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EDUC 622 ~ Case Study

EDUC 622 ~ Case Study. K. Marren April 4, 2017. Student Information. Name: Sarah McLachlan Grade 9 student @ Halifax Secondary School Chronological age: 15 years, 1 month Parents: David Usher (dad), Sabrina Usher (mom). Reason for Referral.

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EDUC 622 ~ Case Study

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  1. EDUC 622 ~ Case Study K. Marren April 4, 2017

  2. Student Information • Name: Sarah McLachlan • Grade 9 student @ Halifax Secondary School • Chronological age: 15 years, 1 month • Parents: David Usher (dad), Sabrina Usher (mom)

  3. Reason for Referral • Parents have met with school counsellor on many occasions regarding academic struggle and attention concerns • Counsellor brought student forward to School Based Team • School Based Team referred for assessment • Goal of the assessment is to determine her academic strengths and needs

  4. Background Information • Developmental ~ no medical concerns in pregnancy ~ reached developmental milestones ~ during first 5 years, a lot of turmoil and stress ~ no history of learning problems ~ history on both sides with depression and anxiety

  5. Background Information • Social/Emotional Background ~ always been described as a “free spirit” ~ highly engaging and energetic and has lots of friends ~ highly sensitive and emotional ~ parents report that she has a quick temper ~ most happy when she is physically active ~ skilled athlete (competitive volleyball, etc)

  6. Background Information • Educational History ~ daycare provider unable to manage her ~ report card comments “needs to focus more”, “needs to stay on task” and “pay more attention to her work” ~ described as “smart, but distracted” ~ had a plan in elementary - walk around the school ~ current teachers complain of lates, asks to go home ~is failing Social Studies and almost failing English

  7. Test Administered • Woodcock-Johnson IV Tests of Achievement • Subtests 1-17, Form A • Why this test? WJ IV has a high reliability, is norm referenced and allows each subtest to be interpreted individually • WJ IV is a standardized measure of academic achievement normed on a US population where individual performance on subtests is compared to same grade peers • Scores can be interpreted at different levels (based on single tests/combination of tests called clusters).

  8. Test Session Behavioural Observations • Co-operative and friendly • Appeared to put forth good effort • Got flushed when she didn’t know answers (verbally) • Her eyes seemed to get tired during reading tests • Asked to go to the bathroom abruptly in the middle of a test • Became visibly tired towards the end of the testing (it all took place in one sitting)

  9. Table of Scores

  10. Broad Reading Cluster ~ Comprehensive score of reading decoding, reading speed and the ability to comprehend connected text while reading ~ Overall score is 84 – Low Average ~ Test 1 & 4 - Sarah seemed unsure of herself “I don’t know” and ending answers with a question mark ~ Test 4 - fatigued

  11. Broad Mathematics Cluster ~ Measure of math achievement, including problem solving, number facility, automaticity, reasoning and cognitive processing speed ~ Overall score is 95 - Average ~ Test 5 – extremely focused, counts on fingers. Worked through problems quickly, but easily gave up as questions became more difficult (attn?)

  12. Broad Written Language Cluster ~ Provides a comprehensive measure of written language achievement, including spelling of single-word responses, fluency of productions and quality of expression ~ Overall score is 88 - Average

  13. Academic Fluency Cluster ~ measures the overall index of Academic Fluency – the speed at which one can answer math facts, read and write ~ Overall score is 79 - Average

  14. Academic Skills Cluster ~ measures reading decoding, math calculation and spelling of single word responses. Provides an overall score of basic achievement skills ~ Overall score is 65 – Low Average

  15. Academic Applications Cluster ~ requires students to apply academic skills to academic problems ~ overall score is 76 – Average ~ passage comprehension low because of struggles around reading

  16. Summary: Academic Strengths Writing ~ spelling skills and fluency were strong, allowing Sarah to score high in all areas of writing ~ all scores average across the board Math ~ Math facts fluency and ability to utilize prior math knowledge to analyze and solve problems

  17. Summary: Academic Needs (Stretches) Reading ~ letter-word identification (decoding) and sentence reading fluency ~ requires supports around identifying and defining vocabulary ~ supports required around “reading voice vs thinking voice” ~ passage comprehension was lowest score (6th percentile) which indicates that she had difficulty applying vocabulary and comprehension skills ~ attention and focus

  18. Recommendations: School • Reading Comprehension, Decoding & Syntax ~ provide set period each day to engage in sustained silent reading (student choice, at reading and interest level) ~ pre-teaching of vocabulary to increase confidence in reading ~ direct instruction re: rules of grammar ~ focus on and teach sentence diagramming (what sentences look like) ~ utilize strategies such as the Directed Vocabulary Thinking Activity (Cunningham, 1979) and the Cloze Procedure (leaving out of specific words that require students to fill in grammatically correct words) ~ Reading Voice vs Thinking Voice

  19. Recommendations: School • Attention concerns ~ gather more information around inattentiveness with classroom observations (on/off task) ~ minimum of classroom noise and confusion (visual and auditory – use of headphones when needed ~ structured classroom routines ~ break tasks down into steps (chunking) ~ use as many games, hands on or interactive activities as possible ~ incorporate movement into lessons wherever possible

  20. Recommendations: Home ~ encourage Sarah to read daily (read with her whenever possible) and discuss what she has read ~ use comprehension strategies such as who, what, when, where, why and how to discuss news stories/ articles ~ because the student has noticeable difficulty staying on task and focusing for periods of time, consider consulting family physician about the possibility of Attention Deficit Hyperactivity Disorder (rating scale) ~ continue close working relationship with school counsellor and classroom teachers ~ vision testing

  21. Reading StrategiesVocabularyExample

  22. Reading StrategiesFluencyExample

  23. AttentionOn/Off Task Observation ChecklistExample

  24. Personal Reflection • Strengths ~ provided safe environment, positive experience with student ~ thorough follow-up with parent ~ learning curve – in-depth analysis • Stretches ~ not enough pre-test information ~ provide more breaks for student ~ behavioural observations during test

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