CORE ASSESSMENT # 2 Child Study 1
Assessment Tool/ Description of Assignment
Project Details
EDUC 626: Literacy Child Study (Case Study)
Your case study should include the following sections documenting a
minimum of 40 hours contact time with a selected student.
I. You should have a title/cover page with the following information
II. Contextual Framework (see chart at end of this document)
TITLE
Your Name
July, 2006
EDUC 627
Using the contextual framework chart as a guide, begin by discussing the community, district,Contextual Framework
school, and classroom factors that make up your student’s background information. Move into a
Joe is a fourth grade student
more specific description of the student’s characteristics and then conclude with a discussion of
in rural Northeast
how the contextual characteristics of the community, classroom and student impact your
Endinburg, a school
comprised of 80% African
instructional planning and assessment.
american, 15% hispanic, and
5 % Caucasian students.
III. Pre-Assessment (counts for up to 10 hours contact time)
This section will be based on the work you’ve done for EDUC 629 with
Dr. Wiesendanger. You do not need to ‘reinvent’ what you’ve done, just include
it in this report. You may need to add to it, however. Be sure to list each
assessment used with your student (include any formal and/or informal assessments,
existing data from assessments already given, an interest inventory, and
at least one interview). For each assessment, describe what you learned about the
student from that assessment. Remember that you will be conducting a post
assessment to determine if the student has made progress on the goals you select.
Your pre and post assessments need to be comparable to be valid measures. You
may need to give additional tests to ensure this if the ones you’ve already used don’t
have a pre/post format.
Pre-Assessment
I administered 6 different
assessments for a total of 9.5
hours
The first assessment I did
was to conduct an interview
with Joe…..
IV. Data Analysis
This section should include:
A chart listing the student’s primary strengths and challenges in literacy
(you might also include overall learning, attitude, behaviors related to these
literacy strengths and challenges)
A reading level range for this child’s independent level
Explain what data you used to determined this reading level
A list of this child’s topics of interest and potential motivations (such as
preferred learning styles, artistic ability, favorite ways to respond…)
Data Analysis
Strengths
challenges
Reading Level
Joe can read most material
independently, without
assistance from others, on a
second grade level as
determined by the ….
Interests & Motivations
V. Instructional Goals
List two or three literacy goals you have for this child based on his/her strengths and challenges. It will be
difficult to choose just a few, but your focus needs to be on seeing some results from your work with this child. If
you try to do too much, you will have a difficult time seeing and isolating any results.
Make sure these goals are supported by the evidence from your pre-assessments.
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CORE ASSESSMENT # 2 Child Study 2
Go through the SOL’s for the student’s current and possibly next grade level and list those that correspond with
the literacy goals you’ve selected. Be sure to put both the number and the wording. You will use these on your
lesson plans so putting them here makes it easy to get to.
VI. Instructional Plan
This is your tentative plan of action. It will most likely change as you work with your student and you will
document that at the end of your paper, but this is the plan you should begin with. Think about your goals and
then think, “first I’ll do this, then I’ll try this…” that’s what you record here.
In this section, include:
Times, dates, locations you plan on working with the child
(remember you need a minimum of 30 hours contact time)
How much and what type of grouping (one on one, small group, whole class) do you plan on using?
What teaching techniques you’ll use?
How will you ensure the student has ample time to practice and apply what is learned?
How will you assess what is learned and use that assessment to guide your future instruction?
VII. Evidence of Research Base
Once you have determined the goals you have for this student, you should look into some of the resources to
guide your instructional plan to ensure that it is supported by other professionals in the field.
In this section, provide a bibliographic reference (APA style, of course) for at least 5 resources you consulted
when thinking about your instructional plan. These may include texts from previous courses, articles from
professional journals, or professional websites (be sure, when using websites, to check their scholarly base. For
example, UVA has some excellent information that is well documented and researched but some educational sites
are just put up by individuals or companies selling a product.) Under each resource include a 3-5 sentence
paragraph explaining how this resource supports your instructional plan. This may include referring to a
particular theory or someone’s actual implementation of a teaching technique.
ALL SECTIONS PRIOR TO THIS (sections I – VII) ARE DUE BY
. YOU DO NOT
HAVE TO WAIT UNTIL THEN TO BEGIN INSTRUCTION, HOWEVER. YOU CAN BEGIN
WORKING WITH THE CHILD WHENEVER YOU WANT. I WILL REVIEW THEM AND SEND
THEM BACK TO YOU SO THAT YOU CAN SUBMIT THE COMPLETE PAPER AT THE END
OF THE PRACTICUM.
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CORE ASSESSMENT # 2 Child Study 3
VIII. Log
On this page, use a chart similar to the example below to record all the times you work you’re your student.
Remember you need to work with the student a minimum of 30 hours.
Date
Start
time
End
time
I = individual
SG = small group
WC = whole class
Lesson #
Topic/Goal
Lesson Plan
May 15
IX. Reflective Lesson Plans
In this section of the paper you will include copies of each of your lesson plans.
Remember the reflection at the end of each plan!
A template is attached at the end of this document, but you may modify it to meet
your needs provided the key elements from the template are included.
Each lesson should be numbered to correspond with the dates listed in your Log.
One lesson plan may cover more than one session with your student. You can use
the same plan for several sessions, but be sure to include a reflection for each
session.
Lesson #3
Lesson Plan
Objectives
May 10
Lesson #2
Technique
Text
Lesson Plan
Objectives
Procedure
May 8
Lesson #1
Technique
Text
Objectives
Procedure
Technique
Text
Procedure
X. Post assessment
Post Assessment
At a point about two weeks from when you will no longer be working with the child, conduct
post assessments to determine if he/she has made improvements in the areas of focus. Your
post assessment and pre assessment instruments should be appropriate for such measures (ie.
the same tool) so that you can really see if the student does better on a given task than he/she
did before you began working with him/her. You should also discuss other assessments
you’ve done that may support or refute the post-test data.
I used a _________ as a post
assessment measure to
determine if Joe’s sight
word recognition had
increased. When we began
he ____________. The post
test shows that Joe
_________. This is further
supported by my
observations of him during
_________
XI. Final Instructional Model
This is what your instructional plan from Section VI actually turned out to be. You may want to use your original
plan from section VI and revise it here. You do not need to include information from your log like the dates and
times, but you should summarize major changes in meeting times, group format, focus topics, etc. Go back to
your original plan and think about how it changed. What did you delete and why? What did you add and why?
How did assessment drive instruction as you worked with the student? What could you have done differently that
may have been more effective? What worked really well with your plan? The purpose of this section is to have
you reflect on your instructional process.
XII. Additional Evidence of Research Base
In this section, provide a bibliographic reference for any other resources you consulted after the first ones you
listed in section VII. Under each resource include a 3-5 sentence paragraph explaining how this resource supports
your instructional plan and WHY you sought this resource out. What happened during instruction that made you
look for more information?
XIII. Final Summary & Reflection
In this section, look back on where your student began and where he/she ended up. If your student made
progress, why do you think this was so? If your student did not make progress, why do you think this was so?
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CORE ASSESSMENT # 2 Child Study 4
What were some of the challenges and some of the benefits from this type of work with a student? What did you
gain, in general, from working on this study?
XIV. Letters of Recommendation
You should write and include in this section two separate letters:
1. parent/guardian letter
2. school and/or next year’s teacher letter
Each should be in letter format and include information appropriate for the audience intended. For each letter
(to varying degrees, depending on the audience), provide a summary of the student’s strengths and challenges, the
goals you worked on, the progress that was made, and recommendations for continued work with this student. Be
especially careful to write the parent/guardian letter in ‘parent-ese’ rather than ‘teacher-ese’ so it can be easily
understood.
XV. Description of Parent Extension Kit
In this section include a detailed description of your parent extension kit. A picture or diagram would be very
helpful since the kits go home with the student. Be sure to include the booklist you created for the student as well
as a list and description of the activities.
Appendix
In the appendix section please provide anything you feel will support the various sections of your paper. Be sure
to refer to the appendix pieces within the body of your paper and number each piece so it can be easily found.
Contextual Factors Chart
Contextual Areas
Contextual Factors
Community, District, geographic location; community population:
school population; socio-economic profile:
and School Factors
other environmental factors:
Classroom factors
physical features; availability of equipment:
resources; extent of parent involvement:
classroom rules; classroom routines:
grouping patterns; scheduling:
classroom arrangement:
other classroom factors:
Student
Characteristics
Age; gender; special needs:
achievements/developmental levels:
skills relevant to learning goals:
prior knowledge relevant to learning goals:
culture; learning styles/modalities:
other student factors:
Instructional
Implications
how do contextual characteristics of the
community, classroom and students have
implicated for instructional planning and
assessment
6/28/2016
Data Collected
CORE ASSESSMENT # 2 Child Study 5
Lesson Plan Format
Date: _______________________
Lesson Number in Log: _______________
SOL objective (number & words)
student goal (from your list)
Technique(s) you will use:
Strategy / Strategies of focus
Skill(s) you will develop
The sections above may remain the same for several lessons in row.
For the procedure, you may use this single plan for several sessions with your student if time is too
short. Just record the same lesson number in your log for multiple dates.
Plan for Instruction
Text you will use (include title and first few sentences)
Before Literacy
During Literacy
After Literacy
Assessments—how will you measure the effectiveness of this lesson?
See next page for reflection
6/28/2016
CORE ASSESSMENT # 2 Child Study 6
REFLECTION
Student Reflection
(needs to be done at least four times within the total hours you work with the student)
Ask the student, either orally or in writing, how he/she felt participating in this activity may have helped
him/her to read and/or understand the reading better. Did they like the activity, why or why not?
Include some of their more interesting and informative answers here.
Teacher Reflection
In a paragraph or two, reflect on the lesson. What I really want you to reflect upon is “here’s what
happened” and “here’s what I’ll do next”
Some other things to consider while reflecting:
 What did you learn from observing the student and from the student reflection or
comments/behaviors, etc?
 Successes and problems you found while implementing this lesson.
 Would you use this lesson again? Why or why not?
 Changes you would make if you use this lesson again.
 If you took assessment data, what did it tell you?
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CORE ASSESSMENT # 2 Child Study 7
Scoring Guide: Rubric
EDUC 626: Child Study
Name_________________________
Overall
1a
1b
1c
1d
Contextual
Framework
2a
2b
IRA Standard
1.3
2c
IRA Standard
1.3
Pre
Assessment
3a
IRA Standard
3.1
3b
IRA Standard
3.1
3c
IRA Standard
3.3
3d
6/28/2016
Grade of Child: _______________
Term/Year: _______
Target
3
All sections required, as
described in the instruction
sheet, are included.
Acceptable
2
Most sections required are
included and meet the project
requirements.
Unacceptable
1
Several required sections are
missing or do not meet the
project requirements.
Writing contains sufficient
detail, supporting examples,
reflective thinking, and voice.
It is interesting, clear, and
cohesive.
The final project has been
edited.
Writing contains some detail
and/or supporting examples.
Writing is somewhat reflective
and there is some voice.
Writing contains very little
detail and/or supporting
examples. Reflections are not
apparent and voice is lacking.
The final project has some
errors.
The final project has not been
edited effectively.
The project reflects at least 40
hours contact time with the
student.
General information about the
student’s background is
provided. Assumptions are
avoided, facts are given.
The project reflects nearly 40
hours contact time.
The project does not reflect
enough contact time.
A moderate amount of
background information about
the student is provided but
some assumptions have been
made that may not be factual.
Some characteristics of the
student are discussed, some
connect to literacy, some
assumptions are made.
Very little background
information about the student
is provided and/or too many
assumptions have been made.
Impact of contextual
framework on instruction is
vaguely or inaccurately
addressed.
Some of the assessments used
are listed and discussed.
Impact of contextual
framework on instruction is
not addressed or is entirely
inaccurate.
Assessments are not listed or
discussed completely or
accurately.
An interest inventory and at
least one interview is included
Either an interest inventory
OR interview were included.
No interest inventory or
interview were included
A description of what was
learned about the student from
each assessment is given.
Some descriptions of what
was learned about the student
from the assessments are
provided.
Assessment reflects nearly 10
hours.
What was learned about the
student from the assessments
is not discussed.
Specific characteristics about
the student (connected to
literacy) are discussed.
Assumptions are avoided,
facts are given.
Impact of contextual
framework on instruction is
clearly addressed.
Each assessment used is listed
and discussed completely and
accurately.
Assessment reasonably
reflects 10 or more hours
Few to no characteristics of
the student are discussed that
connect to literacy and/or
numerous assumptions are
made.
Assessment reflects far below
10 hours.
CORE ASSESSMENT # 2 Child Study 8
Data
Analysis
4a
Target
3
Acceptable
2
Unacceptable
1
A chart listing the student’s
strengths and challenges, fully
supported by the assessment
data, is given.
A chart is given but it does not
accurately match the
assessment data.
No chart listing the student’s
strengths and challenges is
given.
The data collected is
synthesized in a clear,
reflective manner.
2-3 literacy goals, based
solidly on the assessment data,
are proposed
The data collected is
discussed, but not effectively
synthesized.
Literacy goals are proposed,
but not based solidly on the
assessment data.
The data collected is not
synthesized.
A detailed description of the
instructional plan realistically
addresses how the goals will
be met.
A description of the
instructional plan is provided.
No description of the
instructional plan is given.
Goals & plan demonstrate
knowledge of major
components of reading
(phonemic awareness, word id
and phonics, vocabulary,
fluency, comprehension,
motivation)
Lesson plans reflect goals,
include before, during and
after literacy activities, and
incorporate assessment and
evaluation.
Goals & plan demonstrate
some knowledge of major
components of reading
(phonemic awareness, word id
and phonics, vocabulary,
fluency, comprehension,
motivation)
Lesson plans include most of
the elements of effective
literacy instruction, but need
to be revised.
Goals & plan do not
demonstrate knowledge of
major components of reading
(phonemic awareness, word id
and phonics, vocabulary,
fluency, comprehension,
motivation)
Lesson plans are not included
or are not written well enough
to be effective for literacy
instruction.
Lesson plans reflect use of a
wide range of curriculum
materials to meet student
needs.
Post assessments similar to the
pre assessments are conducted
to determine growth.
Detailed, reflective, and well
supported discussion of
student’s progress is provided.
Lesson plans reflect use of a
fair range of curriculum
materials to meet student
needs.
Post assessments are
conducted, but are not similar
to pre-assessments.
A discussion of the student’s
progress is provided.
Lesson plans reflect use of a
narrow range of curriculum
materials to meet student
needs.
No post assessments are
conducted.
Pre and post assessment data
are effectively compared.
Pre and post assessment are
compared.
Pre and post assessment are
not compared.
IRA Standard
3.2
4b
Instructional
Goals & Plan
5a
IRA Standard
3.3
5b
IRA Standard
4.1
5c
IRA Standard
1.4
Lesson Plans
6a
IRA Standard
4.1, 2.2
6b
IRA Standard
2.3, 4.2
Post
Assessment
7
Final
Summary &
Reflection
8a
8b
6/28/2016
Literacy goals are not
proposed.
A discussion is not provided,
or the one provided lacks
detail, clarity, and support.
CORE ASSESSMENT # 2 Child Study 9
Target
3
Evidence of
Research
Base
9a
Acceptable
2
Unacceptable
1
Diagnosis, analysis and
instruction demonstrate
knowledge of literacy
research.
Portions of diagnosis, analysis
and instruction demonstrate
knowledge of literacy
research.
Project does not demonstrate
knowledge of literacy
research.
Minimum of five sources are
cited in APA format
Less than five sources are
cited.
No sources are cited.
Thoughtful letters, accurately
and appropriately presenting
information from the case
study, have been composed to
the parent/guardian of the
student and to next year’s
teacher.
Letters have been composed to
the parent/guardian of the
student and to next year’s
teacher but could use
additional work.
No letters have been
composed and included in the
project or the letters composed
are inaccurate, unedited, or
inappropriate for the audience
intended.
Described and provided
evidence of an extension kit
including activities to support
literacy goals and books
appropriate for the student.
Described an extension kit that
included most of the elements
required.
Did not include a description
of/ or did not complete the
extension kit.
Demonstrated exceptional
thoughtfulness and creativity
in the extension kit design.
Demonstrated some degree of
thoughtfulness and creativity
in kit design.
Little to no thoughtfulness or
creativity appeared to go into
the design of the kit.
IRA Standard
1.1
9b
IRA Standard
1.2
Letters of
Recommend
ation
10
IRA Standard
3.4
Parent
Extension
Kit
11
IRA Standard
3.4
6/28/2016
CORE ASSESSMENT # 2 Child Study 10
Scoring Data
Data analysis of all assessments utilizes the following guidelines:
Below 55% Immediate Attention (coded dark gray on assessments)
56-70%
Attention (coded light gray on assessments)
71-75%
Area to watch (coded pale yellow on assessments)
Academic Year: 2006-2007
# Candidates: 19
Rubric Criteria
IRA Standard
Class
Average
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
2b
2c
3a
3b
3c
4a
5a
5b
5c
6a
6a
6b
6b
9a
9b
10
11
1.3
1.3
3.1
3.1
3.3
3.2
3.3
4.1
1.4
4.1
2.2
2.3
4.2
1.1
1.2
3.4
3.4
2.79
2.79
3.00
2.74
2.84
2.79
2.95
2.79
2.95
2.95
2.84
2.79
2.74
2.74
2.95
2.68
2.84
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
15
15
19
14
16
15
18
15
18
18
16
15
14
14
18
13
16
4
4
0
5
3
4
1
4
1
1
3
4
5
5
1
6
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
79
79
100
74
84
79
95
79
95
95
84
79
74
74
95
68
84
21
21
0
26
16
21
5
21
5
5
16
21
26
26
5
32
16
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Academic Year: 2007-2008
# Candidates: 43
2b
2c
3a
3b
3c
4a
5a
5b
5c
6a
6a
6b
6b
9a
9b
10
11
1.3
1.3
3.1
3.1
3.3
3.2
3.3
4.1
1.4
4.1
2.2
2.3
4.2
1.1
1.2
3.4
3.4
2.97
2.88
2.79
3.00
2.88
3.00
3.00
2.76
2.79
3.00
3.00
2.97
2.94
3.00
2.94
2.70
2.88
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
42
39
34
43
41
43
43
34
34
43
43
42
41
43
41
33
41
1
4
9
0
0
0
0
8
9
0
0
1
2
0
2
8
0
0
0
0
0
2
0
0
1
0
0
0
0
0
0
0
2
2
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
98
%
91
%
100
%
95
%
100
%
100
%
98
%
95
%
100
%
95
%
0%
0%
0%
0%
0%
2%
5%
0%
5%
77
%
19
%
95
%
0%
79
%
21
%
100
%
9%
79
%
19
%
100
%
2%
79
%
21
%
0%
0%
0%
0%
0%
5%
0%
0%
2%
0%
0%
0%
0%
0%
0%
0%
5%
5%
Rubric Criteria
IRA Standard
Class
Average
6/28/2016
CORE ASSESSMENT # 2 Child Study 11
Academic Year: 2008-2009
# Candidates: 24
2b
2c
3a
3b
3c
4a
5a
5b
5c
6a
6a
6b
6b
9a
9b
10
11
1.3
1.3
3.1
3.1
3.3
3.2
3.3
4.1
1.4
4.1
2.2
2.3
4.2
1.1
1.2
3.4
3.4
2.92
3.00
3.00
2.92
2.92
2.75
2.63
2.79
2.79
2.79
2.96
2.92
2.96
2.88
2.96
2.96
2.88
# of Students
# of Students
Receiving 3
# of Students
Receiving 2
# of Students
Receiving 1
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
22
24
24
22
22
18
15
19
19
19
23
22
23
21
23
23
21
2
0
0
2
2
6
9
5
5
5
1
2
1
3
1
1
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
% of Students
Receiving 3
% of Students
Receiving 2
% of Students
Receiving 1
92
%
100
%
100
%
92
%
92
%
4%
8%
4%
88
%
13
%
96
%
8%
79
%
21
%
96
%
8%
79
%
21
%
96
%
0%
79
%
21
%
92
%
0%
63
%
38
%
96
%
8%
75
%
25
%
4%
4%
88
%
13
%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Rubric Criteria
IRA Standard
Class
Average
6/28/2016