Pupil Impact ActivitySamantha KingClinical Practice Seminar Blended Program4/23/13

Identification of LearnerAge: 9 Years oldGrade: 3rd gradeFunctioning Level: Below grade level in Reading/Writing/SpellingClassification: CI (Communication Impaired)Placement: Multiple Disabilities Classroom (Mainstreamed for Math and Social Studies)Description of class: 9 students (8 boys, 1 girl), Special Education Teacher, aid in class for whole day except Math.

- Class is mostly all way below grade level and are expected to pass the NJ ASK test this month.

- Classification range : CI, mild Autism, Visual Impairment, LD, Behavioral issues.- Very hard to plan lessons because students do not have solid foundation on most topics – nervous about standards being met.

Identification of Target Concerns

Student struggles with reading and spelling on multiple levels. He is a very bright student in mathematics but struggles because he cannot put in words on paper from what he comprehends. When read books, he can comprehend the information and retain the knowledge – but he becomes very frustrated when he cannot convey what he thinks. He would then ask unrelated topic questions to convey away from reading. He does attend Speech Therapy 3x a week – But that does not always happen on a independent level.

Factors that may be relevant to his inability to read/write:

- The absence of fundamental grammar and phonics at a young age. - Teacher thinks he is Dyslexic

- The effects of his ADHD (becomes overwhelmed when trying to talk to others.

Student does not ever have a problem turning in homework or completing work – when he comes back from his inclusion class in mathematics he completes the work I have given the rest of the class for fun!

When dealing with topics that he is very interested in – he would ask a lot more questions just to have a conversation. Has a lot of things to talk about.

Assessment Results for Baseline

An informal assessment of the amount of times that student needs help reading basic words without sounding out more than once. When he couldn’t pronounce words he would ask un-related topic questions. (Domino affect)

Baseline was obtained by placing a checkmark in a box every time the student had to be redirected and reminded to stay on task when words could not be conveyed on paper or read aloud.

- Baseline was conducted in 15 minute intervals for a half an hour two times in the morning and again at the end of the day during Science for three days.Time

Intervals9:00 – 9:15

am9:15 – 9:30

am 2:00 – 2:15

pm2:15 – 2:30

pmAverage

Number of times

student needed to be redirected to reading/spelli

ng

✔✔✔✔✔✔✔✔✔ (9),

✔✔✔✔✔✔✔✔✔✔✔✔ (12)

✔✔✔✔✔✔✔✔(8)

✔✔✔✔✔✔✔✔✔✔✔✔✔✔✔✔(10)

Intervention PlanGoal: The student will focus on trying to sound out word blends and write words without stopping and turning to questions as a way to stop frustration by 10% less at the end of the week. (Meaning, the occurrence will diminish of questions)

Objective: Student will self monitor his behavior by keeping a notepad next to himself at certain times of the day and may write questions down when needed. He will be receiving independent assistance with word work and grammar skills in the morning and afternoon. (Mini Lessons – Blending sounds, vowels, etc.)

The student will be given a behavioral plan that includes word reinforcement/work in addition to a notepad in which he can write in during free time anything he wants to ask me and if he completes this for a good amount of the day, he can ask me the questions at the end of the day.

Data ChartsCollection Point

9:00 – 9:15 am

9:15 – 9:30 am

2:00 – 2:15 pm

2:15 – 2:30 pm

Baseline ✔✔✔✔✔✔✔✔✔ (9)

✔✔✔✔✔✔✔✔✔✔✔✔ (12)

✔✔✔✔✔✔✔✔(8) ✔✔✔✔✔✔✔✔✔✔✔✔✔✔✔✔(10)

Week 1 ✔✔✔✔✔ (5) ✔✔✔✔✔✔✔✔ (8) ✔✔✔✔✔✔ (6) ✔✔✔✔✔✔✔✔✔✔(10)

Comments:

- Was very thankful that he had someone to help him with his reading and spelling skills. Really liked idea of sharing questions with me – made him feel like a news reporter.

- Told me he was very excited that I was in the classroom. It is hard to get to every student on such an independent level as much as I did with him.

- His mom has even told me how much better he has been with wanting to come in to work with me in the mornings.

Analysis and ResultsThe student showed minor progress with the intervention plan the first week. Out of four time periods a day, he improved in at least three of them. He had his notebook questions ready for me at the end of the day.

He has shown much improvement in reading while in this classroom. I had to time appropriately because he is taken out at random times for Speech Therapy and leaves for Math Inclusion Class and the rest of the day until 2:00 PM for Science.

When I explained to him that I was going to help him with his Language skills, he was more than excited. Each day average was an improvement – even if only by one tally. The only time he didn’t at first was because he is overly anxious (ADHD) to get out after talking to me.

Anticipated Next StepMy cooperating teacher and I believe that he is benefiting from the intervention plan and needs to continue forward with it.

I have continued this in this week and he has improved greatly. However, I do notice that he is a lot more off task with this plan on Mondays: coming back from a weekend with no school.

I send him home with word skills worksheets and him mom helps him with what she can to keep the frustration to a minimum so he wont turn to questioning. She does, however, have him create a list of questions which he will give me after the weekend.

I would really like to see him in another classroom setting: Need to talk to CT due to full time teaching requirements from RU.

Area of concern: Hard at first because school administers thought I should be more concentrated with teaching in the classroom than observing – Worked that out with support group.

Summary and Reflection

I believe that this intervention plan can be something that will help him in the completion of this school year. I have found out that the more on task he is, the behavioral issues (questioning) diminished over time.

This plan allowed the student to see his own performance and assessment. He can see that he has greatly improved in his phonics when working with words. He completed two worksheets on blending sounds today without any of my help.

Importance of differentiating strategies to help students with such a wide range of learning issues and needs.

Examples of Work

Word Word Cards