Candi Partridge

June 12, 2009

Assignment #1 – Learner Analysis

NETS Standard #3: Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information.

Method: The following data was collected through teacher interview, personal
observation of the students, individual IEP data, and student survey/questionnaire.

1. Target Audience: The students in my target audience range from kindergarten to

fifth grade. There are nine students in my target audience.

2. Demographics of learners:
Part 1: The students in my target audience range from kindergarten to fifth grade.
There are nine students in my target audience, 7 males and 1 female. Each of these
students receives special education services in the special education self-contained
classroom. Their disabilities range from mild to moderate intellectual disabilities as
well as autism. Classroom curriculum is based on third grade level Georgia performance
standards and lessons are modified appropriately to make learning simpler for the low
functioning students and more challenging for the high functioning students. The
following table displays results from the IEP data collections and the learning
survey/questionnaire that was administered.

Table 1
Social
Student Gender Race Age Grade Disability Favorite Learning Computer
Level Subject Preference Usage
Janaijsia F B 7 2nd Mild ID Math Group Yes

Aaron M W 5 K Mild ID Reading One on one Yes

with teacher
Devon M B 6 1st Mild ID Math Group Yes

Hunter M W 6 1st Mild ID Reading Group Yes

Julian M B 9 3rd Autism Math Alone Yes

Deontae M B 8 3rd Emotional Math Alone Yes

Behavior
Disorder -
ODD
Jared M W 10 5th Autism Science Group Yes

Michael M W 11 5th Autism Social Group Yes

Studies
Joshua M B 11 5th Mild ID Social Group Yes
Studies
The following table, Table 2, is a detailed report of each category displayed in
Table 1 above.

Table 2
Learner Survey Results
Characteristics
Gender Male: 8 Female: 1
Race African American: 5 White: 4
Age 5 years old: 1
6 years old: 2
7 years old: 1
8 years old: 1
9 years old: 1
10 years old: 1
11 years old: 2
Grade Kindergarten: 1
1st grade: 2
2nd grade: 1
3rd grade: 2
5th grade: 3
Disability Mild Intellectual Disability: 5
Autism: 3
Emotional Behavior Disorder: 1
Summary: Mild Intellectual Disability is also known as Mild Mental
Retardation. Intellectual development is slow. Criteria for MID
will often state that the child is functioning approximately 2-4
years behind and have an IQ under 70-75.
Autism is a neurological disorder that is usually identified before
the age of three. It effects social interactions, communication,
learning, imagination and behavior. Autistic individuals are often
described as being 'within themselves'. Autism does vary in
severity, individuals can be very high or extremely low
functioning.
Emotional Behavior Disorder – Oppositional Defiant Disorder
(ODD): ODD is one type of emotional behavior disorder. ODD is a
behavior disorder in which the child displays aggression and
defiance. The child often craves attention and acts out to receive
that attention. Behaviors usually have a negative impact on social
and academic functioning.
Favorite Subject Reading: 2 Math: 4 Science: 1 Social Studies: 2
Summary: Most students’ favorite subject coincided with their
disabilities. Students who preferred reading were making
progress with their reading levels and enjoyed picture books.
Student’s who preferred math, learned well using manipulatives
and participating in hands on activities. The student who chose
science as his favorite subject was into experimenting, asking
questions, and the hands on activities that science experiments
 provide. The two students whose favorite subject was social
studies enjoyed explorations, adventure, and reading maps.
Learning Working one on one with teacher: 1
Preference Working with a group: 6
Working alone: 2
Summary: One student preferred to work one on one with the
teacher. He benefits from that individualized guidance. Six
students preferred to work within a group or partner setting. Two
students preferred to work alone which directly correlates with
their disabilities. The teacher indicated accommodations and
modifications are made to the lessons to satisfy all learning
preferences.
Computer Usage Yes: 9 No: 0
Summary: All students reported they liked to use the computers
during instructional activities. The teacher indicated she also
uses computer free time as a behavior reward.

Part 2: Table 3 below displays academic levels and academic needs of the students in
the target audience. This data was collected through a teacher interview and
information included in the individual student’s IEP.

CRCT CRCT CRCT

Student Grade STAR Reading Reading English/LA Math
Level Level Score Score Score
Janaijsia 2nd 1.0 GE 778 760 771

Aaron K Nonreader N/A N/A N/A

Devon 1st Nonreader 772 764 776

Hunter 1st 1.4 GE 782 780 761

Julian 3rd 2.2 GE 782 776 756

Deontae 3rd 2.9 GE 792 800 789

Jared 5th 4.3 GE 809 819 787

Michael 5th 4.1 GE 818 797 781

Joshua 5th 3.5 GE 805 782 779

*See next page for summary of academic table.

Summary of Academics:
 ~STAR Reading Level – Current grade level is shown for the purpose of comparing where
each student is on their reading levels. Seven students are below reading grade level,
and two students are non-readers. Classroom and testing accommodations should be
implemented for each student, per the student’s IEP.

~Reading CRCT Score – the minimum passing score is 800. Students read a passage and
then answer the reading comprehension questions that follow each passage. The
student who is a 1st grade, non-reader, had the reading passages and questions orally
read to him. Five of the nine students fell below the 800 mark and did not meet
expectations. Three of the nine students passed the Reading section of the CRCT,
meeting or exceeding the score of 800. The kindergarten student did not take the CRCT
therefore scores do not apply.

~English/Language Arts CRCT Score – the minimum passing score is also 800. Students
were tested in skills such as grammar, mechanics, vocabulary knowledge, word usage,
etc. The student that is a nonreader had the questions read aloud to him. Six of the
nine students did not meet requirements. Two of the nine students met or exceeded
expectations of 800. The kindergarten student did not take the CRCT therefore scores
do not apply.

~Math CRCT Score – the minimum passing score is 800. Students were tested on grade
level mathematics skills. Eight of the nine students did not meet expectations of the
800 minimum score. The kindergarten student was not assessed.

3. Learner’s Intelligence Preferences

Students were administered a multiple intelligences quiz consisting of twenty-four
questions (see attached). The quiz was administered to determine the student’s
learning styles and learning strengths and weaknesses. The table below displays the
student’s results.

Types of Intelligences
Naturalist Bodily- Musical Interpersonal Intrapersonal Visual- Logical- Verbal-
Student Kinesthetic Spatial Mathematical Linguistic

Janaijsi * * *
a
Aaron * * *
Devon * * *
Hunter * * *

Julian * * *
Deontae * * *
Jared * * *
Michael * * *

Joshua * * *
Learner Intelligence Preferences Summary:
Each student completed an intelligence survey to identify which are his or her learning
styles. The top three learning styles for each student are recorded in the table. The
teacher assisted with the completion of the survey. The survey showed most students
shared similar learning styles. The most commonly shared learning style was the verbal-
linguistic. This specifically coincides with the students in that the verbal-linguistic
intelligence uses words effectively to understand challenging material and to ask
questions. For example, all of these students struggle with reading but can understand
material that is presented to them verbally. The second most common learning style
was the shared between the bodily-kinesthetic learning intelligence, intrapersonal
intelligence, and logical-mathematical intelligence. Through my personal observation of
these students, the bodily kinesthetic learning intelligence would be most appropriate
for these students. Any lesson that involves an activity is most likely to be retained than
if it were just verbally taught or read. Engaging the students in hands on activities are
much more lasting and effective. The students are able to relate the material to an
activity or event within the lesson. Intrapersonal intelligence is being able to function
more independently, set goals for yourself, and monitor your own progress. Logical-
mathematical intelligence is being able to understand complex problems, ask questions,
find solutions, and reflect on the problem-solving process.

4. Accommodations for special needs learners

Eligibility Students Instructional Accommodations
Categor
y
Mild Janaijsia, Aaron, Explain/clarify/reword directions, shortened assignments
Intellectual Devon, Hunter, as needed, extended time for assignments as needed,
Disability Joshua instructional support through the use of manipulatives, oral
reading/computerized reading of materials, calculator as
needed but not to become dependent upon,
preferential seating
Autism Julian, Jared, Explain/clarify/reword directions, shortened assignments
Michael as needed, extended time for assignments as needed,
instructional support through the use of manipulatives, oral
reading/computerized reading of materials, calculator as
needed but not to become dependent upon, peer tutoring,
small group instruction, preferential seating, close
proximity during lessons, multiple uses of technology
within lessons when avaialable
Emotional Deontae Explain/clarify/reword directions, shortened assignments
Behavioral as needed, extended time for assignments as needed,
Disorder – instructional support through the use of manipulatives, oral
Oppositional reading/computerized reading of materials, calculator as
Defiant needed but not to become dependent upon, preferential
Disorder seating, close proximity as necessary, behavior
rewards/incentives for positive interactions with
peers/teachers, complying with directions, and following
the rules across all school settings
5. Motivational Strategies for target learners, task, and learning situation:
As discussed in module 5, Keller’s ARCS Motivational Model will be the focus/source of
the motivational strategies provided.