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ITL 514Individual Assessment, Analysis, & Planning ProjectAssessment Assignment – Section One ASSESSMENT & ANALYSISCOVER SHEETStudent’s First Name : Jacob________________________________________Parent/Guardian Name: Alysia Stephenson_______________________________School: St. John Notre Dame School_____________________________________ Principal: Keith Martin______________________contact: 916-985-4129Teacher: Courtney HamiltonContact: courtney.hamilton@____Attach permission slip (See Course Resources)Assessment Assignment – Section One ASSESSMENT & ANALYSISStudent First Name: Jacob______ DOB: September 14, 2007 Grade: 5th. Chronological Age: 11 years oldBACKGROUND HISTORY - LearnerFactors to investigate:Siblings: Jacob has three older sisters. He is the youngest in his family. Family size: Jacob has a large family. There are five immediate family members living in household. Are there any medical or emotional health issues that might impact the child’s reading? Jacob has some hearing loss and has to wear hearing aids. He has to sit in the front of the class and wear his hearing aids to support his current level of need. Is English the child’s first language? What is the family’s first language? English is the child’s primary language. English is also the families first language and is the only language spoken in the home. School history: The child has attended three schools since kindergarten due to relocation.Are there any behavior problems: No known behavior problems. Have there been any previous interventions? No known previous interventions. ASSESSMENTS TO BE ADMINISTEREDSee Course Resources for samples of all assessments. Interest and attitude surveyPhonemic awareness Phonological test: Yopp Singer, IAPAPhonics – decoding – San Diego Quick, or Names testSpelling – Required: Use the appropriate Spelling Inventory from Appendix A in the “Words Their Way” textbookFluency – You can use one of the passages of the Informal Reading Inventory (IRI) in order to obtain a fluency score/range Comprehension – Use an IRI with a comprehension rubric (list of questions) to assess comprehension. This will provide you with a series of miscues to analyze from the running record portion of the assessment and also information regarding the child’s ability to comprehend what was just read. If you do not have a formal IRI (see Course Resources for a list of IRIs), then have the child retell the passage in their own words once they have finished reading it. (Do not allow them to look at the passage after they have read it once.) Writing – get sample of their own creation or dictate something to them. Fill in the following chart, providing the specific name of each assessment used, what specifically is being assessed, and why you feel this child needs to have this reading area assessed.AreaName of Assessment GivenExplain what is being assessed and why this assessment is needed for this childInterest & motivation Interest Inventory & Elementary Reading Attitude Survey. The Interest Inventory measures the student’s current interests both academically and personally. The Elementary Reading Survey assess the student’s motivation and interest in reading. This assessment is required by the teaching credential program at National University. No prior knowledge to support why this assessment is needed. 1.Phonemic awareness Yopp Singer The Yopp Singer assessment assess the student’s ability in phonemic segmentation. Students ability in breaking apart words to identify individual sounds. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed. 2.Phonics Names TestThe student’s emerging decoding skills is being measured. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed. 3.Spelling Words Their Way Spelling Inventory ESIAssess the student’s current ability in identifying letter names, word patterns, syllables, and affixes. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed. 4.VocabularyOPM: Oral Reading Fluency Passage “Hoop Dreams”Assess student’s current level of understanding regarding vocabulary. Knowledge of word meaning is assessed by the student’s ability to decode and understand context clues. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed. 5.Fluency OPM: Oral Reading Fluency Passage “Hoop Dreams”Assesses the amount of words the student can accurately read per minute. This assessment also measures student’s strengths, and challenges with reading including, pace, expression, and word knowledge. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed.prehension Fiction Comprehension Score Sheet based from Fluency passage. The purpose of this assessment is to determine the students understanding of a text or passage. This assessment determines if the student is able to recall the setting, characters, plot, and mood of a story. This assessment is required by the credential program at National University. No prior knowledge to support why this assessment is needed. 7.Writing My Writing The purpose of this assessment is to gain knowledge about the student’s motivation about writing. This assessment is also required by the credential program at National University. No prior knowledge to support why this assessment is needed. ASSESSMENT RESULTSList the data which resulted from the assessment. Identify what this means for the child. AreaData What do these results mean academically?Interest & motivation Interest Inventory-Jacob enjoys video games, and basketball. -His favorite subject is reading and enjoys reading about history. -His favorite thing in the world is candy, and he enjoys spending time playing video games. -He stated that “he does not like to write”.-He would like to spend more time doing art and learn more about math. Elementary Reading Attitude Survey-Recreational Reading score: 30/40, 75%.-Academic Reading score: 32/40, 80%-Full scale score: 62/80, 77%-Jacob enjoys reading at school, and for fun at home. -He does not like reading over summer vacation and would rather play than read. -He likes to answer questions about reading, however he does not like workbook pages, and reading different types of books. -Does not like using dictionaries. -Academically the results indicate that Jacob is motivated to read, and genuinely enjoys reading. - He is not motivated by workbook pages, and “busy work”. -Academically results also indicated that Jacob does not like to write and lacks confidence/motivation. 1.Phonemic awareness Yopp-Singer- Jacob did an excellent job on the Yopp-Singer Assessment. -Total words read: 22-Errors: 1 -Self-correction: 1 Made the double “o” sound in the word dog. He said “doog” instead of “dog”. -Academically the results indicate that he has strong phonemic segmentation skills. Jacobs awareness that speech is made up of multiple sounds is strong. The results also indicate that he can isolate sounds and break up words in to parts. 2.Phonics Names Test- Total names read: 35-Errors: 10 -Self corrections: 2Score: 25/35, 71% mon errors made were the omission of a letter sound. He made four omission errors. For example, he omitted the “p” from the name “Sampson”. Made the short “a” sound instead of the short “e” sound. -Academically he did a good job for his age and grade level. He predominately struggles with omitting letter sounds (decoding skills). Jacob read through the names really fast, which resulted in him skipping over parts of the name, especially the end of a name. “For example, he said “berth” instead of “bertha”. 3.Spelling Elementary Spelling Inventory (ESI)-Total words: 25- Correct: 19-Errors: 6-Self Corrections: 2Total score: 19/25, 76%-Two double consonant errors. For example, he omitted a “p” in the word “shopping”, and a “r” in the word “carries”. -Added a “d” and the end of the words “ripen”, and “civilize”. (vowel suffix “ed”). - Academically results indicate that he is overall a good speller. He is able to quickly reflect and make self -corrections. Results also indicate that he struggles with spelling words that have a double consonant. He leaves out one of the consonants. 4.VocabularyOPM: Oral Fluency Passage “Hoop Dreams”-Fluency results, and comprehension results indicate that Jacob has a good understanding of word meaning, and contextual understanding. Scored 96% in fluency. -Comprehension scores: moderate/extensive. -No indication that he did not understand what major terms in the story meant. -Word knowledge: strong Academically results indicate, that Jacob has a strong sense of word knowledge. Jacob was able to use word meanings throughout the story to support his overall understanding of the passage. 5.Fluency OPM: Oral Fluency Passage “Hoop Dreams”-Total words attempted in 60 seconds: 160-Errors: 5-Fluency (WCPM): 155, 96%. -Self-corrections: 3-Skipped words: Kyle, team, special, and stands. -Noted that he did an excellent job. -Noted that he is a really fast reader, which resulted in skipping words. -Academic results indicate that he is able to make self-corrections. -He is a fast reader, which results in him skipping over words in the text. Four out of the five errors were him skipping a word. 96% accuracy indicates that he has developed strong fluency skills. He also reads with expression.-Difficult time stopping at periods. Would often read into the next sentence without pausing. prehension Fiction Comprehension Score Sheet-Minimum: no checks-Moderate: 3 checks-Extensive: 7 checks-Jacob is able to accurately answer questions about the characters, setting, plot, mood, and personal reflection. He understands the major parts of a story. -Able to make inferences and connect to his own feelings. -Academically, the results indicate that Jacob has a good sense of identifying major parts of a story.- He is able to make inferences, and connect his own experiences, and feelings to what is happening in the story.- Understands beginning, middle, and end of a story. 7.WritingMy Writing-Jacob answered “no” to 5 out of six questions about writing. -Based on the assessment he does not like writing or publishing his writing. -He also does not like to sit in the authors chair and believes that his family does not like to read his books.-He does receive support from kids in the class to help him write. -The prompt for the writing sample was “tell me something that happened at school today”-Good sense of sentence structure, punctuation, and capitalization. 3 spelling errors: “libay” for library, “forgeted” for forgot, and “libbarian” for librarian. -Academically, Jacob lacks motivation in writing. Jacob has a negative attitude about writing and lacks confidence. Jacob however did great with capitalization, punctuation, and making clear sentences. ASSESSMENT ANALYSISIdentify the child’s strengths and areas of need, justifying your statements by citing the data (from the Assessment Results) on which you are basing your statements. AreaStrengths, based on . . .Areas of Need – Challenges, based on. . .Interest & motivation Strength #1Motivated to Read: based on the “Elementary Reading Attitude Survey”, Jacob is highly motivated and enjoys reading. Jacob averaged 80% for his attitude towards academic reading, and 75% for his attitude towards recreational reading. He often circled that he really enjoys reading at school, and at home for fun.1.Phonemic awareness Strength #2-Letter/sound Identification: based on the “Yopp-Singer assessment” , Jacob shows outstanding ability to accurately identify letters, and their correlating sounds in a word. He got twenty-one words correct out of twenty-two (Yopp-Singer). 2.Phonics 3.Spelling Area of Need #1-Double Consonants: based on the “Elementary Spelling Inventory (ESI)”, Jacob struggles with accurately spelling words that have double consonants. He omits one of the repeating letters. For example, he omitted a “p” in the word “shopping”. He also omitted a “r” in the word “carries”. 4.Vocabulary5.Fluency Area of Need #2-Reads too fast: based on the “OPM: Oral Reading Fluency assessment”, Jacob reads too fast which results in him skipping over words. 4 out of 5 errors were made due to him skipping over a word. He also does not pause when there is a period and runs into the next sentence. prehension Strength #3-Understands major parts of a story: based on the “Fiction Comprehension assessment”, Jacob is able accurately identify main characters, setting, plot, mood, and reflect personally. -Jacob scored under the moderate and extensive areas for each comprehension component. Moderate: 3 checks. Extensive: 7 (Fiction Comprehension assessment). 7. Writing Area of Need #3-Motivation: based on the “My Writing” assessment, Jacob lacks motivation in writing. He stated that he does not like to write or share his writing. He lacks significant confidence in this area. PROPOSED GOALSWrite goals for each of the child’s areas of need. The goals should link to the Common Core State Standards whenever possible.Goals required for the following 2 areas: Common Core standardInterest & motivation goal: The student will learn how to use a dictionary, and practice looking up unfamiliar words when reading. I was unable to find a common core standard for this particular learning goal. Comprehension goal: The student will read more challenging texts and express their understanding through writing. HYPERLINK "" CCSS.ELA-LITERACY.RL.5.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.Include goals for the following if they are areas of needPhonemic awareness : Not a determined area of need:Phonics: Not a determined area of need. Spelling goal: The student will demonstrate the ability to identify and spell words accurately that have double consonants. I was unable to find a common core standard for this particular learning goal. Vocabulary: Not a determined area of need.Fluency goal: The student will read shorter passages, with appropriate pace, and accuracy. Passage length will increase overtime as student achievement increases. HYPERLINK "" CCSS.ELA-LITERACY.RF.5.4Read with sufficient accuracy and fluency to support comprehension.Writing goal: The student will produce writing samples weekly that demonstrate purpose and meaning to the author. HYPERLINK "" CCSS.ELA-LITERACY.W.5.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ReflectionSignature Assignment Part One ReflectionAdministering the required assessments was a challenging process for me. It took a lot of time learning how to accurately administer, and record assessment results. I used the course resources, course textbooks, and the internet to support my understanding for all seven assessments. The first assessment I administered was the Interest Inventory and Reading attitude assessment. This was the easiest assessment to give as it was a questionnaire style, where the student told me about himself. The second assessment I administered was the Yopp- Singer. This assessment was easy for me to learn how to administer. Directions were clearly stated and supported my ability to administer the assessment effectively. The third assessment I administered was the Names Test. This assessment was challenging at first for me. I did not know what to do with the list of names, nor understand how I was to record data collected. I had to do research on how to administer this assessment. Once I became more knowledgeable, I was able to administer this assessment with ease, and accuracy. The fourth assessment I administered was the Words Their Way Spelling Inventory. This was by far the hardest assessment for me to understand. I referred to the textbook, but I had a really challenging time understanding how to record the assessment results. The chart simply did not make sense to me. I ended up using the first page of the assessment to record the students’ performance. I read the word, followed by the sentence, and asked the student to then spell the word. I recorded the results on the first page. The fifth assessment I administered was the OMP Reading Fluency assessment. This was also a challenging assessment to learn how to administer and record data. It took practice learning how to record miscues, self-corrections etc. After some practice this was one of the assessments, I chose to use for the video recording requirement of this assignment. After the fluency assessment I went right in to the comprehension assessment. I chose to use the same story used in the fluency assessment to measure the student’s comprehension capabilities. I created a comprehension assessment on word following the “Fiction Comprehension Score Sheet” presented in one of the case studies. I had a lot of fun making this assessment on word. I also chose to measure the student’s vocabulary from the fluency and comprehension assessments. The last assessment I used was the “My Writing”. This assessment was very easy to give, and I was able to understand it full. The video portion of this assignment was scary for me. I was extremely nervous to video myself administering the two assessments. I was nervous that I would mess up or do something wrong. I had to remember that it’s okay to make mistakes, because that is how we continue to learn as aspiring teachers. After watching the video, I wish I had been a little bit more interactive with the student. I think I let my nerves hold me back from being more relaxed throughout the video. At the end of it all, I did end up really enjoying this experience. Administering the assessment was done over a course of two days. On day one the student was starting to lose focus and I could tell he was getting overwhelmed. I decided to administer only half of the assessments on day one. I administered the last half of assessments on day two along with the video recording. I found that splitting it up into two days was beneficial for the student’s needs. Spending time on learning how to administer the assessments was also very effective. Preparing and prior planning really made the flow of administering these assessments go smooth. The one area that I feel I need to improve is learning more about administering the spelling assessment. Like I mentioned earlier, I had a lot of trouble understanding the chart and how to properly record the data. I plan to reach out to my peers and ask them to share how they completed this assessment. I feel that I will benefit from learning how they interpreted the assessment. I also plan to do more in depth research, and practice on my own until I master this assessment. The portion of the analysis that I found to be most challenging was the “goals” section. I had a hard time developing goals that met their need, while also connecting to common core. I ended up focusing strictly on developing a goal to meet the area of need and found that this made it easier. I expressed my goals like I would a learning goal in a lesson plan. This will ensure that I am getting practice creating and transferring goals into lessons. One resource that I plan to utilize next time to help with the assessments are reaching out to credentialed teachers. Credentialed teachers are great resources for support and getting advice on assessments. I have made some great connections in this credential program with other teachers, so I plan to reach out and ask for suggestions, advice, and their experiences. Overall this assignment was very informative and gave me hands on opportunity to apply my current understanding about administering and analyzing assessment results. This assignment gave me the opportunity to practice, and continually improve. ................
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