Artifact 7

Artifact Seven: Case Study

This case study shows assessments I administered to a student in order to determine her instructional and frustration reading and spelling levels. In the artifact, I have included the actual scoring of the reading passages, along with the Individual Reading Inventory (IRI) summary sheet, word recognition inventory sheets, her diagnostic spelling inventories and my argument for the instructional and frustration levels that I chose for this student.

FLASH	Oral Readings	Silent Readings	Spelling Inventories	Summary Sheet
# 1	Level 2	Level 2	# 1	# 1
# 2	Level 3	Level 3	# 2
	Level 4	Level 4	# 3

Context: The case study presented in this artifact was completed while a student in

RE 5715 Reading Assessment and Correction, taught by Dr. Darrell Morris. The study consists of a word recognition test, or FLASH score, oral reading assessments (determining comprehension, accuracy, and rate), silent reading assessments (comprehension and rate), and diagnostic spelling inventories. After administration of all assessments, an IRI summary sheet was completed, documenting the scores obtained.

Using the scoring from the IRI, I am able to determine an accurate reading level for the student and then develop plans specific to her needs. My knowledge of the assessment models serves as preparation for my participation in RE 5725 Practicum in the Clinical Teaching of Reading this summer.

Impact: I completed the case study while I was teaching English as a Second Language (ESL) to K-5 students at my school. I chose a second grader in the ESL program as my student for the case study. Using these assessment tools with an ESL student proved very enlightening. I could observe how the diagnostic assessments help reveal the gaps in a child’s language development. With this student, I now have a holistic view of her language base and learning needs. I look forward to assessing more of my students. I will use the information acquired to help better serve the developing language needs of my students and will share the results with their classroom teachers.

Alignment:

Standard A. Instructional Expertise

The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.

With proper student assessment, I can recognize learning problems and areas of success. As a result, I am more effective at designing and modifying instruction based on student learning. The models of assessment presented in this class are well developed and backed by theoretical and philosophical research as being best practices. I place confidence in the assessments as powerful tools for monitoring the instructional decisions I make within my classroom.

Standard B. Knowledge of Learners

The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.

With appropriate assessment administered properly, the teacher gets an improved understanding of the differences students bring to the learning environment. By respecting these differences, I can become more responsive to my students and modify my instruction in order to get positive outcomes. The IRI, word recognition and diagnostic spelling inventories provide me with the data needed to enact the best practices necessary to meet the demands of my ESL learners.

Standard C. Research

The candidate uses research to examine and improve instructional effectiveness and student achievement.

By putting the theories investigated in this class into action, I am able to identify problems my students have in their reading development. As a result, the data can be used to improve student learning and instructional processes. By collecting data on students throughout the year I will be conducting action research aimed at minimizing educational

problems in my classroom and at the school level.

Standard D. Content Knowledge

The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.

By completing the case study presented in this artifact, I have demonstrated my knowledge of administering diagnostic assessments and analyzing the results of those assessments. I have also shown my ability to articulate the results in a manner that supports my placement of a student at the appropriate reading level for her ability.

Standard E. Professional Development and Leadership

The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.

By sharing my knowledge of Individual Reading Inventories with my colleagues, I continue to stay engaged in professional development on a school level. I have shared the results of the case study with the student’s classroom teacher, providing her with valuable information she can incorporate in this child’s learning goals. As I am still completing the Assessment and Correction class, I continue to grow daily in my knowledge and experience with the IRI. I am currently completing another case study on a third grade ESL student and look forward to doing the same for all of my students. As I conclude the assessments, my plan is to share the results with the parents, thus strengthening the partnership needed to best serve my students.