EcologicalInventoriesofGeneralEducationSettingforBrian

Environment:LiteracyinRegularEducationKindergartenClassroom
Activities:Wholegroupcalendar,recitingofdailyschedule,sharedwritingorMorningMessage(fillintheblanksoflettersandnumbers),singing
phonemicawarenesssongs,sharedreadingofbigbook,listeningtostoryreadaloud,writinginjournal

SkillsforBrian:Recitedailyschedule,independentlyraisehandforturnorwhenheknowstheanswer,recitemorningmessage,storylinesandsongs
withtheclass,letterid,andwritingofletters,signswords:the,is,boy,girl,dates(monthsanddaysoftheweek),followingoraldirectionsthefirst
timegiven,independentlyfindingseatforjournaltime,writinghisnameandkeywordsinhisjournal

SchoolRoutineDiscrepancyAnalysisForm

Student:Brian Teacher:Mrs.B School:BuildingBlocksSchool

Data: 1/4/10 Observer:AndreaBilello Setting:Classroom

PurposeofObservation:ObserveBrianstypicalclassroombehaviorandacademicabilitiesaspartofanecologicalanalysis.AssessStudentsName
behaviorandacademicabilitiestocreateaccommodationsandsupporttoallowhimtobeindependentandsuccessful

Time Activity PeersCurrentSkills StudentsCurrent Comments

Skills
9:00 Calendar, Bsclassmatesweresitting Bverbally Pairverbaland
Meeting onruginclassroom promptedtosit gestural/visualprompts
participatingincalendar ontherug.He forBriantositonrug
activitiesandrecitingwhat immediately andrecitewithclass
theteachersaid attendstothe
teacherand
recites
independentlyor
withaverbal
promptfromthe
teacher
9:10 Literacy Bsclassmatesturnedto Bturnedtoface TeachBriantoraisehis
Morning facetheeaselwiththe easelwithverbal handsforaturn.Practice
Message morningmessage.Students prompt.Heraised followingdirections
comeuptoeaseloneata hishandfora givenbyteacherto
 timewhencalledontofill turnwithverbal recitemessage.FadeEd
inblanksinthemessage. prompting.He techsupportinfavorof
Somestudentscallout, callsout.When teacherandpeer
otherraisehands,Students calledonhe supporttofollow
readandrecitemessageas answers directions.
agroupwiththeteacher. teachers
Onestudentpointsto questionand
wordsastheclassrecites writesa
themessage. lowercaseb.He
recitesmessage
withverbal
prompt
9:25 SharedReading TeacherreadsThe Battendstobook Bneedstobegivenan
BirthdayCakeBookAloud. bylookingat opportunitytopredicta
Bsclassmatestaketurns teacherandbig wordinthestory.He
predictingwords,covered book.Helooks needstoraisehishand
bytape,inthebook. aroundroom tobecalledon.
Classmatesrecitethe briefly.Herecites
sentencewiththeteacher. sentences
independently
andwithaverbal
prompt.
9:35 ReadAloud Studentsallturntoface Bturnsafter Pairverbaland
teacher.Teacherreads givenaverbal gestural/visualprompts
aloudabookaboutan prompt.He
appletree.Studentsattend attendstobook.
tothebookbylookingat Heraiseshis
teacherandpictures.One handwitha
studentthrowsthings verbalprompt
acrossroomanddumps andincorrectly
materials.Teacher answersa
switchesrolewithEdtech, question.Teacher
soshecanattendto asksagain,andhe
studentthrowingobjects. selfcorrectsto
Otherstudentsmove answercorrectly.
aroundonrug.Afterstory,
theteacherdrawsa
diagramofthefour
 seasons.Studentsanswer
questionsaboutseasons
andwhatanappletree
lookslikeineachseason.
Studentscallout;others
raisetheirhands.
9:45 Independent Bsclassmatesfindtheir Bgoestoseat Bneedstofindhisseat
Writing seatattableswiththeir withverbaland byrecognizinghisname.
(Journal) nametagsaftergiven partialphysical Pairverbaland
directions.Somestudents prompt.Heis gestural/visualprompts
independentlydrawa unsureofwhatto toguidehimtohisseat.
pictureofanappletree do.Edtechgives Havehimraisehishand
duringaspecificseason. himdirections fordirectionstobe
Otherclassmatescallout againtopicka restatedoraskapeerfor
forhelp,raisehandsor favoriteseason. assistance.After
onlydrawapictureor Heverballypicks drawingthepicture,he
scribble. winter.Edtech candictatehisanswerto
pointstodrawing theEdtechorteacher,
andasks andtracehisresponse,
questionsabout untilheisabletowrite
thepicturesforB independently.
todrawhis
picture.Bdrawsa
winterpicture.
Heisunableto
writetheword
winter.TheEd
techuseshand
overhandto
writetheword
withhim.

Student:Brian Teacher:Mrs.B Grade:K Date:1/4/10

Activity:Independentwritinginjournal Subject:Literacy
Sequencestepsintheactivityanalysistodepictthewayinwhichachildoryouth,whoisnotdisabled,ofthesameageasthetargetedstudenttypically
performstheactivity.

ActivityAnalysis Student Discrepancy Recommended

Steps Performance Analysis Adaptations
Listentodirections + None Askhimtorepeat
directionstocheck
forunderstanding
DependentonEd Teachtogotoown
Gotoseat techtopromptto seatbyrecognizing
gotoseat hisname
Sitinseat + None None

Openjournalto DependentonEd Teachtoopentonext

rightpage tech,openedto blankpagewith
wrongpage visualofsteps.
Drawpicturein Doesnotknow Teachtoaskpeer
journal whattodo.Relied whatheissupposed
onEdtechs todo.Teachtoask
repetitionof forclarificationprior
instructions tosittingattable.
Providevisualof
stepsforwriting.
Writewordor DependentonEd Teachhimtodictate
words techtotellhimto wordstoEdtechand
whattowrite trace/copywords
intojournal.Endgoal
istohavehimwrite
wordsonhisown.
Closejournal DependentonEd Teachtoclosejournal
techforrepetition whenfinished
ofdirections writingbyreferring
tovisualofstepsfor
writing.