John A. is a third grade student diagnosed with a Specific Learning Disability in the area of reading. John scored in the below average range in reading when re-evaluated in October 2015 on the Woodcock Johnson. John’s recent result on the Scholastic Reading Inventory (SRI) administered in September 2016 was 305. This score is significantly below grade level (500-599 is at 3rd grade level range). John is currently reading at a Developmental Reading Assessment (DRA) Level 12 which is at the first grade level. At the beginning of second grade, John was reading at a DRA of Level 8. Running record conducted by the classroom teacher indicates that John makes frequent decoding errors and tends to guess when reading words by identifying the first letter / sound. John’s teacher stated that John is making progress in his goal to read more fluently and to use more expression in reading. However, he is still reading significantly below grade level. John’s specific learning disability impacts his progress in the general education curriculum due to his below average ability to use effective reading strategies to read and understand grade level text.

John scored in the low average range in written language on the Woodcock Johnson (Standard Score – 81). He knows many of the mechanics and rules of writing. He correctly capitalizes and uses appropriate ending punctuation. However, in a recent classroom writing sample he had difficulty organizing his ideas in order to write complete complex sentences and logically organize paragraphs.

John scored in the average range for math on re-evaluation done in October 2015 with a standard score of 89. He was able to do calculations involving addition and subtraction with and without regrouping. He takes a long time to solve word problems and he is not demonstrating an automatic recall of facts. John’s teacher stated that although John is showing progress and putting in a great deal of effort, it is difficult for him to keep up with his peers in math.

According to his parents, John likes school and he is making progress. However, he struggles with completing homework assignments. He enjoys playing baseball after school which enables him to burn off some energy during practice. John shared that his favorite subjects in school are math and PE. John’s teacher shared that John is personable, friendly and relates well with his classmates. John experiences frustration when reading long passages and he struggles to understand complex text.

John needs to improve his reading skills in fluency and comprehension. To address this concern, John is utilizing the reading intervention program, iStation, three times per week for thirty minutes. Weekly progress monitoring from the intervention tool indicates John is making progress toward learning high frequency vocabulary words from a baseline of 20 words to a six-week assessment of 40 words. John needs to increase written language skills from simple sentences to paragraph writing with accurate spelling. He needs to increase automaticity with basic math facts and he continues to require support for math word problems. John’s inability to read fluently and comprehend text affects his progress in meeting 3rd grade level Maryland College and Career Ready Standards.

John A. is a third grade student diagnosed with a Specific Learning Disability in the area of reading. John scored in the below average range in reading when re-evaluated in October 2015 on the Woodcock Johnson. John’s recent result on the Scholastic Reading Inventory (SRI) administered in September 2016 was 305. This score is significantly below grade level (500-599 is at 3rd grade level range). John is currently reading at a Developmental Reading Assessment (DRA) Level 12 which is at the first grade level. At the beginning of second grade, John was reading at a DRA of Level 8. Running record conducted by the classroom teacher indicates that John makes frequent decoding errors and tends to guess when reading words by identifying the first letter / sound. John’s teacher stated that John is making progress in his goal to read more fluently and to use more expression in reading. However, he is still reading significantly below grade level. John’s specific learning disability impacts his progress in the general education curriculum due to his below average ability to use effective reading strategies to read and understand grade level text.

John scored in the low average range in written language on the Woodcock Johnson (Standard Score – 81). He knows many of the mechanics and rules of writing. He correctly capitalizes and uses appropriate ending punctuation. However, in a recent classroom writing sample he had difficulty organizing his ideas in order to write complete complex sentences and logically organize paragraphs.

John scored in the average range for math on re-evaluation done in October 2015 with a standard score of 89. He was able to do calculations involving addition and subtraction with and without regrouping. He takes a long time to solve word problems and he is not demonstrating an automatic recall of facts. John’s teacher stated that although John is showing progress and putting in a great deal of effort, it is difficult for him to keep up with his peers in math.

According to his parents, John likes school and he is making progress. However, he struggles with completing homework assignments. He enjoys playing baseball after school which enables him to burn off some energy during practice. John shared that his favorite subjects in school are math and PE. John’s teacher shared that John is personable, friendly and relates well with his classmates. John experiences frustration when reading long passages and he struggles to understand complex text.

John needs to improve his reading skills in fluency and comprehension. To address this concern, John is utilizing the reading intervention program, iStation, three times per week for thirty minutes. Weekly progress monitoring from the intervention tool indicates John is making progress toward learning high frequency vocabulary words from a baseline of 20 words to a six-week assessment of 40 words. John needs to increase written language skills from simple sentences to paragraph writing with accurate spelling. He needs to increase automaticity with basic math facts and he continues to require support for math word problems. John’s inability to read fluently and comprehend text affects his progress in meeting 3rd grade level Maryland College and Career Ready Standards.