Completed Kindergarten Progress Monitoring and Intervention
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Progress Monitoring Data
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Meeting DateStudent NameTeacherLiteracyMathS/E/BAttendanceOther
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4/15/2015Student 1RaceOne less from 12-below BM, Hiding-below BMELL Opt out
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4/15/2015Student 2RaceDRA 2One less from 12-below BM, Hiding-below BMemotionally needy
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4/15/2015Student 5RaceFine Motor grip
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4/15/2015Student 6RaceFine Motor grip
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4/15/2015Student 7RaceFine Motor grip
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4/15/2015Student 8RaceHiding Below BM
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4/15/2015Student 3ButtonDRA 2One More to 21-below BM, One Less from 21-Below BMoften dismissed early on Fridays
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4/15/2015Student 4ButtonOne More to 21-below BM,One Less from 21-Below BM, Hiding-below BM
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4/15/2015Student 18ButtonDRA 2One Less from 21-Below BM, One Less from 21-Below BMDifficulty attendingELL
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4/15/2015Student 16ButtonOne Less from 21-Below BMELL
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4/15/2015Student 19Buttonhigh absenteeism
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4/15/2015Student 20Buttondifficulty attending in a large group, disruptive, invades others personal space, demeaning to peers
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4/15/2015Student 21Gobielnow knows 24/26 letter sounds, 23/25 sight words,DRA 2, is writing more in WW and using conventional spelling (continues to need support)continues to need frequent reminders for voice volume and body volumeELL
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4/15/2015Student 22Gobielnow knows 24/26 letter sounds, 23/25 sight words,DRA 2, is writing more in WW and using conventional spelling (continues to need support)needs support with one more, one less to 21 (without counters; A-/21 more, A/8, N/21 less), Hiding: P/5continues to need frequent reminders for voice volume and body volumeELL
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4/15/2015Student 23Gobiel26 sounds; 24 sight words, DRA 2, writing workshop is challenging with staying focused and putting words on paper/ needs 1 to 1needs more practice with one less without counters, -A/21Attention/ BehaviorELL
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4/15/2015Student 17Gobielis now at DRA 3, is beginning to apply strategiesHiding: A/4, I/5, meeting all other end of year benchmarks in mathprocessing, attention; needs instructions previewed and repeated in most settings, benefits from both verbal & oral modeling of instructionsIEP; fine motor & self help skills
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4/15/2015Student 24GobielContinues to need 1 on 1 support during writing to stay on task and complete work; struggles with organization and planning; becomes easily frustrated and distracted in guided reading groups (DRA 3)is now meeting end of year math benchmarksBehavior, distracted, emotional, difficulty following more than 1 step directions, oppositional, very disruptive in classroom setting, short term retention of information is challenging, forgetfulELL; sped eval is currently being conducted/ meeting set for 5/5/15, submitting Behavior Consult form; messy handwriting, tendency to scribble over work; parents shared challenging allergies that effect his sleep and focus/stamina
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4/15/2015Student 25Gobielself regulation; IEP, social language support
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4/15/2105Student 26GobielBehavior;emotional,issues with self regulation, voice volume, accepting ownership of behavior, needs many cues to stay on task, social lunch group w/Lysa Pirone; completed forms for Behavior Consult; wearing a watch with timer for bathroom reminder to curb accidents
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4/15/2015Student 10Gobiel18/25 sight words, DRA 3, contiues to need 1on1 writing support to stay on task and complete work one more, one less without counters: more A/12, P/21, less P/8, P/12 Lisandra struggles with focus on this assessment, she needs clarification about vocabulary used (take away means lower/smaller/less) Hiding: A/4, I/5Behavior/ Immaturity/ Continues to need frequent cues to listen & following directions; does not see self as learner, can be distracting to others, will wander away from work areas, would prefer to "tidy up" materials (avoidance tactics)
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4/15/2015Student 27Gobiel26/26 UC, 26/26 LC, 15/26 sounds; 9/25 HFwords (only gained 2), having difficulty in writing workshop generating ideas, staying focused and representing sounds/words accurately, struggles to reread her own writing; has gone from a -A to a DRA 2, blending is a challenge, often gives last sound firstOne more, one less without counters: more- A/12, P/21, less P/8, P/12; Hiding: A/3, I/4, P/5Continued improvements with listening & following directions, preoccupied with what others are doing (tattling), distracted, short attention span/limited stamina in work situationsK and C, not in same classroom for next year.
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4/15/2015Student 28GobielDRA 3improved behavior since last data meeting
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4/14/2015Student 29Gobielis no longer having angry outbursts but unexpected behavior continues to be a problem, blurting, excessive silliness, oppositional with adults, conflict with peerswork products can be messy, excessive scribbling over workELL; have spoken with parents, he is now in social lunch group with Lysa Pirone; parents have shared his poor self confidence & behavior at home as well
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4/15/2015Student 30Gobielblurts, he has had improvements with the physicalness & hostile repsonses to peers since last data meeting; raises his voice in conflict or over others to be heard, bossy, likes to control situationsspoken with parents; exhibiting same challenges at home
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4/15/2015Student 9Maestri. Unable to work without support -. DRA stayed at a Level 1 Still is having difficulty counting to 32, keeps skipping #16 Not at Benchmark for counting a pile, making a pile , one more, one less without counters. (regressed in this area.Counting improved to 21 When making a pile he is at 9 and benchark is 18. Good news is that he is at benchmark for One more to 21, One less to 12 both with counters and One more to 21and one less to 12 without counters. New Hiding Assessment he is at 4 and benchmark is 5.
Frustation level has increased. Difficulty in many academic area, as well as focus. Not willing to write unless I am sitting right beside him. Difficulties in areas of personal space and at times peer relations. Beginning process for evaluation, meeting date is set for June 8, 2015 ELL & OT separate from C and E
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4/15/2015Student 14MaestriDRA level 3
Listening & following directions Self-help skills. Often is "spacey" is lacks focusOT, separate from C
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4/15/2015Student 13MaestriDRA level 3 Task 4 One less without counters not at benchmark, should be at practice to 21 but currently at apply at 12Listening and following directions are challenging Personal Space & WhinyOT & sucks thumb
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4/15/2015Student 11MaestriWent from a DRA 1 to a DRA 3 Very, very Immature, gets into other peers space, young and whiny voice when speakingseparate in Grade 1 from W and A
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4/15/2015Student 12MaestriNEED TO DO A CURRENT DRA (absent this week)Questioning his processing. Very concerned with his listening & following directions, also the ability to receive help from teacher/adult Addressed these issues with parents at conferenceSeparate in Grade 1 from W and C OT: Challenging to write name, letters and numbers (somewhat painful to watch) takes a lot of time to write anything.
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4/15/2015Student 31MaestriOften falls asleep, not going to bed until 10:00 / at times immature around C and C and A (will not place together in First GradeSeparate from C, A and C in Grade 1
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4/15/2015Student 32MaestriDRA Level 3 One more in sequence with Counters at an A- and needs to be at an ALack of confidence, very anixious and sometimes cries when she gets nervous
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4/15/2015Student 15MaestriTask 4 One less without counters not at benchmark, should be at practice to 21 but currently at apply at 12
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