Cambridge Public Schools

159 Thorndike Street

Cambridge, MA 02141
Office of Student Services
Academic Achievement Report
CONFIDENTIAL

Student Name: Niharika Hussein Date of Birth: 08/07/2014

Grade: Kindergarten Date of Report: 02/28/2020

Classroom Teacher: Catherine Murphy Test Examiner: Lisa Rosenberg

Tests Administered: Woodcock-Johnson IV Test of Dates of Testing: 01/07/2020 and
Achievement and Comprehensive Test of Phonological 01/14/2020
Processing (CTOPP-2)

I. Reason for Referral

This evaluation was designed to assess Niharika’s current level of academic achievement,
as part of an initial evaluation. Testing in the areas of phonological awareness,
phonological processing, phonological memory, decoding fluency skills, reading
accuracy, mathematical computation, applied problems, comprehension, spelling, and
written language skills were administered. Strengths and weaknesses in Niharika’s
academic profile have been identified.
II. Background Information
Niharika is a 5-year old student in Kindergarten. Her family speaks Bengali at home.
Niharika receives daily ESL pull-out services in a small group 5X40 minutes per week. It
has been noted on Aspen Attendance Record that Niharika has had several absences since
the beginning of the school year. In the classroom, Niharikia’s classroom teacher notes
that she is observing documented progress across all curricular domains – specifically in
literacy. Furthermore, Ms. Murphy reports that Niharika has made progress since the
beginning of the school year and is able to often keep up with the pace of instruction in
Kindergarten and access multiple domains of the classroom curriculum.

III. Behavioral Observations

Niharika willingly completed all subtests administered to her and was extremely
cooperative throughout the duration of testing. Her level of conversational proficiency
was typical and she often engaged in conversation with the test examiner. Nihirika was
cooperative throughout all subtests and completed all questions asked by the examiner
throughout the duration of testing.

IV. Observation:
Niharika was observed at the beginning of February/2020 and was able to access learning
center stations with a great degree of independence. One station involved letter-sound
activities, while another station observed involved 1:1 counting and building with math

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manipulatives. The examiner noted that Niharika required minimal prompting across
literacy and math-based stations in the classroom setting. Her level of conversation was
typical for her age level and she was able to engage in conversation with her classmates
when working. Furthermore, the observation noted that Niharika was able to keep up
with the classroom routines and transition well from one learning station to the next. She
required minimal cueing and redirection when completing learning tasks. Overall,
Niharika was able to follow the directions, complete the task asked of her, and
appropriately transition to the next learning task.

V. Assessment Information and Analysis:

Formal Assessment

Woodcock-Johnson IV Tests of Achievement (WJ IV)

The Woodcock-Johnson IV – Tests of Achievement is an individually administered
achievement test that measures a student’s academic performance in relation to their peer
group based on age. Each cluster is composed of subtests that provide diagnostic
information and give insight into a student’s strengths and weaknesses in reading,
mathematics, writing, and important related skills. The curriculum areas that are
measured are Reading, Oral Language, Mathematics, and Written Language. Subtests
have a Standard Score of 100. The average range is 90-110.

Woodcock-Johnson IV Scoring Classification

Standard WJ-IV Classification
Score
Range
131 and Very Superior
above
121 - 130 Superior
111 - 120 High Average
90 - 110 Average
80 - 89 Low Average
70 - 79 Low
69 and Very Low
below

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 Subtests Administered from WJ1V
Standard
Subtests/Overall Score Classification Cluster Broad Scores
Scores
Reading Cluster
Letter-Word 88 Low Average
Identification Range
Passage 78 Low Range
Comprehension Overall Reading Skills
Word Attack 85 Low Average 81
Range Low Average Range
Sentence Reading
Fluency 80 Low Average
Range

Written Language Cluster

Spelling 95 Average Range Overall Written
Writing Samples 86 Low Average Language Skills
Range 88
Low Average Range

Mathematics Cluster
Math Applications 97 Average Range

Calculation 81 Low Average Range Broad Mathematics

82
Low Average Range
Math Facts Fluency 77 Low Range

The Reading Cluster includes Letter-Word Identification, Passage Comprehension,

Word Attack, and Sentence Reading Fluency.
The Letter-Word Identification subtest measures the student’s word identification
skills. The initial items require the individual to identify letters and the later items require
the student to read individual words aloud correctly. The examinee is not required to
know the meaning of any word. Niharika received a standard score of an 88 on this
subtest, indicating that her knowledge of reading isolated words is in Low Average
Range in comparison to her peer counterparts and moderately below age level
expectations.
The Passage Comprehension subtest measures a student’s ability to use syntactic and
semantic cues to identify a missing word in a text. Initial items measure a student’s
ability to match a rebus (picture symbol) with an actual picture of the object. The next set

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of items requires students to read a short passage and identify the missing keyword that
makes sense within the context of the passage. The items become increasingly difficult
by removing pictorial stimuli and by increasing passage length, level of vocabulary, and
complexity of syntax. Niharika received a standard score of a 78 on this subtest,
indicating that her performance is in the Low Range when reading for meaning in the
context of literacy passages. The test examiner did note that Niharika heavily relied on
visual cues in order to determine meaning, provide the missing word within the blank
space of sentences presented, and complete tasks that were asked of her within the
context of reading passages.
The Word Attack subtest measures the student’s ability to apply phonic and structural
analysis skills to the pronunciation of unfamiliar printed words. The initial items require
the student to produce the sounds for single letters. The remaining items require the
student to read aloud letter combinations that are phonetically consistent or are regular
patterns in English orthography but are nonsense or low-frequency words. Niharika
received a standard score of an 85 on this subtest, indicating that her word analysis skills
are in the Low Average Range, and marginally below age level expectations.

The Sentence Reading Fluency subtest measures reading rate; requiring reading,
writing, and cognitive processing speed abilities. The task involves reading simple
sentences silently and quickly in the Response Booklet, deciding if the statement is true
or false, and then circling Yes or No. The student attempts to complete as many items as
possible within a 3-minute time limit. Niharika reported to the test examiner that she was
not able to read any of the sentences presented to him, placing his raw score at a 0. As a
result, Niharika received a standard score of an 80, demonstrating that her reading rate,
accuracy, and fluency processing skills as well as Niharika’s ability to read within the
context of sentences are in the Low Average Range and fairly below age level
expectations.

Niharika’s Broad Reading skills indicated that her overall performance in reading is in
the Low Range (Standard Score of a 79), although her Basic Reading skills
demonstrated a standard score of an 86, indicating scores in the Low Average Range and
slightly below age level expectations across her overall acquisition of phonological
awareness and phonemic decoding fluency skills.
The Written Language Cluster includes a series of writing subtests. Xavier completed
both the Spelling and Writing Samples subtests of this cluster.
The Spelling subtest requires the student to write words that are presented orally. The
initial items measure pre-writing skills, such as drawing lines and tracing letters. The next
set of items requires the student to spell words correctly. The items become increasingly
difficult, as the spelling patterns become more complex. Niharika demonstrated
foundational knowledge in drawing lines, tracing letters, writing letters, and writing
words. In turns, she received a standard score of a 95, placing Niharika’s overall spelling
skills in the Average Range and demonstrated a score in accordance with age level
expectations.

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The Writing Samples subtest measures a student’s ability to write sentences given a
verbal and picture cue. Initial items require students to complete sentences. The next set
of items requires students to write a sentence that complies with teacher directions. Final
items require more complex sentence construction and carry more difficult task demands.
Items on this subtest are scored for the quality of expression. Errors are not counted in
capitalization, punctuation, and spelling. Niharika received a standard score of an 86,
indicating that her performance is in the Low Average Range and somewhat below age
level expectations.

The Mathematics Cluster includes Math Applications, Calculation, and Math Facts
Fluency.
The Math Applications subtest measures a student’s ability to analyze and solve math
problems. To solve problems, the student must listen to the problem, recognize the
procedure to be followed, and then perform relatively calculations ranging from simple to
complex. Niharika’s standard score was a 97 on this particular test, indicating she is
performing in the Average Range and at age level expectations in comparison to her
peers.
The Calculation subtest measures a student’s ability to perform paper and pencil math
computations. The initial items require the student to write single numbers. The
remaining items require the person to perform addition, subtraction, multiplication,
division, and combinations of the basic operations, as well as some geometric,
trigonometric, logarithmic, and calculus operations. The calculations involve negative
numbers, percentages, decimals, fractions, and whole number. Niharika received a
standard score of an 81 on this subtest, indicating that her skills in paper/pencil math
computation are in the Low Average Range in comparison to aged-level peers.

The Math Facts Fluency subtest measures a student’s ability to solve simple addition,
subtraction, and multiplication facts quickly. Students are given a 3-minute time limit and
a series of math facts to complete in the student response book. Xavier received a
standard score of a 77 on this subtest, indicating that her scores in mathematical fluency
are in the Low Range and below age level expectations.
Niharika received an overall broad mathematics score of an 82, indicating that her broad
math skills are within the Low Average Range. Her overall mathematic skill score was
an 85, demonstrating scores in the Low Average Range in comparison to same aged
peers.

Comprehensive Test of Phonological Processing -2nd Edition (CTOPP-2):

The CTOPP is an individually administered, norm-referenced assessment tool that
consists of 12 subtests measuring areas of phonological processing that are highly
associated with success in reading and writing: Phonological Awareness, Phonological
Memory, Rapid Naming, and Rapid Non-Symbolic Naming, involving both sound
blending and sound segmentation. This assessment indicates a child’s strengths and
weaknesses within these areas.

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 Scaled Scores between 8 and 12 are considered average

Subtest Scaled Composite Composite Classification

Score Area Scores
Tested
Elision 9

Blending 5 Phonological
Words Awareness 90 Average

Phoneme
Isolation 11
Memory for 9
Digits Phonological
Non-word 8 Memory 92 Average
Repetition
Rapid Digit 9
Naming Rapid
Rapid Letter 1 Symbolic 70 Poor
Naming Naming

Rapid Color 10 Rapid Non-

Naming Symbolic 73 Poor
Rapid Object 1 Naming
Naming

Overall, on the CTOPP, Niharika performed in the Average Range for phonological
awareness and in phonological memory. However, she did display difficulties on all
Rapid Naming Subtests. Although Niharika was able to identify all letters, digits, colors,
and objects on the Rapid Naming Subtests, she demonstrated low processing speed across
all these subtests, which brought her overall composite score down based on the timed
factor. Niharika’s overall composite score (81) demonstrated that she is performing
within the Below Average Range across phonological structures within whole words,
and displays low processing speed in rapid naming with regards to letters, digits, colors
and object naming.

VI. Summary and Recommendations:

This report of academic achievement will be considered along with other assessments,
grade and performance, as well as parent and professional input in determining special
education eligibility and/or directions of services at this time.

Niharika’s overall academic skills yielded a standard score of an 86 (Low Average

Range) and her achievement scores demonstrate a standard score of a 92 (Average
Range). Additionally, Niharika’s ability to apply academics in the context of reading,
writing, and math demonstrated a standard score of an 83 (Low Average Range). As

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measured by academic achievement assessments, classroom teacher feedback, and
classroom performance, Niharika is making steady progress across the Kindergarten
curriculum in reading, writing, and math curricular content.
Given the results of these assessments, the following recommendations are made to help
Niharika access the content of the curriculum within the classroom setting:
• Repetition, reinforcement, review, and practice for both new and previously
taught skills, rules, and concepts.
• Modeling, demonstration, and visuals when presented with new academic
material.
• Multisensory, systematic, and cumulative instruction across phonological
awareness and encoding skill concepts.
• Repeated, spiraling review of curricular content throughout the school year,
highlighting explicit connections between skills and concepts.
• Paired visual/verbal instruction and directions.
• Graphic organizers, scaffolded supports, visual cues, demonstration, and
modeling throughout all content domains.
• Preview of new vocabulary, and review of key content-area vocabulary prior to
instruction.
• Small group or individual preview/review prior to whole-class lessons when
beginning a new topic or learning a new skill.
It has been a pleasure to work with Niharika. If I can be of further assistance, please
contact me at lrosenberg@cpsd.us or by phone at (617) 349-6841 (Extension 310).
Signature ______________________________________ Date _______________
Lisa Rosenberg
Special Educator
Kennedy-Longfellow School
February 28, 2020
lrosenberg@cpsd.us