Student #1 problem identification/statement of problem

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Student #1

PROBLEM IDENTIFICATION/STATEMENT OF PROBLEM:

Chase has been in special education under the eligibility of a Specific Learning Disability since 2005. At that time, Chase's Broad Reading composite score, as measured on the Woodcock-Johnson Test of Achievement, 3rd Edition fell within the low range, with a standard score of 73. As shown in Figures 1 and 2, which are attached, Chase's reading fluency scores and reading comprehension scores are below average as compared to national norms using AimsWeb R-CBM and MAZE probes. Chase's reading fluency and reading comprehension skills have been monitored using AimsWeb Probes.

He is currently reading at the 6th grade level, at around the 25th percentile (107 wpm) using 6th grade R-CBM probes. The target number of words read correctly per minute for Chase's 7th grade peers is 148 (using 2010-2011 Winter Aggregate Norms at the 50th percentile). He is currently comprehending at the 6th grade level, which is at the 50th percentile (21 responses correct) using MAZE probes. The target number of response correct is for Chase's 7th grade peers is 23 responses correct (using 2010-2011 Winter Norms at the 50th percentile). Chase's progress on the MAZE has been variable, suggesting that more data need to be collected and his progess monitored to ensure success.

PROBLEM ANALYSIS/STRENGTHS AND WEAKNESSES:

Chase has passed district hearing and vision screenings, despite a diagnosed conductive hearing loss in his right ear (03/2004).

Chase is currently passing all core classes with teacher support and accommodations. He benefits from the Critical Reading Class, which is based on his Lexile score of 609-759.

Chase is a hard working student who participates well in class.


PLAN DEVELOPMENT/INTERVENTION(S):

Chase currently is enrolled in a co-taught, inclusion double block of Language Arts, which uses the Gretchen Courtney and Associates, LTD framework for literacy (90 minutes/day).

Chase is also enrolled in a Critical Reading Class, which meets for an additional 45 minutes a day in a small-group setting using direct and differientiated instruction (including graphic organizers). He has been in this class since the first day of school.

Gretchen Courtney and Associates is a scientifically-based reading framework, which has been implemented as intended (based on classroom observations by adminstration) by qualified personnel.



PLAN EVALUATION/EDUCATIONAL PROGRESS:

Chase's reading fluency and reading comprehension skills have been monitored using AimsWeb Probes.

He is currently reading at the 6th grade level, at around the 25th percentile (107 wpm) using 6th grade R-CBM probes. The target number of words read correctly per minute for Chase's 7th grade peers is 148 (using 2010-2011 Winter Aggregate Norms at the 50th percentile).

He is currently comprehending at the 6th grade level, which is at the 50th percentile (21 responses correct) using MAZE probes. The target number of response correct is for Chase's 7th grade peers is 23 responses correct (using 2010-2011 Winter Norms at the 50th percentile). Chase's progress on the MAZE has been variable, suggesting that more data need to be collected and his progess monitored to ensure success.

See attached Graphs.

PLAN EVALUATION/DISCREPANCY:

Despite the instructional supports and accommodations (90 minutes/day of core instruction + 45 minutes/day of supplemental instruction within a small group setting), Chase's reading fluency and reading comprehension skills continue to be below average when compared to his peers.

His fluency and comprehension skills continue to fall below grade level in both areas monitored, although gains have been made. Continued intervention and monitoring of progress are recommended to ensure Chase continues to make gains in both areas and closes the gap between his fluency and comprehension skills and those of his peers'.


PLAN EVALUATION/INSTRUCTIONAL NEEDS:

Chase has responded well to to the instruction and interventions he has been provided. He has made progress and decreased the discrepancy between his reading skills and that of his peers. He is currently reading a fluency rate of 107 wpm at the 25 thpercentile, and comprehending at the 50th percentile using 6th grade probes.

Chase's needs include continuation of the double-block of core reading curriculum, which uses Gretchen Courtney and Associates, LTD literacy framework and the supplemental Critical Reading Class (x45/day). Given his continued deficit in reading, with the need for on-going and additional support, as well as the need for different materials, small group instruction and planning from typical peers, Chase's needs remain beyond the scope of general education. He continues to qualify for special education services with a Specific Learning Disability in Reading Fluency and Comprehension.

ADDITIONAL INFORMATION NECESSARY FOR DECISION-MAKING:

Records review, student observation data, school records, with parent and teacher reports indicate that Chase has no history of emotional or behavioral concerns throughout his academic career at Ball-Chatham School District. No concerns are noted regarding a cognitive disability (refer to Psychological Report, dated 10/05/2010), or any vision, hearing or motor difficulties (refer to Social Developmental Study, dated 10/05/2010).

A classroom observation, conducted on 10/01/2010, using a frequency count of on/off task behaviors, indicated that Chase was observed to display off-task behaviors 0 % of the time, while same sex peers were observed to engage in off-task behaviors 96% of the time. Chase's family speaks English as their primary language. Chase's culture, although of Asian descent, is typical of that in the surrounding area (per parent report).


Student #2

PROBLEM IDENTIFICATION/STATEMENT OF PROBLEM:

A.J.'s academic skills were assessed using AimsWeb Curriculum Based Measurement probes. A survey level assessment was conducted in the following of academic achievement in October, 2010. The results are listed below:

Comprehension (MAZE): 6thGrade probes, 90th percentile with 35 items correct and 1 error

Reading Fluency (R-CBM): 6th Grade probes, 135 wpm, around 50th percentile

Written Expression (WE-CBM): 17 Total Words Written at the <10th percentile on 6th grade norms; 15 Correct Writing Sequences at the <10th percentile on 6th grade norms.

Please refer to attached graph and data sheet.


PROBLEM ANALYSIS/STRENGTHS AND WEAKNESSES:

A.J. has passed the district's hearing and vision screenings. He is currently passing his classes and is well-liked by teachers and peers. A.J. is noted by teachers to polite and utilizes his resource teacher. A.J. is willing to work when reminded, indicating a skill deficit rather than a performance deficit regarding areas of concern. According to AimsWeb reading norms, A.J.’s comprehension skills fall within the mastery range (Fall 90th percentile) on 6th grade probes, which indicates his comprehension skills are at the instructional range for his grade level. His fluency skills are a grade levels behind (6th grade instructional range at the 50th Fall percentile. A.J.’s writing skills are also behind grade level, as SLA indicates a total words written score and correct writing sequences score falling at less than the 10th percentile, using 6th grade Fall norms. Teacher report and school records indicate no concerns in Math; A.J. is currently enrolled in Standard Math at GMS.

(See attached data sheet and graphs.)


PLAN DEVELOPMENT/INTERVENTION(S):

A.J. is currently placed in Glenwood Middle School’s Critical Reading Course, which is 45 minutes of supplemental and small group reading instruction. A.J. also receives 90 minutes of Core reading instruction, which is based on the Gretchen Courtney literacy framework. A.J. has benefited from the use of repeated lessons, graphic organizers, prompting and cueing in these classes, as well as while in his resource study hall. Glenwood Middle School has the following scientifically-researched based programs in place for Core and Supplementary instruction: Gretchen Courtney literacy framework, Glencoe Math curriculum and 6+1 Traits of Writing.



PLAN EVALUATION/EDUCATIONAL PROGRESS:

Information and research for instructional and supplemental instructional materials is available upon request. Instruction is delivered with integrity (principal walk-through) by qualified personnel (as demonstrated by certification and professional development) and progress monitoring data is attached in the form of data charts and graphs. A.J. has demonstrated variable progress towards goals in each area. Given more time for instruction and progress monitoring, A.J.’s progress should demonstrate that he is working towards closing the gap in the areas of Reading Fluency and Written Expression.

Currently, A.J. is a grade level behind in Reading Fluency and at least one grade level behind in Written Expression, based on AimsWeb progress monitoring data. No concerns are noted in Mathematics, and he is at grade level according to Reading Comprehension data. Please refer to the attached progress monitoring graphs.

PLAN EVALUATION/DISCREPANCY:

Despite the instructional supports, accommodations and modifications, A.J.’s Reading Fluency and Written Expression skills continue to be below average and grade level when compared to peers'. His progress is currently being monitored below grade level on AimsWeb probes, including R-CBM, WE-CBM TWW and WE-CBM CWS.

Although gains have been made to close the gap, continued progress monitoring and individualized instruction and interventions are recommended in these areas.

Please refer to attached graphs and data sheet for more information.


PLAN EVALUATION/INSTRUCTIONAL NEEDS:

A.J. has demonstrated some response to the instruction and interventions provided during the 2010-2011 school year. His progress, although variable indicates that with more instructional time, the discrepancy between his reading and writing skills and those of his peers should lessen. A.J. is currently reading at rate of 121 wpm (10/15/2010 data) and writing 20 total words when given a random story starter with 13 correct writing sequences. However, these skills continue to fall below the grade level expectation. (PM scores as of 10/15/2010). Given a continued deficit in reading and writing, with the need for on-going and additional support, as well as the need for different materials and small group instruction, A.J.’s needs exceed what is available in the general education environment.

This information supports continued entitlement of Special Education Services with a Specific Learning Disability in the areas of Reading Fluency and Written Expression.

ADDITIONAL INFORMATION NECESSARY FOR DECISION-MAKING:

A review of A.J.’s records, student observation data with teacher and parent reports indicate that A.J. does not suffer from severe emotional disturbance or marked behavioral concerns. Previous cognitive assessment results rule out a cognitive disability (10/15/2007). No concerns with hearing, vision, motor, or social-economic status are indicated. A.J.’s primary spoken and written language is English. A.J. has been observed in the classroom, and despite some concerns with attention and focus, did not appear to function less appropriately than peers (See attached classroom observation).


Student #3


PROBLEM IDENTIFICATION/STATEMENT OF PROBLEM:

Cheyanne's academic skills were assessed using AimsWeb Curriculum Based Measurement probes. A survey level assessment was conducted in all areas of academic achievement on 10/08/2010. GLE=Grade Level Expectation @ 50th percentile. The results are listed below:

Comprehension (MAZE): 8th Grade probes, 10th percentile with 11 responses correct and 3 errors, GLE: 22 RC

Reading Fluency (R-CBM): 6th Grade probes, GLE: 143 WRC

Math Problem-Solving (M-CAP): 7th Grade Probes, 50th percentile with 4 items correct, GLE: 9 items

Math Calculation (M-CBM2): 8th Grade Probes, around the 25th percentile with 20 correct digits, GLE: 27 CD

Written Expression (WE-CBM): 36 Total Words Written at the 25th percentile on 7th grade norms; 34 Correct Writing Sequences at the 25th percentile on 8th grade norms, TWW GLE: 57, CWS GLE: 49

Cheyanne demonstrates progress towards each goal in all areas, as documented on the attached graphs.


PROBLEM ANALYSIS/STRENGTHS AND WEAKNESSES:

Cheyanne has passed the district's hearing screening and is prescribed corrective lenses. She is currently passing her Direct Instruction classes and is well-liked by her teachers and peers. Cheyanne is eager to please and compliant, indicating a skill deficit rather than a performance deficit regarding areas of concern.

According to AimsWeb reading norms, Cheyanne's comprehension skills are at the instructional range (Fall 10th percentile), while her fluency skills are two grade levels behind (6th grade instructional range at the 25th Fall percentile. Cheyanne's mathematical calculation skills are at grade level, at the 25th percentile based on Fall AimsWeb norms, while her mathematical problem solving skills are instructionally one grade level behind at the 50th percentile based on 7th grade Fall AimsWeb norms. Cheyanne's writing skills are variable, as she is monitored at the 7th grade level (25th percentile) for total words written, yet is on grade level for correct writing sequences, having benchmarked at the 8th grade level around the 25th percentile. (See attached data sheet and graphs.)


PLAN DEVELOPMENT/INTERVENTION(S):

Cheyanne is currently placed in the following Direct Instruction classes: Science, Language Arts, History and Math.

Direct Instruction classes consist of smaller group sizes, more one-one time, aides, and individualized instruction. Cheyanne has benefited from the use of repeated lessons, graphic organizers, prompting and cueing in these clases, as well as while in her resource study hall. Glenwood Middle School has the following scientifically-researched based programs in place for Core and Supplementary instruction: Gretchen Courtney literacy framework, Glencoe Math curriculum and 6+1 Traits of Writing.

Information and research for instructional and supplemental instructional materials is available upon request. Instruction is delivered with integrity (principal walk-through) by qualified personnel (as demonstrated by certification and professional development).



PLAN EVALUATION/EDUCATIONAL PROGRESS:

Cheyanne's progress in each academic area has been monitored using AimsWeb probes.

Baseline data and progress monitoring data is attached in the form of data charts and graphs.

Cheyanne has demonstrated progress towards her goals in each area, with a positive trendline, which indicates that she is working towards closing the gap in the areas of Reading Fluency, Mathematical Problem-Solving and Written Expression. Currently, she is only one instructional grade level behind in Math Problem-Solving and Written Expression and is making gains to close the gap in Reading Fluency, as she is two grade levels behind at the 6th grade level.

Please refer to the attached progress monitoring graphs.

PLAN EVALUATION/DISCREPANCY:

Despite the instructional supports, accommodations and modifications, Cheyanne's Reading Fluency, Mathematical Problem-Solving, and Written Expression skills continue to be below average and grade level when compared to her peers'.

Although gains have been made to close the gap, continued progress monitoring and individualized instruction and interventions are recommended.


PLAN EVALUATION/INSTRUCTIONAL NEEDS:

Cheyanne has responded well to the instruction and interventions provided during the 2010-2011 school year. She has made progress and decreased the discrepancy between her reading, math, and writing skills and those of her peers. Cheyanne is currently reading at rate of 111 wpm, mathematically problem-solving with 15 responses correct, and writing 44 total words when given a random story starter. However, these skills continue to fall below the grade level expectation. (PM scores as of 10/15/2010.)

Given her continued deficit in reading, math, and writing, with the need for on-going and additional support, as well as the need for different materials and small group instruction, Cheyanne's needs exceed what is available in the general education environment. She continues to qualify for Special Education Services with a Specific Learning Disability in the areas of Reading Fluency, Mathematical Problem-Solving and Written Expression.

ADDITIONAL INFORMATION NECESSARY FOR DECISION-MAKING:

A review of Cheyanne's records, student observation data with teacher and parent reports indicate that Cheyanne does not suffer from severe emotional disturbance or marked behavioral concerns. Current cognitive assessment results rule out a cognitive disability (10/19/2010). No concerns with hearing, vision, motor, or social-economic status are indicated. Cheyanne's primary spoken and written language is English.


Cheyanne has been observed in her classroom and during numerous assessment sessions as a part of this evaluation. She has consistently demonstrated adequate focus, attention and concentration in all academic areas of concern and during individual sessions. She displays adequate motivation and appears eager to please.


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