Assessment+&+Analysis+of+Initial+Work+Samples

** II. Assessment and Analysis of Initial Work Samples **
==== ** A) ** Aside from informally observing the student in his Language Arts class twice a week as well as working one on one with the student when he appeared to need help during independent class work, I also tested him with a Dolch word list to see what level he was currently at. Being that one of his IEP goals was for him to master lists A-E with at least 90% accuracy, I thought this would be a good way to find out how well he was doing with decoding words. I started with list A and wrote each word on flash cards. I gave him the flashcards to read one by one and he had to say each word aloud. He got 86% of the words correct on the first attempt. ====

==== This indicated to me that the student was having difficulties with distinguishing the correct vowels, silent e, and even letter identification. These results appeared to be accurate being that his IEP goals addressed mastery of basic sight words as well as mastery of short vowels, consonant blends, and silent e. ==== ==== ** B) ** I also gave the student a Primer level reading probe to assess his fluency. The student was given one minute to read as much as he could. At the end of the reading probe assessment, I calculated how many words he read per minute as well as how many errors he had while reading. I kept track of his scores on a Precision teach chart and graphed the results. ====

[|Graph_for_Fluency.jpg]
==== ** C) ** In addition, I spoke to the student’s teacher and asked to see his workbook. I made copies of two of his workbook pages in order to use as work samples. For each lesson in his workbook, he is supposed to first read the story and then answer questions about them. On one of his lessons, there was a question that asked him to write the sentence that tells the main idea of the story. There were four different options to choose from and he didn’t correctly identify the main idea. Another lesson asked him to determine the order of events in the story by writing 1, 2, or 3 in front of each sentence that was listed. For this, he only got one event correct. From these work samples, I came to the conclusion that the student needs assistance with determining the main idea of a story and sequencing events that happened in a story. While looking over his workbook, I also noticed many spelling errors and sentences without capital letters in the beginning as well as no periods at the end. ====

__Strengths and Weaknesses:__
==== The student’s strengths include his willingness to learn and overall positive demeanor towards school. He also stays on task and never causes a behavior issue. His needs include advocating for help because he will often act like he understands the material in class, but most of the time he actually needs help. The areas that he needs help with are in reading and include fluency, decoding, and comprehension. I often remind him to sound out a word to help him decode it; however, he doesn’t appear comfortable doing this. ====