APU EDPY 556 case study report[1]

Case Study Presentation : 

Case Study Presentation Anita OlsonEDPY 556

Study Debriefing : 

Study Debriefing Three Second Grade Students All Three students were referred by Teachers and Approved by there Parents and monitored by the School Principal, Psychologist and Educators at the site. All names of students have been changed and volunteers and parents for this assessment understand that this was a training and I am not a licensed school psychologist. This study was conducted under the NASP “Principles of Professional Ethics”

Assessments Used : 

Assessments Used

Assessments Used : 

Assessments Used

Intervention Used : 

Intervention Used

Zack Martinez : 

Zack Martinez

Slide 7: 

Goal Trend Lines and Progress Monitoring STAR Reading results: Zack’s Grade Equivalent (GE) score is 1.4. His test performance is comparable to a first grader after 4 months into the school year. The SRI results show that Zack’s Lexile level is 140. The Lexile level indicates that he is in the middle of first grade for reading Both assessments can establish that Zack’s intervention is making a positive difference in his reading fluency and comprehension. During the weeks of the intervention program he gained approximately half of year of reading growth. He should continue with the current intervention program.

Maria Ramos : 

Maria Ramos

Slide 9: 

Goal Trend Lines and Progress Monitoring With the STAR testing: Maria’s data points show that her progress with the intervention is consistent with the trend line. She started with a mid-first grade reading level and ended with a beginning of second grade level. SRI Assesment: Maria started with a Lexile score of 200 and ended with a Lexile score of 290. This indicates that Maria is now reading at the level of a first grader towards the end of the school year. Maria’s STAR reading Assessment suggests that she has not meeting her goal line, but she is demonstrating steady improvement in her reading abilities. She is performing above her baseline however, she is still not at grade level.

Esteban Gonzales : 

Esteban Gonzales

Slide 11: 

Goal Trend Lines and Progress Monitoring The STAR Reading assessments progress monitoring shows intervention data points that are slightly above the baseline and far below the goal line. His data shows that he progressed from a mid-kindergarten school year level (0.7) to a late kindergarten school year level (0.9). The SRI assessments shows that Esteban started with a baseline score of 60 and ended with a score of 90. Esteban has progressed from being at the middle of a kindergarten school year level to the end of the kindergarten school year level. Esteban’s STAR Reading Assessment suggests that his intervention needs to be revised. He is performing at or slightly above base line.

Thank You : 

Thank You