CASE STUDY

Name: Cooper School: Olga Brener Intermediate School

Birthdate: 02/03/2008 Grade: 3
Age: 8 years and 8 months Date of report: October 8, 2016

REASON FOR REFERRAL

Reading Difficulties
Below Grade Level Reading Ability
Word Attack Concerns
Sight Word Concerns
Comprehension Concerns
Writing Concerns
Difficulty in Communicating through Writing
Inappropriate Grammatical Knowledge
Inappropriate Spelling Knowledge
Time on Task Concerns
Study Strategy Concerns
Engagement Toward Reading/Writing

Comments:
Cooper is reading below grade level. The Fountas and Pinnell Instructional Benchmark
Proficiency Rubric indicate the 3rd Grade beginning of the year Secure Level is M. Cooper
benchmarked at Level K, two levels below secure. On the beginning of year Sight Word
Assessment, Cooper had 3 of 34 correct. Word attack struggles include middles of words; he
usually had initial and final sounds correct. Cooper responds accurately to explicit
comprehension questions; however implicit accuracy was fifty percent.
Writing concerns include spelling; the Words Their Way Spelling Inventory indicates he
is at the late alphabetic spelling stage. Writing samples indicate a need for instruction in
grammar and writing conventions. Beginning of Year Narrative Writing scored as mid first
grade.
Cooper has a positive attitude toward school and perceives himself as an average
reader. He says he enjoys reading; however his teacher indicates that he avoids independent
reading and avoids writing.

CASE HISTORY
Birth Data
Typical
Developmental History:
Typical
Medical History
Typical
Comments: Cooper has had a normal developmental history. There are no medical issues,
hearing, or vision concerns.

EDUCATIONAL HISTORY
Below Grade Level Achievements - Cooper received Tier 2- reading support in Grade 2.
The third grade beginning of the year assessments (Star and F&P) indicate he is reading
below grade level.
Attended More Than One School - Cooper has attended the Shawano schools. In first
and second grade he went to the Leads Charter School, based in the Hillcrest Primary
School. He is now a third grade student at Olga Brener Intermediate School.
Attitude Toward School
Good
Comments: Cooper has a positive attitude toward school and perceives himself
as an average reader.
Self-perception as a Learner
Good
Subjects/Classes Likes: Gym and Math
Subjects/Classes Dislikes: Social Studies

FAMILY HISTORY
Lives With: Parents, Nate and Sara, and three siblings.
Number of Siblings - Cooper has three siblings, a 6th grade brother, a sister in
Kindergarten, and another sister in Pre-K.
Relationship to Siblings - Cooper is the second male child, his older brother is in 6th
grade, and his two sisters are in kindergarten and pre-k.
Friendships / Personal Relationships - Cooper is an outgoing, athletic boy that enjoys
interacting with many children. He has loving, supportive parents that are involved in
their childrens activities and within the community.

ASSESSMENT HISTORY (Parent or School)

General Achievements / Grades: Received Tier 2- Reading intervention in spring of 2nd
grade, with a recommendation for additional reading support in third grade.
Formal / Standardized Tests: Star Early Literacy: Fall 14-15 498. Winter 14-15 701.
Spring 14-15 723. Star Reading: Fall 15-16 62. Winter 15-16 111. Spring 15-16 271.
Fall 16-17 62.
Comments: Cooper participated in 1st and 2nd grade in the Leads Charter
School which is located within Hillcrest Primary School. The first grade transition form
included the comment: Cooper needs more time to process information if he is
expected to answer something in front of the whole class, or if it is a timed situation. He
is very quiet and shy in large group situations. He will need extra academic support.
 The second grade transition form stated, Cooper does best working independently in a
quiet location with little distraction. Also, Cooper has come a long way this year even
though he is still below the class average. His reading endurance and confidence is
really growing.

BEHAVIOR DURING TESTING AND LIMITATIONS OF RESULTS

Typical
Easily Distracted / Difficulty with Attention
Comments: Cooper has been very cooperative. He focuses best one-on-one without
other children in the room.

ASSESSMENT RESULTS

Student Interest Inventory

Attitude toward self as a reader Cooper perceives himself as an average reader.
Interests (likes / dislikes) Football, outdoors
Learning style / preferences - Physical, Social Learning Style

QRI-6
Word List Pre-test Scores:
Independent Primer (automatic, identified, and correct 18/20=90%)
Instructional - First (automatic, identified, and correct 16/20=80%)
Frustrational Second (automatic, identified, and correct 13/20=65%)
Narrative Pre-test Scores:
Independent
Instructional Level 2
Frustrational Level 3
Expository Pre-test Scores:
Independent
Instructional Level 2
Frustrational Level 3

Other Formal / Informal Reading Tests

(The following assessments are possible choices. You may use these or insert others. Delete
assessments that do not apply.)

San Diego Quick Assessment

Independent Primer 9/10
Instructional Grade 1 8/10
 Frustrational Grade 2 7/10

Words Their Way Spelling Inventory

Version Administered - Primary
Words Spelled Correctly 8/26
Feature Points 34/56
Total Score 42/82
Spelling Stage Late Letter Name Alphabetic

Phonemic Awareness / Phonics

Phonemic Awareness Skills Screening (PASS):
Rhyme 3/6
Sentence Segmentation 3/5
Blending 6/7
Syllable Segmentation 2/5
Deletion 4/6
Phoneme Isolation 7/9
Phoneme Segmentation 5/6
Phoneme Substitution 3/6
Coopers Score 33/50 = 66%

SYNTHESIS AND INTERPRETATION OF INFORMATION COLLECTED

Reading Achievement
Instructional Reading Level: Fountas and Pinnell Level K

Word Analysis Skills

( + strength, - weakness)
+ Initial Consonants
+ Ending Consonants
- Consonant Blend
+ Consonant Digraphs
+ Short Vowel
- Long Vowel
- Vowel Digraph
- Rimes
- Initial Consonant Blends
- Controlled Vowels
- Schwa
Sight Words
Grade level Achieved Second Grade Level

Comprehension
(+ Strength, - weakness)
Retelling -
Explicit Questions +
Implicit Questions -
Familiar Text
Expository Text +
Narrative Text

Considerations for Student Learning

Strengths
Needs
Ideal Learning modes / style
Attitude Toward Learning / Competence
Physical / Medical Considerations (Vision, Hearing, Tracking, Medications, Other)

RECOMMENDATIONS
Word Study
(List 2 - 3 specific targets. Consider phonological, phonics, word analysis, vocabulary, high frequency
words)

Comprehension Strategies, Narrative & Expository

(List 1 - 2 specific targets. Consider building prior knowledge, modeling strategies, graphic organizers,
vocabulary meaning/context, retelling)

Fluency
(List 1 - 2 specific targets. Consider oral, independent, echo read, choral read)

Writing Plan
How will you interconnect reading and writing in each session?

Text Suggestions
(Types, genres, topics - based on student interest / need)
 Other (optional)

OVERALL SUMMARY STATEMENT

State and explain your plans and goals for tutoring sessions.

Be specific with data - refer to Tori - why doing what doing