Describe Student's Functional Skill Strengths

Describe student's academic and functional skill strengths (reading, math, written language, daily living activities).

Ilah is pleasant to have around and very friendly to everyone in the class. Reading: Ilah’s can identify most letters and letter combinations in isolation. She demonstrates good listening comprehension and verbal retell capabilities. She is working letter identification phonics/word decoding skills, blends and sight word vocabulary.

Ilah is able to writing and responds to simple questions. Her writing skills is legible and easily read by others. She is able to copy instructions from the board, orally or from chart paper.

Daily activities: Ilah has adjusted well to her class and works well with a small group setting, planning

and carrying out activities. Reading:
Describe student's behavioral/social skill strengths.
Ilah has been diagnosed with ADHD and takes medication daily as reported by her parent. She easily establishes friends within peer group. She accepts responsibility within a small group setting. She continues to be involved in classroom activities. Ilah often accepts rules and routines within her classroom setting.

Describe student's study/work skill strengths.

Ilah is able to work quietly and independently once she knows what to do. She is a hard-working student and always willing to try new things with a positive attitude.

Describe student's communication skill strengths.

Ilah is able to express needs, wants and ideas verbally. She works well in small group settings and makes many contributions to the group when asked to do so.

Describe student's motor skill strengths (gross/fine motor).

Ilah’s large motor coordination is typical for her age group. She has strong fine motor skills (evidenced in art, written work, copy etc.). She has no problem holding her pencil correctly in order to form letters and use scissors appropriately. Ilah is able to manipulate some simple equipment with independence such as accessing a variety of computer programs on the computer. She also participates well in most gross motor such as walking, running, skipping, jumping, throwing and climbing activities during P.E and recess.

Part II:

Describe the instructional practices/interventions implemented to address area(s) of noted concern and state the

outcomes.
Ilah transferred from Delalio Elementary School DOD, Camp Lejeune, NC to Arthur W. Edwards Elementary, Havelock NC. She currently has an IEP that focus on areas of weakness in Speech/Language, reading, writing and math skills.
A.

Describe evaluation and/or information provided by the parent.

Ilah was served as a student with a Developmental Delay. She receives EC services for Speech and Language, reading, writing and math support. Her goals were directed towards her weaknesses with expressive language, written language and mechanics, reading skills to include {word attack, reading vocabulary and comprehension} and mathematics to include calculations. Parent reported that Ilah has been recently diagnosed with ADHD and takes 20mg of medication in the morning and a supplement after school to help with her completing her homework assignments. Mrs. Pena also reported that Ilah does experience meltdown and tummy aches which she believes is relate to Ilah avoidance of a given task.

MClass assessment: Level “N”;Reg classroom grade- Math __, Reading ___, SS/Science ___, Conduct

D. Describe observations by teachers, related service providers, administrators.

Ilah is a polite student who works very hard to please members within her group. She has adjusted to the classroom routine and has developed positive friendship with her peers. She seems to be well accepted within a large group setting. She has formed positive friendship with her peers and seems to be well accepted within a large

group.

E. Describe information, if any, reviewed from other sources.
According to these Ilah’s current IEP from Camp Lejeune, classroom performances and teacher observations, and existing data; Ilah struggles with expressive Language (Semantics), having a basic understanding of concrete concepts in the classroom, difficulty with applying and generalizing the concepts and what she has learned. She is currently reading at level “D”. She also has difficulty with reading comprehension, phonics, word attack/decoding, reading fluency, high frequency words, basic writing skills and math facts.

F. Summarize what was learned about the student from the review of existing data listed in A – E.
Ilah is a student who has transferred from Jacksonville school district to AWE. She is a sweet student who wants to please and do her best. She has adjusted well to her new school and classroom expectations. She perform better with positive reassurance. Ilah has been diagnosed with ADHD for which she is receiving medication daily. Her reading are well below her grade level peers at a level “D”. She currently has an IEP to address weaknesses in Speech/language, Reading, Writing and Math skills.