Lohff Assignment 4 b

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University of Maryland, Eastern Shore *

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Mathematics

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Apr 3, 2024

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docx

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Lohff Assignment 4 b. Review of Student Test Scores or Special Education Services Student Write-up The person that I interviewed for this assignment was the special educator that has my grade level as part of her caseload. I actually just sat in the annual review IEP meeting for the student that I will use for this assignment on Thursday afternoon. Knowing that I had this assignment to complete and the IEP meeting coming up I wanted to ensure that I had enough information on the student to be knowledgeable about both, as well as learn what testing levels were evaluated for the annual review. This particular student has an IEP for a sudden underachievement that was significantly impacting the success of the student. This particular student has had an IEP for 2 full years now and has made significant progress in the areas of literacy, but when given no support struggles to showcase understanding at a 5th grade level. Regrettably, because of the tremendous growth the student has made they will likely be dismissed from the special education program during their triannual review next year despite likely having a significant deficit in the area of literacy. Looking at the progress the student has made this year is very exciting, and I know that with continued interventions and support they will be able to continue to close the achievement gap that was likely exacerbated by the pandemic. This student has been participating in the Wilson reading intervention each weekday for 30 minutes. This is the only time that they are pulled out of the classroom, maintaining the best LRE for them. In only half of the year they have moved from a level 2.2 to a 3.4 in Wilson. This means that they are moving on from looking at open and closed vowel sounds in words and simple 1-2 syllable words, to looking at multisyllabic words and being able to decode (read) and encode (write). This was very helpful information for me to be able to understand because when I am working with the student I am able to help them use these skills when doing written responses across all academic areas rather than just telling them to do their best or telling them how to spell a word. This would help to reinforce the skills being taught daily in Wilson. Additionally when looking at the data from the student that has been gathered I saw they are listed as proficient in both reading and math according to my state’s standardized testing but that they are on the “bubble” for both of these with their scoring. This means that they could have easily missed one more question and been scored as a “Tier 2” or Developing students. This shows me that the reading comprehension is what is likely holding this student back in math because they are extremely successful when it comes to solving equations. When it comes to this score it is very important to know as a teacher because, although they are labeled proficient from testing completed last year, I need to help teach testing supports and strategies to help them continue to represent what they are capable of when taking these standardized tests. Looking at ways to use the online tools and paper to create organizers or thinking maps will be key so that the student is able to do it independently when taking the state tests this Spring.

Finally, the most helpful data that I saw was the iReady Reading diagnostic growth for this student. This student maintained a 4th grade average score on this particular test, but when looking at the breakdown I can see that their comprehension went up to show that they are on grade level when a text is read outloud to them, but they are still underperforming in the areas of phonics and phonological awareness. This impacts their fluency and therefore comprehension of texts when they have to read it independently. Looking at the breakdown that I am given by iReady, I will be able to pull this student into support groups to target specific skills to help track comprehension information when reading independently. This will help them to not get lost or forget what they have just read because it took too long. Thankfully they will also continue to be receiving the Wilson reading intervention that will help them grow in their phonological awareness. I also like that iReady provides me with a list of lessons that I can pull and teach to the student so it is a low prep option for me that is targeted specifically to the student’s unique needs. Looking at all of this information helped me to get a more broad understanding of what the student is working on and where I could make small adjustments to reinforce learning to support them. It also allows me to get more on the same page as my special education teacher so that I can help to pull artifacts that support their data collection. Regardless of if this student is dismissed from the special education program at their tri-annual evaluation, I hope that they are able to continue to receive some reading intervention to help build their confidence and skills to help them better access their education.

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