STUDENT ASSESSMENT AND INTERVENTION PROPOSAL

Student: Tori Student D.O.B.: October 21, 2002

Parent: Matt Age: 13 years, 7 month

Date: June 6, 2016 Grade: 7.9

Examiner: Laura Frericks Location: Middle School Library

Tori Student is a 13-year, 7-month-old seventh grader at Milwaukee Middle

School. Tori is a very friendly, social girl who makes friends easily and enjoys coming to

school each day. According to the MAP Reading Assessment used at Milwaukee Middle

School, Tori performed Average in Literary Texts, Informational Texts, and Low

Average in Vocabulary.

Tori does not have an IEP, nor does she receive any special services in school.

However, Tori is currently part of a Tier 2 classroom intervention program called LLI -

Leveled Literacy Intervention, and her intervention teacher asked that she be evaluated

to provide additional information for possibly qualifying Tori for an IEP and student

services for Reading. Toris intervention teacher reports that she enjoys participating and

helping others in her classes, especially group and partner work, but that she tends to

avoid reading and writing assignments. Tori was recommended for a Tier 3 reading

intervention program called Read 180, but Tori and her parents opted out of this

recommendation because they did not want her to miss social studies class.

According to the Burke reading interview, Tori employs several important

strategies when she feels she is not understanding what she is reading; she will sound it

out, re-read, or ask for help. She greatly dislikes reading out loud in class. The last book
 she enjoyed reading was Sadako and the Thousand Paper Cranes, which she read in

fourth grade. Tori reports that she does not read for pleasure outside of school. Toris goal

is to be able to read the Divergent series with her friends and to raise her grades in school.

An interest inventory revealed that Tori enjoys Functional Art class. She made a

beautiful purse out of duct tape, and she would like to work in fashion some day. She is

very proud of the pictures she takes and shares on her Instagram account. She is very well

liked in school, and she enjoys visiting the School Forest after school and taking

photographs of nature. Next year, she plans to get a job at a restaurant with her friend

and try out for the school POMS team.

Assessment Scores

QRI-6
Word List Pre-test Scores: Administered: May 9th, 2017
Independent: Fourth Grade 90% (90% automatic, 0% identified)
Instructional: Fifth Grade 80% (75% automatic, 5% identified)
Frustration: Upper Middle School 60% (55% automatic, 5% identified)

Narrative Pre-test Scores:

Instructional: Margaret Mead
Unfamiliar with topic based on concept questions (familiar 25%, unfamiliar 75%), 2 miscues/1
meaning-change miscue (independent), 68 wcpm, minimal retelling- only stated 12 out of 46
ideas- gave no background/setting, 88% comprehension (4/4 explicit, implicit)

Expository Pre-test Scores:

Instructional: The Octopus
Moderately familiar with topic based on concept questions (familiar 50%, unfamiliar 50%), 4
miscues/0 meaning-change miscues (independent), 81 wcpm, minimal retelling- only stated 11
out of 54 ideas- gave no main ideas, 75% comprehension ( explicit, implicit)

SYNTHESIS AND INTERPRETATION OF INFORMATION COLLECTED

Reading Achievement

Grade Level: 5th Grade

 Instructional Reading Level: 5th grade
Instructional reading level determined by QRI-6 word lists, QRI-6
expository and narrative reading passages, and MAP reading
assessment. All of these sources of data show that Tori is instructionally
at a fifth grade reading level.

Word Analysis Skills

( + strength, - weakness)
Initial Consonants +
Ending Consonants +
Consonant Blend +
Consonant Digraphs +
Short Vowel -
Long Vowel -
Vowel Digraph -
Rimes +
Initial Consonant Blends +
Controlled Vowels -

Comprehension
( + strength, - weakness)
Retelling -
Explicit Questions +
Implicit Questions +
Familiar Text -
Expository Text -
Narrative Text +

Considerations for Student Learning

Strengths: recognizes word endings (-ed, -es, -tion, s), recognizes word syllables,
identifies sight-words through fifth grade, comprehension
Needs: vowel sounds (short/long), self-monitoring, building prior-knowledge, fluency, retelling
(both expository and narrative)
Ideal Learning Modes: quiet setting, prior engagement with topic, clear expectations
Attitude Toward Learning / Competence: enjoys learning and being social, very cooperative.
Dislikes reading in front of class, and does not care for writing.
Physical / Medical Considerations: none
RECOMMENDATIONS
Word Study
Vowel Sounds- work on recognizing the difference between the short and long vowel sounds
CVC word games
Missing vowel mats
Short/long vowel sorts
Vocabulary- work on building knowledge of specific content vocabulary such as anthropology
(from Margaret Mead) and fluid (from The Octopus)
 Define it, use it dice game
Vocabulary cubes
Slap it!

Comprehension Strategies, Narrative & Expository

Prior Knowledge- encourage student to share and discuss before the reading
Retelling- Narrative: background/setting and Expository: main ideas
Five finger retell
Heres the scoop
Roll and retell

Fluency
Self-Monitor- student must monitor her pace and how she sounds aloud
Warm reads
Re-read
Automaticity- recognizing words right away
Sight-word flash cards
Re-read

Integrated Writing Plan

Writing will be integrated throughout each session during retelling or comprehension. Student
will be working with graphic organizers, free-writing, or short answer questions. Through work
with vowel patterns, spelling should improve throughout the sessions.

Toris QRI Information

https://drive.google.com/drive/folders/0Bzv1RPLn2HaDNWJHRWhveHhuWTQ