Initial Assessment

Other
Re-evaluation Assessment
Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name: Cameron Barbosa
Birthdate: 11/15/2004

Date of Referral (IEP Team Request):

C.A. 9years 4 months

Date Parent Signature obtained: 02/19/2014

School: High Road Academy Grade: 4th Date Assessment(s) Completed: 03/25/2014
Primary Language: English

Date Written Reports Completed: 05/01/2014

Primary Language of Test: English

Examiner(s): Janay Walker

Report includes:
1. Behavioral observations
2. Assessment instruments used
3. Results (including subtest scores)
4. A descriptive summary of
Strengths and identified needs

5.
6.
7.
8.

Reason for Referral: Cameron Barbosa

(Name)
of the High Road Academy
(School)
as appropriate in
X Reading

X Mathematics

Statement of deviation from milestones/objectives

Statement of eligibility criteria
Recommendations
Examiner(s) signature(s), title(s) and date
was referred for evaluation by members

Team in order to determine current levels of performance

X Spelling-written language

Oral language

Gross motor

other

In the opinion of the examiner: *

X The scores obtained are valid representations 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.
* If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Educational testing is intended to provide approximate performance levels based on national

norms and to profile strengths and needs.

DISTRIBUTION: 1 School Copy, 1 Parent Copy, 1 Examiner Copy

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Towson University
SPE 525

EDUCATIONAL ASSESSMENT (CONTINUED)

Name:

Cameron Barbosa

D.O.B. __11/15/2004__

ASSESSMENTS USED:

I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:

_X__ Form A

___ Form B

Norms based on age __9-4 years; Compuscore Version 3.0

Standard scores have a mean of 100 and a standard deviation of 15.
Standard Battery Tests:

Standard Score

Grade Equivalent

Instructional Range

(based on age)

(based on age)

(based on grade)

Letter-Word Identification

39

K.1

<K.1-K.4

Passage Comprehension

65

1.4

1.1-1.6

Reading Fluency

75

2.0

K.8-2.8

Word Attack

76

1.5

1.3-1.8

Calculation

65

1.7

1.3-2.3

Applied Problems

67

1.3

K.8-1.7

Math Fluency

65

1.3

<K.0-3.1

Spelling

<K.0

<K.0-<K.0

Writing Samples

60

1.4

1.2-1.6

Writing Fluency

68

1.6

<K.2-2.3

Standard Score

Grade Equivalent

Broad Reading

42

K.9

Broad Mathematics

60

1.5

Broad Written Language

<K.0

Academic Skills

14

<K.0

Academic Fluency

65

1.7

Academic Applications

54

1.4

Battery Clusters:

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BACKGROUND/REASON FOR REFERRAL:

Cameron Barbosa is a current student at High Road Academy. He is currently in the fourth
Grade. He was referred to High Road Academy during the summer extended school year 2013.
He attended Barack Obama Elementary before attending High Road Academy. Cameron is
significantly below grade level and he requires specialized instruction and access to speech and
language services, supplementary aids, and accommodations that cannot be implemented in his
neighborhood school. His academics were severally below grade level. Cameron displayed
deficits in Reading, Writing and Mathematics.
BEHAVIORAL OBSERVATIONS:
Cameron willingly accompanied the examiner to the testing location. He was pleasant, and quiet
throughout the testing situation. Prior to the assessment beginning, Cameron explained his
favorite subject was math. He was attentive to the assessment tasks and appeared at ease and
comfortable. When the test examiner attempted to engage in conversation, Cameron would reply
with simple statements. Cameron was prompt and careful with responding to material he was
comfortable with. As material progressed in difficulty, Cameron would not attempt the problem
and gave up easily. When completing subtests that involved reading, Cameron would track the
statement with his eyes. When completing subtests that involved mathematic calculations,
Cameron would rely on compensatory strategies such as counting on his fingers and/or counting
by multiples. When completing subtests that involved writing, Cameron would not attempt each
prompt. Cameron would skip to prompts he was confident that he could develop a sentence for.
Cameron skipped problems and/or prompts when encountering difficult material. Cameron
patiently waited for the examiner to read the directions before beginning each subtest. It is the
opinion of this examiner that testing conditions were adequate and that the results of his
individual assessment are a valid indication of Camerons current levels of academic
achievement. The instrument used for this evaluation is considered reliable and valid.
RESULTS AND INTERPRETATIONS:
The Woodcock-Johnson III: Tests of Achievement was presented to provide information regarding
the development of academic, application and fluency skills in the areas of reading, mathematics,
and written language.
The three subtests of the Broad Reading Cluster: Letter-Word Identification, Reading Fluency,
and Passage Comprehension were administered as a comprehensive measure of reading
achievement that included sight word vocabulary, reading speed, and the ability to derive
meaning from the printed word. (Word Attack the decoding of non-sense words was also
included as a supplemental sub-test).
The Letter-Word Identification subtest assessed Camerons ability to identify letters and word
automatically. Cameron was able to accurately and fluently read words in isolation at the
Kindergarten grade level.
The Reading Fluency subtest assessed Camerons ability to quickly read and understand simple
sentences within a three-minute time frame, and respond by circling Yes or No.
The Passage Comprehension subtest required Cameron to read a short passage and identify a
missing word that made sense in the context of that passage.
Camerons overall reading performance suggest that understanding directions are a relative
strength and that reading instruction should focus on story recall.

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The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples subtests
were administered in order to assess Cameron ability to communicate effectively and efficiently
in written form. An analysis of Camerons written language skills discloses development of
basic skills needs to be improved.
The Spelling subtest assessed Cameron ability to spell words in isolation.
The Writing Fluency subtest assessed Camerons ability to formulate and write simple sentences
quickly.
Cameron scored below a Kindergarten level on Writing Samples, which required Cameron to
write sentences that were evaluated with respect to the quality of content and expression.
Camerons overall writing performance suggests that writing fluency skills are a strength and
that written language instructions should focus on in regards to spelling.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess Camerons acquisition of math skills.
The Math Calculation section of the test assessed Camerons ability to calculate problems based
on skills.
The Math Fluency subtest assessed Camerons ability to solve basic addition, subtraction, and
multiplication facts within a three-minute limit.
On the Applied Problems subtest, Camerons was required to solve math problems by listening to
the problem, recognizing the procedures to be followed, and decide which information was
relevant and which was extraneous.
Overall, Camerons math strength is in the area of math calculation and instruction should focus
on math fluency and applied problems.

SUMMARY OF STRENGTHS, NEEDS, RECOMMENDATIONS:

The results of this educational evaluation indicate that Camerons academic skills range from
two years seven months in spelling to six years and eleventh month in writing fluency according
to age level expectations. Camerons overall reading performance suggests that reading fluency
and understanding directions skills are a relative strength and that reading instruction should
focus on story recall. Camerons overall writing performance suggests that his writing fluency
skills are a strength and that written language instruction should focus on spelling. Students
math strength is in the area of calculation and instruction should focus on applied problems and
math fluency.
Relative areas of weakness include letter word identification, story recall and spelling. Positive
learning behaviors displayed were Camerons ability to continue to participate and stay focus
regardless of his frustration level.

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Overall, Cameron has acquired skills from the below Kindergarten in broad writing language
range to the first grade in academic fluency range.
RECOMMENDATIONS:
The results of this educational evaluation indicate that Camerons Broad Reading, Broad Math,
and Broad Written Language were in the very low range, with brief academic achievement in the
low range (SS 14) according to grade level expectations. Reading fluency, understanding
directions, calculation were areas of relative strength for Cameron. Writing samples, Spelling
Story recall were areas of relative weakness. The following are suggested strategies and/or
techniques to use.
Use concrete instruction for problems
Provide direct instruction in strategies to solving math word problems
Color coding/highlighting information
Directions to be clear and steps repeated as needed
Learning style which is multi-sensory
Extended time for assignments
Strategies to engage and sustain attention
Calculator use
Instruction in smaller chunks

Signature of Evaluator, Title

Date

Copies: Student File

Parents
Examiner

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Reflection.
After administering this assessment, I was better able to modify instruction for the
student to maximize his learning abilities. He was very corporative which gave an accurate
validity for his academic achievement. The information presented was very informative
and I was quickly able to increase his writing prompts and spelling words to improve his
academic achievement. When Cameron was confident he quickly was able answer all
questions he could. When he was not sure about an answer, he still gave it a try just to show
that he could attempt to complete it. In the future, I would have the students to complete
more informal and formal assessments to get a better understanding of students
achievements. This will intern help me get an in depth understanding of their weaknesses
and strengths.

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