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Courtney Raia
Informal Assessment
Student: The Student SH, is a sixth grader with a Specific
Learning Disability.
Skill: The skill to be investigated is the students reading
comprehension.
What is known: SH is a student in co-taught English/Language
Arts class. Previous testing has
indicated that his reading comprehension is at about a fourth
grade level, and his reading fluency
is at about a third grade level. When present in class, he
requires only a little motivation to
complete the work that is given to him. When other students in
the class get off topic and have
side conversations, SH will sometimes get distracted and join
in, causing him to lose focus.
Area: Reading Comprehension
What? Why? Source
What system does the
students teachers already useto assess his reading
comprehension?
So I can use the same system
in order to remain consistentwith the data.
Ask special education teacher.
Answer:
The student is currently being assessed using the AIMSweb
Reading Maze assessments. Hisreading is assessed weekly.
What current goals are set for
the students reading
comprehension?
So I can get an idea of what
the student is working towards
and how these goals are being
targeted.
Ask special education teacher.
Review IEP.
Answer:
There is a current goal set that the student will achieve 15
correct responses on 4th
grade
comprehension assessments with only one error by the end of this
academic school year.
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What reading comprehension
scores are typical for 6th
graders in the spring?
So I can get an idea of how far
the student is from grade level.
AIMSweb data.
Answer:
Using sixth grade reading passages, the standard score for the
50
th
percentile of sixth gradestudents on the AIMSweb comprehension
assessment is 28 correct responses. Using 4th
gradepassages, the number of correct responses at the 50
thpercentile is 20 responses correct.
Area: Reading Comprehension
What? Why? Source
What is SHs current reading
comprehension level?
To determine the students
reading ability. To learn how
far behind his goal that he
currently is.
Conduct reading
comprehension tests until
results seem stable.
Procedures:
Because it has already been determined through previous
assessments that the student is at the
4th grade comprehension level, probes will be given using fourth
grade passages. The process forassessing will be as follows:
1. Sit across from the student and provide him with one copy of
the CBM Reading MAZEassessment.
2. Tell the student to read and choose the words that make the
most sense in the story whenhe gets to the bolded parts of the
text.
3. Set the timer for three minutes and tell the student to
begin.4. At the end of three minutes, tell the student to stop and
put his pencil down.5. Use the answer key to determine the number
of words circled correctly and the number of
errors that the student made.
These assessments are administered as often as time allows in
order to determine the students
current reading comprehension level. Continue assessing with new
passages at the proper grade
level until results give the desired information.
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Results:
Number of Correct Responses on Comprehension Assessments
Date Correct Responses Number of Errors Percentile Rank
1/16 12 0 15t
(estimate - >10t)
1/23 4 0 >10t
2/4 6 1 >10t
2/7 13 0 15 (estimate - >10 )
Answer:
SHs reading comprehension scores were assessed using the Reading
Comprehension MAZE
assessment, where the student is to read a passage and circle
the word that makes sense in the
context of the passage. His scores on the MAZE assessment show
that he averaged around the10
thpercentile at a fourth grade reading level. These percentile
rankings are based on the fourth
grade level in the spring, showing that he is reading about two
grade levels below his peers.
012345678
91011121314151617181920
15-Jan 22-Jan 3-Feb 2.7
Correct Responses
Errors
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Summary: SH is a student placed in a 6th
grade co-taught English class, and previous testing has
shown that his reading comprehension is at about a fourth grade
level and his fluency is at about
a third grade level. His reading comprehension is currently
being assessed using the AIMSweb
Reding MAZE assessment. Through giving SH these comprehension
assessments, it has been
determined that he is currently reading around the 10th
percentile at the fourth grade level. From
these results, it has been determined that he should be
instructed using texts of the fourth grade
level as well. When doing the assessments, it was sometimes
difficult to get the student to focus
on the task at hand. This will be useful to know when planning
instruction, because perhaps
using passages he is interested in will encourage him to focus
on his reading.
Suggested Objective: When reading a passage at a fourth grade
level, SH will demonstrate
comprehension by correctly responding to both recall and higher
order questions about the text
orally. Mastery will be when he can correctly respond to 80% of
the questions on five
consecutive trials.
Rationale: Increasing SHs reading comprehension is important
because understanding what is
being read is a vital skill in order to succeed as he furthers
in his education, and improving in
order to get him closer to grade level would be ideal. Being
able to correctly respond to
questions about the text one is reading is a evidence-based
method of demonstrating knowledge
about the reading. Asking the various levels of questions will
help the student not only recall
information about the text, but also to infer and use background
knowledge to further understand
it.
