1. Samantha King
Clinical Practice Seminar Blended Program
4/23/13

2. Age: 9 Years old
Grade: 3rd grade
Functioning Level: Below grade level in Reading/Writing/Spelling
Classification: CI (Communication Impaired)
Placement: Multiple Disabilities Classroom (Mainstreamed for Math and Social
Studies)
Description of class: 9 students (8 boys, 1 girl), Special Education Teacher, aid in
class for whole day except Math.
- Class is mostly all way below grade level and are expected to
pass the NJ ASK test this month.
- Classification range : CI, mild Autism, Visual Impairment, LD,
Behavioral issues.
- Very hard to plan lessons because students do not have solid
foundation on most topics – nervous about standards being met.

3. Student struggles with reading and spelling on
multiple levels. He is a very bright student in
mathematics but struggles because he cannot
put in words on paper from what he
comprehends. When read books, he can
comprehend the information and retain the
knowledge – but he becomes very frustrated
when he cannot convey what he thinks. He
would then ask unrelated topic questions to
convey away from reading. He does attend
Speech Therapy 3x a week – But that does not
always happen on a independent level.
Factors that may be relevant to his inability to
read/write:
- The absence of fundamental grammar
and phonics at a young age.
- Teacher thinks he is Dyslexic
- The effects of his ADHD (becomes
overwhelmed when trying to talk to others.
Student does not ever have
a problem turning in
homework or completing
work – when he comes
back from his inclusion
class in mathematics he
completes the work I have
given the rest of the class
for fun!
When dealing with topics
that he is very interested
in – he would ask a lot
more questions just to
have a conversation. Has
a lot of things to talk
about.

4. An informal assessment of the amount of times that student needs
help reading basic words without sounding out more than once.
When he couldn’t pronounce words he would ask un-related topic
questions. (Domino affect)
Baseline was obtained by placing a checkmark in a box every time
the student had to be redirected and reminded to stay on task when
words could not be conveyed on paper or read aloud.
- Baseline was conducted in 15 minute intervals for a half an hour
two times in the morning and again at the end of the day during
Science for three days.
Time Intervals 9:00 – 9:15 am 9:15 – 9:30 am 2:00 – 2:15
pm
2:15 – 2:30
pm
Average
Number of
times student
needed to be
redirected to
reading/spelling
✔✔✔✔✔✔✔✔
✔ (9),
✔✔✔✔✔✔✔✔
✔✔✔✔ (12)
✔✔✔✔✔✔✔✔(
8)
✔✔✔✔✔✔✔✔
✔✔✔✔✔✔✔✔(
10)

5. Goal: The student will focus on trying to sound out word blends and write words
without stopping and turning to questions as a way to stop frustration by 10%
less at the end of the week. (Meaning, the occurrence will diminish of
questions)
Objective: Student will self monitor his behavior by keeping a notepad next to
himself at certain times of the day and may write questions down when needed.
He will be receiving independent assistance with word work and grammar skills
in the morning and afternoon. (Mini Lessons – Blending sounds, vowels, etc.)
The student will be given a behavioral plan that includes word
reinforcement/work in addition to a notepad in which he can write in during free
time anything he wants to ask me and if he completes this for a good amount of
the day, he can ask me the questions at the end of the day.

6. Collection
Point
9:00 – 9:15
am
9:15 – 9:30
am
2:00 – 2:15
pm
2:15 – 2:30
pm
Baseline ✔✔✔✔✔✔✔✔✔
(9)
✔✔✔✔✔✔✔✔✔✔
✔✔ (12)
✔✔✔✔✔✔✔✔(8) ✔✔✔✔✔✔✔✔✔✔
✔✔✔✔✔✔(10)
Week 1 ✔✔✔✔✔ (5) ✔✔✔✔✔✔✔✔ (8) ✔✔✔✔✔✔ (6) ✔✔✔✔✔✔✔✔✔✔
(10)
Comments:
- Was very thankful that he had someone to help him with his reading and
spelling skills. Really liked idea of sharing questions with me – made him
feel like a news reporter.
- Told me he was very excited that I was in the classroom. It is hard to get
to every student on such an independent level as much as I did with
him.
- His mom has even told me how much better he has been with wanting
to come in to work with me in the mornings.

7. The student showed minor progress with the intervention plan the first
week. Out of four time periods a day, he improved in at least three of
them. He had his notebook questions ready for me at the end of the day.
He has shown much improvement in reading while in this classroom. I
had to time appropriately because he is taken out at random times for
Speech Therapy and leaves for Math Inclusion Class and the rest of the
day until 2:00 PM for Science.
When I explained to him that I was going to help him with his Language
skills, he was more than excited. Each day average was an
improvement – even if only by one tally. The only time he didn’t at first
was because he is overly anxious (ADHD) to get out after talking to me.

8. My cooperating teacher and I believe that he is benefiting from the intervention plan and
needs to continue forward with it.
 I have continued this in this week and he has improved greatly. However, I do notice that he is
a lot more off task with this plan on Mondays: coming back from a weekend with no school.
 I send him home with word skills worksheets and him mom helps him with what she can to
keep the frustration to a minimum so he wont turn to questioning. She does, however, have him
create a list of questions which he will give me after the weekend.
I would really like to see him in another classroom setting: Need to talk to CT due to full time
teaching requirements from RU.
Area of concern: Hard at first because school administers thought I should be more
concentrated with teaching in the classroom than observing – Worked that out with support
group.

9. I believe that this intervention plan can be something that will
help him in the completion of this school year. I have found out
that the more on task he is, the behavioral issues (questioning)
diminished over time.
This plan allowed the student to see his own performance and
assessment. He can see that he has greatly improved in his
phonics when working with words. He completed two
worksheets on blending sounds today without any of my help.
Importance of differentiating strategies to help students with
such a wide range of learning issues and needs.