Nick - Pearson

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$Pearson Successmaker Math Efficacy Study 2009-10 Final Report$

$Math Review - Pearson$

Assessment Plan:• Teacher Interviews(Mr. Sosa, Mrs. Martinez)• Parent Interview (Mrs. Baron)• Student Interview• Classroom observation• Review of RTI benchmark andprogress monitoring data• Review of KeyMath –3Diagnostic AssessmentAdministration ofnorm-referencedstandardized tests:• Math subtests from theWIAT ® –III (Wechsler IndividualAchievement Test ® , Third Edition)• WISC ® –IV (Wechsler IntelligenceScale for Children ® , FourthEdition) with selected subtestsfrom the WISC ® –IV Integrated• Selected subtests fromthe NEPSY ® –II• Selected subtests from thePAL –II Diagnostic Assessmentfor MathIntensive InterventionBeginning in December, Nick went to after-school tutoring twice weeklyfor a period of 30 minutes per session. His tutor was another math teacheron campus, Mrs. Martinez, who focused on helping him complete hishomework assignments at school with more supervision and weeklyprogress monitoring. Data that were collected for the next six weeks usingAIMSweb® M-COMP and M-CAP reveal very slow progress in comparison toothers in the tutorial group, and the mid-year benchmark results providefurther evidence of his exceptionally slow response to intervention.Next, his tutoring was increased to three times weekly for 30-minute sessions.In early February, Mrs. Martinez administered the KeyMath-3 DiagnosticAssessment to identify specific math strengths and weaknesses and todetermine how intervention could be more productive. Test results revealedseveral skill deficits across a broad range of math concepts and applications.Mrs. Martinez began remediating Nick’s deficits in measurement andmultiplication and division using a third-grade text and computer-basedcalculation games. To date, his progress is steady but slow.4 nickNick reports that he “can’t do” math and that in spite of the help he hasreceived, he is so far behind he cannot catch up. At the same time he isreluctant to go to summer school again as he believes it has not helpedhim in the past. He enjoys playing the math video games in tutoring butis distressed that he must spend so much time in the evenings doinghomework. Nick indicates that he especially enjoys science class, but that heis concerned that he will not be able to pass to fifth grade with his friends.
Behavioral Observations:This examiner conducted a classroom observation during Nick’s math class.The lesson was a review of adding fractions with unlike denominators, andMr. Sosa was demonstrating at the board how to apply this skill to solvereal-world problems. Nick sat at the front of the room and appeared to beengaged; however, he did not volunteer answers nor did he ask questions.Students were assigned five word problems to complete in 10 minutes. Nickspent the entire time working at his desk. When called on by his teacher toanswer the first problem, Nick mumbled something, then replied, “I don’tknow”. When his work was reviewed, he had attempted to draw out eachfraction using pie charts, but was unable to perform any calculations.During this evaluation Nick was attentive and on task. He responded wellto encouragement although his initial response was to give up whenchallenged. He was not impulsive but was limited by the number ofalternative solutions or strategies he employed. Typically he relied on verbalrehearsal when trying to recall information and when asked how or why heapproached a task in a particular way, he was unable to explain his reasoningor strategy even when his response was correct.PsychCorp.com | 800.627.7271 5
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Page 20: ReferencesBender, W. N. (2005). Dif

Nick - Pearson

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