write simple sentences quickly. His standard score was 94, which places Angel at
the 7th grade level, 8 months into the school year.

I would also like to mention that Angel is a great self-advocate. During my observation in
his English class on February 8th, 2018, he went up to the teacher to ask for what he missed at the
beginning and end of class as marked by the in-class observation. He also was able to work with
his teacher by asking him questions about the character theme worksheet for Lord of the Flies.

Areas of Growth

One of Angel’s area of growth is reading comprehension. Angel struggled through

assessments that targeted comprehension, which were The Woodcock Johnson IV, Test 4:
Passage Comprehension, Test 9: Sentence Reading Fluency, and the Brigance II Lower and
Higher Third Passage Comprehension, and Vocabulary Comprehension Grade Placement
assessments. The Woodcock Johnson IV, Test 4: Passage Comprehension assesses a student’s
ability to read a short passage and identify a missing key word that makes sense within the
context. Angel’s standard score was 63, which places him at the 2nd grade level 5 months into the
school year. Towards his frustration level, he answered questions very quickly and guessed or
did not attempt to answer the question at all. The Woodcock Johnson IV, Test 9: Sentence
Reading Fluency assesses a student’s ability to read simple sentences quickly and decide if they
are true. Angel standard score is 72. This places him at the 5th grade level 2 months into school.
Since Angel scored so low on the WJ-IV, I gave him more comprehension assessments with the
Brigance II.

The Brigance II, Lower Third Passage Comprehension, Angel answered 4 out of the 5
questions correctly. The answer he missed was finding the meaning of the word using context
clues. The Brigance II, Upper Third Passage Comprehension, Angel scored 2 out of the 5
questions correctly. He missed the question that asked that was finding the meaning of a word
with context clues. He also missed the questions about the main point of the story. He scored at
the upper 3rd grade level for comprehension. The last Brigance II assessment that I conducted
was the Vocabulary Comprehension Grade Placement. Angel scored 9 out of 24 questions
correctly which places him at the 4th grade reading vocabulary. There were a few words such as
"brook” that he may not have known what it meant or heard the word before. He worked through
this assessment quickly.

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 Angel’s second area of growth is math computation and problem solving. Angel
struggled through assessments that targeted these skills, which were The Woodcock Johnson IV,
Test 2: Applied Problems, Test 5: Calculation, Test 10: Math Facts Fluency and the Brigance II
Computational Skills Grade-Placement, Problem Solving Skills Grade-Placement, and
Subtraction of Whole Numbers assessments. The Woodcock Johnson IV, Test 2: Applied
Problems assesses a student’s ability to accurately analyze and solve practical math problems.
Angel’s standard score was 79 which places him at the 4nd grade level, 7 months into the school
year. He self-corrected 2 times during this assessment and was using strategies like counting
aloud and counting on his fingers. When he reached his frustration level he answered “I don’t
know” frequently. The Woodcock Johnson IV, Test 5: Calculation assesses a student’s ability to
perform mathematical calculations from simple addition to complex equations. Angel’s standard
score was 64, which places him at the 3rd grade level, 1st month during the school year. He
skipped division, fractions, and multiplication with 2 digits questions. Lastly, The Woodcock
Johnson IV, Test 10: Math Facts assesses a student’s ability to rapidly calculate simple, single
digit addition, subtraction, and multiplication facts. Angel’s standard score was 79, which places
him at the 4th grade level, 3rd month during the school year. During this test he was working as
fast to his ability. Since Angel scored so low on the WJ-IV, I gave him more computation
assessments with the Brigance II.

The Brigance II, Computational Skills Grade-Placement, Angel answered 5 out of the 32
questions correctly. This places him at the 2nd-grade level for computational skills because he
missed 2 regrouping questions to move on to the next grade level problems. He can do more than
that since he got a 75% on the 3rd grade level. The Brigance II, Problem Solving Skills Grade-
Placement, Angel answered 2 out of the 16 questions correctly. This places him at the 2nd-grade
level for problem solving skills. He did not attempt one question in the 2nd grade level and got
the other 2nd grade level wrong. He was using strategies to solve problems and used scratch
paper. Lastly, the Brigance II, Subtraction of Whole Numbers, Angel answered 20 out of the 24
questions correctly. Angel was more successful at regrouping because he talked through the
process of regrouping before starting the test. He could regroup 3 digits with 2 regroupings. This
could be related to his learning disability, which he has memory processing delays in reading,
math, and written expression.

Lastly, Angel’s third area of growth is to have more structure and organization in his
writing. Angel struggled through assessments, which were The Woodcock Johnson IV, Test 6:
Writing Samples, and looking at his writing sample. The Woodcock Johnson IV, Test 6: Writing
Samples assesses a student’s skill in writing sentences in response to a variety of demands in a
meaningful way to convey ideas. Angel standard score was 83. This places him at the 5th grade
level, 2 months into school. One question that answered incorrectly, was because he forgot to
mention three things he loves to do over the weekend. He only mentioned 2. He also missed a
question for the similar reason of not mentioning all the sports into his sentence. He also missed

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questions due to not knowing vocabulary, such as the word “despite,” and comprehending the
sentences to add on to them in two questions. Lastly, Angel struggled with organizing his
paragraphs. In Angel’s work sample, one can determine that he needs more help organizing his
sentences within the paragraph and providing direct quotes to support his claims. I think that this
skill can be developed because he has good ideas for writing.

Suggested IEP Goals

Math Goal: CC.A.CED.4: By March 5, 2019, when given an equation containing subtracting
with regrouping, Angel will be able to correctly answer 5 specific word problems with 70%
accuracy as measured by teacher records.

Reading Goal: CC.9-10.R.I.1: By March 5, 2019, when given a grade-appropriate passage,

Angel will create a graphic organizer to cite explicit evidence from the text to support inferences
and comprehension from the text with 85% accuracy as measured by teacher records.

Writing Goal: CC.9-10.W.5: By March 5, 2019, when given a writing assignment, Angel will
use a graphic organizer of his choice to plan, edit, revise, rewrite and organize thoughts with
85% accuracy as measured by teacher created work samples.

Transition Goal: Upon graduation, Angel will research 3 construction careers, work on resume,
look into construction training program, and/or complete an internship in a construction office by
the end of the school year 2018-19.

Progress Monitoring:

His writing goals will use curriculum-based measurement tools in collecting and
interpreting data for educational decision making. Angel’s reading goal will be monitored using
graphic organizers, which record his answers about the key details about a text through written
response. It was also being recorded through notes taken by his English teacher and the Para
educator in his English class. Angel will continue to work with the speech pathologist to improve
his written and spoken language, who can track his progress. The notes should include exactly
what Angel said in when filling out his graphic organizer. These graphic organizers and notes
will be kept in a folder, which is dedicated to the progress of this specific goal. This way his
progress is accessible to those who need to review it. Progress will be recorded every time this
activity is done and his progress will be reported every week to his case manager and parents.

For his writing goal, progress will be monitored using graphic organizers, which record
his answers and organize his topic sentence, supporting sentences, and closing sentences. For
longer assignments, the graphic organizers will help Angel record the order of his paragraphs
and main ideas. It will also be recorded through notes taken by his English teacher and the Para
educator in his English class. Angel also works with a speech pathologist to work on his written
and spoken language, who can track his progress. The notes should include exactly what Angel

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said in when filling out his graphic organizer. These graphic organizers and notes will be kept in
a folder, which is dedicated to the progress of this specific goal. This way his progress is
accessible to those who need to review it. Progress will be recorded every time this activity is
done and his progress will be reported every week to his case manager and parents.

For his math goal, progress will be monitored using math worksheets, which record his
answers and show which strategies he is using to answer his equations. It will also be recorded
through notes taken by his math teacher and the Para educator in his Math class. Angel is also in
a math learning center and works with an education specialist who will takes notes on Angel’s
progress. The notes should include exactly what Angel said in when filling out his worksheets,
and which problems he is having difficulty with. These worksheets and notes will be kept in a
folder, which is dedicated to the progress of this specific goal. This way his progress is
accessible to those who need to review it. Progress will be recorded every time this activity is
done and his progress will be reported every week to his case manager and parents. If student
struggles or progress stays the same to meet these goals, collaboration between the instructions
will help determine scaffolds to achieve these goals. If the student improves we will remove
scaffolds and gradually release more responsibility to the student.

Collaboration:

For collaboration a weekly progress report will be sent home, in order to keep Angel’s
parents as up to date on progress of all his goals. If his parents have any questions or comments
they can write them down on the weekly progress report comment page and send it back the next
week. They can also call the case manager if they have any questions. Angel will continue to
receive speech therapy services provided by the school. Angel’s teacher will continue to
collaborate with the general education teacher, speech pathologist, case manager, math learning
center teacher, and the paraprofessionals in order to give him the best support for his goals.

Angel’s case manager will continue to meet weekly with his general education teacher in
order to discuss Angel’s progress and how to give him the support he needs. Angel’s case
manager will have monthly meetings with administration and school staff to talk about Angel
and answer any questions. The case manager will also collaborate with the administrators to have
them teach a meeting on leadership. Angel’s case manager will also be in contact with transition
support and counselors for more information post-secondary transition. For paraprofessionals,
Angel’s case manager will have weekly meetings with them in order to talk about what is
working and what is not. They will discuss the best ways to support Angel.

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Reflection:

Reflecting on testing Angel I think what went right was that I appeared confident
throughout the administering the testing. I allowed Angel to eat and we always chatted before the
assessment, which built rapport with him. I also think that scoring went well and tried to write as
many observations as possible throughout the assessment.

I think what went wrong was that I could have picked better supplemental assessments
based on Angel’s WJ-IV scores. I did an additional spelling exam but I did not find it helpful for
writing strengths or areas of growth. I would have given him another computation test instead,
on multiplication or fractions. This made Angel frustrated because he wanted the assessments to
be over. He previously had CELDT testing before I started working on the WJ-IV and Brigance
with him. He felt tired of being pulled out of class to complete these assessments.

Next time I would want to conduct an observation in both classes in which they have
goals in. I would also want to have more connection with all of his teachers so I could
understand how he performs in each setting and understand which classes he prefers based on
learning styles used or interests. I also could have practice the WJ-IV prompts to make testing go
more smoothly.

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