Research And Planning For Intervention

·        Participation- when Williams can understand what is going on he will give his all but when he does not, he will lose focus, and must be promoted to stay on task.

·        Learning style– likes to be shown how to do something; looks for examples and wants to copy them; copying correctly transferring is a problem.

·        Learning challenges– there is a language delay in native language and English.

·        Literacy strengths/weaknesses– fluency is low; decoding skills are low and slow; vocabulary development is low; comprehension is low.

·        Social interactions– loves to try and talk with teacher, and other students even though there is a language barrier.

·        Distractions-a self-distractor, plays with shoes, clothes, and looks away.

·        Perseverance/motivation– people pleaser and wants to do well; looks to adults for help and to make sure he has things correct. Likes to hear good job and how proud you are of him.

·        Participation– she will interact with lesson no matter if her answer is right or wrong.

·        Learning style-likes to be shown how to do something. Also, will copy work sometimes she copies correctly sometimes she does not.

·        Literacy strengths/weaknesses-fluency is low but decoding skills are a little strong; vocabulary development is low; comprehension low, may be able to retail a story orally sometimes.

·        Learning challenges- she will shut down when she is defeated, or unsure about her work. 

·        Social interactions– Taylor is very social and makes friends with anyone and makes everyone feel welcome.

·        Distractions– she loses focus very easily, needs redirection some days more than others, especially if she does not understand the lesson.

·        Perseverance/motivation-likes to hear she is doing a good job; this makes her want to keep trying and working. But this also slows her down with work if she is not constantly reminded, she is doing well.

·        Participation- she will interact with lessons but once she gets a few problems wrong she shuts down.

·        Learning style- needs for problems to be model. Will copy work and examples but does not copy off the board right.

·        Literacy strengths/weaknesses- can spell and decode some words but still needs help with certain sounds.

·        Learning challenges- will not ask for help. Will just sit and look at the assignments. Must be prompt for everything.

·        Social interactions- very shy and does not ask many questions or for help.

·        Distractions- loses focus easily, self-distractor.

·        Perseverance/motivation- no motivation. When told good job or she got something right she may smile.

·        Lives with mom and dad.

·        Dad speaks English and mom speaks a little English her original

native language is Thai.

·        William needs close contact to teacher. He is allowed extra time with classwork or accommodated to do half for example if given 20 problems he only must complete 10.

·        does best in smaller group sizes.

·        smaller tasks and sets of directions work well.

·        Graduated from RTI because she was no longer below the 25 percentiles. But still shows risk for falling between the gaps.

·        She has a LAP in place (literacy, assessment portfolio.

·        She is a people pleaser. Needs to hear she is doing a good job to be motivated to continue do the work.

·        Knows a few sounds and how to decode words.

·        Small group works best for her.

·        Parents very supportive on pushing student to be better with skills needed to read and write.

·        Needs more practice on a task especially reading than given during usual core reading time.

·        Little information about at home background because she came right before winter break.

·        Graduated from RTI because she was no longer below the 25 percentiles. But still shows risk for falling between the gaps.

·        Shy with adults but talks with a few students.

·        Needs more practice on a task especially reading than given during usual core reading time

·        Small group works best for her.

·        First grade students aim to be on a level 4 or higher the previous student reads on a AA which is lowest level in the DRA kits.

·        Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.

·        First grade students aim to be on a level 4 or higher the previous student reads on an AA which is lowest level in the DRA kits.

·        Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.

·        First grade students aim to be on a level 4 or higher the previous student reads on an AA which is lowest level in the DRA kits.

·        Another assessment the students were giving was called EasyCBM, this measures the students sounds, and letter recognition. The student scored on a kindergarten level for this assessment.