Case Study PPT Presentation

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Case Study Presentation:

Case Study Presentation Magdalena Torres Azusa Pacific University EDPY 556: Academic Assessment and Intervention

Subjects:

Subjects 3 second grade students, all in the same class Concerns were noted in the following areas of and/or: Reading Math 3 subjects were provided intervention over a 6 week period. All 3 subjects were given a Quantitative (Diagnostic Assessments ) which included: - Scholastic Reading Inventory (SRI )-using the LEXILE Framework -STAR Reading assessment by Renaissance Learning All subjects fall under Tier 2 of RtI. They have yet to master the skills necessary of reading with flexibility and comprehension of material in order to qualify as students in Tier 1 of RtI.

STAR Reading Assessment/Scholastic Reading Inventory (SRI):

STAR Reading A ssessment/Scholastic Reading Inventory (SRI) SRI and STAR Reading are just two sources of data about a reader’s level of comprehension. Since decisions are best made when using multiple sources of evidence about a reader, SRI or STAR Reading is not intended to be used as the sole assessment of the student’s ability STAR Reading assessment by Renaissance Learning is : - research based assessment that is taken on the computer. -It determines the students reading level and growth. -The reading comprehension and fluency are measured with a Grade Equivalent (GE) Score. (For example, if a student’s GE score is 3.4, there test performance is comparable to that of an average third grade student after the fourth month of the school year). Scholastic Reading Inventory (SRI) is a research-based, computer-adaptive assessment for: -Grades K-12 that measures students’ levels of reading comprehension. -provides comprehensive , actionable reports to teachers and administrators using the Lexile Framework. The SRI computer assessment can provide helpful information for matching texts with students. The reading comprehension and fluency are measured with the Lexile point system. The Following Table Shows how LEXILES wo rk

How LexIles Work The table below shows examples of the typical reader and text measures for various grades. Remember that about 50 percent of the students are reading higher or lower than these ranges. Typical Reader and Text measures :

How LexIles Work The table below shows examples of the typical reader and text measures for various grades. Remember that about 50 percent of the students are reading higher or lower than these ranges . Typical Reader and Text measures Grade Text Measures (from the Lexile Map) K 0-100 1 200L to 400L 2 300L to 500L 3 500L to 700L 4 650L to 850L 5 750L to 950L 6 850L to 1050L

Subject A: Antonio:

Subject A: Antonio Name: Antonio Gender: Male Grade: 2 nd Areas of Concern: Reading Antonio is writing at a basic level which is right below grade level. His reading level is at the end of first grade level and has a low reading fluency that affects his reading comprehension. - Antonio’s Grade Equivalent (GE) score is 1.5. - SRI results show that Antonio’s Lexile level is 300. The Lexile level indicates that he is in the middle of first grade for reading. According to Antonio’s classroom teacher, Antonio gets easily distracted, frustrated, and is not motivated to participate in class, especially when it comes to reading. In Classroom Environment: Antonio’s second grade teacher has voiced concern about Antonio’s class behavior. When Antonio is feeling frustrated he is not able to sit still in his chair and begins to talk to out loud and to others around him, if he does not get the attention that he is looking for he will begin raising his voice to get out of doing the reading or math assignment that is required of him. When the class was asked to work independently, Antonio got up from his desk 3 times in a 10 minute period to throw away trash and to socialize to his peers. At times Antonio seems to be unaware of his behavior and needs to redirected to do his work.

Subject A: Intervention:

Subject A: Intervention Antonio received intervention for reading fluency using the Phonics and Friends reading intervention program. The Phonics and Friends program is an organized, research based program with clear instruction that focuses on one skill at a time. The program is designed to help children: read with automaticity and accuracy. The instruction in Phonics and Friends works by building phonemic awareness and phonics skills. These skills are then connected with word building and decoding strategies. When this is mastered, all of these skills are combined with reading application to build vocabulary and comprehension skills. Antonio has received intervention with this program at level C. Level C focuses on long vowels. He receives intervention 4 days a week for twenty minutes.

Subject A: Conclusion :

Subject A: Conclusion Antonio’s progress monitoring was conducted on April 18, 2011 to May 30, 2011. Base line data was gathered on April 11 th , 13 th , and 15 th , 2011. According to his progress monitoring done with the STAR Reader, Antonio shows progress at or above the trend line 04/18/11-05/30/11 for three data points. His progress is far below his goal line. According to Antonio’s progress monitoring with the SRI assessment, his data points are in line with the trend line. His improvement is far below his goal line, but consistent improvement from his baseline data. The STAR Reading Assessment shows that Antonio’s baseline and intervention line have a slight variation 3 out of 7 data points are above the baseline. Both assessments can establish that Antonio’s intervention needs to be more intense. The current intervention has little effect on Antonio. The STAR Reading assessment suggests Antonio needs to work on mastering word attack skills basic, decoding, pronunciations, and understanding of unfamiliar words

Subject B: Gianna:

Subject B: Gianna Name : Gianna Gender: Female G rade : 2 nd Areas of Concern: Gianna was referred by her mother because of concerns that she “doesn’t talk clearly and her delayed progress in reading.” She is currently reading at a level equivalent to the middle of first grade. For example, Gianna has a hard time learning how to break down words into their most basic sounds in a process called decoding. She also has difficulty comprehending the meaning of words, sentences and, ultimately, entire passages of text . - Gianna’s Grade Equivalent score is 0.7. Therefore comparable to that of a kindergartner after 7 months of the school year. -SRI Results : SRI assessment results show Gianna to have a Lexile score of 80. The Lexile level indicates that she is in the end of kindergarten level . According to Gianna’s teacher, Gianna demonstrates difficult behaviors in the classroom and can be aggressive to the children and adults when feeling frustrated on during a reading activity. She does not raise her hand when given the opportunity to answer questions based on the material that has been read to the class. In Classroom Environment: Gianna enjoys playing with peers and can play appropriately, per mother report. Gianna attempts all tasks and appears to maintain focus during the intervention process.

Subject B: Intervention :

Subject B: Intervention Gianna received intervention for reading fluency using the Phonics and Friends reading intervention program. The instruction in Phonics and Friends works by building phonemic awareness and phonics skills. These skills are then connected with word building and decoding strategies. Gianna took various assessments throughout the course of 6 weeks to measure her growth in LEXILE points. Gianna was also placed into small groups for direct explicit instruction by using flashcards and having Gianna name each picture on the card. This activity would help Gianna in with enunciation, decoding and comprehension of meaning of words for a period of 20 minutes at a time/4 days a week.

Subject B: Conclusion:

Subject B: Conclusion Gianna’s progress monitoring was conducted on April 18, 2011 to May 30, 2011. Base line data was gathered on April 11 th , 13 th , and 15 th , 2011. According to her progress monitoring done with the STAR Reader, Gianna shows progress at or above the trend line 04/18/11-05/030/11 for three data points. According to Gianna’s progress monitoring with the SRI assessment suggests that Gianna has improved with her reading skills yet, reading skills are still not at grade level. Her improvement is far below her goal line, but consistent improvement from her baseline data. STAR Reading assessment progress monitoring shows intervention data points that are slightly above the baseline and far below the goal line. Her data shows that she progressed from a mid-kindergarten school year level (0.7) to a late kindergarten school year level (0.9 ). Gianna ’ STAR Reading Assessment suggests that her intervention needs to be revised. Gianna’s Scholastic Reading Inventory (SRI) Assessment suggests that she is responding to intervention. To help Gianna grow as a reader, she should read books at her Lexile range (50 above to 100 below her measurement). The STAR Reading assessment suggests that Gianna is an emergent reader. She is beginning to understand that print conveys meaning.

Subject C: Andrew:

Subject C: Andrew Name: Andrew Gender: Male Grade: 2 nd Areas of Concern: Progress in Reading/Difficulty in Math (due to poor reading skills) The main area of concern for Andrew is his progress in reading. He is an English Learner and due to this it can be difficult to understand him with his English pronunciation. He has difficulty reading and retaining information from one day to the next. He has trouble remembering or summarizing what is read, difficulty connecting what is read to prior knowledge, applying content of a text to personal experiences and inability to view content from multiple perspectives. He also has trouble in math, mostly due to his poor reading skills. Andrew does better with number problems then word problems. -- Andrew’s Grade Equivalent (GE)score is 0.8. Therefore, his performance is comparable to that of a kindergartner after 8 months of the school year --SRI Results : Show a Lexile score of .90 This translates into being in the kindergarten level towards the end of the school year. According to Andrew’s teacher, Andrew requires frequent prompts to keep him on task. It is felt that these behaviors may negatively impact his ability to learn and his hyperactivity and inattention decrease his availability to be engaged in learning activities In Classroom Environment: In school, Andrew can get quite angry at times and respond aggressively towards other children, and will often disrupt their play if he is not included. He will often appear to be disconnected from what is going on around him and will say things that are not relevant to the situation.

Subject C: Intervention:

Subject C: Intervention Andrew received intervention for reading fluency using the Phonics and Friends reading intervention program. The Phonics and Friends program. The program is designed to help children read with automaticity and accuracy and supporting them as they become independent readers and writers. The instruction in Phonics and Friends works by building phonemic awareness and phonics skills. Andrew receives one-one-one help with math worksheets 10 minutes a day/4 times a week. Andrew is also placed in small groups of two or three peers provided with a tutor for peer and tutor feedback 20 minutes a day/3 times a week.

Subject C: Conclusion :

Subject C: Conclusion Andrew’s progress monitoring was conducted on April 18, 2011 to May 30, 2011. Base line data was gathered on April 11 th , 13 th , and 15 th , 2011. According to his progress monitoring done with the STAR Reader, Andrew shows progress at or above the trend line 04/18/11-05/030/11 for three data points. STAR Reading assessment 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 towards end of kindergarten school year level (0.8) to early first grade school year level (1.1). Andrew’s STAR Reading Assessment suggests that his intervention needs to be revised. He is performing at or slightly above base line The SRI assessment shows that Andrew started with a baseline score of 60 and ended with a score of 90. Andrew has progressed from being at the middle of a kindergarten school year level to the end of the kindergarten school year. Andrew’s Scholastic Reading Inventory (SRI) Assessment suggests that he is responding to intervention.

authorStream Live Help