Madison’s 2015 1st marking period grades indicate a satisfactory achievement in Social Studies, Spanish, English, and Health subject areas. Her grades show an improvement in Math and Science, however these are still difficult subjects for Madison. According to her IEP Progress, Madison is progressing satisfactorily in her study and writing skills. Madison is editing her written work, self-checking her schoolwork, independently using her agenda, and seeking out teacher’s assistance when needed. Madison’s social and emotional behaviors are also progressing acceptably. She continues to identify situations where she experiences anxiety and implement strategies to deal with her anxiety
Furthermore, Madison’s organization goal, implementing separate …show more content…
Transitions to and from the testing environment were arranged and she came willingly to all testing sessions. Rapport was easily established and maintained throughout the testing. She displayed appropriate verbal skills for her age and easily expressed herself when asked questions. Madison enjoyed talking about topics of her interest such as her friendships and wanting to learn the guitar. During testing, she wore her glasses for each session.
In terms of language functioning her articulation of words were clear. Madison 's motivation was high on most tasks administered. She persevered on easier tasks, however showed minor frustration on a few items when they became clearly more difficult. For example, she paused and stated “um” or “I don’t know” when she was unsure of the answer. Madison adapted easily task demands and followed directions. She maintained adequate attention throughout the testing session, with limited redirections. She often took an appropriate amount of time to respond to tasks; although on difficult items, Madison gave quicker responses. Evidence of anxiety levels was noticed during testing. Madison twiddled with her thumbs and clothing when uncertain of the answers. She was more relaxed throughout the assessment when she had confidence in her answers. Numerous breaks were given between task for about
Furthermore, Madison’s organization goal, implementing separate …show more content…
Transitions to and from the testing environment were arranged and she came willingly to all testing sessions. Rapport was easily established and maintained throughout the testing. She displayed appropriate verbal skills for her age and easily expressed herself when asked questions. Madison enjoyed talking about topics of her interest such as her friendships and wanting to learn the guitar. During testing, she wore her glasses for each session.
In terms of language functioning her articulation of words were clear. Madison 's motivation was high on most tasks administered. She persevered on easier tasks, however showed minor frustration on a few items when they became clearly more difficult. For example, she paused and stated “um” or “I don’t know” when she was unsure of the answer. Madison adapted easily task demands and followed directions. She maintained adequate attention throughout the testing session, with limited redirections. She often took an appropriate amount of time to respond to tasks; although on difficult items, Madison gave quicker responses. Evidence of anxiety levels was noticed during testing. Madison twiddled with her thumbs and clothing when uncertain of the answers. She was more relaxed throughout the assessment when she had confidence in her answers. Numerous breaks were given between task for about