M.

Bing 1
Educational Achievement Report
Demographic Information
Name: Monica Bing School: Towson University
Date of Birth: 4/3/13 !ra"e/#"$cational Setting: %r.
&hronological 'ge: (1)*) +D ,: N/'
#val$ation Date-s.: '/ril 130 (*14 #1aminer: '2igail 3itson
4rimary 5ang$age: #nglish
4rimary 5ang$age of Test: #nglish
Date of 6e/ort: 4/(*/(*14
Reason for Referral -incl$"e /arent consent form.
Monica Bing was eval$ate" on '/ril 130 (*14. 't the time of the eval$ation0 Monica was a f$ll
time st$"ent enrolle" in college co$rses. She has a very goo" wor7 ethic an" is "e"icate" to her
aca"emics. 'ccor"ing to the aca"emic history an" interview with her family0 Monica has 2een
e1/eriencing "iffic$lty in many aca"emic areas. 8or e1am/le0 Monica has 2een /erforming
inconsistently in the areas of rea"ing0 mathematics0 an" written lang$age. Base" on this
information0 Monica was referre" for an e"$cational achievement eval$ation.
Test Administered/Rationale
D$e to Monica Bing9s inconsistency with his gra"es0 the :oo"coc7 %ohnson Test of 'chievement
+++ -:%)'&; +++. was a"ministere". The :%)'&; +++ is an in"ivi"$ally a"ministere" test of
achievement meas$ring five c$rric$lar areas) rea"ing0 mathematics0 written lang$age0 oral
lang$age0 an" aca"emic 7nowle"ge. The test /rovi"es a com/rehensive system for meas$ring
general intellect$al a2ility0 s/ecific cognitive a2ilities0 scholastic a/tit$"e0 oral lang$age0 an"
aca"emic achievement. The :%)'&; +++ was selecte" to 2e a"ministere" to #"war" to gain more
information a2o$t his general aca"emic /erformance that incl$"e the following s7ills: -1. rea"ing
s7ills that incl$"e 2roa" rea"ing0 2asic rea"ing s7ills0 an" rea"ing com/rehension0 -(. oral
lang$age s7ills that incl$"e listening com/rehension an" oral e1/ression0 -3. math s7ills that
incl$"e 2roa" math0 math calc$lation s7ills0 an" math reasoning0 -4. written lang$age s7ills that
incl$"e 2roa" written lang$age0 2asic writing s7ills0 an" written e1/ression0 an" -<. an aca"emic
7nowle"ge cl$ster that assesses aca"emic s7ills0 aca"emic fl$ency0 aca"emic a//lications0 an"
/honeme/gra/heme 7nowle"ge.
Examiner Criteria Statements
+n the o/inion of the e1aminer:
== == The scores o2taine" are vali" re/resentation of st$"ent9s c$rrent e"$cational /erformance levels.
== == The test-s. selecte" is a vali" tool for the state" /$r/ose an" is vali" for the st$"ent.
== = 5ing$istic0 c$lt$ral0 an" /or economic "ifferences "i" not infl$ence testing.
Note: If these criteria are not met, the examiner(s) should state which ones do not apply and why.
M. Bing (
Background Information
Monica was 2orn an" s/ent all of her life in New %ersey. She live" /rimarily with her mother her
whole life 2$t also s/ent a great "eal of time with her father. Monica has atten"e" school since
the age of five an" has ha" a seemingly ty/ical life. She is a ha//y0 f$ll time college st$"ent who
now lives in Marylan".
amilial 2ac7gro$n" information
Monica Bing ha" a somewhat ty/ical "evelo/ment. She has always 2een /etite0 >$st li7e her
mother. ;er small stat$re never affecte" her self)esteem or aca"emic /erformance. Monica9s
/arents were "ivorce" when she was very yo$ng. Beca$se she cannot really remem2er what it was
li7e when her /arents were together0 the "ivorce never really affecte" her. She has no 2rothers or
sisters. Monica has a very fast meta2olism an" loves to eat. Monica was a "ancer her whole life
which allowe" her to e1/ress her artistic si"e. ;er mother is also a writer so she always e1/ecte"
to 2e more creative. ;owever0 as she grew ol"er0 she 2egan to see that she was more s$ccessf$l
in the areas of math an" science an" "i" not seem to e1cel in the areas of #nglish or writing.
Monica9s /rimary lang$age is #nglish an" this is the lang$age she is teste" in. Monica is a frien"ly
/erson 2$t en>oys time 2y herself or with her closest frien"s. She is a fairly introverte" /erson.
Educational !ac7gro$n" information
Monica is a %$nior in college. She is a n$rsing ma>or an" is very /assionate a2o$t her st$"ies.
She has a history of getting '9s an" B9s in her college co$rses. She has /roficient hearing an"
sight. She has ha" no worrisome health im/airments. Monica has never ha" an e"$cational or
/sychological eval$ation. Monica has never ha" any 2ehavioral iss$es in or o$t of school.
Beca$se she has always 2een an average)a2ove average st$"ent0 she has never receive" any
reme"ial services or t$toring. No accommo"ations or mo"ifications were $se" "$ring the
a"ministration of this test.
Behavioral "!servations
D$ring this test0 Monica remaine" on tas7. She seeme" very eager at the 2eginning of the test.
She was very c$rio$s a2o$t what this test wo$l" entail. ;er s/irits remaine" fairly high $ntil
a2o$t the fo$rth s$2test. +t was at this /oint that Monica seeme" to 2ecome a little 2it more
fr$strate". ;er morale was /artic$larly low "$ring the Story 6ecall s$2test. She is aware of her
aca"emic strengths an" wea7nesses an" 7new that she was not /erforming to her own stan"ar"s
"$ring this test. + saw her "emeanor change from eager to slightly "isco$rage". :hen she got to
the Math 8l$ency section0 + co$l" see her 2ecome "etermine". She 7nows she is strong in
mathematics an" wante" to com/lete this test ?$ic7ly an" efficiently. 's she got closer to the en"
of the test0 + co$l" see fatig$e set in. She >$st wante" to finish the test. She /ersevere" an"
finishe" the test. Therefore0 these test res$lts are consi"ere" to /rovi"e an acc$rate re/resentation
of Monica9s c$rrent level of achievement.
M. Bing 3
Results
Reading Assessment Results
The Broad Reading cl$ster /rovi"es a com/rehensive meas$re of rea"ing achievement
incl$"ing 2asic rea"ing s7ills an" rea"ing com/rehension. The Stan"ar" Battery of the :oo"coc7)
%ohnson incl$"es the following s$2tests: -1. 5etter):or" +"entification0 -(. 6ea"ing 8l$ency0 an"
-3. 4assage &om/rehension was a"ministere" to Monica Bing.
The #etter$%ord Identification s$2test meas$res wor" i"entification s7ills. Monica Bing
was re?$ire" to i"entify letters an" to /rono$nce wor"s correctly. Monica9s /erformance on this
tas7 was in the high average range/level. The Reading luenc& s$2test meas$res the a2ility to
?$ic7ly rea" sim/le sentences an" "eci"e if the sentences are tr$e. Monica9s /erformance for this
tas7 was in the average range/level. The 'assage Comprehension s$2test meas$res the a2ility to
match the /ictogra/hic re/resentation of a wor" with an act$al /ict$re of the o2>ect. +n a""ition0
Monica was re?$ire" to /oint to a /ict$re re/resente" 2y a /hrase. Then she was re?$ire" to rea"
a short /assage an" i"entify a missing 7ey wor" that ma7es sense in the content of that /assage.
Monica9s /erformance on this s$2test was in the average range/level. -incl$"e a""itional /ertinent
information here0 if a//lica2le.
Mathematics Assessment Results
The Broad Math cl$ster /rovi"es a com/rehensive meas$re of math achievement incl$"ing
/ro2lem solving0 n$meration0 fl$ency0 an" reasoning. 8or the Stan"ar" Battery0 the
following tests were a"ministere": -1. &alc$lation0 -(. Math 8l$ency0 an" -3. '//lie"
4ro2lems.
The Calculation s$2test is a meas$re of com/$tational s7ills an" a$tomaticity with 2asic
math facts an" /rovi"es a meas$re of 2asic mathematical s7ills. This s$2test re?$ire" Monica to
acc$rately /erform mathematical com/$tations. 'lso incl$"e" are /ro2lems re?$iring
mani/$lation of fractions an" more a"vance" calc$lations $sing alge2ra0 geometry0 trigonometry0
an" calc$l$s. Monica9s /erformance on the &alc$lation section was in the ;igh average
range/level. The (ath luenc& s$2test meas$res the a2ility to solve sim/le a""ition0 s$2traction0
an" m$lti/lication facts ?$ic7ly. 8or this test0 Monica9s /erformance was in the high average
range/level. The Applied 'ro!lems test re?$ire" Monica to $n"erstan" an" solve /ractical
mathematics /ro2lems that are /resente" orally. 4ict$res or the written /ro2lem is availa2le for
the st$"ent to see. The /ro2lems re?$ire" her to listen to the /ro2lem0 recogni@e the /roce"$res
to 2e followe"0 an" them /erform relatively sim/le calc$lations. Monica9s /erformance on this
s$2test was in the high average range/level.
ral !anguage Assessment Results
The ral !anguage cl$ster /rovi"es a com/rehensive meas$re of oral e1/ression an"
listening com/rehension. 8or the Stan"ar" Battery0 two tests are a"ministere"0 Story 6ecall an"
Un"erstan"ing Directions.
M. Bing 4
The Stor& Recall s$2test meas$res as/ects of oral lang$age incl$"ing lang$age
"evelo/ment an" meaningf$l memory. D$ring this /ortion of the test0 Monica was re?$ire" to
recall increasingly com/le1 stories that are /resente" on an a$"io ta/e an" Monica9s /erformance
in this area was in the average range/level. An the )nderstanding Directions s$2test is an oral
lang$age meas$re. The tas7 re?$ire" Monica to listen to a se?$ence of a$"io)ta/e" instr$ctions
an" then follow the "irections 2y /ointing to vario$s o2>ects in a colore" /ict$re. Monica9s
/erformance on this tas7 was in the average range/level.
"ritten !anguage Assessment Results
The Broad "ritten !anguage cl$ster /rovi"es a com/rehensive meas$re of written
lang$age achievement incl$"ing s/elling of single)wor" res/onses0 fl$ency of /ro"$ction0
an" ?$ality of e1/ression. The tests a"ministere" on the Stan"ar" Battery incl$"e"
S/elling0 :riting 8l$ency0 an" :riting Sam/les.

The Spelling s$2test is a meas$re of the a2ility to write orally /resente" wor"s correctly.
Test items meas$re /rewriting s7ills an" re?$ire" Monica to /ro"$ce $//ercase an" lowercase
letters0 an" to s/ell wor"s correctly. Monica9s /erformance was in the s$/erior range/level. The
%riting luenc& s$2test meas$res s7ill in form$lating an" writing sim/le sentences ?$ic7ly.
Monica9s /erformance on this s$2test was in the s$/erior range/level. #ach sentence m$st incl$"e
a set of three stim$l$s wor"s an" "escri2e an accom/anying /ict$re. Monica9s /erformance on
this s$2test was in the s$/erior range/level. The %riting Samples s$2test meas$res s7ill in
writing res/onses to a variety of "eman"s. Monica9s /erformance on this tas7 was in the average
range/level.
Interpretation of Assessment indings
Reading Assessment Results
+n the area of 6ea"ing0 Monica /erforme" at the average level. +n the areas 5etter):or"
+"entification an" 4assage &om/rehension0 Monica score" a2ove gra"e level an" a2ove age level.
;owever0 in the area of 6ea"ing 8l$ency0 Monica score" at a ninth gra"e level an" at the age
e?$ivalent of a fo$rteen)year)ol". These scores re/resent Monica9s a2ility to /erform a2ove the
e1/ecte" age an" gra"e level in 5etter):or" +"entification an" 4assage &om/rehension.
;owever0 in the area of 6ea"ing 8l$ency0 Monica is /erforming at a ninth gra"e level0 which is
significantly 2elow the e1/ecte" /erformance. Averall0 Monica is e1celling in the areas of 5etter)
:or" +"entification an" 4assage &om/rehension 2$t co$l" $se some reinforcement in the area of
6ea"ing 8l$ency.
(athematics Assessment Results
+n the area of Broa" Mathematics0 Monica "i" e1cee"ingly well. She /erforme" well
a2ove gra"e level an" age level in the Mathematics &alc$lation &l$ster0 Math 8l$ency0 &alc$lation
an" '//lie" 4ro2lems. Monica score" in the S$/erior 6ange in the Mathematics &alc$lation
&l$ster. +n the areas of Math 8l$ency0 &alc$lation an" '//lie" 4ro2lems0 Monica score" higher
than a twenty)three year ol" an" greater than an" eighteenth gra"er. These scores show that
M. Bing <
Monica is very /roficient in the area of Broa" Mathematics.
"ral #anguage Results
+n the area of Aral 5ang$age0 Monica /erforme" at the average range. ;er age e?$ivalent
score in the area of Story 6ecall was greater than a twenty year ol" an" her gra"e e?$ivalent
score was that of the thirteenth gra"e. Tho$gh these scores are consi"ere" average0 they fall
2elow her scores in the area of Un"erstan"ing Directions. +n the area of Un"erstan"ing
Directions0 Monica score" a2ove a twenty)one)year)ol" an" greater than someone in eighteenth
gra"e. Tho$gh not as strong as some of her other s$2>ects0 Monica /erforme" a"mira2ly on the
Aral 5ang$age section as well. She co$l" $se some reinforcement in the area of Story 6ecall.
%ritten #anguage Results
+n the areas of S/elling an" :riting 8l$ency0 Monica score" in the S$/erior 6ange. +n
S/elling0 her age e?$ivalent score was greater than someone the age of thirty an" her gra"e
e?$ivalent score was greater than someone in the eighteenth gra"e. +n :riting 8l$ency0 her age
e?$ivalent score was greater than a twenty)one)year)ol" an" her gra"e e?$ivalent was that of
someone in fifteenth gra"e. Both of these areas were great strengths for Monica. +n the area of
:riting Sam/les0 Monica /erforme" in the average range. ;er age e?$ivalent score was greater
than a thirty)year)ol". ;owever0 her gra"e e?$ivalent score was that of someone in thirteenth
gra"e. +n general0 Monica /erforme" well 2$t not as well as some of her other s$2>ects.
Summar&/Discussion
Monica is a (1)year)ol" st$"ent at Towson University who is has 2een noticing some
"eficits in her st$"ies lately. She is a n$rsing ma>or who e1cels in the areas of mathematics an"
science. ;owever0 recently she has 2een noticing a significant "ro/ in her #nglish gra"es. This
test was a"ministere" so that Monica co$l" get s/ecific target areas in or"er for her to im/rove
her gra"es. This assessment is one com/onent of that eval$ation. :hen com/are" to his or her
/eers at his or her gra"e level0 Monica9s /erformance is in the a2ove average -a2ove average0
average0 or 2elow average. range in the areas of 5etter):or" i"entification0 &alc$lation0 Math
8l$ency0 '//lie" 4ro2lems0 S/elling0 an" :riting 8l$ency. -list any an" all s$2test that fall in the
in"icate" range.. Monica9s /erformance is in the average range in the areas of Story 6ecall0
4assage &om/rehension0 6ea"ing 8l$ency0 Un"erstan"ing Directions0 an" :riting Sam/les. +f
yo$ have a""itional areas that fall in a "ifferent range0 write a sentence a2o$t that as well. This
assessment in"icates MonicaBs aca"emic achievement. (include summary statements on the
student#s achie$ement as measured %y the "& II highlighting areas of strengths and wea'nesses).
These assessment res$lts will 2e /resente" to the #ligi2ility &ommittee to assist in
"etermining if Monica re?$ires s/ecial e"$cation services. '""itionally0 these res$lts sho$l" 2e
$se" with all other availa2le information when ma7ing a "ecision regar"ing Monica9s eligi2ility for
s/ecial e"$cation services.
Recommendations and/or 'roposed I*E*'* +oals
,* Recommendation for Stor& Recall-
M. Bing C
In order to improve Stor& Recall scores. (onica /ill receive help from a peer tutor* T/ice a
/eek. (onica /ill complete Stor& Recall exercises /ith a peer during their lunch period* In
these exercises. (onica /ill listen to stories from her peer and list ke& facts and details from
the stor&* In order to monitor her progress. a tall& /ill !e dra/n to record ho/ man&
details (onica can remem!er from the stor&* The goal /ill !e for (onica to achieve a 012
success rate* This intervention ma& take several /eeks*
3* Recommendation for 'assage Comprehension-
In order to improve 'assage Comprehension scores. (onica /ill receive additional
home/ork t/ice a /eek* This home/ork /ill include a short passage that (onica must
read* After she reads the passage. she /ill have to ans/er five 4uestions !ased on /hat she
has read* 5er teacher /ill check her ans/ers the follo/ing morning and discuss her
progress* The goal /ill !e for (onica to get three out of the five 4uestions correct at least
once a /eek*
6* Recommendation for %riting Samples
In order to improve %riting Samples scores. (onica /ill !e re4uired to complete specific
hand/riting exercises* "nce a /eek. she /ill cop& a /riting sample that her teacher has
provided for her* She must complete this sample to the !est of her a!ilit&* 5er teacher /ill
address her pro!lem areas and (onica must re/rite that section//ord again until it is
perfected* Each /eek. the target letters /ill change* or example. the first /eek7s letters
/ill !e 8A9 and 8B*9 (ost of the /ords /ill contain these letters* This /ill allo/ (onica
to focus primaril& on these letters*
:* Recommendation for Reading luenc&
In order to improve Reading luenc& scores. (onica /ill meet /ith a !ook clu! each /eek*
In this !ook clu!. the mem!ers take turns reading aloud* This /ill allo/ (onica to hear
/hat fluent reading sounds like and give her the opportunit& to follo/ along /ith the other
readers* This also allo/s her to read aloud and assess her o/n fluenc& /hile others can give
her feed!ack* 5er goal /ill !e to complete 6;; /ords in a ro/ /ith no error , out of 6
times*
1* Recommendation for )nderstanding Directions
In order to improve )nderstanding Directions scores. (onica /ill complete her samples of
/riting directions once a /eek* (onica must /rite her o/n step$!&$step directions* After
she has done so. she /ill /ork /ith a partner to find different /a&s to express these
directions* or example. the direction /ill !e. 8irst. touch the red paper* <ext. touch the
!lue paper* #ast. touch the green paper*9 "ne /a& that (onica can express these
directions in a different /a& is. 8Touch the green paper* But not until &ou have touched
the red and then the !lue*9 B& doing this. (onica /ill get a !etter understanding of the
different /a&s directions can !e expressed* 5er partner /ill then test her !& providing her
/ith different directions* 5er goal /ill !e to accuratel& complete four$step directions 6 out
of 1 times*
M. Bing D
Abigail R. Kitson 4)13)(*14
A%igail (itson )ate
Baltimore &o$nty 4$2lic Schools
S)((AR= " SC"RES
%""DC"C>$?"5<S"< III. "R( A TESTS " AC5IE@E(E<T
Name of St$"ent: Monica Bing Date '"minister: 4/13/(*14
M. Bing E
'ge
#?$ivalent
-'#.
!ra"e
#?$ivalent
-!#.
Stan"ar"
Score
-SS.
46 classification
BR"AD READI<+ C#)STER F3* 1C.1 1*D EC 'verage
B'S+& 6#'D+N! S3+55S F3* F1E.* 1*D 'verage
5etter):or" +"entification
5etter):or" +"entification
F3* F1E.* 11C EC ;igh 'verage
4assage &om/rehension F3* F1E.* 1* D( 'verage
6ea"ing 8l$ency 14)C .* 1 (D 'verage


BR"AD (AT5E(ATICS C#)STER F3* F1E.* 1(* 1 ;igh 'verage
M'T;#M'T+&S &'5&U5'T+AN &5UST#6 F(4 F1E.* 1(( ( S$/erior range
M'T;#M'T+&S 6#'SAN+N! &5UST#6 F3*
&alc$lation F(3 F1E.* 11E E ;igh 'verage
Math 8l$ency F(< F1E.* 11D EE ;igh 'verage
'//lie" 4ro2lems F3* F1E.* 11< E4 ;igh 'verage
G$antitative &once/ts
"RA# #A<+)A+E
Story 6ecall F(* 13.* 1*( << 'verage
Un"erstan"ing Directions F(1 F1E.* 1*D CE 'verage
BR"AD %RITTE< #A<+)A+E F(E F1E.* 1(D 4 S$/erior range
B'S+& :6+T+N! S3+55S F3* F1E.* 1(( 3 S$/erior range
:6+TT#N #H46#SS+AN &5UST#6 F(4 F1D.E 113 E* S$/erior range
S/elling F3* F1E.* 1(E D S$/erior range

:riting 8l$ency F(1 1<.C 1(( 3 S$/erior range
:riting Sam/les F3* 13.* 1*( << 'verage
STA<DARD SC"RES ASSB and C#ASSIICATI"<S
M. Bing
Reflection-
The &#& Stan"ar" C a""resses a teacher9s a2ility to comm$nicate with their st$"ents. +n
a S/ecial #"$cation setting0 it is very /ro2a2le that the st$"ent may have "eficits with
comm$nication s7ills. This may 2e a res$lt of ling$istic "ifferences or "isa2ilities. By
a"ministering the :oo"coc7 %ohnson0 + was force" to thin7 a2o$t what lang$age in which the test
m$st 2e a"ministere". Not all st$"ents will test 2est in #nglish. Ather st$"ents may wish to test in
a "ifferent lang$age 2eca$se it is their /rimary lang$age. ;owever0 in this case0 the test was
a"ministere" in #nglish. +nT'S& Stan"ar" C a""resses a teacher9s a2ility to $se m$lti/le metho"s
of assessments to engage learners0 monitor their /rogress an" g$i"e "ecision)ma7ing. The
:oo"coc7 %ohnson is an alternative to ty/ical classroom assessment. +t /rovi"es an alternative set
of "ata at which teachers can loo7. Aften times0 the :oo"coc7 %ohnson can 2e a"ministere" to a
st$"ent who is s$s/ecte" of having a "isa2ility. By com/leting this assessment0 the teacher can
get a 2etter i"ea of a st$"ents9 aca"emic achievement in the areas on the test. Base" on the
scores0 the teacher0 st$"ent an" /arents can /rocee" to ma7e a "ecision a2o$t whether or not
s/ecial e"$cation services sho$l" 2e im/lemente". The :oo"coc7 %ohnson can also 2e
a"ministere" more than once over a /erio" of time -for e1am/le0 once every two months. to
monitor a st$"ent9s /rogress.
&om/leting the #"$cational 'chievement 6e/ort was an eye o/ening e1/erience. 's a
teacher0 my /rimary foc$s will 2e a st$"ent9s aca"emic /erformance. ;owever0 there are many
things that can contri2$te to a st$"ents9 aca"emic s$ccess. The #"$cational 'chievement 6e/ort
/rovi"es insight to a st$"ents9 2ac7gro$n". By as7ing a /erson a2o$t their history0 the e1aminer
can ma7e inferences to why a st$"ent may have /erforme" a certain way on a certain test.
Something in a st$"ents9 /ast may contri2$te to their aca"emic /erformance even if they are not
aware that it is having an effect on them.
My e1/erience a"ministering the :oo"coc7 %ohnson was "efinitely a learning e1/erience.
Tho$gh + wo$l" not necessarily choose to a"minister this test in the f$t$re0 + 7now that + may
have to "o so 2eca$se + will 2e a S/ecial #"$cator. There were a lot of things that + wo$l" "o
"ifferently if + ha" to a"minister this test again. 8irst0 + wo$l" ma7e my test materials easier to
access. :hile a"ministering this test the first time0 + felt $norgani@e" an" a 2it fra@@le". + thin7
that + nee"e" a 2igger ta2le an" a 2etter $n"erstan"ing of what materials + wo$l" nee" in what
or"er. + also thin7 that the testing e1/erience wo$l" have r$n more smoothly if + ha" ta7en a
2rea7 in the mi""le. Towar" the en" of the test0 + co$l" feel myself getting tire" an" antsy an" +
co$l" notice a change in my s$2>ect9s "emeanor as well. 's far as scoring an" inter/reting the
test0 + act$ally fo$n" that to 2e the easiest /art. + was s$r/rise" that the scoring /ortion was so
easy 2eca$se that was the /art + was most concerne" a2o$t.