Woodcock Johnson Results Before the WJIII test results are discussed, a brief explanation of scores is offered. In order to find out what scores are high, average, or low, the test i given to a large number of children across the country. The test is always presente the same way to all children.The subject’s percentile rank indicates the percentage the children in the norm group who received the same scores or a lower score on the tes A special feature of the WJIII is the option to use either grade- or age-based norms. grade equivalent reflects the subject’s performance in terms of the grade level in t sample at which the average score is the same as the subject’s score. An age equivalen score is similar to a grade equivalent, except that it reflects performance in terms of
Transcript
Woodcock Johnson Results
Before the WJIII test results are discussed, a brief explanation of scores is offered. In order to find out what scores are high, average, or low, the test is given to a large number of children across the country. The test is always presented in the same way to all children.The subject’s percentile rank indicates the percentage of the children in the
norm group who received the same scores or a lower score on the test. A special feature of the WJIII is the option to use either grade- or age-based norms. A grade equivalent reflects the subject’s performance in terms of the grade level in the sample at which the average score is the same as the subject’s score. An age equivalent score is similar to a grade equivalent, except that it reflects performance in terms of the age level in thesample at which the average score is the same as the subject’s score.
Woodcock Johnson
An age equivalent score is similar to a grade equivalent, except that it reflects performance in terms of the age level in the sample at which the average scoreis the same as the subject’s score. It is important to note that this does not mean that the subject is performing at the same level as that grade or age, only that the average score was the same as the sample. The ranges for the WJIII are as follows.
High Average = SS 111 to 120 and % Rank 76 to 91
Average = SS 90 to 110 and % Rank 25 to 75
Low Average = SS 80 to 89 and % Rank 9 to 24
Low = SS 70 to 79 and % Rank3 to 8
Very Low = SS 69 and below and % Rank 0.1 to 2
Oral Language
PR--35
RPI (Relevant Proficiency Index)--87/90
SS--(68% band) 94. These scores indicate that Douglas is within the appropriate average range for oral language.
Broad Reading
PR--44
RPI (Relevant Proficiency Index)--87/90
SS--(68% band) 96
These scores indicate that Douglas is within the appropriate average range for broad reading.
Broad Math
PR--41
RPI (Relevant Proficiency index)--87/90
SS--(68% band) 97
These scores indicate that Douglas is within the appropriate average range for broad math.
Broad Written Language
PR--69
RPI (Relevant Proficiency index)--95/90
SS--(68% band) 107
These scores indicate that Douglas is within the appropriate average range for broad written language.
Brief Reading
PR--56
RPI (Relevant Proficiency index)--93/90
SS--(68% band) 102
These scores indicate that Douglas is within the appropriate average range for brief reading.
Brief Math
PR--42
RPI (Relevant Proficiency index)--86/90
SS--(68% band) 97
These scores indicate that Douglas is within the appropriate average range for brief math.
Math Calculation Skills
PR--77
RPI (Relevant Proficiency index)--94/90
SS--(68% band) 111
These scores indicate that Douglas is within the appropriate average range for math calculation skills.
Brief Writing
PR--60
RPI (Relevant Proficiency index)--94/90
SS--(68% band) 104
These scores indicate that Douglas is within the appropriate average range for brief writing
Written Expression
PR--90
RPI (Relevant Proficiency index)--98/90
SS--(68% band) 129
These scores indicate that Douglas is within the appropriate average range for written expression.
Letter-Word Identification
PR--63
RPI (Relevant Proficiency index)--97/90
SS--(68% band) 105.
These scores indicate that Douglas is within the appropriate average range for letter-word identification.
Reading Fluency
PR--4
RPI (Relevant Proficiency index)--61/90
SS--(68% band) 73.
These scores indicate that Douglas is below average in reading fluency.
Story Recall
PR--21
RPI (Relevant Proficiency index)--84/90
SS--(68% band) 88
These scores indicate that Douglas is below average to average on story recall.
Understanding Directions
PR--46
RPI (Relevant Proficiency index)--89/90
SS--(68% band) 99
These scores indicate that Douglas is within the appropriate average range for understanding directions.
Calculation
PR--85
RPI (Relevant Proficiency index)--97/90
SS--(68% band) 115
These scores indicate that Douglas is within the appropriate average range for math calculation skills.
Math Fluency
PR--42
RPI (Relevant Proficiency index)--89/90
SS--(68% band) 97
These scores indicate that Douglas is within the appropriate average range for math fluency skills.
Spelling
PR--31
RPI (Relevant Proficiency index)--69/90
SS--(68% band) 93
The following scores indicate that Douglas is in the below average average range for spelling.
Written Fluency
PR--86
RPI (Relevant Proficiency index)--97/90
SS--(68% band) 116
These scores indicate that Douglas is within the appropriate average range for written fluency.
Passage Comprehension
PR--43
RPI (Relevant Proficiency index)--85/90
SS--(68% band) 97
The following scores indicate that Douglas is within the appropriate average range for passage comprehension skills.
Applied Problems
PR--18
RPI (Relevant Proficiency index)--54/90
SS--(68% band) 86
The following scores indicate that Douglas is below average for applied problems.
Writing Samples
PR--89
RPI (Relevant Proficiency index)--99/90
SS--(68% band) 118
These scores indicate that Douglas is within the appropriate average range for writing samples.
Story Recall-Delayed
PR--77
RPI (Relevant Proficiency index)--88/90
SS--(68% band) 96
These scores indicate that Douglas is within the appropriate average range for story recall.
SummaryDouglas’ overall performance was in the average range. His strengths are definitely in math and written expression, which are reflected in his scores. His greatest strength was in written expression followed by math calculations. He enjoys doing math problems involving addition and subtraction. He continues to struggle with identifying money, counting money, and telling time.
He is below average in reading fluency, applied problems, and spelling. His letter word identification and comprehension were with in the average range. His comprehension is much better when a story or passage is read to him. He listens and can pick up on some details, especially when the story is of interest to him.
I believe with continued assistance and direct instruction he will make gains. He would greatly benefit from phonics instruction because he struggles blending and segmenting sounds. In addition, continuing with the curriculum based measurements weekly will also be beneficial to him and help to increase his reading fluency. This will also provide additional information to the teacher to know how to help him.
Summary
Accommodations to the General Education Curriculum: Small group instruction, oral administration of tests that require reading, extended time on assignments.
Modifications to the General Education Curriculum: Off grade level instruction for reading materials.
Accommodations for High Stakes Assessments: Oral administration, frequent breaks, small group testing.
