Academic Achievement Assessment
Confidential Material - For Professional Use Only
Name:
School/Grade:
DOB:
Chronological Age:
Primary Language:
Date(s) of Evaluation:
Reason for Evaluation:
(NAME) is a ___-year-old student in the ___ grade at ____ School. The (IST, IEP TEAM, Parent(s)) referred
him/her for a comprehensive assessment to determine if he/she is eligible/continues to be eligible to receive
special education support services. This assessment is intended to identify academic strengths and
weaknesses in the areas of reading, writing, and mathematics.
Procedures used and Tests Administered:
Review of Available Educational Records
Woodcock Johnson Tests of Achievement, 4th edition (WJ-IV)
Testing Observations:
Describe the following areas: Level of Cooperation; Level of Conversational Proficiency, Level of Activity,
Attention and Concentration; Self-Confidence; Care in Responding; Response to Difficult task. State whether
this assessment accurately represents the student’s strengths and weaknesses. If not, state why.
Background Information:
Review of educational records, including student’s grade, report cards, MCAS results, and concerns from the
classroom teacher. Include other relevant information, such as, previous achievement testing completed on the
student and identification of specific learning disabilities or educational disabilities. Include ELL level and
ACCESS levels if applicable. If this is a re-evaluation, include review of IEP and current placement.
Test Analysis:
The following Standard Scores were obtained on the Woodcock Johnson Tests of Achievement, 4th edition. The
Woodcock Johnson IV is an individually administered and norm referenced test designed to measure academic
achievement. The student’s proficiency in each subtest is compared to grade-level peers. The scores are
presented as Scaled Score of 100 with a standard deviation of 15 would be within normal limits range.
Scores within the range of 90-110 are considered Average. Percentile Ranks indicate the percentage of
grade mates in a norm sample who achieve scores in the same or lower range than the student’s scores.
______Name__________
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Woodcock Johnson IV
Academic Achievement
Clusters Subtests
Academic Skills
Academic Fluency
Academic Applications
Raw Score
Standard
Score
Percentile
Rank
Classification
Academic Skills: This is a measure of reading decoding, math calculation, and spelling of single word
responses, providing an overall score of basic achievement skills (Letter Word Identification, Calculation,
Spelling). (NAME)’s score fell in the _________ range with at standard score of __.
Academic Fluency: This cluster provides an overall index of academic fluency (Reading Fluency, Math Fluency,
and Writing Fluency). (NAME)’s score fell in the _____ range with a standard score of __.
Academic Applications: This cluster requires the application of academic skills to academic problems
(Passage Comprehension, Applied Problems, and Writing Samples). (NAME)’s score fell in the _________
range with a standard score of __.
READING:
Reading ability consists of three interrelated abilities: reading decoding, reading fluency, and reading
comprehension. The combination of these abilities give (NAME)’s Broad Reading ability which was found to
be in the ___________ range and at the ____ % compared to same grade level peers with a standard score of
__.
Decoding:
Woodcock Johnson IV
Reading Cluster Subtests
Letter-Word Identification
Word Attack
Raw Score
Standard
Score
Percentile
Rank
Classification
Reading decoding is the ability to recognize and pronounce written words presented without context. (NAME)’s
reading ability was measured by two sub-tests. The first, Letter-Word Identification, required him/her to read
words in isolation. (NAME) performed in the ___________ range. (Give details on what student was and was
not able to do.) The second test, Word Attack, measured (NAME)’s ability to apply phonic and structural
analysis skills to the pronunciation of unfamiliar/nonsense printed words. (NAME)’s performance was in the
________ range. (Give details on what student was and was not able to do) Taken together, (NAME)’s
performance suggests he/she will/will not be able to decode words relative to same grade level peers.
Fluency:
Woodcock Johnson IV
Reading Fluency and Rate
Oral Reading
Sentence Reading Fluency
Word Reading Fluency
Raw Score
Standard
Score
Percentile
Rank
Classification
Reading fluency is the ability to read words quickly, without having to dedicate significant mental effort to
decoding them. Fluent readers are able to focus on comprehending the text because word decoding is
______Name__________
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automatic. Tests that describe (NAME)’s reading fluency include Oral Reading, which measures story reading
accuracy and prosody by requiring (NAME) to read sentences aloud that gradually increase in difficulty.
(NAME) scored in the ___________ range. The second test, Sentence Reading Fluency is a timed test that
measures the rate at which (NAME) can read simple sentences silently and quickly then decide if the
statement is true or false. (NAME)’s performance was in the _______ range. (Give details on what student
was and was not able to do). The third test, Word Reading Fluency, is an assessment of vocabulary
knowledge and semantic fluency. This is a timed task that requires the individual to identify the two words that
are related in each row within a 3-minute time limit. The correct matches are words that share some
relationship, for example, synonyms, antonyms, members of the same category, etc. (NAME) scored in the
________ range. When taken together, (Give details on what student was and was not able to do).
Reading Comprehension:
Woodcock Johnson IV
Reading Comprehension
Passage Comprehension
Reading Recall
Reading Vocabulary
Raw Score
Standard
Score
Percentile
Rank
Classification
Reading comprehension is the ability understand the facts presented in the text as well as infer meaning from
things implied. It includes the ability to understand the main point of text, to understand things that are referred
to indirectly (e.g., a character who is crying is probably sad), and to understand the author’s purpose about
why the text was written. (NAME)’s reading comprehension is measured by the following subtest(s). Passage
Comprehension measures the ability to use syntactic and semantic cues to identify a missing word in the text.
This subtest begins with simple matching items where the student matches a symbol to a picture and then
words to a picture. The student then progresses to a series of short passages in which the student is asked to
identify a missing key word that makes sense in the context of that passage. (NAME)’s performance was in the
____________ range. (Give details on what student was and was not able to do) Reading Recall is a
measure of reading comprehension and meaningful memory. The task requires the individual to read a short
story silently and then retell as much of the story as he/she can recall. (NAME) scored in the ________ range.
(Give details on what student was and was not able to do). Reading Vocabulary is measure of reading-writing
and comprehension-knowledge abilities. It includes two subtests. The first requires the individual to read a
word and provide a word of similar meaning. The second subtest requires the individual to read a word and
provide a word of opposite meaning. (NAME) scored in the ____________ range. (Give details on what
student was and was not able to do).
Mathematics:
Mathematics skills can be described in terms of calculation skills, speed of calculations, and solving word
problems. The combination of these skills encompasses (NAME)’s Broad Math ability which was found to be
in the __________ range and comparable to ____% of grade level peers with a standard score of __.
Woodcock Johnson IV
Broad Math Cluster Subtests
Calculation
Math Facts Fluency
Applied Problems
Number Matrices
Raw Score
Standard
Score
Percentile
Rank
Classification
Calculation requires the student to perform mathematical computations, which involve addition, subtraction,
multiplication, division, and combinations of these basic operations, as well as higher order math like
______Name__________
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geometric, trigonometric, logarithmic, and calculus operations. Overall, (NAME)’s math calculation skills are in
the ________ range. (Give details on what student was and was not able to do). Fluency is important because
it allows one to complete longer computations fluidly thereby freeing mental energy for the more demanding
aspects of problem solving. Math Facts Fluency is a timed test requiring (NAME) to recall basic math facts
quickly and accurately. (NAME) scored in the ________ range. (Give details on what student was and was not
able to do).
Applied Problems and Number Matrices sub-tests assess (NAME’s) problem solving and general math
reasoning skills. Applied Problems required (NAME) to analyze and solve math word problems. To solve the
problems, the individual must listen to the problem, recognize the steps to be followed, and then perform the
required calculations. To complete the task, the student must filter out unnecessary information to solve the word
problem correctly. (NAME) scored in the __________ range. (Give details on what student was and was not able
to do). Number Matrices is an assessment of pattern reasoning and number sense. During this test, a pattern
of numbers is shown and the individual must identify the missing number. (NAME) scored in the ___________
range. (Give details on what student was and was not able to do).
WRITTEN LANGUAGE:
Writing skills include spelling, grammar, and written expression. (NAME)’s Broad Written Language was in
the _______ range comparable to ________% of same grade level peers with a standard score of __.
Woodcock Johnson IV
Broad Writing Subtests
Spelling
Writing Samples
Sentence Writing Fluency
Raw Score
Standard
Score
Percentile
Rank
Classification
Spelling, requires the student to write words that are given orally. (NAME)’s score fell in the ______ range. (Give
details on what student was and was not able to do). Writing Samples, requires the student to express his/her
ideas in writing at the sentence level. The student’s sentences are evaluated for their quality of expression. Basic
mechanics, such as, spelling and punctuation are not evaluated on this subtest. (NAME)’s score fell in the _____
range. (Give details on what student was and was not able to do). Sentence Writing Fluency requires the
student to rapidly write simple sentences given picture clues and a set of three words. (NAME)’s score fell in the
_______ range. (Give details on what student was and was not able to do). Due to observed difficulty with
grammar (NAME) was administered the Editing subtest. Editing measures the individual’s skill in identifying
and correcting errors such as incorrect punctuation or capitalization, word usage, or a misspelling. Items increase
in difficulty by increasing passage length, complexity of vocabulary, and the use of less common or irregular
words. (NAME)’s score fell in the _________ range. (Give details on what student was and was not able to do).
Summary and Recommendations:
(NAME) was referred for evaluation by _______________ due to concerns regarding ______________. (Briefly
review the educational history and background information relevant to the referral questions).
In the area of reading, (NAME) displayed (relative) strengths in (list subtests in average range to above). (NAME)
displayed (relative) weaknesses in the areas of (name subtests below the average range). (If student performed
below average on all subtests list relative strengths and weaknesses.)
______Name__________
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In the area of Math (NAME) displayed (relative) strengths in (name of subtests average range to above). He/she
displayed (relative) weaknesses in (subtests below average range). (If student performed below average on
all subtests list relative strengths and weaknesses.)
In the area of written language, (NAME) displayed (relative) strengths in (average to above subtests). He/she
displayed (relative) weaknesses in (tests below average). (If student performed below average on all
subtests list relative strengths and weaknesses.)
Based on the results of this evaluation, the following recommendations would be helpful:

These findings should be compared to other test results for the __________ School Team to determine
whether (NAME) has a learning disability or another educational disability.

List beneficial classroom strategies.

What accommodations would be helpful for the student to succeed.

What modifications, if any, would you recommend.
Submitted By:
Name, Degree
Title and Certification
______Name__________
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APPENDIX:
Test Scores
Key for Interpretation of Ranges
WJ IV Classification
Very Superior
Superior
High Average
Average
Low Average
Low
Very Low
Standard Score Range
131 and Above
121-130
111-120
90-110
80-89
70-79
69 and Below
Percentile
98-99.9
92-97
76-91
25-75
9-24
3-8
0.1-2