Adaptive I Essay

This essay has a total of 1647 words and 15 pages.

Adaptive I

Adaptive I Project

Contents:

Student Introduction…………………………………………….2

Comments of Student Relating to Ability………………………3

Comments of Student's Parent Relating to Ability……………..4

Pre- Assessment and Interpretation…………………………….5 & 6

Work and Improvement (Case Material)………………………..8

Post Assessment and Interpretation……………………………..10 & 11






























Students Introduction
The student under review is Evan. He is in sixth grade and is an active student that is
friendly, energetic, and easy to get along with. He is a very well behaved student that is
quick to repair any wrong doing he has done. Evan is not on an Individual Education Plan
(IEP) or is he a Title 1 student. As mentioned before, Evan does very well in his school
subjects but gets easily frustrated with math. This is the subject area of improvement for
this student.

Evan had gotten all A's in math and show very high competence in the subject until third
grade. In third grade Evan took the Iowa Test of Basic Skills (ITBS) and scored below
average in the area of math. After this test, but not as a result of, Evan's grades in
math progressively got worse. In forth grade Evan's grades went from A's to C's by the end
of the year. This was also the first year that Evan's teacher made a comment on his report
card regarding his performance in math. In fifth grade scored low on his recall of math
concepts and applied concepts. His grades stayed at B's and C's but he failed to meet the
Clarkston School District math requirements for fifth grade.

As observed this year, Evan's performance has continued on its path of low to no
improvement. This year fractions and decimals have been integrated into his schema and
have furthered his confusion of math. As a result of the current confusion, I will try to
improve his understanding of decimals and fractions as a pretest determines.









Student Relating to Ability
When asked if he had liked math before forth grade, Evan responded with a yes. He said
that his teacher didn't like the fact that he wasn't listening and stopped giving him
directions. When it came to math he didn't know what was going on. He said that the
addition and subtraction was easy but the multiplication was difficult. He did not enjoy
math any more because it had too much sitting work. At this point he asked, "Why can't
math be more like science. We do a lot of experiments in science and I get to walk
around."





















Student's Parent Relating to Ability
Evan's mother has been intensely involved in his education and says that the reason that
he has had trouble in math is because many of his teachers have had problems with him
listening to instruction. She agrees with this conclusion as she sees it as a problem at
home when he is asked for the directions to the homework he brings home for help and his
mother is unable to help him due to the lack of instructions that he either forgot or did
not hear.

Evan's mother is happy with his performance in other subjects of school. She says that she
helps when ever she can. She recognizes that Evan is very active and wishes that he would
constructively apply his energy towards his studies. The work that he brings home is
always well commented and has been satisfactory.

















Pre-assessment



















Continues for 8 more pages >>




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