Kelley Wier CEP 803A Fall 2014

Report of Educational Assessment

Basic Student Information:
Student:
Camden Bond
Parents:
Susan Bond
Address:
1234 Smith Street
Ann Arbor, MI 48104
Phone:
734-347-6862
Primary Language: English
Referral Source: Teacher

Birth Date:
Test Dates:
Age:
Grade:
Examiner:

01-30-2009
09-22-2014 to
11-10-2014
5-9
K.3
Kelley Wier

Reason for Referral

Camden is a five-year-old boy who was referred by his teacher due to concerns about his overall
performance. This includes his classroom behavior, attendance, and basic skills in all subject
areas. Camden has received limited formal academic instruction prior to starting kindergarten
this past fall. Data collection will help to identify problem areas and guide instructional practices
for the future.
Teacher Interview
Based on a semi-structured interview with the childs teacher, Camden is an interactive,
enthusiastic, and motivated learner. He is performing as an average kindergarten student for this
time of the school year. During teacher-led small group guided reading instruction, Camden was
able to identify 36 of 52 letters. With direction, he is able to read short, level A books with 2-3
word phrases. Camden can write all of the letters in his name. He shows average levels of
achievement in all subject areas. Camdens teacher has concerns about his overall attentiveness,
frequent absence, and basic reading skills.
Student Interview
Camden provided valuable information about his likes and dislikes through informal
conversation and through direct interviews. His likes include golf, dancing, drawing, football,
video games, cooking, fishing, and soccer. The students favorite subject in school is science and
when he is not at school he enjoys playing outside. He enjoys when his classroom teachers
encourage learning through art and play in the classroom. His favorite color is green and he has
a friendly and creative demeanor.
Significant Background Information
Camden does not have an academic file to review. He is a new kindergarten student to the
district. He does have an emergency contact card. Some additional information was collected
through parent-teacher conferences and informal teacher interview.
Birth and Medical:
The examiner was unable to interview the students parent in order to obtain relevant birth and/or
medical history. Based on a semi-structured interview with the childs teacher, no relevant
medical or developmental issues were expressed. No relevant birth or medical information was
present on Camdens emergency contact card.

Kelley Wier CEP 803A Fall 2014

Developmental:
Camden is developing as a typical five-year-old student based on teacher input. His height and
weight appear to be appropriate for his age.
Educational:
The student is a beginning learner who has had limited formal academic instruction in core
subjects prior to beginning kindergarten. He does not participate in any specialized programs at
this time. Camden had attended a Christian co-op preschool for the two years prior to entering
the public school system for kindergarten.
Family:
Camden lives with his mother, 18-year-old brother, and 11-year-old brother. His mother works
the night shift during the school week and is not at home when Camden gets home from school,
goes to bed, or gets ready for school in the morning. Camdens father, stepmother, and
grandparents also have an active role in his life. He was born in Ann Arbor, MI and has lived in
the same house for his entire life.
Clinical Observations
On November 10th, 2014, the examiner observed Camden during small group guided reading at
1:45pm. Camden is at an A reading level, reading books with 1-2 word phrases independently.
Camden was working in a small group with 3 other students who are at the same reading level.
The book that the students were working on during this guided reading lesson was The
Playground by Jan Pritchett. It includes picture clues, a predictable text pattern, and two word
phrases on each page. The student was engaged throughout the picture walk and teachermodeled reading of the text. He provided answers to pre-reading strategy questions and
appeared to be on task. Camden was then asked to read the text independently twice and answer
three comprehension questions. He was engaged and completed these tasks without additional
prompting. Next, the students in the reading group were asked to match lowercase and
uppercase magnetic letters. Camden was able to complete the activity after one prompt from the
teacher. She explained that if he completed the activity, he would get to choose a sticker to put
on his folder. This prompt motivated him to complete the activity within two minutes. He often
demonstrates enjoyment throughout reading instruction, but does not believe that his
performance demonstrates authentic reading.
Camden struggles with brainstorming and constructing personal narrative stories in writing. He
occasionally engages in off task behaviors when distracted by peers during writers workshop.
Through observation, it appears that Camden enjoys writing and is continuing to develop his
written expression skills. He can write the letters in his first and last name. Camden is
beginning to write strings of letters and identify beginning sounds.
Additionally, Camden occasionally demonstrates off task behaviors during instruction. During
one mathematics lesson, Camden was asked to sit down, listen, and to work independently

Kelley Wier CEP 803A Fall 2014

multiple times. Camden will go to the bathroom for extended amounts of time. He often needs
encouragement and instructional reminders in order to complete assignments. Transitional times
for Camden require consistent prompting and guidance.
Assessment Techniques and Analysis
The following assessment tools were administered to measure Camdens academic performance
in basic reading skills:

ASSESSMENT TECHNIQUES
Test
WoodcockJohnson III
Tests of
Achievement
(WJ-III)
Test

Academic
Improvement
Monitoring
System web
(AIMSweb)

Subscale

Standard
Score

Percentile

100

50th percentile

68%
Confidence
Interval
96-107

13

100

51st percentile

97-103

2
Raw Score
Correct/errors

99
Correct
Letters Per
Minute
(CLPM)

48th percentile
Percentile at
the beginning
of the year
(according to
kindergarten
benchmarks)

91-107

Letter Naming Fluency

(Kindergarten)
Probe #4

27/3

27 CLPM

Probe #5

24/5

24 CLPM

Probe #6

28/3

28 CLPM

Probe #7

31/3

31 CLPM

50th percentile
(>21 CLPM)
50th percentile
(>21 CLPM)
50th percentile
(>21 CLPM)
50th percentile
(>21 CLPM)

Raw Score:
Letter sounds
correct

Percent
(Accuracy)

32/52

61%

38/52
Raw Score

73%
Profile of
Emergent

Basic Reading Skills

Letter-Word
Identification
Word Attack
Probes

Test
Dynamic
Assessment
Letter Sound
Fluency
Test

Raw Score

Subscale

Pre-test
Post-test
Subscale

Kelley Wier CEP 803A Fall 2014

Reader
Behavior
Basic Reading
Inventory:
Early Literacy
Assessments

Alphabet Knowledge
Uppercase
Lowercase

21/26
15/28

High Evidence
Some Evidence

Low Evidence

11/20

Low Evidence

Wordless Picture Reading

Sense of story
Connects pictures
Language use
Reading dictation

High Evidence
Some Evidence
Some Evidence
Some Evidence

Caption Reading
Words recognized
Fluency
Ability to repeat story

No Evidence
Some Evidence
High Evidence

Auditory Discrimination

3/12

Low Evidence

Phoneme Awareness

0/12

No Evidence

Phoneme Segmentation

0/11

No Evidence

Basic Word Knowledge

2/15

Low Evidence

Low Evidence
Some Evidence

Writing
Literacy Knowledge

Pre-Primer Passages
Word recognition
Comprehension/retelling

Woodcock-Johnson III Tests of Achievement (WJ-III)

Camden was administered the Woodcock-Johnson III Tests of Achievement (WJ-III) in
November, 2014. The WJ-III is comprised of 22 subtests, which assess the areas of reading, oral
language, mathematics, written language, and other clusters. The examiner chose to administer
the basic reading test cluster. The WJ-III is a norm-referenced test that compares a students
academic achievement to the average performance of same-age peers or grade-level peers. It is
based on a mean of 100 and a standard deviation of 15. When computing Camdens achievement
scores, the data was derived from grade-based scores. The basal and ceiling for the subtests is six
consecutive correct or incorrect. The examiner chose to administer the Letter-Word
Identification, Word Attack, and Spelling of Sounds subtests in order to assess basic reading
skills.
Letter-Word Identification Description and Results:

Kelley Wier CEP 803A Fall 2014

The Letter-Word Identification subtest measures the subjects word identification skills. The
initial items require the individual to identify letters that appear in large type on the subjects side
of the Test Book and the remaining items require the person to pronounce words correctly. The
individual is not required to know the meaning of any word. The items become increasingly
difficult as the selected words appear less and less frequently in written English. Letter-Word
Identification has a median reliability of .91 in the age 5 to 19 range.
Camden obtained a raw score of 13 on the Letter-Word Identification subtest. Because this is a
standardized test, this translates into a standard score of 100 and a percentile of 51. This means
that on this particular day, Camden scored as well as or better than 51% of his peers. A 68%
confidence band was used to calculate that Camdens true score on Letter-Word Identification
was estimated to be in the range of 97-103. On this subtest, Camdens grade equivalent score is
K.5, which means Camdens raw score is equivalent to the average raw score obtained by
children that are in the fifth school month of kindergarten. Camdens age equivalent based on
this score is 5-9, which means that his raw score is equivalent to the average raw score obtained
by a student age 5-years, 9-months-old. On this subtest, Camden identified several letters and
words accurately, but he required increased time and attention as the tasks increased in difficulty.
The standard score indicates that Camden is performing as an average 5-year-old.
Word Attack Description and Results:
The Word Attack subtest measures skill in applying phonic and structural analysis skills to the
pronunciation of unfamiliar words. The initial items require the individual to produce the sounds
for single letters. The remaining items require the person to read aloud letter combinations of
nonsense words. The items become more difficult as the complexity of the nonwords increases.
Word Attack has a median reliability of .87 in the age 5 to 19 range.
Camden obtained a raw score of 2 on the Word Attack subtest. Because this is a standardized
test, this translates into a standard score of 99 and a percentile of 48. This means that on this
particular day, Camden scored as well as or better than 48% of his peers. A 68% confidence
band was used to calculate that Camdens true score was estimated to be somewhere between 91107. This means the examiner is 68% confident that Camdens score would fall within this range
if given the test again. On this subtest, Camdens grade equivalent score is K.3, which means
Camdens raw score is equivalent to the average raw score obtained by children that are in the
third school month of kindergarten. Camdens age equivalent is 5-9, which means his raw score
is equivalent to the average raw score obtained by children that are 5-years, 9-months-old in the
normative sample. Camdens score on this subtest indicates his phonetic decoding skills are
average, because his standard score falls within the average range of 90-110. The student ranks
within the average classification compared to mean scores and the standard score range on both
the Letter-Word Identification and Word Attack subtests.
Academic Improvement Monitoring System web (AIMSweb)
AIMSweb is a curriculum-based measurement tool for benchmark and progress monitoring
assessments. It is based on direct, frequent probes. AIMSweb can assess students from K-12, but
based on passages for K-8. AIMSweb is typically given at the beginning of the year, mid-year,

Kelley Wier CEP 803A Fall 2014

and end of year. The biggest component is progress monitoring for all students allowing teachers
to write individual goals and to monitor progress more frequently. In kindergarten, students are
assessed for letter name fluency, letter sound fluency, phoneme segmentation fluency, and
nonsense word fluency. Based on Camdens scores on the BRI, he was assessed for Letter Name
Fluency (LNF) at the kindergarten level.
Subtests Administered:
The AIMSweb Letter Name Fluency probes are comprised of 100 lower and uppercase letters.
The student orally pronounces as many letter names as possible in one minute. The total number
of correct letter names produced is summed to arrive at the correct letter names per minute
(CLPM). Errors occur when the student skips or substitutes the wrong letter name for the letter
presented.
Summary and Results:
Camden was administered four progress monitoring probes at the kindergarten level. The four
probes given were 0p04, 0p05, 0p06, and 0p07 on 10-27-14, 10-28-14, 11-3-14, and 11-5-14,
respectively. The results for these four probes were 27/3, 24/5, 28/3, 31/3 where the first number
is the CLPM and the second number is the number of errors.
Camden was tested along with a same-aged peer who receives his instruction in the general
education classroom as well. The peers instructional level is that of a kindergarten student so he
was given four letter naming fluency probes at the kindergarten level on the same dates. His
scores were as follows: 36/0, 25/2, 33/2, and 34/1. It appears that the peers number of errors
was lower than Camdens. These scores for kindergarten in the fall would put the peers
performance in the 75th percentile compared to other kindergarteners. Camden produced letter
names quickly and independently, although the peer was able to do the same while making fewer
errors.
Camdens scores on the probes compared to other kindergarteners are average. He scored at the
50th percentile on each of the four probes. This means that Camden scored as well as or better
than 50% of his peers. For the fall, in order to be at or above the 90th percentile, a raw score of
44 is required; to achieve the 75th percentile, the raw score needs to be above 33; for the 50th
percentile, a raw score of 21 is required; for the 25th percentile, a raw score of 7 is required; and
for the 10th percentile, a raw score of 2 is required. The student scored higher than the grade
level mean score of 22 for the fall. The student exceeded the fall kindergarten benchmark score
of 13 letter names correct.

Kelley Wier CEP 803A Fall 2014

Grade K: Letter Name Fluency

40
35
30

Letters Correct

Camden

25

Peer

20

Aimline

15
10
5
0
41939.0

41940.0

41946.0

41948.0

AIMSweb data from four probes

comparing Camden and peer
40

Number Correct/Error

Probe 1

30

Probe 2

20

Probe 3
Probe 4

10
0
Letter Names Correct- Conner
Axis Title

Dynamic Assessment- Letter Sound Fluency

Description and Rationale:
Camden was given a dynamic assessment in letter sound fluency to test his potential to learn
letter sounds when given a series of prompts. An error analysis of the BRI indicated that
Camden struggles with producing individual letter sounds. The examiner decided to create and
conduct a letter sound fluency dynamic assessment.
A dynamic assessment is a test-teach-test approach to measure a students capacity for learning a
new skill and applying it afterwards. Camden was shown a randomized chart with the 52 letters
of the alphabet (lower and uppercase) as a pre-test and post-test. He was asked to produce the
letter sounds for each letter on the chart. In the teach portion of the dynamic assessment,

Kelley Wier CEP 803A Fall 2014

Camden was taught skills for producing letter sounds successfully using 4 different lists of letters
in alphabetic order. These teaching sessions give the student specific strategies, tools, and
prompts to help produce each of the 52 letter sounds. The design is to use four prompts to learn
the new letter sounds during the teaching process. As the prompts increase in explicitness and
level of assistance, the level of difficulty decreases with increased prompting.
Summary and Results:
The data from the pre-test, teaching phase, and post-test are summarized in the tables below:
Dynamic Assessment Scores
Raw Score:
Letter Sounds
Identified
Correctly
Pre-Test

32/52

Post-Test

38/52

Teaching Scores- Graduated Prompting (4 Prompts)

Letter Sounds
Identified Correctly
Prompt 1
16/20
Prompt 2
15/20
Prompt 3
13/20
Prompt 4
44/52

Kelley Wier CEP 803A Fall 2014

Dynamic Assessment- Letter Sound Fluency

50
45
40
35
30
25
20
Letter Sounds Correct 15
10
5
0

Letter Sounds Correct

Tests and Prompts Administered

The dynamic assessment used a pre-test, series of four prompts, and a post-test to assess and
teach strategies for letter sound reading fluency. The pre-test and post-test included 52 letter
sounds for the student to identify independently. The first three prompts included 10 letters of
the alphabet (upper and lowercase) in alphabetic order. The final prompt presented all 26 letters,
upper and lowercase. The student was asked to read each letter sound in order for each of the
prompts with increasing levels of guidance. Each prompt included increased modeling and
support. The prompts were presented in the following order:
Prompt 1: The first prompt was an untimed letter sound reading. It included upper and
lowercase letters A-I, totaling to 20 letters. The examiner instructed the student to point
to each letter and read the sound. The examiner gave the student an alphabet anchor chart
but did not instruct on how to use it for reading letter sounds.
Prompt 2: The second prompt was an untimed letter sound reading. It included upper and
lowercase letters J-R. The examiner instructed the student on basic letter sound rules and
strategies. The examiner instructed the student on how to read the alphabet anchor chart
to remind him of letter sounds. The examiner instructed the student to get his mouth
ready to say each letter sound.
Prompt 3: The third prompt was an untimed letter sound reading. It included upper and
lowercase letters, S-Z. The examiner prompted the student with each letter name. The
examiner modeled reading each letter sound on the prompt prior to the student reading.
Prompt 4: The fourth prompt was an untimed letter sound reading. It included upper and
lowercase letters, A-Z in alphabetic order. The prompt included a total of 52 letters. The
examiner prompted the student with each letter name. The examiner gave the correct
letter sound for each read incorrectly by the student. The examiner asked the student to
repeat the sound after given the correct sound.
Looking at the results from this assessment, it is evident that Camden is still a beginning learner
when it comes to letter sound fluency. He is able to learn new letter sounds when given
strategies and tools. Camden was able to increase his score from the pre-assessment to his post-

Kelley Wier CEP 803A Fall 2014

assessment by 6 words. During the teaching phase, Camden became visibly frustrated when
presented with a letter sound that he did not know. He stated, I dont know or would produce
the letter name. He had a harder time identifying lowercase letter sounds and also letters S-Z.
The student was observed to use the taught strategies on the post-assessment to try to read the
letter sounds.
Basic Reading Inventory
The Basic Reading Inventory (BRI), a criterion-referenced test of reading achievement, was
administered in October, 2014 to further assess Camdens early literacy skills, as well as his
reading comprehension skills. The BRI consists of graded word lists (20 words per list) and
passages, from levels pre-primer to grade twelve, to yield reading levels, reading fluency
estimates, reading comprehension estimates, and listening comprehension estimates. The BRI
Early Literacy Assessments contain alphabetic knowledge, writing, literacy knowledge, wordless
picture reading, phonemic awareness, and basic word knowledge.
Rationale:
The examiner decided to administer the early literacy assessments because the student is a
beginning reader. He has had limited formal education prior to kindergarten and is reading at a
level A according to curriculum based assessments. The student is demonstrating early
reading skills.
Subtests Administered:
The following early literacy assessment subtests were administered: alphabet knowledge,
writing, literacy knowledge, wordless picture reading, caption reading, auditory discrimination,
phoneme awareness, phoneme segmentation, basic word knowledge, and pre-primer passages.
Summary and Results:
Alphabet knowledge: This subtest contains upper case and lower case letters of the alphabet in
non-sequential order to help assess letter-identification ability.
Camden was able to identify 36 of 52 letters and self-corrected himself multiple times
throughout the alphabet knowledge subtest.
Writing: The student will demonstrate his or her ability to write words, letters, and sentences.
Directionality and letter formation are continuing to develop.
Camden is able to create a personal narrative writing piece that includes a picture and
string of letters.
The student was able to read what was written, but the examiner was not able to make
sense of writing independently.
Literacy Knowledge: This assessment contains questions you ask while sharing written material
with the student. These questions will help to assess the students knowledge of print
directionality, letters, words, punctuation, and the like.

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Kelley Wier CEP 803A Fall 2014

Camden shows beginning literacy knowledge, answering correctly on 11 out of 20 tasks.

He was highly engaged in the literacy knowledge subtest and did not demonstrate
frustration with difficult tasks.
Wordless Picture Reading: This subtest will help assess the students ability to tell a story using
pictures.
Camden successfully created a complete dictation for the wordless picture story.
His story included a beginning, middle, and end. He incorporated all of the characters in
meaningful ways and used age-appropriate vocabulary.
Caption Reading: This subtest will help assess the students ability to read a brief story with
helpful picture clues.
After the examiner read the caption reading passage, Camden was able to use his memory
to repeat the passage with high accuracy.
He was unable to independently use picture clues to aid in reading.
Auditory Discrimination: This test will help evaluate the students ability to distinguish between
words that differ in one phoneme (sound).
Camden was unable to discriminate between word sounds when given the auditory
discrimination subtest.
Camden simply answered that the words were the same for each task without
contemplating his answer. This demonstrates little to no evidence of auditory
discrimination knowledge.
Phoneme Awareness: This brief spelling test will help assess the students ability to associate
letters with sounds in words.
The student demonstrated no evidence of phoneme awareness understanding and
answered 0 of the prompts correctly.
Phoneme Segmentation: This test assesses the students ability to segment phonemes or sounds
in spoken words.
The student demonstrated no evidence of phoneme segmentation understanding. The
student simply stated the first letter or sound of the words. He did not demonstrate
understanding of the idea that CVC words contain three separate sounds.
Basic Word Knowledge: This test contains ten words to help assess the students ability to
identify the most basic high frequency words in English.
Camden is beginning to connect letters and sounds.
He is unable to segment words into multiple sounds. He often hears only beginning or
ending sounds, but not the middle sounds of words.
Camden knew 2 of 15 words on the basic word knowledge subtest.
He was able to use the classroom word wall as a helpful resource in identifying words.
Pre-Primer Passages: The passages will help determine how well the student is able to read
connected text.
Camden demonstrated high evidence skills when repeating a story and answering
comprehension questions from pre-primer passages.
Camden was unable to read the pre-primer passages independently. After the examiner
read the text, Camden was able to track print with his finger and read the text aloud with
some miscues.
Both pre-primer passages fell at the frustration oral reading level for Camden.

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Kelley Wier CEP 803A Fall 2014

Camden scored in the independent/instructional level for comprehension on both

passages.
Overall:
Camden showed high evidence in three of the seventeen skills assessed by the subtests;
uppercase alphabet knowledge, sense of story, and ability to repeat a story.
Camden showed some evidence in six of seventeen skills assessed by the subtests.
Camden was self-motivated and on task throughout each subtest.
Camden showed low or no evidence in eight of seventeen skills assessed by the
subtests.
Camden demonstrates beginning literacy knowledge and high motivation in reading and
writing instruction.
Direct Writing Assessment
Description and Purpose:
The direct writing assessment was used to assess the students written expression skills. The sixtrait writing model and the developmental writing continuum scoring are used to assess the
students writing on a number of developing skills. The purpose of the direct writing assessment
is to determine Camdens strengths and weaknesses in written expression.
Prompt:
The student was asked to produce a personal narrative story about a time with his family or
friends using both pictures and words. The student was engaged and on task for the duration of
the writing time. The student was working alone at a table outside of the classroom.
Scoring:
Camdens writing skills were assessed using the six-trait writing model and the developmental
writing continuum scoring. The six-trait model focuses on the following six traits:
1. Ideas: the meaning and development of the story
2. Organization: the internal structure of the piece
3. Voice: the way the writer brings the topic to life
4. Word Choice: the specific vocabulary the writer uses to convey meaning
5. Sentence Fluency: the way words and phrases flow throughout the text
6. Conventions: the mechanical correctness of the piece
The six-trait writing model includes a rubric with five levels for scoring writing. The rubric goes
from high to low ability in the following order: outstanding/strong (5), skilled (4), passing (3),
emerging (2), and experimenting (1).
Summary and Results:
From this writing assessment and prior knowledge of Camdens abilities from classroom
observation, the following scores were given based on the six-trait writing model:
Six-Trait Writing Model Student Scores
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Kelley Wier CEP 803A Fall 2014

TRAIT:
SCORE:
IDEAS
Emerging (2)
ORGANIZATION
Emerging (2)
VOICE
Experimenting (1)
WORD CHOICE
Experimenting (1)
SENTENCE FLUENCY
Experimenting (1)
CONVENTIONS
Experimenting (1)
Ideas: This trait refers to the message that the writer is expressing through their writing.
Camdens piece has a main idea that is represented in one sentence. The picture and
words help to advance the main idea, but development is not present.
Organization: This trait refers to the logical and effective sequencing of the story.
Camdens piece cannot be deciphered easily. It consists of a string of letters, some
representing beginning or ending sounds of words. He consistently writes from left to
right and top to bottom.
Voice: This trait includes the consistent use of lively, engaging, provocative text.
Camdens voice has not yet developed. Camden has not developed the use of emotion in
his writing and pictures. He is just beginning to put pictures and words on paper.
Word choice: This trait refers to the use of precise, accurate, fresh, and original words.
Camden uses basic vocabulary throughout his writing. He used his vocabulary correctly
but it is underdeveloped.
Sentence fluency: This trait refers to consistently creative and correct structure of
sentences. Camdens sentence fluency is not yet present at this time. He wrote IA L NII
A Be which he read to the examiner, as I loved when I was a baby. The sentence is
complete, but lacks basic sentence fluency. Camden mimics letter shapes, but no
sentence structure is present.
Conventions: This trait includes the correct use of basic punctuation and error-free text.
Camdens use of correct conventions is not present at this time. He is still in the
beginning sounds stage in which he is starting to match letters to sounds. The students
directionality is correct, but he still lacks the use of spaces, punctuation, and correct
spelling.

From this writing assessment, the following stage was given based on the developmental writing
continuum scoring:
Developmental Writing Continuum Scoring
Stage 1: Scribbling
Looks like a random assortment of marks on a childs
paper.
Stage 2: Letter-like symbols
Students begin to draw a somewhat indefinable picture
and may be able to describe it.
Stage 3: Strings of Letters
Students write some legible letters that tell us they know
more about writing.
Stage 4: Beginning Sounds

X
13

Kelley Wier CEP 803A Fall 2014

Students begin to match letters to sounds often only

writing the beginning sound to represent a word.
Students are beginning to left to right directionality and
will have letter reversals.

Camden is starting to match

letters to beginning sounds.
He demonstrates a basic
understanding of left to right
directionality. He has some
errors in letter formation or
sound identification.

Stage 5: Consonants represent words

Students include beginning and ending consonant
sounds and may attempt to add vowel sounds.
Stage 6: Initial, Middle, and Final Sounds
Students write more than one sentence with spaces
between words.
Stage 7:
Student writing is easy to read with an increase in
conventional spelling.
Summary:
Camden appears to be functioning within the average range compared to his kindergarten peers
based on his performance on informal and formal assessment instruments. Camdens basic
reading areas of concern include letter sound fluency, sight word recognition, auditory
discrimination, phoneme awareness, and phoneme segmentation. Camdens basic reading areas
of strength include wordless picture reading, concepts of print, reading comprehension, and letter
naming fluency. Camden receives all of his instruction in the general education classroom.
Camden is a social and enthusiastic learner. His positive attitude and high levels of selfconfidence will allow for growth in all basic reading skills with continued instruction.
Recommendations:
1. Based on all of the available data, Camden will benefit from continued participation in
formal academic instruction in the general education classroom. Increased exposure to
basic reading concepts will increase student performance in the basic reading skill
concerns listed above. Camden will likely continue to progress with continued
participation and exposure to kindergarten reading curriculum.
2. Additional guided reading and word work instruction provided during quiet reading time
or center-based instruction will help strengthen Camdens basic reading skills. An
additional book club style small reading group will help to improve Camdens basic
reading skills.
3. Camden typically demonstrates behavior conducive to learning, but reminders for on-task
behavior may be necessary at times.
4. Camden may benefit from placement in above average achieving reading groups.
Working with peers at the same or higher achievement level will provide a motivating
instructional environment. He will benefit from continued instruction with A level
reading materials during guided reading instruction.

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Kelley Wier CEP 803A Fall 2014

5. Camden may benefit from the ability to check out classroom reading materials to use at
home; such as leveled reading books, books on tape, or sight word flash cards. Using
classroom materials at home will help to build basic reading and writing skills.
Goals and Objectives:
CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Annual Goal
By June 15, 2015, Camden will orally state the sound associated with a letter or letter
combination and the letter name associated with a sound at 90% accuracy on a teacher-designed
curriculum-based measure.
Objectives
1. The student will be able to orally state the letter name associated with each upper and
lowercase letters presented at random accompanied by a picture clue with 95% accuracy.
2. The student will be able to orally state the letter name associated with each upper and
lowercase letters presented at random without a picture clue with 95% accuracy.
3. The student will be able to orally state the sound associated with each upper and
lowercase letter presented at random accompanied by a picture clue with 90% accuracy.
4. The student will be able to orally state the sound associated with each upper and
lowercase letter presented at random without a picture clue with 90% accuracy.
5. The student will be able to orally state the beginning, medial, and final sounds associated
with each letter in a CVC word accompanied by a picture clue with 85% accuracy.
6. The student will be able to orally state the beginning, medial, and final sounds associated
with each letter in a CVC word without a picture clue with 85% accuracy.
7. The student will be able to orally state the beginning, medial, and final sounds associated
with each letter or combination of letters in a CVCC or CCVC word accompanied by a
picture clue with 80% accuracy.
8. The student will be able to orally state the beginning, medial, and final sounds associated
with each letter or combination of letters in a CVCC or CCVC word without a picture
clue with 80% accuracy.
_____________________________
Signature of Examiner
Date
Kelley Wier____________________
Name of Examiner
Special Education Intern__________
Title

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