K.

Brashears

Educational Achievement Report

Demographic Information
Name: Michael Anuszewski
Date of Birth: 10/02/1987
Chronological Age: 26-1
Evaluation Date(s): 10/19/2013
Primary Language: English
Primary Language of Test: English

School: N/A
Grade/Educational Setting: N/A
ID #: N/A
Examiner: Katey Brashears
Date of Report: 10/23/2013

Reason for Referral

Michael was evaluated on October 19, 2013. At the time of the evaluation, Michael was having
difficulty completing tasks because of his back problem. Michael has Advanced Congenital
Neuropathic Scoliosis. Michael has trouble concentrating due to symptoms of the disorder,
primarily pain. According to the academic history and interview, Michael has been experiencing
difficulty in certain academic areas. For example, Michael has been performing inconsistently in
the areas of reading, mathematics, and written language. Based on this information, Michael was
referred for an educational achievement evaluation.
Test Administered/Rationale
Due to Michaels inconsistency with his grades, the Woodcock Johnson Test of Achievement III
(WJ-ACH 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.
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.

K. Brashears

Note: If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Background Information
Familial Background Information
Michael is a 26-year-old male. He has a Maryland High School Diploma and has not yet gone to
college. He has Advanced Congenital Neuropathic Scoliosis, which, according to Michael is a
curvature of the spine that results in many muscle spasms occurring in my body simultaneously,
causing hard, tightened muscles and severe pain. It is difficult for Michael to remain sedentary
for very long, and the length of time he is able to sit still depends on what medicines he is taking
and what physical therapy he has completed that day. His parents got divorced when he was two,
and he has a half-sister, Mackenzie, 18, and a half-brother, John, age 9. Neither of his siblings
requires special services in school that he is aware of. Michael has moved from place to place
since he was very young, and the trauma and instability he faced as a child and teenager caused
him to develop an anxiety disorder for which he is currently being treated. Michael has lived in
many different places, including a car for over a year. Michael now lives with his fiance, Katey,
and her parents, Pam and Chip. He is not involved in many extracurricular activities, and he is not
overly social, though he does enjoy the company of others as long as the interaction is mostly
positive. He enjoys being outdoors, watching sports, spending time with his family, reading,
writing music and poetry, and playing with his dogs.
The primary language (spoken at home) of Michael is English.
Educational Background Information
Michael has attended Carrolltowne Elementary School in Carroll County, Maryland, Oklahoma
Road Middle School in Carroll County, Maryland, Long Reach High School, in Howard County,
Maryland, and Liberty High School in Carroll County, Maryland. Over the course of his
educational career, he has had poor attendance, but he still managed to pass his classes. When
Michael would apply himself, he would achieve A and B grades, but he did not always apply
himself. During high school, Michael lived in a traumatizing environment, which affected his
performance in school. Upon graduating from high school, Michael had a 2.75 GPA. He has
been evaluated psychologically and physically, and as previously noted, he has an anxiety disorder
and a severe form of scoliosis. Michael never received accommodations or modifications, nor had
he ever been offered any special services. Michael has no documented academic or behavioral
successes or difficulties, he has always just gotten by, he says. He loves to read and he loves to
write, and does not much care for mathematics, and he believes his scores will reflect that as they
did throughout his grade school years.
Behavioral Observations
Michaels hands were shaking in the beginning as we were preparing to begin the test. As he was
answering questions, Michael moved through the material very quickly. At the end of the first
three tests, he asked me several times, how did I do? or, was that O.K.? As the test went on,

K. Brashears 3
Michael stopped shaking and began to relax. We decided to take a break so that he could stretch
and take his medication. We were able to prevent the anxiety Michael can sometime experience
when he feels severe pain. Therefore, these tests results are considered to provide an accurate
representation of Michaels current level of achievement.
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 were administered to Michael.
The Letter-Word Identification subtest measures word identification skills. Michael was
required to identify letters and to pronounce words correctly. Michaels performance on this task
was in the 19-0 age range. The Reading Fluency subtest measures the ability to quickly read
simple sentences and decide if the sentences are true. Michaels performance for this task was in
the 14-9 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, Michael
was required to point to a picture represented by a phrase. Then Michael was required to read a
short passage and identify a missing key word that makes sense in the content of that passage.
Michaels performance on this subtest was in the >30 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 tests 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 Michael to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Michaels performance on the Calculation section was in the 12-11 age range. The
Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Michaels performance was in the 13-3 age range. The
Applied Problems test required Michael 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 Michael to listen to the problem, recognize the procedures to be followed, and
then perform relatively simple calculations. Michaels performance on this subtest was in the 1311.
Oral Language Assessment Results

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The Oral Language cluster provides a comprehensive measure of oral expression and listening
comprehension. For the Standard Battery, three tests are administered, Story Recall, Delayed
Story Recall and Understanding Directions.
The Story Recall and Delayed Story Recall subtests measure aspects of oral language including
language development and meaningful memory. During this portion of the test, Michael was
required to recall increasingly complex stories that are presented on an audio tape and Michaels
performance in this area was in the >20 age range for the first Story Recall subtest, and >29 on
the Delayed Story Recall. On the Understanding Directions subtest is an oral language
measure. The task required Michael to listen to a sequence of audio-taped instructions and then
follow the directions by pointing to various objects in a colored picture. Michaels performance
on this task was in the 11-5 age range.
Written Language Assessment Results
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 Michael to produce uppercase and lowercase letters,
and to spell words correctly. Michaels performance was in the >30 age range. The Writing
Fluency subtest measures skill in formulating and writing simple sentences quickly. Each
sentence must include a set of three stimulus words and describe an accompanying picture.
Michaels performance on this subtest was in the 18-11 age range. The Writing Samples subtest
measures skill in writing responses to a variety of demands. Michaels performance on this task
was in the >30 age range.
Interpretation of Assessment Findings
Michaels chronological age is 26-1. The range of Michaels scores in the broad areas of Reading,
Mathematics, Written Language, and Oral Language is 14-8. Michaels performance in Reading
was in the 20-0 age range. His performance in Mathematics was in the 13-4 age range. Michaels
performance in Written Language was in the >28 age range. In Oral Language, Michaels
performance was in the 14-1 age range. Overall, Michael is successful in the broad areas of
Reading and Written Language, but has weakness in the broad areas of Mathematics and Oral
Language.
Overall, Michael performed at an average level in Reading. Michaels standard score for Reading
was 98, which places him in the average range. The range of scores for the three Reading
subtests was 15-3. Michaels high score in the area of Passage Comprehension shows that his
performance in this area is a strength of his, whereas Michaels low score in Reading Fluency
appears to be an area of weakness. There is a large range of scores in the area of Reading.

K. Brashears 5
Overall, Michael performed at the low average level in Mathematics, receiving an age equivalent
score of 13-4. The range of scores for the three Math subtests was 1-0, meaning that his scores
were similar for each subtest. Michael received a standard score of 89 in Math. These scores
reflect the information Michael discussed in his interview, stating that math is not a strength of his.
During the timed tests, Michael appeared uncomfortable and anxious.
In the area of Oral Language, Michaels overall performance was at an average level. His
standard score in Oral Language is 97. His age equivalent score for the area of Oral Language
was 14-1. Michaels high scores in Story Recall (>20) and Delayed Story Recall (>29) subtests
demonstrates that Michael is performing at a high level of comprehension and he is able to
successfully recall information. However, Michaels score in the subtest Understanding Directions
(11-5) demonstrates that it is difficult for Michael to focus on the processing of a series of
instructions.
In the broad area of Written Language, Michael scored an age equivalent score of >28. Michaels
standard score of 102 places him in the average range. In the subtests of Spelling and Writing
Samples, Michael scored >30, which reflects that Michael can successfully write responses,
formulate letters, and spell words accurately. Michael scored slightly lower than average in the
subtest Writing Fluency, with a score of 18-11, which again could demonstrate that Michael
becomes anxious during timed tests.
Summary/Discussion
Michael is a 26-year-old adult who is experiencing difficulties in mathematics. Michael has
Advanced Congenital Neuropathic Scoliosis. Michael has trouble concentrating due to symptoms
of the disorder, primarily pain. He was recommended for assessment to determine specific
academic strengths and weaknesses. This assessment is one component of his evaluation. When
compared to his peers at his age level, Michaels performance is in the below average range in the
areas of Reading Fluency, Understanding Directions, Calculation, Math Fluency, and Applied
Problems. Michaels performance is in the above average range in the areas of Spelling, Passage
Comprehension, Writing Samples, and Story Recall. This assessment indicates Michael's
academic achievement. According to the results, apparent strengths for Michael include reading
and written language. Areas of weakness for Michael appear to be in mathematics.
These assessment results will be presented to the Eligibility Committee to assist in determining if
Michael requires special education services. Additionally, these results should be used with all
other available information when making a decision regarding Michaels eligibility for special
education services.
Recommendations and/or Proposed I.E.P. Goals
1. Michael should perform a daily drill and practice session to allow Michael to begin to
generate automaticity of math facts. Drills should be worksheets, last for short periods of
time (2-5 minutes), consist of a small amount of problems (5) and should become routine.
(Math Fluency)
2. Once a week, allow Michael to complete one of the drill and practice worksheets and tell

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him there is no time limit. This will allow Michael time to take his time processing his
math facts and not feel rushed. This can help reduce Michaels anxiety. (Math
Fluency/Calculation)
3. Michael should spend 5 minutes with a teacher, assistant, or tutor once or twice a week.
During this period, the teacher should read aloud one math problem and ask Michael to
think about what steps to take to solve the problem. Once Michael has an idea how to
answer the problem, allow 2 minutes to solve the problem. The teacher should provide
immediate feedback. (Applied Problems)
4. Choose one or two days a week to play a Simon Says activity with Michael. Perform
several movements with your body, and then ask Michael to repeat the movements in the
same order. Repeat this a few times to assess whether or not Michael can understand and
follow a simple series of directions. The body movements can be stretching motions and
other motions that will help reduce pain from Michaels scoliosis. (Understanding
Directions)
5. Michael should be allowed to stretch several times throughout the day to reduce his
anxiety and stretch his bMichael

________________________________________
Kathryn L. Brashears
EESE Program, Towson University
SUMMARY OF SCORES

_______________________
Date

WOODCOCK-JOHNSON III, FORM A TESTS OF ACHIEVEMENT

Name of Student: Michael Anuszewski

Date Administered: October 19, 2013

Age
Standard
Equivalent
Score
(AE)
(SS)

BROAD READING CLUSTER

Letter-Word Identification
Letter-Word Identification

Passage Comprehension
Reading Fluency

20
19

98
97

>30
14-9

106
93

BROAD MATHEMATICS CLUSTER

Calculation
Math Fluency
Applied Problems
ORAL LANGUAGE
Story Recall
Understanding Directions
Story Recall - Delayed
BROAD WRITTEN LANGUAGE
Spelling
Writing Fluency
Writing Samples

13-4
12-11
13-3
13-11
14-1
>20
11-5
>29
>28
>30
18-11
>30

K. Brashears
89
90
82
91
97
110
92
102
102
102
100
102

Reflection:
Administering the Woodcock Johnson Test of Achievement III enhanced my understanding of
CEC/InTASC Standard 1: Learner Development and Individual Learning Differences, Standard 4:
Assessment, and Standard 6: Professional Learning and Ethical Practice. When I decided to test
Michael, I did not think about the fact that his performance on the WJ-ACH III could be affected
by his disability. After conducting this assessment, I have seen that Michaels scores were very
much affected his anxiety disorder and his physical condition. It is important to remember that
even though Michaels disabilities can be internal and less obvious than others that he still requires
and deserves support for his conditions. I discovered that when assessing anyone, it is important
to be unbiased to be able to generate accurate results. I caught myself several times trying to be
subjective because I have a close relationship with the examinee. In order to accurately and
appropriately test someone, the examiner must be totally objective.
Generating this report also allowed me to understand the Psycho-Educational process and the
components of a comprehensive assessment. After deciding a student will be referred for testing,
an interview is conducted by the examiner, a psychologist, a teacher, or a diagnostician. In this
interview, the examiner first speaks with the student to gather information from the student. After
the examinee is interviewed, the subject is then administered an achievement test, in this case, the
WJ-ACH III. After the test is conducted, scores must be calculated and the examiner is to create
a report discussing, in detail, the results of the test. After the report is complete, members of the
team then work toward generating an appropriate program to allow the subject to learn in the
least restrictive environment.
If I were to administer the test again, there are several things I would change. For example, I
would hope to be more fluid in the administration of the exam. I noticed that when I would get
confused, it would show, and in turn it created anxiety for me and the examinee. In addition, I
would plan to be more adamant about being objective. At times, I can be lenient to a fault and I
need to practice being firm and looking only at the facts. This error does not demonstrate
professional and ethical practice, and being subjective can really be detrimental to producing
accurate results, and therefore, accurate accommodations. In terms of the scoring and
interpretation of the results, I would score the subtests immediately after the test was completed.

K. Brashears

I found it difficult to score the tests several hours later.

Overall, I would say that administering the WJ-ACH III for the first time was an exciting and
informative process. I truly enjoyed working with the various test materials and I also was
interested in scoring the subtests and interpreting the results. I learned many things about myself
as a test examiner and scorer as well. I hope to have the opportunity to explore this test and other
formal assessments so I can be confident that I am using the test as an effective tool to develop a
plan to help students succeed.