Case Study: Sascha

1. Case Study: Sascha Since Sascha’s trend-line is flatter than her goal-line, Mr. Miller needs to make a change to Sascha’s instructional program. He has marked the week of the instructional change with a dotted vertical line. To decide what type of instructional change might benefit Sascha, Mr. Miller decides to do a Quick Miscue Analysis on Sascha’s weekly CBM PRF to find her strengths and weaknesses as a reader.

2. Mr. Miller has been monitoring his entire class using weekly CBM Passage Reading Fluency tests. He has been • graphing student scores on individual student graphs. Mr. Miller used the Tukey method to draw a trend-line • for Sascha’s CBM PRF scores. This is Sascha’s graph. 0 0 0 Sascha’s goal-line 0 0 Sascha’s trend-line 0 Correctly Read Words per minutes X 0 0 X X 0 0 0 1 2 3 4 5 6 7 8 9 11 12 13 14 10 Weeks of Instruction

3. The following is Sascha’s CBM PRF test.

4. This is Sascha’s Quick Miscue Analysis for her CBM PRF test. Based on the Quick Miscue Analysis Table, what instructional program changes should Mr. Miller introduce into Sascha’s reading program?

5. Case Study - Selena • Student is in the 4th grade and, at 10 ½ years of age, is the oldest student in her class of 22 students • Student is Hispanic, and is an ELL learner • The classroom make-up is a diverse one, both academically (AIG, EC, ELL cluster groups in class) and ethnically (five different ethnic groups represented in class)

6. Student Data • LEP Student Plan W-APT Test Results: • Completed 5/5/2010. Proficiency scale ranges from 1-6, and a cumulative average of 5 is required for students to complete ESL program --- • Listening 2.0 • Writing 2.0 • Reading 1.0 • Speaking 6.0 • Composite Proficiency Level 2.2 • A/R Star Report: (Results from 9/16/10) • Passed all 11 quizzes attempted, with cumulative 90.9% correct of (exceeding goal of 85%) • Earned 5.4 points in this 9-week period, having met goal of 5.0 points (108% of goal) • Fictional books account for 92% of the books self-chosen for A/R reading/testing • Average book grade level for these A/R tests – 3.5 • At high end of “On Watch” Category (3.0-3.4)

7. Names Test Data (10/12/10) Test suggests that Selena’s problem-area centered on distinguishing between the long and short vowel sounds, and vowel combinations. For the most part, she did very well with the beginning and ending sounds of the names. Student scored 89% (62 out of 70 correct), exactly at the expected achievement level for a student in October of their 4th grade year.

8. Various Assessments • Sight Word Assessment --- (10/12/10) • 4th grade level, 11 lists of 37 words per list • Lists grew progressively more difficult • Student scored 97% or higher on 9 of 11 lists • On final, most difficult list, student scored 89% • Student demonstrated good de-coding and self-correction skills with unfamiliar words • Vowel combinations and unorthodox consonant sound combinations proved most difficult. • Fountas & Pinnell Benchmark Assessments • 9/14 --- Assessed at level student ended 3rd grade at, the “O” level. Although she scored 98% on the word accuracy portion of the assessment, her “limited comprehension” score required her to be re-tested at the “N” level. • 9/16 --- Word accuracy component scored 97%, and her demonstration of the comprehension of the text earned her a “satisfactory comprehension” score --- placed at the N level. • Student is currently at O level. (as of 11/1)

9. Computer Lab --- Reader’s Workshop • Over the first few weeks of the school year, students are assessed and placed by the computer program. The end result is highly differentiated instruction geared toward the goal of student “benchmarking”. • Once students have been assessed and areas of difficulty have been identified, student computer lab time is spent on reading and math activities/lessons of exactly 22 minutes each (computer program automatically transitions between the two subject areas). • (Review of data provided in course report handouts)