Danielle Chemello

Curriculum Planning Assignment/Reading SPED 447 Spring 2012 Conduct a record review of a student. Complete the information below. If the information is not available, please note NA in the box and provide a brief explanation of why it might not be available. Section 1 Information needed Past schooling/Educational history -Has the student attended more than one school, either in or out of state? Documentation/Results -Washington Early Childhood -Wiley Elementary (Aug 2003-gen ed kindergarten classroom) (cross cat class started in 05) -Garden Hills Elementary in 2005 -Franklin MS 2009-present mother when younger, now grandmother -FMS designates grandmother as guardian

With whom does the student live?

Report card from past year -psychological report says that student is fail-relevant comments, especially with regard to ing most classes but getting a C in reading literacy and/or functional academics Achievement scores/Formal assessment data -Differential Ability Scales-Preschool Record -Standardized tests (ISAT, PSAE) Form: Verbal Cluster=72, Nonverbal -IAA Cluster=71 -IQ or intelligence tests General Cognitive Ability=67 -participates in district wide and state assessments with accommodations until 08-09 year (read test items to student, simplification of directions, extended time, and alternate setting with fewer distractions) -accommodations for school, no modifications as of 08 -IAA decided during 09-10 year Results of vision and hearing tests -both tests given on March 6, 2007 by Champaign schools. no concerns were noted -passed on 9/16/2010 as well

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Special programs or services -Reading Recovery (1st grade) -RtI -OT/PT/Speech/Social work

-speech therapy in elementary grades and prior too -OT for 30 minutes per week for 30 weeks starting 9/04 to work on handwriting -social work for 30 minutes per weeks for 1 year starting 5/2/05 -supplementary aids=pre teach/vocabulary words, alternative assignments, small group instruction, provide alternate assignments -accommodations offered in IEP: read test items to student, simplification of directions, adult to write down students responses, extended time, alternate setting with fewer distractions, and small group administration -tier 3 for reading/language arts (Language! in 2010) -no more OT in 2010 -pull out math in 2010

Attendance patterns from past two years Demographics -parents occupation -free and reduced lunch -SSI

-good attendance, not truant to the point where intervention is necessary African American English speaking lives with mother and grandmother in elementary grades mother is unemployed

Health concerns and/or medication required premature birth --on life support several weeks after birth -bacterial meningitis at age 2

Section 2

Danielle Chemello

Student description (age, grade, placement, reading level): -birth date is 7-17-98 making T 14 years old -cognitive impairment -8th grade -self contained ELA class at Franklin Middle School -self contained math class -Corrective Reading class for comprehension intervention, 6 Minute Solutions, Lexia -self contained social skills class -inclusive science and social studies classes -reads at a 5th grade instructional level, 4th grade independently, and 6th grade comprehension -DRA Fall 2009=20 -DRA Spring 2009= 29 -IAA 2011 in Reading=579 scale score and Performance Standard is E Current curriculum (core/supplementary/intervention as applicable): -School Core Curriculum is Prentice Hall Literature, Eighth Grade Version -T does not receive this instruction -School Supplementary Curriculum is Language! -T uses Language!s yellow book which is at a 4th-5th grade level -School Intervention is Corrective Reading (comprehension), 6 Minute Solutions (fluency), and Lexia (decoding) -T engages in all three of these during her fourth hour intervention class Current instructional delivery (describe learning environment and delivery model for ALL reading instruction): -Corrective Reading, 6 Minute Solutions, and Lexia are all done during a 40 minute period. This class has 5 students in it. Both small group and one on one instruction occurs. -Language! is taught during a 60 minute period class that has 2 students in it. This class period allows for 15 minutes of Lexia at the beginning of the period. During 4th quarter, the students are reading a graphic novel called Resistance in order to maintain the grade wide curriculum unit of the Holocaust.

Danielle Chemello

Benefits and challenges of current implementation: Is student progressing? How do you know? -T is progressing according to fluency and writing progress monitoring. Grades are showing progress in each area too. -Ts fluency was at 60 words correct per minute in January and has increased to 70 words correct per minute as of April. Are all Big 5 being addressed at some point in his/her school day? -Language! addresses all of the Big 5 in each lesson. -Fluency, decoding, and comprehension are addressed twice per day with the Corrective Reading class and the pull out ELA class. -An instructional program for fluency is being completed as well with T during the pullout ELA class. This includes a four day cycle of a cold read, alternate reads, and hot reads for a passage. Both prosody and fluency are addressed during this time. Ts prosody scores have also increased since the beginning of the instructional program. -Lexia also addresses decoding. -Comprehension is addressed when reading the Resistance novel in the pullout ELA class. Reading quizzes are given to the students to determine what they have learned from reading the last section of the novel. Predicting and inferring are also addressed in these quizzes. -This novel is also read aloud increasing fluency practice.

Danielle Chemello

What do you like and/or dislike about the current programs being used? -I think that Lexia seems like a great idea to many teachers and administrators but T does not enjoy it or take it as seriously as she could. She often clicks words regardless of whether it is right or not. The lack of corrective feedback with the program is frustrating too. T often does not know why she is wrong when she selects an answer. -I do like that T has a whole class period dedicated to interventions. The time spent using Corrective Reading and 6 Minute Solutions are so beneficial to her success in reading. -The Language! supplemental curriculum is quite helpful too. It addresses all of the Big 5 and allows T to connect the things learned in her intervention class to things learned from the Language! curriculum. The Language! book also offers interesting stories to read as well as writing prompts and instruction that are relevant to students. -I think that it is great for T to be learning with a small group of students. She can get embarrassed about not being able to perform her skills in front of her peers. By having a smaller group, she gets less embarrassed. This allows her to be more open about attempting to answer questions even though she may be incorrect. -I am impressed by Ts performance in the prosody portion of the instructional program. She has learned to read with more expression and to pay attention to the punctuation when reading. She is also able to select texts to read so that she is more interested and invested in what she is reading. I also like that she graphs her success in this program. She is motivated to learn when she sees herself succeeding in fluency.

Section 3 Big 5

Grade level ex- Current level of performance pectations

Phonemic awareness

Source (record review, informal assessment, interview, observation, etc) Expected to have During phonemic awareness and phon- Observation of classmastered ics portion of Language! lesson, T is work able to separate syllables, determine rcontrolled syllables in words, and count sounds in words. Expected to have Language! has a technique that allows Observation of classmastered for decoding. It begins by taking off work any prefixes or suffixes and then sound out the root word. T is good at this technique.

Decoding

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Fluency

Students reading atT reads 70 words correct per minute the 50th percentile which is equivalent to the 50th perlevel for 8th grade centile of the third grade reading level. in the spring are supposed to be reading 151 words correct per minute.

Baseline data for informal assessment and current instructional program

Vocabulary

Expected to have During vocabulary and morphology por- Observation of classmastered tion of Language! lesson, T can deci- work pher between antonyms, synonyms, and attributes. When T does not know a words meaning, she knows to look it up in either a book or online dictionary.

Comprehen- Make predictions, 6th grade comprehension level below Intervention class Summarizing, and 10th percentile data sion Inferring from -Observation of texts -T will offer reasonable predictions dur- classwork ing class about Resistance book being read.. -She infers from pictures in graphic novel about what is happening or how the characters feel in a particular scene.

Section 4

Danielle Chemello

Summary of students strengths and needs in reading: T is motivated to succeed in reading. Over the past three months, she has developed a reading voice which she uses to show more expression in her oral reading. She also acknowledges punctuation more readily while reading aloud. She has increased her reading speed during this time too. T also knows strategies for decoding and uses them appropriately throughout text and decoding class worksheets. T is good at determining syllables as well. She is able to accurately count out the syllables in many words. T needs to be introduced to more vocabulary words so that she does not need to look up as many and can increase her spoken and written vocabulary. This will help her when reading too because she will continue reading instead of having to look up the meanings of words and then forgetting what she was reading about. T needs to increase her reading speed even further to be able to read more content. By reading aloud more often, this skill will be practiced. Ts comprehension also needs to continue to be practiced so that she can eventually be comprehending grade level texts. Identifying the main story elements and then predicting what will happen next in the story will help her increase her comprehension.

Danielle Chemello

Objectives and rationale: 1. When given a list of 5 vocabulary words, T will be able to write a sentence for each word which shows that she knows the meaning of the word according to the sentence writing rubric during 5 out of 5 opportunities. Rationale: By introducing 5 new vocabulary words per week, T will increase her lexicon. This will allow her to read more fluidly because she will not have to stop reading to look up a word in the dictionary or online. By knowing words meanings, she can read without much issue. This will make reading a more enjoyable and meaningful activity for T. 2. When given any 6th grade level passage in a 1 on 1 instructional setting, T will read 85 words correct per minute as well as score a 13/16 on the prosody rubric for 3 consecutive school days. Rationale: By increasing her reading speed, T will have an easier time with reading. This will also make reading a more enjoyable experience for T. Other subjects reading homework will not be such a chore for her either. By reading with expression and acknowledging punctuation, T will better understand what the story is about, therefore increasing her comprehension of texts. 3. After reading any text, T will be able to identify the main story elements (characters, plot, setting, and climax) in her notebook. She will also be able to predict what will happen next after reading a portion of the text. Both of these tasks will be considered mastered when T can predict a logical potential event and identify all story elements for 5 consecutive opportunities. Rationale: By identifying the main story elements, T will be able to better understand the story and its events. After identifying these parts, she can then be asked about what each character meant by saying certain things. From these inferences, T will also be able to better understand the story. By predicting what will happen next, T will have to think about what has happened and what will most likely happen to the characters. This also allows her to better understand the portion of the text that she has already read because she has to incorporate what has happened with what could likely happen.

Danielle Chemello

Ideal instructional delivery model: Given Ts strengths and needs, I think that the current instructional delivery model suits her well. T enjoys working in smaller groups which both the intervention class and the pullout ELA class allow. The intervention class also allows for the practice of her needs: comprehension and fluency. This will help in improving her reading abilities. Fluency being practiced in her pullout ELA class is also helpful in improving her reading speed and reading prosody. Since the ELA class uses the Language! curriculum which addresses all of the Big Five in each lesson, the pullout ELA class is helpful. T learns how to use each of the Big Five during each lesson. Instead of using Lexia to practice decoding, I would suggest decoding words in context. The Lexia decoding portion consists of single words, not words in sentences. T needs to practice being able to break down words in texts because that is the most functional use of the skill. It will benefit her most in independent and life long reading too. Practicing a new set of vocabulary during the week would allow T to have a larger spoken and written vocabulary. Instead of defining words just from texts, a list of words could be given at the beginning of the week. These words can then be used throughout the week to be put into sentences or read in texts. Explicit instruction of the terms definitions will be helpful because T does not particularly enjoy looking up words in the dictionary or online.