Kelly Moran

Record Review

Information needed Documentation/Results
Past schooling/Educational history
-Has the student attended more than one
school, either in or out of state?

Past Schools:
Stratton Elementary School, Champaign,
IL , transferred to Bottenfield 7/23/13
With whom does the student live?

The student lives with his mother, stepdad,
and 3 younger sisters.
Report card from past year
-relevant comments, especially with regard
to literacy and/or functional academics

The student is currently in 4
th
grade and his
1-3 grade reports were included. The
student is given a 1-3 rating on different
subjects on his report card, 1 being below
grade level, 2 being slightly below grade
level, and 3 being at or above grade level.
First grade: in reading the student scored
1s on his reading, 1s on his writing, and 2s
& 3s in math
Second grade: in reading the student scored
1s on his reading, 1s on his writing, and 2s
& 3s in math
Third grade: in reading the student scored
1s in reading, writing, and math
Achievement scores/Formal assessment
data
-Standardized tests (ISAT, PSAE)
-IAA
-IQ or intelligence tests

Spring 2013 ISAT data
- accommodations given during ISAT
testing
- 120 in reading (grade level 207-235)
- 160 in math (grade level 214-254)
- student scored in academic warning
Results of vision and hearing tests

Hearing test showed no deficits, the student
wears glasses
Special programs or services
-Reading Recovery (1
st
grade)
-RtI
-OT/PT/Speech/Social work

-The student was given Reading Recovery
services in 1
st
grade.
- social work 30 min/week
- speech 60 min/week
- social skills group 30 min/day
- has a behavior intervention plan
Attendance patterns from past two years

2
nd
grade- 14 out of 174 days absent
3
rd
grade- 6 out of 173 days absent
4
th
grade- do not have the exact numbers
but his teacher says he is rarely absent.
Demographics
-parents occupation
Parents occupation: Student Ts mothers
occupation is not listed but his special
-free and reduced lunch
-SSI

education teacher says she works 2 jobs but
she is unsure what they are. Student Ts
mother has a high attendance record at
meeting
Free and Reduced lunch: Yes
SSI: Student Ts mother has applied for it
Health concerns and/or medication
required

The student is currently taking Ritalin. He
gets a dose in the morning before he comes
to school and a dose right after lunch. His
meds tend to start wearing at the end of the
day during social skills group


ASSESSMENT OF CURRICULUM NEEDS

CONSIDERATION SOURCE WHAT DID YOU FIND OUT?
Student and/or family
preferences

Special
education
teacher
In the beginning of the year the
students mother voiced that she
wanted to make sure that Student T is
not spending too much time out of his
general education classroom. She
understands the services he needs, but
she does not want him to be pulled out
for anything else but his supports for
his IEP goals. Currently she is happy
with the amount of support the student
is getting and the amount of time he
spends with his typically developing
peers.
Current and future settings

What future environments are
targeted for the student in the
next few years? School,
community, vocational, etc.

Special
education
teacher
The student is currently in 4
th
grade so
his next setting will be at the middle
school. According to his current
special education teacher, the student
will probably have a similar setting in
middle school and high school. He
will spend time in general education
classes, but he will be pulled out for
reading support and math support. If
the students math skills continue to
improve a co-taught math class could
also be effective for the student.
Students age and number of
years of school remaining

Special
education and
students IEP
The student is currently 10 years old.
He has 1 full year left at the
elementary level and then 3 years at
the middle school level. After middle
school he will have 4 years at the high
school. In total he has 8 years left until
he graduates from high school
Typical rate of learning;
effectiveness of previous
instruction

Special
education
teacher
The students typical rate of learning
is significant lower than his typically
developing peers. The student has IEP
goals that focus on both math and
reading. Recently the students math
skills have grown faster than his
reading skills. He is currently still
working on basic reading skills. Small
group and 1:1 instruction has been
most effective for the student in the
past.
Probability of students
acquisition & generalization of
skills

Special
education
teacher
The student is more likely to acquire
new skills when he is given 1:1
instruction and he has several
opportunities to use the skills. The
student should also have an
opportunity to practice the skills in his
general education classroom to ensure
the skills will generalize
Discrepancies between student
& peers in a) academic areas, b)
social skills, and c) daily living
skills


AIMSweb
data, special
education
teacher, and
school social
worker
Academics:
In reading the student is
reading at a K-1
st
grade level
while his peers are at a 4
th
-5
th

grade level
In math the student is currently
at a 3
rd
grade level while his
peers are at a 4
th
-5
th
grade
level
Social Skills: at the beginning of the
year the students social skills were
significantly below his peers. The
student used to crawl under a table
and hide when he was frustrated or if
he did not want to do something. He
would have BIG reactions to small
problems. The student has learned to
use different strategies and tools in
order to manage his frustrations, but
he will still hide under a table or
behind a wall if he gets extremely
frustrated.
Other needs or considerations?


The student is extremely motivated
and excited to work at the beginning
of the day. He comes into the
classroom with a smile and he loves to
impress his teachers. By the end of his
day the student is less motivated and
he get frustrated more quickly
Summarize which curriculum approach and curriculum areas seem to be priorities.
According to the information that was gathered from examining the students IEP and
talking with his teachers it was found that reading and math support should be priorities
when determining the students curriculum. The student should be enrolled in a general
education classroom and he should get his services via pull-out sessions and push-in
sessions. Currently the student is reading at a first grade level so it is imperative that
intense reading intervention be given to the child. The childs reading intervention needs
to be focused on the basics such as word attack, word identification and other decoding
exercises. The student is completing math at a 3
rd
grade level. The student has made
significant growth since the beginning of the year and he is getting closer to meeting his
classmates at grade level. Instruction is most effective for this student when it is given in
small group or one-on-one settings. The student also needs intervention in different social
skills. The student must learn strategies to use when he gets frustrated or angry. The
strategies will help him to be more successful with interacting with his peers. Finally, if
at all possible the student should receive the most rigorous training in the morning when
he is motivated to work and his medicine is working, rather than in the afternoon when
the student had zero motivation and his medicine is wearing off.




CURRICULUM NEEDS

Complete only the sections that apply to your student.

CONSIDERATION SOURCE WHAT DID YOU FIND OUT?
Transition concerns that may
affect planning?

Special
education
teacher


The only concern his teacher has is
that the students math scores appear
to be growing very quickly. She fears
that in middle school the student will
not receive the same amount of
support he is given now because the
scores are rising.
Diploma status?



Social skills/communication
skills


Special
education
teacher,
social
worker, and
observations
The student is currently working on
using different skills to control his
anger and frustration. The student will
still throw tantrums when he does not
want to continue his work. The student
is also working in a social skills group
with two other boys to work on being
a flexible thinker and having
appropriate reactions to problems.
Self-advocacy



Special
education
teacher
The student can voice what he wants
when he is not in a frustrated state, but
once he loses his temper he has a very
hard time voicing his wants or needs.
Personal independence




Other considerations?





CURRICULUM NEEDS This is not about what the student can or cannot do
right now. This summary should focus on what the student NEEDS in his or her
instructional day to experience success both immediately and long-term.

SUMMARY: ADDRESS ALL RELEVENT CURRICULUM AREAS
In order to be successful during the rest of his time in elementary school and throughout
his education, the student needs to be given individualized and small group supports in
reading, math, and social skills. The students reading intervention should continue to
focus on basic decoding skills and comprehension schools. The student should use some
kind of scripted curriculum that includes direct instruction. It is also important that the
student has opportunities to read texts that are at his grade level and that are interesting to
him. The student also needs direct math instruction in order to continue having growth.
The student should also have an opportunity to work with manipulative so that he could
see and feel the math he is doing. Finally, the student needs social skills support so that
he can have more appropriate reactions to small problems and have successful
interactions with his typically developing peers. This instruction should be given in a
small group setting with other students who have social skills deficits. The student needs
peer models in order to learn important social skills so the student should spend a
majority of his day in the general education classroom. The student should only be
removed from the general education classroom to receive support in reading, math, and
social skills group.
STUDENT SKILLS This is where you conduct assessments/observations/record
reviews to figure out where your student is functioning in each area. This helps you
write realistic goals and objectives.

Complete only the sections that apply to your student. (You will likely need to expand
these boxes significantlyget an electronic copy from moodle)

CURRICULUM
AREA
SOURCE/
PROCEDURES FOR
GATHERING
RESULTS
INFORMATION
Comprehension




Fluency



AIMSweb progress
monitoring report
In 30 weeks the student should achieve
40 word read correct with less than 2
errors at the grade one level. After 9
weeks the student averaged 30 words
read correct and 8 errors.

Vocabulary




Decoding



Corrective Reading
Curriculum
workbook pages
The student has been working with the
Corrective Reading curriculum since
the beginning of the year. He recently
passed the mastery test for the 1
st

grade level book with only 3 objects
marked incorrect. The student has
mastered basic skills like letter
identification and he has become more
aware of the phonemes in words.
Phonemic awareness



Woodcock Reading
Mastery Test-Revised
Test: Word Attack
The student had a raw score of 23.
This score is equivalent to the score of
a 2nd grade student in the second
month. The raw score for the students
actual grade, 4
th
grade in the sixth
month, should be 50-51.
Writing
mechanics, process



Math computation



AIMSweb progress
monitor report
In 22 weeks the student is scheduled to
achieve 40 points on the 3
rd
grade
math computation test. Since
September 13
th
the student has been
probed for 15 weeks and he has
averaged a score of 32 points.
Math application



AIMSweb progress
monitoring report
In 38 weeks the student is scheduled to
achieve 11 points on the 3
rd
grade
math concepts and applications test.
Since September 13
th
the student has
been probed 15 times and he averaged
a score of 4 points.
Content areas (science,
social studies, health,
etc.)



Electives/Specials (PE,
music, art, technology,
drama, etc.)



Social/Communication
skills



Observations and
conversations with
the students special
education teacher and
social worker.
The student has large reactions to
small problems. Over two weeks of
observations the student has had
inappropriate reactions 4 times after
his math intervention group. An
inappropriate reaction for this student
can be defined as kicking, crying,
hiding under a table or behind a wall,
and refusing to talk with teachers or
other staff members.
Organizational skills




Vocational skills




Community







Domestic/Self-care




Leisure-Rec




Functional Academics




Other?








STUDENT SKILLS

SUMMARY
Student T is good at:
Completing reading activities first thing in the morning
Following directions when he is in control of his emotions
Expressing his wants and needs when he is in control of his emotions
Working one-on-one with a teacher on word attack exercises
Reading with a teacher from fluency passages
Counting by 2s, 5s, 10s
Telling time
Working on independent work at his desk
Asking for help when he does not understand something
Working on social skills activities in a small group
Raising his hand to speak when he is in a small group
Asking teachers to complete his check in/check out chart throughout the day


Student T needs support with:
Reading texts above a 1
st
grade reading level
Decoding skills
Using phoneme sounds to read words he is not familiar with
3
rd
grade math applications (creating change using coins, times tables)
Working with money, especially coins
Keeping his desk organized
Asking to use a tool when he feels himself getting angry or frustrated
Using strategies from social skills class to deal with his anger and his frustration
Asking for a break when he gets frustrated with his work







PRESENT LEVELS OF PERFORMANCE SUMMARY
This section gets transferred over to your IEP, so make it clear, concise, and
professional. Each deficit area you mention MUST have be addressed with a goal or
objective in the IEP.

STRENGTHS
Student T is a motivated young man who likes to work hard and please his teachers. He
likes to receive verbal praise and earn points on his check board. The student has recently
been working on decoding skills in the Corrective Reading curriculum. He has been very
successful with the word attack exercises. He has recently completed the 1
st
grade level
decoding book and he is able to recognize almost all of the sounds for each letter. The
student is also working on recognizing and using blends such as th, wh, sh, and ch. The
student is also working on reading through 1
st
grade level reading passages during his six-
minute solution exercises. He has been working very hard to improve his correct words
read per minute and his scores have been improving throughout the semester. Student T
is also working with the Connecting Math Concepts curriculum. This scripted math
curriculum has helped Student T to improve his math computation scores on his
AIMSweb progress monitoring. He does well with addition and subtraction facts. In
social skills Student T is working with the Superflex curriculum. He is able to recognize
and name Unthinkables in his brain that make him an unflexible thinker. He is eager to
learn different strategies to defeat the Unthinkables that invade his brain.


DEFICITS
Student M is reading at a early 1
st
grade level so he still needs a lot of support learning
basic decoding and comprehension skills. Interviews with Student Ts teacher has shown
that he still does not possess the basic skills he needs to start reading short stories or
novels. He still has difficulties reading longer words and complex sentences. The
Woodcock Reading Mastery Test showed that Student T is significantly below his grade
level in both word identification and word attack skills. Math has recently become very
difficult for the student. His curriculum is starting to become more difficult as he is
approaching grade level. The student is having a hard time create specific money
amounts with only certain coins. The student has also had difficulty working with
multiplication facts. Since the math curriculum the student has also been having some
behavior issues. The student becomes frustrated very easily, so he has been having
inappropriate to small problems. The student will start kick his chair, throwing his
materials, hiding underneath his desk, or hiding behind a wall. He has also cried
uncontrollably or refused to talk with a teacher.





Academic goals:
Create specific money amounts using specific coins
Master multiplication facts for the numbers 1-6
Use strategies to solve multiplication facts 7 and above
Master decoding skills
Read 2
nd
grade level texts

Social skills and behavior goals:
Use tools and strategies to control inappropriate behaviors
Ask for breaks when he feels himself getting frustrated
Tell his teacher when he is getting frustrated
When he is frustrated, quietly move away from his work and use a sign to tell teacher he
is frustrated (angry card or red zone card)