SUMMARY OF THREE CASE STUDIES

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SUMMARY OF THREE CASE STUDIES :

Marilyn (Susan) Lindeburg Azusa Pacific University June 12, 2011 EDPY 556 online Spring 2 SUMMARY OF THREE CASE STUDIES

DERREL THIRD GRADE:

DERREL THIRD GRADE IDENTIFICATION OF PROBLEM End of 2 nd grade CST score in English/Language Arts – Far Below Basic; mother reports reading problems. DEFINITION OF PROBLEM Background Information 8.8 y.o . Caucasian male. Lives with bio mother, father, 13 y.o . brother. Current Educational Placement 3 rd grade general education class. Language/Communication Skills No areas of concern. Appear age appropriate. Observations During Testing Cooperative, appropriate. Appeared to make adequate effort.

DERREL THIRD GRADE :

DERREL THIRD GRADE Sources of Information Interviews: Mrs. Jones (Mother) Derrel RtI (Tier 2) progress data DIBELS Benchmark and End of Year Target scores on Oral Reading Fluency (ORF) - Third Grade Performance Status 0-79 At Risk 80-109 Some Risk 110+ Low Risk

DERREL THIRD GRADE :

DERREL THIRD GRADE Descriptive Assessment Derrel read sets of leveled passages of 3 rd grade material. Benchmark scores were 76, 79, & 82. Median baseline score was 79 & in At Risk range. Goal set through use of Repeated Readings intervention was to raise his baseline score 20% up to ORF of 95. Over 6 sessions, Derrel raised his baseline to 90, lower than his goal, but 11 points higher than his baseline and demonstrated a 12% increase in his ORF. Graph on following slide illustrates baseline, tier 2 assessment results, progress monitoring, and goal/trend line.

DERREL THIRD GRADE :

DERREL THIRD GRADE

DERREL THIRD GRADE :

DERREL THIRD GRADE POSSIBLE SOLUTIONS The following recommendations are based on Derrel’s current assessment data and are offered for consideration by the team: 1. Results indicate that Derrel is likely to benefit from continuing the intervention in 6 session intervals with a goal to raise his ORF at least 20% each interval. 2. Continue to provide intensive reading intervention until his skills reach the 3 rd grade level.

JUAN FIFTH GRADE :

JUAN FIFTH GRADE IDENTIFICATION OF PROBLEM Parents requested an assessment because of Juan’s struggles in reading. DEFINITION OF PROBLEM Background Information Juan is 10.4 y.o . Hispanic male in 5 th grade. Lives with bio parents, 19 y.o . brother, & 22 y.o . sister. His older siblings attend the local community college. Excellent attendance, no behavior problems. Current Educational Placement General education fifth grade class. Language and Communication Skills No concern regarding speech/language/communication skills. Age appropriate. English only. Juan tells the examiner he speaks some Spanish. Observations During Testing Cooperative, appropriate. Adequate effort appeared to be made.

JUAN FIFTH GRADE :

JUAN FIFTH GRADE Sources of Information Interviews: Mr. and Mrs. Smith (parents) Juan RtI (Tier 2) progress data DIBELS Benchmark and End of Year Target scores on Oral Reading Fluency (ORF) - Fifth Grade Performance Status 0-102 At Risk 103-123 Some Risk 124+ Low Risk

JUAN FIFTH GRADE:

JUAN FIFTH GRADE Descriptive Assessment Throughout the assessment Juan was requested to read sets of leveled passages of 5 th grade material. His benchmark assessment scores were 102, 104, & 105. His baseline and median score was an ORF of 104 and in the Some Risk range. Juan’s goal set with the Repeated Readings intervention was to raise his ORF score 20% from his baseline (to 124) which would place him in the Low Risk range. He was not able to reach his goal, but raised his ORF score to 116 which is a 13% increase from his baseline. Graph on the next slide shows Juan’s baseline data, Tier 2 assessment results, progress monitoring, and the goal/trend line.

JUAN FIFTH GRADE:

JUAN FIFTH GRADE

JUAN FIFTH GRADE:

JUAN FIFTH GRADE POSSIBLE SOLUTIONS These recommendations are based on Juan’s current assessment data and are offered for consideration by the team: 1. Results obtained from Tier 2 Repeated Readings intervention suggest that Juan will probably benefit from continuing the intervention with a goal to raise his ORF at least 20% every 6 sessions interval. 2. Provide intensive reading intervention until Juan’s reading ability is commensurate with DIBELS end of year target scores for the fifth grade.

MELODY FOURTH GRADE:

MELODY FOURTH GRADE IDENTIFICATION OF PROBLEM Melody’s parents are concerned about her reading ability and requested an assessment. DEFINITION OF PROBLEM Background Information Melody is a 9.6 y.o . Caucasian female in 4 th grade at Redlands Elementary School. She lives with her mother, father, and 12 year old brother. Melody’s progress in school has been commensurate with her grade level peers with the exception of reading. During the assessment Melody told the examiner she thinks she is an “okay” reader. Current Educational Placement Melody is in a general education 4 th grade class. Language and Communication Skills Expressive & receptive language skills appear age appropriate. No areas of concern regarding speech & language/communication skills. Melody is an English only -speaker. Observations During Testing Melody was extremely cooperative & appropriate during testing. She appeared to make a good effort.

MELODY FOURTH GRADE:

MELODY FOURTH GRADE Sources of Information Interviews: Mr. & Mrs. Miller Melody RtI (Tier 2) progress data DIBELS Benchmark and End of Year Target scores on Oral Reading Fluency (ORF) - Fourth Grade Performance Status 0-95 At Risk 96-117 Some Risk 118+ Low Risk

MELODY FOURTH GRADE:

MELODY FOURTH GRADE Descriptive Assessment Melody was given DIBELS 4 th grade Benchmark assessment on 4/30, 5/07, and 05/14/11. Her scores were 87,89, & 86 giving her a baseline and median data score of 87 which is in the At Risk range of 4 th grade end of year benchmark scores. Melody’s goal through the use of “Repeated Readings” was to raise her ORF score 20% from her baseline (to 104) which would place her in the Some Risk range. After 6 sessions of passage readings, she missed her goal slightly & received an ORF score of 103. This is a near 19% increase and represents good overall improvement in her reading performance. Baseline data obtained from Melody, Tier 2 assessment results, progress monitoring, & the goal/trend line are shown in the graph on the next slide.

MELODY FOURTH GRADE:

MELODY FOURTH GRADE

MELODY FOURTH GRADE:

MELODY FOURTH GRADE POSSIBLE SOLUTIONS The recommendations that follow are based on Melody’s assessment data & offered for consideration by the team: 1. Results from “Repeated Readings” intervention suggest Melody is likely to benefit from continuing the intervention in 6 session intervals with a goal to raise her ORF 25% each interval. 2. Continue to provide intensive reading intervention to bring Melody’s reading ability to the 4 th grade level.

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