Struggling+Readers+Project

Struggling Readers Project **Purpose:** To utilize formal and informal methods and materials to identify reading and writing strengths and needs of students.

This is a multiple part assignment that will offer the graduate student the opportunity to apply and demonstrate knowledge of reading assessment and responsive instructional planning and delivery with students in the school setting throughout the span of the course. Confidentiality and respect for the student, family, and staff colleagues is to be maintained throughout this and any other project.

Some parts of the project will be due and checked along the way for presentation and preparation for inclusion in the final paper, but will not be graded separately.

In preparation for the graded components of the plan, the graduate student is to prepare and submit the required information for both students.

For all parts of the project: In order to maintain the privacy of information collected about the selected children, please be sure that any identifying information has been removed from all materials prior to including it in your literacy profile. You are responsible for obtaining permission from teacher, school or parents that are required by the school to work with and assess the selected students. You may inform pertinent personnel of the intent and use of the information gathered or reported during or as a result of this project. At no time should information gathered for this course be shared or made part of the student’s school or other records.

Each component of the project should be of high quality that reflects your skill as a professional educator. You will be collecting instructionally relevant background information and reading assessment data. The information will be used for informed decision-making in the instructional planning process, and clearly communicating results to others.

**Task:** Select 2 students (one in grades K-2 and one in grades 3-12) who are struggling in reading (student should not have an IEP).

**Part 1**: Child Background Information; Reasons for Referral/Summary of Observations (student background information, summary of interviews, school history information). Part 1 should be submitted by Sunday, 9/27 at noon on the discussion board. Respond to at least one person by Tuesday, 9/29 at 5:30 pm **Part 2:** Results of Assessments; Analysis/Strengths & Needs (Administer and analyze QRI-5 and other literacy assessments, summary of Assessments, recommendations). Part 2 should be submitted by ___ and will be presented through an online presentation. **Part 3:** Description of Intervention and Diagnostic Report. Part 3 completes the project and is due ___. Online presentations will be given.

**PART I**: Child Background Information; Screening Data/Interview with Student

· Gather data on student background (Client information report, health and development survey).

· Gather data on reasons for referral (discrepancy model (pg. 14 in McCormick & Zutell text), summary of observations (select 3 observation forms that will give you information about the student such as, interest inventory, attitudes toward reading and writing, self perceptions of reading and writing, metacognitive awareness).

· Gather data about student's school history (summary of progress in school, achievement in specific subjects, results of achievement and other test, attendance, repeated grades, description of classroom program, notes on special placement, interventions, or other special help given, classroom and special placement observations.


 * Write a 3-page analysis of the student's background.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">**Part 2:** Results of Assessments and Analysis/Strengths & Needs
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Early Literacy Assessments:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Concepts of Print
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Phonemic Awareness
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Letter Recognition
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Phonics
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Writing
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Spelling
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">The following assessments may be needed: word list, informal reading inventory, fluency/accuracy, miscue analysis, retelling, comprehension
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Reading Achievement Assessment (QRI):
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Word list,
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">informal reading inventory,
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">fluency/accuracy
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">miscue analysis,
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">retelling,
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">comprehension
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Writing
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Spelling
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Use the Test Summary Format form (below) for each assessment administered to record and analyze the data. Be sure to include a visual representation (graph/chart) of the data on each Test Summary Format form. See the link below to a website that will help you create graphs (Create a Graph).
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Synthesize the data and present your information to the class explaining your assessment results.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">· Utilize the Reading and Writing Continuum (below) as you synthesize the data. <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> Complete your presentation with a diagnostic summary-hypothesis based on:


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Students’ Strengths and Needs
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Setting/Approach

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">**Part 3**: Description of Intervention and Diagnostic Report:

>>> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Diagnostic Report Outline:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Description of Intervention
 * 4 lesson plans-Use this document for format [[file:Intervention Lesson Plan Structure.pdf]]
 * student work samples [[file:Intervention Lesson plan template3.pdf]]
 * letter to parent/guardian that shares the information from the report
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Cover page (student name, date of birth/age, sex, grade, name of school, dates of assessment)
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Reason for Referral/Summary of Observations
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Assessment Results
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Description of Intervention
 * 5) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Bibliography
 * 6) <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Log of Activities

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Below are resources to assist you in completing the Struggling Reader Project.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Reasons for Referral/Observation Forms <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Resources

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Create a Graph <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">