Assignment 7: Portfolio Assignment Upload Portfolio Assignment: Case Study Participants

 

  
Assignment 7: Portfolio Assignment Upload
 

Portfolio Assignment: Case Study
Participants will read the case study included in the online module titled “Jordyn’s Case Study”
and conduct an analysis of the case study. The purpose of a case study is to walk the reader
through a situation where a problem/situation is presented by providing background
information, a description of a solution given, and an explanation as to how the solution was
derived. In addition, detailing possible missteps or solutions should be included.  
 Got It! Not Yet, Growth Ideas!
Response includes a
summary of student
background  

A context is provided
that provides a
summary of the
student’s background
that contribute to the
situation/problem

Response includes a
detailed description
of the situation or
problem
A clear understanding of
the situation for which a
solution is sought is
included

Response provides
details to describe
the potential
solutions and how it
was derived

Context is provided
related to where, when
and how the
situation/problem is
occurring. The effects of
the situation/ problem
on the learning
environment are
explained

A description of
possible solution(s)
for the
problem/situation
are included

Solution(s) are logical
and includes specific
action steps and
rationale for
recommendations

  Module 5: Assessments and Data Analysis
NEI New Educator Preparation Program Participant Resource  
Assignment 7: Portfolio Assignment Upload

 
Believe in your infinite potential! 2  Copyright © 2020 Noble Education Initiative  
All Rights Reserved.  

Jordyn is an 11-year-old boy who lives with his mother, stepfather and two younger half-
brothers in Punta Gorda, Florida. He enjoys baseball, swimming, and baking. He has recently
learned how to pitch left-handed. He prefers to be in smaller crowds and small groups and gets
antsy when he encounters large crowds are events. He often does not initiate contact or
communication with individuals that are unfamiliar to him and quickly becomes quiet and more
reserved when placed in those situations.  
He and his family have lived in Punta Gorda for 8 months as they needed to relocate for his
stepfather’s work. He has adjusted to his new school and has made a few friends but missed his
previous school and neighborhood. Jordyn hopes that when he begins to play baseball again on
a team, he will find new connections.  
Currently, he is in 5th grade at Seven Palms Prep. There are 19 students in his homeroom class.
Jordyn learns math, science, and social studies in his homeroom class and goes to a different
classroom in the afternoon for reading and language arts. Jordyn has a good relationship with
both of his teachers but does not ask for help if he is confused or does not understand. His
favorite subject is science and enjoys when his teachers bring in items to support the lessons or
experiments, and he is able to interact with the lessons. Usually, if it is a concept he is
interested in, he will further explore it at home. He also prefers math over reading, as reading
and writing are his least favorite subjects. Most of his writing is simple sentences with a great
deal of grammatical errors and little detail. His reading teacher has recently met with Jordyn’s
mother and stepfather to share concerns for his reading and writing performance.  
His reading teacher has given Jordyn the following diagnostic assessments: Phonics Inventory
and an Informal Reading Inventory. She has monitored his personal reading growth using a
computerized Reading iReady diagnostic and benchmark.  
The Phonics Inventory results suggest Jordyn is in the 81st percentile in identifying sight words.
His ability to read sight words fluently seems to be motivated by timed restrictions. Jordyn’s
phonemic decoding skills reflect that he has an average ability in reading nonsense words using
phonics patterns. He is in the 36th percentile when compared to his age equivalent peers.
Overall, Jordyn appears to have an average ability with emergent reading concepts.  
Subtest  Standard Score  Descriptive Category  Percentile
Sight Word Efficiency   113  High Average   81  
Phonemic Decoding   95  Average   36
Total Word Efficiency   106  Average  65

  Module 5: Assessments and Data Analysis
NEI New Educator Preparation Program Participant Resource  
Assignment 7: Portfolio Assignment Upload

 
Believe in your infinite potential! 3  Copyright © 2020 Noble Education Initiative  
All Rights Reserved.  
The results of the Informal Reading Inventory indicate that Jordyn’s fluency impeded his overall
comprehension. His accuracy indicates he often reads with miscues and falls within the low
average range. He scores suggested he has a Grade 3 independent reading level, a Grade 4
instructional reading level and Grade 5 frustration reading level.  He received 11-word
recognition errors (WRE) on his final text within the Informal Reading Inventory.  

Reading Level  Placement   Total Points (Out of 10)/
Word Recognition Errors  
Independent  Grade 3  7 points, 4 WRE
Instructional   Grade 4  5 points, 7 WRE
Frustration   Grade 5  2 points, 11 WRE
Test Administrator Notes: During the silent reading, Jordyn stated he was “done” at a
much faster pace than when reading orally. Generally, he scored fewer points when
reading silently. He had few self- corrections and would insert words, leave off word
endings, and substitute words frequently. When we began, he would pause at some
unknown words and attempt to decode them, however as we continued, he stopped this
practice and would just substitute or guess the word instead without any attempt for
self-correction.  

The results of the Ipsative iReady Diagnostic and benchmark report suggested he is approaching
Grade 4 and has shown growth in the area of phonics, vocabulary, and literary comprehension.
He has shown minimal growth in informational text comprehension.  

Domain   Diagnostic Test (8/19)   Test 2 (1/12)  
Overall   Grade 3  Approaching Grade 4
Phonological Awareness   Tested Out   Tested Out  
Phonics  Grade 3  Tested Out  
High-Frequency Words  Tested Out  Tested Out  
Vocabulary   Grade 3  Approaching Grade 4
Comprehension: Literature   Grade 3  Approaching Grade 4
Comprehension:
Informational Text
Grade 3  Grade 3

  Module 5: Assessments and Data Analysis
NEI New Educator Preparation Program Participant Resource  
Assignment 7: Portfolio Assignment Upload

 
Believe in your infinite potential! 4  Copyright © 2020 Noble Education Initiative  
All Rights Reserved.  
Each day, the class engages in about 30-40 minutes of whole group reading instruction, 20
minutes of small group reading instruction, 30 minutes of writing workshop, and 10 minutes of
silent reading. They also do 20-30 minutes of daily RtI support in which a reading support staff
comes in and works with two different groups of learners while the reading teacher works with
the rest of the class.  
The teacher has expressed Jordyn does not often participate in whole group instruction but
does participate during his once a week small group meeting. She notices that sometimes he
does not understand the concepts but does not have time to review them all with him and
hopes to cover the more difficult concepts he does not grasp during small groups.   
In addition to reviewing difficult concepts during his weekly small group meeting, his teacher
works on building Jordyn’s fluency by practicing echo reading and rereads. However, she has
noticed minimal improvement with these strategies. She encourages him to practice rereading
to build his fluency but does not check in often to see his progress.  
His reading teacher allows the students to pick a book during silent reading. She has observed
Jordyn flipping through the pages, getting new books, and looking around the room during the
daily silent reading time. She has suggested he pick a book he likes and read it from start to
finish. This was discussed during the parent conference.
His RtI support bases her instruction from the diagnostics taken at the start of the school year.
She instructs him to go on the computer twice weekly for individualized iReady instruction and
works with him the other two days they meet to review phonics skills, vocabulary development,
and strategies for reading informational texts. She provides a weekly record to the classroom
teacher with anecdotal notes for the students she works with in the reading teacher’s mailbox.  
His reading teacher has an upcoming meeting with the Reading Support Team and plans to
bring up Jordyn to ask for strategy support. She plans to share all of his data that she has
collected included diagnostic, ipsative, teacher observations and anecdotal notes provided by
his RTI support and hopes to find answers to supporting his reading growth and development.   

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