Portfolio Assignment: Case Study Participants will read the case study included in the online module titled Jordyns Case Study? and conduct a

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Portfolio Assignment: Case Study Participants will read the case study included in the online module titled “Jordyn’s Case Study” and conduct an analysis of the case study. The purpose of a case study is to walk the reader through a situation where a problem/situation is presented by providing background information, a description of a solution given, and an explanation as to how the solution was derived. In addition, detailing possible missteps or solutions should be included.

Got It! Not Yet, Growth Ideas! Response includes a summary of student background

A context is provided that provides a summary of the student’s background that contribute to the situation/problem

Response includes a detailed description of the situation or problem

A clear understanding of the situation for which a solution is sought is included

Response provides details to describe the potential solutions and how it was derived

Context is provided related to where, when and how the situation/problem is occurring. The effects of the situation/ problem on the learning environment are explained

A description of possible solution(s) for the problem/situation are included

Solution(s) are logical and includes specific action steps and rationale for recommendations

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Jordyn is an 11-year-old boy who lives with his mother, stepfather and two younger half- brothers in Punta Gorda, Florida. He enjoys baseball, swimming, and baking. He has recently learned how to pitch left-handed. He prefers to be in smaller crowds and small groups and gets antsy when he encounters large crowds are events. He often does not initiate contact or communication with individuals that are unfamiliar to him and quickly becomes quiet and more reserved when placed in those situations.

He and his family have lived in Punta Gorda for 8 months as they needed to relocate for his stepfather’s work. He has adjusted to his new school and has made a few friends but missed his previous school and neighborhood. Jordyn hopes that when he begins to play baseball again on a team, he will find new connections.

Currently, he is in 5th grade at Seven Palms Prep. There are 19 students in his homeroom class. Jordyn learns math, science, and social studies in his homeroom class and goes to a different classroom in the afternoon for reading and language arts. Jordyn has a good relationship with both of his teachers but does not ask for help if he is confused or does not understand. His favorite subject is science and enjoys when his teachers bring in items to support the lessons or experiments, and he is able to interact with the lessons. Usually, if it is a concept he is interested in, he will further explore it at home. He also prefers math over reading, as reading and writing are his least favorite subjects. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. His reading teacher has recently met with Jordyn’s mother and stepfather to share concerns for his reading and writing performance.

His reading teacher has given Jordyn the following diagnostic assessments: Phonics Inventory and an Informal Reading Inventory. She has monitored his personal reading growth using a computerized Reading iReady diagnostic and benchmark.

The Phonics Inventory results suggest Jordyn is in the 81st percentile in identifying sight words. His ability to read sight words fluently seems to be motivated by timed restrictions. Jordyn’s phonemic decoding skills reflect that he has an average ability in reading nonsense words using phonics patterns. He is in the 36th percentile when compared to his age equivalent peers. Overall, Jordyn appears to have an average ability with emergent reading concepts.

Subtest Standard Score Descriptive Category Percentile Sight Word Efficiency 113 High Average 81 Phonemic Decoding 95 Average 36 Total Word Efficiency 106 Average 65

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The results of the Informal Reading Inventory indicate that Jordyn’s fluency impeded his overall comprehension. His accuracy indicates he often reads with miscues and falls within the low average range. He scores suggested he has a Grade 3 independent reading level, a Grade 4 instructional reading level and Grade 5 frustration reading level. He received 11-word recognition errors (WRE) on his final text within the Informal Reading Inventory. Reading Level Placement Total Points (Out of 10)/

Word Recognition Errors Independent Grade 3 7 points, 4 WRE Instructional Grade 4 5 points, 7 WRE Frustration Grade 5 2 points, 11 WRE Test Administrator Notes: During the silent reading, Jordyn stated he was “done” at a much faster pace than when reading orally. Generally, he scored fewer points when reading silently. He had few self- corrections and would insert words, leave off word endings, and substitute words frequently. When we began, he would pause at some unknown words and attempt to decode them, however as we continued, he stopped this practice and would just substitute or guess the word instead without any attempt for self-correction.

The results of the Ipsative iReady Diagnostic and benchmark report suggested he is approaching Grade 4 and has shown growth in the area of phonics, vocabulary, and literary comprehension. He has shown minimal growth in informational text comprehension.

Domain Diagnostic Test (8/19) Test 2 (1/12) Overall Grade 3 Approaching Grade 4 Phonological Awareness Tested Out Tested Out Phonics Grade 3 Tested Out High-Frequency Words Tested Out Tested Out Vocabulary Grade 3 Approaching Grade 4 Comprehension: Literature Grade 3 Approaching Grade 4 Comprehension: Informational Text

Grade 3 Grade 3

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Each day, the class engages in about 30-40 minutes of whole group reading instruction, 20 minutes of small group reading instruction, 30 minutes of writing workshop, and 10 minutes of silent reading. They also do 20-30 minutes of daily RtI support in which a reading support staff comes in and works with two different groups of learners while the reading teacher works with the rest of the class.

The teacher has expressed Jordyn does not often participate in whole group instruction but does participate during his once a week small group meeting. She notices that sometimes he does not understand the concepts but does not have time to review them all with him and hopes to cover the more difficult concepts he does not grasp during small groups.

In addition to reviewing difficult concepts during his weekly small group meeting, his teacher works on building Jordyn’s fluency by practicing echo reading and rereads. However, she has noticed minimal improvement with these strategies. She encourages him to practice rereading to build his fluency but does not check in often to see his progress.

His reading teacher allows the students to pick a book during silent reading. She has observed Jordyn flipping through the pages, getting new books, and looking around the room during the daily silent reading time. She has suggested he pick a book he likes and read it from start to finish. This was discussed during the parent conference.

His RtI support bases her instruction from the diagnostics taken at the start of the school year. She instructs him to go on the computer twice weekly for individualized iReady instruction and works with him the other two days they meet to review phonics skills, vocabulary development, and strategies for reading informational texts. She provides a weekly record to the classroom teacher with anecdotal notes for the students she works with in the reading teacher’s mailbox.

His reading teacher has an upcoming meeting with the Reading Support Team and plans to bring up Jordyn to ask for strategy support. She plans to share all of his data that she has collected included diagnostic, ipsative, teacher observations and anecdotal notes provided by his RTI support and hopes to find answers to supporting his reading growth and development.