EDU 345 SFA Tutoring Final Exam (Summative Report)

Fall 2019

Donald Ian Ross

 Introduction of Tutee

Trayvon is a first-grade, African American student of 7 years. He is very friendly, and has a lot
of relationships in school. He is quick to trust and is not shy. Upon meeting him and then
getting to know him, I know family is important to him, and he loves to play sports. He loves
football and basketball and wants to play at Big Red one day. He loves animals and his favorite
color is green. He is very receptive at times, but struggles at others. He needs motivation to be
engaged, but when he is motivated, he excels. I think a sense of community is ingrained in him,
and he holds it with great importance. He seems to be a dependable friend, because I notice
students from different grade levels always saying hello to him and wanting to sit by him at
lunch. I believe he has high self-esteem as well as self-efficacy. Sometimes, he just doesn’t
think a task is worth his time, and that’s when the struggles come. But he is very respectful and
just needs patience and love. Overall, I have learned that he is an extremely capable student
not just only in succeeding for himself, but in helping others. He just needs extra help staying
on task and being motivated. If these two things are addressed, I think he will be very
successful in school.

Pre-Assessment, Formative, and Summative Results

Pre-Assessment F1 Formative F2 Formative 3-4 Lessons Summative

Results Reflection
(Objective
Met/Unmet)
Phonemic Phonemic Phonemic Phonemic Phonemic
Awareness Awareness Awareness Awareness Awareness
PA-1: 60% PA-1: 100% PA-2: 90% PA-2: Blends objective was
PA-2: 30% PA-2: 80% PA-3: 90% sounds orally to met throughout
PA-3: 40% PA-3: 70% make a word our sessions. He
began with not
“Building Words” mastering any
Activity: objectives and
has finished with
-Mastered 3 almost 100%
words, “main,” accuracy in all
“hunt,” and “in.” objectives.
Concepts About Letter Skills Letter Skills Letter Skills CP: Met
Print LS-1: 100% on LS-1: 100% on LS-2: Identifies Student met all
CP-1,3,4,5,6: first 3 sets first four sets letter sounds objectives of CP
Mastered 9/11 LS-2:90% on first LS-2: 100% on all in the first week
CP-2: Mastered set sets “Writing with the of tutoring and
10/1 LS-3:90% on first LS-3:100% on all Magic Pencil” has shown no
set sets Activity: difficulty in
directionality of
-Mastered two text.
new digraphs,
“ay” and “ai.” LS: Met
Student began
sessions not
mastering any
sets, but finished
with 100%
mastery of all
letters in LS-2
and 3, and all
single letters in
LS-1. Work
needs to be
continued on LS-
1 in learning
digraphs and
blends, but I
consider this
objective met.
Letter Skills Word Skills Word Skills Word Skills LS: Met (Above)
LS-1: 90% on first WS-1: 60% on WS-1: 100% on WS-1: Reads
set first set first two sets, words using WS: Not Met
WS-2: 100% on 20% on third set. blending Trayvon needs a
first set and 33% WS-2: No lot of work in
on second set change. “Reading Green word skills.
Words in Shared Besides sight
Stories” Activity: words he already
knows, he
-Has shown struggles to read
improvement in new words
automaticity on through using
page 1 of shared the introduced
story. strategies. An
excessive
WS-2: Spells a amount of time
Word by is spent reading
Breaking it into new words,
Sounds partly because of
distraction. This
“Drawing Lines area, although
 for Sounds” slowly
Activity: improving, needs
more attention.
-Student has
mastered 4 new
words, “them,”
“just,” “by,” and
“bed.”
Sight Words Sight words
SW-1: Recalls objective is
essential sight unmet. Student
words has not had
much time
“Reading Sight working on
Words” Activity: mastering new
words, and
-Has mastered 3 needs further
new sight words, instruction.
“over,” “take,” However, he is
and “where.” working with his
teacher in
getting his gold
medal for
learning
different tiers of
sight words,
meaning he is
getting
instruction in
addition to our
sessions.

Summative Assessment Reflection

After reviewing the data from these 12 weeks of tutoring, I feel confident in my determination
that Trayvon has mastered phonemic awareness and letter skills, value added from not
mastering any of these objectives in the beginning. For concepts of print, I don’t believe there
was any value added, since he already knew all of the prompts and mastered the objectives in
the first week. We did no instruction on these objectives. He is making progress when working
with full words. Therefore, Word Skill and Sight Word objectives remain unmet. These
instructional objectives are still not met because Trayvon is unable to stay on task and apply
what knowledge he knows in order to continue learning and make progress. All word
objectives need further intervention to be mastered. Trayvon has excelled mostly in phonemic
awareness and letter skills. He has mostly been on task and engaged in all activities presented,
and this has resulted in value added mostly in these objectives. I would not say that he has not
excelled in any objectives, rather he is still developing in all other objectives, Word Skills and
Sight Words.

Final Recommendation for Tutee

Based on my summative data, my next step with my student would be to focus mainly on word
structure and reading sight words. He is getting bored with phonemic awareness and letter
skills and they seem to be just taking up valuable time on task when they could be being used
instead as just a minimal short review, or be integrated into the teaching of reading words. I
would begin with a reassessment again, and then select new activities, all in the area of Word
Skills and Sight Words. By changing up the structure of our lessons and the activities, I may be
able to spark new interest in Trayvon as he sees lesson structure progressing. As of now, I
would not recommend that he be tested for special needs. He understands the material when
he is focused and engaged. I think the issue is getting him to pay attention and be engaged.

Two Significant Ideas That You Learned In This Experience

The first thing I learned about was differentiation of instruction. I got to see multiple students
learning the same material at the same time and how they each learned it differently. Some
tutors had very well-behaved students while others had students who were nearly impossible
to control. Learning firsthand that each student learns differently and I as a teacher have to be
able to differentiate my instruction according to those needs is the most beneficial thing I
learned in this tutoring program. In a time where differences are magnified in schools and as a
special education major, this is great experience for me to discuss in a job interview. The
second idea I learned about this semester was modifying instruction. I found many times that
my activities were beginning to bore Trayvon and consequently I would lose his attention and
engagement, hindering the learning process. This ties in a little bit with differentiation, but
being able to alter assignments and modify them so as to keep the interest of my students was
the second most important thing I think I learned. Lastly, an overarching theme I learned that
holds both of these ideas within it is patience. I learned mostly that I’m not going to get the
exact same Trayvon every single day in school. He has a life too and I need to be a support for
him and be patient and show respect and kindness, no matter how difficult it gets. This is an
idea I will be able to talk about in a job interview because it is an extremely important quality to
have as a teacher.

My two favorite articles were the opioid epidemic articles and the homelessness articles. Since
I have had firsthand experience with both of these topics and am not a preservice educator, I
felt that I could really act as a bridge between this knowledge gap. I often see in school the
judgement of these two groups of people that is very misinformed and ignorant. It was really
good for me to be able to read some articles and discuss in PLC groups both sides of this story
to be able to articulate my thoughts better as I address this knowledge gap. I also found it very
meaningful to learn about the child’s experience of these two topics and how it affects them
and the schools they go to. As far as I know, they weren’t directly applicable to my tutoring
opportunity, or school climate because we don’t hear much about these topics, and students
that are homeless don’t come out and just say it, so it’s hard to know how much direct
interaction I am getting with them. However, I do think it is applicable for this tutoring
experience because of that fact. You never know right away the student’s story, so it’s best to
treat everyone with the same patience and love that you would like to be treated.