Gianna's Academic Skills

“We need to talk about your daughter's performance,” my homeroom teacher, Mrs. Nelson, baldly admitted to my father. “She, no doubt, is a wonderful student,” she beamed at me, yet her smirk did not seem to reach her black, stern eyes, “she has perfect attendance, always has assignments and homework done, never talks unless called on, and just in whole, a polite and good-natured, young lady. But, she is still struggling immensely. As a result, I deem that it would be

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

I have had the pleasure of teaching Ally in class for three years; in Advanced Geometry as an 8th grader, Pre-Calculus as a sophomore, and currently as a junior in AP Calculus. In 8th grade, Ally chose to arrive at school an hour earlier in order to take Advanced Geometry at the high school. Even at that young age she knew she wanted to take advanced math classes and push herself academically. Ally's greatest strength in class is her inquiring attitude. She has an unique ability to analyze and reflect on the problem-solving process. While solving complex mathematics problems, she will refine and improve her problem-solving strategy to obtain the correct solution. When I give her exams back, Ally critically examines her mistakes to learn from them often sharing her findings with her peers.

Hailey struggles with her reading comprehension with school assignments and finds herself having to reread a passage to fully understand. She enjoys learning and trying new things academically, but at times struggles. She has noticed that she finds herself to be one of the last students to complete an assignment and is not always sure what she has read. Hailey finds that Math and Science vocabulary are areas that she struggles with. She also stated that at times, the noise level in the room that can impact her ability to understand.

Although Ashley was doing simple math problems and completing short reading and writing assignments in the 2nd grade, she struggled

Progress is the key element of the math PLC at Mary B. Neal Elementary. The progress will provide vital information to the PLC and administration of the school. Concerning the progress and how it will be monitored, the members will create a monitor sheet. Bi-weekly, the team will meet to review the data of the math classes. During these meetings, members will analyze the progress of all students and see where the misconceptions are within the student data. The PLC will also monitor and assess how often staff members are using a guided math approach to math instruction. With peer observations, the members of the PLC will be able to determine which staff members are effectively using guided math and which need more assistance. Currently, Mary

The report states that Julia appears to be a motivated and hardworking student, but experiences extreme anxiety. During the first session, Julia's teacher from STEP South, Mrs. Shannon was present. For the 3 remaining sessions Julia indicated she no longer needed her teacher to sit in on the session, but she did remain in the room. During the sessions, it was very hard to communicate with Julia because of her anxiety, so the class materials and way the class was taught were modified. There were more reading and writing exercises. The instructor was able to speak with Julia frequently, however she did get overwhelmed

Alina’s cognitive abilities and academic achievement are within the average range and she does not present with an educational disability. It is recommended that Alina continues receiving her current remedial services.

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Time for studying! I freak out when we have algebra and science tests because we have a lot of math in science this year, and Mrs. Junek’s tests are never easy. I’m stressing out about it and here’s KenaDee. “It’s fine, the math’s easy.” I’m studying my butt off, and I’m telling KenaDee she needs to study too. “When I study, I fail, when I don’t study, I do better”, says KenaDee. She got an A on her last science test, I got a low C. Yeah, it’s a daily struggle. She will study my notecards once in awhile, but if she doesn’t, she just wings it. And most of the time, she really does do a good job on her tests.

Mrs. Star, Bob’s mother, indicated that Bob has attended Gould Elementary School for two years. During the 2016-17 school year Bob was retained in first grade. Bob has difficulties in the subject areas of Math, Reading, and Writing. Mrs. Star also indicated that Bob spends three hours a night on homework, and Bob is easily distracted throughout this process.

Through observation from counsellor, Mary was lower in confident and rely to others during the class. Mary easily think that she have no ability in completing her homework, and hoping a teacher stay next to her and to teach her how to do it. However, she can finish on her own and have the ability to finish it, when the teacher walk away she started crying and grasping the teacher back. The teacher reported that Mary have no confident on her work. And this is the first year Mary transit from half day class to full day class. Mrs. Ng stated that she hope to improve social and behavioral skill, and hope to know more about the strength and weakness of

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,