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Case Study Part I

Assessment
Kaci Philpot 4/5/2013

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Case Study Part I: Assessment Kaci Philpot Intro DOB: 1/8/03 Grade Level: 4 Age: 10

SPED List: Mileys physical disability qualifies her for an Individualized Education Program (IEP). Extenuating Circumstances: Mileys circumstances are that she primarily uses a wheel chair, but in physical and occupational therapy she sometimes walks with leg braces.

Strengths Academic Attributes: Miley is very cooperative with adults and completes most school work assigned to her when given a countdown timer. Miley is learning her math facts and has a strong counting platform. When given writing prompts, Miley can easily identify a creative topic and when given a model of the prompt, Miley can organize her writing appropriately. Miley is never afraid to ask questions and is not discouraged by difficult tasks.

Personal/Social: Miley is a social butterfly who is always kind and helpful. Miley has many friends and loves fashion. Miley does not hesitate to exchange with her peers, and she loves to ask questions and get to know both teachers and peers alike. Miley is a very confident and happy girl with a great sense of humor.

Challenges

Academic: Miley has difficulty with life skills math, such as telling time and reading a calendar. She has extreme difficulty with memorization and delayed recall. Mileys reading is at the second grade level, and her writing is between a first and second grade level according to her special education teacher. Miley has difficulty focusing and selfmonitoring the completion of tasks and assignments. Personal/Social: Miley has difficulty remembering both faces and names when she does not see someone on a daily basis.

Assessment Report 1. Formal/informal assessment: I did an AIMS Web- oral reading fluency passage with Miley at a fourth grade level. She read 21 correct words per minute: This is preprimer level, which is far below grade level. Her special education teacher told me that if Miley was stuck on a word for more than three seconds, we were to give the word and mark the word wrong. Because Miley read 21CWPM, it is clear that reading fluency is of great concern for Miley (See Appendix A.). 2. Writing Sample: Miley was given a writing prompt themed to Saint Patricks Day. The prompt was that Miley was to complete was that she found a leprechaun who would grant her three wishes. She was to write a story about how she met the leprechaun and tell what three wishes she would ask for and why. She did not write a story about the leprechaun; however, she did write three wishes she would ask and explained why she wanted those wishes granted. Mileys three wishes were to fly, have Rapunzel hair, and to have PE every day (See Appendix B.).

3. Observation of Writing: Miley was given a writing prompt themed to Saint Patricks Day. The prompt, that Miley was to complete paraprofessional working with Miley set a timer for 15 minutes. If Miley completed the prompt in the given amount of time, she would receive a reward of her choice. Miley wrote very slowly and she had significant difficulty thinking of what to write, as well as staying focused. Miley regularly asked how to spell words that were below the fourth grade level. Miley used self-talk throughout her writing process to make sure she was writing to the prompt and including her explanations for the wishes she would like granted. The prompt was to write a story, but Miley somehow did not understand that was the task at hand. She simply wrote her three wishes with sentences following to explain why she wanted each wish. 4. Phonics Inventory: Miley was very nervous for this assessment. She was worried that she would get a bad grade and get in trouble. I assured her that this was not to count towards her grade; it was simply a way of me learning more about her in order to help her with her reading. The results showed that Miley knows her vowel sounds and letter names. Her areas of need include consonant sounds, consonant diagraphs, consonant blends, and suffixes. Due to a shortage of time on the day Miley was assessed, the lower case vowel names and prefixes were skipped and if she showed strength in an area after several answers, the rest of the section was skipped. (See Appendix C.).

Summary I gave Miley an oral reading fluency test because she is supposed to be tested once a week, and the teacher told me that her oral reading fluency (ORF) was of great concern. I wanted to know her exact reading level. I took her writing sample because it shows her handwriting, organization, and the amount of depth and detail she puts into her writing. This assessment gives me an idea of what area may need focus for writing. I observed Miley writing on the given prompt because I wanted to see how long it typically takes her to complete a prompt. I was also able to observe her self-talk process she goes through when she writes. Because Mileys ORF was of great concern, I assessed Mileys phonics skills using a comprehensive phonics inventory. My goal was to see if the underlying issue in Mileys low ORF was a cognitive processing issue or phonics issue.

Conclusion The plan for Mileys intervention and remediation will focus primarily on phonics skills with some ORF practice. The phonics skills to be targeted will include consonant sounds, consonant diagraphs, consonant blends, and suffixes. With the new phonics skills taught, Miley will also learn strategies for self-correcting (rethinking miscues) using her knew phonics knowledge. ORF practice for Miley will include choral reading with the teacher and passages focused on the phonics skill being taught. For progress monitoring, Miley will continue to be assessed using AIMS Web ORF passages each week.