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Instructional practices for a student with a disability
Instructional practices for a student with a disability
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Jacob is currently a sixth grade student at Northeast Middle School. He is identified with having a Specific Learning Disability in reading, writing and mathematics. Jacob is in itinerant learning support and has the learning support teacher in every academic class period. He is attending academic support twice in a six day-cycle to assist him with assignments, assessments, organization and to work on his academic skills.
Below is input from Jacob's sixth grade academic teachers.
Reading- Rose Smisko and Jennifer DoncseczFirst marking period grade: C
Second marking period grade: B
Jacob uses the READ180 program daily for 20 minute sessions. His currently Scholastic lexile score is a 484, this is a second grade reading level. He decreased
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his score by 48 points since his first sixth grade lexile (9/2015). During reading class Jacob will volunteer to read and can read fluently. He has a very hard time staying focused on his assignments and the instructions. Jacob will often zone out or can be distracted by objects on his desk (pencils, erasers, etc.) He needs may reminders to stay on task, complete assignments and to take his time. Improve: Reading level Independent READ180 Book Quizzes: 1/8/16- False! (500)- 80% 1/13/16- Fighting The Odds (610)- 100% 2/01/16- Don't Try This At Home (370)- 100% 2/04/16- Frankenstein (300)- 70% 2/17/16- Danger Is My Business (530)- 100% Average: 90% Language Arts- Rose Smisko and Jennifer DoncseczFirst marking period grade: B Second marking period grade: BJacob struggles the most with his writing. He will often rush through assignments, not adding much detail, using capital letters, punctuation, and writing eligibly. Jacob struggles with spelling and he needs to work on incorporating vocabulary words that are more grade level appropriate. Jacob requires a lot of teacher assistance to complete writing assignments. Strengths: When writing, he is very creative and loves telling stories.
He likes adding humor to his writing samples. Jacob has been writing on three lined paper to improve his hand writing when he completes his daily journal entries. He is also able to use a computer to type up his essays.
Writing Assignments:11/13/15- Teacher I Have.. (Narrative)- 80% -2.6
12/21/15- Argumentative Essay- 75%- 2.2
1/19/16- Malala Letter- 60%- 1
2/11/16- Personification Narrative- 90%- 3.3
Average: 76%- 2.3
Mathematics- Craig Katynksi and Jennifer Doncsecz
First marking period grade: B
Second marking period grade: B
Although Jacob is functioning below grade level in math, it is a relative strength when he is focused.
Jacob has a lot of difficulty staying focused during math. He needs additional time and support to solve word problems. Jacob needs to be redirected to stay on task often. He needs extra small group support to grasp the different mathematical concepts that we are working on. Jacob also receives modifications/adaptations to do all tests/quizzes. He is allowed to use a calculator, multiplication chart, "cheat sheets" and make test corrections to any grade below 70%. Jacob has improved his basic math fact skills.
Unit Assessments:
12/17/15- Factors and Multiples:
89% 1/8/16- Comparing Fractions: 67% 1/15/16- Fractions: 81% 2/2/16- Add/Sub Fractions: 66% 2/10/16- Multiply/Divide Fractions: 82% Average: 77% Math Facts: Addition- 100% Subtraction- 99% Multiplication- 99% Division- 100% Average- 100% Scholastic Math Inventory: 9/14/15- 855 Proficient 1/22/16- 775 Basic PSSA SCORES 2015: Math- Below Basic ELA- Below Basic
On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud.
Moreover, the student demonstrated a high reading ability that is somewhat beyond their grade level. I have identified that he is on or above his expected reading level. He should be provided enrichment in reading. By discovering this, his teachers can plan accordingly to build on his present skills and help him develop into a well-rounded reader.
According to research, over the period of the 1984-2012, the Reading Recovery program resulted in over 77% of participants who completed the intervention met the grade-level expectations in reading and writing. In addition to Reading Recovery, Brian received adjusted spelling tests where the number of correct letters were credited rather than correct words. Although, the continuous progress classroom consists of third, fourth, and fifth graders, the Reading Recovery program is specifically for younger children; therefore, appears inappropriate given Brian’s grade. Since Brian demonstrates no conspicuous progress in his reading difficulties based on the instructional modifications administered, the author concludes the modifications as ineffective; therefore suggests further
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
Eddie has his degree in Mathematics with a minor in secondary education. He is certified to teach middle and high school Mathematics. Eddie has taken on many leadership roles. He was the head J.V Boys’ Basketball Coach, and in middle school, he runs a mentoring organization called “Men of Honor”. He is also a leader in his sixth-grade math team. A person that he relies on is his department head. She visits their classrooms, and always willing to help. Tutoring services are the greatest untapped resource, because they have multiple academic teams and it’s not available just at school but places like
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
gApproximately 5.9 % of students are identified with a math disability, a number similar to those with a reading disability (Fuchs, Fuchs, Powell, Seethaler, Cirino, & Fletcher, 2008)h (Rothman, R., & Lavin, C. (n.d.). The Impact of Dyslexia on Mathematics. Retrieved October 16, 2014, from http://www.interdys.org/DC_Impact_of_Dyslexia_on_Math.htm). Difficulties in directionality, rote memorization, reading, and sequencing can make the following math tasks troublesome; addition and subtraction facts may be difficult to grasp, memorizing multiplication tables may be difficult, the sequencing of steps in long division may be difficult to remember, word problems are often difficult because it involves words, numbers and organization, copying an answer form one place to another may be an issue, when asked to show their work, students aren 't able to, and doing math problems quickly is often difficult. (What is Dyslexia? (n.d.). Retrieved October 18, 2014, from
On February 21, 2016, I, Deputy John Arnold, went to 11747 West 105th Street South to assist another deputy in reference to a fight in progress.
I received a voice mail today from Sean McKnight stating he has a meeting setup with Ken Barber and some other individuals on the executive board of Illinois Joining Forces (IJF). I felt it was my duty to inform the group about some important facts that Mr. McKnight is very good at hiding. I met Mr. McKnight during my time at NIU. I just served my time as the NIU Veterans Club president and decided it was time to let someone else take the helm. Matthew Galloway the current Veterans Club president introduced the club to Sean McKnight at a veterans club meeting. Sean came in and presented himself as a seasoned veteran’s advocate who has many connections throughout the state of Illinois and Washington D.C. He promoted his organization that he was starting Warriors Guarding Warriors as a revolutionary concept that has not been thought of as for yet throughout the veteran community. Finally, he offered his services to any veterans having trouble with VA benefits or the medical process. At the time we did not know that he was not officially certified to help veterans, and nor did he actually know the proper process or paper work needed to help our fellow veterans. Sean offered to be the Veterans Clubs mentor. The club held a vote and
...connect with their student on some level. Even though students with special needs can struggle with math and other academics, students can have success in a balanced mathematics curriculum given the right opportunities, such as doing hands on activities, assigning an appropriate number of problems, making things relevant to them, and many more effective strategies.
All my life ,I’ve always wanted to be someone in life who can actually make a difference to this world in a positive way. Ever since I was a little girl I pushed myself to always best I can be just . I lived in a town outside Los Angeles, California , it was called Van Nuys,California.The elementary school (Kittridge Elementary) I had went to was in a low income area, mainly spanish community had lived in the area I was living in at the time .I had a lot of friends (mainly mexicans) I focused a lot on being on time for school , staying on task in class, and finishing my homework. At such a young age I had felt such ambition and was doing very good for myself. At the age of 10 was when reality start to really hit me , even though I was very young I started to see things differently.
Mercer, C.D., Mercer, A.R, & Pulen, P.C. (2011). Teaching students with learning problems. New Jersey: Pearson. Page 4.
After countless hours of uncomfortable naps and tasteless meals between flights, we finally arrived at the unfamiliar land of America. Leaving all our dear friends and families behind, I was told that we came here in hope of a better future, my future specifically. I was never really socially active and at the time, English was a whole new concept that I have yet to understand. The inability to communicate with other makes it even harder for me to express myself and it mold my personality to become more antisocial than I ever was. There’s always this uneasy feeling that linger when someone talk to me and I cannot give them a response and it’s even harder to say something because I was afraid of making a mistake and make a fool out of myself.
“Why don’t you use your locker? You’re going to have back problems before you even graduate”. These are words that are repeated to me daily, almost like clockwork. I carry my twenty-pound backpack, full of papers upon papers from my AP classes. The middle pouch of my backpack houses my book in which I get lost to distract me from my unrelenting stress. The top pouch holds several erasers, foreshadowing the mistakes I will make - and extra lead, to combat and mend these mistakes. Thick, wordy textbooks full of knowledge that has yet to become engraved in my brain, dig the straps of my backpack into my shoulders. This feeling, ironically enough, gives me relief - my potential and future success reside in my folders and on the pages of my notebooks.
During my freshman year of college, I had met one of my best friends, who go by name Jill. (She lives in New Jersey and while I live in Pennsylvania) I found it to be strange that sometimes, it feels like we have grown up with one another but in reality we have only one another for four years and I couldn’t be more thankful. I can remember when we met at school as if it was yesterday.