Educational Assessment Report
Section 1: Identifying Data
Student:
Tasia Mathis
School:
Baltimore Collegiate School for
Girls
Parent/Guardian:
John Mathis
Examiner:
Alexus Applegate
DOB:
4/13/2011
Date of Testing:
3/5/2020
Telephone:
443-297-2088
Date of Meeting:
10-22-20
Grade:
4th
Age at time of testing years &
months:
9 years 6months
Address:
148 Judge Ln
Type of Assessment: WJ-IV
Section 2: Reason for Referral
Student struggles in reading and writing and math are causing issues with her math. Tasia struggles
with making predictions and generating ideas. She struggles with identifying the main. She also
struggles with identifying important ideas in the text including the main idea. She struggles with
organizing information in logical sequences which may be affecting her ability to understand word
problems in math.
Section 3: Student Background Information
Tasia was born prematurely to teen parents. lived beginning of her life with paternal grandmother
(until 3 years of age). Living situation after was very unstable resulting in multiple school placements
within one academic year. Attended a licensed preschool in her early years, but had several language
delays which resulted in major behavioral outburst. Behaviors are still prevalent as the student has
been in-school suspended several times for defiance and destruction of property. Tasia loves to dance
and dramatic arts but has expressed disdain for school and seat work. Has minimal positive social
interactions and relationships; has one best friend.
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Section 4: Testing Session Behavior
Tasia engaged in normal conversation for her age during the test. She was very uncooperative and at times was
impulsive and careless in responding. She would not attempt any task deemed difficult and often became
worried and tense. She was very distracted. This could be a result of the type of test questions and her inability
to understand can connect verbal ideas.
Section 5: Test Administered (WJ-IV)
**use this chart to fill in the “Range Classification” in the blank chart below**
Standard Score Range
Percentile Rank
Range Classification
131 and above
98 to 99.9
Very Superior
121-130
92 to 97
Superior
111-120
76 to 91
High Average
90-110
25 to 75
Average
80-80
9 to 24
Low Average
70-79
3 to 8
Low
69 and below
0.1 to 2
Very Low
Tests Administered
Grade
Equivalency
Percentile
Rank
Standard Scores
Letter-Word
Identification
Reading Fluency
Passage
Comprehension
Math Calculation
Math Fluency
Applied Problems
Spelling
Writing Fluency
Writing Samples
2.2
42
97
Range
Classification
(word)
Average
2.7
1.7
30
14
92
84
Average
Low Average
1.4
1.3
1.5
2.2
1.6
2.5
6
7
12
37
12
42
77
78
82
95
82
97
Low
Low
Low Average
Average
Average
Average
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Section 6: Test Results and Interpretation
(Include at least two strengths and two challenges in every area-this should include findings from the
subtests. This can make use of the qualitative and/ or quantitative data from the case study. )
Reading
Strengths
Weaknesses
● Letter-Word Identification
● Passage Comprehension
●
●
Reading Fluency
Making Predictions
Written Language
Strengths
●
Weaknesses
● Spelling
Writing Samples
● Organizing information
● determining purpose and audience
Mathematics
Strengths
Weaknesses
● applying strategies to solve 1 and 2 digit
addition and subtraction
● Knowledge of place value
● Math Fluency
●
Applied Problems
Section 7: Summary of Strengths and Needs:
Taisa has very strong letter- word identification skills and is reading fluently. Her letter word
identification skills aid her in spelling and writing samples. If we could teach her strategies in reading
as we do in math, that may aid her comprehension skills. She would benefit from small group and
participating in dramatic play to enhance comprehension skills and aid in determining purpose and
audience. A small group in math and developing a clear conceptual understanding in math may aid
her math fluency and applied problems.
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Section 8: Recommendations
Areas that may require special education/support services (bold all that apply):
Mathematics
Reading
Physical Education
Written Language
Other:
Self-Help Skills
Math and reading- Small Group or one-on-one instruction. Continue Tier 2 instruction. The
individual support will build her math fluency and improve her comprehension skills.
Written Language- Sentence Frames. Allow the student to use sentence frames when writing about
the text to help determine the purpose and audience. This can be done whole class as all students can
benefit from sentence frames.
Self-Help Skills-Cool down. Allow Tasia to have a chance to cool down before she becomes defiant or
destructive. Allow her to go get some water and time in an area where she feels safe.
Physical Education- Drama/ dance class. Allow Tasia to participate in dance or drama as a part of
emotional therapy and self-expression. Incorporate Reader’s Theater into lessons and allow dramatic
play when applicable.
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