Description of Student:

James is a 13-year-old boy in my 8th grade Math resource

classroom. He is eligible under IDEIA for having a Learning Disability
and ADHD. James is in a resource Language Arts class as well and
general education for the rest of his classes. James is a fun-loving
student who enjoys communicating with his peers. He makes mostly
high Cs and Bs. In math class, James completes most of his work but
requires multiple prompts to stay on task. When directed to complete
his work, James lasts about five minutes, or as long as it takes to
complete one problem, until he begins off task behavior. The first 10
minutes of class is dedicated to bell work, which is 4 short math
problems; the students are supposed to come in and get their bell work
folder out and immediately start working. James does not begin his bell
work until he is prompted, about two times, to start it. He only does
one problem and then he starts to get off task again; he is told
numerous times to stay on task during bell work time. James is very
social with his peers; when he comes into class, he immediately strikes
up conversations with other classmates, no matter the topic. A
weakness with his social behavior is that it renders his and others
ability to stay on task during class time. Also, sometimes he annoys
people with the amount of times he talks out.
James has a few strengths in his learning skills. When reminded
on how to do a skill that he has already learned, he remembers quickly

and is able to complete it in a reasonable manner. Once he starts a

math problem, he usually stays on task until he finishes; I think he
enjoys getting answers correct so it motivates him. There are a few
weaknesses as well though. If there is a problem that requires multiple
steps, James has to be walked through which step to take in the correct
order. He also gets off task easily, so trying to teach him new skills
takes a while because he has to be reminded an abundance of times to
be quiet. Academically, James is an average to low-average student.
His best subject is History because thats his favorite class and doesnt
require multiple steps. He does decent in math, unless its a multi-step
problem and needs reminding of the steps to take. He has some
complications when writing; he forgets punctuation and often, doesnt
use correct grammar. Science is a difficult subject for him as well
because there are so many steps to remember and the content is
pretty challenging.

Objective:
By the end of the six weeks, given a verbal prompt to get out bell work
folder, James will walk in class quietly, get his folder out and start
working on bell work problems, without additional prompts in 2/3 trials.

Measurement Tool:

3 = completes task in correct time frame with no additional prompts

2 = completes task in correct time frame with 1-2 additional prompts
1 = doesnt complete task in correct time frame or 3+ additional
prompts
Trial 1

Trial 2

Trial 3

Comments

Total

James walks in the

classroom and
gets bell work
folder out with one
prompt in 30
seconds.

2/3

3/3

3/3

8/9

James sits in chair

without talking to
peers and writes
his name in 20
seconds.

1/3

2/3

3/3

6/9

James starts bell

work problems
without speaking
to peers in 10
seconds.

1/3

2/3

2/3

5/9

Total

4/9

6/9

8/9

James does pretty

well at coming in
and getting his
folder out. He only
talked for about 10
seconds on average.
Once James has his
bell work paper, he
got better at
remembering to stay
quiet.
This is where James
struggles the most.
Its hard for him not
to talk before
getting started on
his math problems.
James improved by
the last day. He still
needs to work on
being quiet and
starting his work in a
timely manner.

Administration Discussion:
I administered James on 3 separate days as he walked into the
classroom and started his bell work. James was told, prior to me
assessing him, to do the best he could at staying quiet while walking in
and getting started on his bell work. Every assessment day, I sat at a
desk near the door and watched as James walked in, got his bell work
folder out, and began to work on the problems. I gave James one

prompt, come in quietly and get started on your bell work, while he
walked in to help him remember to be quiet and start. On day one,
James walked in quietly and had to be prompted one extra time. By
day two, he already had the hang of getting his bell work out in a
timely manner while staying quiet. I prompted James the most when he
was starting his problems after he was seated; this was James most
difficult problem while assessing resulting in him getting 1s and 2s on
the measurement tool.
The measurement tool was effective in my opinion, but could use
some changing. Something that really helped me was putting a
comment section on it because it allowed me to reflect over his
progress of each criterion. Another strength was having three different
criterions to look at and measure rather than just measuring him
coming in and starting all in one box. This allowed me to see exactly
what James was struggling with and when he most likely will need
additional prompts. A weakness would be that James was not directly
taught the steps to take and what should happen if someone tries
talking to him. I think if I talked to him before assessing about ways
help him stay engaged in the steps and not talking to other peers
would have helped him with the steps that he did poorly on. Also, I
wish I would have assessed him one or two more days to see if he
made progress or if he was just having good days on the days I
assessed. Giving him a mini lesson on appropriate behavior when

entering the classroom and getting started on bell work would have
probably be beneficial and could have resulted him in meeting his
objective.
Since James had trouble with starting his work once he was at
the desk, we would have a mini lesson on what this appropriate
behavior looks like. It would also be beneficial to share James results
for each day with him so he is accountable for his own behaviors in the
future. Collaborating with him about how his day went will open his
eyes to see what he needs to work on for the next class period.