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Running Head: SFA SUMMATIVE REPORT 1

EDU 345 SFA Tutoring Final Exam (Summative Report)

Caeli Welker

Franciscan University of Steubenville

Fall 2018
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Introduction of Tutee

Daniel is a first grader who greatly enjoys the outdoors. His favorite after school and

weekend activity is playing outside with his friends building forts with sticks. When asked what

his favorite food was, he responded with “starburst” without hesitation. From then on, he asked

for starburst every session, and the candy proved to be a fantastic motivator for him. If he knew

he was to receive a starburst after a session, he focused better on his work and attempted to

behave well throughout the whole session. Daniel does not have any siblings and lives with his

father and mother. While his family is not wealthy, they are able to care for Daniel’s basic

needs. In school, Daniel struggles with reading but excels at math. While he greatly enjoys

numbers and equations, he despises reading. It took a significant amount of motivation to

encourage him to read during sessions, which was why the starburst candy as a motivator proved

to be useful.

Pre-Assessment and Formative Results

Pre-Assessment

First Section of
Assessment:

Objective # Correct / Total Student Accuracy Accuracy required


for Mastery

PA1: Initial sounds 2/10 20% 80%

PA2: Blend sounds 1/10 10% 80%

PA3: Separates 1/10 10% 80%


sounds

CP: Concepts about 6/6 100% 100%


print
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LS1: Says letter 8/10 80% 100%


sounds

LS2: Writes letter 7/10 70% 100%


sounds

LS3: Says letter 10/10 100% 100%


names

As displayed in the table above, Daniel only achieved mastery in concepts about print

and saying letter names. Because of this, he started off on Tutoring Plan 1 for four lessons.

From the data above, one can easily determine that Daniel greatly needed help with reading.

#1 Re-Assessment/Formative Report 1

First Section of
Assessment:

Objective # Correct / Total Student Accuracy Accuracy required


for Mastery

PA1: Initial sounds 9/10 90% 80%

PA2: Blend sounds 4/10 40% 80%

PA3: Separates 0/10 0% 80%


sounds

CP: Concepts about 6/6 100% 100%


print

LS1: Says letter 10/10 100% 100%


sounds

LS2: Writes letter 9/10 90% 100%


sounds

LS3: Says letter 10/10 100% 100%


names

Second Section of
Assessment:
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Objective # Correct / Total Student Accuracy Accuracy required


for Mastery

SW1: Reads sight 5/17 29% 100%


words

WS1: Reads words 3/5 60% 100%


using blending

WS2: Spells words 0/3 0% 100%

In his second re-assessment, Daniel achieved mastery in PA1 and LS1; therefore, he

moved on to the second section of the assessment. Daniel showed significant progress in the

first section of the assessment. Because he did not achieve mastery in the second section, he

moved on to Tutoring Plan 2 for the next four lessons.

#2 Re-Assessment/Formative Report 2

First Section of
Assessment:

Objective # Correct / Total Student Accuracy Accuracy required


for Mastery

PA1: Initial sounds 10/10 100% 80%

PA2: Blend sounds 7/10 70% 80%

PA3: Separates 8/10 80% 80%


sounds

CP: Concepts about 6/6 100% 100%


print

LS1: Says letter 10/10 100% 100%


sounds

LS2: Writes letter 10/10 100% 100%


sounds

LS3: Says letter 10/10 100% 100%


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names

Second Section of
Assessment:

Objective # Correct / Total Student Accuracy Accuracy required


for Mastery

SW1: Reads sight 11/17 65% 100%


words

WS1: Reads words 4/5 80% 100%


using blending

WS2: Spells words 2/3 67% 100%

Daniel made significant progress in his second re-assessment. He achieved mastery in

every objective of the first section of the assessment except one. While he also performed better

on the second section, he did not achieve mastery; therefore, he continued with Tutoring Plan 2

for the next fou lessons.

Summative Assessment Results

First Section of
Assessment:

Objective Pre-Assessment 3rd % for Daniel’s Summative


Results Re-Assessment Mastery Results
Results

PA1: Initial sounds 20% 80% 80% Achieved objective.


Excelled greatly.

PA2: Blend sounds 10% 80% 80% Achieved objective.


Excelled greatly.

PA3: Separates 10% 80% 80% Achieved objective.


sounds Excelled greatly.

CP: Concepts about 100% 100% 100% Achieved objective


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print from the beginning


and continued to
succeed.

LS1: Says letter 80% 100% 100% Achieved objective.


sounds Excelled.

LS2: Writes letter 70% 100% 100% Achieved objective.


sounds Excelled.

LS3: Says letter 100% 100% 100% Achieved objective


names from the beginning
and continued to
succeed.

Second Section of
Assessment:

Objective Pre-Assessment 3rd % for Daniel’s Summative


Results Re-Assessment Mastery Results
Results

SW1: Reads sight 0% 65% 100% Still developing, but


words made significant
progress.

WS1: Reads words 0% 100% 100% Achieved objective.


using blending Excelled greatly.

WS2: Spells words 0% 67% 100% Still developing, but


made significant
progress.

Final Recommendation for Tutee

Based on the final summative assessment results, Daniel has made significant progress

since the pre-assessment. The Success For All tutoring program has proven to be a huge help to

his reading ability. Moving forward, Daniel requires additional support in reading sight words as

well as writing three to four letter words. Eventually, he will be able to move on to Tutoring

Templates 3 and 4. While he made significant progress, he is still below his grade average and
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requires further tutoring. With continued tutoring for the rest of the year, I believe he can reach

grade level, and eventually become a skilled reader. He has the ability. He simply lacks the

motivation. With proper instruction, he will be a skilled reader in no time at all.

Two Significant Ideas That You Learned In This Experience

I learned many things from my tutoring experience. One being the importance of

reinforcers. I learned that the right reinforcement for a child can go a long way when it comes to

teaching. When you know what a student (or students) enjoys, you can use it to your advantage

to promote correct behavior and encourage hard work. Many times in my tutoring sessions I was

able to help Daniel stay focused by reinforcing him with stickers and sometimes candy. Another

important lesson I learned is that sometimes a student simply may not be able to focus. There

will be days when a student cannot seem to grasp concepts, behave, or even try to pay attention.

This lack of focus can be caused by many things, such as a difficult morning, a problem at home,

a stressful weekend, etc. When these days happen, and they will, it is up to the teacher to

determine what to do. Sometimes all it takes is talking to the student or changing subjects to

something more interesting. Other times, the teacher man need to lower the expectations for that

student for the day. No matter how the issue is resolved, it is important to realize that such

situations will occur in the classroom.

Two Research Article Reflections

The research article I wrote on homelessness was informative as well as applicable to my

tutoring experience. Many of the students in the school were from homeless and impoverished

families. It was eye-opening to realize the day-to-day struggles that the students face. To them,
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school is there safe haven and one of the only stable things in their lives. Knowing this allowed

me to serve the students with more love and affection as before. It saddens me the kind of stress

that these children face on a daily basis.

Another research article I wrote touched on the Montessori Method. Montessori has

much to offer a general education classroom. It is all about environment. Without the proper

environment, students will have a harder time learning. This was helpful for my tutoring

experience because it encouraged me to reflect on the environment in which I was tutoring.

Were there many distractions around, such as other students, noise, computers, or messiness?

Was I organized in my sessions? Was I welcoming and warm to my tutee? These were the

things I attempted to fix in order for Daniel to have the best learning environment. In the end,

the changes had a positive effect on Daniel’s focus and learning.