I.

Status information

A. Abilities

Peter is a student at Springville Griffith Elementary School. The school is located in a

small town. The Schools population consists of 47 percent female, 52 percent male and 94

percent Caucasian. 29.9 percent of students qualify for free or reduced lunch. The schools main

focus is on individualized instruction with small class sizes. The district focus is on technology

integration, a flexible reading program in which children receive instruction at their

appropriate reading level and an early literacy program develops phonemic awareness, spelling,

writing, comprehension and critical thinking.

Peters classroom is an inclusion classroom with two teachers a special education teacher

and a general education teacher. The classroom contains 19 students 5 of the students receive

services per an individual education plan. The classroom uses common core for math and

English. The classroom has an accelerated reading program where students are required to meet

achievable reading goals.

Peters home life consists of a mother, father, two brothers, two dogs, a cat, and a bird.

All of Peters family still lives at home; they enjoy camping and family time together. Peters

mother works as a teachers assistant in a pre-k classroom and his father works as an operations

manager of SPS Medical. Peters mother is very active in his academics and extracurricular

activities. She played a major part in his education early on working with him at age 4 to begin

reading. At 18 months old Peter knew every letter of the alphabet. At age four Peter was referred

for speech. The speech referral stated that Peter would drop the first letter of words and move it

to the end of the word, and then he would voice the sound inward. Peter did not receive speech at
this time because his IQ test was well above the norm for his age. He did end up receiving

speech for a year in Kindergarten.

1. See attachment of students report card- Mother indicated that at first parent teacher

conference teacher explained to her that she could not give out 4s for the first marking

period because then the student would have no room for improvement.
2. Test Scores: The student is currently in third grade State, district and standardized

assessments not available

3. Student is confident and excels in spelling and baseball and takes great pride in his success.

Throughout a spelling test student is extremely focused. When receiving the grade of one

wrong student is insistent on the fact that he spelled the word correctly and somehow a letter was

erased from his test. This was the first time ever student received less than a grade of 100 percent

on spelling (in his life). It was evident that the student knew the correct spelling and was

frustrated with him and the idea of not being perfect in spelling.

Through observing the student playing baseball Peter enjoys the sport and is much more

successful than the other kids on his team. He exhibits patience and often tried to coach the

younger or less athletic students on the team. His dedication to the sport shows through his
actions, he is on every available team in the district and then through the summer participates in

a travel team.

B. Social/emotional behavior

1. Based on my observation Peter prefers to have a concrete plan and execute it. This

matches with the (SRBCSS) results as Peter scored a 70 in planning. He works better when the

classroom follows the structure and daily routines. He can adjust to change but would rather not.

Peter is self motivated; when he has completed a task or received a exemplary grade or response

to work he does not look to others for approval or praise. On the flip side when Peter fails at a

task he becomes extremely frustrated and will attempt to teach himself. He is not interested in

musical or dramatic learning styles. I was surprised at his mathematical and scientific scores

because in the classroom he is engaged in the science experiments and takes great pride in his

science projects.
2. Through observation Peter enjoys peer interaction. Peter has no problems with

communicating with his peers and offering advice with problem solving strategies. However in

some situations he became frustrated when his peers would not listen to his ideas. He knew he

had the correct answer and method desired to answer the question. However it took his peers

longer to get it and this was frustrating to him. When given the option Peter will most likely
choose to work with a group or with a partner. He would prefer to be the group leader if given a

job within the group because of fear that the group will come to the wrong answer

C. Interests

1) Interest-A-Lyzer-Students interests are age appropriate. He enjoys baseball and now is

showing interest in soccer both our team oriented and he works well with the team. When I asked

Peter why he choose to start soccer he explained that he enjoyed the running and team work

needed. He is a very energetic boy. Peter is a pet lover and has several plants at home that he

takes care of when asked if that was his chores he responded with no I just like to do stuff like

that. One of his favorite toys is the Rubiks cube it is challenging to him and he thrives on

challenge and trying to figure out puzzles. One of the games he created was dominoes and he

came up with a new mathematical way for scoring when asked why he explained it made the

game more fun to try to figure out the equations.

D. Style Preferences

1) Learning environment- The ideal working environment for Peter is one that incorporates

group activities. The groups should be based on ability as he is easily frustrated with his peers

that cannot understand what to him simple tasks are. Through conversation and observation he
tends to stay away from computer based learning. He believes that there is a greater margin for

error when working on a computer. He is most engaged in lesson having to do with science and

the concept of scientific reasoning. Homework he completes independently but if given the

choice would work with a classmate.

2) Thinking - The thinking style survey was a bit difficult do to the wording so I read it to him

and explained the questions he did not understand. It was evident after our discussion that he is

an executive style of thinking. Peter likes to do the work get it done and see results. He is a very

factual person and doesnt see the need to compare results. He prefers tp stick to doing things

his way and if he has a particular method or style of completing a task he likes to stick with it.

He sees no reason to learn multiple ways of doing things. Common core math is sometimes a

struggle for him because in his words he just knows the answers he finds it a waste of time to

learn methods to solve problems when he already knows the answers.

3. Based on observation and a multiple intelligence survey Peter is a mathematical learner

and a people learner. This is very accurate when in the classroom Peter interacts with his peers

and is most engaged when working with a group this may be because the process seems more

valuable if he is with a group that he is most of the time teaching or guiding to make the correct

choices to produce the correct outcome. He has a very hard time with being incorrect and at

times has been brought to tears because the group was making the wrong choices and he knew it
was incorrect. When this happens Peter will shut down and leave the group activity. This

follows through to sports if his team is losing because someone is not acting the way they should

he will quit. Behavior management strategies that are whole group such as if anyone talks we

will not go outside are very frustrating to him because he does not have control over the

situation. He thrives in situations

that he controls.
II. Student work products

A. Completed works- Student has completed several science related projects a most recent one

was the study on various types of frogs, his main focus being the poison dart frog where he did

extensive research on the dangers, habitat and characteristics of the frog. (Unfortunately Peters

mother did not save any of his projects,)

B. Works in progress As of now Peter is working on a rocks and mineral experiment testing the

characteristics of different types of rocks from different locations on earth.

III. Student goals Peters main goal is going to the moon and or space travel. His second goal

was to explore volcanic activity and his third was underwater exploration.

IV. Action plan

For Peters main goal we have decided that this summer his mother and he will travel to

buffalo Museum of science and explore our place in space exhibit. This will give Peter an

opportunity to research his passion of space. The next step would be to attend a space camp at

Kennedy space center in Florida. Long term goals would include future studies in science. He

understands that in third grade he must start by excelling in his academics and studies. First he

must graduate high school then select a collage that will focus on his areas of studies and finally

fill out an astronaut application. We also discussed the physical requirement to travel to space.

Peter understands the necessity of maintaining a healthy lifestyle to achieve his goal. It is

important for Peter to make sure people know this is his goal and his dream, it is as easy as
letting the people around him know and keeping the dream alive. Peter is enrolled in the school

age program at Early Bird and as the Head teacher of this program it is my intention to continue

to work with Peter and provide him with resources and opportunity for growth.

Resources:

https://www.kennedyspacecenter.com/tickets.aspx

http://www.nasa.gov/audience/forstudents/postsecondary/features/F_Astronaut_Require

ments.html