X

Initial Assessment
Other
Re-evaluation Assessment

Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name: Casey Tyler

Date of Referral (IEP Team Request): N/A

Birthdate: 10/17/2003

C.A.

Date Parent Signature Obtained: 03/04/2014

School: BMPCS

Grade: 4

Date Assessment(s) Completed: 03/23/2014

Primary Language: English

Date Written Reports Completed: 04/12/2014

Primary Language of Test: English

Examiner(s): Kate Barclay

Report includes:
1. behavioral observations
2. assessment instruments used
3. results (including subtest scores)
4. a descriptive summary of
strengths and identified needs

5.
6.
7.
8.

Reason for Referral: Casey Tyler

(Name)
of the Towson University
(School)
as appropriate in
X Reading

X Mathematics

statement of deviation from milestones/objectives

statement of eligibility criteria
recommendations
examiner(s) signature(s), title(s) and date
was referred for evaluation by members

Team in order to determine current levels of performance

X Spelling-written language

Oral language

Gross motor

other

In the opinion of the examiner: *

X The scores obtained are valid representations 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.
* If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Educational testing is intended to provide approximate performance levels based on national

norms and to profile strengths and needs.

DISTRIBUTION: 1 School Copy, 1 Parent Copy, 1 Examiner Copy

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Towson University
SPE 525

EDUCATIONAL ASSESSMENT (CONTINUED)

Name: Casey Tyler

D.O.B. October 17, 2003

ASSESSMENTS USED:

I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:

_X__ Form A

___ Form B

Norms based on age 10 years; Compuscore Version 3.0

Standard scores have a mean of 100 and a standard deviation of 15.
Standard Battery Tests:

Standard Score

Grade Equivalent

Instructional Range

Letter-Word Identification

116

8.0

6.5 9.7

Passage Comprehension

102

5.4

3.7 8.1

Reading Fluency

113

7.7

5.6 10.0

Word Attack

127

>18.0

13.9 - 18.0

Calculation

120

7.5

5.9 11.3

Applied Problems

110

7.2

5.4 9.7

Math Fluency

98

4.8

2.5 8.0

Spelling

114

7.9

5.9 11.4

Writing Samples

102

5.5

3.4 9.0

Writing Fluency

99

4.9

3.5 6.6

Standard Score

Grade Equivalent

Broad Reading

114

7.2

Broad Mathematics

114

6.7

Broad Written Language

108

6.1

Academic Skills

122

7.8

Academic Fluency

106

5.8

Academic Applications

107

6.1

(based on age)

Battery Clusters:

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BACKGROUND/REASON FOR REFERRAL:

Casey was referred for a comprehensive assessment as an assignment for a graduate class at
Towson University and to determine her present cognitive levels. Her parents say that Casey has
no academic or emotional/social issues, and Casey does not receive counseling. She attends
Baltimore Montessori Public Charter School and is in the fourth grade. She has good grades and
attendance, and has never received any special education services or related services. Casey has
no vision or hearing problems, and no modifications or accommodations are used to assist Casey
in the classroom. Caseys father described her attention span and motivation level as very high.
Casey lives at home with her older sister (12 years) and her mother and father; Casey says that
her home life is stable and good. Her mother and father both work at a local university campus,
and they have dinner together as a family every evening. All of Caseys developmental
milestones were reached within normal limits, and she has had very good overall health. Casey
has always done very well in school, and she particularly likes math and science, but enjoys all
subjects. Her father told me that she loves tests. Finishing projects at school makes her feel
good about herself, and she is an auditory learner who learns best from listening to what her
teachers are saying. Caseys father says she is very social, and has lots of friends, some of whom
are above her grade level; she particularly likes having friends that are smart and have a good
personality. She often leads projects at her school and especially likes integrated, crosscurricular projects. Casey says that she enjoys cooking, playing soccer, swimming, and is
learning the violin and piano. She doesnt eat breakfast everyday, but she often does. Casey gets
about 8 hours of sleep per night. There have not been any significant family events or changes
that might have impacted Casey, and the familys primary language is English.
BEHAVIORAL OBSERVATIONS:
Casey willingly accompanied the examiner to the testing location in a quiet office in the
students home. Casey appeared shy and quiet initially, but was confident and engaged during
the testing. The testing room was not a completely blank environment, and there were objects on
the desk that distracted her occasionally, but this did not appear to affect her overall
performance. She opened the desk drawer several times to see what was inside of it, and she
played with pencils in a cup on the desk. However, Casey was mostly very focused during the
testing period, and only fiddled with things in between the test sections. Casey was prompt and
careful when responding to all of the test questions. As material progressed in difficulty, Casey
was a little hard on herself, and very determined to do well; she occasionally wanted to go back
and correct things if she knew she had gotten something wrong. She worked intensely and
carefully during the Math Calculation and Math Fluency sections, trying to get each one correct,
and never skipped a problem. Casey carefully completed each sample problem in every section,
even if she knew what was expected of her, so that she could have more practice before the start
of a section. After 8 test sections, Casey became more impatient and fatigued. The examiner
asked her if she wanted to take a break, but she said she would rather just finish. Her focus
diminished after this point, and she wanted to rush to finish the rest of the subtests. Toward the
end during the Applied Problems section, Casey was impatient, and started guessing on certain
answers, without trying to work the problems out on paper, so that she could get to the end
faster. Here, Casey did not put forth her best effort. Casey was frustrated with the word
problems in the Applied Problems section, and couldnt identify all of the coins in the pictures.
Also toward the end, Casey wrote a number of incomplete sentences in the Writing Fluency

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section, mainly due to impatience. At the conclusion of testing, Casey literally ran from the
room, so happy to finally be finished. It is the opinion of this examiner that testing conditions
were adequate and that the results of Caseys individual assessment are a valid indication of her
current levels of academic achievement. The instrument used for this evaluation is considered
reliable and valid.

RESULTS AND INTERPRETATIONS:

The Woodcock-Johnson III: Tests of Achievement was presented to provide information
regarding the development of academic, application, and fluency skills in the areas of reading,
mathematics, and written language. Caseys overall academic achievement score was in the high
average range (114) according to age level expectations. A description of Caseys performance
in the areas of reading, written language, and mathematics is included in the following narrative.
The three subtests of the Broad Reading Cluster: Letter-Word Identification, Reading Fluency,
and Passage Comprehension were administered as a comprehensive measure of reading
achievement that included sight word vocabulary, reading speed, and the ability to derive
meaning from the printed word. (Word Attack the decoding of non-sense words was also
included as a supplemental sub-test). Caseys performance in the reading subtests resulted in a
broad reading standard score in the high average range (114) according to age level expectations,
and this places Casey at a seventh grade reading level.
Casey scored in the high average range (116) on the Letter-Word Identification subtest. The
Letter-Word Identification subtest assessed Caseys ability to identify letters and words
automatically. Casey was able to accurately and fluently read words in isolation at an eighth
grade level. She pronounced multi-syllabic words in the subtest with confidence and ease,
including words she may never have seen before. Casey scored in the high average range (113)
in the Reading Fluency subtest, according to age level expectations. The Reading Fluency
subtest assessed Caseys ability to quickly read and understand simple sentences within a threeminute time frame, and respond by circling Yes or No. Casey worked very carefully on this
section, and correctly answered every question that she attempted. Her careful reading of each
question affected her speed in this section. Casey scored in the average range (102) on the
Passage Comprehension subtest. The Passage Comprehension subtest required Casey to read a
short passage and identify a missing word that made sense in the context of that passage. Casey
struggled in this subtest as the passages became increasingly long and included more complex
vocabulary. Caseys overall reading performance suggests that Passage Comprehension is a
relative weakness and that reading instruction should focus on comprehension activities. In the
supplemental Word Attack subtest, Casey performed in the superior range (127), and her
performance represented a relative strength. The Word Attack subtest measured Caseys ability
to apply phonic and structural analysis skills to the pronunciation of unfamiliar printed words.
Casey pronounced each unfamiliar word without hesitation and with complete fluency, and her
ability on this subtest is estimated to be at a college level.
The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples
subtests were administered in order to assess Caseys ability to communicate effectively and
efficiently in written form. An analysis of Caseys written language skills discloses a broad
written language score in the average range (108) according to age level expectations.

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Casey scored in the high average range (114) in the Spelling subtest, which places her spelling
skills at a seventh grade level. The Spelling subtest assessed Caseys ability to spell words in
isolation. Casey was very confident in this section and self-assuredly attempted to spell complex
words using her knowledge of more familiar words. Casey scored in the average range (99) in
the Writing Fluency subtest according to age level expectations. The Writing Fluency subtest
assessed Caseys ability to formulate and write simple sentences quickly. This subtest
represented a relative weakness for Casey, but her weaker performance was mainly the result of
writing incomplete sentences due to her fatigue and impatience toward the end of the testing
period. Casey scored in the average range (102) on the Writing Samples subtest, which is
equivalent to a fifth grade level. This subtest required Casey to write sentences that were
evaluated with respect to the quality of content and expression. Caseys overall writing
performance suggests that her spelling skills are a strength, and that written language instruction
should focus on fluency, sentence structure, and writing quality responses to a variety of
demands.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess Caseys acquisition of math skills. An analysis of Caseys
math skills discloses a broad math score in the high average range (114) according to age level
expectations. The Math Calculation subtest assessed Caseys ability to perform mathematical
computations, including addition, subtraction, multiplication, and division, as well as more
advanced mathematics. According to age level expectations, Casey performed in the superior
range (120) for the Math Calculation subtest, which places Casey at the seventh grade level for
calculation skills. Casey worked very carefully, with intense focus, on this subtest, trying her
best to answer each problem correctly; she was aided by the fact that there was no time
restriction on this subtest. The Math Fluency subtest assessed Caseys ability to solve basic
addition, subtraction, and multiplication facts within a three-minute limit. Casey scored in the
average range (98) for the Math Fluency subtest, and this represents a relative weakness for
Casey. Casey worked very carefully during this section resulting in fewer problems finished
during the three-minute limit. However, she got every problem correct that she attempted. On
the Applied Problems subtest, Casey was required to solve math problems by listening to the
problem, recognizing the procedures to be followed, and decide which information was relevant
and which was extraneous. Caseys score on the Applied Problems subtest was in the high
average range (110) according to age level expectations. During this subtest, Casey became
impatient and fatigued, and she guessed on a number of questions without attempting them on
paper. She also struggled to identify pictures of U.S. monetary coins. Overall, Caseys math
strength is in the area of calculation, and math instruction should focus on performing math
problems more quickly, and practicing word problems.
Caseys scores on the Understanding Directions subtest were in the superior range (121), making
this a top strength for Casey. She was exceptionally confident and quick during this section and
had no trouble at all working well beyond her grade level. The Understanding Directions subtest
required Casey to listen to a sequence of instructions and then follow the directions by pointing
to various objects in a colored picture.

SUMMARY OF STRENGTHS, NEEDS, RECOMMENDATIONS:

The results of this educational evaluation indicate that Caseys academic skills range from
average to superior according to age level expectations. Caseys overall reading performance

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suggests that Letter-Word Identification and Word Attack skills are a relative strength and that
reading instruction should focus on comprehension. Caseys overall writing performance
suggests that her Spelling skills are a strength and that written language instruction should focus
on fluency, sentence structure, and written responses to a variety of demands. Caseys overall
math performance suggests that Calculation is a relative strength and instruction should focus on
speed and incorporating word problems. Relative areas of weakness include Math Fluency and
Writing Fluency, Writing Samples, and Story Recall. Some of Caseys difficulty in these
sections was the result of fatigue and impatience, and her careful, relatively slow pace also
affected her scores on the timed subtests. Positive learning behaviors displayed were Caseys
focused attention to the task at hand, her respect for the examiner, her use of the practice
questions to prepare her for test sections, and her careful re-checking of her finished work.
RECOMMENDATIONS:

Use math games to increase math fluency

Review sentence structure before writing sentences
Provide models of writing responses
Learning style which is auditory
Remove distractions and provide short breaks with physical activity to sustain
attention
Practice identifying missing key words in the context of a passage, with
increasing difficulty
Teach SOLVE method and allow student to reference a SOLVE card
Use games to teach identification of coin money

Signature of Evaluator, Title

Date

Copies: Student File

Parents
Examiner

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Reflection
How did administering this assessment enhance your understanding of CEC Standard 8
(assessment)?
I thoroughly enjoyed the opportunity to administer a formal assessment to a real student.
I learn best through hands-on projects, so this assignment functioned much better for me than
reading about the Woodcock Johnson III in a textbook. For all practical components of teaching,
it is important that I practice doing them to become proficient. I especially enjoyed noting my
observations during the testing session. I learned a lot about Casey as a student from watching
her take the WCJ, and these observations helped inform the report I subsequently wrote. Caseys
behavior and attitude before and during the testing reflected in her performance; if she seemed
impatient and tired, she rushed through a section and her scores reflected that haste. I learned
from this process that the test questions themselves are only a piece of the greater assessment
process, and that there are so many additional factors that contribute to and affect the final
results.
How did generating the Educational Achievement Report enhance your understanding of
the psycho educational process and the information presented in an educational
achievement report?
Although I administered the WCJ to a very high functioning, intelligent student, it was
interesting how the test results allowed me to identify specific areas of weakness, even in
someone whose weaknesses are not pronounced. When I finished writing the report, I was able
to develop a number of recommendations for improving Caseys achievement, even though I
have never worked in a classroom with her. Formal assessments can reveal relative areas of
weakness and strength through an unbiased, normed method, and teachers can then use this
information to make instructional decisions. Although there are a lot of things to complain about
regarding standardized testing, when it comes to identifying and diagnosing a student with
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disabilities, it is important that parents, educators, and others have the most reliable information
possible from norm-referenced tests administered under fair conditions. Writing the Educational
Achievement Report was an important process for me to master because it helped me to
understand how parents will receive valuable information about the performance of their
children. The data from the WCJ must be interpreted and explained in such a way that it is clear
and concise to parents, and includes appropriate and specific recommendations. This means that
the person administering achievement tests, such as the Woodcock Johnson III, are charged with
a critically important task that may affect the services and supports a student will receive
throughout their education.
In the future, what would you do differently to improve your understanding of the psycho
educational assessment process?
Im not sure that theres anything that I would have done differently, but I certainly think
that I would benefit from thoroughly knowing the Woodcock Johnson III better than I did when I
administered it for the first time. This knowledge will come from practice, and its probably not
something I could have done prior to administering it for the first time. If Im giving the test to
someone who is working on a very low level, it is easy to keep up with them throughout the
testing, but if the student is highly proficient, certain sections like the Following Directions
subtest can pose significant challenges for an inexperienced examiner. In this section, I hadnt
memorized the answers and the position of each character in the pictures, so I tried to find the
answers right along with the student I was testing, looking at the question on one side of the
board, and then craning my neck to see the picture on the other side. The student was incredibly
skilled at this subtest, answering each question with no struggle at all, leaving me struggling to
check her answers and keep up. This test section is the most difficult for the examiner and really
requires more experience to administer with ease.

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In addition, I would also like to know more about the specific types of recommendations
that examiners make to improve areas of student weakness. For instance, when a student
performs relatively weakly on the Writing Fluency subtest, what are the specific
recommendations that would most help this student? I tried to make educated guesses, but I feel
that my inexperience hindered my ability to make substantial recommendations in some cases.

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Student Interview Questions

1. Tell me about yourself; what do you like to do?
2. How do you feel about school?
3. What makes you feel good about yourself?
4. How do you like to learn?
5. Do you have many friends?
6. What do you look for in a friend?
7. How would you describe your home life?
8. Do you eat breakfast every day?
9. How many hours of sleep do you get each night?
10. Do you have any hobbies or special talents?
11. What subjects do you enjoy in school? Dislike?

Parent Interview Questions

1. Describe a typical evening with Casey.
2. Do you have concerns about Caseys progress at school or her behavior?
3. How is Caseys general health?
4. How does Casey spend her spare time?
5. What subjects and activities does Casey appear to enjoy, do well in, or dislike?
6. Does Casey receive outside counseling?
7. Describe Caseys attention span, memory, and motivation level.
8. Does Casey currently receive special education or related services?
9. What are Caseys social patterns?
10. Have their been any significant family events or changes that may have impacted
Casey?

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