EDUC 415
Page 1 of 3
QEP DPRP: DIAGNOSTIC SUMMARY REPORT (DSR) TEMPLATE
Tutor (You): Michelle Diesburg
Client Name, Age/Grade: Mauricio, 9 years old/ 4th grade
Diagnostic Assessment
Administered
(Be sure also to give grade level
and whether it was Beginning,
Middle, or End)
DIBELS-8 2ND GRADE
Summary of Diagnostic
Assessment Scores
(Be specific and give numeric
value for all assessment
components)
Middle year winter the 2nd grade DIBELS pre-test was administered. The assessment tested
Mauricio in nonsense word fluency (NWF), word reading fluency (WRF), oral reading fluency
(ORF), and the maze sub subjects. In the NWF portion Mauricio got 70 out of 102 letter sounds
correct and read 20 out of 35 words correctly. During the WRF part of the test he got 20 words
out of 4 lines correct. In the ORF portion he read a total of 38 words with 12 beginning correct
and having 26 errors. During the Maze portion of the test Mauricio got 18 words correct with 30
errors.
Mauricio took the 2nd grade DIBELS post-test during the middle, winter portion of the year.
During this test he improved his NWF score getting 80 out of 102 letter sounds correct and read
24 out of the 35 words correctly. In the WRF part of the test he read 25 words correctly with the
first four lines, showing an improvement of 4 words. In the ORF portion of the assessment
Mauricio read a total of 38 words with 15 correctly read and 23 errors. In the Maze portion of
the assessment, he got 22 words correct with 26 errors.
Reading Level:
(Based on results of diagnostic
assessment. Note whether the
Based on the 2nd Grade DIBELS assessment composite scores, Mauricio is below grade level in
reading. This is exhibited with his composite score being 362 which places him within the red
zone and therefore flagging him for intensive support. His oral reading fluency (ORF) and his
Maze scores were also in the red zone. According to the DIBELS scoring Mauricio received a
EDUC 415
Page 2 of 3
results are above, below, or at
grade level)
raw score of 15 for the ORF-WRC and 39.47 for the ORF-ACC. Mauricio’s Maze raw score was
3. All of these scores place Mauricio in the red zone. Mauricio scored 69% on his NWF-CLS
and 57% on the NWF-WRC. This is just slightly above half.
Identified strengths on the
diagnostic assessment:
(List at least 2 with explanation.
Remember, sometimes a strength is
what a student is doing the best
even if they are below grade level
in everything.)
1. Mauricio is at 69% on his decoding abilities on the pre-test and then it increased to 78% on
the post-test exhibiting a strength in letter sound awareness.
2. Mauricio decoded nonsense words correctly at 57% pre-test and by the post-test he increased
this to 69%.
Identified weaknesses on the
diagnostic assessment:
(List at least 3 with explanation)
1. Within the 3 minutes took to take the Maze test, Mauricio exhibited trouble picking which 3
of the words to choose from was the best fit for the sentence. He got 18 correct words for the
correlating sentences and got 30 words wrong. This gave him a raw score of 3, placing him in
the red zone.
2. Mauricio got 20 words correct during the word reading fluency. This low number places him
in the red zone. He needs to get at least 36 words correct to move to the green zone based on the
second-grade scores of the assessment.
3. Mauricio’s scores for his oral reading fluency placed him in the red zone, he got a raw score
of 39.47 for the accuracy of the ORF. He needs to have at least a 96 in accuracy to get into the
green zone. His words read correctly for the ORF was 15, he needs to get at least 78 correct to
get into the green zone.
Input received from the client,
parent, or teacher regarding the
needs of the client:
The teacher has expressed that Mauricio enjoys computer games, Legos, and dinosaurs. The
teacher has also expressed that he has limited English and receives ESL services twice a week.
Mauricio’s mother is supportive and has agreed to tutoring.
EDUC 415
Page 3 of 3
Based on the client’s personality
and interests, list 5
activities/techniques you will
incorporate in planning the
tutoring intervention:
1. I will utilize books about dinosaurs to increase Mauricio’s reading fluency like dinosaur
emergent readers.
2. I will place letters on Legos to form words. We will use these to practice blending words for
word reading fluency.
3. I will use a dinosaur sight word game board, and we will use the playing piece is a Lego. This
will be a fun way to learn sight words. We will take turns moving one space at a time. The
player lands on a sight word and they have to say the word correctly to move.
4. Word Wall website offers word fluency games. There are a couple that have pictures you
match to a reading fluency phrase.
5. There are Dinosaur color by sight words activity sheets. That has the student color a dinosaur
each sight word is a different color. I will add that the student must say the sight word out loud
before he can color it each time. This will have him saying it repeatedly and have him think
about the word as he is coloring his picture.
Based on the above diagnostic summary report, which area will you be focusing on for your QEP DPRP research proposal?
Word reading fluency because he needs to familiarize himself with words so reading becomes automatic before I can
address the other two weaknesses.
Make your decision based on what would need to be addressed first from the identified weaknesses above (e.g., the student
scored below grade level in letter identification, letter sounds, reading fluency, and reading comprehension, you would have to
remediate letter identification first). If the order of intervention would not matter, then select any of the three.
