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KSDE Standard 3 artifact Portion of KPTP

Table 1.3.1 Focus Student Information (limited to 1 page) Describe this student using information from Table 1.2.1 STUDENT A Student A is a nine-years old female. Her personal information file indicates she is of multiple ethnicity. She is an English language learner and a student with a learning disability. Why was this student selected? She is an English language learner and a student with a learning disability. What was learned about this student? Address characteristics from Table 1.2.2 Intellectual Student A has been identified with a learning disability and is an English language learner. The Special education teacher said her math skills are at a early second grade level. In the most recent AIMSweb math tests (Fall 2013), both her M-CAP and MCOMP scores were in the red, which is far below target level. Both of her reading AIMSweb scores are also in the red. She can read about 10 words per minute according to her R-CBM scores. She receives Special Education services from the Special Education teacher during math tier time (30 minutes ). Social Student A is usually quiet and tries her best to work hard. However, she might get distracted from time to time with her friends in class. I noticed she is interested in popular male musicians such as One Direction and Justin Bieber. Based on this information, what are implications for this students instruction? As the unit is a review of second grade skills, carefully consider and observe what skills she has mastered and which ones she hasnt. How is she with multi-digit numbers? Is she able to transfer knowledge about single digit numbers to multi-digit numbers? What basic math facts are her weakness? Also give accommodation with word problems by reading aloud due to her low reading skills.

Consider when pairing Student A with another partner someone she can work with that can help her but not distract her from task. Incorporate pop culture info in math word problems to pique her interest.

STUDENT B

Student B is a eight-years old male. His personal information file indicates he is Black/African American.

Student B is chosen because he although he has scored well below third grade target score on all four AIMSweb test (math and reading), he is not identified as needing Special Education services.

Personal Student A is slightly smaller built compared to other girls her age in the class. She wears and need to wear glasses, but dislikes wearing them. I have noticed her rubbing her eyes a few times when she is not wearing glasses. She often does not have her glasses with her. Intellectual Student B scored well below third grade target score on all four AIMSweb test (math and reading), but is not receiving any Special Education services. Preliminary observation on the student suggests he is borderline hopefully with the right interventions and push he can meet grade level target. Social Student B tries this best to work hard. He is well liked by his peers, and strives to be on task. He always show good behavior, maintain an organized desk, and was awarded cool cat of the week the second week of school for being a good role model for behavior in the class. Personal Student B is average size and built for a boy his age. He wears glasses, and is usually responsible with wearing them (i.e., he usually has his glasses with him and wears them without reminder).

Student A is already seated at the front of the classroom, closest to the smartboard and white board. Consider the lighting of the classroom and glare of white paper ask nurse if needing screening or try out different paper color.

As math skills built on top of each other, it is important to ensure this students foundation is solid. The units focus on review of second grade concepts and skills will be a valuable time to solidify his foundations in math. Consider providing him with some one-on-one time with another adult. Due to his poor reading skills, read aloud accommodation is needed for word problems. Because of his good behavior and being on task, student B can be partnered with almost any student in the classroom. I think encouraging him to orally explain his mathematical reasoning will help him with solidifying his basic math concepts.

Student B is already seated at the front of the classroom, close to the smart board and white board.