Celeth Non-Disabled Students
Celetha is a 5th grade student participating in an inclusive setting with non-disabled students. She is friendly and engages well with her close friends. Celetha is able to complete assignments successfully when given one-on-one support and/or small group instructions (3-5 students). Her ELA teacher indicated that Celetha does a good job focusing when she is reading a book that she is interested in.
However, she has difficulty focusing when given a task at hand or working independently she displays lack of motivation and shuts down.
According to her I-Ready assessment, her overall score is a level 1. Celetha is performing below grade level. She tested out of phonological awareness domain and scored a Level K in phonics. She also scored a
Level 1 in High-frequency words, vocabulary, comprehension literature and informational text. She requires intensive instructions, task adaptations, modeling, positive reinforcement, clarifications, additional (100% more time) and extended time to complete assignments and tests.
As a result of her disability, Celetha has difficulty with reading and comprehending grade level text. She has not acquired fundamental decoding skills and need instruction in phonics. She also has gaps in grade-level word knowledge (vocabulary). Reading Comprehension is another cause for concern.
However, she has difficulty focusing when given a task at hand or working independently she displays lack of motivation and shuts down.
According to her I-Ready assessment, her overall score is a level 1. Celetha is performing below grade level. She tested out of phonological awareness domain and scored a Level K in phonics. She also scored a
Level 1 in High-frequency words, vocabulary, comprehension literature and informational text. She requires intensive instructions, task adaptations, modeling, positive reinforcement, clarifications, additional (100% more time) and extended time to complete assignments and tests.
As a result of her disability, Celetha has difficulty with reading and comprehending grade level text. She has not acquired fundamental decoding skills and need instruction in phonics. She also has gaps in grade-level word knowledge (vocabulary). Reading Comprehension is another cause for concern.