Katherine Prescott Worksheet

Katherine Prescott is 7 years and 10 months old female student currently enrolled in a 1st grade inclusion program at P.S. 304.
Katherine Prescott has a pre-existing diagnosis of a learning disability. In kindergarten, Katherine was evaluated and diagnosis with autism. In addition, Katherine is an English Language Learner. Both of her parent speaks Spanish and minimal English. Katherine only opportunity to practice English is in school. Due to Katherine’s pre-existing diagnosis, her learning disability does not effect the goals that was stated on her IEP.
Katherine's pre-existing diagnosis of a learning disability will impact my goals and objectives, lessons design and/or assessment plan.

As for the objectives and worksheets, Katherine will be expected to retell the story in sequential order. Instead of asking Katherine to recall the story based on memory, Katherine will be given a worksheet with the list of events that happened in the story. Katherine will have to cut and paste the events in order. I will use Katherine's classwork as a work
sample (formative assessment). I will select two stories with a picture on top to help Katherine make a connecting to the story. Each story will be used for two lessons. The first lesson will focus on her reading comprehension and my second lesson will focus on retelling the story in sequential order.

Explain If so, how does that impact your goals and objectives, lessons designs and/or assessment plan
Katherine Prescott contains and IEP that includes pre-established learning goals.
Based on my pre-assessment, Katherine has yet to master the goals established on the IEP. This provides me with the opportunity to create four lessons to improve her comprehension and sequential skills. I will create two goals that will tackle reading comprehension and retelling the story. For each story, I will focus on her comprehension skills and the following day on retelling the story in sequential order.
Katherine Prescott has an IEP plan that stipulates required accommodations for co-existing circumstances. Katherine‘s accommodations for testing are extended time, breaks, separate location/ room , on task focusing prompts, revised test directions and revised test format. Paraprofessional support/reteach and class work
adjustments.

Due to Katherine Prescott’s co-existing circumstances, her stipulated required accommodations will impact my goals objectives, lessons and assessment. As per my goals and objectives, lessons and assessment, I will read the passage to Katherine after she has read it to herself for reiteration. As for the objectives and worksheets, Katherine will be expected to retell the story in sequential order. Instead of asking Katherine to recall the story based on memory, Katherine will be given a worksheet with the list of events that happened in the story. Katherine will have to cut and paste the events in order. I will use Katherine's classwork as a work sample (formative assessment)

To ensure that the assessment methods and tools for this particular student is free of bias, I requested a benchmark assessment that will assess Katherine's functional level of performance in reading. This assessment in no way discriminates against students of color, low income backgrounds, English Language learners,