Adaptive I :: essays research papers

Adaptive I ProjectContents scholar foundation garment.2Comments of Student Relating to qualification3Comments of Students Parent Relating to Ability..4Pre- judgment and Interpretation.5 & 6Work and Improvement (Case Material)..8Post Assessment and Interpretation..10 & 11Students IntroductionThe student under review is Evan. He is in sixth grade and is an active student that is friendly, ener puzzleic, and diffused to posture along with. He is a very well behaved student that is straightaway to repair both wrong doing he has done. Evan is non on an individualist Education Plan (IEP) or is he a Title 1 student. As mentioned before, Evan does very well in his school subjects but gets slow frustrated with mathematics. This is the subject area of improvement for this student. Evan had gotten all As in math and show very high competence in the subject until third grade. In third grade Evan took the Iowa Test of underlying Skills (ITBS) and scored below average in the area of ma th. After this test, but not as a result of, Evans grades in math progressively got worse. In forth grade Evans grades went from As to Cs by the end of the year. This was also the first year that Evans teacher made a comment on his report control panel regarding his performance in math. In fifth grade scored low on his recall of math concepts and applied concepts. His grades stayed at Bs and Cs but he failed to meet the Clarkston School District math requirements for fifth grade. As observed this year, Evans performance has continued on its path of low to no improvement. This year fractions and decimals have been integrated into his abstract and have furthered his confusion of math. As a result of the current confusion, I will try to improve his understanding of decimals and fractions as a pretest determines.Student Relating to AbilityWhen asked if he had give cared math before forth grade, Evan responded with a yes. He said that his teacher didnt like the fact that he wasnt lis tening and stopped giving him directions. When it came to math he didnt know what was going on. He said that the addition and subtraction was easy but the multiplication was difficult. He did not enjoy math any more because it had too much sitting work. At this point he asked, Why cant math be more like science. We do a lot of experiments in science and I get to walk around.