Order Description
1. Analyze the data from multiple curriculum-based and/or other test scores for two students. Utilize the data derived from those scores to diagnose the individualized learning needs of two students.

Student 1: Gill
Fourth grade student in special education classes, reads at a kindergarden level.
FSA Scores
ELA : 21
Math : 22

Graded Word List ( San Diego Quick Assessment )
Preprimer : 2 errors
Primer: 5 errors

Phonemic Awareness Assessments

Initial Sound Recognition: 8/8
Phoneme Blending: 3/8
Rhyme Production: 4/8
Rhyme Recognition: 4/8

Oral and silent reading: The student reads at the instructional level ( Preprimer level )
Student 2: Joe
Student is in fourth grade and reads at a third grade level.
FSA Scores
ELA : 44
Math : 40

Oral and silent reading: The student reads at the instructional level (Third grade level)
Phonemic Awareness Assessments

Initial Sound Recognition: 8/8
Phoneme Blending: 6/8
Rhyme Production: 7/8
Rhyme Recognition: 6/8

Graded Word List (San Diego Quick Assessment)
Preprimer : 0 errors
Primer: 0 errors
First Grade: 0
Second Grade: 0
Third Grade: 2 errors
Fourth Grade: 4 errors

2. Employ effective research skills to identify key sources of information to determine what instructional methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored. Identify the approach/method(s)/model(s) that you would use with the two students, based on your research. For example, identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtm) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htm). How can these documents be used to improve test-taking skills?
3. Identify two standards-based (e.g., Common Core Standards) learning objectives for each student. Determine how the progress of each student should be monitored, and describe the methods you would use, including at least one formative and one summative test for each student, which are based on research.
4. Include recommendations for accommodations and/or modifications of the tests and/or of the setting, based on the student’s needs. Develop at least two sample activities per objective that could be implemented that support the learning of each student. Determine what possible additional instructional methods and/or resources you would recommend to meet the needs of those students identified as needing further assistance. Include consideration of the classroom teachers, parent(s)/caregiver(s)’and/or student’s perspective when proposing your recommendations.
5. Write a plan to share your interpretation of the test results, individualized plan, and recommendations with the parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and the student
6. Use technology to prepare a concise written report summarizing each step of this assignment. Remember to include: a discussion regarding how your data analysis was the driving force behind each step of the proposed individualized plan, or intervention plan; graphs, charts, and/or rubrics developed to document progress; and your reflective insights in the conclusion. Include a reference list for all cited sources.

Order Description
1. Analyze the data from multiple curriculum-based and/or other test scores for two students. Utilize the data derived from those scores to diagnose the individualized learning needs of two students.

Student 1: Gill
Fourth grade student in special education classes, reads at a kindergarden level.
FSA Scores
ELA : 21
Math : 22

Graded Word List ( San Diego Quick Assessment )
Preprimer : 2 errors
Primer: 5 errors

Phonemic Awareness Assessments

Initial Sound Recognition: 8/8
Phoneme Blending: 3/8
Rhyme Production: 4/8
Rhyme Recognition: 4/8

Oral and silent reading: The student reads at the instructional level ( Preprimer level )
Student 2: Joe
Student is in fourth grade and reads at a third grade level.
FSA Scores
ELA : 44
Math : 40

Oral and silent reading: The student reads at the instructional level (Third grade level)
Phonemic Awareness Assessments

Initial Sound Recognition: 8/8
Phoneme Blending: 6/8
Rhyme Production: 7/8
Rhyme Recognition: 6/8

Graded Word List (San Diego Quick Assessment)
Preprimer : 0 errors
Primer: 0 errors
First Grade: 0
Second Grade: 0
Third Grade: 2 errors
Fourth Grade: 4 errors

2. Employ effective research skills to identify key sources of information to determine what instructional methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored. Identify the approach/method(s)/model(s) that you would use with the two students, based on your research. For example, identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtm) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htm). How can these documents be used to improve test-taking skills?
3. Identify two standards-based (e.g., Common Core Standards) learning objectives for each student. Determine how the progress of each student should be monitored, and describe the methods you would use, including at least one formative and one summative test for each student, which are based on research.
4. Include recommendations for accommodations and/or modifications of the tests and/or of the setting, based on the student’s needs. Develop at least two sample activities per objective that could be implemented that support the learning of each student. Determine what possible additional instructional methods and/or resources you would recommend to meet the needs of those students identified as needing further assistance. Include consideration of the classroom teachers, parent(s)/caregiver(s)’and/or student’s perspective when proposing your recommendations.
5. Write a plan to share your interpretation of the test results, individualized plan, and recommendations with the parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and the student
6. Use technology to prepare a concise written report summarizing each step of this assignment. Remember to include: a discussion regarding how your data analysis was the driving force behind each step of the proposed individualized plan, or intervention plan; graphs, charts, and/or rubrics developed to document progress; and your reflective insights in the conclusion. Include a reference list for all cited sources.