Portfolio Report

REASON FOR REFERRAL exhausted

It is important to analyse the performance of Emma-Lee so that it could be possible to assist her accordingly. She will only get the right help if the teachers know what her problem is. It would thus be important to begin with the medical assessment before assessing other aspects around her education and academic performance.

BACKGROUND INFORMATION

The problem facing Emma Lee is hardly clear until the findings bring out a clear conclusion. Her mother claims to have faced similar difficulties during her studies. She had similar difficulties especially in math and writing. Emma-Lee has had difficulties in reading and math. This information is in accordance with her mother who can remember these problems. The student also is found to have problem with tutoring. Her mother is concerned that her child may have some kind of reading disability because she too had trouble learning in school, but up until now has no evidence or documentation to support this.

EDUCATIONAL HISTORY

The student has been known to have some strength is certain areas but weak in other areas. Her strong areas include expressive vocabulary, reading comprehension, oral comprehension, sentence comprehension, and listening comprehension. She is cheery and enthusiastic and loves horses and writing her own stories. She is organized and loves to draw as well as coloring. She has much interest in science. She has been found to have problems with decoding skills, oral reading, reading, writing, math, and numeracy operations. Her academic weaknesses happen despite that she hardly misses her classes.

CURRENT ASSESSMENT

Current assessment shows that she has problems in math, writing, reading, and science. She is however strong in some areas such as art, and some math topics like probability and statistics.

OBSERVATIONS DURING TESTING

She hardly concentrates effectively during test. She seems not to be very concerned about the exercise.

ASSESSMENT RESULTS

Emily is struggling with word decoding at a very low level and it is affecting her fluency speed and reading level. Word reading 10th percentile benchmark level I.

Learning Skill Remarks

Listening Comprehension Below average

Early Reading Skills Below average

Reading Comprehension Below average

Math Problem Solving Very poor

Alphabet Writing Fluency Fair

Sentence Composition Below average

Word Reading Below average

Essay Composition Below average

Pseudoword Decoding Very poor

Numeral Operations Below average

Oral Expression Below average

Oral Reading Fluency Below average

Spelling Very poor

Math Fluency-Addition Math Fluency-Subtraction Below average

Math Fluency

Multiplication Very poor

Assessment of Inclusive Educational Environment

The student is learning within a contusive educational environmental. The teachers are qualified and there are a number of bright students who are ready to assist her. Besides, all the necessary resources are provided.

Assessment of Language (Including Phonological Processing)

Her language is generally good but her writing and reading abilities are generally poor. She needs much effort to catch up with her wanting skills in this area.

General Academic Achievement

Her general academic achievement is not good. She is relatively poor in math, numeric problems, writing, reading, science, and art. She however seem to love some of these areas. Despite her love for some of the areas or subjects, she ends up performing poorly.

Assessment of Auditory, Visual, and Visual-Motor Processing Skills

Her skills in this case are wanting. She has much passion in the areas concerning these skills but she ends up showing poor results.

Assessment of Attention/Concentration/Disinhibition

Her attention is poor since she makes careless mistakes in school work all the time. She also is not able to stay focused on a task for periods of time that would be expected of peers, which happens all the time. She always avoids school work or homework when possible. She also has difficulty returning to a task when focus has been lost for a short period. Besides, her assignments are ever incomplete. In the case of her selective attention, she does not seem to listen when being spoken to, she is easily distracted by objects, people or noises around him, has difficulty staying on topic during a conversation, follows the conversations of others around them more than on his own work, and has divided attention. She also has difficulty organizing information.

Assessment of Memory

The student’s memory is basically poor. She has trouble remembering the spelling of familiar words with irregular spellings. The student also has trouble with reading comprehension. She again has problem remembering phone numbers.

Assessment of Metacognition

In terms of her declarative knowledge, Emma-Lee knows when understanding something and knows what the teacher expects her to learn. She also learns more when she is interested in something, and but she has problems knowing what information she has to learn. Her procedural knowledge is basically poor as well as her conditional learning abilities apart from the fact that she learn best when she understand something about a topic. She also has relatively poor planning skills, but her monitoring skills are generally poor. She prefers working as a group especially with friends, with an adult, and for short period. In general, she has relatively low metacognitive skills.

Assessment of Emotions

The student has problems in controlling her emotions. The student is also unable to agree with what is being said. Emma-Lee has tantrums at home and argues with her mom. At school Emma-Lee pouts and refuses to participate. Occasionally she will argue with peers when not around a teacher. In class Emma-Lee refuses to work, is easily distracted, complains or is generally not Emma-Lee is very kind and compassionate with her peers. She is also very good at taking care of the little kids at her grandma’s daycare. She pays attention to their feelings and makes sure they get their needs met. Emma-Lee cares about what her peers think of her and gets upset when they are angry at her.

Assessment of Reading

The student struggles with reading. Even though she likes to write her writing is at times not legible due to spelling errors that make her work difficult to read. Emma-Lee is not reading at grade level therefore requires help with reading grade level assignments from teachers or peers.

Assessment of Writing

She has problems in writing. Her writing offers few ideas and the ideas she does use do not flow into a story that has one main idea. It is illogical and hard to understand. Her sentences are poorly constructed. She however has motivation in writing since she highly trusts herself and has passion for writing. This means she can improve with time.

Assessment of Math

Generally, the student has problems in understanding math. She makes a lot of errors when solving math problems. Her area of weakness is found to be in number patterns and relations. She has basic understanding of numbers but had difficulties with place value of larger numbers, counting by 2’s, and trusting the count with larger numbers. Her strength in math is in probability and statistics. She has no interest in math thereby making it difficult for her to understand it.

CONCLUSIONS AND RECOMMENDATIONS

Emma-Lee is a slow learner with some key abilities in certain areas. Some areas that could seem difficult, such as probability and statistics are easy for her. This happens despite that she does not like math. Her passion in other areas does not improve her performance in such areas either. This could even be more difficult without the application of a self-regulatory model. She seems not to plan her work adequately and hardly does she concentrate. Her performance would only get better when the teachers understand her clearly and structure good ways of dealing with her problems. Am ability-achievement model is also recommended if she will have to do well in her studies.

Instructional Implications and Recommendations

On the basis of the overall assessment findings, observations, as well as the educational and developmental information provided by ____, the following recommendations are made:

The student need much attention from the teachers

The teacher can make sure that she studies in the presence of her friends

At home, she should be assistant in her homework by her parents or any other responsible person

The teachers could also concentrate on her areas of weakness

She can as well be encouraged to love these areas

She should not get any form of discouragement from anybody whether the teachers or her fellow students. ________________________________________

XXXXXX

Special Education Teacher.