Creating a classroom accommodation plan
How to track student progress for referrals
Math...student example scenario
When presented with a word problem, Ahmed will often read through the example, but is unable follow a problem solving process. His answers usually result in single numbers and are only some time related to the word problem at hand. ��On Tuesday, he was given a sheet of 4 addition and subtraction word problems. He was able to answer 2 of the questions in 10 minutes with 1 correct answer. The majority of the class completed all 4 problems with an average of 3 out of 4 correct.�
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Example Math Problem Statement
Date: 1/19/2016
General Information
Person Making Referral: Caitlin Dailey Student Name: Ahmed Ali
Problem Statement
When presented with grade level appropriate word problems, Ahmed is able to complete 25% of the problems with an accuracy rate of 1 out of 2.
Becomes a progress monitor plan…...
Student Problem: Ahmed is having difficulty with speed and accuracy with grade level word problems. After working with him for a few days in small group the teacher identifies several struggles with decoding word problems and sees a strength in basic computation skills. She chooses to focus on accuracy by addressing decoding skills in the 3-Reads strategy in small group.
Baseline: 50% accuracy when solving grade level word problems. Accurate with computation. (Data based on work in small group over 4 days)
Data collection method: A set of 4 similar word problems will be used to progress monitor every three days of instruction.
Progress Monitoring Data
Student is being instructed using 3 Reads Strategy to decode and solve word problems. Every three days the student is given 4 similar word problem to solve independently.
Here is the data:
Day 3: 25% accuracy
Day 6: 75% accuracy
Day 9: 25% accuracy
Day 12: 25% accuracy
Data Tracking (Goal Line V. Trend Line)
Literacy...student example
Jenny is a second grade student demonstrating Kindergarten skills in language conventions. Jenny can write some initial letters when writing words, but cannot read her writing afterward. She typically writes letter strings that are known letters but do not correspond with the appropriate letter sounds for the words she is trying to write.�
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Literacy...student example
Date: 1/19/2016
General Information
Person Making Referral: Tiffany Demarest Student Name: Jenny
Problem Statement
When presented with an independent writing task, Jenny writes a string of known letters and does not write CVC words with the appropriate consonant sounds. According to the Calkins learning progression her use of writing conventions is at the pre-K level.
Becomes a progress monitor plan…...
Student Problem: Jenny is a second grade student demonstrating Kindergarten skills in language conventions. Jenny can write some initial letters when writing words, but cannot read her writing afterward. She typically writes letter strings that do not correspond with the appropriate letter sounds.
Baseline: Letter ID assessment- 12 out of 54
Data collection method: Letter ID assessment
Social & Emotional...steps to understanding
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Social & Emotional...student example
Hawa is a first grade student. When presented with structured, academic group learning she is inattentive, silly, distracts others, and refuses to complete work. This behavior is consistent throughout the day.
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Social & Emotional...student example
Date: 1/19/2017
General Information
Person Making Referral: Ellen County Student Name: Hawa
Problem Statement
When presented with structured, academic group learning, Hawa becomes inattentive, silly, distracts others, and refuses to complete work. In the past two weeks she has presented with these behaviors 90% of the time during academic instruction. She has had success with classroom interventions 10% of the time.
Becomes a progress monitor plan…...
Student Problem: Hawa is a first grade student. When presented with structured, academic group learning she is inattentive, silly, distracts others, and refuses to complete work. This behavior is consistent throughout the day.
Baseline: Hawa is inattentive, silly, distracts others, and refuses to complete work 100% of the time during small group instruction and independent work.
Data collection method: Classroom teacher will provide Hawa with a quiet seat and access to sensory tools and will provide alternate seating during mini-lessons. Teacher will observe Hawa’s behavior and make a note of her behavior during each academic block.
Social & Emotional...student example
Ryan is a pre-k student who, when presented with transitions, runs around the room, yells at teachers, and hides under tables. He does this daily and does not respond to redirection from adults.
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Social & Emotional...student example
Date: 1/19/2017
General Information
Person Making Referral: Ruth Joyce Student Name: Ryan
Problem Statement
When presented with transitions, Ryan runs around the room, yells at teachers, and hides under tables. He displays this behavior 95% of the time during transitions or 4-5 times per day.
Becomes a progress monitor plan…...
Student Problem: When presented with transitions, Ryan runs around the room, yells at teachers, and hides under tables. He displays this behavior 95% of the time during transitions or 4-5 times per day.
Baseline: Daily behavior tracking shows that Ryan displays this behavior 95% of the time or 4-5 times per day.
Data collection method: Daily behavior plan with stars and comments.
So…...Now What?
Continue, Modify, or Refer?