Analyze the Data from the Assessments That You Administered

Part 1- Assess

Assess the students on all parts of the DRA-2 and choose another formative assessment to take the student through, as well.

Student / FAIR-FS / Results / Formative Assessment / Results
Student A / n/a / n/a / DRA-2 / Level 10
Student B / n/a / n/a / DRA-2 / Level 24
Student C / n/a / n/a / DRA-2 / Level 30

Analyze the data from the assessments that you administered.

Using your professional judgment, what do the scores the student received indicate to you? Did the student score at, above, or below the proficient level? There are three boxes, one for each student.

Student 1:

Below level (PP) DRA 2 scores, this student is in third grade. I also administered STAR reading test. The information is indicating to me that the students is struggling with word recognition.
When working with letters and list of words the student is very inconsistent in remembering the sounds of CVC words.
Extended time for completing tasks. It has some limited reading experiences and book knowledge.

Student 2:

Below Level DRA 2 scores (2nd grade) and the student is in third grade. Little expression; monotone.
Short phrasing most of the time; inappropriate pauses.
The rate was 60 words in a minute.

Student 3:

On-level DRA 2 scores beginning of third grade.
Little understanding of important information.
Difficulties identifying text structures.

Part 3- Create an instructional plan for each of the three students.

What is the primary component of reading that you would like to target for each student? Include at least one progress monitoring assessment tool and at least two instructional strategies that would differentiate effective instruction for each student.

Student 1:

Primary Reading Component: Phonics
Word recognition
Progress monitoring assessment tool: Great Leaps program and teacher informal assessments/observations.
How often: bi-weekly and at the end of the unit of instruction.
Instructional Strategy:
Identification of a familiar word. The teacher then introduces a particular sound/spelling relationship within that familiar word.
Instructional Strategy:
One-one setting using Great Leaps program 5 minutes every day.

Student 2:

Primary Reading Component: Fluency
Progress monitoring assessment tool: Journeys Fluency probes
How often: Weekly
Instructional Strategy: Audio assisted reading (Journeys hubs)
Instructional Strategy:
Peer assisted reading- paired students, take turns reading aloud to each other and providing corrective feedback.

Student 3:

Primary Reading Component: comprehension
Progress monitoring assessment tool: Reading tests
How often: Weekly
Instructional Strategy: Graphic organizers because provide a mean for students to record information about text structures, and recall key text information.
Instructional Strategy:
Structural cues because they can function as a map of the main ideas in the text, alerting readers to the important idea.

I administered DRA-2 to the three students. Based on the DRA-2 levels, two of the students are not at a third grade level. My instructional goal is to create lessons that help them recognize words, read fluently, and comprehend informational texts. The plan is to provide explicit/systematic instruction in a 2:1 ratio setting and for the PP student in a 1:1 ratio. . The group meets, every day, for 30 minutes each session.