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Case Study Reports :

Case Study Reports Lauri Maus EDPY 556 Academic Assessment & Intervention Dr. Crosby-Cooper Azusa Pacific University June 2011

Introduction:

Introduction My case studies involved three elementary school level students: Two 4 th grade students, one being an ELL Student One 2 nd grade student Permission was given by the students’ parents to be involved in these studies prior to the benchmark testing conducted. Each of these three students willingly participated in my case studies and were actively involved in the processes.

Tests Administered:

DIBELS The tests administered were from the Dynamic Indicators of Basic Early Literary Skills, otherwise known as DIBELS Benchmark Testing. Tests Administered

Types of Assessments Used:

Types of Assessments Used The second grade student was assessed using the following benchmark measurements of DIBELS: Nonsense Word Fluency(NWF) Oral Reading Fluency (ORF) Word Use Fluency(WUF) The two fourth grade students were assessed using the two following benchmark assessments of DIBELS: - Oral Reading Fluency (ORF) - Retell Fluency(RT)

Progress Monitoring:

Progress Monitoring The benchmark assessments were conducted for a duration of 6 weeks beginning 4/25/11 and concluding 5/30/11. Baseline Data was recorded for three weeks on the students. Progress Monitoring was also conducted for the duration of the benchmark assessments for six weeks.

Confidentiality:

Confidentiality The following series of slides include academic information from the reports of three students I conducted case studies on. The formal reports submitted are called “Psychoeducational Assessment Reports” and contain personal and confidential information about the three students who participated in this study.

Case Study #1 Report:

Case Study #1 Report NAME: Tyler AGE: 8 years, 4 months DATE OF BIRTH: (Confidential) SCHOOL: (Confidential) DATE OF EVALUATION: 06/01/11 GRADE: 2nd IDENTIFICATION OF PROBLEM / REFERRAL INFORMATION : Tyler was referred by his teacher for a psycho-educational evaluation in order to assess his reading skills due to a noticeable struggle with reading aloud. Background Information about Student Tyler is a healthy 8 year old male child with no serious medical conditions documented. He is the youngest child of the family, having two older step-siblings living in the home: a 14 year old brother and an 18 year old sister. Tyler has a two-parent home environment, with his natural parents both residing in the home. English is Tyler’s sole primary language, and has no language barriers. Tyler’s interests and activities include foster caring for animals from the local animal shelter. He also enjoys playing video games at home alone, as well as with a couple of his close friends.

Case Study #1 (continued):

Case Study #1 (continued) Current Educational Placement: Tyler is currently in the second grade attending Sitting Bull Academy, which is a K-8 magnet school. Tyler has attended this school since Kindergarten . Sources of Information: Tyler’s current level of reading performance was obtained by information from the following sources: Interviews with Tyler, ( Tyler’s Mother), and Tyler’s teacher DIBELS Benchmark Assessments RTI (Tier 2) progress monitoring data EVALUATION PROCEDURES Instrument/Procedure Person Responsible DIBELS Benchmark Assessment L.Maus BEHAVIORAL OBSERVATIONS : Tyler came willingly to the testing center and appeared to be comfortable with the test setting. He listened to the test directions attentively, and answered questions of him using good eye contact with the test examiner. Tyler did not require any adaptations or modifications during the test administration . During Tyler’s testing session, I observed his concentration patterns and behaviors. While he displayed a deep interest and appeared to intently focus on the areas of the test, his behavior during the test appeared as if he was not confident and unsure of himself.

Case Study #1 (continued):

Case Study #1 (continued) TEST RESULTS AND INTERPRETATIONS: (DIBELS) 6 th Edition, 2 ND Grade Benchmark Assessment Date of Administration: 04/25/11 to 05/30/11 Scores are based on age of 8 years, 4 months. Nonsense Word Fluency(NWF) Oral Reading Fluency (ORF) Progress Monitoring: Word Use Fluency(WUF) Summary of Problem Definition: Based on the results obtained on the current assessment and the information provided to the school system, the evaluation suggests Tyler’s reading fluency skills are lower than expected for a 2 nd grade student in his present school, (Confidential). Tyler’s evaluation results can be used to formulate a hypothesis about his reading difficulties. The following are suggestions for possible in solving Tyler’s reading problems:

Case Study #1 (continued):

Case Study #1 (continued) INTERVENTIONS: Increased Tyler’s reading instruction for an additional 30 minutes, two to three times a week, along with regular core instruction time . Provided reading literature that adheres to Tyler’s interests at the appropriate level in which he can relate to using background knowledge he already has . Used modeling when reading and self-questioning to aid comprehension. Provided both individual and small group read aloud sessions with teacher to build oral reading fluency skills and increase reading rate for automaticity.

Progress Monitoring Graph Student Tyler Case Manager Lauri Maus:

Progress Monitoring Graph Student Tyler Case Manager Lauri Maus

Case Study #2 Report:

Case Study #2 Report NAME : Pedro AGE : 10 years, 3 months DATE OF BIRTH : (Confidential) SCHOOL : (Confidential) DATE OF EVALUATION: 06/01/11 GRADE : 4 th IDENTIFICATION OF PROBLEM / REFERRAL INFORMATION: Pedro was referred by his teacher for a psycho-educational evaluation in order to assess his oral reading fluency skills due to low scores during informal assessments . BACKGROUND INFORMATION : Pedro is a 10 year old male child with no serious medication conditions or physical limitations. He is the third child of five siblings, having two older brothers ages 14 and 12 years old, one younger brother 8 years old, and one younger sister 5 years old. Pedro lives in a two-parent home environment, having both natural parents living in the home. Pedro’s native language is Spanish, and he is a English Language Learner (ELL) at this time. Pedro enjoys playing sports with his friends including football and soccer.

Case Study #2 (continued):

Case Study #2 (continued) EVALUATION PROCEDURES : Instrument/Procedure Person Responsible DIBELS Benchmark Assessment L.Maus Current Educational Placement: Pedro currently attends (Confidential) Elementary School, which is an elementary school Kindergarten through sixth grade. Pedro has attended this school for two years, beginning in 2 nd grade. Sources of Information: Pedro’s current level of reading performance was obtained by information from the following sources: Interviews with Pedro, ( Pedro’s Mother), and Pedro’s teacher DIBELS Benchmark Assessments RTI (Tier 2) progress monitoring data

Case Study #2 (Continued):

Case Study #2 (Continued) BEHAVIORAL OBSERVATIONS: Pedro willingly came to the testing center with the examiner and did not appear to be nervous during the assessment. He was quiet and soft spoken during the instructions. Pedro responded to the questions asked of him. Pedro appeared to be comfortable during the testing session. He was attentive and listened well, although he often looked away and did not maintain good eye contact. Student did not require any adaptations or modifications to the standardized procedures. Overall, the results of the present testing and evaluation procedures appear to be valid for the purpose of addressing the reason for referral. TEST RESULTS AND INTERPRETATIONS: Date of Administration: 04/25/11 to 05/30/11 Scores are based on age of 10 years, 3 months. ( DIBELS) 6 th Edition, 2 ND Grade Benchmark Assessments: Oral Reading Fluency (ORF) Progress Monitoring Retell Fluency (RT)

Case Study #2 (Continued):

Case Study #2 (Continued) Summary of Problem Definition: Based on the results obtained on the current assessment and the information provided to the school system, the evaluation suggests Pedro’s reading fluency skills are lower than expected for a 4 th grade student in his present school . Pedro’s evaluation results can be used to formulate a hypothesis about his reading difficulties. INTERVENTIONS: Increased Pedro’s reading instruction for an additional 30 minutes, two to three times a week, along with regular core instruction time. Differentiated instruction for Pedro by explicitly teaching him by incorporating new words/vocabulary in class discussions. Also, had Pedro keep a notebook of newly learned vocabulary written down, along with their definitions, and illustrations and drawings by Pedro to reference the words’ meanings.. Provided reading literature that adheres to Pedro’s interests at the appropriate level in which he can relate to using background knowledge he already has. Provided both individual and small group read aloud sessions with teacher to build oral reading fluency skills.

Progress Monitoring Graph Student Pedro Case Manager Lauri Maus:

Progress Monitoring Graph Student Pedro Case Manager Lauri Maus

Case Study #3 Report:

Case Study #3 Report NAME : Kylie AGE : 9 years, 8 months DATE OF BIRTH: ( Confidential) SCHOOL: (Confidential) DATE OF EVALUATION: 06/01/11 GRADE : 4 th IDENTIFICATION OF PROBLEM / REFERRAL INFORMATION : Kylie was referred by her teacher for a psycho-educational evaluation in order to assess her oral reading fluency skills due to concerns of low test scores during weekly classroom quizzes. BACKGROUND INFORMATION: Kylie is a 9 year old female child with no serious medication conditions or physical limitations. Kylie is the youngest of four siblings. She has two older brothers, ages 22 and 18, and one older sister, 12 years old. Kylie lives in a two-parent home environment with both natural parents living at home. Kylie enjoys drawing, playing with her friends, tumbling, and riding bicycles.

Case Study #3 (continued):

Case Study #3 (continued) EVALUATION PROCEDURES: Instrument/Procedure : DIBELS Benchmark Assessment Person Responsible : L.Maus Current Educational Placement: Kylie currently attends (Confidential) Elementary School, which is an elementary school Kindergarten through sixth grade. Kylie has attended this school for four years, beginning in 1 st grade. Sources of Information: Kylie’s current level of reading performance was obtained by information from the following sources: Interviews with Kylie, (Kylie’s Mother), and Kylie’s teacher DIBELS Benchmark Assessments RTI (Tier 2) progress monitoring data

Case Study #3 (Continued):

Case Study #3 (Continued) BEHAVIORAL OBSERVATIONS: Kylie came to the testing center eagerly and did not appear nervous. Kylie was very talkative and friendly. She answered questions asked of her and listened to the instructions for the assessments. Kylie maintained eye contact well throughout the testing session. She did not require any adaptations or modifications to the standardized procedures. The results of the present testing and evaluation procedures appear to be valid for the purpose of addressing the reason for referral. TEST RESULTS AND INTERPRETATIONS : Date of Administration: 04/25/11 to 05/30/11 Scores are based on age of:. 9 years, 8 months (DIBELS) 6 th Edition, 2 ND Grade Benchmark Assessment Date of Administration: 04/25/11 to 05/30/11 Scores are based on age of 9 years, 8 months.

Case Study #3 (Continued):

Case Study #3 (Continued) Oral Reading Fluency (ORF) Progress Monitoring : Retell Fluency (RF) Summary of Problem Definition: Based on the results obtained on the current assessment and the information provided to the school system, the evaluation suggests Kylie’s reading fluency skills are below average for a 4 th grade student in her present school. Kylie’s evaluation results can be used to formulate a hypothesis about his reading difficulties. POSSIBLE SOLUTIONS / INTERVENTIONS Increased Kylie’s reading instruction for an additional 30 minutes, two to three times a week, along with regular core instruction time . Provide explicit instruction to Kylie when reading short passage reading exercises. Used Modeling and Self-Questioning strategies with Kylie during reading strategies. Provided reading literature that adheres to Kylie’s interests at the appropriate level in which she can relate to using background knowledge she already has. Provided both individual and small group read aloud sessions with teacher to build oral reading fluency skills.

Progress Monitoring Graph Student Kylie Case Manager Lauri Maus:

Progress Monitoring Graph Student Kylie Case Manager Lauri Maus

Conclusion:

Conclusion All three case studies were unique in their own way. Although, many of the intervention strategies were similar for the students, I believe each student brought a different perspective of how intervention strategies would be applied. Having background information is very relevant in this assessment process in order to gain an understanding of the student, such as being a English Language Learner. During the testing process, I realized how important recording accurate data is to show whether or not improvement has been made. Overall, the benchmark assessment process is necessary for educators to conduct throughout the school year in order to meet their students’ needs when intervention strategies are necessary.

References:

References Brown- Chidsey , R., Bronaugh , L., McGraw, K. (2009). RTI in the Classroom: Guidelines and Recipes for Success. Guildford Press: New York, NY. Brown- Chidsey , R. & Steege , M.W. (2010) Response to Intervention: Principles and strategies for effective practice. New York: Guilford Press . Good, R. H., & Kaminski, R. A. (Eds.). (2007). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Retrieved April 20, 2011, from http://dibels.uoregon.edu / (2 nd Grade & 4 th Grade Assessments)

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