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Can include qualitative data and Quantitative Data:

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Can include qualitative data and Quantitative Data:

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- Levels of Instructions (single step, multi-step, whole group, 1:1)
Whole group - single step instruction

- Comprehension of questions (auditory v/s reading - is one stronger than the other?)
Comprehension is a breakdown + Background knowledge. (15/25 Grade 4)

- Reading fluently (grade levels yes, but also qualitative data)
Decodes every word. Monotonous reading. (FABLe  Grade 3-  3 cwpm)

- Formulating and expression of thoughts and ideas (verbal or typing in chat, Yes/No questions v/s Open ended, sharing 1:1 v/s sharing whole group)
Expresses herself and reaches out if needs support.
Has begun to participate, may not be relevant at all times.
Better with option based questions.
Answers in not more than 1 relevant sentence.

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Child Profile
- She is 11 years now (Mainstream Grade 6)
-Studied at Utpal Shanghvi Global School (Jr.Kg to 4th Grade)
-Repeated 1st Grade
-Diagnosis- Complex partial seizures, ADD.
-Parents would like to be looped in for photo/video consent on case to case basis.
-Before lockdown taking OT therapy

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-Dancing
-Singing
-Drama
-Art
-Fashion/Clothes
-Enjoy musical movement breaks, dance videos

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SM - Visual scanning, visual tracking.
- Reading (decodes every word before reading)
- Writing speed
- Being relevant to conversation.

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-Advocates for herself when she cannot understand something.
-Gets along with her classmates.
-Easily redirectable.
-Very particular about presentation of and herself
-Extremely patient
- Self motivated

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-Requesting her to unmute so she is able to unmute herself.
-Prompting her while she reads.
- Repetition of instructions and content
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Decoding/ Fluency
Being relevant to conversation.
She will be able to answer "Wh" questions.

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-Turmeric milk
-Too much noise in class
-Not getting to choose different outfits to wear

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Grade 3 - 18/30 below 25th percentile

Grade 4 - 13/30 below 10 percentile

-Needs support with understanding problems/reasoning
-Perseveres :)   attempts to precision
-Can reason quantitively needs support abstract
-Uses tools and manipulates to share learning
- Asks what, why, and how questions/ shares inputs (agree/ disagree)
- Responds to those questions when asked by a peer

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-excessive visual stimulation on the screen/annotation/moving cursor too much

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-excessive visual stimulation on the screen/annotation/moving cursor too much

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Sentence starters when she has to share.

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Sentence starters when she has to share.

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Enjoy doing Gym class.

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chat time at the start of class

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Understanding the different emotions she feels

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Understanding the different emotions she feels

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Scaffolds to process questions / instructions

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Scaffolds to process questions / instructions

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Helping her understand basic emotions such as happy versus angry - Not an IEP goal but work on it during SE

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Listening to whole group instructions (multi-step) in the 1st go

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Listening to whole group instructions (multi-step) in the 1st go

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At times doesn't think independently and repeats someone else's response

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At times doesn't think independently and repeats someone else's response