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All Attendees and Organizations at Kathryn Smith, Andrew Maffei, Danielle Swenton, Mary DeSantis, Stephanie Pooler, Christina Hough, Emily
Meeting Scheutzow, Je’Nariah’s mother
1) Phonics/Decoding 2) Sight Word Recognition 3) Place Value Understanding
Target Concern(s)
Je’Nariah will increase her CKLA unit Je’Nariah will increase her sight word Je’Nariah will increase her proficiency
to a Kindergarten, Unit 8. recognition to 54 out of 91 words. with this specific skill to 20%
- Phonics and sight word intervention - Phonics and sight word intervention - Modified small group instruction to
with reading interventionist (25 with reading interventionist (25 focus on targeted standards and skills
minutes daily) minutes daily) - Zearn
Description of Strategy/Strategies - Imagine Learning (20 minutes daily) - Imagine Learning (20 minutes daily)
- Sight word intervention 1:1 with - Sight word intervention 1:1 with
teacher (5 minutes daily) teacher (5 minutes daily)
- CKLA small group intervention using - CKLA small group intervention using
ARG (30 minutes daily) ARG (30 minutes daily)
Across all classroom environments Across all classroom environments Across all classroom environments
When/Where Will Strategy Take Place
Je’Nariah has been receiving small group interventions in the classroom since the beginning of the school year. She
Summary of School-Based Actions
also receives small group, targeted interventions with an AIS interventionist.
Pooler (teacher):
- Je’nariah is a very young 2nd grader, she just turned 7
- Je’nariah is easily distracted in a whole group and needs a lot of reminders to get back on task, she benefits from being seated right next to the
teacher for whole group
- She recommended retention at the school data meetings but because she was not making growth at that time, she was told retention would not
benefit her
- Mom is supportive of retention and just wants what is best for Je’nariah, Mom has also expressed that she feels guilty for not helping Je’nariah better
along the way
- She is currently reading at a Level B independently
Hough:
- Je’nariah has been coming to her kindergarten room for a small group CKLA intervention
- She is working on Kindergarten Unit 7, she just passed Unit 6
Pooler (teacher):
- Je’Nariah has been distracted and somewhat off task in the classroom
- She believes that Je’Nariah’s progress is inconsistent and her retention of learned skills is also inconsistent (even when she is taught a strategy
repeatedly, she still reverts back and doesn’t use them)
- She is doing well with adding and subtracting multi-digit numbers by regrouping
- They have just started working on a math unit that is beginning multiplication and Je’Nariah is doing well with this
- Je’Nariah is showing response to the interventions in place, but she is still working considerably below grade level expectations
Mother:
- She believes that Je’Nariah is doing OK, she does ask for help with her homework and completes it without too much help
- She said that when she tries to help Je’Nariah more, she gets frustrated
- She inquired about the possibility of holding Je’Nariah back to repeat 2nd grade, Ms. Smith explained what we’d be looking for to retain a student and
Je’Nariah wouldn’t quite meet the requirements