4.2 PART 1 HENRY CASE STUDY FORMATREV
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Apr 3, 2024
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National University
SPD 514
PART 1: CASE STUDY & ANALYSIS
COVER SHEET
Student’s Name ________Henry xxxxr_____________________________________________
Parent/Guardian Name ;________Stephanie xxxxr_______________________________________
School _______SMILEY Middle School__________________________________________
Principal ____________Beth Principal____________________ contact ______________
Teacher _______Amy Teacher______________________ __contact ______________
Signature Assignment – Section One
Student: Henry xxxxr
DOB: 06-26-2004
Grade: 8
Chronological Age: 14 years, 8mos, 29days
I. BACKGROUND HISTORY
School Environment
Henry is 14 years, 8 months, and 29 days old as of the day of this testing. Henry is enrolled at SmileyMiddle School, (SMS) a public middle school, and is in the 8
th
grade. According to Smiley School District SARC report, SMS has a total enrollment of 598 students. Special Education classifications are slightly over 10% of total enrollment. According to his IEP, Henry qualifies for special education under the category of Specific Learning Disability. At the time of his evaluation, it
was stated that Henry’s disability in the area of attention necessitated special education support to be
successful in the general education setting. Henry also has pull out services for OT, and Speech.
School Culture
According to the District SARC Report, SMS’s current enrollment is 76% White, 9% Hispanic/Latino, 4.5% Asian and 2.3% Black or African American. According to the school website, SMS’ mission is focused on student-centered where students are encouraged to express their thoughts and ideas while allowing individual, and collaborative working conditions. Based on teacher reporting, increased
literacy is an on-going mission at SmileyMiddle School that is practiced with the goal of mastery in all areas of the curriculum. Literacy is teacher modeled, shared, and guided along with independent reading with daily writing practice. Students are also encouraged to work at their own pace. The school culture promotes student learning with high expectations while providing supportive systems to
assure they are met. Based on the school’s website, the Language Arts curriculum is aligned with CA Common Core State Standards for Reading, Language, and Writing for grades 6-8
Medical History
Based on IEP data, Henry is in good health and has no health problems. His last medical assessment
dated January 2018, stated that he had no allergies or nutritional deficiencies. It also stated that Henry had 20/20 vision and passed his hearing test. Family Background
According to his cumulative file, Henry lives with his parents, an older brother, an older sister and his grandmother. Henry’s father travels internationally once a month. Henry is close with his sister and depends on her for additional math assistance. Henry fights with his older brother and the father is able to keep them from fighting when he is home. Henry’s maternal side is of Irish descent and his paternal side is English and German. English is the primary language spoken in the home.
School History
According to the cumulation file, this is Henry’s third school. He attended elementary school in Chicago and transferred to a charter school for the 5th grade. In 7
th
grade, Henry moved with his family to California where he attends Smiley Middle School.
Behavioral Learning Style
His teacher reports that Henry is a quick learner and enjoys most of his subjects except reading and writing. Henry’s preferred learning styles are visual, auditory and kinesthetic. According to his teacher, Henry is respectful to his class mates and various teachers and lives to make everyone happy. Henry’s teacher reports that Henry is motivated by good grades, praise and admiration.
Motivation
According to his cumulative file, Henry’s parents set academic goals for him and if they are attained, Henry receives financial rewards at the end of each marking period.
II. REASONS FOR REFERRAL:
The reason for the referral is because of the annual review and also, according to Henry’s teacher, Henry’s parents were becoming concerned about his lack of understanding of articles they would read to him from his below grade level Highlights Magazine
. They were concerned with his decreasing interest in independent reading especially at bedtime because he prefers watching video games or Youtube videos.
III. ASSESSMENTS ADMINISTERED PLAN – PER DOMAIN
-Garfield Elementary Reading Attitude Survey
-Yopp Test of Phonemic Awareness
-Pearson Test of Oral Language
-Phonics Names Test
-Gentry Spelling Test
-Core Vocabulary Screening
-DRA 2 Lights, Camera, Action for Comprehension
-DRA 2 Lights, Camera, Action for Fluency
-What makes you happy? Writing sample
Area
Assessment Given
Rationale
Interest & motivation Garfield Test
Henry was given this assessment to establish his personal attitude/feeling about reading.
This assessment was also given to establish rapport with student.
Domains
1.Phonemic awareness Yopp Singer Test of Phonemic Awareness
This assessment was given to establish a baseline if student can listen and identify, discriminate and produce sounds.
Pearson Oral Language Assessment
This assessment was administered to test student’s receptive language. The assessment was also utilized to provide information concerning strengths and weaknesses in listening and understanding spoken English.
2.Phonics –
Cunningham Names This assessment was
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Test
administered to understand student’s ability to associate a sound with a given symbol. This assessment was also used highlight the student’s ability to decode.
3.Spelling – Gentry Spelling Test
This assessment was administered to assess word knowledge and his ability to bring this knowledge to the tasks of reading. This assessment is was also used as a tool to gauge understanding of orthography (writing words with proper letters)
4.Vocabulary-
Core Vocabulary Screening form 6A/B
This assessment was administered to uncover
strengths and deficits in Henry’s word knowledge. This assessment was also utilized to establish a grade level baseline for words student has
attained
.
5.Fluency –
DRA2 Lights! Camera! Action
5.0
This assessment was administered to evaluate changes in Henry’s reading performance. This assessment was also utilized to determine Henry’s independent reading level.
6.Comprehension –
DRA2 Lights! Camera! Action!
This assessment was administered to evaluate Henry’s ability to retell and understand text that includes main ideas, key facts, characters, events and topic. The assessment was also utilized to evaluate key vocabulary and metacognitive awareness.
7.Writing What makes you happy? Writing prompt
This assessment was administered to establish student rapport. This assessment was also utilized to establish a baseline of Henry’s writing ability.
IV. ASSESSMENT RESULTS
Area
Data Meaning Interest & motivation Score- 43 (out of 100)
This test indicates that Henry is mild to moderately indifferent in overall attitude toward reading. Henry does not choose to read when given
a choice. Henry prefers watching videos or playing video games. Henry does enjoy being read to.
Domains
1.Phonemic awareness - W
YOPP Singer Test: Scored correctly 13 words out of 22 60%
Pearson Oral Language Test Scored correctly 13 sentences out of 15 sentences.
86%
Henry scored at the 86th percentile for oral language. Henry scored in the average range among his grade level for receptive language
.
2.Phonics –S
(Cunningham Names Test) Correctly scored 54 names out of 70. 77%
3.Spelling – W
6
th
grade test- scored 8 correctly out of 20 (40%)
7
th
grade test- scored 4 correctly out of 20 (20%)
8
th
grade test scored 0 correctly out of 20
(0%)
4.Vocabulary-S
Core Vocabulary Screening Form 6A Scored 23 correctly out of 30 (70%)
Core Vocabulary Screening Form 6B Scored 27 correctly out of 30. (89%)
5.Fluency –W
DRA2 50 5
th
grade Reading
Scored 93% accuracy,111 Words read per minute, 16 miscues 6.Comprehension –
S
DRA2 50 5
th
grade Reading Comprehension- Scored 18 out of 24 Independent level 75%
7.Writing-W
Writing Prompt:
Wrote 6 sentences/76 words. Capitals used incorrectly, 3 mis-
spellings, 1 word omitted
.
V. ASSESSMENT ANALYSIS
Area
Strengths
Challenges
Interest & motivation Domains
1.Phonemic awareness
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Oral Language
2.Phonics –
3.Spelling – 4.Vocabulary-
5.Fluency –
6.Comprehension –
7. Writing VI. RECOMMENDATIONS- be specific – include all areas of challenge
Home
Phonological Awareness
1.
IXL-gamified lessons with meaningful tracking processes to see how your child is progressing, beneficial because it can be used at home and school to help with continuity 2.
Phonological Awareness Lab (PAL) gamified learning for enhanced phonological learning 3.
ABC Magic 3- ABC Magic for slightly older kids learning more complicated words and letter combinations
4.
Adventure Academy-helps with reading, science and math, gamified to increase learning
but leans into Henry’s preference for video games. Spelling
1.
SpellBoard-creates word searches, word scrambles, alphabetizes, and missing letter puzzles for given spelling word lists. Would be great for a spelling list given at school with activities to send home for practice. 2.
Osmo Words-Students get tiles and have to slide them into view of the camera, combining kinesthetic learning with online tech. Can be competitive or single player. Also
beneficial for phonological awareness. 3.
Scribblenauts-Remix word puzzles to increase vocabulary and spelling skills in students while boosting creative problem-solving skills 4.
Ph-f American Word Speller-an online dictionary that looks up a word by how it sounds instead of how it is spelled.
Fluency
1.
Epic! to increase Henry’s ability to choose his reading material at home/school and encourage greater interest. As a bonus, many books on epic with read aloud to Henry as
he has expressed a preference for being read to. 2.
Book Creator- Student can write their own book, novel, essay etc. and put it into book creator and record themselves reading their own work. This can then be shared with
students’ families and increase the home-school connection, especially with a parent that travels internationally. This may help boost Henry’s interest in his work and fluency. 3.
Literal: An addictive Reader App this app is geared towards older kids and combines classics and newer books into a more Gen-Z style of reading. All the books are presented as group chats. This may help Henry learn to love to read if it feels closer to his personal life and interests. Kids can also be put in groups, like a book club, to help it be more social! Writing
1.
Book Creator- Student can write their own book, novel, essay etc. and put it into book creator and record themselves reading their own work. This can then be shared with students’ families and increase the home-school connection, especially with a parent that travels internationally. This may help boost Henry’s interest in his work and fluency.
2.
Night Zoo-an app that makes students create their own stories with fun prompts and real
time feedback. This app also prompts with stronger vocabulary to help expand students written expression. 3.
Voice to Text: Voice Dream Reader, Text to Speech, there are many apps for allowing students to speak into a microphone instead of physically typing what they want to write. This helps kids with spelling difficulties still get their ideas on paper.
4.
Type-O-word prediction software to help students choose what word they want to use next based on a list of options. School Phonological Awareness
5.
IXL-can be used at home and at school for continuous learning
6.
Sound Literacy- instructional app best used at school allowing student to use letter combinations to build words, this would also help Henry boost his vocabulary
7.
Phonological Awareness Lab (PAL) gamified learning for enhanced phonological learning 8.
ABC Magic 3- ABC Magic for slightly older kids learning more complicated words and letter combinations
9.
Adventure Academy-helps with reading, science and math, gamified to increase learning
but leans into Henry’s preference for video games. 10.
Spelling
5.
SpellBoard-creates word searches, word scrambles, alphabetizes, and missing letter puzzles for given spelling word lists. Would be great for a spelling list given at school with activities to send home for practice. 6.
Osmo Words-Students get tiles and have to slide them into view of the camera, combining kinesthetic learning with online tech. Can be competitive or single player. Also
beneficial for phonological awareness. 7.
Scribblenauts-Remix word puzzles to increase vocabulary and spelling skills in students while boosting creative problem-solving skills 8.
Ph-f American Word Speller-an online dictionary that looks up a word by how it sounds instead of how it is spelled.
Fluency
4.
Epic! to increase Henry’s ability to choose his reading material at home/school and encourage greater interest. As a bonus, many books on epic with read aloud to Henry as
he has expressed a preference for being read to. 5.
Book Creator- Student can write their own book, novel, essay etc. and put it into book creator and record themselves reading their own work. This can then be shared with students’ families and increase the home-school connection, especially with a parent that travels internationally. This may help boost Henry’s interest in his work and fluency. 6.
Literal: An addictive Reader App this app is geared towards older kids and combines classics and newer books into a more Gen-Z style of reading. All the books are presented as group chats. This may help Henry learn to love to read if it feels closer to his personal life and interests. Kids can also be put in groups, like a book club, to help it be more social! Writing
11. Book Creator- Student can write their own book, novel, essay etc. and put it into book creator and record themselves reading their own work. This can then be shared with students’ families and increase the home-school connection, especially with a parent that travels internationally. This may help boost Henry’s interest in his work and fluency.
12. Night Zoo-an app that makes students create their own stories with fun prompts and real
time feedback. This app also prompts with stronger vocabulary to help expand students written expression. 13. Voice to Text: Voice Dream Reader, Text to Speech, there are many apps for allowing students to speak into a microphone instead of physically typing what they want to write. This helps kids with spelling difficulties still get their ideas on paper.
14. Type-O-word prediction software to help students choose what word they want to use next based on a list of options. VII. ASSESSMENTS Explain what assessments should be given to this student to assess progress, why they
are selected, and when they would be administered over the next year. VIII. GOALS
Write an IEP goal for every challenge area
Include CCSS on which it is based ATTACH PROTOCOLS WITH YOUR ANALYSIS &/or COMPUTATIONS
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