EDSP-622-Client Report Assignment

EDUC 622 C LIENT R EPORT P ACKET Examiner’s name: Client’s name Demonte’ Client’s age: 11 years old Grade: 6th Client Background Narrative description of client’s background and school experience ( general education or special education, any other information known ): Demonte’ an 11-year-old who is currently in the 6 th grade. Demonte’ has been enrolled in a local district since he started Kindergarten. Demonte’ is an active young boy that loves to play basketball spend time with his family, especially his big brother Shaun and work on the computer playing games. Demonte’ has a special friend I the classroom that he also loves to hang with often, Parker. Demonte’ resides at home with his parent Ms. Kenya Spruill, 3 siblings. Demonte’ has been receiving special educational services since the 2 nd grade when he was evaluated and officially diagnosed with IDMLD (Intellectual Disability Mild) from a local Children’s Doctor. Demonte’ loves to math and art but he struggles with reading comprehension, fluency, beginning, middle, ending sounds and recollecting. Demonte’ struggles with staying on task and focusing on when he is reading when he is asked to read or pronounce words. Demonte’ recently has been showing signs of aggression, frustrations and severe behaviors in school. He attends three days a week for special education services. Ms. Spruill recently had Demonte’ re-evaluated because she was experiencing challenges at home as well with Demonte’s behavior. Those results are pending. Ms. Spruill believes that Demonte’ would benefit from receiving medications for his behaviors and offer him some help with being calm while he is attending school. Demonte’ is well aware of his struggles and he often expresses that he would like to become a better reader and develop his reading skills. List of Assessments  Teacher Referral Form  Observation Checklist  Graded Word List (include all that are used with client)* SCAN AND ATTACH  Graded Passages (include all that are used with client)* SCAN AND ATTACH  Basic Reading Inventory (BRI) Performance Booklet* SCAN AND ATTACH  Qualitative Analysis of BRI Insights* SCAN AND ATTACH  Retelling Procedure (starts on pg. 405 – include the one that applies) SCAN AND ATTACH  Summary of Miscues on BRI (pg. 415) SCAN AND ATTACH  Expert Noticing Observation Guide (pg. 418) SCAN AND ATTACH  Communication of Assessment Results COPY AND ATTACH Assessment Results & Recommendations Based on Data Narrative description of test behavior and explanation of test results (250-300 words): Demonte’ struggles in the following areas of reading. Reading comprehension, fluency, beginning, middle, ending sounds and recollecting. He reads on a 2 nd grade level and he is easily distracted when given a task. When given a passage to read, the passages have to be broken down in chunks for Demonte’ to understand and not feel overwhelmed with the amount he has to read. He can read the passage but he struggles to recollect what he has read and quickly rushes through the reading passages. When Demonte’ arrives to a word that he does not understand or does not know he will skip the word, even though he has been instructed to highlight the word he is not familiar with. Those words are then added to his word list and he and I go over them together until he understands and knows how to pronounce the word. He gets very frustrated when being asked questions after reading the 3 rd -5 th level reading passages. grade level. Demonte’ is given those types of passages because his reading skills 1

EDUC 622 need to become better and the more he reads at higher levels and focuses more he will become a better reader and his comprehension skills will grow. Demonte’ does not like to be asked questions about what he has read. He becomes angry and kicks the desk. After, calming him and giving him positive redirection Demonte’ will give some information but not much from the story. Recommendations for Future Instruction with Research to Support Them (2 or more ideas for each audience listed below):  Teachers: I recommend Demonte’ keeps attending the three days a week, for special education services and have direct instruction given to him. This will help Demonte’ become closer to understanding what he reads and fluency, beginning, middle, ending sounds and recollecting. The teacher working with Demonte’ will ensure he gets all the support he needs with trying to build his reading levels daily. Direct instruction, will help him with his frustrations, being off task, and getting upset when he is asked to recollect what he has read. I would also recommend Demonte’ receiving reding passages that center around basketball, because he loves to play basketball and he has expressed that he would like to become an NBA player when he gets older. I also recommend Demonte’ slowdown when he is reading so that he can understand what he reads, recollect, and pronounce the words better.  Family: I recommend his family be patient with him and allow him so that he does not become easily distracted or frustrated. Mom at home reports Demonte’ does not take the assignments seriously and he gets angry with her when she redirects him. My recommendation is that when he becomes upset, he should be given a break and when he returns, be given encouragement. Demonte’ needs to read more at home with family. Allow him to choose the books he would like to read and after each paragraph, he needs to be stopped to recollect what he has read. Words that he does not understand, he can continue to highlight those words and be given a word list to go over daily, for better understanding. Demonte’ also will need to work on reading programs at home such as IXL reading program for struggling readers, to help him have more practice to build his reading skills. 2

EDUC 622 OBSERVATION CHECKLIST: READING BEHAVIOR Name: Demonte’ Spruill Grade: 6 th Teacher: Mrs. Clark Semester: 1 st (Day 1) Direction: Tally significant observations day by day. Space at bottom of each section can be used for noting specific errors, interpretations, general impression, evidence of progress, and recommendations. Oral Reading and Group Instruction Periods Word Recognition Skills Comprehension Peer Relationships _x_Basic sight vocabulary __Answers factual questions _x_Gets along well with girls _x_Tries to sound words correctly _x_Gets along well with boys _x_Tries to pronounce by syllables __Gives main ideas __Respects others __Tries to analyze structure __Tells whole story accurately _x_Disturbs others _x_Substitutes another word __Draws conclusions _x_Works alone only _x_Makes wild guesses __Makes generalizations __Works well with one other child __Reverses letters __Follows directions __Uses index __Reverses words __Gives sensible reasons on __Uses table of contents __Reverses phrases thought questions __Uses dictionary __Uses context clues __Gives fantastic, irrelevant __Uses maps reasons on thought questions __Uses diagrams __Relates reading to experience __Uses encyclopedia __Expression in reading Insights for oral reading: Demonte’ struggles in the following areas of reading. Reading comprehension, fluency, beginning, middle, ending sounds and recollecting. Silent Reading (Free-choice Reading or Library Time) Location of Material Attitude Toward Reading Reading Level Physical Factors _x_Finds suitable book quickly __Engrossed in book __Primer _x_ Holds book up __Follows suggestions of __Enjoyment evident __First __ Holds book close to face other children __Independent _x_Second _x_ Lip movements _x_Has teacher help _x_Dependent upon others __Third _x_ Squints __Selects too advanced books _x_Uninterested, resists __Fourth __ Blinks eyes __Takes useful notes or avoids reading __Fifth __ Eyes red or watery __Uses table of contents _x_Easily distracted __Sixth __ Complains of dizziness __Unable to find any book __Other __Seventh _x_ Bends over book of interest to him __Other _x_ Fatigue posture Interests __Animals _x_Sports _x_People _x_Art __Science __ Car, planes, etc. __History _x_Music _x_Adventure __ Rockets __Fairy tales __ Armed forces Insights for silent reading: Demonte’ is an active young boy that loves to play basketball spend time with his family, especially his big brother Shaun and work on the computer playing games. Listening To Story Read Aloud Interest __Listens attentively __Evident appreciation of story- __Tells main ideas _x_Listens part of the time talks about it __Tells whole story accurately _x_Easily distracted __ Asks related questions __ Relates ideas to own experiences _x_Restless and preoccupied _x_ Responds to humor and excitement 4

EDUC 622 Insights for listening: Demonte needs to slowdown when he is reading so that he can understand what he reads, recollect, and pronounce the words better. OBSERVATION CHECKLIST: READING BEHAVIOR Name: Demonte’ Spruill Grade: 6 th Teacher: Mrs. Clark Semester: 1 st (Day 2) Direction: Tally significant observations day by day. Space at bottom of each section can be used for noting specific errors, interpretations, general impression, evidence of progress, and recommendations. Oral Reading and Group Instruction Periods Word Recognition Skills Comprehension Peer Relationships _x_Basic sight vocabulary __Answers factual questions _x_Gets along well with girls _x_Tries to sound words correctly _x_Gets along well with boys _x_Tries to pronounce by syllables _x_Gives main ideas __Respects others __Tries to analyze structure __Tells whole story accurately _x_Disturbs others _x_Substitutes another word __Draws conclusions _x_Works alone only _x_Makes wild guesses __Makes generalizations __Works well with one other child __Reverses letters __Follows directions __Uses index _x_Reverses words __Gives sensible reasons on _x_Uses table of contents __Reverses phrases thought questions __Uses dictionary __Uses context clues __Gives fantastic, irrelevant __Uses maps reasons on thought questions __Uses diagrams _x_Relates reading to experience __Uses encyclopedia __Expression in reading Insights for oral reading: Demonte’ struggles in the following areas of reading. Reading comprehension, fluency, beginning, middle, ending sounds and recollecting. Silent Reading (Free-choice Reading or Library Time) Location of Material Attitude Toward Reading Reading Level Physical Factors __Finds suitable book quickly __Engrossed in book __Primer __ Holds book up __Follows suggestions of __Enjoyment evident __First _x_ Holds book close to face other children __Independent _x_Second _x_ Lip movements _x_Has teacher help _x_Dependent upon others __Third _x_ Squints __Selects too advanced books _x_Uninterested, resists __Fourth __ Blinks eyes __Takes useful notes or avoids reading __Fifth __ Eyes red or watery __Uses table of contents _x_Easily distracted __Sixth __ Complains of dizziness _x_Unable to find any book __Other __Seventh _x_ Bends over book of interest to him __Other _x_ Fatigue posture Interests __Animals _x_Sports _x_People _x_Art __Science __ Car, planes, etc. __History _x_Music _x_Adventure __ Rockets __Fairy tales __ Armed forces Insights for silent reading: Demonte’ is an active young boy that loves to play basketball spend time with his family, especially his big brother Shaun and work on the computer playing games. Listening To Story Read Aloud Interest __Listens attentively __Evident appreciation of story- __Tells main ideas _x_Listens part of the time talks about it __Tells whole story accurately _x_Easily distracted __ Asks related questions __ Relates ideas to own experiences _x_Restless and preoccupied _x_ Responds to humor and excitement 5

EDUC 622 Insights for listening: Demonte needs to slowdown when he is reading so that he can understand what he reads, recollect, and pronounce the words better. Scan & INSERT the remaining assessment documents in the order listed on the cover page. Submit your packet as ONE Word document in both LiveText and Canvas. 7