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WJ III Report 1

Woodcock Johnson III Test of Achievement Report
Identifying Data
Name: Sarah Alert Parents: Mr. and Mrs. David and Michelle Alert Address: xxxxx So. Prentice Pl., Aurora, CO 80016 School: Eaglecrest High School Assessment Date: September 2 and 8, 2013 Examiner: Daphnie Peterson Reason for Referral This test is for teaching purposes only. Birthdate: 8-10-96 Age: 17-1 Phone: 303-123-4567 Grade: 11.1

Background Information Sarah is currently a junior at Eaglecrest High School and is in all general education classes. She is the middle child and the only girl of Mr. and Mrs. David Alert. Although the Alerts are not very involved in the day to day activities of Sarah, they are aware of her grades and the groups she is involved with both in school and outside of the school. Sarah’s father, David, is a Psychotherapist and her mother, Michelle, is a Secretary at a near-by medical office. They recently moved into a new home near the high school. They all live at home with their two other children, Chris, age 19 and Sammy, age 5. Jokingly, Sarah and her brother Chris call Sammy the “oops baby”. Sarah sees herself as a good student and is currently “rocking” all her classes. She informed me of this only because the school year has just begun. However, she admitted that once school has been in for a while she will become bored with her classes and anxious when tests are given. Right now she is very excited to be participating in all of the homecoming activities happening soon with her friends and playing on the high school girls’ softball team. According to Sarah, her strongest subject in school is science and she likes to read. She dislikes history and any classes where she must sit for a long time as she losses interest. Behavioral Information Sarah was apprehensive to the testing situation, but responsive. Rapport was established once it was explained the examiner was the one receiving the grade. Sarah’s level of conversation proficiency seemed typical for her age. She was cooperative throughout the examination, but she appeared restless at times and breaks were given. Sarah at some points of the examination seemed distracted, worried and at times answered very quickly therefore, giving an incorrect response. Generally she persisted through difficult tasks. Test and Procedures Administered

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Parent / Client Interview Woodcock Johnson III Test of Achievement

Test Results
Name of Subtest Letter-Word Identification Reading Fluency Story Recall Understanding Directions Calculation Math Fluency Spelling Writing Fluency Passage Comprehension Applied Problems Writing Samples Story Recall-Delayed Picture Vocabulary Standard Score 98 85 91 104 87 89 91 93 103 96 94 129 109 RPI 86/90 59/90 86/90 93/90 67/90 82/90 74/90 82/90 93/90 83/90 83/90 97/90 97/90 Percentile Rank 48 16 26 54 18 20 26 28 53 46 44 97 59 Classification Average Low average Average Average Low average Low average Average Average Average Average Average Superior Average

Cluster Results
Name of Cluster Broad Reading Broad Math Broad Written Lang Math Calculation Skills Written Expression Academic Skills Academic Fluency Academic Apps Standard Score 95 90 91 86 93 91 86 97 RPI 83/90 78/90 80/90 75/90 83/90 77/90 75/90 87/90 Percentile Rank 40 30 31 24 33 31 24 42 Classification Average Average Average Low average Average Average Low average Average

Test 1: Letter-Word Identification

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Letter- Word Identification measures the subject’s word identification skills. The items become increasingly difficult as the selected words appear less and less frequently in written English. Sarah’s performance was in the average range, earning her a standard score of 98. As indicated by her percentile rank of 48, Sarah performed as well as or better than 48 percent of all students when compared to the norm of her age. Test 2: Reading Fluency Reading Fluency measures the person’s ability to quickly read simple questions in the Subject Response Booklet, decide if the statement is true, and then circles Yes or No. 3 minute time limit. Sarah’s performance was in the low average range, earning her a standard score of 85. As indicated by her percentile rank of 16, Sarah performed as well as or better than 16 percent of all students when compared to the norm of her age. Test 3: Story Recall Story Recall measures aspects of oral language including language development and meaningful memory. The task requires the subject to answer oral questions about stories that were dictated to the subject. Sarah’s performance was in the average range, earning her a standard score of 91. As indicated by her percentile rank of 26 , Sarah performed as well as or better than 26 percent of all students when compared to the norm of her age. Test 4: Understanding Directions Understanding Directions is an oral language measure. The task requires the subject to listen to a sequence of oral directions and then follow the directions by pointing to different parts of pictures. Sarah’s performance was in the average range, earning her a standard score of 104. As indicated by her percentile rank of 54, Sarah performed as well as or better than 54 percent of all students when compared to the norm of her age. Test 5: Calculation Calculation is a test of math achievement measuring the ability to perform mathematical computations. The test involves arithmetic starting very basic increasing in difficulty. Sarah’s performance was in the low average range, earning her a standard score of 87. As indicated by her percentile rank of 18, Sarah performed as well as or better than 18 percent of all students when compared to the norm of her age. Test 6: Math Fluency Math fluency measures the ability to solve simple addition, subtraction, and multiplication facts quickly. This test has a 3-minute time limit. Sarah’s performance was in the low average range, earning her a standard score of 89. As indicated by her percentile rank of 20 , Sarah performed as well as or better than 20 percent of all students when compared to the norm of her age.

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Test 7: Spelling Spelling measures the subject’s ability to write letters and words orally presented correctly. Sarah’s performance was in the average range, earning her a standard score of 91. As indicated by her percentile rank of 26 , Sarah performed as well as or better than 26 percent of all students when compared to the norm of her age. Test 8: Writing Fluency Writing Fluency measures skill in formatting and writing simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutes. Sarah’s performance was in the average range, earning her a standard score of 93. As indicated by her percentile rank of 28, Sarah performed as well as or better than 28 percent of all students when compared to the norm of her age. Test 9: Passage Comprehension The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. Moving the subject to orally supplying the missing word removed from each sentence or brief paragraph. Sarah’s performance was in the average range, earning her a standard score of 103. As indicated by her percentile rank of 53 , Sarah performed as well as or better than 53 percent of all students when compared to the norm of her age. Test 10: Applied Problems Applied Problems requires the person to analyze and solve math problems. The problems are oral “word problems”, to be solved with paper and pencil. Sarah’s performance was in the average range, earning her a standard score of 96. As indicated by her percentile rank of 46 , Sarah performed as well as or better than 46 percent of all students when compared to the norm of her age. Test 11: Writing Samples Writing Samples measure skill in writing responses to a variety of demands. The person must produce written sentences that are evaluated with respect to the quality of expression. Sarah’s performance was in the average range, earning her a standard score of 94. As indicated by her percentile rank of 44, Sarah performed as well as or better than 44 percent of all students when compared to the norm of her age.

Test 12: Story Recall-Delayed

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Story Recall-Delayed measures aspects of language development and meaningful memory using previously presented stories from Test 3. This subtest can be done within 30 minutes or up to 8 days after completing Test 3. Sarah’s performance was in the Superior range, earning her a standard score of 129. As indicated by her percentile rank of 97, Sarah performed as well as or better than 97 percent of all students when compared to the norm of her age. Test 14: Picture Vocabulary Picture Vocabulary measures oral language development and lexical (word) knowledge. The subject is to points to named pictures or names pictures. Sarah’s performance was in the average range, earning her a standard score of 109. As indicated by her percentile rank of 59 , Sarah performed as well as or better than 59 percent of all students when compared to the norm of her age.

Conclusion
Sarah Alert is a 17 year old junior in high school who was administered the Woodcock Johnson III (WJIII) for the purpose of giving the examiner experience in administering this series of tests. Sarah’s performance in reading and comprehension appeared to be areas of strength for her. Sarah’s performance in the tests focusing on reading fluency and math calculation seemed to be where her greatest weaknesses lie. It was during these tests where she appeared to be anxious and responded to the questions quickly without much thought going into her responses. Sarah seems to enjoy the act of learning, but does not like the pace at which some of the classes are being presented, therefore, producing her frustration.

Recommendations to the Teachers and School
1. Ask Sarah if she understands what she has read. The idea that she is able to read the information doesn’t mean she comprehends what she has read. 2. Work with Sarah on setting goals with her math fluency. 3. Have Sarah’s teachers use various cues to self-monitor her behavior. Teachers may use a printed symbol or picture, to prompt Sarah when she appears to become restless or anxious to do a body check. 4. To decrease her feelings of anxiousness during math instruction, always design math problems in ascending order of difficulty. 5. Be aware that Sarah has test anxiety. Therefore, allow her to take the test outside of the classroom or allow her to complete the test at a different time.

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Recommendations to Sarah’s Parents
1. Help Sarah with advocacy skills, especially if she needs a movement break. 2. Continue to provide Sarah reinforcement with her interests, both within the school community and outside activities. 3. Help Sarah deal with her frustration levels by letting her know that you will help her in any way you can. 4. Think about contacting Sarah’s math teacher about ways you could help her improve on her math fluency. 5. Work with Sarah at home, helping her on various concepts that she has difficulty understanding.