Running Head: ACES EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Formal Test and Measurements for Students with Disabilities
SPED 425.001
Dr. Fewster
Sarah Creegan
Towson University 2015

ACES EDUCATIONAL ACHIEVEMENT REPORT

Educational Achievement Report

Demographic Information
Name: Ace Ventura
Address: 1 Towson Court
Phone: 443 123 - 4567
Date of Birth: 07/13/1987
Date(s) of Testing: 04/05/2015
Chronological Age: 27 years, 8 months
Primary Language of Student: English

School: Fallston High School

Teacher: Mr. Dennis
Grade/Educational Setting: Bachelors
Referred by: Special Education Team
Examiner: Sarah Creegan
Date of Report: 04/30/2015
Primary Language of Test: English

Reason for Referral

Ave Ventura was evaluated on April 5, 2015. At the time of the evaluation, Ace was
having difficulty with spelling and reading fluency. According to the academic history, interview
with his family, Ace has been experiencing difficulty in many academic areas. For example, Ace
has been performing inconsistently in the areas of reading, mathematics, and written language.
Based on this information, Ace was referred for an educational achievement evaluation.
Examiner Criteria Statements
In the opinion of the examiner:
_X_ The scores obtained are 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
Ace grew up in Fallston with is biological mother and father. His parents both received their
degree from Towson University at later ages in their lives. His father has his Bachelors degree in
Gerontology and his mother earned her Doctorate of Philosophy in Academic Organizational
Leadership. In his parents footsteps, Ace earned a degree at Towson University for Information
Systems. His brother is currently going to school and completing an apprenticeship to be an

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electrician. Within this family system, education is very important and both children have been
raised to perform to their best potential. He lived with his family until graduating from college
and is currently residing with his girlfriend.
Developmental History
Ace had a typical development in regards to growth and motor development. He was an overly
active child at home and in school, so in second grade he was tested for ADHD. When
diagnosed, he began taking medicine that helped with focusing and motivation. After beginning
the medicine, Ace started doing better in school and disruptions were at a minimum.
Academic History
Ace graduated from Towson University in 2014 with a Bachelor in Information Systems. He was
passionate about this topic and pursued a career making databases after college. While in high
school, Ace enjoyed his science classes and was least motivated in math. He was generally an A
and B student and knew he had to seek help when he grades began to drop. Ace would go to
meet with his teachers during break if he had a question or needed extra attention to comprehend
the material. Even though he has ADHD, he never received accommodations in school, so he
needed to advocate for his self to get help when needed. His attendance was consistent and he
only missed a day if he was ill. This helped him create strong relationships with teachers because
he showed dedication in his classes and participated when he could. Overall, Ace had a
successful academic career and proved that he could work with his ADHD to succeed.
Social HistoryAce has several hobbies that he is currently involved with including playing guitar, writing,
videogames, and basketball. While in middle school, Ace was involved in Boy Scouts and later
stopped because his friends were involved in other activities. Then in high school, his main focus
was his friend group. He was among the group of people who were socialites and interacted with
many different cliques. From this, he created strong bonds and met people who he could share
his hobbies with.
Initial Interview with the Child
The interviewee seemed overwhelmed by the amount of questions. He was shaking his leg
during the interview and answering with incomplete sentences. He seemed to want to move fast
through the interview in order to get on with the test.
Behavior during Testing
During this test, Ace had difficulty remaining on task. I conducted the test in our dinning room

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mid day with the blinds closed and the light on. This helped Ace to avoid distractions such as the
wind, other people, and noise. To put the situation into perspective, Ace stopped taking his
medicine when he graduated from college and his ADHD tendencies came into play. He was
cooperative throughout the examination, but would question different parts for reassurance and
reminders. When we would get to subtests that were timed, he would begin to bounce his leg.
Then while answer the questions, he would look up to know how much longer. I tried not to
show him and say youre doing fine, keep going but he would just write faster. Then I noticed
that his handwriting got worse as he moved through the test. It seemed his anxiety exacerbated
from subtest to subtest.
Test and Procedures Administered
Interview with Child
Woodcock-Johnson Test of Achievement
Due to Aces 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.
Results
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, which were administered to Ace.
The Letter-Word Identification subtest measures word identification skills. Ace was
required to identify letters and to pronounce words correctly. Aces performance on this task was
at the age equivalent of a > 30 year old. The Reading Fluency subtest measures the ability to
quickly read simple sentences and decide if the sentences are true. Aces performance for this

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task was at the > 30-age range. The Passage Comprehension subtest measures the ability to
match the pictographic representation of a word with an actual picture of the object. In addition,
Ace 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.
Aces performance on this subtest was at the 30 year old age range.
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 Ace to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Aces performance on the Calculation section was equivalent to that of a 23 year
old. The Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Aces performance was equivalent to a person greater
than 25. The Applied Problems test required Ace 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 Ace to listen to the problem, recognize the procedures to be
followed, and them perform relatively simple calculations. Aces performance on this subtest was
in the greater than 30 age range.
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, Ace was required to recall
increasingly complex stories that are presented on an audiotape and his performance in this area
was in the above 20-age range. On the Understanding Directions subtest is an oral language
measure. The task required Ace to listen to a sequence of audiotaped instructions and then
follow the directions by pointing to various objects in a colored picture. Aces performance on
this task was above the 21-age range.
Written Language Assessment Results

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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 Ace to produce uppercase and lowercase
letters, and to spell words correctly. Aces performance was equivalent to that of a 19 year old.
The Writing Fluency subtest measures skill in formulating and writing simple sentences
quickly. Aces performance on this subtest was in the 21-age range. 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. Aces performance on this
task was equivalent to someone above age 30.
Interpretation of Assessment Findings
Aces test results were all at average or above. There were patterns within his test scores
that are explained below in detail. First, he performed average on tests that had a great majority
of words or numbers on a page. This shows that the large amount of information is
overwhelming for the student and covering parts of the page would have been helpful. Using this
method, the student is able to focus on only a few problems at a time. Ace showed success in
math, even though he says that it is not a subject he enjoys. When mathematical problems were
involved, Ace seemed to move through the problems slowly but accurately. The math in his
classes may not be challenging enough for him so we may want to provide a recommendation to
encourage different methods of learning.
In regards to Broad Reading, Aces performance fell into the average range. He
performed at average in Letter-Word Identification and Reading Fluency. With Passage
Comprehension, he scored at a high average. Overall, he scored above his age range in all three
subtests of Letter-Word Identification, Reading Fluency and Passage Comprehension. Seeing that
his scores show his proficiencies in the area of broad reading, we can see that he does well when
reading and comprehending the material. In the classroom, Ace exhibits patience when reading
to be informed but can sometimes overlook miner details that cause him to go back and reread.
He is able to analyze words and sentences to find the meaning and then explain the passage to
another person. This is a useful tool in school when you need to read different types of material
and know how to analyze each type in a specific way.
In the area of Mathematics, Ace did exceptional. He performed in high age ranges for all
three subtests. He scored in the high average range for Calculation and Applied Problems. In the
area of Math Fluency, Aces performance fell in the average range. Ace is excelling in
Mathematics, especially Calculation and Applied Problems and may not need immediate help in
this subject. This area shows that he is able to progress in mathematics and move through the
material without much error. From the test scores, we see that he has a lower score for Math
Fluency, however this may be due to the amount of problems on each page. This impacts his
education in the classroom because he becomes overwhelmed when the material is not spread

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out. This is a pattern that we see throughout the math and other sections such as reading where
there are many problems or words on each page and Ace is unable to fluently master each
section.
In regards to Oral Language, Ace surpassed preconceived notions that appeared because
of his ADHD. He was able to fall in the very superior range and memorize direction and stories
given. I may have over-highlighted the fact that he had to recall the story as well as he could.
From this, Ace sat with his eyes closed and listened to the audio. He was in the very superior
range for story recall. Since he memorizes information on a daily basis at work, he has enhanced
his memory and attention to detail. He also scored very well in Understanding Directions and fell
in the category of superior. He worked hard through this and paid attention to the directions.
Knowing that he sometimes exhibits difficulty in this area, I may have been dramatic while
saying the directions to point out key parts. This is something that would effect the scoring
because I did not keep my tone at a constant pace. Nonetheless, I read the directions how I would
if I were conducting a lesson but it needs to be different when administering a test.
For Written Language, Ace performance on a range of levels. In Spelling, his age
equivalent score was eight years younger though he still fell into the average range. This shows
that Ace may need some reinforcement methods in spelling to progress his vocabulary.
Nonetheless, his scores improved in the next two subtests and he showed a higher order of
knowledge. In his Writing Samples, Ace exhibited a high average range and performed at the age
equivalent of someone above age 21. Then for his Writing Fluency, he performed in the superior
range and had the age equivalent of a 30 year old. These subtests, as a whole, have Ace fall in the
average range and almost to the high average. With the scores all in different ranges, they still
averaged out in a meaningful manner. We are able to see that Ace is performing well in written
language and may only need recommendations in Spelling.
Story Recall Delayed had the highest standard score for all subtests. Ace fell in the
category of very superior and was able to remember the information almost verbatim. I gave the
test about four hours later and Ace was able to take his previous memory and add it onto the
audio he was hearing for the second time. In class, he usually writes down directions or closes
his eye to embrace the information. This is his way of putting the material into his memory. This
is a helpful tool in the classroom because so many directions are given at different times that a
student needs to be able to multitask and comprise multiple ideas.
Summary/Discussion (Conclusion)
Ace is a 27 year 8 month old student who attended Fallston High School and then Towson
University. Ace was referred for an educational evaluation after having difficulties in written
language and reading. Ace excels in mathematics and performs well in independent and group
activities. He successfully answers questions when there are minimal words or numbers on a
page. When the information on a page is too much, he usually shuts down or overlooks important
material. We performed the Woodcock Johnson in order to aid Aces future progress. Though his
student profile is not extremely severe, we would still like to analyze his scores and decide what
can be recommended. From this test, we are able to know which areas Ace needs
accommodations or strategies to improve.

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Recommendations and/or Proposed I.E.P. Goals

1. Recommendation for Handwriting: Aces teacher will provide a writing drill upon entering
the classroom. This needs to be completed before starting his class drill. The drill will consist
of writing a sentence where he needs to follow a basic rubric. The rubric will include spacing
wide enough to fit width of pencil, horizontal alignment, slant, and size. He will need to
grade his sentence himself and hold onto the drill during class for reflection. I will ask him
during class to imitate his writing on other classwork papers to make sure he is focusing on
quality and legibility. When Ace turns in classwork, his teacher with put a grade in blue pen
for handwriting. He will receive a piece of candy at the end of the week if his scores are
consistently high or if the writing improves over the week.
2. Recommendation for Spelling: Aces teacher will create a weekly spelling list for him to
practice when at home. It is recommended that his parents or sibling read him the words and
he writes them down. He may use the tapping method where he taps the word out or think of
mnemonic devices to remember the order of letters. Once he finishes his writing of the
words, he should play a typing game on a computer where the audio says a word and the
player must type it in. At the end of the week, Ace will sit down with his teacher and be
asked to spell his vocabulary words. The teacher will keep track of the data in order to
discuss his progress with his parents.
3. Recommendation for Spelling: Ace will write journal entries on a weekly basis. These entries
will be will be written on loose leaf and Ace will be able to use his resources to help with
spelling. These resources can include tapping out words, looking at a dictionary, or asking the
teacher. However, if he asks the teacher for help with spelling he must underline the word so
that he can focus and reflect. These journal entries will not be graded for content, but instead
graded based on spelling and grammar.
4. Recommendation for Math Fluency: Ace will play a two minute game at the end of each
week where he will need to solve as many math problems as he can in the time allotted. The
teacher should recommend covering parts of the page with another sheet of paper so the
student can focus on the row at hand. Another method to help him complete this task is to
circle the mathematical operation so he does not become confused by the sign and get stuck
on a pattern.
5. Recommendation for Math Fluency: With a teacher, peer, or family member, Ace will play a
game with notecards. The person administering the game will hold up a notecard with a math
problem and Ace will need to answer the problem. This will be done for ten minutes on a
daily basis. He will need to continue this game until the solutions become automatic. At the
end of each week, the teacher will administer the game and time how long he goes through
the notecards. Here we will be observing his fluency with the math problems and accuracy
with the solutions. This should be documented on a chart to be presented at the next IEP

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meeting.

Sarah Creegan
Harford County Public Schools

4/30/2015

Reflection:
Administering the Woodcock Johnson Test of Achievement III was slightly
overwhelming at first, but beneficial in the end. This was my first time administering an
achievement test and I feel as though I under-thought the process. When practicing reading the
test, I remained casual and read each page as though I was talking to a class, highlighting key
information with the tone of my voice. However, this is not a test that you pass or fail, but a test
of achievement that helps create recommendations and accommodations within the classroom.
In regards to CEC Standard 4 and InTASC Standard 6, I was able to understand the
importance of these standards and how they must be analyzed when administering a test. For
example, while I was giving the test to Ace I kept thinking of things that could help him in each
subtest as if it were the classroom. This test helps the teacher and parents create and enforce
accommodations and modifications to enhance learning. These recommendations must be ethical
and probable for the students lifestyle and environment. According to InTASC Standard 6, the
teacher must use formative and summative assessments. From these recommendations, the
student is to be tested to see if the accommodations and new activities are appropriate. I feel as
though the recommendations created from this test helped me understand the standard and
realize that analyzing data is very important to help student improvement. We must acknowledge
and understand the points the student is having difficulty with in order to aid the situation.

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10

I also found generating the Educational Achievement Report enhanced my understanding

of the Psycho-educational assessment process. The test is focused not only on academic
achievement, but also takes behavior, cognitive functioning and background information into
account. With this process, we see how a students behavior and environment can affect the
testing. If there are distractions or the student has test anxiety, the scores will be disturbed and
this must be noted. For example, Ace had anxiety during the timed subtests and was unable to
perform to his best potential. He was too focused on the time remaining and how far he had
gotten instead of his answer. We also observe cognitive functioning when we are scoring the
material and analyzing the data. Here is where we administer the test and score the replies
according to the many charts and rubrics. This showed me that the test data is important to
analyze and interpret correctly so we can find the most appropriate accommodations and
modifications. Finally, background information is received from the family and student in an
interview to get a brief understanding of the persons social, academic, developmental, medical
and family history. These all need to be taken into account because the test answers may reflect
the students background and give insight into the reasoning of their answers.
In the future, I would practice more than a couple times before administering the test. I
found that the more comfortable I was with giving the directions, the more at ease the examinee
was. When I would make a mistake, I would feel as though I was being unprofessional and my
anxiety would kick in. This is not helpful when trying to administer a test and I am giving
directions that are not direct. In regards to scoring, I would score at the end of the test because I
felt as though Ace would continuously look over to check his scores. I tried to remain positive
and give helpful insight on his progress, but he wanted to know his exact score. Next time I

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would wait and tell the student that I cannot score until the end. This way they do not lose
motivation if they see they got a few answers wrong. When giving this test, we want accurate
results and this is only possible if the scoring is done appropriately and the test is given properly.
Though this comes after administering the test a few times, I feel as though interpreting the
results and analyzing the data will help provide the student with the most suitable
accommodations.