Margaret Geary 3474548 Student Information Name: Cassy Grade: 2 Age: 7 Relevant Background Information - No diagnosis or formal assessments - Trouble focusing during class (self-reported and observed) - Low grades but understands material - Has good verbal skills - Parental help at home - Social skills are good, has many friends, and involved in many activities Team Members Cassy's Grade 2 Teacher, Mother, School/District psychologist, school principal Summary of Assessment Information Reading: Pre-reader Spelling: K-Grade 1 Math: Easily frustrated. k-grade 1 level Learner preferences: Social work, visual, auditory, and kinesthetic Behavior: Behaviors are non-aggressive but distracting to the class. Assessed Level of Educational Performance Date Given 09. 15 Tests Behavior Observations Results Cassy speaks out of turn and distracts the class with her outbursts when she is bored or unfocused. Rate: 7/10 average per day observed over 1 school week. Interview: She enjoys time with her friends and has good social skills but within the classroom she is hard to motivate when it does not pertain to friends or group work. Ongoing Listening Capacity Cassy has a hard time staying quiet (outbursts rate: 70% over a school week). Requires visual cues to redirect. Learner Preferences Cassy's learner preferences are: 09.17 Working in groups Visual learning with use of pictures Kinesthetic as per her extra curricular activities Enjoys speaking (auditory) September 12-24 Reading Cassy reads words with moderate difficulty up to a grade 1 level. Letter Knowledge: Can identify all letters of the alphabet. Sight Word Graded Word List: Can read most basic 3 letter words. Became frustrated at Grade 1 – Grade 2 words. (18/30 words) Teacher Made Test: Can name animals quickly, buts struggles with basic words, even if they rhyme. (6/10) 09.25 Fluency Cassy can read 35 WCPM, placing her below grade level. She is easily frustrated and distracted. This led to many mistakes. Cassy can read comfortably at a prereader level. At higher levels she replaces words often (Rate 80% and above) 09.26 Oral Reading 09.27 Silent Reading Cassy is easily distracted when the class is reading. She leaves her seat 75% of the time to avoid reading. When asked questions about what she has read, she usually can recall the beginning but not much else. She averages 5 minutes of silent reading out of 20 minutes. 09.28 Phonemic Awareness Limited knowledge of rhyming words (2/10) Limited knowledge of words that begin with the same consonant (2/10) Slightly better results with visual cues (4/10) Spelling Since phonemic awareness is limited, Cassy on average, gets 2/10 correct words at Grade level. Vocabulary Limited vocabulary. K-Grade 1 inventory Out of 30 words presented to her, 7/10 kindergarten words were recognizable, 5/10 Grade 1 words, and 2/10 Grade 2 words. Writing Printing Sample: 4/10 letters are reversed, and she struggles with punctuation. 10. 03 Drawing Sample: Cassy loves to draw animals. Her best work is when she is drawing birds and their natural habitats. Spelling Inventory: Cassy spells best with visual cards she can manipulate. On a recent spelling test she got 4/10 correct. Teacher Observation: Cassy’s stories are often short with 4 words, are limited to 4 sentences, and do not make sense. 3/4 words are spelled wrong on average and there is no focus to her writing. 10.04 Math Counting: Can count to 20 comfortably but loses focus around 7. Reading Numbers: Can read numbers to 20 but loses motivation halfway. Addition and Subtraction of numbers 1-5: Cassy can add and subtract numbers 1-5 with moderate difficulty. On a teacher given test, she scored 0/5. Using manipulatives and visuals, it becomes easier for her and she can solve 2/5 equations. Counting Objects: Using plastic horses, Cassy was able to count to 10 easily. Teacher Observations: Cassy is not yet at grade level. She requires visuals and manipulatives for basic math and often scores 50% on tests and quizzes. She loses motivation during the test and gives up. During informal observation, she is easily distracted and is not showing her understanding in class. Special Education and Related Services Early reading interventions through leveled reading Early spelling interventions within use of phonics Areas of Strength Cassy shows her best work while working in groups and can move around the classroom (kinesthetic). Areas of Weakness Writing Skills need improvement When given visual cues, she is motivated and focused Focus and Attention When allowed to choose her own spot in the room, she excels at reading and writing. She usually chooses a bird patterned bean bag in the corner of the room away from distractions. Reading skills Accommodations Classroom Environment: - A token economy will be started for Cassy. If she stays on task and controls her outbursts, she earns a sticker. When she has 10 stickers, she can spend the last 10 minutes of the day playing a game with a friend. - Cassy can do writing and reading on the bean bag chair if she stays focused. - Visual cues (calendar, schedule, etc.) will be placed on Cassy's work area and at the front of the room. - Cassy can ask for 3 brain breaks a day where she can walk around the halls for 5 minutes. She will be given a timer and when the timer goes off, she will come back to class. Instructional: - A visual schedule will be placed on the board - Cassy will be given a stop light to put on her desk. When she is confused or needs help, she will put a token on the yellow light, when she is doing fine she will leave it on green, and when she is shutting down or getting antsy it will be placed on red. - Cassy will repeat instructions to an adult in the classroom or chosen peer before starting. - Increased use of visuals and manipulatives for math use Assessment: - Cassy will be given tests with visual cues - Cassy will be allowed to use a separate room for reading tests so she can read out loud - Cassy will be allowed to use math manipulatives for assessments Long-Term Goal 1 Goal By the end of the year, Cassy will be able to minimize outbursts to a rate of 20% or less. Short-Term Objectives Review Related to Long Term Goal Dates Cassy will decrease her outbursts September to 5/10 by December. to December Assessment Procedures Observation and checklist. Results and Recommendations Cassy was able to meet this shortterm objective November 14th. It is recommended that the token economy be continued. Cassy will decrease her outbursts January to to 3/10 by April. April Observation and checklist. Cassy will decrease her outbursts April to to 1/10 by the end of the year. June Observation and Checklist Cassy was able to meet this shortterm objective March 25th. Cassy was able to meet this objective by the last day of school. Long-Term Goal 2 Goal By the end of the year, Cassy will be able to a write full sentence with fewer than 3 errors. Short-Term Objectives Related to Long Term Goal Cassy will write sentences that are 4 words long with ¾ words spelled correctly by November. Review Dates SeptemberNovember Assessment Procedures Spelling and writing assessments, teacher observation. Results and Recommendations Met October 30. Cassy will write sentences that are 5 words long with 3/5 words spelled correctly by March. DecemberMarch Spelling and writing assessments, teacher observation. Met February 21. Cassy will write sentences that are 6 words or longer with an average of 70% of words spelled correctly by June. March – June Spelling and writing assessments, teacher observation Met May 30. Much improvement has been seen. Student can write sentences up to 8 words long with 6/8 words spelt correct. Long-Term Goal 3 Goal By the end of the year, Cassy will be able to solve basic addition and subtraction equations at a rate or 8/10 correct without using manipulatives. Short-Term Objectives Review Assessment Results and Related to Long Term Goal Dates Procedures Recommendations Cassy will be able to solve 4/10 September- Math assessments Met October 17th addition and subtraction December and teacher with use of equations by December. observation manipulatives. Met December 14th. Cassy will be able to solve 6/10 addition and subtraction equations by April. JanuaryApril Math assessments and teacher observation Met January 16th with use of manipulatives. Met March 21st. Cassy will be able to solve 8/10 addition and subtraction equations by June. May-June Math assessments and teacher observation Met June 20th.
