B.

Hazel

Educational Assessment Report

Formal Test and Measurements for Students with Disabilities K-12
SPED425, Section 001
Fewster
May 1, 2014
Presley Bibb

B.Hazel

Educational Achievement Report

Demographic Information
Name: Bob Hazel
Date of Birth: October 28, 2004
Chronological Age: (years, months, days)
Evaluation Date(s): April 16, 2014
Primary Language: English
Primary Language of Test: English

School: Goshen Elementary

Grade/Educational Setting:
ID #:
Examiner: Presley Bibb
Date of Report: April 25, 2014

Reason for Referral (include parent consent form)

Bob was evaluated on April 16, 2014. At the time of the evaluation, Bob was a third grader at
Goshen Elementary School. According to the academic history and interview with Bobs family,
Bob has been experiencing difficulty in many academic areas. For example, Bob has been
performing inconsistently in the areas of reading, mathematics, and written language. Based on
this information, Bob was referred for an educational achievement evaluation.
Test Administered/Rationale
Due to Bobs inconsistency with his grades, the Woodcock Johnson Test of Achievement III (WJACH 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.
Examiner Criteria Statements
In the opinion of the examiner:
__Yes__ the scores obtained are valid representation of students current educational performance levels.
__Yes__ the test(s) selected is a valid tool for the stated purpose and is valid for the student.
__Yes__ 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.

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Background Information
Bob Hazel is a 3rd grader at Goshen Elementary School. His birthday is October 28, 2004,
making him 9 years old. In school Bobs favorite subject is writing, in which he enjoys
completing writing projects. His least favorite subject is reading. Bob gets along with all of his
classmates, and has many friends in his classes. Bob is also well liked among his teachers and
get along with each of them. Bobs interests include sports; specifically basketball and swim
team, WWE and drawing/art.
Familial background information
Bob lives at home with both parents and his three siblings, sister Presley, 21, and two brothers
Reid, 18 and Trevor, 12. Bobs older sister Presley and brother Trevor were both diagnosed with
ADHD but only Trevor is on 504 plan. Bob was involved in Boy Scouts for 2 years. He currently
plays soccer and basketball, and is on a swim team during the summers. Bob is a very social kid
with many friends. He enjoys playing with them often. Bob is an exceptional artist and very
creative. He enjoys inventing and creating things.
The primary language (spoken at home) of Bob is English
Educational background information
When Bob entered kindergarten he was on a first grade level for both reading and math. He was
considered for moving up a grade level but opted not too due to a late birthday. In the second
grade, Bob was identified as Gifted and was recommended to apply for the Highly Gifted
Centers in Montgomery County Public Schools. Right now Bob is in all general education
classes. He has one teacher for all subjects excluding elective subjects such as art and physical
education. Bob receives high marks, Os for outstanding and Ps for proficient, in all of his
classes and is labeled as above grade level in all academic areas.
Behavioral Observations (include objective observations, not subjective information)
During the testing, Bob showed perseverance through different test items. At times taking up to
four or five minutes to solve one problem. ON the more difficult test items Bob would look at
the administrator. It appeared as though he was looking for reassurance. Therefore, these test
results are considered to provide an accurate representation of Bob's current level of
achievement.

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Results (include computer score sheet)

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 was administered to Bob.
The Letter-Word Identification subtest measures word identification skills. Bob was
required to identify letters and to pronounce words correctly. Bobs performance on this task was
in the 9.5 grade level. The Reading Fluency subtest measures the ability to quickly read simple
sentences and decide if the sentences are true. Bobs performance for this task was in the 5.4
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, Bob was
required to point to a picture represented by a phrase. Then Bob was required to read a short
passage and identify a missing key word that makes sense in the content of that passage. Bobs
performance on this subtest was in the 2.9 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 tests 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 Bob to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Bobs performance on the Calculation section was in the 5.5 grade level. The Math
Fluency subtest measures the ability to solve simple addition, subtraction, and multiplication
facts quickly. For this test, Bobs performance was in the 3.1 grade level. The Applied
Problems test required Bob 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 Bob to listen to the problem, recognize the procedures to be followed, and
them perform relatively simple calculations. Bobs performance on this subtest was in the 7.2
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.

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The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. During this portion of the test, Bob was required to recall
increasingly complex stories that are presented on an audiotape and Bobs performance in this
area was in the 1.1 level. On the Understanding Directions subtest is an oral language measure.
The task required Bob to listen to a sequence of audiotaped instructions and then follow the
directions by pointing to various objects in a colored picture. Bobs performance on this task was
in the >6.2 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 Bob to produce uppercase and lowercase
letters, and to spell words correctly. Bobs performance was in the 7.3 grade level. The Writing
Fluency subtest measures skill in formulating and writing simple sentences quickly. Each
sentence must include a set of three stimulus words and describe an accompanying picture. .
Bob performance on this subtest was in the 3.6 grade level. The Writing Samples subtest
measures skill in writing responses to a variety of demands. Bobs performance on this task was
in the 7.0 grade level.
Interpretation of Assessment Findings
After reviewing Bob's Reading assessment results, the data shows that Bob performed
better on assessments where the questions in which he was able to look at in his Response
booklet. In being able to look at the paper and write his answers during the Letter-Word
Identification, Bob scored well above grade-level. For the Reading Fluency and Passage
Comprehension, Bob's scores were on or right around grade-level. This information shows that
Bob performs better when able to have his own copy of the instructions or questions and write
his answers, as opposed to reading off of something and speaking his answers.
Looking at Bob's Mathematics assessment results, the data showed that Bob scored way
above grade-level in both Calculations and Applied Problems, but was on grade level for Math
Fluency. This indicates that Bob performs better on assessments that have unlimited time to be
completes as opposed to timed assessments. An example of this is shown through Bob's results in
the Math Fluency. Bob scored on grade-level because he was unable to complete enough
problems. All the problems Bob completed were correct. This shows that Bob requires more time
in completing mathematical problems.
After looking at Bob's Oral Language results, the data showed that Bob excelled in

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Understanding directions scoring above grade level but fell way below grade level in the Story
Recall assessment. These results show that Bob functions better with both visual and audio
components.
Reviewing Bob's Written Language results. The data shows that Bob scored higher in
assessments that were provided with an unlimited amount of time as opposed to assessments that
timed. Bob scored above his grade-level in both Spelling and Writing Samples, which are both
un-timed assessments whereas he scored on grade level in the Writing Fluency, which is a timed
assessment. This data indicates that Bob performs better on writing tasks when given an
unlimited amount of time.
Summary/Discussion
Bob Hazel is a 9-year-old student (modify as appropriate) at Goshen Elementary School
who is (insert reason for conducting the assessment.) This assessment is one component of that
evaluation. When compared to his or her peers at his or her grade level, Bobs performance is in
the above average range in the areas of Letter-Word Identification, Reading Fluency, Understand
Directions, Calculations, Spelling, Applied Problems and Writing Samples. In the areas Story
Recall, Passage Comprehension and Story Recall-Delayed, Bobs performance was in the below
average range. Lastly in the areas of Math Fluency and Writing Fluency, Bobs performance was
in the average range when compared to his peers. This assessment indicates Bob's academic
achievement.
These assessment results will be presented to the Eligibility Committee to assist in
determining if Bob requires special education services. Additionally, these results should be used
with all other available information when making a decision regarding Bobs eligibility for
special education services.
Recommendations and/or Proposed I.E.P. Goals (can be annual goals)
1. Pair oral instructions with visual graphics when possible (Story Recall)
2. Teach Bob to use more efficient strategies to solve word problems (Applied
Problems)
3. Set aside time to practice math facts to increase math fluency (Math Fluency)
4. Work on efficiency in answering basic comprehension questions (Writing
Fluency)
5. Work on attention to operational signs (Math Fluency)

__Presley Bibb_____________________
Type your name and professional affiliation
Baltimore County Public Schools (can be changed)
SUMMARY OF SCORES

_____April 30,2014____
Date

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WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT

Name of Student: Bob Hazel
Date Administer: April 16, 2014
STANDARD SCORES (SS) and CLASSIFICATIONS (use this language and the classification ranges in your
report, especially in the interpretation section)

BROAD READING CLUSTER

BASIC READING SKILLS
READING COMPREHENSION CLUSTER
Letter-Word Identification
Letter-Word Identification

Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
BROAD MATHEMATICS CLUSTER

Age
Equivalent
(AE)

Grade
Equivalen
t (GE)

Standard
Score
(SS)

PR

Classification

11-5

6.0

117

114-119

High Average

15-0

9.5

129

126-132

Superior

8-4
10-10

2.9
5.4

94
109

90-98
105-114

Average
Average

10-11

5.5

121

117-125

Superior

10-10
8-6
12-7

5.5
3.1
7.2

125
92
121

117-134
89-96
118-125

Superior
Average
Superior

9-0
5-7
>11-8
11-0

3.7
K.3
>6.2
5.6

99
71
111
115

85-114
62-80
93-130
111-119

Average
Low
High Average
High Average

10-1
12-9

4.7
7.3

109
121

103-115
116-125

Average
Superior

8-11
12-5

3.6
7,0

98
114

89-106
109-119

Average
High Average

MATHEMATICS CALCULATION CLUSTER

MATHEMATICS REASONING CLUSTER

Calculation
Math Fluency
Applied Problems
Quantitative Concepts
ORAL LANGUAGE
Story Recall
Understanding Directions
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION CLUSTER
Spelling
Editing
Writing Fluency
Writing Samples

Reflection:

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1. Administering the Woodcock Johnson helped in enhancing my understanding of CEC

Standard 6 by giving me the opportunity to personally practice the elements that are
included under Standard 6. Personally I am a kinetic learning, and understanding things
better when I am able to work through them myself. Administering the Woodcock
Johnson allowed me to actively use Standard 6 as opposed to reading about it or talking
about it. It helped me see what my weaknesses are and what my strengths were in being
professional, and what I will need to work on improving before administering the test
again.
2. By generating the Educational Achievement Report, I was able to look specifically into
the different aspects of the student and look at where he succeeded and in what areas he
was behind.
3. In the future when administering the Woodcock Johnson, I would chose my environment
more carefully while keeping in mind the student who will be taking the assessment. I
noticed with giving the test to my brother in a common room of our house increased both
of our distractions and allowed us to get off task easier. I would also make sure I was well
prepared before giving the test. This would include physical and mentally. I noticed that
about halfway through the test I started to feel fatigued. I would want to make sure that I
was fully rested and fed before beginning the process. Also making sure I know all
aspects of the test before giving it. Luckily I had my mom with me so I was able to ask
questions when I got stuck but in a real life situation I wouldnt have someone there to
fall back on so I would need to make sure I was fully prepared.

Interview Questions: Family Background

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Questions to Pose to the Student:

1. Tell me how old you are. What is your birthday? What grade are you in?
9, October 28, 2004, 3rd grade
2. What subjects do you like best? Least?
Writing the best, likes doing writing projects. Reading, its just a lot of
work.
3. How do you get along with your classmates? Teachers?
Get along fine with classmates. Gets along with all teachers, feels very
comfortable talking to them.
4. Tell me how you spend a usual day at school.
1 teacher for all general subjects. Library every other Friday, 1 elective
everyday.
5. Who lives with you at home? Tell me a little about each of them.
Mom, Dad, Sister, 2 brother. Dad-Fun to be around, very involved, brought
them hunting. Mom- Helps with homework, special educater. Sister-Very
funny, 11 years older but very close. Brothers- close relationship to both,
loves playing sports and nerf with both.
6. What hobbies and interests do you have?
Basketball, soccer, swimming, drawing, WWE, Nerf guns
7. Tell me about your friends. What do you like to do with your friends?
Best friends Justin & Will, play outside, video games, nerf wars
8. What do you like best about yourself? Least about yourself?
Im awesome Playful, always down to play with his friends or brothers.
Least: Asks a lot of questions.
9. Tell me the best thing that ever happened to you.
Going hunting with his brother Trevor and Dad.

Question to Pose to the Parent or Guardian about Relevant

Familial Background:

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1. Where there any remarkable events that occurred during your childs first few
years of life? NONE

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2. Is there any pertinent medical information regarding your child that you could
share? He had to have stitches on his face at 11months old.
3. What are the names and ages of all of your children? Has or do any of your other
children have special needs or require special services in school?
Presley: 21; Reid 18; Trevor 12. Trevor has a 504 plan for ADHD.
4. What specific behavioral patterns such as eating, sleeping or exceptional
behavior does your child present? He typically eats 5 times/day: breakfast,
lunch, afternoon snack, dinner, bedtime snack. He is a good eater (eats a
variety of fruits, vegetables and meats/protein). He has a bit of a sweet
tooth. He goes to bed around 9:00 each night. He does exhibit some
anxiety (minor panic attack), but can be easily calmed down
5. Is your child involved in any organized activity such as recreational sports,
scouts, choir etc? He was in Boys Scouts for 2 years. Plays soccer, and
basketball and is on a swim team in the summer.
6. Does your child have many friends and does he/she enjoy being with his/her
peers? He is very social and has many friends. He enjoys playing with them
(sports, Xbox, Wrestling,)
7. Does your child possess any special talent, interests and/or hobbies? He is an
exceptional artist, and very creative. Loves to invent and/or create things
(legos, remote control things, etc)
Interview Questions: Educational Background

Questions to Pose to the Parent or Guardian about

Educational Background:
1.
What schools has your child attended? Does your child attend school on a
regular basis? He attends Goshen Elementary (is in 3rd grade)
2.
What grades has your child received in the past? Mostly high marks; Os
for outstanding, and P for proficient. (is above grade level in all academic
areas)
3.
Any significant findings in regards to vision, hearing or health screenings?
none

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4.
Has your child had any prior educational or psychological evaluations
conducted

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in either the school or private setting? No? (Evaluated for admission into the
Highly Gifted Center for MCPS)
5.
Any documented academic or behavioral successes or difficulties as they
relate
to school functioning? He entered kindergarten on a first grade reading/math
level, and was very frustrated (no one else in the class was at his level).
We considered having him moved to First grade, but opted not to
(because of his birthdate). In first grade he was challenged more, and
settled down. HE was identified as Gifted in 2nd grade, and it was
recommended that he apply for the Highly Gifted Centers in MCPS.
6.
Any previous related services or remedial services such as speech services,
or
math and reading tutoring? NO
7. Any accommodations or modifications used during testing or classroom
instruction? NO