4.2 PART 1 HENRY CASE STUDY FORMATREV.docx

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.

2.Phonics – Cunningham Names Test This assessment was 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 YOPP Singer Test: Scored correctly 13 words out of 22 60% Henry scored 60% which demonstrates that he correctly segment some items. Henry Score displays emerging phonemic awareness. 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 – (Cunningham Names Test) Correctly scored 54 names out of 70. Henry has scored 54 names correctly out of 70. Henry is showing his abilities to apply grapheme-phoneme knowledge to simple word patterns and decoding. 3.Spelling – 6 th grade test- scored 8 correctly out of 20 (40%) 7 th grade test- scored 4 correctly out of 20 (20%) Henry scored 40% in 6th grade, 20% in the 7th grade, and 0% in the 8th grade demonstrating his difficulty in word knowledge and this make it difficult to read and write proficient.

V. ASSESSMENT ANALYSIS Area Strengths Challenges Interest & motivation Close with his sister who helps with math. Parents reward Henry financially when he gets good grades. His teacher reports that he is motivated by good grades, praise and admiration. Fights with older brother when dads not home. Parents concerned with Henry’s decreasing interest in independent reading, and his lack of understanding of articles read to him. Prefers watching video games or YouTube videos. Domains 1.Phonemic awareness Because he is motivated with financial rewards, Henry does try really hard. Henry did get 13 words right. This is “emerging phonemic awareness”. Henry scored 60% demonstrating that he struggles with recognizing word sounds and to manipulate the sounds. He wants to say the word instead of the sound. Oral Language 2.Phonics – Henry scored 54 names correct. Common names were spelled correctly. Henry scored 54 names out of 70 which demonstrates his struggles with correlating sounds with letters. 3.Spelling – Student spells the word as he hears it. Henry struggles to spell. He knows this is an area of growth. He often doesn’t hear all the sounds in a word or doesn’t use English language grammar rules when spelling such as ch sh, ect. 4.Vocabulary- Henry shows strength in his understanding of the meaning of his vocabulary assessment scoring 70% on form 6A and 89% on the form 6B. Henry still needs to work on word study skills that will help him with other core subjects such as spelling .

5. Fluency – Henry scored very well in this category. He reads on average to what someone of his age should be reading. Scored 93% accuracy,111 Words read per minute A growth area for Henry is going to be working on his miscues. He had 16 miscues within this passage. Once he is able to work on this and lower it his accuracy and speed will increase. 6. Comprehension – Henry scored average in comprehension. He answered 75% of the questions correctly. This is an independent level. Henry was able to recall all of the main parts of the story. An area for him to work on is attempting to recall more of the finer details of the story. 7. Writing Henry demonstrates basic understanding of the writing process. He knows how to start with a topic sentence. Henry struggles with writing, even with writing prompts. His writing conventions are below grade level. VI. RECOMMENDATIONS- be specific – include all areas of challenge Home -for phonemic awareness we recommend practicing decoding skills at home for at least 15 minutes. The student can write an email, or letter demonstrating skills learned from the day. - for writing we recommend allowing the student to choose interest books, and articles to read and write about. School - for phonemic awareness we recommend decoding activities such as using manipulatives to help with these skills. 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. - Screening Assessment - Progress monitoring assessment - Outcome assessments - IRI at the end of every trimester to track reading levels, challenge areas, and progress, given by teachers, RSP, or aid