Academic Achievement, Functional Performance, and Learning Characteristics: Reading
Social Development: Student Strengths
Physical Development: Needs
Social Development: The Degree and Quality of the Student's Relationship with Peers and Adults; Feelings About Self; And Social Adjustment to School and Community Environments
Management
Physical Development: Student Strengths
Academic Achievement, Functional Performance, and Learning Characteristics: Student Strengths, Preferences, & Interests
Academic Achievement, Functional Performance, and Learning Characteristics: Needs
Academic Achievement, Functional Performance, and Learning Characteristics: Study Skills
Academic Achievement, Functional Performance, and Learning Characteristics: Basic Cognitive/Daily Living
Physical Development: The Degree and Quality of the Student's Motor and Sensory Development, Health, Vitality and Physical Skills or Limitations Which Pertain to the Learning Process
Academic Achievement, Functional Performance, and Learning Characteristics: Speech and Language
Academic Achievement, Functional Performance, and Learning Characteristics: Writing
Academic Achievement, Functional Performance, and Learning Characteristics: Mathematics
Sue requires pre-teaching and re-teaching of all content in a small group setting. When asked to apply skills that she has learned, Sue requires 1:1 support. In order to acquire new skills, Sue needs them to be broken down into smaller chunks and needs to be given multiple exposures to new skills. Sue learns best through hands-on and visual means of learning. When beginning academic tasks or when unpacking/packing up for the day, Sue requires multiple verbal prompts from an adult to initiate and carry through to complete the task.
Sue needs to maintain letter/word alignment and spacing for longer writing assignments.
In September 2017, Sue had her tonsils and adenoids removed and ear tubes were placed in each ear. She has had a formal hearing evaluation, but the results were inconclusive. the doctor recommended further testing when Sue is able to complete the assessment to it's entirety. She wears glasses daily. She is left-handed and has been provided left-handed scissors for classroom use to assist in development of her cutting skills. Though she demonstrates mature grasp patterns her visual motor integration skills are poor. When handwriting she will make corrections in letter formations but is not able to carry over as she writes more than one sentence. She has a difficult time visually focusing which contributes to decreased skill. She continues to need prompts to go down stairs in a reciprocal pattern rather than step by step.
In order to be successful Sue needs small group instruction whenever possible, pre-teaching and re-teaching of all academic skills, new skills to be chunked and taught in smaller steps, when verbal directions are given check for understanding and then simplify if needed, verbal reminders to start a task and remain working, frequent positive praise to sustain effort and attention, frequent checks for understanding, and longer tasks (more than 10 minutes) broken down into smaller chunks with breaks provided (getting a drink, walking around the room once, etc.).
Sue participates in PE classes with her peers. She loves to run, play, dance, and cheer.
At this time, Sue can verbally state a narrative story with a clear beginning, middle, and end but struggles to transfer that story into writing. When writing, Sue requires 1:1 support to remain focused and on task. Sue attempts to use the tools in the classroom to help her spell words, but will often copy down random word wall words that do not correspond with her writing. At times with a high level of 1:1 support, Sue is able to verbally state her sentence, an adult will draw a line for each word, and then Sue is able to write the sentence word by word. Sue is not able to consistently write her name. She will often leave out letters.
Sue needs to count, write, and ID numbers to 75. Sue needs to employ decoding strategies (tapping out, using pictures, looking for parts that she knows) when she comes across an unknown word to read a text at her level with 90% accuracy. Sue needs to write 3-5 sentences on a topic with a clear beginning, middle, and end using the tools in the classroom. Sue needs to be able to produce the /k/ and /g/ phonemes in all positions of a 1-3 syllable word.
Sue is able to count, write, and ID numbers to 10. At times, she does confuse 6 and 9. It is important to note that Sue's skills are inconsistent and can vary greatly from day to day. We are currently working on numbers through 20, focusing on 11-15. Sue can count with 1:1 correspondence to 10, but at times does need reminders to "touch and count". She is able to identify plane shapes. Sue has a beginning understanding of number bonds and knows that they are made up of a part and part that makes a whole, but struggles to apply her knowledge to solve addition and subtraction sentences.
During recent assessments, Sue's overall performance on both cognitive and academic measures indicate below average skill development. Sue's relative strength lies in using her visual memory skills, and she struggles with verbal comprehension and expression. This is consistent with her early developmental and learning history. She also exhibits significant difficulty sustaining attention during activities, and presents with very low stamina for task completion of any type. This high distractibility and poor focusing skill, in combination with her very significant language/articulation delays, impact her progress in school.
Sue has strong bonds with the peers and adults around her. She is the first to provide encouragement and positive praise to her friends. She can give compliments easily and is able to talk confidently about herself. Sue is well adjusted to our school community She is able to state and follow the 3 school rules and needs few reminders to follow classroom rules. It is important to note that relationships are very important to Sue. Her effort depends on the relationship she has built with you. Sue has expressed an interest in Girl Scouts and cheerleading.
Sue enjoys working in small groups and 1:1 with an adult. She is very social and also prefers working with her peers, but her focus can be greatly effected when an adult is not near. Sue enjoys reading about the ocean, princesses, and any of the Disney movies that have been turned into books. She loves writing about her own life experiences and has a desire to be independent in her work.
Sue speaks in 1-8 word utterances. She was able to use negatives, ask questions, make statements, use personal pronoun I, use articles, and use regular past tense. In structured drill setting, Sue was able to use third person singular verbs, plurals, present progressive -ing, possessives, regular past tense -ed, and irregular verbs. Articulation errors are present in Sue's conversational speech. Her speech can be intelligible with careful listening although some words unintelligible. Sue has been most successful at producing the following sounds: p, m. h, n, w, b, d, t, and y. She is inconsistent in her ability to produce the k, g, f, and s.
Sue is a kind friend to all around her. She is able to play by herself and is also able to play cooperatively with others; taking turns, play imaginatively, and inviting friends to join her. Sue has a great sense of self-confidence.
Sue currently knows her letters and letter sounds with 96% accuracy, although her performance can be inconsistent varying from 40% accuracy to 96% accuracy. Sue can currently read 19/26 words on the TCRWP sight word list A. She is currently reading instructionally at a Level A, which is the beginning of kindergarten. Sue relies heavily on the picture when decoding unknown words in a text. She will often make up her own story and requires reminders to read the words on the page. When prompted, Sue will "get her mouth ready for the first sound" and will attempt to sound out a word, but has difficulty hearing the sounds and/or blending the sounds back together. At this time, Sue is unable to sustain independent reading and requires frequent check-ins with adult to continue to read. When a text is read aloud, Sue is able to state the important events and details and is able to answer literal questions about the text. when reading a text on her own, he comprehension is limited due to the effort it takes her to decide the words.
