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Reading
Phonemic Awareness:
Does the student identify initial sounds?
Does the student identify ending sounds?
Does the student identify and produce rhyming words?
Does the student blend sounds into words?
Does the student blend syllables into words?
Does the student blend words into compound words?
Does the student segment words into sounds?
Does the student segment words into syllables?
Does the student segment compound words into words?
Does the student demonstrate the skills to delete sounds from words?
Does the student demonstrate the skills to delete syllables from words?
Does the student demonstrate the skills to delete words from compound words?
Decoding:
Does the student know all the letter names?
Does the student know the consonant letter sounds?
Does the student know the short vowel sounds?
Does the student know the long vowel sounds?
Does the student have difficulty decoding words with CVC patterns in isolation or within text?
Does the student recognize sight words?
Does the student guess words based on initial sound?
Does the student have difficulty sounding out words (sustaining sounds in isolation while sounding out other parts)?
Does the student recognize consonant blends?
Does the student recognize digraphs?
Does the student lack or have limited knowledge of vowel patterns?
Does the student have difficulty with multi-syllabic word decoding?
Fluency:
Does the student demonstrate adequate rate (e.g., at least 40 words read correctly on Grade 1-2 materials, at least 70 words read correctly on Grades 3-6 materials, at least 150 words read correctly on Grades 7-12 materials)
Does the student read with at least 95% accuracy?
Instructional Level:
Is the student correctly placed at their instructional level (based on rate and accuracy criteria above or some other specified criteria)?
How does this students instructional level compare to students in his/her classroom?
Vocabulary:
Has this student ever received speech and languages services?
If so, have SLP review records and assessments to determine if their previous history might be impacting their current acquisition of vocabulary.
If not, complete the CORE Vocabulary assessment and review any standardized testing scores related to vocabulary to look for patterns of weakness.
Reading Comprehension:
What specific data do we have to indicate this is an area of concern and discrepant from peers?
Does the student have adequate listening comprehension with fiction and nonfiction text?
What specific comprehension questions is the student not able to answer?
Can the student summarize information they read?
Can the student make inferences from the text?
Can the student make connections and predictions?
Can the student synthesize and evaluate/critique?
Is the student able to explain and utilize strategies before, during, and after reading to enhance their comprehension of text?
Math
Does the student understand math vocabulary?
Is the student working at their mastery level or frustration level?
Is the student able to solve computational problems rapidly enough to keep up with the pace of the classroom curriculum?
Number Sense:
Patterning- Is the student able to recognize and complete/continue patterns?
Is the student able to recognize and name numbers?
Is the student able to recognize which number is larger or smaller, first with quantity and then by looking at the number?
Is the student able to subitize (i.e. dice patterns)?
Is the student able to match 1 object with the number 1?
Is the student able to rote count beginning with numbers other than 1
Is the student able to state what number comes before? (e.g., what number comes before 5?)
Is the student able to recognize an embedded number? (e.g., 6 is within 10. If a child looks at the number 10 they know that any number 1-9 is within 10)
Is the student able to state what number comes after and count backwards? (e.g., What number comes after 5?)
Is the student able to decompose/partition/combine numbers? (e.g., What are the parts of the number so that the numbers are easily manipulatedi.e. 28 + 4=32 (so knowing that there is 2 +2 in 4 so that you can easily add it to 28)
Is the student able to think about 10 as a strategy? (e.g., 14 + 8= 14 +6=20 and then add 2 more to get 22).
Does the student use strategies? (e.g., count on, count back, think 10 etc)?
Does the student use multiple strategies (at least 2) to solve problems?
Does the student count on and off decade? (10, 20, 30 etc., 14, 24, 34 etc.)
Does the student understand place value?
Computation and Procedural Fluency:
Does the student demonstrate accuracy with math facts?
Does the student demonstrate automaticity with math facts?
Does the student demonstrate knowledge of fractions?
Does the student demonstrate knowledge of decimals/percents?
Can the student solve long division problems? If not, is there a breakdown in basic multiplication facts or are they having difficulty with place value (i.e, lining up the problem?)
Problem Solving
Does the student correctly identify operations to perform in word problems?
Does the student have difficulty interpreting graphs and other visuals?
Does the student have difficulty explaining why or how he/she solved a problem?
Does the student reflect on an answer to make sure it makes sense?
Does the student understand math vocabulary?
Can the student identify irrelevant information in a word problem?
Is the student able to set up the equation?
Is the student able to solve the equation?
Money, Measurement and Time
Does the student understand value of coins?
Can the student make change?
Can the student read an analog clock?
Can the student compute elapsed time?
What are the students measurement skills?
Pre-Algebra
Does the student understand place value, rounding, and estimating?
Does the student have adequate computation skills for adding, subtracting, multiplying and dividing whole numbers, decimals, ratios, percentages and fractions?
Can the student solve one-step equations (x+5=10)?
Can the student solve two-step equations (2x+5=10)?
Can the student solve equations with variables on both sides (2x+5=3x+10)?
Fractions
Can the student apply the appropriate strategy when adding, subtracting, multiplying, and dividing fractions, and solve the equation?
Does the student have the following skills: distance, rates, and time?
Algebra
Can the student use Order of Operations?
Can the student solve addition, subtraction, multiplication, and division equations?
Can the student graph equations and inequalities (the coordinate plane, slope and y-intercept, and linear equation)?
Can the student write equations?
Does the student understand absolute value?
Can the student solve inequalities?
Can the student determine which formula is necessary to solve the problem?
Geometry
Does the student understand relations and sizes (congruent figures, squares and square roots, the Pythagorean Theorem and right triangle facts)?
Can the student use tables and formulas (area, volume, surface area, perimeter, and circles)?
Does the student understand polygons (triangles, quadrilaterals, area of polygons and circles)?
Does the student understand three-dimensional figures (prisms, pyramids, cylinders, cones, and spheres)?
Trigonometry
Does the student understand trigonometric functions (sine, cosine, and tangent)?
Can the student label sides of a right triangle (hypotenuse, opposite to, adjacent to)?
Spelling
Does the student have adequate decoding skills?
Can the student accurately identify the initial letter(s)?
Can the student accurately identify the ending letter(s)?
Can the student accurately identify the medial letter(s)?
Does the students spelling approximate the real word?
Basic Writing
Can the student encode?
Can the student write all the letter names?
Can the student write fluently? (consider both copying and writing original sentences)
Can the student write all the consonant letter sounds?
Can the student write all the short vowel sounds?
Can the student write all the long vowel sounds?
Does the student have difficulty encoding words with CVC patterns?
Can the student identify and write consonant blends?
Can the student identify and write digraphs?
Does the student have knowledge of basic grammar?
Can the student compose a simple sentence?
Can the student compose a compound sentence?
Can the student compose a complex sentence?
Can the student form a coherent paragraph?
Does the student use transitions between paragraphs?
Can the student provide elaboration of his/her ideas?
Is the student able to communicate a main idea with supporting details?
How effectively can the student write using the six traits?
Can the student dictate a sentence/paragraph?
Is there a significant difference between dictating information and writing information?
Does the written expression differ between handwriting and typing work?
Can the student accurately copy a sentence from a model?
Can the student accurately write a dictated sentence?
Does the student capitalize the beginning of a sentence and proper nouns?
Does the student have knowledge of sentence types and correct punctuation?
Does the student have editing skills?
Essay Writing
Ideas
Does the student brainstorm their topic prior to writing?
Does the student utilize graphic organizers to brainstorm details of the story?
Are important details that are relevant to the topic included in the paper?
Is the paper interesting?
Organization
Can the student outline their paper? If so, do they outline their paper prior to writing?
Does the student have a thesis statement?
Does the student have a hook at the beginning of the paper?
Does the student have thematic organization?
Does the student use well organized paragraphs that keep the reader interested and informed?
Does the student write a conclusion paragraph?
Does the student restate the thesis statement in the conclusion paragraph?
Voice
Does the student have difficulty with point of view (i.e.; first person, second person, third person)?
Does the student have difficulty with writing one or more of the following writing styles: narrative, informative/expository, descriptive, and/or persuasive?
Does the students writing hold the attention of the reader?
Sentence Fluency
Does the student use various types of sentences (i.e.; complex, simple, compound)?
Do the sentences vary in length?
Does the student use a variety of words to begin sentences?
Is the story easy or difficult for the reader to understand?
Does the paper read smoothly?
Word Choice
Does the student use strong verbs or colorful phrases to grab the attention of the reader?
Does the student use unique words?
Does the student repeat common words?
Does the student use appropriate vocabulary for context?
Conventions
Does the student leave spaces between words and sentences?
Does the student use correct punctuation?
Does the student use capital letters in the right places?
Does the student use correct spelling?
Does the student use correct grammar?
Does the student indent paragraph?
Does the student have difficulty annotating his/her paper?
Does the student edit their paper?
Social/Emotional
Relationships
Does the student initiate interaction with peers?
Does the student experience difficulty establishing and maintaining peer relationships?
Does the student experience difficulty connecting with adults?
Does the student have difficulty joining a group or engaging in reciprocal conversation?
Does the student have difficulty taking the perspective of others?
Does the student experience difficulty connecting new learning to personal experiences?
Does the student have adequate self-advocacy skills? Do they ask for help?
Can the student problem solve and verbalize the appropriate action to take in a social situation?
Is the student able to act out the appropriate action?
Are there triggers to the students behaviors?
Does the student use appropriate eye contact?
Is the student able to communicate feelings?
Can the student request assistance from an adult when needed?
Self Management/Coping skills
Does the student know the behavioral expectations of the classroom? How were these taught and how do you know the student knows the expectations?
Does the student visit the bathroom or ask to get a drink more frequently than peers?
Does the student ask to visit the nurse more frequently than peers?
Does the student show signs of shutting down? (Head down, crying, refusal)?
How many days has the student been absent or late to school?
Does the student visit guidance counselor/social worker/school psychologist frequently?
Is the student currently working with any outside mental health professionals?
Can the student identify triggers in their environment that cause stress?
Do they vocalize strategies to use in stressful situations?
Can they implement strategies to use in stressful situations?
Can the student identify physical warning signs (such as, hands clinching, heart racing) that indicate emotional escalation?
Homework Completion
Does the student use the time provided in class to begin an assignment?
Does the student complete in class assignments?
Do we have data to support that this student is capable of doing his/her homework independently?
How much homework does the student typically receive?
Can the student complete homework in school/before school/after school?
Does the student utilize the supports available for homework support in the school? If so, how often?
How much time is given during the school day in order to complete homework?
How much time is required to complete homework?
How do parents describe homework time (according to parent and/or student)?
Do they have an organization technique for completing and turning in assignments?
How much does homework completion impact the students grade?
What is the students perspective on homework completion?
General Questions for students exhibiting problem behaviors:
What observable behaviors most impact the students success in school?
When/where does the behavior occur?
When/where does the behavior occur the most?
When/where doesnt the behavior occur?
When/where does the behavior occur the least?
Does the student behave differently with different staff members, setting or subject areas?
Questions regarding specific functions of behaviors
Seeking Attention of Adults
Why do you think the behavior is occurring?
Whose attention is obtained?
How is the attention provided?
When is the problem occurring?
Is there a more appropriate time/place for the student to be able to access attention from the adult?
Seeking Attention of Peers
Why do you think the behavior is occurring?
Whose attention is obtained?
How is the attention provided?
When is the problem occurring?
What do the students peers typically do when the student exhibits the problem behavior?
Does the student ever seek attention from a peer in an appropriate way?
Seeking escape/avoidance
Does the student seem to be avoiding tasks that are difficult for him/her?
Does the student seem to be avoiding failure? (e.g. Is the student not completing assignments? Is the student not turning in assignments?)
Describe the subject area that the student seems to be avoiding. Specifically, what type of work within the subject area does the student seem to be avoiding (be precise)?
Can the student perform the task independently? Y N
How do you know? Please provide evidence.
Is academic assessment needed to identify specific skill deficits? Y N
Who is avoided? Why may the student be avoiding this person?
Reinforcement
Tangible Reinforcement
Are any rewards provided for completing assignments accurately/promptly?
What tangible reinforcers have been utilized and have been effective?
What tangible reinforcers have been utilized but have not been effective?
Other Reinforcement
What are the students preferred activities?
How can this preferred activity be utilized in order to reinforce an alternative & desired behavior (and to extinguish the negative behavior)?
Motivation
What seems to motivate the student?
What types of interventions have already been attempted in order to motivate the student?
Are there incentives for students to complete assignments on time/accurately?
What are the students best subjects/worst subjects?
What are his/her extracurricular activities (e.g. sports, clubs, school play, band, choir, etc.)
What strategies might we use in order to acknowledge effort and progress?
Which activities/products does the student seem to enjoy?
CDs Learning centers
Books lecture
Brainstorming movies
Charts and Diagrams oral reports
Debates Powerpoint presentations
Experiments projects
Games skits
Group work television
Hands-on activities workbooks
Independent study Webquests
Medical
Are there vision and hearing concerns?
Is the child taking medication or did they ever take medication for a concern seen at school?
If yes, is the medication taken at home or school?
Do we have questions and/or know if the medication is taken consistently?
Does the staff see positive outcomes from the medication? Differences if a dose is missed?
Does the staff observe side effects positive or negative from medication?
Does this child have a 504 or have they ever had a 504?
Adapted from Naperville District 203 Page PAGE \* MERGEFORMAT 12
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