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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.

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