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Task 2: Kate is 9 years old and in grade 3. She attends a portion of the school day in a self contained setting to address her needs. She is included for science, specials, lunch, and recess. Based on the information below in the present levels of performance, develop a social/pragmatic communication goal and objectives to address her needs. Academic/Cognitive: Language Arts Age Appropriate: No Current Performance: F&P level H (instructional); Dolch High Frequency words: 125/220; using a whole word approach, Kate can read 97 words and match words/phrases to pictures; can identify characters and setting from a text; can answer “who” and “where” questions about a text, and “what”, “when”, and “why” questions with some prompting; can use a picture walk to make predictions related to the text; able to identify 26/26 letter sounds including 5/5 long and short vowel sounds; able to decode CVC and CVCe words; uses iPad to type 5 sentences with given vocabulary; can write and type her first name. Strengths: Enjoys reading, identifying the characters and setting after reading or listening to a story, letter sounds, decoding CVC words Concerns/Challenges: Reading comprehension, decoding, functional writing skills Impact of Student’s Due to Kate’s academic/cognitive delays, specially designed instruction is required to Disability: meet with success in the general education curriculum. Academic/Cognitive: Math Age Appropriate: No Current Performance: Able to identify numbers up to 100; single-digit addition and subtraction using a calculator; able to sequence numbers 1-100; compose/decompose numbers using hundreds, tens, and ones blocks; compare 1 or 2 digit numbers using “more”, “less”, or “equal”; tell time to the hour and half hour using an analog clock and in 5 minute intervals using a digital clock with some prompting; sort and identify coins/bills with some prompting. Strengths: Basic math computation, single-digit addition and subtraction using a calculator, number identification up to 100 Concerns/Challenges: multi-digit addition and subtraction, time, money Impact of Student’s Due to Kate’s academic/cognitive delays, specially designed instruction is required to Disability: meet with success in the general education curriculum. Other Academic/Non-academic Areas Age Appropriate: No Current Performance: January 2018: Leiter International Performance Scale – Third Edition: Full IQ = 72 (Low,3rd Percentile); T est of Nonverbal Intelligence – 4th Edition: Index Score = 76 (Poor, 5th Percentile). Strengths: Kate is cooperative and is motivated to do well. Concerns/Challenges: Problem-solving Impact of Student’s Kate’s cognitive abilities suggest that she may learn at a slower pace as compared to Disability: other children her same age and she may experience academic difficulties. When problem-solving during academic tasks, Kate may require assistance, particularly when completing novel tasks. As such, Kate requires specialized instruction and supports in order to make appropriate academic gains. Behavioral/Social/Emotional Age Appropriate: No Current Performance: Kate has adjusted to her new school/classroom nicely. She is kind to other students, well liked by her peers and shows interest in making friends. Strengths: Kate enjoys social environments, and has shown improvement with following class routines more independently. Using adult and peer names has improved. Concerns/Challenges: Establishing and sustaining appropriate interactions within the context of different social relationships. Reading social cues. Impact of Student’s Disability: Due to Kate’s social/emotional delays, specially designed instruction and supports are required in order for her to continue to make growth with her social skills. Communication Age Appropriate: No Current Performance: mastery of determining 3 items that fit in a category and determining which item doesn’t belong. 12/20 idioms, mastery of determining from a list which comment is off topic when the topic is stated. Continuing to work on higher order language skills including answering how and why questions and determining implied messages. Benefits from verbal cues when interacting with peers. Strengths: expressing her needs and wants, identifying a problem Concerns/Challenges: abstract/higher order language (idioms, making inferences, answering how and why questions), categorical information, social language interactions/exchanges with peers Impact of Student’s Disability: Due to Kate’s difficulty attending, understanding, and using language especially abstract language, specially designed instruction is required to successfully access the curriculum. Health and Development-Including Vision and Hearing Age Appropriate: No Current Performance: Kate has seizures and a heart condition. She also has a cortical vision impairment. Currently diagnosed with asthma. Strengths: Kate is very active and participates in all activities. Concerns/Challenges: Safety due to medical conditions. Impact of Student’s Due to Kate’s learning and medical needs, specially designed instruction, adaptions, and Disability: adult support are necessary throughout her day to make appropriate gains.Fine and Gross Motor Age Appropriate: No Current Performance: Kate can access her educational environment with distant supervision, including the heavy outside doors. Kate is working on increasing her hand strength in order to open containers and manage challenging fasteners. She can complete the entire fastener board for door locks, window locks and environmental fasteners. Strengths: Kate is asking to practice more difficult activities like skipping. Fine Motor: she is able to open and close binder snaps, use pencils and markers to write/draw. She wants to be independent in the classroom and the cafeteria Concerns/Challenges: Kate has decreased finger strength and dexterity. She needs verbal cues to stay focused and to not talk while working on challenging tasks. Gross Motor: Distractability and poor motor planning for novel tasks. Impact of Student’s Disability: Due to Kate’s motor delays, specially designed instruction is required to meet with success in the general education curriculum. Activities of Daily Living Age Appropriate: No Current Performance: Kate wants to be independent in her daily routine at school but often needs verbal cues for distractions in the classroom She needs one verbal reminder to complete morning routine. At the end of the day, she uses a visual schedule placed by her mailbox to help her stay focused on what she needs to pack up. In the cafeteria, she brings her lunch box independently to the table, opens all her snack bags, containers and juice boxes independently. She eats her lunch independently and will clean up when told to do so. She remembers her lunch number and can input it independently. She does need min assist at times to open a milk carton and a water bottle. Strengths: Knowledge about health and safety. Able to zip/unzip lunchbox, independence with toileting task, opening screw top containers that don’t require alignment of the thread. She likes to be independent Concerns/Challenges: Clothing management and fasteners (i.e., buttons, zipping, donning/doffing), safety signs, functional life skills Impact of Student’s Disability: Due to Kate’s weaknesses with self-help skills, specially designed instruction and supports are required to increase independence within the general education curriculum.
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