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CISE 403 Dustin Project 2013.docx

Page 1 of 7

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Dustin’s Cumulative Record and Report

You are a teacher in the Smithville School District. You have been asked to prepare an assessment summary for a student who was recently referred for assessment. You have examined the student’s cumulative file in the school’s main office and assembled relevant raw data into a student profile. The student profile is for your use only. You will need to organize the data further to create information that will be useful to the assessment team in making a decision to best help meet the student’s educational needs.

Student Profile: Dustin Monroe

Dustin Monroe lives with his mother, step-father, and two older sisters in a modest, middle-class neighborhood about three miles from the school. English is the dominant language in the home. Dustin’s mother works full-time for the newspaper as a sales agent and his step-father is a heavy equipment operator for a local construction firm. Dustin plays T-ball in a parks and recreation department program. Dustin was born on August 2, 2002. Most of the scores below were obtained in the fall of 2009.

Dustin Monroe is in Mrs. Wall’s second grade classroom at the Smithville Elementary School. He is placed in a non-graded “beginning readers” group for reading instruction and receives all other instruction in Mrs. Wall’s general education classroom. The reading group includes students from kindergarten, first grade, and second grade and meets daily in Reading Resources Center with Mrs. Thomas, another teacher in the school.

Mrs. Wall and Mrs. Thomas observed that Dustin has been having difficulty in reading during the fall semester. Mrs. Thomas believes that Dustin is not making adequate progress in reading receiving Teir 2 instruction. Mrs. Thomas has moved Thomas into Tier three and has requested that he be evaluated to determine if he needs remedial or special education assistance. A review of school records indicates that Dustin attended one other elementary school because his family relocated to this area when he was in the first grade.

A referral for individual assessment was made on the basis of Mrs. Wall’s and Mrs. Thomas’ concerns. Here are raw data from the assessments that have been conducted.

Mississippi Curriculum Test (2)

(Individually administered, published, norm-referenced) – Administered on November 16, 2009.

Subtest/Score –

Language Arts

Description

Dustin’s

Standard Score

Dustin’s Relative Standing

Vocabulary

The student will use word recognition and vocabulary (word meaning) skills to communicate.
Mean=150; SD=10; SEM=3

130

1. 4.5501 PR

Reading

The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.
Mean=150; SD=10; SEM=3

125

2.      

Writing

The student will express, communicate, evaluate, or exchange ideas effectively. Mean=150; SD=10; SEM=3

133

3.      

Grammar

The student will apply Standard English to communicate.
Mean=150 ; SD=10; SEM=3

122

4.      

Subtest/Score – Mathematics

Description

Dustin’s Standard Score

Dustin’s Relative Standing

Numbers and Operations

Analyze relationships among numbers and the four basic operations. Compute fluently and make reasonable estimates.
Mean=150; SD=10; SEM=3

140

5.      

Algebra

Explain, analyze, and generate patterns, relationships, and functions using algebraic symbols, demonstrate an understanding of the properties of the basic operations, and analyze change in various contexts.
Mean=150; SD=10; SEM=3

131

6.      

Geometry

Develop mathematical arguments about geometric relationships and describe spatial relationships using coordinate geometry.
Mean=150; SD=10; SEM=3

138

7.      

Measurement

Develop concepts and apply appropriate tools and techniques to determine units of measure
Mean=150; SD=10; SEM=3

139

8.      

Data Analysis and Probability

Formulate questions that can be addressed with data and select and use appropriate statistical methods to analyze data. Apply basic concepts of probability.
Mean=150; SD=10; SEM=3

130

9.      

Stanford Achievement Inventory

(Individually administered, published, norm-referenced) – Administered on August 31, 2009.

Subtest/Score

Description

Dustin Standard Score

Dustin’s Relative Standing

Mathematics: Problem Solving

Tests problem solving based on narrative
Word problems.
Mean=100; SD=15; SEM=3

83

10.      

Mathematics: Procedure

Tests students knowledge of arithmetic operations, including fractions and decimals.
Mean=100; SD=15; SEM=3

86

11.      

Total Mathematics

Composite score including Math Applications and Math Computation.
Mean=100; SD=15; SEM=3

85

12.      

Subtest/Score

Description

Dustin Standard Score

Dustin’s Relative Standing

Word Study Skill

Student is asked to decoding words and identify relationships between sound and letters.
Mean=100; SD=15; SEM=5

90

13.      

Word Reading

Student is asked to match spoken words to pictures, identify printed words that name particular illustrations, and identify printed words that describe or are associated with a picture.
Mean=100; SD=15; SEM=5

85

14.      

Reading Comprehension

Student reads passages silently and then answers literal and inferential questions presented by examiner.
Mean=100; SD=15; SEM=5

77

15.      

Total Reading

Composite score including word study skill, word reading, reading comprehension
Mean=100; SD=15; SEM=2

83

16.      

Spelling

Student is asked to identify correctly spelled words from among four choices.
Mean=100; SD=15; SEM=4

80

17.      

Language

Student performs tasks to exhibit proficiency in mechanics, and expression
Mean=100, SD=15, SEM=3

79

18.      

Listening

Student is asked to process information that is read to them.
Mean=100, SD=15, SEM=6

89

19.      

Classroom Behavior Inventory

Description of Test

Dustin’s Scores

Child Behavior Checklist
(CBCL/4-18)

Competed by parents to access if students are adapting successfully or are in need of additional support to deal with behavioral and emotional problems. Ratings are made on a 7 point scale with 1 representing the lowest score (need support) and 7 the highest score (developing and functionally appropriately).

4.0

Teacher Report Form
(TRF)

Teacher rating of various school related work habits. Ratings are made on a 7 point scale with 1 representing the lowest score (need support) and 7 the highest score (developing and functionally appropriately).

2.7

Interpersonal Skills

Teacher rating of various interpersonal behaviors. Ratings are made on a 7 point scale with 1 representing the lowest score (need support) and 7 the highest score (developing and functionally appropriately).

6.0

Curriculum-Based Measurements

On September 9, 2009, all second graders in Dustin’s school participated in the fall norming on curriculum-based measurement tasks. Dustin’s performance as well as normative data for comparing his performance with his second grade peers are shown. You may assume these tasks represent valid indicators of performance.

Oral Reading Fluency (Words Per Minute – Reliability Coefficient .89)

Assessment Tasks

Dustin’s Score

Mean

SD

Scores at Percentiles

Dustin’s Relative Standing

10th

25th

50th

75th

90th

Oral Reading Fluency Passage A

38

90

22

43

69

92

117

142

20.      

Oral Reading Fluency Passage B

20

88

21

33

53

89

119

143

21.      

Oral Reading Fluency Passage C

24

94

17

40

69

93

114

141

22.      

Retell Accuracy Rating

1

2.5

1

1

2

2

3

4

23.      

DIBELS – Nonsense Word Fluency (Reliability Coefficient .94)

Assessment Tasks

Dustin’s Score

Mean

SD

Scores at Percentiles

Dustin’s Relative Standing

10th

25th

50th

75th

90th

NS Word Fluency Pass. A

22

53

28

8

28

52

80

101

24.      

NS Word Fluency Pass. B

34

54

26

7

26

49

72

118

25.      

NS Word Fluency Pass C

56

55

30

9

29

56

74

120

26.      

Writing (Reliability Coefficient .75)

Assessment Tasks

Dustin’s Scores

Mean

SD

Score at Percentile

Dustin’s Relative Standing

10th

25th

50th

75th

90th

Coherence and Cohesion

(Analytic rating, scale of 1 to 5)

2

3

1

2

2

3

4

5

27.      

Words Correctly Sequenced

10

30

14

5

19

32

47

56

28.      

Math (Reliability Coefficient .92)

(scores are number of digits correctly written)

Assessment Tasks

Dustin’s

Score

Mean

SD

Score at Percentile

Dustin’s Relative Standing

10th

25th

50th

75th

90th

Solve, Add/Sub Problems

20

36

6

29

37

39

40

40

29.      

Add/Sub Multiple Digits

8

20

9

6

12

21

29

37

30.      

Graph Interpretation

3

10

5

2

6

15

13

20

31.      

Mrs. Thomas has been administering reading fluency interventions with Dustin during the fall semester. The following chart shows his current progress. He is Student B.

32, 33, 34. Types of Assessments: What “layers” or “kinds/types” of assessment can be located in Dustin’s cumulative record? Give examples from the cumulative record of each kind you identify.

Type of Assessment

Example(s) found in Cumulative Record

     

     

     

     

     

     

35, 36, 37, 38, 39, 40, 41. Identifying Student Difficulties: On which tests did Dustin perform the worst compared to his peers?

Name of Test

Dustin’s Percentile Rank (Relative Standing)

     

     

     

     

     

     

     

     

     

     

     

     

     

     

42, 43. Identifying Student Difficulties: Taking into account the information you just provided in the above question, what would you consider Dustin’s greatest academic difficulty to be? Why?

Dustin’s Greatest
area of
Academic Need

Why was this chosen as Dustin’s Greatest
Academic Need?

     

44, 45, 46. Student Behavior Statement: Make a statement about Dustin’s behavior.

What do you notice when you compare his behavior at home and his behavior at school?

     

What kinds of behavior does Dustin struggle with?

     

What kinds of behavior does Dustin excel at?

     

47, 48, 49, 50. Team Narrative: Write a narrative for Dustin. Be sure to include test interpretations, summary and conclusions, and recommendations.

Test interpretations:

     

Summary and Conclusions:

     

Recommendations:

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