Academic Achievements

Every child is a unique child, and all children are at diverse stages in their development, henceforth they all have their own individual needs. There are numerous advantages for children when their individual needs are met. Children turn out to be a greater amount of a compelling and self-coordinated learner, as they are enhanced in their gifts and capabilities. They are given support to help progression and to reach goals in learning and development to meet the Early Years Foundation Stage guidance.

The results from the QRI and Gates MacGinitie test show that this student suffers from issues related to decoding, vocabulary and reading comprehension. Developing intervention plans that are focusing at addressing these weaknesses should significantly help this student.

She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

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). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

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

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Cormac scored at the second grade level for listening comprehension, answering 7/10 questions correctly with a score of 70%. Cormac’s independent reading level was estimated below pre primer. His listening comprehension is higher than his oral reading level indicating that Cormac has the potential to read at a higher level than his oral reading suggests.

He was on target for his age and grade level. The student showed excellent promise in his ability to recognize and identify letters with their sounds. Alex worked through this part of the test quickly without any signs of stress or agitation. He continued to flourish in the test for picture vocabulary where he worked promptly and finished the test within a few minutes. Alex was easily able to identify the pictures and write down their labels. The student displayed excellent vocabulary and writing skills for a student that speaks his native language at home. In mathematics, Alex's strongest point was math fluency. Although the score was slightly low, it was because he grew a little tired at this point and became slight frustrated. In math fluency, he scored 31 correct, age equivalence of 7-9, and grade equivalence of 2.3. In most of the math fluency problems, Alex answered most of them correctly. Subsequently, in the math calculation portion, he scored 8 correct, age equivalence of 9-7, and grade equivalence of 4.1. Alex was able to answer equations up to three digits and the one to two digits he was able to calculate in his head. At the end, he made a comment that he loves math but he was

I would like to be admitted into the Academic Achievers Program because as an aspiring lawyer of Hispanic descent, I am more than willing to give it my all for my education because that is the one thing that won’t be taken away. Through financial hardships and family tragedies I have still managed to stand my ground and though there are many with more remarkable achievements and who have surpassed more than I, I believe I can be a good candidate to receive this scholarship because I’m immensely resilient and no matter what; I am willing to do whatever it takes to get my education and reach my goal. I know that many possess this characteristic but what sets me apart from everyone else is as I like to put it “It is no the goals that one yearns

Based on her performance during this evaluation, it is clear that EE107 is far below her peers across academic areas. Given this, more direct instruction in math and reading is necessary.

In math, Markell can complete basic calculation tasks assessing all four operations successfully, struggles with tasks that involve multiple steps to complete or parenthesis

From a young age I have been taught that education is a tool and an opportunity that not many get the option of acquiring during their lifetime. Originally , It was not in my plans to graduate early so when I found out about the great news I felt very proud of all my small accomplishments that led up to this. Finding out that I had enough credits in order to graduate early was honorable. Even though there are still a few arrangements that need to be done like taking the ACT or SAT, I believe that with the help of my counselor I will be able to succeed. Being enrolled in the CNA - One semester program at the Peoria Tech campus is my first step into the career force. Upon completion of this course, Tech places students in a clinic/hospice to