Description
Using assessment data from an IRI, a Running Record, DSA, a Cloze procedure, a San Diego Quick Assessment, and other tools, you will be asked to evaluate the student’s current stage and descriptive profile of reading ability. Based on your examination, you will create a feature analysis grid for 10 possible strategies that would benefit your student and then you will choose 5 strategies to complete sample tutoring sessions for each. Your case study will conclude with reflections about your instructional plan, suggestions for further tutoring, and recommendations for future improvement.
The candidate knows, understands and uses formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.
Learning Outcomes: Candidates understand the characteristics, uses, advantages, and limitations of different types of assessments for evaluating student learning. Candidates will select, construct and use formal and informal assessment strategies and instructional decisions based on this information. Candidates actively solicit and use information about student’s learning needs and progress from parents, other colleagues and the students themselves. Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents, and other colleagues.
Overall Purpose/Goals of Assignment
ð The overall purpose for this assignment is to encourage growth as a literacy educator. Through the analysis of student assessment data and the creation of an intervention plan, you will be breaking down the process of interpreting data, planning for strategic intervention, and designing steps for future growth. Once you understand how we use data to inform instructional decisions in one student, it will be much easier for you to apply the same principles to multiple children in a classroom setting.
ð The goals for this assignment are multi. Briefly, general goals we have for you are to:
o Understand the characteristics, uses, advantages, and limitations of different types of assessments for evaluating student learning.
o Select, construct, and use formal and informal as well as summative and formative assessment strategies and instructional decisions based on this information.
o Develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents, and other colleagues.
Process
There are three basic components to this assignment: written analysis of assessment results, a tutoring report, and narrative summaries of sample tutoring sessions. Each component is described below.
· Written Analysis of Assessment Results
o Cover Sheet
§ Including student name, instructional goal, names of group members working on case study, title of assignment, course information, and date of completion
o Rubric (attached)
§ Completed and self-assessed by the group
o Analysis of All Data
§ Informal Reading Inventory
· All summary sheets are filled out and complete, including the summary table of percentages, performance levels based on oral and silent passages, word recognition miscue tally-chart, types of miscues in context, qualitative analysis of uncorrected miscues in context, comprehension skill analysis chart, summary of strengths and weaknesses in word recognition, and summary of strengths and weaknesses in comprehension. Only the checklist of reading behaviors may be omitted since you will not have a live client reading to you.
§ Running Record
· All errors should be categorized as self-corrected, a meaning error, a structural error, or a visual error and noted on the RR sheet.
· Notations denoting errors need to be listed with identification of any pattern of errors; this may be presented in chart format
· Error rate, accuracy rate, and self-correction rate should be identified.
· Team should note if this text is appropriate for the child independently and in guided reading.
§ Developmental Spelling Analysis
· Feature Inventory
o Score using scoring protocol in class. Label the stage score and the feature score on each sheet.
· Student Profile Sheet
o Record all feature inventory scores. Identify the child’s stage and feature for instruction.
§ Cloze Procedure
· Record the exact responses/total deletions ratio and calculate the student’s reading level.
· Record the semantically correct responses/total deletions ratio and calculate the student’s reading level.
· Compare and contrast the two ratios.
· Identify deletion pattern
§ Other Tools as discussed in class
o Guided Questions
§ Type them over as you answer each completely and professionally based on the analysis of data. See attached sheet.
· Tutoring Report
o Feature Analysis Grid for 10 possible strategies.
o Justification of 5 Techniques
§ Describe each strategy and justify why your client needs these techniques over others.
o Descriptive Profile of the Reader
§ Include data from all assessments and the Student Interest Inventories (provided in class).
o Reflections and Further Recommendations
§ Write a reflection of your instructional plan and the progress of your student. Suggest further strategies and recommendations for another interventionist to follow. Note: strategies and recommendations for further intervention may be presented via a chart.
· Narrative of Sample Tutoring Sessions
o Date of each session and title of lesson
o Outline of the strategy used
o Materials (book titles, manipulatives, etc…) list
o Time involved
o Setting depiction
o Description of the lesson that was conducted in one to two paragraphs
o Mock artifact from the session
o Reflection or evaluation of the session
Sources and Documentation
ð All sources should be listed in the APA documentation style. You may visit the Purdue Online Writing Lab at http://owl.english.purdue.edu/owl/resource/560/01/ for guidance.
Evaluation Criteria
ð The point value for the assignment is 20% of your final grade for READ 3311.
ð Feedback will occur periodically through conferencing and group input. Final grades will be determined using the case analysis rubric.
Formatting
ð All work should be word processed and professional. No handwritten analyses will be accepted.
ð Consider the language you use and make it as professional as possible. Remember, you are sending your analysis and intervention plan ahead of you to another teacher or interventionist for him/her to continue with your work.
Guided Questions for Case Analysis
1. Within the lesson, which processes (print or meaning processing) do I need to support? Why?
2. What type of text (narrative or expository) would be most appropriate to use? Why?
3. At what point during the lesson (before, during, or after) will the student need the most support? Why?
4. Which mode of response (discussion or writing) will better assist this reader in advancing his reading? Why?
5. Is there a strategy (predict, monitor, or elaborate) that will increase this student’s learning? Why?
6. Are there skills that, if learned, would increase this student’s reading? Why?
7. What source of information (text-based, reader-based, or both) does the student tend to use? Why?
8. In order to advance reading, what kind of mediated instruction (implicit or explicit) will be needed? Why?
Case Analysis Rubric
_____ Student Self Evaluation Total _____ Instructor Evaluation Total
Word Choice in Writing
_____ 4 Writing reflects carefully chosen words and uses a precise, professional vocabulary.
_____ 3 Writing includes a minimal amount of interesting or professional language.
_____ 2 Writing includes only ordinary or common terms.
_____ 1 Writing lacks precise and appropriate language; does not communicate the purpose of the case analysis.
Organization and Format
_____ 4 Case analysis is neat and organized, word processed, and contains all required components as outlined on the handout including artifacts to support each instructional strategy.
_____ 3 Case analysis is organized and word processed, and all items are included but are not well developed.
_____ 2 Case analysis is organized in sections but not all are included or well developed. CA may be word processed and some artifacts may be present to support instructional strategies.
_____ 1 Case analysis lacks organization and/or required components, not word processed, or is missing artifacts to support instructional strategies.
Instructional Goals and Strategies with Justifications
_____ 4 Instructional strategies are complete, dated, supported by artifacts, appropriate and clearly address the goal and instructional needs of the student based on accurate interpretation of the assessment data.
_____ 3 Instructional strategies are complete, supported by artifacts, appropriate, and address the instructional needs of the student based on accurate interpretation of the assessment data. Instructional goals not clearly articulated.
_____ 2 Instructional strategies and goals are complete and supported by artifacts; however they do not reflect the instructional needs of the student based on accurate assessment data.
_____ 1 Instructional strategies and goals are incomplete, inaccurate, or do not reflect the needs of the student based on accurate assessment data; not supported by artifacts; goal is not clearly defined.
Case Analysis Summary (Reflections and Future Recommendations)
_____ 4 Summary is concise and reflective with specific future instructional recommendations based upon assessment data.
_____ 3 Summary is concise and reflective but lacks specific future instructional recommendations.
_____ 2 Summary is brief and provides limited conclusions; does not demonstrate complete understanding.
_____ 1 Summary is incomplete; does not demonstrate understanding; does not include future recommendations for instruction.
Comer/Trent