Motor Skills Analysis

When writing, the student does not use appropriate spacing which makes her letter illegible. The student has deviations greater than ½ inch when using scissors to cut large geometric shapes out of construction paper. The student is shy and has difficulty interacting socially with her peers and instructors.

Mrs. Brower can really tell that all of Andrew's teachers are dedicated to his growth both socially and academically. This is so refreshing and reassuring to them. He works well with encouragement and positive praise. For Andrew, he is 100% motivated if he feels everyone believes in him. He has expressed that his teachers are awesome. They just want to ensure that Andrew remains on track.

After talking to his 5th grade teacher and re-reviewing his most recent triennial assessments it is clear that he is performing at above average in math and reading. His identified areas of need are spelling and writing. I believe that you all, as his gen ed teachers, are providing scaffolds

In the beginning of Garret’s transition back to high school, he was very conscientious of his school work and would finish assignments completely and with great care. After the district went 1:1 with Chromebook, Garret 's academic and social skills have had a noticeable decline. Although Garret is

On May 5, 2017, Columbia Valley Elementary staff and the parent of the student William Wittrock met for a meeting to discuss Williams Individualized Education Program. Attending this meeting was Principal Eric Holmstrom, General Education teacher Sarah Leighow, Special Education teacher Katelynn Lansdon, William’s mother Necolena Wittrock and William himself.

Trey does get along well with his classmates and is polite and respectful to his teachers. I had the opportunity to teach Trey during the past semester and found him to be cooperative and focused. He did successfully complete his assignments in Art and the quality of his work was generally good. His final grade was a B. I wish that I could say the same about

Alvin has put forth more effort towards his academic program; however, he has difficulty keeping to due dates for submitting homework and other assignments. Although, he is aware he can seek remedial support at any time, he often refuses to do so. We have been working on organization and him reporting when he is called for remedial services without repeated prompts.

In his classic book entitled Permanent Learning Lancelot (1944) proposed that psychomotor skill development requires a blending of the mind and muscle. He further explained that manipulative acts are guided by thought, and that a direct relationship exists between the quality of thought and the quality of manipulative performance. Watson (1980) agreed that psychomotor skill development involves both muscle and thinking skills. According to Watson, psychomotor skills are acquired through a three stage process: (1) early cognitive - usually of short duration and includes attention, observation, and thought about how and why the skill is performed, (2) lengthy practice or fixation - includes practice sessions aimed at shaping correct performance, and (3) final autonomous stage - correct performance becomes automatic, with increases in speed, accuracy, dexterity, timing, and greater understanding of application settings. Unfortunately, college students do not always reach the final autonomous stage. However, advanced stages of the skill acquisition process are often attainable.

The motor activity log, or MAL-14, consists of fourteen different activities for daily living and an assessment of the ability to do each one of these.The 14 activities are as follows:

Ms. Guba, Nicholas’s first grade teacher, states that Nicholas is a bright student. He is meeting grade level expectations and has many friends. Although speech is an area of weakness for him, his speech does not affect his academic performance and he has demonstrated improvements. Ms. Guba commented that it is a pleasure working with Nicholas.

One accommodation that Doniah receives is the option of having her tests read aloud to her. She is also allowed extra time to complete tests and assignments. Doniah is able to work independently to complete much of her daily classroom work, but Mrs. Miller monitors her progress and provides additional support when needed. Doniah remains in the general classroom throughout the day. She participates in the language and reading lessons in Mrs. Crosby’s room, however, most reading passages and comprehension questions are given at a lower level. Doniah occasionally leaves the classroom to complete work, when Mrs. Miller feels that a higher level of intervention is necessary. Doniah participates in math and science lessons when she and the other students move to another general classroom, but I am not aware of the accommodations she receives

Educational History. The student has no trouble in reading or in math. He has some difficulty in writing. Specifically, he has trouble expressing his ideas on paper. In a typical classroom setting he is very social. He sometimes requires redirection and occasional reminders to maintain an acceptable voice tone. However, his behavior does not inhibit his learning or that of other students. He is well liked by many of his peers and attends school on a regular basis. He requires additional support in Language Arts in order to meet grade level standards.

Accommodations: Struggling students who are on IEP’s will have Para to help them with the writing. There are two students on IEP’s that will be at the same table with a Para who will help them with their individual writing. The teacher will walk around the class and double check the struggling student’s understanding of the material, as well as the other students. During the discussion on the rug one of the students on an IEP has a special chair, which he sits in. Nobody else should sit in it besides him. Also, three other students have special spots on the rug. These students know where their spots are, these students get distracted and talk during the lesson. These special spots help these students stay focused.

Can jump forward multiple time? 2. Walk up and down stairs 3. Riding a tricycle 4. Walking on balance beam 5. Catching or kicking a ball.

It has been an honor to work with your son and to get to know your family. As the 2016-2017 school year begins, I am I very excited and looking forward to witnessing the many wonderful educational milestones that Bill will face. We as a team; will work together to create a world where Bill can flourish. As noted in previous communications, Bill is developmentally behind his chronological peers. Presently, Bill eats lunch and participates in all specials. He has shown interest in gym and math. Even though Bill is not on grade level in math, he enjoys the subject matter and strives to do his best. He demonstrates great difficulty in the fundamentals of science and language arts. During free time, Bill struggles with peers interactions during free time. With Bill struggles in areas that will affect his future education and I would like for us to build activities and provide accommodations to help Bill continue to progress.