ITL 514

Individual Assessment, Analysis, & Planning Project

Assessment Assignment – Section One

ASSESSMENT & ANALYSIS
COVER SHEET

Student’s First Name: Vincent

Parent/Guardian Name: Vivian

School: Jackson Elementary

Principal: Debbie Santos Contact #: 559-524-6180

Teacher: Mr. Muniz contact: (951)265-2320

Attach permission slip (See Course Resources)

 Assessment Assignment – Section One
ASSESSMENT & ANALYSIS

Student First Name: _______Vincent_____ DOB: _____May 28th, 2008___

Grade: ______5th Grade__________ Chronological Age: ___10 yrs.___

I. BACKGROUND HISTORY - Learner

Factors to investigate:
o Siblings: Vincent has 1 sister who is 16
o Family size: Vincent lives with both mom and dad, with sister.
o Are there any medical or emotional health issues that might impact the
child’s reading?
no
o Is English the child’s first language? What is the family’s first language?
Yes, English is Vincent’s first language and he speaks only English at
home
o School history: how many schools has the child attended?
Only 1. Jackson Elementary
o Are there any behavior problems?
No.
o Have there been any previous interventions?
Yes, Vincent is currently my student.

II. ASSESSMENTS TO BE ADMINISTERED

See Course Resources for samples of all assessments.

1. Interest and attitude survey

2. Phonemic awareness
Phonological test: Yopp Singer, IAPA
3. Phonics – decoding – San Diego Quick, or Names test
4. Spelling – Required: Use the appropriate Spelling Inventory from Appendix A in the
“Words Their Way” textbook
5. Fluency – You can use one of the passages of the Informal Reading Inventory (IRI) in
order to obtain a fluency score/range
6. Comprehension – Use an IRI with a comprehension rubric (list of questions) to assess
comprehension. This will provide you with a series of miscues to analyze from the
running record portion of the assessment and also information regarding the child’s
ability to comprehend what was just read. If you do not have a formal IRI (see Course
Resources for a list of IRIs), then have the child retell the passage in their own words
once they have finished reading it. (Do not allow them to look at the passage after they
have read it once.)
7. Writing – get sample of their own creation or dictate something to them.
Fill in the following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this reading
area assessed.
Area Name of Explain what is being
Assessment Given assessed and why this
assessment is needed for
this child

Interest & motivation BLM 11-17 Txt p 552 This assessment is an

interest inventory that
allows me to see what the
student is all about in a nut
shell. Teachers can gain
valuable information as to
the willingness a student
has to work.

1.Phonemic Yopp Singer Test of This assessment allows for

awareness Phoneme the teacher to understand if
Segmentation the student has difficulty
with phonetically
pronouncing a word with
all syllables intact.

2.Phonics San Diego Quick The SD Quick Assessment

Assessment tests the students on
words they know how to
read. It starts out with
basic words from K-11th
grade words. Students
may show they are reading
at a lower level or higher
level than expected, and
can tell the teacher is
he/she needs reading
fundamental work.

3.Spelling Journeys HMH 5th This was a spelling test

grade words. done using HMH Journeys
book for 5th graders, the
words were 5th grade words
 and I assessed 10 words
that Vincent should have
known in the 5th grade.
This is needed to gain
information on how well a
student can spell grade
level words.

4.Vocabulary Journeys HMH Vincent had read the story

“Everglades forever” “Everglades Forever” with
his class and
independently, so this
Vocabulary assessment
determined if he
understood what words
throughout the book
actually meant and if he
was retaining the
information.

5.Fluency OPM: Oral Reading The OPM allowed for the

Fluency- Passage 10 student to read for 60
second while I listened to
“Mitch and the Boat the words being read. If
Race” Vincent got a word
incorrect, that words would
be subtracted from the
words he read correctly in
60 seconds.

6.Comprehension Read Skillfully This comprehension test

“Flying” tested Vincent after he read
the short story to himself.
This allows the teacher to
understand if the student is
comprehending what is
being read. Many kids can
read fast, but do they
understand what was being
read? This assessment
 helps with that
understanding.

7.Writing Writing Inventories/ This assessment allowed

My Writing/ Write all for students to be honest
the words you know. and free with writing words
they know and for
answering questions in
writing about topics they
like. It even provides the
teacher with a writing
sample to view words
spelled, words used and
ways the student
transitions into different
sentences and paragraphs.

III. ASSESSMENT RESULTS

List the data which resulted from the assessment. Identify what this means for the child.
Area Data What do these results mean
academically?

Interest & Shows Vincent really Vincent may work well with
motivation enjoys playing sports others in an academic
and being with friends setting and thrive with
and people. group work.

1.Phonemic 21/22 words correct Academically, Vincent

awareness pronounces words
phonetically and
accurately.

2.Phonics At a 6th grade reading This shows that Vincent is

level. reading at grade level and
even may do well at the 6th
grade reading level.

3.Spelling 8/10 words spelled Academically, Vincent will

correctly. produce correctly spelled
words a majority of the
 time, especially words that
are 5th grade appropriate.

4.Vocabulary 15/15 words correct Vincent understands the

meanings of words
thorough context of the
stories. After reading a
story with certain words, he
will understand the
meaning.

5.Fluency Wcpm= 98 words in Vincent is neither a slow or

60 seconds fast reader, but this showed
that when Vincent speed
reads, he is likely to miss
pronounce words, when he
takes his time, he will
pronounce words correctly.

6.Comprehension 5/5 correct Academically, Vincent does

well comprehending what is
read or being read, he can
read short stories and
understand parts of the
book and write down what
happened.

7.Writing Completed several This resulted in Vincent

words in the needs to writing down as many
know in 10 minutes. words as possible and
Writing sample looked writing fluently, this tells a
normal. teacher that the student is
at grade level writing and
may perform any writing
task without major concern.

IV. ASSESSMENT ANALYSIS

Identify the child’s strengths and areas of need, justifying your statements by citing the
data (from the Assessment Results) on which you are basing your statements.
Area Strengths, based on . . . Areas of Need –
Challenges, based on. . .

Interest & Loves being with NONE

motivation others, because he
wrote that he loves to
play sports and be at
recess with others.

1.Phonemic The numbers correct. The words he got incorrect

awareness He did a great job using may tell the instructor that
phonetics. he may need words on
more difficult words.

2.Phonics Reading at grade level, Needs to continue reading

strong reader at grade level and reading
throughout grade level more difficult text to help
appropriate text. with difficulty words.

3.Spelling Consistent speller that Areas of need will be 6th

is at grade level. grade level words and
possibly descriptive words.

4.Vocabulary Matching words with Challenges may be more

definitions based on 5th difficult words at the next
grade level words. grade level.

5.Fluency Can pronounce grade May struggle with reading if

level words and read at noise interferes with
a steady and consistent reading. Vincent may get
pace. easily distracted.

6.Comprehension Honestly and integrity. Challenges will be

comprehension of math
words problems, as Math is
a weaker subject for
Vincent.

7. Writing Provides detail and May have difficulty

explanations to writing expanding on thought and
prompts. may struggle giving more
 descriptive words to tell a
story.

V. PROPOSED GOALS
Write goals for each of the child’s areas of need.
The goals should link to the Common Core State Standards whenever possible.
A. Goals required for the following 2 areas: Common Core
standard
 Interest & motivation Vincent will continue
to show interest in
grade level work and
Vincent will continue
to be motivated in the
5th grade.

 Comprehension Vincent will

comprehend rigorous
text with 80% accuracy
or above.

Include goals for the following if they are areas of need

 Phonemic awareness Vincent will continue
to read with phonetics
in mind and pronounce
words correctly.
 Phonics Vincent will be at 80%
accuracy at the end of
5th grade.
 Spelling Vincent will continue
to grow in spelling and
will be challenged to
improve to 6thgrade
words.
 Vocabulary Vincent will continue
to work through 5th
grade level vocabulary
and be at 80%
accuracy by the end of
5th grade.
 Fluency Vincent will extend his
reading time from 30
minutes a day to 45
 minutes a day to help
with fluency.

 Writing Vincent will continue

to write with accuracy
and will improve his
descriptive words in
his writing by the end
of 5th grade.

VI. Reflection
Reflect on all the assessments you administered. Review your own video-recording of
your assessments. In your paper, reflect on your process for administering the
assessments. What was effective in your process? In what areas do you need to
improve? Why? How? What portion of the analysis was difficult? What resources
might you need to help you in this process next time you administer these types of
assessments.
SEE REFLECTION ATTACHED