tiggy
2 DD: Alyssa and Erika.
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- Nov 18, 2007
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INITIAL ASSESSMENT REPORT BY LEARNING SUPPORT TEACHER CONFIDENTIAL.
PUPIL NAME: Alyssa Towle. DOB: 30/7/05. AGE: 5yr 2mnths.
SCHOOL: ********** Primary. CLASS TEACHER: Miss *******. YEAR GROUP: Y1.
Date/s of assessment: 21/10/10
BACKGROUND TO THE ASSESSMENT:
Alyssa was refferred to the Early Years Inclusion Team in October 2008. As Alyssa is now in Y1 her file has been passed onto the Learning Support Team and I will continue to support her with her learning.
Alyssa was seen by Dr ****** when she was 3yr 6mnths and is reported to have significant language impairment. She continues to be supported by the Speech and Language service for this.
Alyssa also has a small stature, Microcephalyand can be anxious in newsituations.
PUPILS VIEWS
I asked Alyssa some questions to try to obtain her likes and dislikes about school. I phrased the questions in a variety of ways to help her to understand.
When asked what she liked about school she said "about all of them". She said that she didnt like "scaries" and enjoys playing hopping, "go racing" and "train station, goes in a tunnel" when she is at home.
APPROACH TO WORK
Alyssa was happy to complete the tasks asked of her. She was chatty throughout her time with me. Sometimes I found her very hard to understand.
She was easily distracted by things moving outside of the classroom i.e. a bird came to land near the window and she spent a long time wanting to talk about the bird.
BRITISH PICTURE VOCUABULARY SCALE
This is a test of an individuals hearing vocabulary - a measure of the words that an individual understands when they hear them. It can give an indication of verbal ability. There is a second range of scores for young children with English as an additional language (EAL).
Standardised score: 82
Percentile level: 12th
Range: Below average.
PHONICS/WORD READING (LETTERS & SOUNDS)
1. Oral blending: When I said a word to Alyssa that was split into its constituent sounds, she was not able to blend 3 phonemes to work out a word like man. I also tried words with 2 phonemes in but she did not blend she was being asked to complete as she was giving me whole words that were unconnected to the initial letters i.e. I gave her the sounds 'm-a-n' and she said the word 'jumper'
2. Oral segmentation: For this task, Alyssa was supposed to split a word that she heard into the seperate sounds. I gave her a word to segment but she repeated the word that I had said rather than break it down into individual phonemes.
INDEPENDENT WRITING
Alyssa was happy to write for this task and held her pen with a tripod grip. She used a right handed grip and now needs to work on increasing her pencil control through pencil play type activities. Her pressure on the paper was light on this occasion.
Alyssa appeared to be in the early stages of mark making when free writing, using lines and circles to represent words. She recorded an 's' when I asked her to write her name. She correctly recorded the letters 's', 'i' and 'n' and wrote the numbers 1 to 4, reversing 2 and 3. She had a go at forming a number 5 but asked me to write her number 6 for her as she didnt want to do a number 6.
When speaking with Alyss's teacher after I had worked with Alyssa, Miss ******* reported that Alyssa can do more than she is sometimes willing to and asked Alyssa to show me how she can write her name. Alyssa was almost accurate on this occasion.
MATHS
One of Alyssa's targets in the classroom has been to practise counting and she asked to count everything whilst we were working together. She was able to count from 1 to 16 on her own.
RAPID NAMING TEST (FROM DYSLEXIA SCREENING TEST)
This is a test of processing speed. The pupil has to name a series of pictures as quickly as possible. The test assesses an individuals ability to recognise a stimulus and respond to it. It measures the ability to order, analyse and retrieve data systemattically in a time-efficient fashion.
RESULTS: 57 seconds.
STANDARDISED SCORE WITHIN THE RANGE: 75 - 81.
PERCENTILE: 5th - 11th
RANGE: Below average
SUMMARY/ APPARENT NATURE OF DIFFICULTIES
Alyssa has a very complex profile which includes her microcephaly and her speech and language difficulties. From the assessments that I was able to carry out with Alyssa it was arrarent that she is working at an early level with her Literacy and Numeracy skills. She will need access to a multisensory teaching approach with plenty of opportunities for overlearning and revision of the things that she does know. Her verbal understanding score fell into the below average range for this assessment and it will be helpful for Alyssa to have information broken up into smaller chunks, with time allowed to process what has been said, when she is in the learning environment.
I did not feel that it was appropriate to use all of the available assessments with Alyssa on this occasion due to her difficulty in understanding the instructions.
These assessments can be used when Alyssa is a little older to gain a clearer picture of her strengths and weaknesses.
*the rest is personal notes to the teacher*
PUPIL NAME: Alyssa Towle. DOB: 30/7/05. AGE: 5yr 2mnths.
SCHOOL: ********** Primary. CLASS TEACHER: Miss *******. YEAR GROUP: Y1.
Date/s of assessment: 21/10/10
BACKGROUND TO THE ASSESSMENT:
Alyssa was refferred to the Early Years Inclusion Team in October 2008. As Alyssa is now in Y1 her file has been passed onto the Learning Support Team and I will continue to support her with her learning.
Alyssa was seen by Dr ****** when she was 3yr 6mnths and is reported to have significant language impairment. She continues to be supported by the Speech and Language service for this.
Alyssa also has a small stature, Microcephalyand can be anxious in newsituations.
PUPILS VIEWS
I asked Alyssa some questions to try to obtain her likes and dislikes about school. I phrased the questions in a variety of ways to help her to understand.
When asked what she liked about school she said "about all of them". She said that she didnt like "scaries" and enjoys playing hopping, "go racing" and "train station, goes in a tunnel" when she is at home.
APPROACH TO WORK
Alyssa was happy to complete the tasks asked of her. She was chatty throughout her time with me. Sometimes I found her very hard to understand.
She was easily distracted by things moving outside of the classroom i.e. a bird came to land near the window and she spent a long time wanting to talk about the bird.
BRITISH PICTURE VOCUABULARY SCALE
This is a test of an individuals hearing vocabulary - a measure of the words that an individual understands when they hear them. It can give an indication of verbal ability. There is a second range of scores for young children with English as an additional language (EAL).
Standardised score: 82
Percentile level: 12th
Range: Below average.
PHONICS/WORD READING (LETTERS & SOUNDS)
1. Oral blending: When I said a word to Alyssa that was split into its constituent sounds, she was not able to blend 3 phonemes to work out a word like man. I also tried words with 2 phonemes in but she did not blend she was being asked to complete as she was giving me whole words that were unconnected to the initial letters i.e. I gave her the sounds 'm-a-n' and she said the word 'jumper'
2. Oral segmentation: For this task, Alyssa was supposed to split a word that she heard into the seperate sounds. I gave her a word to segment but she repeated the word that I had said rather than break it down into individual phonemes.
INDEPENDENT WRITING
Alyssa was happy to write for this task and held her pen with a tripod grip. She used a right handed grip and now needs to work on increasing her pencil control through pencil play type activities. Her pressure on the paper was light on this occasion.
Alyssa appeared to be in the early stages of mark making when free writing, using lines and circles to represent words. She recorded an 's' when I asked her to write her name. She correctly recorded the letters 's', 'i' and 'n' and wrote the numbers 1 to 4, reversing 2 and 3. She had a go at forming a number 5 but asked me to write her number 6 for her as she didnt want to do a number 6.
When speaking with Alyss's teacher after I had worked with Alyssa, Miss ******* reported that Alyssa can do more than she is sometimes willing to and asked Alyssa to show me how she can write her name. Alyssa was almost accurate on this occasion.
MATHS
One of Alyssa's targets in the classroom has been to practise counting and she asked to count everything whilst we were working together. She was able to count from 1 to 16 on her own.
RAPID NAMING TEST (FROM DYSLEXIA SCREENING TEST)
This is a test of processing speed. The pupil has to name a series of pictures as quickly as possible. The test assesses an individuals ability to recognise a stimulus and respond to it. It measures the ability to order, analyse and retrieve data systemattically in a time-efficient fashion.
RESULTS: 57 seconds.
STANDARDISED SCORE WITHIN THE RANGE: 75 - 81.
PERCENTILE: 5th - 11th
RANGE: Below average
SUMMARY/ APPARENT NATURE OF DIFFICULTIES
Alyssa has a very complex profile which includes her microcephaly and her speech and language difficulties. From the assessments that I was able to carry out with Alyssa it was arrarent that she is working at an early level with her Literacy and Numeracy skills. She will need access to a multisensory teaching approach with plenty of opportunities for overlearning and revision of the things that she does know. Her verbal understanding score fell into the below average range for this assessment and it will be helpful for Alyssa to have information broken up into smaller chunks, with time allowed to process what has been said, when she is in the learning environment.
I did not feel that it was appropriate to use all of the available assessments with Alyssa on this occasion due to her difficulty in understanding the instructions.
These assessments can be used when Alyssa is a little older to gain a clearer picture of her strengths and weaknesses.
*the rest is personal notes to the teacher*
No tis is why I'm confused how they can see she has it. Looking at her school photo and her head is slightly smaller than her friends but she is petite too she is in y1 but bout same size as nursery kids.
