CASE STUDY ‘Name: Mickai Miller Birthdate: September 6%, 2007 ‘School: Whittier Elementary Grade: 3 Age: 9 Date of Report: July 29, 2017 REASON FOR REFERRAL CASE HISTORY ‘A. Bovichmeat i A Birth History ‘Apparety Nora: i B._ Reading Diettien us oes sow rae tea Retng Ay — ‘ord Atat Pde i Sia Word Peers |B. Devetopmenta tistary Conpcensin bens ie | %,, Deopments - C._ Writing Problems Tee. Other: Sinan rene fu Wine i Tepe ranma Roped a Inappropriate Spelling Knowledge tes ‘C._ Medical History: ‘rprely Norma D. Listening Comprehension Problems neon Eyesight Problems: E Timon Task Problems Yin Spel Study SirategyProbiems Wa a ‘Hearing Problems: None G. Poor Attitade Toward Speicaly: Readig/ Wet a Poor Aditude Toward Schl Me 0 Mesias: Ame Speifal 1 Lack of interest in Reading Writ Ma Wt Other Physical Impairments: ‘Mone Comments: ‘Mickai received Ter 2 reading support during the 2016-2017 ‘school year. He met with an interventionist three times per ‘week for 30 minutes. However, even with the additional suppor, Mickai did not make much progress throughout the year He and his mom were excited and gratefl 10 be chosen or additional reading tuoring. Reasoo for Referral: ‘Mickai was referred by myself (Iwas his teacher in the ‘previous school year. Mickal made very litle progress with ‘his reading intervention teacher His reading levels were tested using Fountas & Pinnell's running records three times ‘roughout the year. Mickai made litle progress, only moving ‘one level the entire year. On his MAP test, Micki went from a 17610. I81. Mickat's seore of a 181 puts him in the 12% percentile. Mickal’s mother had concerns with his reading ‘and worked with me throughout the year: For these reasons, ‘Mickai was placed inthis intervention. Source: Laura Frorichs, ieacher) Comments: “Mickai had no issues with birth histor, developmental history ‘ar medical history that were clear 10 me when we began this Intervention. (Source: Kimberly Reed. mother)EDUCATIONAL HISTORY ‘Above Grade LevelAchievements/Grades ane Specifially: ‘On Grade Level Achiovements/Grades None. Specifically: Below Grade Level Achievements/Grades Jes Specifically: Math, Reading, Writing Comments: Inthe past year, Mickai performed below grade level in mast of his academics. Michal had a strong dislike for writing, ‘which could possibly explain is struggle with comprehension ‘and retelling. Historically, Mickat has performed at minimal (or basie levels throughout his education. Mickai feels proud when he does a good job in school and enjoys getting praise from his teachers and family, MickalS grades have not been far enough below the norm to warrant retention, however he ‘not making adequate progress in relation to his peers. {sarc Lara Frevcl,eache) ‘Attended More Than One Schoo! & Retained a Grade ‘Subject Likes: Math, Reading, Science, Gym Subject Dislikes: Writing & [__ “Lives With: Mom and Younger Brother (8) Relationship to Caregivers: ‘Apparently Normal: [Number of Siblings (M/F) a [Relationship to Siblings: STORY ‘Comments: Micka lives n an aparimerd with his mom and Brother, His grandma lives in the same apartment complex ‘and so he sees her often. Micka has not seen hs father since hhe was arcund three years old. (Source: Laura Frercks, teacher & Mickai Miller student} ‘Apparently Normal es Difficulty Understanding English No Possible Vision Problems No, ‘ay ica with Test Tat Would fet Rt Validity of Tet Results L ‘Showed Evidence of Anxiety Ma Refused to Cooperate Na Possible Hearing Problems No Comments: Micka did a great job during testing. He was ceplimistc and kept eling me he was going todo his best. He did not seem to ge! frustrated, but rather tel him that he jst did t now a certain word or answer‘PHONEMIC AWARENESS/PHONICS Spelling Stage: Leiter Name Alphabetic (Short Vowels) General Achievement/Grades 3rd Grade Report Card: Basic & Minimal F&P Running Record: 22 (M) Forma/Standardized Tests MAP RIT Score: 181 (12th Percentile) ‘Comments: Mick is performing. isrucionally ata 2nd grade level based on mlipe assess. Micka spelling insructon shouldbe focused om lng vowel. ‘Assessment Used: QRI-6 RESULTS Word List Tetter/Sound Relationship “adependeat: 1st Grade- 100% Upper ense (4) ‘Instexctanal 2nd Grade- 80% Lower eas0(#) ‘Eeustatianat 31d Grade- 45% Sounds (+) lrrative Segmentation (*) Tadependeat Piet nstactunal Level Ove “The Surpeis'- Unfamiliar topic | Blending (+) (4490), 9 miscues, 75 WCPM, poor retelling (296), ‘somprchension 44 explicit, 272 implicit (100%) Rhymes (+) Exuzatianat Level Two Early Names Test Expository Initial Consonants (+) Tadepandent: Level One Ending Consonants (+) axzuctana Level Two “Whales and Fist Unfamiiar | Consonant Blend (+) topic (17%), 7 miscues, 8 WCPM, poor telling (11%), | Consonan Digraphs (+) ‘74 explicit, 3/4 implicit 75%) Short Vowel () Etzatianal: Level Three Long Vowel ©) Vowel Dieraph ) OTHER FORMALANFORMALREADINGTESES | Rimes(-) San Diego Quick Assessment Names Test Independent: Ist Grade Initial Consonants (+) Instructional 2nd Grade Initial Consonant Blends (+) Frustational: 3rd Grade Consonant Digrephs (3) Short Vowels C) ‘Words Their Way Elementary Spelling Inventory Leng Vowels) ‘Words Spelled Coney: 525 Vowel Digraphs () Feature Points: 26/62 Controlled Vowels) “oral Score: 3187 Schwa (3) Comments: Based on the assessments, Micka has a better understanding of consonants than he does of vowels. He struggles 10 choose the correct vowel 0 use in his writing. ‘and often time says a long vowel, when he should be saying a short vowel for example: went for wat).‘A. General Capacity (/-) High Listening Level Compared to Reading Level (+). Low Listening Level Compared to Reading Level (-) 'B, Prognosis for Reading Improvement (X) Rapid ‘Average X Slow: ‘Comments: Mickai has the capacity to improve his reading cand writing abilities Working vith him on a consistent basis ‘eth a select few things t0 improve on. will help keep him focused on growth. C. Reading Achievement Instructional Reading Level-2nd Grade ‘Attitude Toward Competence in Reading (X) Good Average -X__ Poor _ D. Word Analysis Skills (+ Strength; - Weakness) Initial Consonants (-) Ending Consonants (+) Consonant Blend) CConscmant Digraphs (=) Short Vowel: Controlled Vowels (-) ‘Schwa ) ‘siGuTwoRDs Grade Level Achieved: nd Grade ‘Comments: Mickat has a good understanding of consonants, Du needs 10 work on the the difference between long and short vowels (especially in his spelling) Mickai successfully reads both consonant blends and digraph. E. Comprehension (+ Strength; - Weakness) Retelling ) Explicit Questions (~) Implicit Questions () Fania Text) Expository Text (-) ‘Narrative Text (-) Comments: Micka s highest mee area Is retelling. He ‘eruggles to retell in order. or to retell more than one or ro ltems about each piece of text. Micka instructional ieve! ‘was higher fr the expository text, which ts uncommon ar ‘moat elementary students do beter with narrative tex F. General AchievementiGrades Strengths: Activating prior knowledge, connecting with text, using context clues ‘Weaknesses: Retelling long and short vowels spelling and. building bigger vocabulary of content area words Helpful Attcudes: Micka is very postive and optimistic about his reading. He loves to connect withthe text. Inappropriate Attitudes: Mickat is unable to write for an extended period of time. If Mickai becomes flustered during reading his often skips over words or is not able to decode words that he would know in any other contest. ‘A. Word Analysis Skills (list 2-3) Micka needs to work oa understanding the difference in long and short vowels during his writing. Mickat also needs to focus on reading aloud each part ofthe word, he often does ‘ot say the endings. For example, “ears instead of ear” or “picked up instead of plek up.” B. Comprehension Stratepies‘Skills (list 1-2) In order for Micksi's comprehension to improve, he needs to focus on retelling. He can practice this through his writing or verbal retelling C. Writing SkitsStratepies (list 1-2) ‘Mickai needs to focus on his spelling, This will help his \wrting make more sense. D. Learning Style Modality (describe) “Mickal learns best when he can diseuss what he is reading and when he can make connections with those eround him, Wide Range Reading (List what genres or types of books student likes) “Mickai loves books about robots (is favorite game is Roblox). Unfortunately, there are no Roblox books yet. He enjoys novefitiontexis, expecially books about World Records and Ripley's Believe It Or Not books. Comments: Micka should be focused meet intently on understanding the difference between long and short vowels Invwrting, and retelling to improve his comprehension.Mickai Miller Pre-Testing Sessions Post-Testing Sessions June 12, 2017 San Diego Quick July 20, 2017 ‘San Diego Quick Assessment June 12-14, 2017 QRIAssessment | July 20,26, 27,2017 | QRI Assessment Tune 13, 2017 ‘Words Their Way July 26, 2017 Words Their Way Spelling Spelling June 14, 2017 QRI Word List July 27, 2017 QRI Word List Cassandra Jones Pre-Testing Sessions Post-Testing Sessions June 19, 2017 ‘San Diego Quick July 20, 2017 ‘San Diego Quick ‘Assessment June 19-21, 2017 QRI Assessment [July 20,26, 27,2017 | QRI Assessment Tune 20, 2017 ‘Words Their Way July 26, 2017 Words Their Way Spelling Spelling June 21, 2017 QRI Word List July 27, 2017 Case Study Completion Laura Frericks Iifrericks@gmail.com QRI Word List qisdl‘EDUC 683 Practicum Evaluation Rubric name, L2UC% Gresiviey Descriptor | Profcint (2) Basie (1) ‘Minimal (9) al score + Direction | foiowetalecionsthoroughy. | Moortyofdrectonfotowed. | atowedtew cretion. cowr |) 5 | : Complete cover page, report | Complete cover page; report | page mlssingor incomplete. ie written and presented in a writing and presentation could ‘not include a complete report. professional manner. have been more professionally | Lacked profesional presentation + | completed. and quality of writing, hr 2 Background | Submittedallof he following in | Submited allo the folowing but | Submited some ofthe following, Information | detail: students’ first name, date | lacked thorough reporting: need more detall: students’ first. ‘on Students | of birth, grade in school, reason | students’ first name, date of birth, | name, date of birth, grade in 8) forreterralcase Nistor, choo! | grade in schoo reaton for school retonforreferl, case | O-16 history student attitude, and | referal case story, schoo! | story, school story, student family history. history, student attitude, and attitude, and farnily history. [hs + | fami history a ‘Assessment | Usted sec pre and porttests; | Lacked dertyrthoroughnessin_ | lacked darty or thoroughnesin most of Students | reason for choosing the ‘some of the following: List of iohplefandenniet Lot pede (na) assessment, dates administered | specific pre and post tests and | Pre and post tests and reason (02) | Reaves: Noted student | reasoner change Gooirgteanenmen dus | Q-16 atutude/behavor during testing. | assessment dates adminlstered | *amneimedand nu ‘Thoroughly discussed reading —_| and results. Somenotation of | seitude/behavior during testing. Very dlngnoss. The spect plan and | student ottude/behavior dung | few plas and goals forte studert sgoalsforthestudent were based | testing, Mostofthe plans and | were bzedantheassextment ess. on assessment results, | aoatsfor the student were based LA Iy “| onthe assessment results. Daily | ndudedaltorthefotowng: wet | incudedmert ofthe foowing: wa | ncuded sme of th following: wal Prepare, profesionaly developed | prepared rotesonalyceveloped | prepared profersonaly developed Lesson | satvissonpians. Recorded date | daly lesson plas. Recorded cate | cay lston pln. Recorded ate and Plans time of each session with _and time of each session with ‘ume of each sessionona recording §— | Q-3G objectives, rina cites, | objectives, instructor active, | sheet with objectives, ietuctionl (x18) ‘evaluation and reflection. Each ‘evaluation and reflection. Each actives, evaluation and reflection. ‘esxionfoloweda corsientfort. | sosion followed aconsstert format. | tach session followed a consent Echsesion nce wordy, | Eacheeeion nuded wordudy, | format. Eachseson Inco word fiuecy, and comorehenion ‘tency, an comprehen stud, fancy, ane comorehension eiviles Vue uringrecorés | aces. ncudeda day recon. | aces. unttesromargreces. | {4 fay ced day rection. | Utiedrnningreors. Ueda | Reflected ty. Uses sblane of Usedabalane ofnaratweand | balaneeofaratue anc expostory | narrate and expository tents. No smears shor reflecon | tne somecay reflectors day eecvon Included dally. Overall | included: summary of procedures. | Missing one ofthe follow Missing more than one ofthe practicum | wt whleatesing tutoring, | summary ofprocedves used | folowing: summary ofproceares | OMB and re-assesing students: while assessing tutoring, and | uted while assesting, tutoring and Feflection | implications of how this practicum | reassessing students; ‘reassessing students; Implications (xa) benefited the teacher; Implications of how this ‘of how this practicum benefited implications offuture teacher and | practicum benefited the teacher; | the teacher; implications future | 4 Y student impact. Proper spelling | implications of future teacher and | teacher and student impact. Proper and grammar used throughout. ‘student impact. Proper spelling ‘spelling and grammar used & and grammar used throughout, ‘throughout. Total_7¥_/78 AB=70.2-74 B=65.3-70.1 BC=624-66.2 C=58.5-623 CD=54.6-58,4D=50,7-54.5 Comments: rachis Complete ! dace) fuser?