blik#

Final Score

Descriptor

Proficient {2}

Directions

Followed all directions thoroughry.( *[ki"g.

Tly-:i.-i::**i o n s r* lo]s{, ** .*'. .' Followed few directions, Cover
page missing or incomplete. Did
Corn pl eie ;oiltrFe'96; r#ort
written and presented in a
writing and, presentation could have not include a cornplete report.

Minimal

Baslc t1l

(01

0-I

Complete cover page, report

professional manner.

been more professionally

Lacked professional presentation

completed.

and quality of ruriting.

Submitted all of the following but

lacked thorough reporting:

Submitted some of the following,

N.fl
Background

Submitted all of the follouring in

lnformation

detail; students'first name, date

of birth, grade in school, reason for

on Students
tx8)

Assessment

0-16

need more detail: students'first

students'first name, date of birth,

name, date of birth, grade in school,

referral, case history, school

grade in school, reason for referraf,

reason for referral, case history,

history, student attitude, and

family history

case history school history student

attitude, and family history.

family history.

Listed specific pre and post tests;

Lacked clarity or thoroughness in

Lacked clarity or thoroughness in most

or all of the following: List of specific

pre and post tests and reason for
choosing the assessment, dates

of Students

reason for choosing the

txsl

assessment, dates administered

some of the following: List of

specific pre and post tests and

and results. Noted student

reason for choosing the

attitude/behavior during testing.

Thoroughly discussed reading

assessment, dates administered

diagnosis. The specific plan and

student attitudelbehavior du ring

testing. Most of the plans and goals
for the student were based on the

goals for the student were based

on assessment results.

school histary student attitude, and

0-16

administered and results, Minimal or

no notation of student
attitudelbehavior during testing- Very

and results. Some notation of

few plans and goals for the student

were based on the assessment results,

assessment results.
Included all of the following: well
prepared, professionally developed

lncluded most of the following: well

prepared, professiona ly develo ped

Included some of the following: well

prepared, professionally developed

Lesson

daily lesson plans, Recorded date and

Plans {x18}

time of each session with obiectives,

instructional activities, evaluation and
reflection. Each session followed a

daily lesson plans. Recorded date and

time of each session with obiectives,
instructional activities, evaluation and
reflection. Each session followed a

daily lesson plans, Recorded date and

time of each session on a recording
sheet tuith obiectives, instructional

Daily

format.

comprehension activities, Included a

daily reflection. Utilized running

study, fluency, and cornprehension

activities. Utilized running records.

and expository texts, Short reflection

records. Used a balance of narrative

and expository texts. Some daily

Reflected daily. Used a balance of

narrative and expository texts. No daily

included daily.

reflections.

reflection.

Included: summary of procedures

used while assessing, tutoring, and

Missing one of the following:

Missing rnore than one of the

following: summary of procedures

running records daily. lncluded a daily

reflection. Used a balance of narrative

re-assessing students; implications

of how this practicum benefltted
the teacher; implications of future
teacher and student irnpact. Proper
spelling and grammar used

reflection
tx4l

summary of procedures used while

assessing,

tutoring , and

used

Each session included

of how this prq_cggum benefitted

of how this practicum benefitted

the teacher; implications of future
teacher and student impact. Proper
spelling and grammar used

he te

r;4 gt

p[c"*[nh.{

utu re

teacher an{student impact3 Proper

throughout.

throughout.

Total

AB=74.2-74

=66.3-70.1

(};8

rrhile assessing, tutoring, and

re-assessing students; implications

throughout.

A-74,1-78

word

re-assessing students; implications

ache

'0-!15

activities, evaluation and reflection.

Each session followed a consistent

consistent format. Each session

included word study, fluency, and

consistent format. Each session

included word study, fluency, and
comprehension activities. Utilized

Overall
practicum

BC=62"4-66,2 C=58.5-62.3

Comments:
*"k

**..pJ i"t"*-*

,l

178

CD=54.6-58.4

[=50.7-54.5
\-*' e"t*'U**a*

'*?

'"tS*'r.rn*'"li

'jt

fu** fiit"ii-4 ui,*

-

tds*i-ur--Pq*d-"f b-

fl.

*"fd

*tF"?;*"'

*d$

CASE STUDY

Name:Mikeyah
Birthdate: 3/1812008
Age: 7

School: Jefferson Elementary

Grade:

REASON FOR REFERRAL

CASE HISTORY

(List $ource of information in parentheses)

(List source of information in parentheses)

A. Enrichment
B.

A.

Birth Data: 3118/08 (infinite campus)

Apparently Normal.
X (infinite campus)
Other:

B.

Derclopmental History:
Apparently Normal:

Readirq Difficulties

Below Grade Level Reading Ability

Word Attack Problems
Sight Word Problems

-X-(teacher)__X_(teacher)

Comprehension PfbHems

Writing Problems
X_(teacher)
Difficul$ in Communicating thru Writing
Inappropriate Grammatical Knoruledge
Inappropriate Spelling KnoMedge

C.

D.

Listening Comprehension

E.

Time on Task

F.

Study Strategy Problems

No

G.

Poor Attitude Toward

ReadingAft'riting

No

Poor Attitude Toward School

No

Problems

Problems

Medical History:

Apparently Normal:

X (parent)

Eyesight Problems:
Specifically.

none (parent)

Hearing Problems

none (parent)

On Medications:

none (parent)

No
No

Specifically:

Lack of Interest in

ReadingAlt'riting

X (parent)

Other:

C.

H.

Date of Report: 6/9/15

Other Physical lmpairments none (parent)

No

Comments:

Comrnents: A lack of confidence in reading was given

along with being a lltth below grade level. She also
had many reversals in her writing.

When lookirg at her attendance she had missed 20

school days with mast of them not having a reason. She
also had many tardy days,

EDUCATIONAL HISTORY

reading
geometry

Above Grade Level Achierremer{s/Grades: MAP math,

Specifically: Hersprirg MAP scorc indicated strerBth
tn operatiors and algebraic thirftir ard
as uell as literature ard infonnational thinking.

Attittde Towards School- Gererally:

A) Good X (teacher) B)Average-C)PoorComments: She is enthusiastlc and enjoys school.

reading

(teacher)

On Grade Level Achbvements/Grades: MAP sprirg overall

And math scores horrrever drop in readirg ftom winter.
Specificalty: Language and writirg, vocabulary use and

Functiors in average

rarge

Attended More Than One

School

Self Toward Schoot (interest survey)

subtest, A) Good B) Average X C) Poor

Comments: When doing aftitude ard interest
average,
- irdicated positive feelings abotrt
Benchmark) Survey she
AttitLde

Below Grade Lerel Achievements/Grades Spring reading

Speciflcals: Foundational Skills low
nning record level H in May (Rigby

No (infinite

school ard herself.

Subjects Likes: reading, math

campm)

Subjects Dislikes: nore

FAMILY HISTORY
(List source of information in parentheses)
Lives With: Both parents and 2 siblings (infinite campus)
Relationship to Care Givers:
Apparently Normal:
Comments:

X (teacher, student)

Number of Siblings (MlF) and Ages: 2

F age 14, M age 16
Relationship to Siblings:
yes (student)
Apparently

Normal:

Comments:

BEHAVIOR DURING TESTING AND

LIIIIITATIONS OF RESULTS

X
No
Difiiculty Urderstanding English
No
PossibhVision Pfoblems
Any Difficulties with Test ThatWouH Effect
No
Reliabili$A/alidity of Test Resufts

Apparently

Normal

ffiH#ilI-L:X*5
Word List
Independent: PrePrimerl

Instructional: PrePrimer

Shoned Evidence of Anxiety

No

Reftsed to Cooperate

No

Possible Hearing Problems

No

Comments:

PHONEITIC AWARENESS
RESULTS

'

PHONIGS

Letters/Sound Relationship (PALS)

Upper Case 26
Lower Case 26

Sounds 28129

213

Frustrational: Primer
Harrative
Independent: PrePrimer

Instructional: PrePrimer
Frustrational: Primer

Comments: She identified letters and sounds very well.

PALS Spelling test sPring

Total feature score 17
Total words correct I
Total spelling score
Beg/end sounds 4/4
Diagraphs 414
Blends 3/4
Short vowels 4/4

26 Benchmark 20

Nasals 214
CVCe AA
Long vowels 0l4
Genera l Ac h ievem entlGrades
Lexlh sPring MAP 69-219
Forma lJSta nda rd ized Tests

l*ftJEA 176
Comments: The level that I attained fronr the QRI was
much lower than the reading level of the classroom
teacher . She struggled on the word lists ofren taking a
lot of time to sound each rnrord out. Sometirnes she did
not look through the word and guessed. Her fluency on
the passages was poor and her comprehenslon was
rareak, I had to prornpt her to retell the stories. Her
spelling assessment showed many reversals of s, rn, ff, P
k, c. She was able to achieve the benchmark score and
knew the letter sounds to blend.

She missed ch and was not very confident with the

diagraphs.

Attitude/lnterests: I did an affitude survey with her and

she felt that she was an ok reader and kind of a good
writer. She takes a deep breath before she starts
reading and when she comes to a unrd she doesn't
know she skips 1t and comes back.
also did an interest survey and she talked about the tv
shows that she likes such as Spongebob, Pepper Pig,
She also said she likes to talk on the phone to friends
and play with her talking baby doll. She likes to play hide
and seek and go to the mall. She has a pet dog and she
likes to feed her. Her favorite activity at school is
working on her math book and Lexia. She is an level 6
in Lexia. She would like to be a doctor when she grows
I

up.

TNTERPRETATTON OF INFORUATIOH

NTERPRETATION OF IN FORTfr ATIOH

COLLECTED

B.

COLLEGTED COiITIHUED

A"

General Capacity {+ J -}

High Listening Level Compared to Reading Level did not test

L$,v Listening Level Compared to Reading Level

C. Prognosis for Reading lmprovement

Average X
Slow
Rapid

H.
{X}

Reading Achievement

Instructional Readirg Leveh Preprimer 3(QRl)

Specialized Areas {yes I no}

Vision
Apparently Normal yes
Wears Glasses no

Comrnents: After testing her I feel that she will make

Average gains because of her positive attitude and
willingness to work, She has letter sounds and dispfays
blendirg skills.

D.

Learning $fyle (describe strength) {ORl}

She is rerbal ard alss likes to use pictures.

Tracking

Concerns no

Hearing

Apparently Normal ye$

Comments: There were no indications of problems. No

reports from teacher, parent or on infinite campus.

Attitude Toward Cornpeteribe in Reading {X}

Poor
Average

Good

E.

Word Analysis Skills

RECOMMENDATIONS

APPLICATION (+ Strength; - Weakness) (ARl)

Consonants
Consonants
Blend
DigraPhs
Vowel

Initial
Ending
Consonant
Consonant
Short
Long Vowel
Vmr'lel Digraph
Rimes
lnitial Consonant
Controlled Vswds
Schwa

Blends

+
+

A.

+
+
+

Use context to decode

Word endings
+

SIGHTWORDS
Grade Level Achbved: {aRI)
Comments: She often missed sight words on the word lbt
or said them backwards such as saw for was,

F,

Comprehension Strategiesl$kills {list 1 -2}

Activate background knowledge
Reread for meaning
Retell small parts

C.

Writing Skills/Strategies (list 1 -2|

Notice reversals in vwitlng
Use vtrnitirg in response to reading

D.
NA
+

one reason for this.

General AchbvemenUGrades {report card, Spring

Learning Style Modality (describe)

Verbal, tactile-manipulate btters

uriting

Comments: She struggbd to reteff the events withotlt

prompting and qrcstioning. I feel t-rer fack of fluency was

G.

B.

Comprehension {+ Strength; - Ylfeakness}{ARl}

Retelling
Explicii Questions
lrnplicit Questisrs
Fan'liliar Te*
Expository Text
Narrative Text

Word Analysis Skills {list 2-3)

Look acrsss the whole word-visual cues
Make the first sound
Analyze word parls, chunks

E.

Wide Rarqe Reading {List what genres or types of

books student likes)
Animal books, narratine stories related to interests

HAP)

Strengths: math geometry, algebraic operations

Literature and information, fanguage and vwititgllUeaknesses: foundational skills in rcading
Helpful Aftitudes: willit'lg to learn, outgoing
Harmful attitudes: stubborn, defiant at times

I will vrork with Mikeyah to strengthen fluency

and comprehension skills at a lorner level than her teacher
has reported due to the lerrel I tound using the QRI and
PALs spellirE assessment.

Comments:

OVERALL SUilITf, ARY STATETilE}IT

Before tutoring: Mikeyah has a great attifude and will be easy to work with- Sh loves the one on one
attention and is eer to please. She struggled on the word lists at her gade level and her fluency was
weak. She has good letter sound relationships and can blend shott vowel words fairly well. After conferring
with the reading specialist I will work with her in the blue LLI kit startrng with lesson 31 level F in order to
sftengthen her confidence and begin at a level she will experience success.
made progress in her reading. She improved her fluency and noticed the time it
took her in the post test QRI decreased when reading the passages. She was paying attention to sight words
and making fewer errors, possibly because she was looking d word endings closer. Her retelling was good,
however, the passages are short and there is not a lot of detail to retell.

After futoring: Mikeyah