Rubric for Case Study.

MWSU Student Name:

EDU 360-40

Response to Intervention (RTI) is a cyclical cess to meet the needs of the student. This evaluation is for your overall reading pedagogy which is demonstrated by your case study: reflections - observations and discussion of your student, interpretation of your student's needs based on the data you collect, and your teaching focus/es (objectives) within your lessons {Le., your ability to intervene with strategy instruction, observe the student's response, and intervene again to help your struggling reader (RTI). Based on research I have done, there is a direct, significant correlation between your grade in this class and your Praxis II score. Therefore, attention to detail will help you develop your reading pedagogy.

iYl

([ l

Criteria for letter grade ADVANCED (Mirrors an experienced teacher): The pre-service teacher: 1) administers and interprets formal/informal readinglwriting assessments, 2) understands the interconnectedness of the reading/writing process: motivators, cue systems and strategies that good readers use related to the "self-extending" system. 3) Consistently makes powerful strategy teaching decisions based on all interrelated facts regarding observed student reading/writing behaviors, observations and running records which are used to detect cue systems and strategies used and neglected keeping the studentls within their zone of proximal development (teaches at the instructional level) thereby promoting studentls independence based upon the descriptors of the "self. extending system". 4) Teaches phonics ("how words work") in LetterlWord Work activities and Journal Writing. The practice page was utilized as a visual for showing word parts to teach phonics. 5) Lesson plans and reflections evidence the above pedagogy. (92-100%) (552 pts) A PROFICIENT The pre-service teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems and strategies that good readers use and is able to detect cue systems and strategies used and neglected, 3) makes strategy related teaching decisions in response to observed student reading/writing behaviors regarding the "self-extending" system, keeping the studentls within their zone of proximal development (teaches at the Instructional level) thereby promoting studentls independence. 4) Teaches phonics ("how words work") in LetterlWord Work activities and Journal Writing. Utilized the practice page as a visual for showing word parts to teach phonics 5) Lesson plans and reflections evidence the above pedagogy. (84% to 91%) (504 pts) B BASIC The pre-service teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems and strategies that good readers use and is able to detect cue systems and strategies used and neglected related to the "self-extending" system, 3) understand the descriptors of a "self-extending system but makes teaching decisions that are Isolated Items rather than strategy related and/or decisions that neglect more important areas needing focus. Mayor may not fully utilize the components of the lesson plan to meet the needs of the student. 4) Lesson plans and reflections evidence the above pedagogy. (76% to 83%) (456 pts) C LOW BASIC The pre-service teacher: 1) is able to administer formal/informal reading assessments but mayor may not properly interpret the assessments, 2) understands some of the basics of reading development, reading/writing cue systems and strategies, 3) makes teaching decisions based on theory rather than observation and/or teaches Items rather than strategies. 4) Lesson plans and reflections evidence a basic understanding of how reading develops, but does not consider the relationship of reading and writing and is unable to support teaching decisions with pedagogy. (66% to 75%) (396 pts) D' BELOW LOW BASIC The pre-service teacher does not perform at a level that exhibits preparedness for teaching and does not demonstrate an understanding of the teaching of reading and or the Contents of the Case Study has not been sufficiently included for grading. Student did not compile a PowerPoint or sufficiently follow the directions for the assignment. (65% and below) (390 pts) F Comments: Melody, Excellent w~rk with your readerlwriter. Your case study shows that you understand the cue systems and strategies and how to intervene using RTI. Your grade is "A" 92% or 552 points.

Case Stud~ for EDU360: l'lndividualizing Assessment and Reading"

Student: Kade Conaway

(1 st grade going into 2nd)

@ 2012

Missouri Department of Health and Senior Services

P.O. Box 570, Jefferson City, MO 65102-0570 Phone: 573-751-6400 FAX: 573-751-6010 RELAY MISSOURI for Hearing and Speech Impaired 1-800-735-2966 VOICE 1-800-735-2466 Margaret T. Donnelly Director Jeremiah W. (Jay) Nixon Governor

06/14/2012

FAMILY CARE SAFETY REGISTRY Background Screening Results - Registrant Registrant Number: 50392837

MELODY ANN ELLSWORTH 3421 AUBURN DR ST JOSEPH, MO 64506 Dear FCSR Registrant: On 06/14/20 I2, the Family Care Safety Registry (FCSR) processed a request to conduct a background screening. Tne requestTor tIle oac grouna screenmg was maaeoy MECODY ECCSWORTH;-342 I AUBURN DR, ST JOSEPH, MO, 64506. The requestor was informed that you are registered with the FCSR, and the background screening, confirmation #99278024, indicated the following:
No finding reported in the background screening.

The results above were confirmed by searching the following state databases that contain Missouri data only, using your name, date of birth and Social Security number: Criminal history records maintained by the MO State Highway Patrol Sex Offender Registry records maintained by the MO State Highway Patrol Child abuse/neglect records maintained by the MO Department of Social Services Foster parent licensure records maintained by the MO Department of Social Services Child care licensure records maintained by the MO Department of Health and Senior Services Employee Disqualification List maintained by the MO Department of Health and Senior Services Employee Disqualification Registry maintained by the MO Department of Mental Health

If a finding is reported, you may request the specific details or appeal the accuracy of the transfer of the information to the FCSR by submitting a written request that includes your name, address, Social Security number and/or registrant number, and signature, to the Missouri Department of Health and Senior Services, Family Care Safety Registry, PO Box 570, Jefferson City, MO, 65102, or by FAX to 573-522-6981:-See-19 CSR 30~80.040'for a full statt:lllent'of-what suchan appeal should include.--The statutes found in sections 2 10.900 et seq., RSMo, allow qualifying persons to contact the FCSR to obtain background screening information for employment purposes only. Each time the FCSR processes a background screening request, you will be provided with the requestor's name, address and the current background screening results provided. If you have questions concerning the FCSR, please call our toll-free call center at 866-422-6872, or visit our Internet site at http://health.mo.gov/safety/fcsr/.

1111111111111111111111111111111111111111111111111111111
www.health.mo.gov Healthy Missourians for life. The Missouri Department of Health and Senior Services will be the leader in promoting, protecting and partnering for health.
AN FOIIAI OPPORT1INITV I AFFIRMATI\lF A(~TlnN FMPI OVFR' ~"rvir" nrn\litl"tl nn " nnntli rrimin"tnrv h" i

Permission for Tutoring

Dear Parent: This semester Mrs. Blake's "Individualizing Assessment and Reading" class of students

at Missouri Western State University will be providing tutoring for first grade students.

These pre-service elementary teachers from Western will be getting the hands-on experience of working with a student and your child will be getting the benefit of the one-on-one tutoring in reading. The Missouri Western student will tutor your child for 45 minutes four times a week for 3 weeks

= 12 sessions.

Please sign and return this form if you would like your child to participate in this learning experience.

Student Name-print: Grade Level:-1<;;)~-,

ok ~rd.

_VJ CAd&. c.earu ()ClU

)/)ad 9.

Yes, I give my permission for (circleone~/daughter,

, my

other_-.::::::::.:_-_-_-_ to be tutored by a Missouri Western student.

Print Parent's Name: _

Parent's Signature: MWSU student name: MWSU student signature:

(i 5 b@.,l)\i'l-iQLV@A.-{------~CLvJ

111