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RJM EDR 317/318 FALL 2017 SLO/CASE STUDY 1 EDR 317/318 BLANK SLO/Case Study Template Examiner: Aleah Costello PART 1 - CLASSROOM CONTEXT 1 Class/Course Target Population (or
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  RJM EDR 317/318 FALL 2017 SLO/CASE STUDY 1 EDR 317/318 BLANK SLO/Case Study Template Examiner:  Aleah Costello   1 PART 1 - CLASSROOM CONTEXT A Class/Course Reading Practicum EDR 317/318 Target Population (or name of student) : Alyssa Smith Class Frequency MWF Science, ELA, Occasionally Social Studies Typical Class Duration Science/Social Studies  –  40 minutes ELA  –  2.5 hours Class Size : 27 Grade Level : 4 District West Chester Area School District School Fern Hill Elementary School 1 CLASSROOM CONTEXT B Analysis of Student Performance (Stage 1) Danielson 1b Describe the data sources used (NWEA, DIBELS, Unit test, and etc.) that provide evidence of a  potential instructional concern that warrants significant academic support. Describe your analysis of the data and areas of concern with respect to one  academic standard. After meeting with the mentor teacher and carefully observing all students in the class, the examiner was able to make a decision on which student needed extra support and who would greatly benefit from her intervention strategies. The ment or teacher shared the student’s reading  group level, most recent test scores, and Elementary Spelling Inventory. Once the examiner was given this data, she administered a few interest inventories, which allowed her to learn more about Alyssa’s interests and her motivation when it comes to readi ng. The data given from the Teacher’s College Reading and Writing Project benchmark assessment indicated that the student was having trouble with fluency and overall comprehension. It specified that she was an Independent reader at level N and an Instructional reader at level O. She was placed in the lowest reading group that allows for more scaffolding at her level and her most recent tests displayed scores lower than the class average. At the beginning of the year she was placed in the Syllables and Affixes (Early) stage of Word Study. Within this spelling stage, Alyssa learns about adding  –  ing, -ed, inflectional endings (base word  –   s, -es, -ing), unusual past and present tense, along with many other types of sorts. On her first Words Their Way test, she scored a 40/50, which is an 80%. Through careful observation during the school day, the examiner noticed the student would often answer comprehension questions wrong or give an answer that is unrelated to the question. This was also seen true in any application-type question on a test. The student struggled with some of the basic multiple choice questions as well and the mentor teacher cut up post-it notes and put the choices on the post-it notes. Alyssa was then able to move the answers to the correct spots. Through this, it was evident that she needed to focus on fluency and comprehension strategies and skills. Identification of Instructional Need & Identification of Target Population (Stage 1) Danielson 1b Based on the data collected above identify the instructional needs and how it will relate to your goal, essential question and standards. What research was conducted on students (Individualized Education Plan [IEP], English Language Leaner [ELL]) and rational for selecting the target To determine the level of instruction needed, the examiner began observing and administering leveled passages with comprehension questions. Based on Alyssa’s rate, accuracy, prosody and comprehension the examiner was able to determine that the student was struggling with reading fluently and because of this she was unable to answer comprehension questions accurately. The answers to the comprehension questions proved that the student was not consistently using strategies nor using them effectively in order to aid comprehension. This information identified that the student has instructional needs in all aspects of fluency and in comprehension. The goal is for the student to accurately read a passage with a 98% accuracy rate and answer 4/5 comprehension questions correct.  RJM EDR 317/318 FALL 2017 SLO/CASE STUDY 2 group C Goal Statement Danielson 1c  A description of the enduring understanding or big ideas that  students will  possess at the end of the Learning  plan based on  grade level content  standards and curriculum. Alyssa will be able to demonstrate fluency while reading by being 98% accurate on her instructional level. Alyssa will be able to demonstrate comprehension by reading and being able to answer 4/5 of the comprehension questions. D Essential Questions Danielson 1c Essential questions center on major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the goal (enduring understandings). They need to go  beyond who, what and where.  They need to lead to the how and why. Why is fluency important as a reader? How does comprehension help us? How does fluency lead to comprehension? PA Standards http://www.pdesas.org/Standard/view  or  https://www.pdesas.org/Page?pageId=11 Standard - CC.1.1.4.E Read with accuracy and fluency to support comprehension: ã Read on -level text with purpose and understanding. ã Read on -level text orally with accuracy, appropriate rate, and expression on successive readings. ã Use context to confirm or self  -correct word recognition and understanding, rereading as necessary. ISTE Standards www.iste.org  E Academic Language Danielson 1a and 1b What key terms are essential to this content? What terms are essential to develop and extend students’ vocabulary? What opportunities will  you provide for  students to  practice the new What key terms are essential to this content? Comprehension, background knowledge, evidence, support, schema, leveled passages, rate, automaticity, prosody, expression, tone, punctuation, phrasing What terms are essential to develop and extend students ’   vocabulary? Comprehension, background knowledge, evidence, support, tone, expression What opportunities will you provide for students to practice the new language and develop fluency, both written and oral? The student will be reading, out loud, a leveled passage that will lead into comprehension questions. The student will have the comprehension question read out loud to her and she will answer the question. The student will go back a few days later, reread the passage silently and find the answer in the text where the answer is confirmed. The student will be practicing reading with expression and focusing on what it means to read with expression. She will be using the word “expression” and explaining what it means to read with expression. She will also be practicing expression with different voices and discussing how she  RJM EDR 317/318 FALL 2017 SLO/CASE STUDY 3 language and develop fluency, both written and oral? should be reading with expression even when she is silently reading. 2 PRE- AND POST-ASSESSMENT PLAN (STAGE 2 SLO RUBRIC) The various tools/assessments which will be used to measure student achievement toward a specific goal. F Describe the pre and post assessment (such as performance task and rubrics) that measure students’ understanding of the goal. The pre and post assessments are leveled passages that correlate with comprehension questions. Both of the pre and post assessment passages are about a topic that Alyssa enjoys, which was learned from her interest survey. The pre and post assessments are from the Reading A-Z Website (https://www.readinga-z.com/). The assessments include a passage along with 5 comprehension questions. The first nonfiction preassessment was titled  Rhino Rescue  and was a level R. This passage is the same level as the Teacher’s College level N. The second fiction preassessment was titled The  Field Day Flash Mob   and was a level S. This passage is the same level as the Teacher’s College level O. The student read both of these passages orally to the examiner. The first nonfiction postassessment was titled  Billy Mills, Olympic Star   and was a level R. This passage is the same level as the Teacher’s College level N. The second fiction postassessent was titled The Hidden House  and was a level S. This passage is the same level as the Teacher’s Colleg e level O. The examiner rotated between nonfiction and fiction due to the information given from the student on her interests. G How will you ensure the assessments are valid and reliable data? If using a  proprietary assessment  provide information on the tool and why it was selected. If the tool is not  proprietary discuss how you will ensure content validity and reliability? The examiner will ensure the assessments are valid and reliable data. The assessments come from the Reading A-Z Website (https://www.readinga-z.com/) where the assessments are leveled benchmark assessments and are both reliable and valid. The assessments are valid because they measure fluency and comprehension and the data taken shows whether or not the student is fluent in reading and comprehension. The assessments are also reliable because they are consistent across the board. They are leveled passaged that include 5 comprehension questions, both implicit and explicit. The assessments include a passage along with comprehension questions. The first preassessment was titled  Rhino Rescue   and was a level R. This passage is the same level as the Teacher’s College level  N. The second preassessment was titled The Field Day Flash Mob  and was a level S. This passage is the same level as the Teacher’s College level O . The first nonfiction postassessment was titled  Billy  Mills, Olympic Star    and was a level R. This passage is the same level as the Teacher’s College level  N. The second fiction postassessent was titled The Hidden House  and was a level S. This passage is the same level as the Teacher’s College level O. H Assessment Window: Assessment window should not be included as  part of the learning plan activities. Pre-assessment should  be administered well in advance of instructional delivery. Post-assessment should  be administered after the last day of formal instruction. Preassessment 1: October 16, 2017 Preassessment 2: October 20, 2017 Postassessment 1: Novemember 29, 2017 Postassessment2: November 29, 2017 Baseline and Trend Data After administering the  pre-assessment, describe the data used to identify assessment and The preassessment was administered one-on-one in the hallway with minimal distractions. The student was able to focus on the reading in front of her. During both preassessments, Alyssa had awkward phrasing and would become uncomfortable and avoid reading if anyone were to be passing  by in the hallway. Throughout the reading, she was able to self-correct a few of her mistakes, but most mistakes did not change the meaning of the passage. For both passages, the student had an accuracy rate of 96%. In the first preassessment,  Rhino Rescue,   Alyssa inserted “the” in the second  RJM EDR 317/318 FALL 2017 SLO/CASE STUDY 4 I growth targets. Explain how this data helped you identify the growth targets for your students. How was the assessment done? What were the results of the data gathered? and third paragraph a nd changed words to similar words. For example, she changed the word “these” to “those” and “roam” to “room”. After reading, h er comprehension score was a 3/5 (60%). In the second preassessment, The Field Day Flash Mob, Alyssa changed words to similar words again. For example, she changed “surprise” to “super” often changed the ending of a word. She changes “urged” to “urges” and “others” to “other”. In this passage, she After reading the second passage, her comprehension score was also 3/5 (60%). The goal is for Alyssa to increase her fluency and accuracy, which will aid to increasing her comprehension. 3 ACHIEVEMENT GOAL (STAGE 1 SLO RUBRIC) Select the type of growth that will be used for the SLO  __Tiered __ Uniform Growth Target X Individualized Growth Target (Half-Split Target) J Identify actual  performance (e.g., grades, test or rubric score) targets from the  baseline data collected. Include  patterns and themes and qualitative data collected. The data should be  presented in a table format. From October to December, Alyssa will demonstrate the ability to read fluently by only making 4-5 miscues on both nonfiction and fiction Reading A-Z passages at level N and O (level R and S on Reading A-Z). From October to December, Alyssa will demonstrate the ability to comprehend both nonfiction and fiction passages by receiving a score of 80% (4/5) at the level N and O (level R and S on Reading A-Z) on comprehension questions. Student Name Type of passage Baseline (Preassessment) Growth or Achievement Goal Final Score (Postassessment) Exceeds/Meets Goal (yes/no)  Alyssa (FLUENCY)   Nonfiction (R) 96% (6 miscues) 4-5 miscues per  passage 97% (4 miscues) yes Alyssa (FLUENCY)  Fiction (S) 96% (7 miscues) 4-5 miscues per  passage 96% (6 miscues) no Alyssa (COMPREHENSION)   Nonfiction (R) 60% (3/5) 80% (4/5) 40% (2/5) no Alyssa (COMPREHENSION)  Fiction (S) 60% (3/5) 80% (4/5) 60% (3/5) no NOTED OBSERVATIONS: While reading, Alyssa would trip over a word and giggle or uncomfortably laugh. Alyssa often answered oral comprehension questions incorrectly because she would talk about something that had nothing to do with what the question asked. The examiner noted that while Alyssa was reading, she would read similar to a robot in a very monotone voice, which affected the comprehension of the passage. During the postassessment Alyssa was showing skills of reading with expression. During the postassessment, Alyssa was phrasing correctly and showing proper fluency while reading. Achievement Goal Alyssa will demonstrate the ability to read fluently by only making 4-5 miscues on nonfiction and fiction Reading A-Z passages. Alyssa will demonstrate the ability to comprehension the passage by receiving a score of 0% (4/5) at the level N and O (level R and S on Reading A-Z) on comprehension questions. 3 INSTRUCTIONAL PLAN OUTLINE: Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the content. (STAGE 2 SLO RUBRIC)
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