Research and Planning for Intervention

Classroom Observation Data Collection

Observation Notes: B ehavior, participati fluency is low but decoding skills are strong; vocabulary development is low; comprehension is low from reading text, but higher from oral listening tasks on, learning style, strengths/weaknesses, learning challenges, social interactions, distractions, perseverance/motivation, etc.

Student 1: Williams

Student 2: Taylor

Student 3: Wilkans

· Behavior- follows rules most part. easily influence by others so he needs to be reminded a little more frequently.

· Participation- when Williams can understand what is going on he will give his all but when he does not, he will lose focus, and must be promoted to stay on task.

· Learning style- likes to be shown how to do something; looks for examples and wants to copy them; copying correctly transferring is a problem.

· Learning challenges- there is a language delay in native language and English.

· Literacy strengths/weaknesses- fluency is low; decoding skills are low and slow; vocabulary development is low; comprehension is low.

· Social interactions- loves to try and talk with teacher, and other students even though there is a language barrier.

· Distractions- a self-distractor, plays with shoes, clothes, and looks away.

· Perseverance/motivation- people pleaser and wants to do well; looks to adults for help and to make sure he has things correct. Likes to hear good job and how proud you are of him.

· Behavior- follows rules all the time. Very well mannered.

· Participation- she will interact with lesson no matter if her answer is right or wrong.

· Learning style-likes to be shown how to do something. Also, will copy work sometimes she copies correctly sometimes she does not.

· Literacy strengths/weaknesses- fluency is low but decoding skills are a little strong; vocabulary development is low; comprehension low, may be able to retail a story orally sometimes.

· Learning challenges- she will shut down when she is defeated, or unsure about her work .

· Social interactions- Taylor is very social and makes friends with anyone and makes everyone feel welcome.

· Distractions- she loses focus very easily, needs redirection some days more than others, especially if she does not understand the lesson.

· Perseverance/motivation-likes to hear she is doing a good job; this makes her want to keep trying and working. But this also slows her down with work if she is not constantly reminded, she is doing well.

· Behavior- follows rules all the time.

· Participation- she will interact with lessons but once she gets a few problems wrong she shuts down.

· Learning style- needs for problems to be model. Will copy work and examples but does not copy off the board right.

· Literacy strengths/weaknesses- can spell and decode some words but still needs help with certain sounds.

· Learning challenges- will not ask for help. Will just sit and look at the assignments. Must be prompt for everything.

· Social interactions- very shy and does not ask many questions or for help.

· Distractions- loses focus easily, self-distractor.

· Perseverance/motivation- no motivation. When told good job or she got something right she may smile.

Discussion Notes/Additional Information: Individual literacy needs based on assessment data, individual behavior/social-emotional needs, IEP/504 plan, language needs, successful strategies used, and unsuccessful strategies used.

Student 1:

Student 2:

Student 3:

· Williams has an IEP in place and has been on an IEP since kindergarten.

· Lives with mom and dad.

· Dad speaks English and mom speaks a little English her original

native language is Thai.

· William needs close contact to teacher. He is allowed extra time with classwork or accommodated to do half for example if given 20 problems he only must complete 10.

· does best in smaller group sizes.

· smaller tasks and sets of directions work well.

· Lives with mom and dad.

· Graduated from RTI because she was no longer below the 25 percentiles. But still shows risk for falling between the gaps.

· She has a LAP in place (literacy, assessment portfolio.

· She is a people pleaser. Needs to hear she is doing a good job to be motivated to continue do the work.

· Knows a few sounds and how to decode words.

· Small group works best for her.

· Parents very supportive on pushing student to be better with skills needed to read and write.

· Needs more practice on a task especially reading than given during usual core reading time.

· Lives with mom and dad

· Little information about at home background because she came right before winter break.

· Graduated from RTI because she was no longer below the 25 percentiles. But still shows risk for falling between the gaps.

· Shy with adults but talks with a few students.

· Needs more practice on a task especially reading than given during usual core reading time

· Small group works best for her.

Pre-Assessment of Reading Performance

QRI Data: Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.

Student 1:

Student 2:

Student 3:

DEVELOPMENT READING ASSESSMENT

· First grade students aim to be on a level 4 or higher the previous student reads on a AA which is lowest level in the DRA kits.

· Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.

DEVELOPMENT READING ASSESSMENT

· First grade students aim to be on a level 4 or higher the previous student reads on an AA which is lowest level in the DRA kits.

· Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.

DEVELOPMENT READING ASSESSMENT

· First grade students aim to be on a level 4 or higher the previous student reads on an AA which is lowest level in the DRA kits.

· Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.