Behavioral Observation : Shelby's Appearance

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

Evaluation of Norm Sample for KeyMath-3 DA The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving).

2. After reviewing data table 2, the populations that I chose to compare are black, Latino/Hispanic, and IEP. The black population has a mathematics proficiency of 69% and a reading proficiency of 77%, both are below target goal. The Latino/Hispanic population has a mathematics proficiency of 79% and a reading proficiency of 83%. Both are 1% and 2% above the target goal, respectively. The IEP population has a mathematics proficiency of 54% and a reading proficiency of 55%, which are very much below the target goal. I would be the most concerned with the IEP population because it has the largest number of students are below target in both mathematics and reading. There were 432 students that took the mathematics test and 47% or 199

Silvia is below grade level student who is also and ELL with a WiDA level 3. On the pre-assessment Silvia scored a three out of ten. (See graph 7) I used this pre-assessment to measure what areas Silvia needed to most help on. Because Silvia missed based questions about making graphs I decided that would be an area of focus with her. As a modification during lesson where the class made graphs I would work one-on-one with Silvia to make sure that understood how to create a graph. On the post-assessment Silvia scored five our on ten. Which is still not a passing score but it is a twenty percent improvement from the pre-assessment. As a modification I sat next to Silvia and read her every question separate from the rest of the class. I focused my teaching on Silvia understanding the concept of creating a graph and she was able

It could have been predicted that the pathways of physical, cognitive, and social development would progress to where they are now undoubtedly. In terms of physical development, Mia has shown interest in the sport of softball since the young age of six years old. By the age of thirteen she joined the school team and went on to play on the varsity team (Manis, 2006). Mia has played up until this point and she seems to enjoy the sport and being physically active in all that she does. In terms of cognitive development, Mia has shown strength academically since the age of eight. In Mia's psychologist report it is noted that her scores for math concepts were in the gifted range, as well as results with Information (15), Vocabulary (17), Similarities (16), Comprehension (16) mostly being two standard deviations above the mean scores for other children her age. These scores showed that she was gifted in those categories as well. Mia proved this to be true as she has never received a grade lower than an A in all of her academic career (Manis, 2006). Finally, in terms of social development, Mia has shown positive trends since the fifth grade. It is noted in her report card that she was a pleasure to have in class and that she worked cooperatively in group settings (Manis, 2006). As Mia got older, her ability to function socially improved as well, she has made a group of friends that she enjoys spending time with, and she seems to have minimal conflicts with others when she meets someone new. Mia has had her ups and downs along the way, but overall Mia has definitely shown that she is capable of being sociable in a way that others enjoy her company (Manis,

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

Ally, a 7th Grader at Greenwood Middle School, is sitting in math class when she received an email. She opened up her email hoping it was her coach emailing her about the championship game tonite. Disappointed , however still surprised, she saw the email was from her mother. She opened up the email that was a picture with the words ,”Don’t forget!!!” She downloaded the picture and saw that the email was for Grandma’s 75th Birthday. Oh no! She totally forgot about Grandma’s birthday party! She knew she could still fit in Grandma’s Birthday party after the game.

Her strengths in Alg. 2 are solving many different types of multi-step equations. She demonstrates the ability to solve equations polynomials and radicals. During the second quarter, Sharnae's average scores on assessments pertaining to

When it comes to the stage of cognitive development in terms of Piaget’s theory, the girl was quite certainly at the preoperational stage. According to Piaget, at this stage children begin to develop symbolic modes of thinking, and even though their logic is often faulty, it is enough to satisfy

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

It is my hypothesis and opinion after the indirect assessments, interviews and direct observation, that Shunaysha is a bright, likeable, young lady who exhibits the non-compliance, argumentative behaviors and aggression, because she needs to develop more social appropriate skills to handle peer conflicts and disagreements. In addition, she has to learn how to follow instructions as given by her teachers although it may be an activity or academic assignment that is not her preference. Throughout the observation, it was apparent that Shunaysha has the capability to handle herself appropriately and complete the necessary task within the classroom. The target behaviors were noticed sparingly, as

Historically, students whom perform at a 75% average in Algebra tussle with splinter skills requiring remediation or perform better when provided with a little individual review of the desired skills and knowledge of the mathematical process. Eastern Camden County Regional High School is fortunate to have a Math Lab during all Freshman Study Halls. The Math Lab provides remediation and review of the concepts taught in class. All students are welcome to attend the sessions, however students performing below a 75% must attend. Students taking advantage of this program and educational opportunity have improved their overall scores and increased their self-confidence levels, because they know what they need to do to solve the equations of the week.

(Measures the cognitive ability to perform theoretical computations without numerical values; measures the ability to recognize mathematical relationships in commonplace situations. All of the answers to the following questions will be in term of another variable or in relationship to another factor in the question. None of the answers will ask for a definitive quantitative answer; all answers will be more theoretical and will test the test takers ability to recognize mathematical patterns and relationships.)

After careful consideration and a conversation with my host teacher, I chose to interview Z.D. as my student at a higher mathematical level and D. W. as my student at a lower mathematical level. Although, Z. D.’s score went down from the pre-test to the post-test, his work showed that his mathematical understanding increased due to the lesson. He only lost points on providing his answers in simplest form, meaning he needs practice on reducing fractions. I chose D.W. because he is struggling in the class but did show improvement from pre to post test. It is important to note that D.W. is currently being tested for special education after being in tier three instruction for math and having been

A.D. and her father state that she finds math to be challenging. A.D. states that she is easily confused in math class when her teacher provides instructions without a verbal explanation. She reiterates that she finds math harder when her teacher does not provide oral directions. A.D. remains focused in math class, with her eyes on her teacher and/or on the board, as well as participates in class lectures by raising her hand when her teacher asks questions. A.D.’s father believes that his daughter performs well in math and enjoys the subject, but she is easily confused when it comes to completing her homework and what is expected of her to complete. A.D. states that she enjoys learning math and working through problems, but dislikes when she finds herself unaware of what to do, which in return leaves her struggling with new math concepts. In order to provide the best instructional methods to meet A.D.’s specific learning needs, the purpose of this Psychoeducational assessment is to gather information regarding how A.D. learns, specifically how A.D. learns mathematic concepts. The problem question is listed as follows: How does A.D. process information? Specifically, how does A.D. process information concerning math? This information is needed in order to determine the best methods to implement to improve A.D.’s performance in math.