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Modifications:
● Check for understanding of written directions- as appropriate/daily
● Special seating in a location where teacher can check in
● Additional time to complete assignments - for longer written assignments greater
than 1 paragraph
● Use of calculator
● Reteaching of materials - when necessary (resource room)
Background Information
Family History: Makana lives at home with her siblings and her mother and stepfather in
Williamsville, New York. She has 5 siblings, one at Mill Middle - grade 8, three at
Williamsville South High School - grade 9 & 11, one at Maple West Elementary - grade 2.
Some of her siblings are from her step-father’s previous marriages. Her brother who also
attends Mill is her biological brother. She does not have any contact with her biological
father. Both Makana’s Mom and Stepfather work full time jobs.
Cultural & Linguistic Background: Makana is Caucasian and her primary language is
English. She was born in Buffalo, New York. At this time there are no present
speech/language issues.
Medical History: Makana is allowed unlimited bathroom privileges and has a gluten
allergy. The student also wears prescription lenses.
Peer Relationships: Makana is very sweet and gets along well with peers and adults. She
is always willing to assist peers and adults and works well in group settings. She is a
member of the Mindfulness Club at school. She also participates in Community Service
Club.
Educational History: Makana is a hard worker, and puts a lot of time and effort into her
work. She enjoys her classes and teachers. Makana is also in band, and enjoys playing
an instrument. She is also involved in Mindfulness club and takes part in school and
community activities.
Attendance Record: The student currently holds two absences. She holds a
strong attendance record.
Achievement: Makana struggles with reading. This affects her grades in other
classes that are reading intensive. She is a hands on and visual learner and does best
when given explicit instruction. She also struggles with retention of concepts, specifically
in math. In fifth grades her scores varied. In ELA her final exam score was an 80, Math
was a 73, Science was a 77, and Social Studies was a 66.
Student Observations
● The WIAT, tests various areas of intelligences and is broken into sub-tests. The
average score is 100, and then 90-109 is average intelligence. For math problem
solving, she scored the highest score. This was shocking, knowing that Makana
struggles with math, but helped clarify that she may know how to solve the
problems, just struggles with certain types of problems. For numerical operations
and reading comprehension she scored within the range of average
intelligence. For pseudo decoding, word reading and spelling she scored within
the borderline range. This aligned with what was observed in Makana’s student
work and observations. She struggles with spelling and reading and needs further
assistance with decoding skills. Test-retest stability coefficients used and all
subtest reliability fell between .83 and .97 except for Alphabet Writing Fluency at
.69 due to restricted range of scored. Composite scores reliability read .90-.98.
Content validity aligns with the theoretical framework for the domains.
● The Test of Auditory Processing Skills - 3, tests auditory processing skills and is used
mostly by speech-language pathologists. Makana’s results display that she has
no need for speech services at this time. She scored within average range for the
subtests given.
● The Beery-Visual Motor Integration assessment tests the integration of visual skills
and motor skills. This can be a good determining factor for those students who
may need occupational therapy. This allows for implementation of handwriting
interventions. This test is standardized based on a natuional sample of people
from ages 2-18 in 2010, with proven reliability and valididty.
● The Jordan Left-Right Reversal Test, can be used for early detection of learning
disabilities through the assessment of letter, number and word reversals. The test
is scored based on the correct responses and errors. National norms for ages 5-0
through 18-11, five subtests
● The Test of Visual Perceptual Skills explores visual analysis and processing skills.
Specifically, how to notice similarities and differences, the ability to remember
things and how they are remembered.
Social/Beha Yes Gets along well with No social or Makana enjoys working
vioral peers and adults, emotional needs to with peers and being
works well in groups, be addressed at this involved in activities both
participates in social time. in and out of school. She
activities in and has a very kind spirit about
outside of school her. She prefers activities
where she can talk to
peers.
Student Goals
Test Accommodations
- Flexibility in scheduling and timing: extended time for all tests (1.5 times)
- Presentation: revised directions, simplified for all tests (Check for understanding
of directions. Clarify/simplify if student misunderstands.)
- Flexibility in setting: tests administers in location with minimum distractions for all
tests (Seating in a location where extended time and checks for understanding
can be provided with minimal distractions and disruptions. Groups not to exceed
30).
- Other aids/accommodations: use of a calculator for all math tests (Requiring
math calculations)
Summary: Overall Makana is a very sweet and hard working student. She is always
willing to help out a peer or teacher is in need. She would greatly benefit from having
hands on and visual aids in order to gain the understanding of the material.
Recommendations: A few instructional strategies that would benefit Makana are the
following:
1.) Whenever possible, using one-on-one instruction or small groups in Math and in
ELA. Allowing others to help teach when in small groups may help to present the
material in additional ways and encourage observational learning (Keel & Gast,
1992, p.358). Allowing for more one-on-one instruction and small groups may
help with overlapping concepts in Math and ELA.
2.) Another instructional strategy that would be beneficial is the incorporation of
hands on instructional strategies and interactive activities such as technology
integration or manipulatives. These activities could be more beneficial if peers
are involved encouraging collaboration (Hand 2 Mind, n.d., p. 3 ). Makana
interacts well with peers. She also would do well with hands on or interactive
activities because it involves less reading and writing. She also will grasp the
concepts better in a way that allows her to use and manipulate things. Also, if
the activities relate to daily life it can help to motivate the student to continue to
learn.
3.) The student would also benefit from the use of study techniques, such as Quizlet,
response notebooks, or Cornell notes, and explicit directions and examples of
how to use these techniques. The use of an online study tool such as Quizlet
would be beneficial because it would allow the student a place to organize and
practice the information and presented concepts using a variety of strategies.
Also, she can have the information read to her. It can also benefit the student
by having a website she can interact with to gain a deeper understanding of the
material. Additionally, a response notebook or Cornell notes can benefit the
student by having a place to write notes or organize paper manipulatives to
guide learning. It would also be a great place to keep thoughts about a specific
topic in Math and English. These could be used as a study tool to review
concepts and help build on new concepts. In order to ensure she understands
how to appropriately use these techniques, it is important that she is taught how
to access these study skills and use them for a variety of subject areas (Sturomski,
1997, pg.1)
Bibliography
Keel, M., & Gast, D. L., (February 1992), Small group instruction for students with learning
disabilities: observational and incidental learning. Exceptional Children, 58:4, pgs 357-
368
The Iris Center, (2017). Importance of teaching study skills strategies. The IRIS Center
Peabody College Vanderbilt University. Nashville, TN.
https://iris.peabody.vanderbilt.edu/module/ss1/perspectives-and-resources/q1/p02/
Mccrimmon, Adam & Climie, Emma. (2011). Test Review: D. Wechsler Wechsler
Individual Achievement Test-Third Edition. San Antonio, TX: NCS Pearson, 2009.
Canadian Journal of School Psychology. 26. 148-156. 10.1177/0829573511406643.