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Grammer 1
Educational Achievement Report

Name: Ted Rosato

School: Towson Middle School

DOB: 4-30-1997

Age: 12 years 5 months

Grade: 7

Date of Assessment: September 9, 2009

Evaluator: Meghan Grammer

Reason for Referral

Ted was evaluated to provide the examiner with practice administering the WJ-III for the purpose
of identifying areas of academic strength and need that, in a school setting, would be used for
educational program planning.

Test Administered/Rationale
Ted was given Form A of the Satndard Test of Achievement. The scores obtained are a valid
representation of the students current educational academic performance levels. The test profiles
strengths and needs for the student.

Background Information
Ted Rosato is a 12 year old (12 years, 5 months) seventh grade student at Small Town
Middle School. Since the first grade, Ted has attended 4 other schools. Records indicate that Ted
was referred to the student support team in the last two schools he attended. He received support
from a reading specialist several times in elementary school but not since then.
After reviewing student records, Ted lives with his mother who is currently ill. She noted

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that Ted is a big help around the house and likes to play with his cousins. Ted is struggling with
reading material at the fourth grade level. Other than Ted showing resistance to any homework
than involves reading, she sees no real concerns in his progress. He has infrequent contact with his
father who lives out of state.

Behavioral Observations
The behavior of the student throughout the testing sessions was noted. Ted willingly came
to the sessions without hesitation. He was given a pass in the morning to be excused from class
for testing. He seemed confident he could perform the tasks presented. The subtests were given in
short groupings of time with frequent brain breaks for the student. On the spelling subtest, Ted
demonstrated frustration. During the writing fluency subtest he asked many questions during
instruction and grew restless over time. Throughout the other subtests, Ted expressed some worry
about getting questions wrong and was less attentive during passage comprehension (subtest 9).
When administering the applied problems subtest, Ted grew nervous and asked for me to repeat
several questions. During the writing sample subtest, Ted grew uninterested in the material. He
was not afraid to let me know he did not know a word during subtest, Word Attack (13). Overall,
during the reading related subtests Ted was distracted and became frustrated easily. He did show
cooperation during Quantitative concepts subtest (18), which measures a students knowledge at
mathematical concepts. The examiner noted frustration and anxiety with reading subtests, where
math was less of a struggle for Ted. All notes were recorded on the test record book.
Examiner Criteria Statements
In the opinion of the examiner:
_x_ The scores obtained are a valid representation of Teds current educational performance
levels.

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_x_ The test administered 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.

Results
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of reading achievement. This
cluster includes the tests of Letter-Word Identification, Reading Fluency, and Passage
Comprehension. Teds score was in the low range.

The Basic Reading Skills cluster, which includes Letter-Word Identification and Word Attack, was
in the low range. The Letter-Word Identification subtest required to read individual words
presented in a list. The Word Attack subtest required Ted to apply phonic and structure analysis
skills to pronounce unfamiliar or nonsense words. There was not a significant difference between
Teds ability to identify and read sight words and his ability to decode unfamiliar words. Teds
ability to read individual words was in the low range (75), while his ability to sound out unfamiliar
words was in the low average (85) range. Ted did show consistent error patterns when sounding
out the words and appeared frustrated when attempting this task. For example, he frequently was
able to identify beginning sounds but not ending sounds. He left out letters when sounding out
words he did not know. Ted stated on three separate word attempts that he did not know the
word during the Word Attack subtest. During Letter-Word Identification Ted stated seven times
he did not know the word.

The Reading Comprehension cluster is a measure of comprehension and vocabulary. Teds score
was in the low average range. This cluster includes the Passage Comprehension and Reading

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Vocabulary tests. The Passage Comprehension test requires the student to silently read short
passages and respond with a key word missing from the passage. The Reading Vocabulary test
requires the student to orally read an individual word and then state a word of similar meaning or
opposite meaning. There was a no difference between Teds ability within these two subtests.

Mathematics Assessment Results

The Broad Math cluster provides a comprehensive measure of math achievement including
problem solving, numeration, fluency, and reasoning. This cluster includes the Calculation, Math
Fluency, and Applied Problems tests. Teds score was in the average range.

The Math Calculation Skills cluster includes Calculation and Math Fluency. Teds score was in
the average range. The Calculation test requires the student to accurately perform mathematical
computations. The Math Fluency test measures the ability to solve simple addition, subtraction,
and multiplication facts quickly.

The Math Reasoning cluster is a measure of problem solving, reasoning, and vocabulary. Teds
score was in the low average range. This cluster is comprised of the Applied Problems and
Quantitative Concepts tests. The Applied Problems test requires the student to understand and
solve practical mathematics problems that are presented orally. Pictures of the written problem
are available for the student to see. The problems require the student to determine the
appropriate operation and to differentiate essential from non-essential information. Quantitative
Concepts measures an individuals knowledge of mathematical concepts, symbols, and vocabulary.
This test consists of two subtests: Concepts and Number Series. Ted was stronger when he was
asked to solve practical math problems during the Applied Problems subtest then he was when he

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demonstrated knowledge of mathematical concepts. His score for Applied Problems was 94 which
is classified as average and his score for Quantitative Concepts was 81 which is classified as low
average. He grew frustrated when solving the problems but was cooperative when counting
during the Quantitative subtest.

Written Language Assessment Result

The Broad Written Language cluster measures a range of writing skills that includes spelling of
single word responses, fluency, and written expression. It is a combination of the Spelling,
Writing Fluency, and Writing Samples tests. Teds score was in the average range. He
demonstrated a difference between his abilities within this cluster, as his score in writing fluency
was in the high average range and his score in spelling was in the low average range. Ted had
difficulty sounding out words he did not have in his immediate spelling vocabulary. However, in
writing fluency, he was able to use the three stimulus words to create appropriate sentences for
pictures. There were no misspellings in the sentences produced; however, scoring of writing
fluency does not count off for spelling errors.

The Basic Writing Skills cluster measures the ability to identify and apply the mechanical aspects
of written language. This cluster includes the tests of Spelling and Editing. Teds score was in the
low average range. As mentioned above, he had difficulty sounding out words on the spelling test.
He had no difficulty identifying words that were misspelled in the editing test, as well. Ted was
more successful with identifying punctuation and capitalization errors when editing sentences for
errors. Ted was stronger when asked to apply mechanical aspects to writing, receiving average
score then when he was asked to sound out words receiving a low average score.

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The Written Expression cluster measures the quality and fluency of meaningful written expression
and includes the Writing Samples and Writing Fluency tests. Teds score was in the high average
range in this cluster. The Writing Samples test measures skill in writing responses to a variety of
demands. Sentences are evaluated with respect to the quality of meaningful written expression,
and there is no penalty for errors in basic writing skills. Writing Fluency measures skill in
formulating and writing simple sentences quickly. Each sentence must include a set of three
stimulus words and describe an accompanying picture. This test is timed. Ted demonstrated high
average ability to express himself in writing, when not being evaluated on spelling or other
mechanics of the writing process.

Summary
SUMMARY OF SCORES
WOODCOCK-JOHNSON III, TESTS OF ACHIEVEMENT
Percentile
BROAD READING
BASIC READING SKILLS
READING COMPREHENSION
Letter-Word Identification

Standard
Score

Classification

73
78
80
75

95%
Confidence
Band
68-78
74-82
74-87
69-80

83
69
85
82

74-92
60-79
80-90
75-89

Low Average
Very Low
Low Average
Low Average

95
98
88

89-101
90-106
83-94

Average
Average
Low Average

Low
Low
Low Average
Low

Letter-Word
Identification
Passage Comprehension
Reading Fluency
Word Attack
Reading Vocabulary
BROAD MATH
MATH CALCULATION
MATH REASONING

Calculation
Math Fluency
Applied Problems
Quantitative Concepts
BROAD WRITTEN LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION
Spelling
Editing
Writing Fluency
Writing Samples

106
83
94
81

95-118
78-88
88-100
71-91

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Average
Low Average
Average
Low Average

98
89
114
83
95
119
104

92-105
83-94
103-125
75-90
87-103
105-133
93-116

Average
Low Average
High Average
Low Average
Average
High Average
Average

Ted is a 12 year 5 month old seventh grade student at Small Town Middle School who is
participating in this assessment to provide the examiner with practice in administering the WJ lll.
This assessment is one component of an evaluation that a student may be given for the purpose of
educational program planning. When compared to his same age peers, Teds performance is in the
low range in the areas of broad reading and basic reading skills and letter-word identification.
When compared to his same age peers, Teds performance is in the low average range in the areas
of reading comprehension, passage comprehension, word attack, reading vocabulary, math
reasoning, math fluency, quantitative concepts, basic writing skills and spelling. When compared
to his same age peers, Teds performance is in the average range for broad math, math calculation,
calculation, applied problems, broad written language, editing and writing samples. When
compared to his same age peers, Teds performance is in the high average range in the areas of
written expression and writing fluency.

This assessment indicates Teds academic achievement is strongest in the areas that do not require
him to read independently. He also demonstrates a strength in writing when the conventions of
writing are not required. His skills in Math show he is able to perform paper and pencil math

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computations using a variety of operations. His ability to understand number patterns and apply
mathematical concepts was not as strong.

In the school setting the results of this assessment would be presented to the IEP Team to assist in
determining if Ted Rosato requires special education services. Additionally, these results would be
used with all other available information when making a decision regarding Teds eligibility for
special education services.
Meghan E Grammer
__________________________

10-24-13
___________________

Meghan Grammer
Towson County Public Schools

Date

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Recommendations
Strengths:
Written expression
Writing Fluency
Writing stories when he can choose the topic
Friendly
Creative
Great sense of humor
Areas of Need:
Reading fluency
Letter word identification
Reading comprehension
Suggested Strategies and Accommodations:
Ted may benefit from:
Listening to book on tape during independent reading sessions
Reading with a purpose close reading activity
Offer extra time to finish reading assignments
Chunking of assignments
Have a bin for the student in the classroom with books at his readability
Intervention programs may be available in some schools to help with decoding and reading
comprehension
Gradually release to promote reading fluency begin with simple sentences and build to
longer texts
Word activities sorting words according to a given spelling pattern
Reduced distractions
Preferential seating
Encourage writing