Third Quarter Grading Period Reports by Ms. Johnson, Ms. McCullough, and Ms. Clement-Waterhouse

Special Education Progress Report
Loudoun County Public Schools

Narrative description of student's progress in program including discussion of status of goals and objectives from I.E.P.

During the past 7 weeks of school I have been a part of Mark's educational team. I have observed Mark in a variety of school settings, worked with other team members in continuing to develop an appropriate educational program for Mark; and worked with Mark several times a week in a 1-1 setting. The focus of individual teaching sessions has been to establish Mark's current levels of functioning in math and reading and to develop new math and reading skills.

MATH: After several weeks of observation and instruction a base line of math skills for Mark was established: Mark matches numerals; counts up to 13 objects; identifies numerals 1-11; and matches numerals to sets (1-11).

Mark is beginning to be able to add sets (with sums of 2-9). He does this using a computer program as well as written problems and a number line. Mark is doing well with these problems. He is able to produce an accurate answer most of the time. In completing these problems Mark counts each object in both sets to obtain the answer. During the next, school session a goal for Mark will be to attain a mastery level of these math facts such that he will not have to count objects in the sets. We will also introduce math problems using numerais (e.g. 3+2=).

Another accomplishment for Mark in the area of math is that when asked verbally to "give me" (2-9) items he is able to respond with a fairly high degree of accuracy.

READING: Mark's reading baseline includes the following skills. mark matches upper and lower case letters, is able to demonstrate what letter comes next and can accurately copy words on his Cannon Communicator.

Starting from this base line we are working on developing a useful sight word vocabulary for Mark. Activities pairing objects or pictures with target words have not been successful. However pairing symbols with words has been a successful and most promising strategy. Mark now has a symbol vocabulary of approximately 13 symbols and a sight word vocabulary of approximately 4 words. We will work on increasing both of these vocabularies during the next school session.

During teaching sessions Mark is able to attend to tasks for 3-5 minutes. We are working toward extending his time on task.