Jones-SLD Eligibility Practice by Caicina Jones

vevalentine17 — 2025-10-06 23:47:55 UTC

The student's math and reading performance was monitored using CBM progress monitoring tasks, administered weekly. CBMmath data suggests Marshall is not making sufficient progress to meet spring 3rd-grade target benchmark- with an average rate of improvement of 0.4 points per week, compared to 1.5 points per week expected of same-grade peers. CBMreading data is monitored below grade-level (2nd grade), in which he is not making sufficient progress to meet spring 2nd grade target benchmarks, with an average rate of improvement of 0.7 words read correctly (wrc) per week. This is compared to the 2nd-grade expected rate of progress of 1.5 words per week.

2025-10-06 23:53:48 UTC

Marshall has received intervention supports, including support in reading and math. Marshall has received support in reading in both tier 2 and 3 from kindergarten through second grade. He has received tier 2 support in math since second grade. Interventions include small group and dyad instruction.

Marshall currently receives 60 minutes of SRA Corrective Reading daily with the reading specialist in a small group setting. In math, he is currently receiving 30 minutes of VMath instruction daily in small groups.

2025-10-06 23:54:53 UTC

Marshall is a 3rd grade male at an Elementary School. Marshall resides in an English-speaking home with a parent and has a current diagnosis of ADHD and is taking medication. Marshall was referred by a parent for concerns with overall academic progress. He has received core instruction in ELA supplemental tier 1 instruction for phonemic awareness. According to progress monitoring data Marshall is not making sufficient progress to meet the current grade level target benchmark in reading and math.

In kindergarten, Marshall started Tier 2 small group reading intervention. In first grade, Marshall received Tier 2 and Tier 3 small group intervention in ELA and reading. In second grade, Marshall received Tier 2 and Tier 3 small group intervention in ELA and reading. He received a Tier 2 small group intervention in math. Currently, Marshall receives 60 minutes daily in a small group for reading. Marshall also receives 30 minutes of math intervention daily.

Marshall’s parent and teachers reported that he is social, wants to please, is easily redirected in class, has great knowledge in class discussions, and has a good understanding of information read aloud to him. Additionally, he is very hands-on within the classroom and loves REFLEX math and has made good progress on math facts in the program. No communication, motor, hearing, cognitive or significant social emotional concerns.

On the MAP universal screening/benchmarking for the current school year, Marshall scored at the 5th percentile in Fall and the 3rd percentile in the winter for math. In reading, Marshall scored in the 1st percentile for fall and winter. On the FastBridge benchmarking for the current school year, Marshall scored in the 8th percentile in math during the fall and the 14th percentile in the winter. For reading, Marshall scored at the 5th percentile in the fall and 8th percentile in the winter. For CBMreading, Marshall read 45 wrc per minute with 88% accuracy compared to his peers who averaged 100 wrc. In the winter, Marshall read 63 wrc at 90% accuracy compared to his peers who averaged 115 wrc.

charischenniu — 2025-10-06 23:56:52 UTC

Marshall's academic strengths are in written expression and listening comprehension. He demonstrates weaknesses in all areas of reading and math (math concepts and applications, math computation). Although classroom engagement can be challenging for him, he is easily redirected and brings relevant background knowledge to class discussions. His eagerness to please and willingness to take redirection in the classroom suggest that Marshall's deficits in reading and math are due to a skill deficit, rather than a performance deficit.

z2029819 — 2025-10-06 23:59:05 UTC

KTEA - 3 standard scores:

▪Letter and Word Recognition: 82 (below average)

▪ Reading Comprehension: 89 (average)

▪ Silent Reading Fluency: 84 (below average)

▪ Nonsense Word Decoding: 79 (below average)

▪ Word Recognition Fluency: 75 (below average)

▪ Math Concepts and Applications: 78 (below average)

▪ Math Computation: 82 (below average)

▪ Written Expression: 99 (average)

▪ Spelling: 75 (below average)

On the KTEA-3 in reading scores were within the below average to average range for all untimed subtests including word reading, nonsense word decoding, and reading comprehension. .

Using the CORE Reading CBE, Marshall’s vocabulary is at the 1st grade level which is discrepant from his 3rd grade peers.

From MAP scores compared to national norms, Marshall’s fall and winter math and reading scores are discrepant from his peers scoring between the 1st and 5th percentile.

For FastBridge compared to peers at his school, his math and reading scores were between the 5th and 14th percentiles. His read 45 words read correct compared to his peers at 100 words read correctly.

From his progress monitoring data, his CBMmath rate of improvement was 0.4 points per week, compared to peers 1.5 points per week. Marshall’s CBMreading rate of improvement is 0.7 words read correct, compared to his goal of 1.5 words read correct per week.

charischenniu — 2025-10-07 00:08:56 UTC

Marshall needs ongoing and more targeted instruction in reading fluency, decoding, and phonemic awareness. He also would benefit from additional continued instruction to strengthen his math computation skills.