TIER 2 INTERVENTION PROFILE<\/p>\n
Student: Lilliana H. Age: 8 years Grade: 3rd <\/p>\n
Date of Assessment: MOY Proficiency Level: 4 <\/p>\n
VISION \u2013 Lilliana\u2019s vision is within normal limits<\/p>\n
HEARING \u2013 Lilliana\u2019s hearing is within normal limits<\/p>\n
HEALTH-RELATED CONCERNS – No specific physical or medical concerns<\/p>\n
ATTENDANCE \u2013 Lilliana\u2019s attendance has not been an issue<\/p>\n
Academic Concerns:<\/p>\n
X Reading __ Math X Writing <\/p>\n
AREA OF CONCERN: <\/p>\n
Lilliana is two grade levels behind in reading and writing. Lilliana is disruptive during reading\/language arts, talking to her friends and asking to use the restroom or visit the school nurse. She has been receiving tutoring for the past year focusing on letter sounds and blending. Lilliana struggles with rhyming skills and sight word identification. Errors in her writing impede readability. <\/p>\n
BACKGROUND: <\/p>\n
Mother speaks some English but requests a translator for school meetings. Mother shared through an interpreter that she struggled to learn to read as a child and sees the same struggles in Lilliana. Lilliana has an older brother in sixth grade that has been diagnosed with dyslexia and is currently receiving special education services. Lilliana expresses interest in reading to both her mother and classroom teacher but says that it is too hard. Lilliana has not progressed with her proficiency level in two years. She remains at a level 4. Lilliana confuses vocabulary words, names of objectives, and has difficulty retelling a story. <\/p>\n
TEACHER OBSERVATION: <\/p>\n
Classroom teacher indicated that Lilliana struggles with learning letters and sounds. They are currently working on blending short vowel and CVC words. Teacher notes that Liliana\u2019s writing is often illegible and confuses b\/d, p\/q, and vowel sounds. Lilliana writes simple sentences because she struggles to recall vocabulary words and names for objects. She can retell a story when it is read to her. Due to her struggles with decoding, she is not able to retell a story read independently. <\/p>\n
ASSESSMENT DATA<\/p>\n
Universal Screener <\/p>\n
Dynamic Indicators of Basic Early Literacy Skills 6th Ed.<\/p>\n
University of Oregon (Third Grade Benchmark Assessment)<\/p>\n
DIBELS Oral Reading Fluency (DORF)<\/p>\n
Benchmark 1<\/p>\n
Beginning\/Fall<\/p>\n
Benchmark 2<\/p>\n
Middle\/Winter<\/p>\n
Benchmark 3<\/p>\n
End\/Spring<\/p>\n
Date<\/p>\n
Aug. 18<\/p>\n
Jan. 12<\/p>\n
Words Correct<\/p>\n
24<\/p>\n
(benchmark 70 words)<\/p>\n
27<\/p>\n
(benchmark 86 words)<\/p>\n
Accuracy<\/p>\n
82%<\/p>\n
(benchmark 95%))<\/p>\n
84%<\/p>\n
(benchmark 96%)<\/p>\n
Retell<\/p>\n
not able to assess<\/p>\n
(benchmark 20)<\/p>\n
not able to assess<\/p>\n
(benchmark 26)<\/p>\n
DAZE <\/p>\n
(Reading Comprehension)<\/p>\n
2<\/p>\n
(benchmark 8)<\/p>\n
3<\/p>\n
(benchmark 11)<\/p>\n
Phonemic Awareness Screener Assessment<\/p>\n
Phonemic Awareness Skills Assessment<\/p>\n
Results<\/p>\n
(below 80% is needs intervention)<\/p>\n
Needs Support<\/p>\n
Skill 1: Onset Fluency: Identifying Initial Sounds in Words<\/p>\n
9\/10<\/p>\n
Skill 2: Identifying Final Sounds in Words<\/p>\n
8\/10<\/p>\n
Skill 3: Identifying Medial Sounds in Words<\/p>\n
3\/10<\/p>\n
Skill 4: Blending Phonemes into Words<\/p>\n
6\/10<\/p>\n
Skill 5: Segmenting Words into Phonemes<\/p>\n
8\/10<\/p>\n
Skill 6: Rhyme Production<\/p>\n
4\/10<\/p>\n
Skill 7: Substituting Phonemes in Words<\/p>\n
5\/10<\/p>\n
Skill 8: Adding Phonemes<\/p>\n
4\/10<\/p>\n
Skill 9: Deleting Phonemes in Words<\/p>\n
2\/10<\/p>\n
Phonics Survey Assessment<\/p>\n
CORE Phonics Survey<\/p>\n
Alphabet Skills and Letter Sounds<\/p>\n
Subtest <\/p>\n
Score<\/p>\n
Observation \/ Notes<\/p>\n
Letter names – uppercase<\/p>\n
22\/26<\/p>\n
Errors: Y, Q, J, G<\/p>\n
Letter names – lowercase<\/p>\n
21\/26<\/p>\n
Errors: p, q, b, d, g<\/p>\n
Consonant sounds<\/p>\n
16\/21<\/p>\n
Errors: d, b, q, g, j <\/p>\n
Long vowel sounds<\/p>\n
4\/5<\/p>\n
Errors: e<\/p>\n
Short vowel sounds<\/p>\n
2\/5<\/p>\n
Errors: e, i, u<\/p>\n
Reading and Decoding Skills<\/p>\n
Subtest <\/p>\n
Score<\/p>\n
Observation \/ Notes<\/p>\n
Short vowels in CVC words<\/p>\n
9\/15<\/p>\n
Errors: sip (sep), rut (rot), fit (fet), set (sit), dit (det), pem (pen)<\/p>\n
Consonant blends with short vowels<\/p>\n
5\/15<\/p>\n
Errors: quit (quite), silk (sick), sank (sak), lump (lup), held (hid)<\/p>\n
Lillian said she didn\u2019t know how to read any of the nonsense words.<\/p>\n
Short vowels, digraphs, and <\/p>\n
-tch trigraph<\/p>\n
0\/15<\/p>\n
Lilliana pointed to the words and said, \u201cI can\u2019t read words\u201d <\/p>\n
R-controlled vowels<\/p>\n
0\/15<\/p>\n
\u201cI can\u2019t read words\u201d<\/p>\n
Long vowel spellings<\/p>\n
0\/15<\/p>\n
\u201cI don\u2019t know this words\u201d<\/p>\n
Variant vowels<\/p>\n
0\/15<\/p>\n
\u201cThese too hard for me\u201d<\/p>\n
Low frequency vowel and consonant spellings<\/p>\n
0\/15<\/p>\n
\u201cI don\u2019t never see these words before\u201d<\/p>\n
Multisyllabic words<\/p>\n
0\/24<\/p>\n
\u201cI don\u2019t know\u201d<\/p>\n
Writing Sample<\/p>\n
\u201cI have a dog. Her name is Winnie. She is a good dog, but she eats food on the table. I love my dog.\u201d<\/p>\n
\u00a9 2022. Grand Canyon University. All Rights Reserved<\/p>\n
\u00a9 2022. Grand Canyon University. All Rights Reserved<\/p>\n","protected":false},"excerpt":{"rendered":"
TIER 2 INTERVENTION PROFILE Student: Lilliana H. Age: 8 years Grade: 3rd Date of Assessment: MOY Proficiency Level: 4 VISION \u2013 Lilliana\u2019s vision is within normal limits HEARING \u2013 Lilliana\u2019s hearing is within normal limits HEALTH-RELATED CONCERNS – No specific physical or medical concerns ATTENDANCE \u2013 Lilliana\u2019s attendance has not been an issue Academic Concerns: […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-105918","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/105918","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=105918"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/105918\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=105918"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=105918"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=105918"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}