Webster University

Course 6036 Psychoeducational Assessment II

Report Writing Assignment
Summer 2015
NAME: Mariah
D.O.B: 01/ 09 /2006
CHRONOLOGICAL AGE: 9 years, 6 months
GRADE: 3rd grade entering 4th in Fall 2015
DATE(S) EVALUATED: 07/ 12/ 2015 and 07 / 13 /2015
EXAMINER: Francesca DiMaggio
REASON FOR REFERRAL
Mariah was not referred through her school or by a parent referral. Mariahs parent allowed her
to participate in this assessment to assist students in the Applied Educational Psychology EdS
program at Webster University with becoming familiar with Intelligence testing. The assessment
was completed for training purposes only.
BACKGROUND INFORMATION
Background information was not obtained at this time for Mariah. This assessment was given for
training purposes only and Mariah was not referred through a referral process for concerns with
her academic/behavioral performance at school.
ASSESSMENT TECHNIQUES
Tests administered:
Woodcock Johnson IV Tests of Cognitive Abilities (Norms based on age 9-6)
Woodcock Johnson IV Tests of Achievement Form A and Extended (Norms based on age 9-6)
BEHAVIORAL OBSERVATIONS
Observations during Testing
Cognitive and academic achievement testing were completed on 07/12/2015 and
07/13/2015 during two sessions. During these sessions, Mariah completed standard and
extended subtests of both the Woodcock Johnson IV Tests of Cognitive Abilities and the
Woodcock Johnson IV Tests of Achievement Form A and Extended. The testing sessions lasted
for a combined time of 4 hours. Mariah was social and exceptionally cooperative during both
testing sessions. Rapport was easily established and maintained between both Mariah and the
examiner. Mariah engaged in conversation with the examiner, discussing events she has
participated in this summer as well as discussion about her upcoming vacation. Mariah followed
all verbal instructions without difficulty and was highly attentive during all tasks. Her activity level
appeared to be typical for her age and she did not display any signs of being inattentive or
distracted. Mariah was engaged with many of the test activities, especially those within the
cognitive subtests and she provided responses that were well thought-out, often she would talk
herself through her answers, rephrase the questions and use paper/pencil when available for

subtests to double check her answers. There were little/no instances where Mariah would give
up and state she did not know an answer. On some achievement subtests however, she would
state that certain concepts have not yet been taught to her. Overall, Mariahs mood was positive
and she displayed excellent effort for the tasks she was presented with. It is believed that the
results of these assessments are valid estimates of Mariahs overall intellectual and academic
abilities.
TEST RESULTS AND INTERPRETATION
Cognitive Abilities
Date Completed: 07/12/2015 and 07/13/2015
Assessments Used:
1.
Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-IV)
Mariahs cognitive abilities were assessed using the Woodcock-Johnson-IV Tests of Cognitive
Abilities, an individually administered, norm referenced test that assesses cognitive abilities
based on the CHC theory. The WJ-IV provides an overall measure called the GIA - General
Intellectual Abilities. The WJ IV is organized into the Standard Battery (Tests 110) and the
Extended Battery (Tests 1118), all of which were administered to Mariah. The Standard Battery
includes seven clusters that are used to derive the General Intellectual Ability (g) score:
Comprehension-Knowledge (Oral Vocabulary / General Information), Fluid Reasoning (Number
series / Concept Formation), Short-Term Working Memory (Verbal Attention / Numbers
Reversed), Cognitive Processing Speed (Letter-Pattern Matching), Auditory Processing
(Phonological Processing), Long Term Retrieval (Story Recall) and Visual Processing
(Visualization).
On the WJ-IV, Mariah earned scores that ranged from Average to Advanced. She received a
General Intellectual Ability (GIA) standard score of 121, which falls in the Average to Advanced
range and at the 92nd percentile. This indicates that Mariah scored higher than about 92 percent
of nine year old children nationally. There is a 95 percent probability that Mariahs true GIA score
will fall in the range of 112-129.
Specific information regarding Mariahs performance in the seven clusters of WJ-IV:
Comprehension-Knowledge
Comprehension Knowledge, or crystallized intelligence, is the breadth and depth of a persons
acquired knowledge, the ability to communicate ones knowledge (especially verbally), and the
ability to reason using previously learned experiences or procedures. This cluster is composed of
Oral Vocabulary (providing a synonym or antonym for a given word) and General information
(answering questions such as Where would you find [an object]? and What would you do
with [an object]?). The extended cluster also includes Picture Vocabulary (identifying
pictured objects). Mariahs performance on these subtests provided an overall score of 120 and
indicates that Mariah is advanced in the area of comprehension and knowledge.
Fluid Reasoning
Fluid reasoning includes the broad ability to reason, form concepts, and solve problems using
unfamiliar information or novel procedures. This cluster includes Number Series (determining
the missing number in a series of numbers) and Concept Formation (deriving the rule for an item
when presented with a complete stimulus set). The Fluid Reasoning Extended cluster includes
Analysis-Synthesis (performing an increasingly complex procedure given instructions). Mariahs
performance on these subtests provided an overall score of 109. This indicates Mariah is

performing in the average to advanced range in fluid reasoning. Some of these subtests were
more difficult for Mariah to complete, like number series, due to the fact that she hasnt learned
specific concepts in school (multiplication and division) to accurately solve all the problems she
was given. When the tasks on Concept formation including multiple rules, it also was more
challenging for her to distinguish the correct choices.
Short-Term Working Memory
Short-term memory is the ability to apprehend and hold information in immediate awareness and
then use it or manipulate it to carry out a goal. This cluster includes Verbal Attention (answering
specific sequence questions when provided with a series of animals and digits from an audio
recording) and Numbers Reversed (holding a span of numbers in immediate awareness while
performing a mental operation on it). The Short-Term Working Memory-Extended cluster also
includes Object-Number Sequence (listening to a series of digits and words and reordering them
in a specific way to repeat them). Mariahs performance on these subtests provided an overall
score of 114, indicating that Mariah is performing in the average to advanced range with her
short term memory abilities. When the series of items she was given on these subtests ranged
from 2 5 items, Mariah was accurate. When the number of items grew in increasing length,
Mariah had difficulties remembering the specific items and following the directions that were
given (state animal first or state number first, etc.).
Cognitive Processing Speed
Processing speed is the ability to quickly perform both simple and complex cognitive tasks,
particularly when measured under pressure to sustain controlled attention and concentration.
This cluster includes Letter-Pattern Matching (locating and circling two identical letter patterns in
a row of 6 patterns) and Pair Cancellation (locating and marking a repeated pattern as quickly as
possible). Mariahs performance on these subtests provided an overall score in the area of
cognitive processing as 109. This score indicates that Mariah is performing in the average to
advanced range. Observing Mariah through tasks, she takes her time providing answer, really
pays attention to details and wants to double check that she has provided the correct answer. In
these timed assessments, she did not appear to rush or look frustrated with the timed limits that
she was given. She was more concerned with getting through questions accurately over
completing as many as possible.
Auditory Processing
Auditory processing is the ability to perceive, analyze, and synthesize patterns among auditory
stimuli. This cluster includes Phonological Processing which is comprised of three parts; Word
Access (providing a word that has a specific phonemic element in a specific location), Word
Fluency (naming as many words as possible that begin with a specified sound in 1 minute) and
Substitution (substituting part of a word to create a new word). The cluster also includes
Nonword Repetition (listening to a nonsense word and then repeating the word exactly). Further
measures of Auditory Processing from the WJ-IV Test of Oral Language comprise the Phonetic
Coding Cluster. These tests include Segmentation (listening to words and identifying the word
parts ranging from compound words to syllables to individual speech sounds) and Sound
Blending (listening to a series of syllables or phonemes and then blending the sounds into a
word). Mariahs performance on these subtests provided an overall score of 125 which indicates
that Mariah is performing in the advanced range. She displayed confidence with beginning and
ending sounds and substitution and was highly accurate with nonword repetition.

Long-Term Retrieval
Long-term retrieval is the ability to store information (after it has been displaced from immediate
awareness) and fluently retrieve it later in the process of thinking. This cluster is a combination
of Story Recall (recalling increasingly complex stories that are presented from an audio
recording), and VisualAuditory Learning (learning and recalling pictographic representations of
words). Mariahs performance on these subtests provided a score of 106. This indicates Mariah
is performing in the average range for long-term retrieval. With story recall, it became difficult to
remember the exact terms in the stories when they increased in length. Often Mariah did well
remembering the last idea that was stated in the story.
Visual Processing
Visual processing is the ability to encode, synthesize, and discriminate auditory stimuli, including
the ability to employ auditory information in task performance. This cluster includes Visualization
which is comprised of two parts; Spatial Relations (identifying the two or three pieces that form a
complete target shape) and Block Rotation (identifying the two block patterns that match the
target pattern). The cluster also includes Picture Recognition (recognizing a subset of previously
presented pictures within a field of distracting pictures). Mariahs performance on the subtests
provided an overall score of 102 for visual processing. This indicates that Mariah is performing in
the average range for visual processing. Picture recognition became increasingly difficult with
each question by increasing the number of pictures she needed to remember. When she was
presented with 4 or more pictures, her accuracy decreased.
Summary
Mariah does not appear to display any difficulties with any areas included within her cognitive
abilities. She is performing in the average to advanced range across all ability areas and her
general intellectual ability score is higher than 92 percent of nine year olds nationally. (See
specific scoring results in table 1 below)

Academic Achievement Abilities

Date Completed: 07/13/2015
Assessments Used:
1.
Woodcock-Johnson IV Tests of Achievement Form A and Extended
Mariahs academic performance was assessed using the Woodcock-Johnson IV Tests of
Achievement. The Woodcock-Johnson IV-Tests of Achievement (WJ-IV ACH) is a
comprehensive set of 20 individually administered tests to measure educational achievement in
the 4 broad domain areas of reading, mathematics, written language and academic knowledge.
The standard battery contains 11 subtests: Test 1: Letter-Word Identification, Test 2: Applied
Problems, Test 3: Spelling, Test 4: Passage Comprehension, Test 5: Calculation, Test 6: Writing
Samples, Test 7: Word Attack, Test 8: Oral Reading, Test 9: Sentence Reading Fluency, Test 10:
Math Facts Fluency, Test 11: Writing Fluency. These 11 subtests provide scores then for 20
different academic cluster areas in the 4 domains.

Descriptions of the clusters and Mariahs performance in each:

Reading
The Reading cluster is a measure of reading achievement and includes reading decoding,
reading speed and the ability to comprehend text while reading. This cluster is a combination of
Letter-Word identification (reading a list of words) and Passage Comprehension (using syntactic
and semantic cues to identify the missing words in a text). Mariahs score on this cluster, 116,
indicates she is performing in the advanced range.
Broad Reading
The Broad Reading cluster includes reading decoding, reading speed and the ability to
comprehend text. This cluster is a combination of Letter-Word identification (reading a list of
words) Passage Comprehension (using syntactic and semantic cues to identify the missing
words in a text) and Sentence Reading Fluency (reading sentences quickly in the response
booklet and determining if the statement is true or false). Mariahs score on this cluster, 115,
indicates she is also performing in the advanced range for these subtests. Mariah did very well
with the Letter-Word Identification subtest, identifying most of the words she was presented
with.
Basic Reading Skills
The Basic Reading Skills cluster is a combination of Letter-Word Identification (reading a list of
words aloud) and Word Attack (reading nonsense letter combinations that are phonically
consistent or regular patterns in orthography). These tests measure sight word vocabulary, the
application of phonics and structural analysis skills. Specifically, Mariah was able to easily
identify the words she was presented with, especially those in the word attack. She was able to
combine those sounds presented in the nonsense words and had no difficulty decoding these
unknown words. Mariahs score on this cluster, 120, places her in the advanced range.
Reading Comprehension
The Reading Comprehension cluster is a combination of Passage Comprehension (using
syntactic and semantic cues to identify the missing words in a text) and Reading Recall (reading
a short story silently and then retelling as much of the story as can be recalled). It is a measure
of comprehension and reasoning. Specifically, Mariah was able to recall and provide missing
words in most of the beginning texts, when they increased in length on both subtests, Mariah
had more difficulty with the tasks. Mariahs score on this cluster, 109, places her in the average
to advanced range.
Reading Fluency
The Reading Fluency cluster is a measure of reading fluency including prosody, automaticity
and accuracy. It a combination of Oral Reading (the individual reads a loud sentences that
gradually increase in difficulty) and Sentence Reading Fluency (reading sentences quickly in the
response booklet and determining if the statement is true or false). Mariah was able to easily get
through all reading in the oral reading, except the final selection. She had more than two errors
on that selection, but still took her time working through each unknown word and tried identifying
them and sounding them out. Mariahs score on this cluster, 116, places her in the advanced
range.
Reading Rate
The Reading Rate cluster provides a measure of automaticity with reading at the single word
and single sentence levels. This cluster is combination of Sentence Reading Fluency (reading

sentences quickly in the response booklet and determining if the statement is true or false) and
Word Reading Fluency from the extended battery. Mariahs score on this cluster, 113, places
her in the advanced range.
Mathematics
The Mathematics cluster measures math achievement, including both computational and
problem solving skills. This cluster includes Applied Problems (analyzing and solving word
problems) and Calculation (completing math computations on a worksheet). Mariah showed
strengths in many of the initial applied problems, she encountered difficulty when she
approached topics that she has not learned yet (fractions, measurement and percents), the
same with the math calculations, she is confident in addition and subtraction, both single and
multi-digit and can perform some multiplication problems. She however is not familiar with what
long division problems look like, so she didnt know the operation that was being asked.
Mariahs score in this cluster, 99, places her in the average range.
Broad Mathematics
The Broad Mathematics cluster provides a comprehensive measure of mathematic achievement
including problem solving, number facility, automaticity and reasoning. This cluster includes
Applied Problems (analyzing and solving word problems), Calculation (completing math
computations on a worksheet), and Math Fact Fluency (completing simple addition, subtraction,
and multiplication facts within a 3-minute time limit). Once again Mariah showed strengths in
many of the initial applied problems, she encountered difficulty when she approached topics that
she has not learned yet (fractions, measurement and even percents), the same with the math
calculations, she is confident in addition and subtraction, both single and multi-digit and can
perform some multiplication problems. Math fluency was not difficult for her because it covered
those basic operation skills that she is confident in. Mariahs score in this cluster, 104, places
her in the average range.
Math Calculation Skills
The Math Calculation cluster is a measure of computational skills and automaticity. This cluster
is composed of combination of Calculation (completing math computations on a worksheet) and
Math Fact Fluency (completing simple addition, subtraction, and multiplication facts within a 3minute time limit). Specifically, Mariah was able to quickly get through problems on the fact
fluency, since this is an area she is comfortable with and knows automatically but Mariah had
difficulty with any calculation problems involving multiplication of multi-digits and division and
beyond. She has strengths with basic math operations and math applications. Mariahs score on
this cluster, 101, places her in the average range.
Math Problem Solving
Math Problem Solving cluster is a combination of Applied Problems (analyzing and solving word
problems) and Number Matrices (completing number sequences by identifying the missing
number). It is a measure of mathematical knowledge and reasoning. Specifically, Mariah was
able to complete number sequences that involved either adding or subtracting from one term to
the next, she had difficulty with problems involving multi-steps or multiplication and division in
the number matrices. With applied problems, any topics that she has not been introduced to in
school caused difficulties. Mariahs score on this cluster, 110, is in the average to advanced
range.

Written Language
The Written Language Cluster provides a measure of written language achievement, including
spelling of single-word responses and quality of expression. This cluster includes the spelling
(the ability to write orally presented words correctly) and writing samples tests (composing
sentences based on directions given and sentences are evaluated with respect to the quality of
expression). Mariahs writing abilities are her strength, scoring the highest on these subtests.
She was able to spell multi-syllable words and when asked to compose sentences, she often
wrote more complex rather than simple sentences in the response booklet. Mariahs score on
this cluster, 118, places her in the advanced range.
Broad Written Language
The Broad Written Language cluster provides a comprehensive measure of written language
including spelling of single-word responses, fluency of production and quality of expression.
This cluster includes spelling, writing samples and sentence writing fluency. As stated earlier,
Mariah shows strengths in her writing. Mariahs score on this cluster, 119, places her in the
advanced range.
Basic Writing Skills
The Basic Writing cluster provides a measure of writing skills in both isolated and contextually
based formats. It measures both spelling and identifying and correcting errors in spelling,
punctuation, capitalization and word usage. It is a combination of spelling and editing (skills in
identifying and correcting errors in a written passage) from the extended battery. On the editing
subtest, initially Mariah showed strengths with recognizing punctuation, spelling and
capitalization errors, as the word usage became more difficult, it was harder for Mariah to
determine the errors presented. Mariahs score on this cluster, 118, places her in the advanced
range.
Written Expression
The Written Expression cluster is a measure of meaningful written expression and fluency. This
cluster is a combination of Writing Samples (composing sentences based on directions given
and sentences are evaluated with respect to the quality of expression) and Sentence Writing
Fluency (formulation a simple sentence when presented a stimulus picture with 3 words in a 5minute time limit). Specifically, Mariah was able to compose complex sentences in the writing
samples, she actually encountered difficulty writing simple sentences, and she often wanted to
write more. Mariahs score on this cluster, 123, is her highest score on the assessment, placing
her in the advanced range.
Additional Clusters
Brief Achievement
The Brief Achievement cluster is a screening that measures an individuals performance across
reading, writing and math. This includes letter-word identification, applied problems and spelling.
Mariahs score on this cluster, 115, places her in the average to advanced range.
Broad Achievement
The Broad Achievement cluster covers nine tests, all of which are included on the Broad
Reading, Broad Mathematics and Broad Written Language Clusters. Mariahs score on this
cluster, 114, places her in the average to advanced range.

Academic Skills
The Academic Skills cluster measure reading decoding, math calculation and spelling. It
provides an overall score of basic achievement skills. Mariahs score on this cluster, 109, places
her in the average to advanced range.
Academic Fluency
The Academic Fluency Cluster is a combination of Sentence Reading Fluency, Math Facts
Fluency and Sentence Writing Fluency. It is an overall score for academic fluency. Mariahs
score on this cluster, 112, places her in the advanced range.
Academic Knowledge
The Academic Knowledge measures a broad sample of scientific and social studies knowledge.
This cluster is composed of Science (responding to scientific questions including anatomy,
biology, chemistry, geology, medicine, and physics), Social Studies (responding to questions
regarding history, economics, geography, government, and psychology), and Humanities
(responding to questions related to art, music, and literature. Specifically, Mariah was able to
answer many of the topics expected to have been covered up to the third grade, she had
difficulty answering those questions that she will encounter in upper elementary/middle school.
Mariahs score on this cluster, 112, places her in the average to advanced range.
Phoneme-Grapheme Knowledge measures phonetic generalizations and knowledge of
common orthographic patterns in both decoding and encoding. This cluster is composed of
Word Attack (reading nonsense letter combinations that are phonically consistent or regular
patterns in orthography) and Spelling of Sounds (spelling of non-sense words). Specifically,
Mariah has strengths in her phonemic awareness. She can easily identify and spell sounds.
Mariahs score on this cluster, 115, places her in the average to advanced range.
(See specific scores from each subtest below in Table 2)
SUMMARY:
Mariah is a 9.6 year old female entering the 4th grade in the Fall 2015. Mariah was not
referred for any educational evaluation by her parent or school, but was rather allowed to be
administered both the Woodcock Johnson IV Tests of Cognitive Abilities and the Woodcock
Johnson IV Tests of Achievement as part of the Applied Educational Psychology Program at
Webster Universitys coursework for training purposes.
An estimate of Mariah's current cognitive functioning was established through
administration of the WJ-IV Tests of Cognitive Abilities. Mariahs cognitive ability is
estimated to fall in the average to advanced range across all ability areas and her general
intellectual ability score (GIA) was a 120, which is higher than 92 percent of nine year olds
nationally.
On the WJ-IV Tests of Achievement, Mariah displayed strengths in the areas of Written
Expression and Reading. The cluster scores in those broad areas were the highest and showed
her performing in the advanced range. Her area of relative weakness was in Math Calculation,
where she is performing in the average range. Compared to her scores in the area of cognition,
GIA of 120, Mariah is performing slightly below her intelligence ability but still in the advanced
range for all subtest areas.
*** The assessment completed for this report was done for training purposes only. Scores are
not valid for any decision making purposes. ***

Recommendations:
Cognitive:
Long-Term Retrieval
review, repeat
multisensory teaching/learning strategies
provide meaning
limit amount of new information
Visual processing (which is not related to academic achievement)
use manipulatives
teach verbal mediation of visual/spatial skills
Academic Achievement:
Math Calculation
use manipulatives
teach problem solving
drill for automaticity on math facts
use practical, every day math
use calculators to teach, check work and when math concepts are the emphasis

____________________________________________
Francesca DiMaggio
Graduate Student, Webster University, Applied Educational Psychology Program

Table 1. Results of WJ-IV Tests of Cognitive Abilities

Age
Equivalent

Standard
Score

Confidence
Interval (95%)

Percentile
Rank

General Intellectual Ability (GIA)

12-7

121

112-129

92

COMPREHENSION-KNOWLEDGE (Gc)
Oral Vocabulary
General Information

13-11
14-11
13-2

120
127
115

112-128
115-139
104-126

91
96
84

LONG-TERM RETRIEVAL (Glr)

Story Recall
Visual-Auditory Learning

11-0
11-2
10-8

106
107
102

97-114
96-118
94-110

65
68
56

VISUAL PROCESSING
Visualization
Picture Recognition

10-0
13-0
8-3

102
111
95

91-114
99-123
83-107

56
77
37

AUDITORY PROCESSING
Phonological Processing
Nonword Repetition

>30
14-10
>30

125
118
123

114-136
101-135
112-133

95
88
93

FLUID REASONING
Number Series
Concept Formation
Analysis-Synthesis

10-9
9-11
12-9
8-9

109
103
112
97

101-116
93-114
104-120
88-105

72
59
78
41

COGNITIVE PROCESSING SPEED

Letter-Pattern Matching
Pair Cancellation

10-9
12-5
9-6

109
116
100

98-119
98-134
91-110

71
86
50

SHORT-TERM WORKING MEMORY

Verbal Attention
Numbers Reversed
Object-Number Sequencing

12-5
16-10
10-3
11-5

114
123
104
110

105-124
111-136
92-115
98-121

83
94
60
74

Table 2: WJ IV ACHIEVEMENT SCORES

Age equivalent

Standard score

95% confidence
interval

percentile

Reading
Broad Reading
Basic Reading Skills
Reading Comprehension
Reading Fluency
Reading Rate

12-0
11-8
14-0
11-1
12-2
11-5

116
115
120
109
116
113

109-123
109-122
113-128
102-117
109-124
106-121

86
85
91
73
86
81

Mathematics
Broad Mathematics
Math Calculation Skills
Math Problem Solving

9-5
9-10
9-8
10-10

99
104
101
110

94-105
98-110
95-108
102-118

48
60
54
76

Written Language
Broad Written Language
Basic Writing Skills
Written Expression

12-3
12-4
12-4
14-2

118
119
118
123

111-124
113-125
112-124
115-131

88
90
88
94

Academic Skills
Academic Fluency
Academic Applications
Academic Knowledge
Phoneme-Grapheme Knowledge

10-5
11-3
11-10
11-6
13-10

109
112
116
112
115

103-114
105-120
109-123
105-120
106-124

72
79
86
79
84

11-4
11-0

115
114

109-120
110-118

83
82

13-0
10-7
10-10
10-11
8-9
16-8
17-10
14-8
11-5
10-8
12-5
11-5
11-2

118
108
110
108
93
121
120
121
113
108
116
109
111

111-126
98-118
103-118
97-119
85-101
113-130
108-132
111-131
103-123
100-117
105-126
102-116
101-121

89
70
75
70
31
92
91
92
81
71
85
73
76

CLUSTER SCORES:

Brief Achievement
Broad Achievement
Subtest Scores:
Letter-Word Identification
Applied Problems
Spelling
Passage Comprehension
Calculation
Writing Sample
Word Attack
Oral Reading
Sentence Reading Fluency
Math Facts Fluency
Sentence Writing Fluency
Reading Recall
Number Matrices

Editing
Word Reading Fluency
Spelling of Sounds
Reading Vocabulary
Science
Social Studies
Humanities

Age equivalent

Standard score

95% confidence
interval

percentile

15-7
11-6
10-10
11-9
10-8
11-6
12-5

126
112
106
112
106
111
115

116-136
102-123
94-118
102-121
94-118
100-121
103-126

96
79
66
78
66
76
84

Cluster descriptions for WJ-IV Tests of Cognitive Abilities taken from: --sharepoint.springbranchisd.com/.../8%20Cognitive%20Template-%20WJ...
Cluster descriptions for WJ-IV Tests of Achievement taken from
- Technical Manual for WJ-IV ACH
And
- sharepoint.springbranchisd.com/.../7%20Achievement%20Template-WJ-...