Danielle Schaeffer
READ 623 Pre-Assessment Data Updated Dec. 2025
index
Click below to jump directly to the overview of each assessment
Student Profile
MAZE
PAST
Spelling Inventories
Attitude Surveys
Writing Scales
Intervention Plan
PSI
ORF
Student Profile
- Male
- Sixth-grade student at Commonwealth Charter Academy
- 11 years old
- Currently enrolled in the reading intervention program (25-minute small group M-TH)
iReady Data
Reading Attitude survey
Recreational Score: 22 Academic Score: 23 Composite: 45
Intervention Plan: My student's responses to the reading attitude survey were very interesting. He expressed a strong dislike for reading instead of playing and for reading over the summer. He expressed that he does not like being forced to read when he doesn't want to, but doesn't hate reading when he is in the mood. He indicated a strong enjoyment of his teachers asking him questions about what he had read. This particularly surprised me, but my student explained that he likes sharing things about himself in class. He is a very social student and loves to unmute and chat with me and his classmates during our 1-on-1 session and during small group time. The results of the survey suggest that he does not have positive feelings toward reading, but not all of his feelings are negative.
Writing Attitude survey
Raw score: 80 Percentile: 83rd
Intervention Plan: R.S.'s responses to the writing attitude survey were surprising. While he seems to enjoy creative writing, he has expressed a dislike of school writing (particularly a persuasive essay for ELA class) to me. R.S. scored in the 83rd percentile, meaning he has good feelings toward writing. He chose mainly the three-point "happy" Garfield for his responses. He had several fours and twos, but only one unhappy Garfield (How would you feel keeping a diary?) for one point. Though a little surprised, I am pleased the R.S has such positive feelings towards writing, particularly creative writing.
Phonics Screener for intervention (PSI)
Score: 200/230 87% correct
Intervention Plan: When administering the PSI to my student, I noticed he slowed down considerably when reading multisyllable nonsense words. He read most of the words correctly, but his speed decreased. This leads some to believe he could benefit from some practice with multisyllabic phonics to build automaticity. He could also benefit from fluency practice!
PAST
Test Total Correct: 39/52 Test Total Automatic: 33/52 Highest Correct Level: L (H & K not passed Highest Automatic Level: J (H not automatic)
Intervention Plan: My student did well with the early level of the PAST, but struggled with levels K, L, and M. In these levels, I noticed that most of the time, he did not say an incorrect sound but omitted a sound from the word that should not have been dropped or replaced. In the final three words, Riley dropped the final consonant phoneme; in all cases, this was part of a blend (si(f)t to si(pp)ed, he said "sip." When changing tru(s)t to tru(ck)ed, he answered "truck", and when changing de(f)t to de(ck)ed, he answered "deck.") I wonder if Riley has trouble identifying and separating the sounds in blends and is treating them, like a digraph, as a single letter sound. He scored well in this area of PSI, so he can read words with consonant blends, but has trouble isolating the sounds. I think he could benefit from some practice segmenting multisyllabic words with consonant blends and digraphs!
Spelling Inventory: USI
2/10 words correct 8/10 words incorrect
Intervention Plan: I administered the Upper-Level Spelling Inventory to my student. I noticed pretty quickly that he was struggling with many of the words. I stopped after the first ten words because he had made mistakes on eight out of the ten words. Many of the errors my student made were connected to the difficulties he had on the PSI and PAST. He dropped double letters ('knoted' and 'traped' instead of knotted and trapped) and missed letters in consonant blends and trigraphs ('swich' and 'smuge' instead of switch and smudge). I would like to go back and administer the ESI to get an even better grasp of areas in which he is struggling. This data supports my plan to review some more advanced decoding skills.
Spelling Inventory: ESI
17/25 words correct 8/25 words incorrect
Intervention Plan: I administered the Elementary Spelling Inventory to my student. R.S struggled on the Upper-Level Spelling Inventory, so I decided to administer the ESI to gather additional data. R.S scored significantly better on the ESI compared to the USI. He spelled 17 of the 25 words correctly, predominantly making errors with the final multisyllabic words such as pleasure, fortunate, confident, civilize, and opposition. He was able to correctly spell most of the beginner blends and digraphs, which tells me his area of need is in multisyllabic decoding and more complex blends, digraphs, and trigraphs.
ORF
Fluency: 79 WCPM Accuracy: 96%
Intervention Plan: To measure my student's fluency, I administered the DIBELS 8th edition 6th-grade ORF benchmark assessment. While my student reads with high accuracy (he made five mistakes and self-corrected two), his correct words per minute are low. When he got to a word he did not immediately know, it took him a long time to figure it out. He was often able to get the correct word; it just took some time. This supports my intervention plan to focus on building automaticity and fluency.
MAZE
Score: 15.5 1 mistake, 16 correct choices
Intervention Plan: To assess my student's comprehension, I administered the DIBELS 6th-grade fall benchmark MAZE assessment to my student. R.S scored well on the assessment. He made only one mistake and chose the correct word 16 times during his three-minute read. His overall score would be 15.5, which places him at the bottom of the range for the green category on the DIBELS benchmark goals chart. That tells me R.S is comprehending well for the beginning of 6th grade.
Writing
Conventions Scale: 7 (conventional) Narrative Writing: 2 (developing)
Intervention Plan: R.S has a good base of writing skills. He struggles with the organization of his writing and having a clear introduction and conclusion. R.S is a very creative writer and enjoys having freedom when he writes. He seems to write whatever comes into his head and could use some practice editing a draft and adding in clarifying details. Overall, R.S has a good writing base and would benefit from some structured practice to support his developing writing skills.
Intervention Plan
Moving forward, I plan to concentrate on fluency practice with my student. I think he could benefit from a review of multisyllabic decoding as well, but my main focus will be fluency. I am looking forward to gathering more data focused on comprehension and writing to further support or redirect this focus. I plan to administer the ESI and MAZE assessments next. I was surprised to see that my student's iReady data placed him at grade level. My assessments have shown me that he could benefit from extra support and is reading below grade level. His WCPR on the ORF assessment falls in the red zone, which indicates a need for intensive support. His accuracy fell in the green zone, indicating core support and minimal risk. His USI results also indicate a need for extra support. I think my student could be a very successful reader with some advanced decoding review and fluency practice
Updated Intervention Plan
After discussing with my peers and gathering more data, I plan to divide my intervention lessons between multisyllabic decoding instruction and practice and fluency instruction and practice. As suggested by my peers, I am going to start with a review and instruction of multisyllabic decoding and then add some fluency support. This way, I can ensure R.S has the base of knowledge and skills he needs to practice fluency effectively. His ESI assessment revealed that R.S. has a good grasp of beginner word patterns and requires support with more advanced decoding and spelling patterns. His MAZE assessment showed strong comprehension and understanding of what he is reading. He is a very creative writer, but could benefit from some structured writing practice to help him communicate clearly in writing and organize his thoughts more effectively.
Thank you!
Danielle Schaeffer
Danielle Schaeffer
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Transcript
Danielle Schaeffer
READ 623 Pre-Assessment Data Updated Dec. 2025
index
Click below to jump directly to the overview of each assessment
Student Profile
MAZE
PAST
Spelling Inventories
Attitude Surveys
Writing Scales
Intervention Plan
PSI
ORF
Student Profile
iReady Data
Reading Attitude survey
Recreational Score: 22 Academic Score: 23 Composite: 45
Intervention Plan: My student's responses to the reading attitude survey were very interesting. He expressed a strong dislike for reading instead of playing and for reading over the summer. He expressed that he does not like being forced to read when he doesn't want to, but doesn't hate reading when he is in the mood. He indicated a strong enjoyment of his teachers asking him questions about what he had read. This particularly surprised me, but my student explained that he likes sharing things about himself in class. He is a very social student and loves to unmute and chat with me and his classmates during our 1-on-1 session and during small group time. The results of the survey suggest that he does not have positive feelings toward reading, but not all of his feelings are negative.
Writing Attitude survey
Raw score: 80 Percentile: 83rd
Intervention Plan: R.S.'s responses to the writing attitude survey were surprising. While he seems to enjoy creative writing, he has expressed a dislike of school writing (particularly a persuasive essay for ELA class) to me. R.S. scored in the 83rd percentile, meaning he has good feelings toward writing. He chose mainly the three-point "happy" Garfield for his responses. He had several fours and twos, but only one unhappy Garfield (How would you feel keeping a diary?) for one point. Though a little surprised, I am pleased the R.S has such positive feelings towards writing, particularly creative writing.
Phonics Screener for intervention (PSI)
Score: 200/230 87% correct
Intervention Plan: When administering the PSI to my student, I noticed he slowed down considerably when reading multisyllable nonsense words. He read most of the words correctly, but his speed decreased. This leads some to believe he could benefit from some practice with multisyllabic phonics to build automaticity. He could also benefit from fluency practice!
PAST
Test Total Correct: 39/52 Test Total Automatic: 33/52 Highest Correct Level: L (H & K not passed Highest Automatic Level: J (H not automatic)
Intervention Plan: My student did well with the early level of the PAST, but struggled with levels K, L, and M. In these levels, I noticed that most of the time, he did not say an incorrect sound but omitted a sound from the word that should not have been dropped or replaced. In the final three words, Riley dropped the final consonant phoneme; in all cases, this was part of a blend (si(f)t to si(pp)ed, he said "sip." When changing tru(s)t to tru(ck)ed, he answered "truck", and when changing de(f)t to de(ck)ed, he answered "deck.") I wonder if Riley has trouble identifying and separating the sounds in blends and is treating them, like a digraph, as a single letter sound. He scored well in this area of PSI, so he can read words with consonant blends, but has trouble isolating the sounds. I think he could benefit from some practice segmenting multisyllabic words with consonant blends and digraphs!
Spelling Inventory: USI
2/10 words correct 8/10 words incorrect
Intervention Plan: I administered the Upper-Level Spelling Inventory to my student. I noticed pretty quickly that he was struggling with many of the words. I stopped after the first ten words because he had made mistakes on eight out of the ten words. Many of the errors my student made were connected to the difficulties he had on the PSI and PAST. He dropped double letters ('knoted' and 'traped' instead of knotted and trapped) and missed letters in consonant blends and trigraphs ('swich' and 'smuge' instead of switch and smudge). I would like to go back and administer the ESI to get an even better grasp of areas in which he is struggling. This data supports my plan to review some more advanced decoding skills.
Spelling Inventory: ESI
17/25 words correct 8/25 words incorrect
Intervention Plan: I administered the Elementary Spelling Inventory to my student. R.S struggled on the Upper-Level Spelling Inventory, so I decided to administer the ESI to gather additional data. R.S scored significantly better on the ESI compared to the USI. He spelled 17 of the 25 words correctly, predominantly making errors with the final multisyllabic words such as pleasure, fortunate, confident, civilize, and opposition. He was able to correctly spell most of the beginner blends and digraphs, which tells me his area of need is in multisyllabic decoding and more complex blends, digraphs, and trigraphs.
ORF
Fluency: 79 WCPM Accuracy: 96%
Intervention Plan: To measure my student's fluency, I administered the DIBELS 8th edition 6th-grade ORF benchmark assessment. While my student reads with high accuracy (he made five mistakes and self-corrected two), his correct words per minute are low. When he got to a word he did not immediately know, it took him a long time to figure it out. He was often able to get the correct word; it just took some time. This supports my intervention plan to focus on building automaticity and fluency.
MAZE
Score: 15.5 1 mistake, 16 correct choices
Intervention Plan: To assess my student's comprehension, I administered the DIBELS 6th-grade fall benchmark MAZE assessment to my student. R.S scored well on the assessment. He made only one mistake and chose the correct word 16 times during his three-minute read. His overall score would be 15.5, which places him at the bottom of the range for the green category on the DIBELS benchmark goals chart. That tells me R.S is comprehending well for the beginning of 6th grade.
Writing
Conventions Scale: 7 (conventional) Narrative Writing: 2 (developing)
Intervention Plan: R.S has a good base of writing skills. He struggles with the organization of his writing and having a clear introduction and conclusion. R.S is a very creative writer and enjoys having freedom when he writes. He seems to write whatever comes into his head and could use some practice editing a draft and adding in clarifying details. Overall, R.S has a good writing base and would benefit from some structured practice to support his developing writing skills.
Intervention Plan
Moving forward, I plan to concentrate on fluency practice with my student. I think he could benefit from a review of multisyllabic decoding as well, but my main focus will be fluency. I am looking forward to gathering more data focused on comprehension and writing to further support or redirect this focus. I plan to administer the ESI and MAZE assessments next. I was surprised to see that my student's iReady data placed him at grade level. My assessments have shown me that he could benefit from extra support and is reading below grade level. His WCPR on the ORF assessment falls in the red zone, which indicates a need for intensive support. His accuracy fell in the green zone, indicating core support and minimal risk. His USI results also indicate a need for extra support. I think my student could be a very successful reader with some advanced decoding review and fluency practice
Updated Intervention Plan
After discussing with my peers and gathering more data, I plan to divide my intervention lessons between multisyllabic decoding instruction and practice and fluency instruction and practice. As suggested by my peers, I am going to start with a review and instruction of multisyllabic decoding and then add some fluency support. This way, I can ensure R.S has the base of knowledge and skills he needs to practice fluency effectively. His ESI assessment revealed that R.S. has a good grasp of beginner word patterns and requires support with more advanced decoding and spelling patterns. His MAZE assessment showed strong comprehension and understanding of what he is reading. He is a very creative writer, but could benefit from some structured writing practice to help him communicate clearly in writing and organize his thoughts more effectively.
Thank you!