Clinical Field Experience A: Observations, Data, and Pre-Assessment

Classroom Observation Data Collection

Observation Notes:
B

ehavior, participation, learning style, strengths/weaknesses, learning challenges, social interactions, distractions, perseverance/motivation, etc.

Student 1: Matthew

Student 2: Ellie

Student 3: Jaydin

· Behavior–hard time focusing; looks around room; highly distracted; impulse control is an issue

· Participation–moderate to high participation when called upon; when he’s listening he loves to share and is usually contributing appropriately

· Learning style–prefers hands on; needs movement; gross motor skills are easier for him than fine motor skills

· Literacy strengths /weaknesses–fluency is low and a weakness; oral vocabulary and retelling is a strength; oral comprehension and retention is strong for shorter passages or listening activities

· Learning challenges–having to be really quiet or still; focus for longer periods of time; fine motor skills and writing is a struggle; poor eyesight

· Social interactions–he is very hands on and loves to touch and play with friends; kind and wants to play with all; impulse control sometimes leads him astray; migrates towards other students that have similar qualities; often doesn’t feel accepted or wanted as a friend by other peers

· Distractions–easily distracted by anything or himself; tells himself stories; finds distractions on his body;

· Perseverance/motivation–people pleaser and wants to do well;

really tries hard especially for teachers and his dad; love to earn rewards; can be redirected easily with just a reminder to refocus.

· Behavior–follows rules and routines

for the most part–just forgets easily

· Participation–eager to participate and give responses even if she’s not sure they are correct; wants to share; usually has hand up to share;

tells everyone anything and everything on her mind

· Learning style–likes to be shown how to do something; looks for examples and wants to copy them

· Literacy strengths /weaknesses–fluency is low but decoding skills are strong; vocabulary development is low; comprehension is low from reading text, but higher from oral listening tasks

· Learning challenges–perfectionist for reading…doesn’t guess; wants to know if she’s correct; little access to academic resources at home;

· Social interactions–she wants to have friends and interact with others; often tattles on others and this causes riffs with friends; definite sense of right and wrong–a rule follower; doesn’t seem to have a set group of friends; plays with whomever

· Distractions–a self-distractor or wants to visit to distract from work

· Perseverance/motivation–people pleaser and wants to do well; looks to adults for help and to make sure she has things correct; definite rule follower

· Behavior–follows rules and routines
· Participation–eager to participate and give responses even if she’s not sure they are correct; wants to share; usually has hand up to share;

· Learning style–likes to be shown how to do something; looks for examples and wants to copy them; copying correctly transferring is a problem

· Literacy strengths /weaknesses–fluency is low; decoding skills are low and slow; vocabulary development is low; comprehension is low

· Learning challenges–little access to academic resources at home;

· Social interactions–she plays and interacts with others; enjoys common play items from peer groups

· Distractions–talks to herself; sings to herself

· Perseverance/motivation–people pleaser and wants to do well;

Discussion Notes/Additional Information:
Individual literacy needs based on assessment data, individual behavior/social-emotional needs, IEP/504 plan, language needs, successful strategies used, and unsuccessful strategies used.

Student 1:

Student 2:

Student 3:

· On a 504 plan for ADHD modifications; student does not take medicine

· adopted into his current family when he was a toddler (3-4years old)

· Mom works in Preschool; Dad is a minister of a church; has an older brother in high school

· has support at home for reading, but family gets busy and so they find time when it’s calm to read as a bedtime routine

· reading and discussions are a focus for the family as a group; they also enjoy outdoors and many varied activities; he is constantly exposed to culture and community events

· Sometimes a buddy is a distraction and sometimes a buddy helps him to focus. Same for an adult.

· Does best in smaller group sizes and with limits on time for management needs.

· smaller tasks and sets of directions work well

· Lives with Mom and Dad.

· Family qualifies for free/reduced lunches.

· Student responds well to one on one or small group interventions and has done them since first grade

· Tasks broken down into bite sized chunks help.

· “Perfectionism” gets in the way of completing tasks in the same amount of time peers come complete, but she does finish and is motivated to do so.

· people pleaser so giving her my expectations is a goal she will work for

· Needs more practice on a task especially reading than given during usual core reading time

· Lives with Mom and Dad.
· Family qualifies for free/reduced lunches.

· Mom also notices her struggles in reading and listed it as a concern during the beginning of the year conference.

· Student responds well to one on one or small group interventions and has done them since preschool

· Tasks broken down into bite sized chunks help.

· Having her tell me in her words what the tasks are helped; creating a check list and placing it in the same place for her to refer to helps

· Needs more practice on a task especially reading than given during usual core reading time

· written language is a struggle; letter formation, words straight and within lines on a paper, writing is not appropriate sized for 3rd grader (more like kindergarten or 1st grade developmental level)

Pre-Assessment of Reading Performance

QRI Data:
Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.

Student 1:

Student 2:

Student 3:

Previous reading fluency data 2nd grade mid-Winter benchmark is 5 cwpm more than Fall 3rd grade level. Student only gained 15 words from Fall to progress benchmark in Feb. in 2nd grade.

QRI Results:

Graded word Lists

Independent Grade 1

Instructional Grade 2

Frustrational Grade 3

Oral Reading Passage

Independent Grade 2

Instructional Grade 3

Fiction stories were more at an independent level. NF at instructional.

Frustrational Grade 4

Silent Reading Passage

Independent Grade 2
Instructional Grade 3
Frustrational Grade 4

Previous reading fluency data 2nd grade mid-Winter benchmark is 31 cwpm more than Fall 3rd grade level. Student had gained 67 cwpm from Fall to progress benchmark in Feb.2nd grade.

QRI Results:

Graded word Lists

Independent Grade Pre 1st

Instructional Grade 1

Frustrational Grade 2

Oral Reading Passage

Independent Grade 2

Instructional Grade 2 & 3

Frustrational Grade 4

Silent Reading Passage

Independent Grade 1
Instructional Grade 1
Frustrational Grade 2

Previous reading fluency data 2nd grade mid-Winter benchmark is 2cwpm less than Fall 3rd grade level. Student had gained 21 cwpm from Fall to progress benchmark in Feb.2nd grade.

QRI Results:

Graded word Lists

Independent Grade Pre 1st

Instructional Grade Pre 1st

Frustrational Grade 1

Oral Reading Passage

Independent Grade pre 1

Instructional Grade 1 for fictional only NF was at frustrational level

Frustrational Grade 1 NF and 2 both

Silent Reading Passage

Independent Grade pre 1
Instructional Grade 1
Frustrational Grade 2

Literacy Work Sample (LWS)

Clinical Field Experience Journal Link:

Student 1:

Student 2:

Student 3:

Student 1:

Student 2:

Student 3:

Classroom Observation Data Collection

Observation Notes:
B

ehavior, participation, learning style, strengths/weaknesses, learning challenges, social interactions, distractions, perseverance/motivation, etc.

Student 1:

Student 2:

Student 3:

Pre-Assessment of Reading Performance

QRI Data:
Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.

Student 1:

Student 2:

Student 3:

Student 1:

Student 2:

Student 3:

Intervention Strategies/ Progress Monitoring Tool

Research/Resource

Observations

Progress Monitoring Data

Student 1:

Student 2:

Student 3:

Areas of Focus

Measurable Literacy Goals

Progress Monitoring Data

Research and Planning for Intervention
Intervention Day 1
Areas of Focus
Measurable Literacy Goals
	Intervention Strategies/ Progress Monitoring Tool
	Research/Resource
	Observations
		Progress Monitoring Data
Intervention Day 2
	Areas of Focus
	Measurable Literacy Goals
Revisions
Intervention Day 3
Intervention Strategies/ Progress Monitoring Tool
Revisions
Research/Resource
Observations

Student 1:

Student 2:

Student 3:

Post-Assessment

Post-Assessment Data:
Assessment results, progress made toward goals, instructional adjustments needed, and next steps.

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