Kelsey Olson

Formal and Informal Assessment

May 6, 2014
Assessment Case Report
I. Identifying Information
Student Name: Lara (name changed)
Date of Birth: 08/15/06
Age: 7-7
Grade: 2.7
Gender: Female
Parents: Mom & Dad
School: Dixie Elementary School
Teacher: Mr. J, Second Grade
Examiner: Kelsey Olson
Date of Report: May 6, 2014
Dates of Assessment: 3/24/14, 3/25/14, 3/26/14, 3/27/14, 4/3/14
II. Reason for Referral
This is Laras initial evaluation for special education services. Her second grade teacher, Mr. J,
referred her. According to Mr. J, Lara has difficulty expressing what she has read or heard. Mr. J
is concerned that Lara is making slow academic progress in reading and that there has been a
lack of response to interventions. Lara has received interventions in Phonemic Awareness and
Phonics as well as Reading Fluency and Comprehension starting in first grade. Ms. A, who
provided the interventions, reported that Lara is a hard worker, but is making very slow progress,
and there are some processing gaps in her learning. As a result, her teacher Mr. J is concerned
that Lara may possibly have a specific learning disability (SLD).
III. Background Information
ACADEMIC HISTORY
Lara is a second grader at Dixie Elementary School. She has been a student at Dixie since
kindergarten, which she started in 2011 at age 5. According to her mother, Laras school

Olson 2
experiences related to academic learning and behavior have always been good in kindergarten,
first, and second grade. Lara exhibits good classroom behavior. She pays attention during class,
sits still in her seat, and cooperates well during group activities. The main academic concern is
Laras struggle with reading. Lara received Phonemic Awareness and Phonic intervention for 45
minutes a day, four days a week, for nine weeks starting in first grade. Two different programs
were used, Systematic Instruction in Phonological Awareness, Phonics and Sight Words
(SIPPS), which are instructional materials that offer a systemic approach to decoding that helps
students gain reading fluency and comprehension, as well as Lexia, which is a research-proven,
technology-based approach that accelerates reading skills development through personalized
learning with a focus on developing foundational reading skills. The intervention provider, Ms.
A, noted that Lara worked hard and that her reading was accurate, but her rate was slow and she
had not yet met the Dynamic Indicators of Basic Early Literacy Skills (DIBLES) benchmark for
fluency. In second grade Lara again received Phonemic Awareness and Phonic intervention for
45 minutes a day, four days a week, but this time for seven weeks. Ms. A noted that Lara is
working hard and reaching her goals, but she will continue intervention to gain more confidence
in her reading. Her following intervention focused on Reading Fluency and Comprehension and
for 45 minutes a day, four days a week, for seven weeks. Ms. A noted that she was making very
slow progress towards the benchmarks, but her confidence is slowing going up. It is also noted
that at times there are some processing gaps in her learning and that Lara is a hard working girl
who needs more support.
MEDICAL HISTORY
Lara was born via C-section after a normal pregnancy. According to her mother, Lara reached
developmental milestones at a normal age including speaking and beginning to read. When she
was five years old she was hit in the head with a baseball bat and required fourteen stiches, but
no other damage was done. Laras vision was assessed on March 3, 2014 and she is 20/20 in both
eyes. She does not wear glasses. Laras hearing was assessed on March 4, 2014 and she passed
for both her left and right ears. Lara has environmental allergies, but otherwise her general health
is good according to her general practitioner.

Olson 3
FAMILY HISTORY
Lara lives at home with her mother and father and three older sisters. English is her primary
language. She is described by her mother as an extrovert who is sweet, compassionate, energetic,
funny, and spunky. Lara enjoys playing at the park, drawing, running, and playing with dolls.
Lara is very close to her family. One of Laras greatest accomplishments according to her mother
was an increase in her reading word count, which she was very proud about and called all of her
family members to share her good news. Laras maternal aunt has dyslexia and ADD.
Present Levels of Performance: Mr. J, Laras second grade teacher, reported that Lara is very
interested in writing and is at grade level in this subject. Lara is also at grade level in math.
Behaviorally, Lara is well mannered and kind according to Mr. J. His main current concern is
that she needs to improve in reading fluency and accuracy.
According to Mr. J, Lara has improved her reading comprehension, but still needs to improve
reading fluency and accuracy. Lara also still has difficulty expressing what she has read or heard.
Her reading accuracy is at 91% when it should be at 97% for this time of year. An improvement
in reading accuracy will also help improve her reading fluency, which is currently 50 words per
minute. At this time of year she should be reading 90 words per minute. Lara is currently in the
Read Naturally program at Dixie for intervention to improve her reading fluency. She is also
currently receiving intervention for reading comprehension using the Lexia program.
IV. Observations in Classroom and Testing
CLASSROOM OBERVATIONS
Lara was observed in the classroom during reading and writing. Lara appeared to listen
respectfully to her teacher whenever he was talking. She sat silently in her seat and faced the
teacher as he talked. When they broke off into groups for activities, Lara was very talkative and
involved in the activity and appeared to be an equal member of the group. When the teacher
began reading to the class, Lara appeared to mostly be paying attention, but she did look around
the room a few times. She was not the only student in the class to do so. After the teacher
finished reading, he assigned a student in each table group to begin reading to their group. When
it was Laras turn to read she read a few words incorrectly, but her voice was clear and loud

Olson 4
enough. She was confident reading to her table group. After reading the story, the teacher asked
a few questions about the story and had the table groups discuss the answers before sharing with
the whole class. Lara did not always remember what had happened in the story accurately, but
she still participated in the group talk enthusiastically even when other students disagreed.
During writing, Lara spent a lot of time drawing a picture as a form of pre-writing for her story.
She participated in talk at her table about everyones stories and drawings while she was
drawing. After her teacher came by the table to remind the students to work on their stories as
well, Lara began writing. She wrote a run-on sentence with four ideas about what she had done
the previous weekend before it was time to change tasks.
TESTING OBSERVATIONS
Lara was very positive and cooperative throughout the administration of the Woodcock-Johnson
Tests of Achievement, Third Edition (WJ-III), the Kaufman Test of Educational Achievement,
Second Edition (K-TEA-II), and the Qualitative Reading Inventory 5 (QRI-5). She appeared at
ease, comfortable, and attentive to the tasks during the examination. Lara responded promptly,
but carefully, to test questions. She was generally persistent with difficult tasks and tried hard to
do her best. The subtests that involved nonsense words (Word Attack in the WJ-III and Nonsense
Word Decoding in the K-TEA-II) seemed amusing to her. Even though both sets of directions
specified that the words were made up, she started each subtest by saying, thats not a real
word after the first few words. She was then reminded that all were made up. As the test
progressed she would occasionally comment if a word sounded like a real word. While taking
these two subtests she expressed more enjoyment than the other subtest by smiling more and
saying more comments that were not direct answers. She subsequently scored very high on both
subtests. Tasks that involved a large amount of writing such as the Spelling and Writing Fluency
subtests in the WJ-III and the Spelling and Written Expression subtests in the K-TEA-II did wear
her out more than others as exhibited by her actions and statements after the tests such as saying
whew while shaking out and flexing her hand. Still, she never expressed any need for a break
or a desire to stop early while testing. Testing for the WJ-III and K-TEA-II was conducted over
four days for about an hour and fifteen minutes each session. The QRI-5 was administered in
one day and took about an hour. Assessments were administered in the resource room and in a

Olson 5
conference room off of the office. Both rooms were quiet and provided a private and relatively
distraction free environment for Lara.
V. Formal Assessments Administered
The Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III) is a comprehensive,
nationally normed assessment tool that measures a students academic achievement. It consists
of 22 subtests to evaluate reading, mathematics, and writing skills as well as oral language
abilities and academic knowledge.
Standard Scores (SS) between 90 and 110 and percentile scores (%) between 25 and 75 are
considered within the average range.
Woodcock Johnson Tests of Achievement, 3rd Edition (WJ-III)
Subtest
Standard
Percentile
Age Equivalent
Score (SS)
(%)
(AE)
th
Letter-Word Identification
106
65
8-0
Word Attack

120

Descriptor
Average

th

11-5

High Average

th

11-4

Superior

90

Sound Awareness

129

97

Reading Fluency

104

60th

7-10

Average

Passage Comprehension
Broad Reading

97
102

st

41
56th

7-4
7-9

Average
Average

Calculation

101

52nd

7-7

Average

Math Fluency
Applied Problems

114
116

82nd
85th

8-5
8-7

High Average
High Average

Broad Math

113

81st

8-2

High Average

Spelling

99

48th

7-6

Average

th

9-7

Superior

th

8-3

Average

nd

Writing Fluency
Writing Samples

123
107

94
68

Broad Written Language

109

72

8-2

Average

Total Achievement

108

70th

8-0

Average

Olson 6
READING
Letter-Word Identification: For this subtest the student is presented with a picture, letter, or
word and asked to identify it orally.
Lara performed in the average range with a standard score of 106, placing her in the 65th
percentile. The age equivalent score is 8-0.
Word Attack: For this subtest from the extended battery, the student is asked to read nonsense
words aloud. This subtest measures the students ability to decode and pronounce new words.
Lara performed in the high average range with a standard score of 120, placing her in the
th

90 percentile. The age equivalent score is 11-5.

Sound Awareness: This subtest consists of four sections: Part A, Sound Awareness-Rhyming;
Part B, Sound Awareness- Deletion; Part C, Sound Awareness- Substitution; and Part D, Sound
Awareness- Reversal. Items for Part A require the student to determine and generate words that
rhyme. Part B requires the student to say parts of the original stimulus. Part C requires the
student to change a specified part of the stimulus word. Part D requires the student to first,
reverse compound words, and then reverse the sounds of letters to create new words.
Lara performed in the superior range with a standard score of 129, placing her in the 97th
percentile. The age equivalent score is 11-4.
Reading Fluency: In this timed subtest, the student reads statements and determines if they are
true or not. The subtest assesses how quickly the student reads each sentence presented, makes
decisions about its validity, and circles the correct response. The time limit is three minutes.
Lara performed in the average range with a standard score of 104, placing her in the 60th
percentile. The age equivalent score is 7-10.
Passage Comprehension: For this subtest, the examiner shows the student a passage with a
missing word and the student must orally supply that word.
Lara performed in the average range with a standard score of 97, placing her in the 41st
percentile. The age equivalent score is 7-4.

Olson 7
MATH
Calculation: For this subtest the student solves a series of math problems in paper-and-pencil
format. The problems include number writing on the early items and range from addition to
calculus operations on the more advanced items.
Lara performed in the average range with a standard score of 101, placing her in the 52nd
percentile. The age equivalent score is 7-7.
Math Fluency: For this subtest the student is required to solve problems utilizing the basic
operations of addition, subtraction, multiplication, and division. The subtest is timed. The student
solves as many problems as possible within three minutes.
Lara performed in the high average range with a standard score of 114, placing her in the
82nd percentile. The age equivalent score is 8-5.
Applied Problems: For this subtest the examiner reads a story math problem and the student
must answer orally. Picture cues are provided at the lower levels.
Lara performed in the high average range with a standard score of 116, placing her in the
85th percentile. The age equivalent score is 8-7.
WRITTEN LANGUAGE
Spelling: This subtest assesses the individuals ability to write words that are presented orally by
the examiner. The early items include tracing lines and letters, and more advanced items include
multisyllabic words with unpredictable spellings.
Lara performed in the average range with a standard score of 99, placing her in the 48th
percentile. The age equivalent score is 7-6.
Writing Fluency: This paper-and-pencil subtest consists of pictures paired with three words.
The examiner directs the student to write sentences about each picture using the words. The
student is allowed to write for seven minutes. Correct responses are complete sentences that
include the three words presented.
Lara performed in the superior range with a standard score of 123, placing her in the 94th
percentile. The age equivalent score is 9-7.

Olson 8
Writing Samples: This subtest requires the student to construct age-appropriate sentences
meeting specific criteria for syntax, content, and the like. The items are scored 2, 1, or 0 based on
the quality of the response given.
Lara performed in the average range with a standard score of 107, placing her in the 68th
percentile. The age equivalent score is 8-3.
The Kaufman Test of Educational Achievement, Second Edition (K-TEA-II) is a comprehensive,
nationally normed assessment tool that measures a students cognitive and academic ability. It
consists of 14 subtests, which evaluate reading, math, written language, oral language, soundsymbol, decoding, oral fluency, and reading fluency.
Standard Scores (SS) between 85 and 115 and percentile scores (%) between 25 and 75 are
considered within the average range.
Kaufman Test of Educational Achievement, 2nd Edition (KTEA-II)
Subtest

Standard
Score (SS)

Percentile
(%)

Age Equivalent
(AE)

Descriptor

Letter & Word Recognition

103

58th

7.9

Average

Nonsense Word Decoding

125

95th

13.0

Reading Comprehension

112

79th

8.6

Above
Average
Average

Reading Composite

108

70

th

Math Concepts & Applications

110

75th

8.3

Average

Math Computation

114

82

nd

8.3

Average

Math Composite

116

86th

Written Expression

103

58th

8.0

Average

Spelling

112

79th

8.9

Average

Written Language Composite

108

70th

Average

Average

Average

Olson 9
READING
Letter & Word Recognition: For this subtest the student identifies letters and pronounces words
of gradually increasing difficulty. Most words are irregular to ensure that the subject measures
word recognition (reading vocabulary) more than decoding ability.
Lara performed in the average range with a standard score of 103, placing her in the 58th
percentile. The age equivalent score is 7.9.
Nonsense Word Decoding: For this subtest the student applies phonics and structural analysis
skills to decode invented words of increasing difficulty.
Lara performed in the above average range with a standard score of 125, placing her in
the 95th percentile. The age equivalent score is 13.0.
Reading Comprehension: For the easiest items, the student reads a word and points to its
corresponding picture. In following items, the student reads simple directions and responds by
performing an action. In later items, the student reads passages of increasing difficulty and
answers literal or inferential comprehension questions about them. Finally the student rearranges
five sentences into a coherent paragraph and then answers questions about the paragraph.
Lara performed in the average range with a standard score of 112, placing her in the 79th
percentile. The age equivalent score is 8.6.
MATH
Math Concepts & Applications: For this subtest the student responds orally to test items that
focus on the application of mathematical principles to real-life situations. Skill categories include
number concepts, operation concepts, time and money, measurement, geometry, data
investigation, and higher math concepts.
Lara performed in the average range with a standard score of 110, placing her in the 75th
percentile. The age equivalent score is 8.3.

Olson 10
Math Computation: For this subtest the student writes solutions to math problems printed in the
student response booklet. Skills assessed include addition, subtraction, multiplication, and
division operations; fractions and decimals; square roots; exponents; signed numbers; and
algebra.
Lara performed in the average range with a standard score of 114, placing her in the 82nd
percentile. The age equivalent score is 8.3.
WRITTEN LANGUAGE
Written Expression: At grade 1 and higher, the student completes writing tasks in the context of
an age-appropriate storybook format. Tasks at those levels include writing sentences from
dictation, adding punctuation and capitalization, filling in missing words, completing sentence,
combining sentences, writing compound and complex sentences, and writing an essay based on
the story the student helped complete.
Lara performed in the average range with a standard score of 103, placing her in the 58th
percentile. The age equivalent score is 8.0.
Spelling: For this subtest the student writes words dictated by the examiner from a steeply
graded word list. Early items require students to write single letters that represent sounds. The
remaining items require students to spell regular and irregular words of increasing complexity.
Lara performed in the average range with a standard score of 112, placing her in the 79th
percentile. The age equivalent score is 8.9.
VI. Informal Assessments Administered
The Qualitative Reading Inventory 5 (QRI-5) is an informal reading inventory designed to
measure a students independent, instructional, and frustration reading levels. The QRI-5 uses
graded word lists and passages designed to assess the oral and silent reading and listening ability
of students in order to determine the students reading level as well as determine reading
strengths and needs. This is not a norm-referenced or standardized instrument, which means that
student scores are interpreted only in regard to the individual and not to a norm group.

Olson 11
Word List

Total # Correct

% Correct

Level

Primer

20/20

100%

Independent

First

18/20

90%

Independent

Second

15/20

75%

Instructional

Third

13/20

65%

Frustration

Lara was tested on the primer through third grade word lists. She read both the primer and first
grade word lists quickly and confidently and scored at the independent reading level on both. She
missed enough and choose on the first grade word list. Lara took more time to identify the
words on the second and third grade word lists, but still tried diligently to correctly identify all
words. She correctly identified fifteen words on the second grade word list and thus scored in the
instructional level. This means that her instructional level falls within the second grade range.
The words Lara struggled with at the second grade level were: tired, pieces, though, breathe, and
noticed. Lara correctly identified 13 words on the third grade word list, which is considered to be
her frustration level. A few of the words on the third grade level word list that Lara had
difficulty with were: engines, tongue, curious, and enemies.
As a result of Laras scores on the word lists, she was tested on a Level 1 passage (The Bear
and the Rabbit) and a Level 2 passage (Fathers New Game).
Passage
Level 1: The
Bear and the
Rabbit
Level 2: Fathers
New Game

# of Miscues

# of Ideas Recalled

16 out of 31

14

25 out of 49

# of Questions
Correct
Explicit: 3/3
Implicit: 1/2
Explicit: 3/4
Implicit: 3/4

Level
Instructional

Instructional

Lara was able to read both passages with relatively few errors. She struggled most with retelling
the story after she had finished reading. Her first attempts to retell the stories were both very
simple and lacked a lot of details that the scoring sheet listed. With prompting, she was able to
expand on her original overview of the story and provide a few additional details. When she was
allowed to look back at the story she included even more ideas, but still showed signs of
preferring to stick to main events and ideas as opposed to details such as direct quotes said by

Olson 12
characters. Lara did very well answering questions about both stories, which were asked after she
had finished retelling each story. For the Level 1 passage, she missed one question, which was
considered an implicit question. For the Level 2 passage, she missed two questions, one
considered explicit and one considered implicit. Lara scored at the instructional level on both
passages. Her scores and performance on the passages, together with her scores on the leveled
word lists, places her current reading level at the second grade level.
VII. Assessment Results and Interpretations
READING
Lara's overall level of achievement on the reading subtests of the WJ-III, when compared to the
scores earned by others at her age level, is average. She scored a standard score of 102 for Broad
Reading. The subtests that she performed highest on were Sound Awareness (SS 129), with a
standard score within the superior range, and Word Attack (SS 120), with a standard score within
the high average range. She scored within the average range for all of the remaining reading
subtests: Passage Comprehension (SS 97), Reading Fluency (SS 104), and Letter-Word
Identification (SS 106).
Lara's level of achievement on the reading subtests of the K-TEA-II, when compared to the
scores earned by others at her age level, is also average. She scored within the average range on
the overall Reading Composite with a standard score of 108. She scored within the average range
for all of the subtests except for the subtest Nonsense Word Decoding (SS 125), in which she
scored in the above average range. The subtest she scored comparatively lower on was Letter &
Word Recognition (SS 103).
When assessed using the QRI-5, Lara scored at the instructional level on the second grade level
graded word list. She was then asked to read two expository passages, one at a first grade level
and another at a second grade level. Lara was assessed on how well she was able to read each
passage aloud as well as her ability to comprehend each story. She scored at the instructional
level for both passages. The main area of difficulty was in retelling the story. With prompting
and allowing her to look back at the story Lara was able to elaborate more on her retelling, but
without these forms of support she only stated the very main ideas of the story and avoided

Olson 13
mentioning smaller, supporting, details of the story. Lara should continue to read at a second
grade level with support and work on improving her comprehension skills so she can increase
her reading level.
MATH
According to the scores that Lara achieved on the WJ-III math subtests she is performing within
the high average range when compared to the scores earned by others at her age level. Her math
skills are her biggest strength compared to her writing and reading skills. Lara scored within the
high average range for Broad Mathematics (SS 113) as well as the Math Fluency (SS 114) and
Applied Problems (SS 116) subtests. She scored comparatively lower, and within the average
range, on the subtest Calculation (SS 101).
Lara's level of achievement on the Math subtests of the K-TEA-II, when compared to the scores
earned by others at her age level, is average. According to her standard scores on the K-TEA-II,
Lara has slightly stronger math skills than reading and writing skills. She scored within the
average range on both subtests, Math Concepts & Applications (SS 110) and Math Computation
(SS 114). Overall, Lara scored within the average range on Math Composite (SS 116).
WRITTEN LANGUAGE
Lara's overall level of achievement on the written language subtests of the WJ-III, when
compared to the scores earned by others at her age level, is average. She achieved a standard
score of 109 for Broad Written Language. She scored highest on the subtest Written Fluency
with a standard score of 123, which is within the superior range. Her standard scores are average,
compared to age peers, for the remaining two subtests, Writing Samples (SS 107) and Spelling
(SS 99). She scored lower comparatively on the Spelling subtest.
Lara's level of achievement on the Written language subtests of the K-TEA-II, when compared to
the scores earned by others at her age level, is average. She scored within the average range on
both subtests, Written Expression (SS 103) and Spelling (SS 112). She scored highest on the
Spelling subtest and comparatively lower on the Written Expression subtest. Overall, Lara scored
within the average range on Written Language Composite (SS 108).

Olson 14
VIII. Transition Plan
Lara has made much progress this year and is on track to transition successfully into third grade.
Her formal and informal assessment results show that she is currently at an average reading level
for her age (7-7). She scored in the average to high average range on math and in the average
range for writing according to the formal assessments. Observations of Lara in the classroom and
information from her family and teacher also show that Lara is a determined student who is
interested in doing well academically. Since Lara did have difficulties retelling the passages
during the QRI-5 and thus expressing what she has read, it is recommended that Lara continue to
receive reading intervention for additional support during the grade transition. Lara should
continue to read books at her reading level both in school and at home. It is recommended that
Lara practice retelling stories to her teacher and parents after she has finished reading so that she
can work on increasing her comprehension and ability to express what she has read. Since Lara
has an interest in writing, asking her to write book summaries could also be a beneficial exercise.
IX. Summary and Recommendations
Laras results on the WJ-III and the K-TEA-II show that she is performing academically in the
average range for her age in all subject areas. Her results on the QRI-5 show that she is reading
at an instructional level for both first and second grade expository texts. It is recommended that
Lara continue receiving intervention services for reading in order to help her to continue
improving towards her benchmark goals. It is suggested that reading intervention focuses on
reading fluency and comprehension. The following academic goals are proposed to help monitor
Laras reading growth:
By 6/12/14, Lara will be able to read a second grade text at 98% accuracy as measured by the
reading intervention provider.
By 6/12/14, Lara will be able to read a second grade text at a rate of 90 words per minute (WPM)
as measured by the reading intervention provider.
By 6/12/14, Lara will be able to recall 75% of the ideas listed when retelling a second grade level
expository reading passage as measured by the resource specialist.

Olson 15

Overall, Lara is a motivated student who expresses a desire to do well in school. With the help of
continued reading interventions she should be able to continue to make progress in reading
fluency and comprehension and reach her goals by the end of this academic year.