Sample
Reports Analysis and Intervention Plan
Developing
an effective intervention plan requires careful analysis of
report data in two key reports: the Course Report and Grouping
by Areas of Difficulty Report.
Contents
Analyzing
the Course Report
sample Reader's Workshop report with analysis
Analyzing
the Grouping by Areas of Difficulty Report
sample Reader's Workshop report with analysis
Intervention
Plan
plan for intervention derived from information in sample reports
Analyzing the Course Report
The sample
Reader's Workshop Course Report for Lisa Sung includes a Report
Header and three sections within the body of the report: Summary,
Recent Performance by Strand, and Areas of Difficulty. For
a more detailed description of each part of the report, see
the Reader's
Workshop Reports Guide.
Reading the Report
The Report
Header shows that the report was run on November 22, 1999.
Lisa entered the course at the beginning level (2.80) and
was placed at level 3.33 by the system when initial placement
motion (IPM) ended. She was assigned 20-minute sessions. The
Registration Date shows that Lisa was added to the management
system on August 25, 1999.
The Summary
section indicates that Lisa is performing well overall and
is showing recent improvement. Her Cumulative Percentage Correct
of 73% is acceptable performance, and her Recent Percentage
Correct of 76% shows that she is improving. Her number of
Help uses, time-outs, and Glossary accesses indicate appropriate
use of course resources.
The Recent
Performance by Strand section shows Lisa's performance
by strand on the last 30 exercises. The data indicates that
Lisa has recently had difficulty with the Reference Skills
(60%) strand. Her recent performance for all other strands
(70% to 93%) is acceptable.
The Areas
of Difficulty section provides details for up to three
objectives for which Lisa has answered a majority of recent
exercises incorrectly. Lisa has three skills listed: two skills
in the Passage Comprehension strand (Analyze characters based
on their speech or actions, and Identify main idea) and one
skill in the Interpretive Comprehension strand (Distinguish
between fact and opinion).
Conclusions
Though
Lisa's overall performance is good, she does need assistance
in some areas in order to maintain her current success. Her
teacher needs to monitor her performance in the Reference
Skills strand and provide intervention, as needed, for the
skills Lisa is finding difficulty. She needs immediate help
with the three specific skills listed in the Areas of Difficulty
section of the report.
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Analyzing the Grouping by Areas of Difficulty
Report
The area
at the top of the report shows the date the report was run
and the course name. The body of the report shows the strand,
skill ID, skill description, the names of the students who
are experiencing difficulty with the skill, each student's
current level in the strand, and the assigned course.
Reading the Report
The purpose
of the report is to identify skills that are difficult for
a group of students so that students can be grouped for appropriate
instruction. The report shows that for each of Lisa's problem
skills there is another student also experiencing difficulty:
Keith Roberson (Distinguish between fact and opinion), Sean
Godfrey (Analyze characters based on their speech or actions),
and Alexa James (Identify main ideas).
The report
also shows that there are two objectives with which three
students are having difficulty: Identify word meanings and
Use vocabulary in context.
Conclusions
Three
skills have two students listed as having difficulty, and
two skills have three students listed. The teacher needs to
decide which skills to address and then group students together
who have the same skill needs.
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Intervention Plan
Monitor
Lisa's performance in the Reference Skills strand during the
next few weeks. If Lisa continues to experience difficulty,
use the Teacher's Handbook for Reader's Workshop to identify
the specific skills addressed at Lisa's level of the course.
Provide direct instruction in the skills and additional practice
using worksheets and a research project that Lisa selects.
To address
each of Lisa's areas of difficulty, pair her with Keith Roberson
(Distinguish between fact and opinion), Sean Godfrey (Analyze
characters based on speech or actions), and Alexa James (Identify
main ideas), and provide direct instruction in each skill.
Look for opportunities during whole class literature discussions
to test Lisa's understanding of each skill. Follow-up with
additional instruction and practice as needed.
In addition,
enroll Lisa in Level 3 of Reading Adventures, a literature-based
reading comprehension course. Use the Custom SM Course Editor
in Results Manager to create a custom course, with these sections
active: Enhanced Passage, A Closer Look, and Learn a Strategy.
This will give Lisa additional practice in the problem skills
within the context of authentic literature.
To help
the three students experiencing difficulties with the two
Word Meaning skills, group the students for direct instruction,
and provide practice in the skill, using Reader's
Workshop Worksheets.
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