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Individualized Assessment and Intervention Plan

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by

Beth Ash

on 2 December 2013

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Transcript of Individualized Assessment and Intervention Plan

Individualized Assessment and Intervention Plan
Assessment Instruments
Background Information on the Student
Interpretation of Test Results
Recommendations for Intervention
Specialists Data
The child has no support besides the teacher.
No IEP.
No 504 Plan.
Not an ESL student.
No counselor intervention.
No participation in after school clubs.
Behavior
The child has excellent behavior.
To my knowledge, she has never changed her behavior color in class.
She is quiet and very reserved.
She rarely talks to the teacher or myself.
She gets along with the other students, but seems to have very few close friends.
Socioeconomic Information
The student is from a low socioeconomic background.

She receives free lunch from the school.
Her clothing looks worn and she often smells of smoke.
Family Support/Involvement
The student is an only child.
She told me that she lives with her mother and father, but the teacher told me that she has never heard about or talked to the child's father. The teacher, then, is unsure if the father is involved.
Her mother is also Caucasian and English-speaking.
Although her mother has spoken to the teacher, she did not show up for parent-teacher conferences.
Qualitative Data
The child was very quiet and did not talk a lot.
There was a definite difference in the quantity of her answers.
When she answered the prediction questions verbally, her answers were much shorter than the written answers during the comprehension questions she answered later.
She seemed nervous during the testing.
Quantitative Data-Scores
Reading Engagement: Not Assessed

Oral Reading Fluency: 13/16
Independent Level Score

Comprehension 19/28
Independent Level Score
Strengths of the Student
The student reads quickly with good expression and phrasing.
The student has good literal comprehension of what she reads. She understands the events that occur in the story.
She also does a good job summarizing events in the story.
She spells very well. She is in Stage 4 in spelling and spells 91% of her words accurately.

Weaknesses of the Student
The student relies too much on visual cues and often makes reading mistakes that interfere with comprehension.
The student relies on the text only for information. She doesn't use illustrations and text features adequately.
She has difficulty interpreting the text and understanding the theme of the story.
She has difficulty expressing her ideas orally.
She needs to work on her capitalization and punctuation in writing.
Assessments Administered
I chose to administer two different types of assessments to three different students:
DIBELS
Daily Oral Reading Fluency (DORF)
DAZE
DRA (Developmental Reading Assessment)
Why was the Assessment Chosen for an Intervention?
After administering the assessment, I found that the DRA was the only assessment that gave me adequate information for an intervention. Because of the results, I chose the second student I assessed with the DRA. I administered a Level 30 DRA over the book
Busy Helpers
because the teacher felt that this was the closest to her level.
Literacy Elements Assessed in a DRA
Reading Engagement (Independent Reading)
It is measured with an independent reading record.
Oral Reading Fluency
It is measured with a timed oral reading.
Comprehension
It is measured with prediction, summary, and literal comprehension worksheets that are completed by the child.
DRA Text Chosen and Why


I chose a different DRA text for each child. The teacher helped me choose the text she believed was closest to the children's reading level based on their performance in class and guided reading groups.



Objectives for Improvement
Reading:
The student will analyze a passage to determine the relative significance of the events and to infer the central theme of the passage.
Writing:
The student will write various passages utilizing correct capitalization and punctuation.
The student will spell words with inflectional endings and compound words correctly.
Speaking:
The student will express her ideas orally with clarity and precision to various audiences.
Listening:
The student will identify the main idea of information presented orally.
The student will identify and follow directions that are given orally.
Activities for Improvement-Reading
I would:
Teach mini-lessons on inferencing and determining theme.
Use graphic organizers to help her determine the importance of events in the plot.
Encourage her to read and discuss the theme and main events of an independent book or do a story retelling with a friend.
Model inferencing and theme in interactive read alouds.
Help her create storyboards that contain the most important events in the story.

Activities for Improvement-Listening
I would:
Give the student opportunities to follow oral directions by:
Encouraging interactive games in free time. (Examples are found at http://www.ppds.ie/pcsparchive/english/listening%20and%20concentration%20games.pdf)
Having students follow oral directions every day.
Activities for Improvement-Reading
Formative Assessments
Reading:
3-2-1 slip (3 most important events in the story, 2 supporting details, and 1 theme of the story)
Story Quiz
Summaries and writing Prompts

Writing:
Teacher and student assessment rubric for writing piece
Quiz over inflectional endings and compound words
By: Beth Ash
Age: 8 years old
Grade: Third (3rd) Grade
Gender: Female
Basic Information
The Student's Grades in Class

Reading- A
Writing- B
Spelling- A
Math- C
Science-B
Classroom Data
The child is Caucasian and she speaks only English.The ethnicity of the student I assessed is the ethnicity of the majority in the classroom.

Language/Culture Information
Transiency
The student has moved at least twice in two years. She was originally enrolled at the school in which she is now enrolled. Then she moved to a school about an hour away. This year, she moved back and re-enrolled in the school.
Why I Chose This Child for an Intervention:
Of the two students that I tested with a DRA, this student showed more areas for improvement. The other student had remarkable comprehension and fluency and his only problem was expression. With both students on grade level, this student needed an intervention more since her comprehension is weaker than her fluency.
DIBELS
I chose to administer DORF and DAZE DIBELS testing because they are required by many schools in the area. My teacher has to progress monitor her students on DIBELS each month.







I wanted to see if DIBELS gave me enough information to plan an intervention.

I administered this test to one of the three students.

Literacy Elements Assessed in DIBELS
DORF (Daily Oral Reading Fluency)
It is a 1 minute timed oral reading.
It only measures reading fluency in words-per-minute.
DAZE
It is a 3 minute timed Cloze reading passage.
It only measures limited comprehension.
I chose the passage "Rooftop Gardens" because it was the passage to be used for progress monitoring during the month I administered the test. It is leveled for the third month of third grade.
DORF Passage Chosen and Why
I chose the passage "A Jazz Composer" because it was the passage to be used for progress monitoring during the month I administered the test. It is also leveled for the third month of third grade.
DAZE Passage Chosen and Why
DRA
I chose to administer a DRA because it is required by the school. However, it is only administered at the beginning and the end of the year.








Based on my knowledge of the assessment, I felt that this test would give me the best information for an intervention.

My teacher had two students who were new to the school district that did not have a DRA on file, so she wanted me to administer a DRA to these students.
Student 1- Level 28
Missing Sneakers
Student 2- Level 30
Busy Helpers
Both levels (28 and 30) are on a third grade level.
Assessment Used for Intervention
Test Components
Text:
Busy Helpers
, Level 30

Reading Engagement: (This was not assessed because the child did not have an independent reading log and the questions were not included in the DRA packet I received from the teacher.)

Oral Reading Fluency

Comprehension
Time constraints may make her nervous because she seemed most nervous during the fluency testing. She read much faster and appeared to try harder to get the words correct.
Qualitative Data, Continued
Expression: Independent
Phrasing: Independent
Rate: Independent
Accuracy: Advanced
Oral Reading Fluency Levels
Text Features: Instructional
Prediction: Independent
Summary: Independent
Summary Vocabulary: Independent
Literal Comprehension: Advanced
Interpretation: Instructional
Reflection: Instructional
Comprehension Levels
Specific Behaviors to Earn Comprehension Score
The student did well predicting. She identified at least two reasonable predictions that went beyond the text.
The student did well on the summary. She used correct vocabulary and included many of the important events in the story.
The student also did well identifying three ways Pedro and Ann helped Miss Clark (literal comprehension.)
Specific Comprehension Mistakes
The student struggled with her usage of text features.
She did not use the illustrations to help her describe the characters.
She also struggled with her interpretation and reflection.
She did not accurately identify the most significant part of the story. She also missed the theme.
Although her literal comprehension was strong, her interpretation and analysis of the text was weak.
Specific Behaviors to Earn Oral Reading Fluency Score
Expression: The student had adequate expression and reflected the mood and pace at some times, but not all of the time.

Phrasing: The student heeded most punctuation but missed a few throughout the passage.

Fluency: She read 216 words in 2:01 minutes for a rate of 107.5 WPM (words per minute)

Accuracy: During the timed oral reading, she made 3 mistakes for an accuracy of 99%.
Specific Mistakes In Oral Reading Fluency
Student Summary
Student's Literal Comprehension
Character Description from Text Features
Interpretation and Reflection
Reading Level
The child scored on the independent level in both fluency and comprehension, so I feel that this book is on her level.

That would make her reading level a 30 which is on a third grade level. She is, therefore, on grade level.
Spelling Level
To determine the child's spelling level, I analyzed the written portion of the child's DRA.


The sample had 103 words and she made 9 mistakes.
Spelling Level-
Mistake Analysis
Spelling Level
Most of her spelling errors occur in the Syllables and Affixes Spelling Stage.

This means the student is in the Syllables and Affixes Stage which is Spelling Stage 4.
Areas for Improvement- Reading
The student needs to learn to use a variety of cueing systems. She often relies on visual cues and her knowledge of the phonological system.

The student needs to work on interpreting the text. She needs to learn to go beyond the literal meaning of the text. This includes determining the relative importance of events in the text.

The student also needs to learn how to use illustrations and text features to enhance her comprehension of the text.
Areas for Improvement- Speaking
Based on the oral responses from the student on the DRA, the student needs to improve in the following speaking areas.
The student needs to improve on her ability to speak clearly at an understandable pace.
The student needs to improve on her ability to orally articulate her ideas and details.
Areas for Improvement-Writing
By analyzing the student's written sample from the DRA I found the following areas for improvement.
The student needs to improve her capitalization and punctuation.
The student needs to improve her spelling of compound words and words that use inflectional endings.
Based on the DRA I administered:
References
-moving-clipart-1 [Web Graphic]. Retrieved from http://bestclipartblog.com/25-moving-clip-art.html/moving-clipart-1
(2011, February 20). [Web Graphic]. Retrieved from http://bryantsbraintrain.blogspot.com/2011/02/teaching-tip-of-week-listening.html
(2012, October 23). Identify the theme by asking "what did the main character learn?"--Lesson 7 of 8 (standard RL.3.2) {Web Video]. Retrieved from
(2013, November 16). Public speaking clip art-Item 4 [Web Graphic]. Retrieved from http://vector-magz.com/clip-art-2/public-speaking-clip-art-item-4/
Clarke, D. (2012, November 16). [Web Photo]. Retrieved from http://onecyrenus.wordpress.com/tag/b2g/
Dra2 k-3. Pearson Education, Inc.
JeremysMom. (Photographer). (2013, January 22). [Print Photo]. Retrieved from http://www.cafemom.com/group/41/forums/read/17952835/Kindergarten_reading_level
Literacy teaching ideas-speaking and listening. (n.d.). Retrieved from http://www.teachingideas.co.uk/english/contents_speakinglistening.htm
The med-el programme for interactive listening activities. (n.d.). Retrieved from http://www.medel.com/resources-for-success-soundscape/
Tompkins, G. (2011). Literacy in the early grades. (3rd ed.). Boston, MA: Pearson Education, Inc.
Primary curriculum support programme. (n.d.). Listening and concentration games and activities for junior classes. Retrieved from http://www.ppds.ie/pcsparchive/english/listening and concentration games.pdf
Warlick, D. (2010). Apa 6th edition. Retrieved from citationmachine.net
[Web Graphic]. Retrieved from http://www.jmeacham.com/handwriting.htm
[Web Graphic]. Retrieved from http://www.pearsonschool.com/index.cfm?locator=PS223z&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=3289&PMDbSubCategoryId=28139&PMDbSubjectAreaId=&PMDbProgramId=72641
[Web Graphic]. Retrieved from https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=sxjiU0VV2rPPrM&tbnid=XkisBPgtQ7JI0M:&ved=0CAQQjB0&url=http://www.dvusd.org/Page/11542&ei=3FaWUt_fAsneoASFl4KYDw&bvm=bv.57155469,d.eW0&psig=AFQjCNHSG10Ka6kDaxADVtboRWttOK_NJw&ust=1385670716697879
[Web Graphic]. Retrieved from http://www.dvusd.org/Page/11542
[Web Graphic]. Retrieved from http://www.woodlands-cp.torfaen.sch.uk/wb/pages/curriculum.php
[Web Photo]. Retrieved from http://www.amazon.com/Missing-Sneakers-Benchmark-Assessment-Developmental/dp/images/0765274256
Wees, D. (Designer). 54 different examples of formative assessment [Web Presentation]. Retrieved from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000
In administering the DRA, I noticed that the child needs to improve in the following listening areas.

She needs to learn to comprehend directions that are given orally. I had to repeat the directions on one part of the exam.
Areas for Improvement- Listening

A great video for the child to watch on identifying theme.
Activities for Improvement-Writing
I would:
Give her authentic writing opportunities to use compound words, inflectional endings, and correct grammar including writing prompts and free writing.
Have her use word sorts for words with inflectional endings and compound words.
Teach mini-lessons on compound words and inflectional endings.
Review capitalization and punctuation rules and teach her to edit her writing for these types of mistakes
Engage her in interactive and shared writing activities.
I would have the student:
Participate in partner and group discussions.
Practice and give oral reports.
Discuss books with a partner.
Retelling stories through dramatization or with puppets.
Interview classmates or other adults.
Activities for Improvement-Speaking
Activities for Improvement-Listening
I would give the student opportunities to identify the main ideas from information presented orally by:
Having her identify the main ideas from story re-tellings.
Interactive listening activities such as listening stories with questions afterward that are found at http://www.medel.com/resources-for-success-soundscape/ .
Why Did I Choose These Activities?
I chose these activities for this child because they will help her determine the relative importance of events in a passage. These activities will also help her infer the theme of a passage. These are two of her greatest reading weaknesses based on her DRA results. However, these activities are diverse and are cooperative, one-on-one with a teacher, and independent. The variety should keep the activities interesting.
Why Did I Choose These Activities?
I chose these activities for the child because they give her multiple opportunities to learn and practice her weaknesses in writing. The activities also include authentic writing and word study activities. Thus, the student gets to examine the words in-depth and practice using them in authentic writing activities.
Why Did I Choose These Activities?
According to my observation during the child's DRA, she needs many opportunities for speaking. These activities provide a variety of speaking opportunities to various audiences (small and large groups). They will give her a chance to practice speaking clearly and accurately about a variety of topics in formal and informal settings.
Why Did I Choose These Activities?
These listening activities will help the child identify important information presented orally. These activities will help her follow oral directions and identify the important information in a story or passage read aloud. These activities, then, will help her in listening and in reading.
Formative Assessments
Speaking:
Checklist for an Oral Report
Jigsaw (assess with a checklist or rubric during presentations)

Listening:
Students create visuals for stories heard aloud (based on the information given orally).
Students write down everything they understood (including the theme) from what they heard.
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