Assessment Case Study

EEX 6259 – Dr. Moore

Hayley Davidson
 Background

Student A is in 9th grade. He is a 16-year-old male who's primary exceptionally is

intellectual disability and secondary exceptionally is speech/language impairment.
According to the student’s mom the parents are still together however, the dad lives in
Turks & Caicos and comes home every 2 months. This causes the student to miss school
because when Dad comes into town Mom wants student A & Dad to spend as much
time with each other as they can. He enjoys reading in school at home however, he often
will get off task or will script. Mom tries to make him read in his free time, but he likes to
read short picture books that she doesn't think are age appropriate for him. In class we
are reading a novel study he will often participate. When he is called on, he will begin
reading the novel out loud in a nice strong voice but after reading 2-3 sentences he will
often go to a whisper voice. Mom says she has him read a story every night before bed.
This helps calm him and get him ready for bed. As a child she said that he would often
get books read to him by his dad or Mom. She often says at bedtime Dad will FaceTime
in, so Student A feels like he is present. 
Student A teachers state he often doesn't pay attention or gets off task. He can
easily be redirected; however, he needs more 1:1 support. Teachers often re word
questions to help simplify what they're asking for Student A. Even when teachers do
this, he still struggles with what is being asked of him. When the student is given
independent work, he often will begin scripting. His teachers will step in and help get
him back on task or ask him if he doesn't understand the assignment. He often doesn't
advocate for himself when he needs help. The student does the best in small group
settings whole group can become overwhelming for the student and he requires
moderate prompting to stay on task. 
I completed a reading interest survey on student A he likes to read books aloud
and in a quiet place. He likes stories about superhero’s, mysteries, and theater. He loves
anything with music and about God. He wants to read things that make him happy. his
mom stated he has so many books at homes but often will go for the books that have
pictures. 
I have looked over the students Cum folder and past assessments. The students’
assessments are from ULS, iReady, Star reading assessment, Reading A-Z, & Language
Live. Based on the students’ assessments and scores the student is at an emergent level
for comprehension. The student is currently reading at a 3rd grade level. 

Assessment

My hypothesis is that the student has a mixed reading profile and needs
intervention with both comprehension and word recognition. He struggles with listening
comprehension and decoding words. I plan to give him the CORE vocabulary
assessments and administer the QRI-7. After I do these assessments, I will have a better
understanding of what I need to do next. 
After working with this student, he was given high frequency word survey, core
vocabulary screening test, the QRI-7 assessment and Dibels word reading fluency
assessment. Below is the table of data collected from each assessment.
DIBELS - Fluency Measures
Date administered: 2/10
Subtest Given?  Score / Total words Total Accuracy % (Words
(Yes or Possible read correctly words correct/Total words)
No) score read
NWF No N/A N/A N/A
WRF No N/A N/A N/A
ORF Yes N/A 92 93 97%
 
DIBELS - Maze
Date administered: 2/15

Subtest Given Words Words Maze Accuracy (Correct - Incorrect

? Correct Incorrect divided by 2)
Maze Yes 12 2 12-2=10/2=5
Yes 16 4 16-4=12/2= 6

CORE Surveys
Date administered 2/8
Section A Section B Section Section D Section E Section F Section
C G
 26/26 26/26 21/21 10/10 10/15 10/15 6/15
Section H Section I Section J Section K Section L Vocab Screener
/15 /15 /15 /15 /24 15/30
 
QRI Word List
Date Administered: 2/16

Level of Word List Given Independent, Instructional, or Frustration?

5th Independent
6 th
Instructional
 
 
QRI Passages
Date(s) Administered: 2/22 & 3/3
Passage Expository or Retelling Was Recalled Story Retelling was in
Name & Narrative % Retelling Structure? (Y Sequential
Grade Accurate? (Y or N) Order? (Y or N)
Level or N)
The Nile Expository 8/22 Y N N
River (middle
school)

Building Expository 3/2 N N N

Pyramids

Passage Expository Explici Implicit Total ? Explicit Implicit Total

Name & or t ?s ?s s Correct Correct Correct
Grade Narrative Correct Correct Correct with with with
Level Lookbacks Lookbacks Lookbacks
Abraha Narrative 3 I 4 4 2 6
m
Lincoln
Temp & Expository 3 3 6 4 4 8
Humidit
y

All these assessments were given in my portable and during my data collecting time. It
was a calm and quite setting. This is also a familiar place because I teach him science and he is
used to coming into my portable. There were no distractions during these assessments. He
would ask for a break if the assessments were taking too long. I would give him a break at the
end of each section. He enjoys a sensory ball I have in my classroom.
The student was given an ORF he read with 97% accuracy however, his fluency still isn’t
where it should be based on his grade level. He reads very slowly which makes him not read as
many words in the one minute allotted. He also doesn’t like when he knows he’s being timed
this causes him a lot of stress. I try and be discrete when I am timing him, so he gets through
the assessment without being anxious. He did very well on the MAZE assessment this
information told me that he can identify the correct word needed to complete a sentence but
still needs to continue to work on this. Next, I gave the core survey section this gave me a
pinpoint on where the student is and what skills the student struggles with and needs support.
The last assessment was the QRI-7 the student could independently read 5 th grade word list
however, when given the 6th grade word list struggled to decode words. The student was given
4 passages to read The Nile River, Building Pyramids, Abraham Lincoln, and Temperature &
Humidity these were all middle school passages. The student has a hard time with
comprehension and often struggles to answer WH questions referring to the passage. He enjoys
animals and if he is reading a passage regarding animals he is interested and can answer WH
questions and re tell what the story is about. Like I stated before he doesn’t do well on time
test, he knows when he is being pulled that it is for a test. This makes him because anxious and
can cause him to be very non-compliant. The student does better when he looks back in the
story.  

My hypothesis remains the same. My students reading comprehension skills are below
grade level. He also reads very slowly when asked to give a summary about what he just read
he cannot always do so. If it is a passage relating to animals, he has a better understanding and
is interested so he can give a summary of what he read. He also doesn’t like taking test and he
knows when it’s a test. This can often make him stressed or non-compliant. He also doesn’t do
well when he knows he is being timed. When he saw I had a timer that freaked him out a little
bit and made him nervous and not want to do it. Next time I didn’t have the timer where he
could see it and he did a lot better. When he is trying to decode words, he often will guess the
word. If that doesn’t work then, he will pick a word that is most familiar to him. When he is
reminded to use context clues to try and figure out the word, he often will get the word correct.
Objective
Goal: Student will complete a reading passage independently and answer comprehension
questions related to the passage.
Objective: After reading a passage student will answer a variety of questions (who, what, when,
where, how, and why) with 70% accuracy in 4 out of 5 trials.

Goal: Student will use demonstrate an understanding of how to decode unknown words.
Objective: When given a text with unfamiliar words, student will attempt to decode unknown
words with minimal support with 65% accuracy.

Appendices