Module 2 Case Study: New Fifth Grade Girl Who Is 10 Years 6

Module 2 Case Studya New Fifth Grade Girl Who Is 10 Years 6 Months O

Module 2 Case Study A new fifth grade girl, who is 10 years, 6 months old, has moved into your district this year. She has been in school for about 6 weeks and the classroom teacher has observed and reported the following: Has trouble following directions, difficulty with reading decoding and comprehension, slightly below average in math but seems to understand mathematical functions and principles, is able to write a small paragraph with about 10 simple sentences, complies with social rules during class, seems to be developing appropriate friendships, and the other children seem to like her. Her folder from the previous school just arrived and has been passed on to you to interpret the following scores from the Kaufman Test of Educational Achievement-II which had been administered the previous spring. The student was being evaluated for special education but this was not completed due to the family move.

For the chart below, fill in the column with an estimated percentile rank. Then please write a narrative that describes the student’s academic functioning. The focus of the narrative should answer the question: “How does the student compare to typically achieving peers?” Write the narrative in a way that a parent could understand and use statistical language. Conclude the narrative with some recommendations to help the student progress.

Paper For Above instruction

The student’s scores from the Kaufman Test of Educational Achievement-II (KTEA-II) provide critical insights into her academic functioning relative to her peers. Her subtest scores, when converted into percentile ranks, reveal where she stands in comparison to the typical achievement levels of children her age. Based on the observed scores, she demonstrates significant gaps in several core academic areas, especially in reading and writing, which are foundational to her overall academic development.

Interpretation of the scores suggests that her performance is below the average for her age group. For example, her letter word recognition score of 0.6 indicates a standard score that likely corresponds to approximately the 20th percentile, positioning her below 25% of her age-matched peers. Similarly, her reading comprehension score of 0.3 may correspond to roughly the 10th to 15th percentile, indicating that her reading skills lag behind about 85% to 90% of her peers. Her scores in math concepts and computation also show weaknesses, especially in math concepts, with a score of 0.3, placing her around the same lower percentile range. Conversely, her scores in math computation, listening, and oral expression, with scores near 0.9, suggest relative strength in these areas, possibly around the 40th to 50th percentile.

Overall, the data indicates that she is functioning approximately in the lower percentiles compared to typically achieving peers, particularly in reading and spelling, which are crucial for academic success and independence in learning. Her performance pattern suggests that she might be experiencing underlying difficulties with decoding, comprehension, and written expression, which impact her ability to access grade-level content effectively.

Given her academic profile, several recommendations can support her progress. First, implementing targeted reading interventions that focus on decoding strategies, vocabulary development, and comprehension skills will be essential. Utilizing research-based programs such as Orton-Gillingham or Wilson reading systems could be beneficial. Additionally, providing her with accommodations like extended time, visual aids, and explicit instruction can help mitigate her challenges.

Furthermore, fostering her strengths in math computation and oral language through enrichment activities can boost her confidence and engagement. Collaborating with specialists such as reading specialists and speech-language pathologists can address her specific deficits in decoding and comprehension. Regular progress monitoring, using formative assessments, will help tailor instruction and ensure she is making steady gains.

In conclusion, while her scores indicate she is below the typical achievement level for her age, with targeted support and evidence-based instructional strategies, she has the potential to improve her skills and close the achievement gap. Continued assessment and collaboration among educators, specialists, and her family are vital to creating a supportive learning environment that promotes her academic growth and overall well-being.

References

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