Lauras Goals

1
st
Quarter

Skills and Concepts to develop


Language Arts

Foundational skills. 151-160

Vowels name and sound
Sight words
Digraphs ( ch, sh, th)
Blendings ( tr , gr, pl, sk, sp)
Use sight words in context
Rhyming words
Ending diagraphs /sh/


Language and Writing 151- 160

Capitalization
Misspelled sight words in a giving sentence
Needs to understand and use correct ending
punctuation for a giving sentence


Literature and informational 151-160

Look for details in a story
Identify the main idea of a story
Identify the illustrator and author on a story
Setting in a story
Matches pictures to a story
Understand problem and solution in a story






MATH

Algebraic Thinking 151-160

Determine the missing addend
Work on combine addition and subtraction.
Understands the concept of one more than a number

Number and Operations 141-150

Recognize the number word for a given set of objects.
Order numbers on a number line.
Recognize numbers with 2 digits.
Understand less than and greater than.
Doubles
Adding repeated additions
Word Problems

Febrero 2014

Parte perceptual con Silvia Arguedas
( memorias, perceptual ubicacion especial)

Reading and Writing
Martes 25 a las 2:40
Her attention span is better.
DRA Fluency is good at level 8 but not her
comprehension. Independent on level 6
Understand and identify details and relate them into a
whole.

Writing: difficulty expressing sequential ideas in
written form.
Difficulty retaining what she reads.

Math: Difficulty analyzing and integrating symbols and
reasoning word problems (abstract thinking).
She needs to learn easy and concrete strategies to learn
new math skills.

She is going to an occupational therapy motor skills,
organizing her movements. Hilda 4 month ago , red
clinic



Thing I ask Laura to do in the class:
Positive reinforcement every time I can.
A structure day (schedule, work stations, orally )
Be able to listen for a longer time .
Finish the task
Sit always next to me.
Ask always to make eye contact when Im talking to her
or the whole group.
Clear Behavior consequences.
Be clear with instructions and make her repeat what
she have to do.
Modifications on quizzes and tests (More time, read to
her the instructions, make her check her mistakes)

Include parents in Pearson so they can study at home.


Psych educational evaluation

Needs to be reinforce
Visual-sequential memory 1 year below
Auditory-sequential memory 4 years below
Visual motor coordination 3 years below
Symbolic relations (visual thinking and association,
below average level
Conceptual matching (categorization, association
and abstraction below average level

Abilities for learning

Need to be reinforce, Oral language (English)
Basic vocabulary and antonyms, below average
level
Sentence imitation (immediate memory) below
average level
Story construction (fluency and logical sequence)
average level

Attention and concentration

Reading

Written expression
Composition (thematic content)

Mathematics

Number sequence
Solving addition and subtraction equations with
ones and tens
Math reasoning (word problems)








CONSULTORIO PEDAGGICO SILVIA ARGUEDAS N.
Telefax 22-27-53-53 Apartado 716-2350 San Jos, Costa Rica
E-mail: silvian@racsa.co.cr



REPORT OF EVALUATION

PSYCHOEDUCATIONAL EVALUATION


Name: Laura Jensen
Chronological age: 9.0
Date of birth: January 5, 2005
Grade: 1
st
.
Lincoln School
Date of evaluation: January 16, 2013
Testing done by: Silvia Arguedas N., M.A.


TESTS APPLIED
ITPA: Illinois Test of Psycholinguistic Abilities
Bender: Visual-motor coordination and integration
DTLA-2: Detroit Tests of Language Aptitude
T.A.L.E.: Test de Anlisis de Lectoescritura
DAB-2: Diagnostic Achievement Battery
Woodcock-Johnson III: Tests of Achievement
TOMA-2: Test of Mathematical Abilities


RESULTS OF EVALUATION
A-BASIC SKILLS AND ABILITIES FOR LEARNING
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Visual-sequential memory; one year below
chronological age
Auditory-sequential memory; four years below
chronological age

Visual-motor coordination and integration;
three years below chronological age

Symbolic relations:
-visual thinking and association; below average
level
Conceptual matching:
-categorization, association and abstraction;
below average level


Cont. BASIC SKILLS AND ABILITIES FOR LEARNING
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Oral language (English):
-basic vocabulary and antonyms; below average
level
-sentence imitation (immediate memory);
below average level
-story construction (fluency and logical
sequence);
average level

*Attention and concentration


B-ACADEMIC PERFORMANCE
READING AND WRITTEN LANGUAGE (ENGLISH)
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Word identification and oral reading;
according to grade level

Reading comprehension:
-obtains meaning from texts; according to
grade level

Written expression: Written expression:
-spelling -composition (thematic content)


MATHEMATICS
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Reading and writing quantities Number sequence

Math calculation:
-solves basic addition and subtraction -solving addition and subtraction
equations
equations with ones with ones and tens

Math reasoning (word problems)








CONSULTORIO PEDAGGICO SILVIA ARGUEDAS N.
Telefax 22-27-53-53 Apartado 716-2350 San Jos, Costa Rica
E-mail: silvian@racsa.co.cr



REPORT OF EVALUATION

PSYCHOEDUCATIONAL EVALUATION


Name: Laura Jensen
Chronological age: 9.0
Date of birth: January 5, 2005
Grade: 1
st
.
Lincoln School
Date of evaluation: January 16, 2013
Testing done by: Silvia Arguedas N., M.A.


TESTS APPLIED
ITPA: Illinois Test of Psycholinguistic Abilities
Bender: Visual-motor coordination and integration
DTLA-2: Detroit Tests of Language Aptitude
T.A.L.E.: Test de Anlisis de Lectoescritura
DAB-2: Diagnostic Achievement Battery
Woodcock-Johnson III: Tests of Achievement
TOMA-2: Test of Mathematical Abilities


RESULTS OF EVALUATION
A-BASIC SKILLS AND ABILITIES FOR LEARNING
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Visual-sequential memory; one year below
chronological age
Auditory-sequential memory; four years below
chronological age

Visual-motor coordination and integration;
three years below chronological age

Symbolic relations:
-visual thinking and association; below average
level
Conceptual matching:
-categorization, association and abstraction;
below average level


Cont. BASIC SKILLS AND ABILITIES FOR LEARNING
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Oral language (English):
-basic vocabulary and antonyms; below average
level
-sentence imitation (immediate memory);
below average level
-story construction (fluency and logical
sequence);
average level

*Attention and concentration


B-ACADEMIC PERFORMANCE
READING AND WRITTEN LANGUAGE (ENGLISH)
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Word identification and oral reading;
according to grade level

Reading comprehension:
-obtains meaning from texts; according to
grade level

Written expression: Written expression:
-spelling -composition (thematic content)


MATHEMATICS
STRONG AREAS AREAS IN NEED OF REINFORCEMENT

Reading and writing quantities Number sequence

Math calculation:
-solves basic addition and subtraction -solving addition and subtraction
equations
equations with ones with ones and tens

Math reasoning (word problems)











CONCLUSIONS AND RECOMMENDATIONS

Test results show the functioning of basic skills and abilities and its effect on Lauras
learning process.

The visual-sequential memory and the auditory sequential memory are functioning
with disadvantages and with a significant difference in comparison to chronological
age, thus hampering proper processing, storing and retrieval of the visual and the
auditory information received in a sequence, such as symbols, figures, quantities
and words, as well, as oral instructions and explanations, concepts and basic
vocabulary.

The visual-motor coordination and integration is functioning with disadvantages
and with a three-year difference in relation to chronological age. This disadvantage
hampers the ability to integrate visual details into a meaningful whole and to
reproduce them graphically. Poor integration and distortions are present. As a
consequence, Laura has to make an extra effort to accomplish written tasks.

Symbolic association and conceptual association are function below average level.
Laura has difficulty relating figures and symbols, applying her visual thinking to a
specific space in order to make relations and progressions, and analyzing and
synthesizing visual information. Relating concepts, making categorizations and
inferences, and arriving to conclusions with the information she receives are also
troublesome tasks for Laura.

Oral language performance in English is below average level. She does not master
basic vocabulary; has difficulty retaining immediate oral information; and oral
expression is not fluent not elaborate.

Word identification and oral reading in English is functioning according to grade
level. Reading comprehension, the ability to obtain meaning from the text is also
functioning according to grade level. She needs to read out loud in order to obtain
more effective meaning. Poor immediate and sequential auditory memory can
interfere with the ability to retain basic information and details from the texts.

She masters basic spelling but has difficulty expressing spontaneous ideas in written
form (composition).

She reads and writes quantities but does not organize them in sequence. She solves
simple addition and subtraction equations with ones, but not equations with tens
and ones. She has difficulty applying the abstract deductive thinking to solve word
problems.

We can conclude that basic skills and abilities benefit Lauras learning process, with
the presence at the same time of specific difficulties which interfere with her
academic performance. Her oral reading abilities allow her to process and enjoy
written information. Difficulty processing and integrating symbolic information
interfere with math performance.


Oral language development, immediate, sequential and long term memory, visual
motor coordination and integration and symbolic and conceptual association are
performing below average, thus hampering her learning process. She has difficulty
with logical thinking and abstraction, and also processing and integrating the
information she receives. She requires more time, and concrete step by step
strategies to learn abstract concepts and procedures.

Poor attention and concentration is a significant interference in Lauras learning
process. It is difficult for her to attend and concentrate and focus the pertinent
stimulus for the adequate time in order to process and store it. She cannot stay on a
sustained task and gets tired easily. Impulsive responses and low tolerance to
frustration are also present.

Laura needs a systematic academic intervention to reinforce her weak areas and
develop basic learning skills. This intervention needs to emphasize oral and written
expression; math concepts and processes and reasoning; visual-sequential memory,
auditory immediate and sequential memory, visual-motor coordination and
integration; and symbolic and conceptual association.

The specific teaching and learning strategies and accommodations (Adecuaciones
Curriculares no Significativas) need to be applied in school to help her compensate
her learning disadvantages.

1. Her teachers need to be sure she listens and understands oral instructions
and explanations.

2. Her teachers need to frequently check her class work and during tests in
order to repeat an instruction or explanation, point to a confusion or mistake,
and help her attend and concentrate.

3. Her teachers need to check for comprehension of written instructions,
questions and the texts she reads.

4. She benefits from the opportunity to read out loud in order to obtain
meaning.

5. Spelling mistakes need to be pointed out but not penalized unless the words
were previously studied to be tested.

6. She benefits from very concrete and sequenced explanations when
introducing a concept or a procedure, with varied opportunities for practice.
Concepts and procedures need to be introduced at a slow pace.

7. It is recommended to reduce the number of exercises she has to solve at a
given time, so that instead of solving 15, she solves 8

8. It is also recommended to reduce distractors on a page by covering or
spacing out the exercises.

9. Extra time needs to be allowed to complete classroom assignments and
during tests.
10. She needs to be seated near to her teacher and away from distractors.

11. Classroom activities need to be short with frequent opportunities to change
from one activity to the other.

These and other teaching accommodations that her teachers find pertinent will help
her perform in a more fluent way.

The support and guidance from the adults at home to review concepts and to do
homework and at the same time establish routines and habits are very important.

Laura is a sweet and friendly girl. The reinforcement to her weak areas, the
adequate accommodations applied in school, and proper attention and
concentration will let her function in a fluent and successful way and at the same
time she will feel happy, satisfied and confident with herself.




Silvia Arguedas N., M.A.
Academic Therapist