The Annual Reports Submitted by the E.S. Ashburn Staff

LOUDOUN COUNTY SCHOOLS ANNUAL REPORT

PERFORMANCE ANALYSIS:

On February 17, 1994, I joined the educational team working with Hark. My role has focused on helping Mark develop math and reading skills as well as working with staff members to adapt the second grade curriculum to suit Mark's needs, abilities and learning style.

READING: Mark's reading skills are at the pre-kindergarten level. Mark has maintained his ability to place letters of the alphabet in order; supply missing letters in a series (A B - D E); copy words on his Cannon Communicator; match words; and match upper to lower case letters.

Mark's reading instruction program consists of two components. Mark receives instruction in the classroom in a small group as well as on a one-one basis. Individual reading instruction occurs both in the regular classroom and in the resource room.

During reading group Mark is able to copy vocabulary words on his Cannon Communicator. Mark does not appear to read the stories in the text during reading group. During most classroom reading lessons Mark does not look at the book while classmates read aloud. If cued Mark moves his ringer from left to right along the print. His place on the page typically does not correspond to the what is being read aloud and he typically does not visually attend to the page.

Reading comprehension tasks have been adapted for Mark. Mark has not yet demonstrated the ability to complete these tasks.

Mark also receives reading instruction an a one-one basis. This instruction focuses on building a functional sight word vocabulary. Words which have been targeted are useful environmental words (library, boys etc.). as well as words from the preprimer Dolch Word List. Words on the Dolch word lists are those most frequently encountered in print.

Mark has had the most success learning environmental words. Mark demonstrates the ability to identify 12 words which name rooms or areas of the school.

Mark has not demonstrated a consistent ability to read other sight words. At this point 11ark is showing a 20-30% success rate in identifying targeted sight words.

Mark's' behavior and attention during one-one reading lessons deteriorates as the material becomes more difficult. Mark is generally cooperative when matching or copying words. When presented with activities which introduce new sight words Mark often pushes the learning materials away, cries or lies on the floor.

MATH: In math we have presented Mark with adapted activities from the second grade curriculum as well as a separate math program. Mark demonstrates the ability to count up to 10 objects; put numerals 1-10 in order and supply missing numerals 1-10. Additionally Mark matches identical sets and recently has shown the ability to combine 2 sets with sums up to 14 and indicate the correct answer by using a number line. Mark has been working on solving addition problems with sums 2-10. He has not had measurable success with these tasks as yet.

In adapted assignments Mark has identified a triangle and circle and matched a 2 line design on a geo-board.

Along with working on academic skills I have worked with team members on developing communication and adaptive behavior skills.

Mark has made significant progress in the area of communication. Mark is now using a communication board to indicate his wants and needs. He is also beginning to use this board to express feelings. He is fluent in the use of approximately 10 symbols. Mark has begun to use this system spontaneously on a limited basis with certain adults.

Having Mark model and interact with pers has been a major goal this year. With prompts from adults Mark does model some peer behaviors (walking in line; sitting at story time). It appears that Mark is able to identify familiar adults in his school environment. Mark makes eye contact with familiar adults and has had some success identifying adults using pictures. Mark is not able to identify classmates in either of the above mentioned ways. Mark continues to exhibit the following behaviors with peers and adults - hitting, pinching.

Virginia McCullough
Special Education Resource Teacher