School. Tori is a very friendly, social girl who makes friends easily and enjoys coming to
school each day. According to the MAP Reading Assessment used at Milwaukee Middle
School, Tori performed Average in Literary Texts, Informational Texts, and Low
Average in Vocabulary.
Tori does not have an IEP, nor does she receive any special services in school.
However, Tori is currently part of a Tier 2 classroom intervention program called LLI -
Leveled Literacy Intervention, and her intervention teacher asked that she be evaluated
to provide additional information for possibly qualifying Tori for an IEP and student
services for Reading. Toris intervention teacher reports that she enjoys participating and
helping others in her classes, especially group and partner work, but that she tends to
avoid reading and writing assignments. Tori was recommended for a Tier 3 reading
intervention program called Read 180, but Tori and her parents opted out of this
recommendation because they did not want her to miss social studies class.
strategies when she feels she is not understanding what she is reading; she will sound it
out, re-read, or ask for help. She greatly dislikes reading out loud in class. The last book
she enjoyed reading was Sadako and the Thousand Paper Cranes, which she read in
fourth grade. Tori reports that she does not read for pleasure outside of school. Toris goal
is to be able to read the Divergent series with her friends and to raise her grades in school.
An interest inventory revealed that Tori enjoys Functional Art class. She made a
beautiful purse out of duct tape, and she would like to work in fashion some day. She is
very proud of the pictures she takes and shares on her Instagram account. She is very well
liked in school, and she enjoys visiting the School Forest after school and taking
photographs of nature. Next year, she plans to get a job at a restaurant with her friend
Assessment Scores
QRI-6
Word List Pre-test Scores: Administered: May 9th, 2017
Independent: Fourth Grade 90% (90% automatic, 0% identified)
Instructional: Fifth Grade 80% (75% automatic, 5% identified)
Frustration: Upper Middle School 60% (55% automatic, 5% identified)
Reading Achievement
Comprehension
( + strength, - weakness)
Retelling -
Explicit Questions +
Implicit Questions +
Familiar Text -
Expository Text -
Narrative Text +
Fluency
Self-Monitor- student must monitor her pace and how she sounds aloud
Warm reads
Re-read
Automaticity- recognizing words right away
Sight-word flash cards
Re-read