Data Collection Form #6 

          Submitted by: Sandra Hernández R.                  

Date: March 26, 2021
 
Child’s Name: Nessy
                                                                                   
Goal/Objective Prompts and Responses Response
/Prompt
% Correct
based on
Ratio IEP Criteria

Nessy will Prompt V V VI S S VI S S S S S 7 64%

correctly read
sight words in a Response + - + + + - + - + - + 11  
short story.

Nessy will Prompt VI VI S S S VI S V 8 0%

correctly read
subtraction Response + + + + + + + + 8  
equations
independently.

Nessy will Prompt V S V I V I VI V 3 37.5%

correctly solve
single digit Response + + + > > - > > 8  
subtraction
equations
independently.

Nessy will Prompt VI               1 100%

correctly write
her first name Response +               1  
independently
from memory.

Nessy will Prompt VI VI VI B 0 0%

correctly write her M
last name
independently Response > - > + 0
from memory.

Prompting Key:         G= Gesture    M= Model      I= Visual        VI=

Verbal Indirect    V= Verbal      p = Partial Physical     P= Full Physical
Response Key:           0 =No Response    IN = Incorrect    > = Approximation            +/> =
Close Approximation          + = Target Observed     S = Spontaneous

 
Notes:
We brought a short reading for her to do. We used a strategy researched beforehand. This consisted of
using key words before, having her make a prediction, and time her reading. Afterwards, we read
together, and we had her repeat after us or follow us with a marker, depending on what we saw she
needed or was easier for her. We used a first-grade level reading to see where she is at compared to her
grade level. We timed her for one minute in a cold read. We read together only a little bit, because she
started to get off track.
She used a colored pencil for the prediction and a dark marker to highlight.
The siblings were not there until the end- her sister came and we asked her to help with her last name
and repeat the spelling with us. Her other sister peeked out to see whenever we were about to leave as
well.
Their mom was not around, except for once, where she walked around and Nessy asked her from her
seat if she liked to read. Sarah asked Nessy to show us the book they are reading every night together.
Nessy went and grabbed it to show us, but her mom did not come around at all again.

The equations she solved, in order:

5-2
4-2
2-2
3-2
5-4
10-3
5-3
9-1

Impression:
I think that Nessy is definitely improving with mathematics. She, now, is capable of reading subtraction
equations without us even asking her or helping her. She also seems to be more motivated to read when
there is a purpose. However, it is still hard for her because she cannot read fast or read words that are
not CVC words. She struggles with words that she does not immediately recognize.
She seemed more focused on this last session. She also seemed to try harder even when she said that
she did not want to do something.
I think that the reading was above her level of reading. She needs to start slow, but she does good at
echo reading.
The marker did not work to read along, but it helped her to stay engaged.
Something that did work was having her repeat after the examiner and having her go word by word.

Objective Description of Data and Observation:

Nessy stayed on her seat all the time, except for when her mother told her to show us the book they
have been reading together. However, after that, she stayed on her seat for the whole time.
Nessy sat down facing the room and with her back to the window. She sat down close to the examiners.
When told VERBALLY that she would be timed to read, Nessy did not say anything. She smiled. She
looked at her paper. Then, the examiner told her VERBALLY to start, but she did not start. She looked at
the phone with the timer. The examiner then stopped the timer and explained again (VERBALLY) to her
what was going to happen. The examiner said (VERBALLY) the first word of the reading for her, then
pointed at the paper (with the finger) and indicated to start. Nessy then started reading. She did not
look anywhere else while reading, except on the first time she looked at the examiner and said she did
not know a word. The examiner said, “skip it.” So, she did and returned to read, but she skipped several
words after that. However, she kept reading everything she could on that 1 minute. Before starting,
Nessy asked the examiner if she could help her. The examiner said to just try her best.
Before reading, the examiner went through (VERBALLY AND VISUALLY) some key words on the reading
and their definition: parents, tadpole, poke, colored. She was also asked to do a prediction after
explaining what it was. She asked for help. She was asked (VERBALLY) how she thought the frogs in the
story were. She wrote big. She was asked how she thought they were and the color. She wrote bad and
she wanted to write white, so the examiner spelled out white for her.
The other examiner wrote (personally without her) down the words that were read wrong or were not
read. Nessy read 9 out of 19 word correctly in one minute in the cold read.
The examiners tried to do choral reading next. However, Nessy did not read together with the
examiners. The examiners told (VERBALLY) Nessy to just follow with her marker and that she had to
mark all the words that the examiners read. Nessy started to do so, but as they read she started to get
ahead and just coloring more words that the examiners had not read. The examiners stopped. The
examiner would ask (VERBALLY) where they were and Nessy could not answer. They said (VERBALLY)
that she could put the marker away now. The examiner then reread some lines with Nessy (VERBALLY
AND VISUALLY- explained next). She pointed at her paper and asked about the words. Nessy would
sound out some letters in words, but she did not say the whole word correctly afterwards. The examiner
read (ALOUD) some words with Nessy (she repeated after the examiner and sometimes end or start a
word alone) and had her follow with her eyes as the examiner pointed with the finger and sounded out
the letters.
They stopped with the reading, because it had taken a long time.
When trying to do equations, Nessy read the first equation by herself without being prompted to read it.
She then counted the dinosaurs on her own. However, she did not get the answer right. She did not do
any procedure. She just guessed. The examiners then told her (VERBALLY and VISUALLY) to follow the
equation, so she would actually take away the dinousaurs after being prompted to do so.
At the end, Nessy’s sister came. She said (VERBALLY) her last name. Nessy had already practiced on a
paper. Nessy kept writing her last name wrong: Jesen, Jenxn, Jesn. She was taught a song by an
examiner to learn how to spell it. Nessy did not sing back. She said she did not want to. Her sister sang.
All the examiners sang. An examiner helped her writing her last name two more times-spelled for her,
wrote for her to see it.
Her sister gave her some chopsticks because they were going to eat Chinese food. She asked Nessy to
show us how to use them.
Another sibling helped at the beginning with the key words. She said what a tadpole is when asked and
what colored was.
She then watched Moana (one song) at the end. She left to go eat before the video ended.

Assessment and Evaluation:

Nessy progressed in mathematics. She was able to read the equation correctly 100% of the times.
However, she did not interpret the equation correctly some of those times. She still guesses or adds up.
She will, however, get it right 90% of the times when she does the process of the taking away physically
the objects presented. Once she got tired, the number of times she got the equations correctly went
down. The activity was appropriate and helpful. We need to try something more challenging, like using
another strategy, like only numbers and have her use manipulatives however she wants- or sticks or
drawings or her fingers. She seemed to be engaged at first, but wanted to be done after 3 equations. We
might need something more fun or where she can actually lead. It was intrusive enough. We let her read
by herself and only helped whenever she would do something wrong or would not try hard and just
guessed. We guided her whenever she did not subtract a number. We would ask her to try again and to
try taking away this time using the manipulatives. That would work. I think that we could have done
better at teaching it more explicitly before having her do it so that she would do it without us having to
ask her to do it all the time. Our goal still remains the same. It is still reasonable. We want her to be able
to read the equations AND solve it. We modified it to have her understand the symbols first. She is
progressing a lot. She might just need more practice and more situations. We haven’t tried using a real-
life experience to apply this knowledge. We might have to try that to see if that encourages her to get
the answer right.
Nessy still cannot write down her last name fully correctly. She can say it, but she cannot write it down
by herself. The activity was appropriate for her, but we should present to her, her name more times and
then have her write it without copying it. We have to also call it last name more times since she would
say Nessy or [full first name/not her nickname] when asked to write her last name (present her with the
meaning of it). It was not intrusive enough. There was more assistance we could have given for her to
get her last name right. We could have shown her the name first and then have her write it down
several times without looking. We could have explained what last name is better as well. However, the
song was very appropriate and intrusive enough for her. She did not seem to follow that though. We still
have the same goal for her name. She still hasn’t gotten her full name right, but she seems to have
progressed from having her first name wrong and not knowing what to write next to today being able to
know both and knowing well her first name-nickname.
Reading was better in that she focused more and was willing to read. She read and tried to follow
directions. However, she struggled with a lot of words that are not CVC. Words in a first grade level are
still hard for her. Our results in her reading shows that she is way under the first grade level. It was an
appropriate activity, but the level of it was probably not appropriate. We should use an easier reading
(easier vocabulary). It was the right amount of intrusiveness. We started by just doing the activity in a
Walk to Read way, but that was too hard for her. So, then we were more intrusive by helping her in
writing and in asking questions for her prediction and when we saw that choral reading did not work, we
tried echo reading and pointing at words on her paper. When we saw she needed more help with some
words, we sounded out the letters with her of a word and had her say what the word was altogether.
Our goal is still good. She can read CVC letters most of the time, but it still takes her a little time.
However, there is progress in her interest of reading. Her mom reading with her is also probably helping
with this. We also talked today about the importance of reading in simple ways. Our goal is the same but
more challenging. We want her to, just like last time, work on harder words with blends, vowel teams.

Our team seemed to work together very well in here because we followed each other’s lead and ideas.
We communicated from before and had a more specific and clear plan of what to do when going to the
appointment with Nessy. We could have done better at the teaching part. We tried to address the needs
and accommodate our activities to what we saw was needed. We adjusted things to what was going to
help her most.

Plan:
We have the targets of
Mathematics: Review of same target of subtraction equations solving. Then, subtraction being solved in
a more challenging way-just numbers presented in the equation or adding the equation on top of
manipulatives.
Writing: still the same target of her first and last name.
Reading: still the same target of reading words with blends and vowel teams or silent e.
We will first teach Nessy another strategy similar to what she is doing now. We will do math equations
with big sized numbers. We will let her use several strategies to solve.
With reading, we will teach Nessy some rules. Then, we will have words to see if she can read them by
applying the rule.
With writing, Nessy will try repeating her last name by writing it several times. We will first go over it so
that she can refresh her memory first. Focus on the last name (last sound spelling).