Systematic Observation Survey Paper

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This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

The Response to Intervention framework is a critical element of the Westside Elementary to meet the individual instructional needs of our students. The school utilizes universal screenings to access all students reading data in grades one through five, three times throughout the school year. Primarily, two assessments, STAR and Aimsweb data, determine the pathway of the students and the services deemed appropriate, including teacher information and collaboration with the MTSS team. The students partake in the assessments three times a year; fall, winter, and spring. Tiers are not stagnant; students may receive services from multiple tiers, depending on instructional, academic, and environmental needs. Therefore,

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

One of the programs’s requirement is to administer the diagnostic Observation Survey assessments to all students at the beginning and at the end of their program. Currently, the fall Reading Recovery students have reached their end of their 20 weeks of literacy services. OCM, Jefferson-Lewis, and Wayne-Finger Lakes Reading Recovery Teachers are transitioning to service new Reading Recovery students.  The process is overlapping. While the RR teachers are busy collecting data using the diagnostic Observation Survey assessment tool with possible incoming students, their current Reading Recovery students are being assessed by another Reading Recovery Teacher.  Thus, you might be seeing other RR colleagues in your school buildings assessing students

In this paper, we will be discussing a case study in which a block three teacher candidate was assigned a striving reading student to work with for interventions. We will begin by introducing the student by discussing both her personal background as well as her educational background and the block three-teacher candidate’s observations of this student as she both worked with and got to know her. We will then discuss what assessments were administered as well the results of a pre and post intervention running records. Next, why the assessments were chosen and how the results of those assessments directed the lessons, which were taught to this student and what the lessons involved will be discussed. Finally, we will review a final evaluation of the case study as well as look at steps that could be taken by both the child’s teacher and parents to help her further succeed.

Like Joseph Torgesen, I am a fervent believer of “Catch them before they fall” (1998). Each year, a school in which I serve enlists our center to Search® scan all entering kindergarten and first-grade students. This scan is a part of an attempt to ensure future academic success by identifying children with weaknesses in pre-reading skills and then providing access to early intervention. Once the scans have been completed, parents are contacted for one-on-one interviews to discuss the results and receive recommendations for further action or intervention, if warranted. Although research is presented illustrating the problems many students experience without needed intervention, some parents, upon hearing of weaknesses noted in their child’s pre-reading skills, invariably will choose to “wait and see” what happens.

During this assessment I reflected on my recent reading clinical I did through Minot University and my practicum time, both were 4th grade aged students. Using that time I was able to score my self-assessment as follows: Often/Sometimes – 19 and Often – 1; the scoring key provided put me at very effective. Reflecting back on my time I am excited about teaching and absolutely loved my time reading and encouraging students to read. This is encouraging because my concentration is reading and there is nothing more important than being able to read and comprehending what is being read.

Teachers formally assess students’ reading ability. Reading teachers consider these six areas when looking for evidence of student learning: fluent processing; comprehension; amounts, types, and quality of reading; level of text; attitudes and interest; and responses to literature (Fountas and Pinnell “Guiding” 488). Comprehensive screening assessments are considered quick, cost effective, and repeatable to test age-appropriate skills to all students. Schools typically

On Sunday, November 19, 2017, I visited First Presbyterian Church in Peachtree City for their 11:00 a.m. worship service. The outside of the church is pretty. It looked like how you would expect a relatively modern church to look like. It had a bell as well. The main doors of the church were open, and there was a man standing there greeting people as they walked in. I assume this is to make the church seem welcoming. Upon entering the church, I noticed people were standing around and talking. Some people were going into what I assumed was the room where the actual service was going to be taking place. There were more men at this door as well. They were passing out little booklets for the service. I decided to also go into this room. It was quite large. The first thing I noticed was two large circular stain-glass windows. They were very

While reading and looking at many strategies and procedures I feel that repetition in most cases for at-risk students is the key. Strategies such as these will give students the tools to become better readers. The experimental group of third graders who were working with the interventionist understood the text when it was read to them; however, the word recognition was the cause for the low test scores (Mayfield & Holmes, 1999-11-19). A problem in my classroom addressed by the repetition strategies was the ability to read and remember sight words.

Once the student’s instructional level was identified I began administering the silent reading comprehension assessments and the oral reading assessments. I started at level one because this was the level below the placement sentence that he made two mistakes in. On the level one silent reading assessment he only retold the most basic components of the story and I had to ask most of the questions in order for him to answer the comprehension questions. On the oral reading assessment portion for level one the student only made three errors and self-corrected twice. The level two silent reading assessment’s results were similar to level one with him needing the prompting to answer the questions and missing one completely. On the level two oral reading assessment, he had two

I don’t remember since when I got the habit of observe other people in public place, passengers on the bus, my teachers, my classmates, my friends, people on the streets and among everything else that I could observe. But since I move to America, It have been difficult for me to make conversations with other people due to my English. I became shy and avoid to make conversations. Because I don’t talk to people around me so the only thing I can do is watching them. Whether in class or in a restaurant or any public place, I usually pick a corner spot where I can observer most of people there. Day by day, my habit became more and more of a hobbit. I start to enjoy watching other people and I realize that I could learn so many

All studies possess case definitions and epidemiologists build on that to find information about populations with such cases. These cases are described and analysed accordingly. To identify the causes of the case, the epidemiologists compares the rate of the situations in an affected population to a deserving category of individuals (Centre for Disease Control and Prevention, 2012). Hence, my work will analyse your observational report and compare it to mine at some points.

It is important for families to develop awareness and consciousness of literacy skills, strategies, and behaviors, so they support their child along his or her literacy journey. Currently, the first, second, and third grade teachers are using guided reading and writer’s workshop during their literacy instruction to provide an individualized approach to learning. After examination of the PARCC and Developmental Reading Assessment (DRA) data for the past three years, literacy is an area of concern for Truman School. The DRA is administered twice a year, in the fall and spring. The number of students reading on grade level significantly drops by third grade. For example, following the same cohort of students, 78% percent of first grade students were reading on grade level during the 2014-2015 school year. By third grade only 39% of students were reading on grade level for the 2016-2017 school year.