Running Head: EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Kelly McGinty
Towson University

EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Demographic Information
Name: Jack Sparrow
Address: 1 Lucky Road, Far, Faraway 12345
Phone: 410-343-5678

School: Catonsville Middle School

Teacher: Ms. Wallace
Grade/Educational Setting: 8th grade,
general education, public education

Date of Birth: 03/21/2001

Date(s) of Testing: 04/05/2015
Chronological Age: 14-0
Primary Language of Student: English

Referred by: Special education team

Examiner: Kelly McGinty
Date of Report: 04/23/2015
Primary Language of Test: English

Reason for Referral

Jack Sparrow was evaluated on April 5, 2015. At the time of the evaluation, he was
having difficulty in math, as well as in focusing. According to the academic history, interview
with his family, Jack has been experiencing difficulty in many academic areas. For example, he
has been performing inconsistently in the areas of reading, mathematics, and written language.
Based on this information, Jack was referred for an educational achievement evaluation.
Examiner Criteria Statements
In the opinion of the examiner:
__X__ The scores obtained are a 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
Family History
Jack is the youngest of 5 kids, as well as the only boy in his family. He lives with both of his
parents and two of his sisters. The other sisters are away at college. The parents are supportive
and know Jack well.
Developmental History
Jack Sparrow hit most developmental milestones, like crawling and walking, within the typical
age range. The only milestone that he hit late was his ability to talk. His pediatrician told the

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family that this happened because older siblings would consistently speak for him. Once they
stopped this, he began speaking for himself.
Academic History
On average, Jack is a B student and gets good grades. He is currently in 8th grade.
Social History
Jack is extremely social. He has many friends within many friend groups; these friends come
from both outside and inside his school. Many of these friendships stem from either his classes
or his extra-curricular activities like badminton club, basketball, and swim team. He also
communicates with his friends outside of school through social media, texting, etc. and hanging
out.
Behavioral Observations

1. Initial Interview with the Child

The interview went well. However, he was hesitant to answer some of the questions.
Throughout the interview, he continued to ask questions about the test and appeared
slightly antsy.
2. Behavior during Testing
Jack had many questions and concerns going into the test. As I explained the importance
of the test for my grade, he was visibly relieved. At this point, he became eager to begin
and complete the test. Throughout the test, Jack displayed ample energy through
fidgeting, moving, and playing with his pencil. As the test proceeded, he became
increasingly fidgety. I gave him a ten-minute break. During the most of the math
problems and sentence writing sections, Jack tended to problem solve and say the answer
aloud. By about the 8th subtest, he began asking how long the remainder of the test would
be and how long it would take to finish it.
Test and Procedures Administered
Interview with Child
Parent Interview
Woodcock-Johnson Test of Achievement

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Due to Jacks 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 PLUGGING IN NUMBERS, use Grade Equivalent scores. MAKE
SURE WORDS ARE CONSISTENT
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 Jack Sparrow.
The Letter-Word Identification subtest measures word identification skills. Jack was
required to identify letters and to pronounce words correctly. His performance on this task was at
an 8.9 grade level. The Reading Fluency subtest measures the ability to quickly read simple
sentences and decide if the sentences are true. Jacks performance for this task was at a 10th
grade level. The Passage Comprehension subtest measures the ability to match the
pictographic representation of a word with an actual picture of the object. In addition, he was
required to point to a picture represented by a phrase. Then, he was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Jacks
performance on this subtest was at a 11.4 grade level.
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 Jack to

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accurately perform mathematical computations. Also included are problems requiring

manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. His performance on the Calculation section was at a 5.9 grade equivalent level. The
Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Jacks performed at an 8.3 grade level. The Applied
Problems test required him 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 Jack to listen to the problem, recognize the procedures to be followed, and
them perform relatively simple calculations. His performance on this subtest was at a 11.4 grade
level.
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, Jack was required to recall
increasingly complex stories that are presented on an audiotape. His performance in this area
was at a >13.3 grade level. When asked to recall the same stories about 3 hours later in the Story
Recall-Delayed, Jack performed at grade equivalent level of 13.0. On the Understanding
Directions subtest is an oral language measure. The task required him to listen to a sequence of
audiotaped instructions and then follow the directions by pointing to various objects in a colored
picture. Jacks performance on this task was at a 3.9 grade level.
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 Jack to produce uppercase and lowercase
letters, and to spell words correctly. His performance was at a 13.0 grade level. The Writing
Fluency subtest measures skill in formulating and writing simple sentences quickly. Jacks
performance on this subtest was at a 7.6 grade level. Each sentence must include a set of three
stimulus words and describe an accompanying picture. The Writing Samples subtest measures
skill in writing responses to a variety of demands. Jacks performance on this task was at a 13.0
grade level.
Interpretation of Assessment Findings

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Throughout most of the Woodcock Johnson III, Jack Sparrow performed within a range
that is average for others in the 7th month of the 8th grade. While there were no significant
strengths or weaknesses, Jack struggles in math and mathematical calculation, while he excels in
writing and written language. Even within the sections of Reading Assessment, Mathematical
Assessment, Oral Language, and Written Language, there tends to be subtests with outlying
results. In the following paragraphs, these outliers will be expanded upon in order to establish
how these result discrepancies will further display strengths and weaknesses. In other words,
subtests in which Jack scored significantly high or significantly lower will give a more intricate
portrayal of his abilities.
In the Reading Assessment portion of the Woodcock Johnson III, Jack scored average to
slightly above average in Letter-Word Identification and Reading Fluency, while the results for
the Passage Comprehension subtest were above average. Because Jack has a solid foundation in
identifying words and reading fluently, as shown through the Letter-Word Identification and
Reading Fluency subtests, he performed stronger in the Passage Comprehension subtest.
Overall, the Reading Assessment results portray one of Jacks academic assets.
Throughout the Mathematics Assessment, Jack performed inconsistently across the
subtests. In the Calculation subtest, Jacks results portray a significant deficit, scoring nearly 3
grade levels below his current grade. However, in the Math Fluency and the Applied Problems
subtests the results respectively were on grade level and above grade level. The results from the
Applied Problems subtest signified an academic achievement nearly 3 grade levels above his
current standing. Interestingly, the Calculation subtest was an area that Jack was more likely to
try to race through or give up on the more difficult answers. He showed less motivation than
most of the test and appeared frustrated. On the other hand, during the Math Fluency subtest he
was attentive and appeared motivated because he was being timed. Additionally, during the
Applied Problems section Jack was focused and appeared motivated by many of the real world
problems. He was not flippant in answering or frustrated. The discrepancy between all of the
Mathematics Assessment subtests may have been influenced by motivation and focus, yet the
higher achievement in Applied Problems parallels Jacks increased performance in Passage
Comprehension. In both subtests, Jack had to integrate more basic skills and apply it to tasks
that required higher level thinking skills.
In Oral Language, Jack performed significantly above average in Story Recall and Story
Recall Delay, specifically about four grade levels above the current grade. However, in
Understanding Directions Jack performed significantly below grade level, nearly four grades
below. There is a dichotomy within the Oral Language. Jacks low performance in
Understanding Directions suggests an inability to pay attention and follow complex, multi-step
directions. On the other hand, he displayed a strong ability to remember information displayed
in a narrative form. Jack performed best on subtests that integrated meaningful knowledge or
information in a narrative. This has been shown through Story Recall, Story Recall Delayed,
Applied Problems, and Passage Comprehension.
Jacks results in Written Language display a slight discrepancy. In the Spelling and

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Writing Samples subtests, Jack scored about four grade levels above his current standing, while
in Writing Fluency, he scored about one grade level below his current standing. This suggests
that he struggles in his ability to quickly process his thoughts and write it out. On the other hand,
the most applicable subtest, the Writing Samples subtest, he did very well on just as he did on
other subtests that use higher-level thinking.

Summary/Discussion (Conclusion)
Jack Sparrow is a 14 years 0 month old student in his 7th month of 8th grade. He attends
Catonsville Middle School. Jack was referred for an educational evaluation in order to examine
academic deficiencies in his math skills and his ability to focus. Jack Sparrow has great
interpersonal and social skills, typical for his age. His conversational ability was displayed both
in the interview and throughout the test. Additionally, he appeared comfortable and cooperative
throughout most of the test. Overall, Jacks strengths include synthesizing and comprehending
information that is applicable to real life situations. Jack struggles to maintain motivation and
attention. If he perceived a problem as too difficult, he was likely to give up on it. Academically,
Jack displays deficits in math calculation, following directions, and writing fluency. Based on his
test results, the greatest concern are attention and motivation issues. The results do not indicate a
specific disability.
Recommendations and/or Proposed I.E.P. Goals
1. Recommendation for Directions: Jacks teacher will clump directions given throughout
class. This can be done by either giving one direction at a time or numbering directions.
Additionally, a checklist may provide enough structure and scaffolding to promote
independence in the classroom. The teacher will assess this recommendation by looking
at the checklist in comparison to tasks completed. (Understanding Directions subtest)
2. Recommendation for Attention: Jacks teacher will provide breaks within class in
between activities. The breaks do not need to be extensive in length, but rather need to
give him a chance to move around and disengage from the task at hand. The teacher will
keep a log of the students breaks. At the end of each week, Jack and his teacher will
meet to reflect and re-evaluate the effectiveness of the breaks. (Understanding
Directions subtest)
3. Recommendation for Math Calculation: Jacks teachers will give him one problem at a
time. In this way, Jack can focus on the task at hand. He is less likely to get
overwhelmed or give up with only one problem in front of him. Additionally, the
problems should progress from easy to difficult. Jack and the teacher will chart his
progress every other week. (Calculation subtest)

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4. Recommendation for Writing Fluency: Jacks teacher will incorporate a five minute
timed journaling activity into every other class. He can write about anything he wants to.
The teacher will assess progress through counting the number of words written. (Writing
Fluency subtest)
5. Recommendation for Motivation: At the beginning of every class Jack will look at the
objective and write one sentence explaining how the days activities are relevant to the
real world. Jack will assess this by writing one sentence at the end of class that states
whether or not it helped him to engage. (Calculation subtest)

Reflection:
In administering the Woodcock Johnson III to Jack Sparrow, I was better able to
understand how a formal assessment can provide a plethora of information about the student.
Giving this formal assessment allowed me to understand how a variety of data points can work
together towards giving a more comprehensive, holistic view of a child. Throughout this
process, I came to understand how each child has specific strengths and weaknesses, preferences
and interests, and needs and desires. A childs behavior, focus, self-confidence, and performance
are all telling aspects of the testing process, giving a better comprehension of abilities and
motivations. While the test measures academic achievement it also reveals strengths and
weaknesses that are separate from academics, like attention, motivation, stamina, and
communication abilities. Knowing the child in a deeper and dimensional way also gives a glance
into how educators can reach big, overarching long-term life goals.
In creating an Educational Achievement Report, I was able to see the bigger picture of the
Psycho-Educational process as opposed to the different sections. Throughout this process, I have
realized that the interviews, behaviors, and medical background each effect the Educational
Achievement Report. For example, the interview gave great insight into the childs background
as well as how he reacts to various situations, including the testing.
The next time I give this test, there are a few things I will do differently. First, I would
plan ahead of time to have strategic breaks. Given the planned breaks, I would make sure that
my examinee knew the number of the breaks, as well as when they were going to be. Second, I
would be intentional about establishing rapport. It was difficult to maintain rapport because I
was giving the test to my little brother. Last, I would mark the exact pages I need to turn to for
each section. I chose where he would start testing, but I think it would be beneficial and efficient
to have the pages marked with tabs.