Question

Learner Assessment Profile (LAP)

Identifying Information

Student Background Data

Include reading/comprehension level, student and family reading habits, and personal information that may affect reading habits (e.g., personal interests, extracurricular activities, and student’s general health: hearing, vision, allergies, and medication). (150-250 words)

By the conclusion of the second grade, Joe is reading at a 1st grade level. She dislikes reading for enjoyment since she believes she is a poor reader. Because she is occupied caring for Joe's twin brother and sister, who are younger than Joe, her mother does not read to her, her brother, or them at home. She occasionally wears sloppy clothing and doesn't brush her hair before going to school. Joe has no hearing or visual problems and is in good health. She doesn't use any drugs and doesn't have any allergies. When she is not at school, she likes to sing, dance, and play with her pals. She had poor attendance at the start of the academic year. Throughout the whole school year, she missed 25 days, 20 of which were in the first half. Joe completed the Istation's Indicators of Progress (ISIP) test each month at the start of 2021–2022. This is how the primary data was established, and it is what we utilized to track every student's growth. Joe was in Level 1 in September 2020 and had an overall reading score of 199. She remained in Level 1 and continued to receive monthly scores of between 199 and 208. Her Renaissance Star test results from the three benchmarks throughout the course of the year varied from a 0L(BR) Beginning Reader to a 250L for emergent reader.

Home and Community

Include relevant home situation and community factors, including educational achievement, socioeconomic status, and cultural and linguistic context. (100-150 words)

Her mother, her oldest brother, and her two younger siblings all reside with Joe. Both at home and at school, she uses English. Her socioeconomic standing is poor, and she is of Hispanic descent. Families from poor to medium class make up the neighborhood around the school. The area where the school is situated is calm and secure. Students who attend school are present in the majority of single-family houses. Two working-class parents with an average of three kids make up the households in the school district. The percentage of Hispanic households with at least one English-speaking adult in the home is about 70%. Joe is hesitant to discuss any details of her personal life. Her reading scores in first grade were in the 60s and 70s. Joe was pleased with her improvement in arithmetic skills as she began to make progress at the end of the second grade. She has begun to improve her reading, but on the last assessment cycle of the academic year, she was still performing below grade level.

School and Classroom Factors

School information should include the type of school (i.e., public, private, charter, Title I), grade range, and any other related, pertinent information. Classroom information should include grade level(s) present, general makeup of the class (e.g., gifted, ELLs, special education), reading approach adopted by the classroom/district (e.g., literacy assessments, reading programs). (100-150 words)

Southeast New Mexico is home to the Title 1 Kindergarten through Fifth Grade public school. The majority of the pupils are Hispanic at 70%. Joe received a final grade of 67 in reading for the 2021–2022 academic year. She received a 70 for the first term, a 73 for the second, a 62 for the third, and a 65 for the fourth terms. Sadly, over the academic year, her classroom had three instructors. Before they were able to employ a teacher who lasted for the remainder of the school year, one instructor left after 9 weeks, and the lengthy substitute was there for another 9 weeks (18 weeks). She did not receive adequate attention or assistance from the first two teachers, which had a significant impact on how well she performed in reading. Two brilliant kids, four English language learners, and one special education student were all present in her class. The Wonders reading curriculum, which employs common core standards for literature and nonfiction materials, is used by the district. One of the literacy tests used each month to monitor reading development is Istation's Indicators of Progress (ISIP). Another literacy exam utilized three times a year in the second grade is the Renaissance Star test. Students use Wonders, Star, myOn, Istation, Accelerated Reader, and Saxon Phonics for literacy throughout the academic year.

Observations and Insights During Instruction

State what was observed during the lesson (with an emphasis on reading specifically). Describe the activity, assessment, or related curriculum and instruction, as well as how the specific student related, interacted, and participated in the context of the lesson/activity/assessment, etc. (150-250 words)

Joe was taking the Istation's Indicators of Progress (ISIP) test when I happened to be there. She didn't get up or signal for a break. She was interested in the material and seemed to like "playing" the games (subtests) that she had to complete. 23 minutes after she started, Joe finished the evaluation. She passed three subtests for phonological awareness, letter knowledge, and alphabetic sequencing in kindergarten and first grade. She took the spelling, reading and comprehension, text proficiency, and vocabulary subtests for the second grade. I was able to see her findings once she finished the test. Alphabetic decoding was the section of the test she struggled with the most. She must properly identify seven made-up terms that the narrator reads on the evaluation. Only four were recognized by Joe. She also struggled with the spelling portion of the test. She must accurately spell five words that the narrator reads in this part. She must transfer the eight letters to the appropriate lines in order to spell the word (there are more lines than what is required to spell the word). Math and bath went unnoticed by her.

I was once again able to see Joe as she finished the initial diagnostic test for Exact Path in reading. This evaluation is also computer adaptive, and after the student has completed it, the software will have zeroed in on the precise abilities and instructional strategy they require in order to demonstrate reading progress. While she completed the evaluation, Joe was attentive and participating in the lively portions. The questions got harder when she started performing well on them, and easier when she started having trouble. Because the topic was comparable, she was unaware that the questions' difficulty had increased. She completed 43 questions in about 11 minutes, scored 821 on the diagnostic test, and came in at the 14th percentile. Kindergarten was her lowest Learning Path Entry Grade (LPEG). She had the most trouble with syllables, matching words, and combining sounds in the reading area known as Reading Foundations.

Joe's intervention focused on alphabetic decoding and reading actual and made-up works using the CVC pattern using the assessment data from the ISIP. I spent roughly two weeks working with her. She took the program well and was improving her use of short e and short I word. When I showed her a word, she swiftly discerned whether it was gibberish or not. During the intervention, I made use of word cards, magnetic letters (to create the words), and a white board. She would call it quits grinning and said she couldn't wait to work with me once again. We met for one meeting of the second intervention on spelling and phonics just before the academic year came to a close. She could either create the words using magnetic letters or write them on a white board after I had read them to her. She brought the list of words home as flash cards so she and her elder brother could practice.

Assessment Information

Assessment Title and/or Type

Date

Results or Findings (such as scores, description of outcomes, historical findings/outcomes/results of the same assessment)

Istation’s Indicators of Progress (ISIP)

Overall Reading Score: 208, Level 1 Spelling — 201

Phonemic Awareness — 213 Reading Comprehension — 202

Letter Knowledge — 210 Text Fluency — 0

Alphabetic Decoding — 198 Vocabulary — 256

Exact Path Reading diagnostic assessment

Diagnostic score: 861, 14th percentile LPEG — Kindergarten

Reading Foundations — 5/10 Language and Vocabulary — 4/9

Reading Literature — 3/9 Reading Informational Text — 6/10

Total amount of questions: 38 Total time: 61 minutes

From the first to the second diagnostic, Joe improved by 40 points. She is still completing kindergarten-level assignments. Her findings indicate that this time, she need interventions in the realm of reading literary works.

Exact Path Reading diagnostic assessment

(Taken home)

Diagnostic score: 821, 21st percentile LPEG — Kindergarten

Reading Foundations — 4/11 Language and Vocabulary — 5/11

Reading Literature — 4/10 Reading Informational Text — 4/11

Total amount of questions: 43 Total time: 11 minutes

Analysis of Assessment

Based on data from assessments and observations, identify student literacy needs. This may include an evaluation of student skills in other areas that affect reading assessment and achievement including spelling, grammar, fluency, application or misapplication of strategies during assessment. (150-250 words)

Together with her classroom teacher, we reviewed Joe's data results and came to the conclusion that she requires ongoing, focused phonics interventions, particularly with less frequent vowel teams, word parts (prefixes and suffixes), and word decoding with final consonant blends, long o and long I vowel teams, and endings -s, -es, and -ed. She needs Tier II assistance in the areas of asking and responding to questions, repeating tales, characters, location, and storyline, as well as identifying typical texts. She has improved over the course of the year, according to her classroom instructor, but when she encounters words that need decoding, it takes her longer, which causes her to lose track of the story's main points and her understanding to suffer. In order to have enough data to assess if Joe has made enough progress or needs to be sent for Special Education testing, it is critical that these interventions start at the start of the school year because she will be a third-grader in 2022-2023.

Analysis of Instructional Context

Effective methods and strategies: Instructional and assessment strategies that have assisted in improving student achievement in reading and literacy. (100-150 words)

Joe's effective approaches include having a consistent instructor for an extended period and practicing one-on-one on reading skills with either myself or the EL teacher. She is the middle kid, so spending time alone with an adult increased her confidence and self-esteem. She was pleased when she was successful during her intervention period, and her ability to decipher words, read words with ends, and repeat tales improved in her school. She was fortunate to receive intervention initially, followed by core education and some Tier II work with her instructor.

Barriers to improvement: Factors in the instructional that have restricted student achievement in reading and literacy. (100-150 words)

The constant turnover of instructors during the school year, as well as the absence of regular interventions throughout the first half of the school year, hampered Joe's progress. When her students understood they had an instructor who was going to remain, their performance improved, as did Joe's. Another impediment was her absence at the start of the year. She was gone for a total of 25 days, with many days off in a row at times. She did improve her attendance in the second half of the year and her reading skills. Another impediment to her progress was the lack of reading assistance she got at home. Including family reading participation nights and other reading events that the school community may participate in should assist boost reading assistance.

Recommendations

Include specific recommendations to meet the literacy needs of the student (e.g.. it is recommended that the student work with a reading specialist for 30 minutes every day through the end of the semester), new or additional instructional and assessment strategies to be implemented that could improve student achievement in reading and literacy, and specific recommendations for associated skills, such as spelling, reading, fluency, and grammar. (150-250 words)

The best way to meet Joe's literacy demands is to implement both Tier II and Tier III treatments. Scheduled to begin with the 2022-2023 academic year, these should be implemented immediately away. Her first-Tier II intervention will consist of daily 20-minute sessions with a small group to concentrate on phonics in the areas of uncommon vowel teams, word components (prefixes and suffixes), and word decoding with final consonant blends, long o and long I vowel teams, and endings -s, -es, and -ed. She will meet with a small group for 20 minutes, three days a week, to count, combine, and segment the syllables of kindergarten words as part of her second-tier II intervention. In order to increase her precision on the performance checks for her first-Tier III intervention from 40% to 80%, she will also spend 30 minutes a day working on her learning path in Exact Path. She will next focus on the Kindergarten Heggerty phonemic awareness videos during her five daily, 10- to 12-minute meetings with the literacy consultant. Monitoring and evaluation will occur every week during the interventions. The intervention team will meet to review the data results and decide on Joe's next steps when these interventions have been in place for eight weeks.