Name: Kaylee Dillon

Subject: All Domains

Grade Level/ Number if Students:
Pre-K/20
Unit: Chickens/ Gardening
School: Dunbar Primary School

Cooperating Teacher: Gloria Richardson

University Supervisor: B. Korn
# Did not Attempt: 0/4
# Attempted: 3/4
# Achieved: 1/4

Classroom Description:
This preschool located at Dunbar Primary School is considered a
Kanawha County Schools Head Start Program and a West Virginia Pre-k.
There are 20 students in the classroom. Of the 20 students, 16 will move up
to kindergarten because of their age. The remained 4 will be in the preschool
class again next year. There are 6 students in the classroom that are
classified as special needs and have IEPS. There are many students that
have development delays and who came to preschool after their Birth-toThree services ended.

Lesson/Unit:
The unit that I am teaching during my time here is on gardening. The
unit that began on my first day was centered around chickens. The class has
eggs that are in an incubator. However, the eggs were not brought in on
time, so my unit will involve more farm-typed activities. Some key topics
that we will discuss and explore during the gardening unit include the life
cycle of a seed, things that come from a garden, flowers, gardening tools,
and other things around the farm that help in the garden.

Tests Administered:
The first assessment that I used was the Early Learning Scale National
Institute for Early Education Research. This document is used county wide in
Kanawha County to assess each child in preschool on all areas of their
development.

The assessment tool includes domains, items, strands and

indictors with a 5-point scoring continuum. The assessment tool can be seen
under each childs portfolio below.
The second assessment that I administered was the BRIGANCE
Preschool Screen II. This assessment allows screening personnel to assess
the basic needs of four-year-old preschool children. The assessments

coordinates with the following areas: personal data response, color

recognition, picture vocabulary, visual discrimination- forms and uppercase
letters, visual and gross moto skill, rote counting, identifying body parts,
following verbal directions, number concepts, and syntax and fluency.

Purpose of Assessments:
The primary purpose of screening using the BRIGANCE and the ELS is
to obtain a broad sampling of a childs skills and behaviors for one or more of
the following reasons:
1. To identify any child who should be referred for a more comprehensive
evaluation to determine the existence of a disability or the needs for
special placement
2. To help determine the most appropriate initial placement or grouping
of children
3. To assist the teacher in planning a more appropriate program for the
child
4. To comply with mandated screening requirements.
Most school systems are required to develop and conduct screening
procedures for all children entering school, including preschoolers, in order to
comply with state mandates and other mandates such as the Individuals with
Disabilities Act. I chose to uses the Early Learning Standards and the
BRIGANCE II as a form of assessment because they up to date and currently
being used in many counties.

PART I: Student A
For my female student, I assessed her using the ELS and the RIGANCE
Preschool Screen II. This is how I determined her current development and
came up with goals for her to reach. Attached below are the results of the
Early Learning Scale and the BRIGANCE Preschool Screen II.
Early Learning Scale

BRIGANCE Preschool Screen II

Goal 1: Math
This goal will work on functional counting and identifying written numbers.
According to the ELS assessment tool, student A scored a 1 in Number and
Numerical Operations stating that she

shows interest in numbers and

counting and may use 1,2 or 3 to label how many in set, plays by adding
and taking away items, and she is unable to identify written numerals.
While administering the BERGANCE Preschool Screen II, I notice that student
A is unable to rote count past 2.

She was also unable to demonstrate

number concepts by giving me a certain number of objects. From the two

assessment tools, I create a goal for student A to successfully rote count

from 1-5 and to be able to identify that number of objects.

Intervention/ Activities:

Caterpillar Math Activity

Flower Petal Math Activity
Using attributes to count object

Level of
Date

Observations

4/15

Caterpillar Math: The student was to match the number of

Performance
dots to the numeral. For this activity, I counted how many
circles were on the caterpillars body. I would say lets find
the dot that represents one circle. This will be only one dot.
Can you find one dot? The student had to be prompted
throughout the whole activity. This activity was done in
small group with student A, three other students, and me.

Attempted

Attributes: The student was given 5 attributes. I asked the

student to count how many they had. When the student looked

4/17

puzzled, I counted them aloud one by one and then directed

Attempted

them to do it. This activity was difficult for the student to

complete.

The student was provided a sheet with 5 flower stems glued

down. On the stem was a circle that represented the middle
of a flower. On the middle of the flowers or numbers 1-5.
For the 1 flower, the student was to place one petal on it.
4/22

Attempted
For the 2 flower, the student was to place two petals on it.
The student needs help reading the number. I also helped
to coral count aloud so that she could focus better and
figure out the answer. This activity was done one-on-one.

Overall Level of Performance:

Attempted

Goal 2: Writing

According to the ELS assessment tool, student A scored a 3 on Writing

Production stating that she can make forms that resemble letters; may write
own name. Since this student will go on to kindergarten next year, I want to
work on strengthening her ability to write her name correctly.

When she

writes her name, she writes ns for ds. The goal is for her to be able to print
her name with 90% accuracy. This will be judged by the percent of legible
letters.

Intervention/ Activities:

Name Rocket
Tracing name with Stamp Marker
Highlight Name Trace activity
Name Puzzle
Nest Name Activity

Level of
Date

Observations

Performanc
e

4/13

4/7 letters
eligible
Attempted

The student copied the letters down after they

were written on a piece of paper for her. When writing, she
holds her marker correctly.
The letters that are eligible include the a, I, s, and o. This

activity was done one-on-one.

Student As attention during thactivity went in and out. She
stamped the letters on her own, holding the stamping
marker with her fist. This activity was done one-on-one.
4/16

4/7 letters
stamped
correctly
Attempted

This activity was created so that the student would

recognize the secquence of the letters in their name and be
able to visually see where the ds go and that there is only
one n. The student glued the letter grass pieces down with
assistance and then used the flowers to dorate with. This

7/7 placed in

4/20

activity was done one-on-one.

4/20

Before the student copied the letters in their name on the Attempted
shapes, she practiced writing them on a scrap piece of
paper. The student did a great job writing her letters.

correct order
Achieved

Highlighting Name Tracing Activity: The student traced

their name that was highlighted and then tried to write it on
their own. They were then allowed to draw a picture of their
choice. The student help the writing utiencils correctly.
8/9 letters
written

4/22

correctly
Attempted

Overall Level of Performance

Attempted

Summary of Domains:
Student A is a joy to have in class. She is compassionate and caring for
others. She loves to help assist the younger students during centers and
when washing hands. She regulates her emotions good and is able to solve
social problems. She has great gross motor skills; she can climb on the jungle

gym and ride a tricycle independently. She also has excellent fine motor
skills and can grip a pencil the correct way. She is also working on cutting
with scissors. She loves to play pretend. Her favorite center in the room is
the kitchen. She creates scenarios with other students such as playing
house, cleaning, and playing restaurant. She is working on writing her name
independently without mistakes. She can successfully spell the first 3 letters
in her name without having to ask what comes next.
counting objects to five.

She struggles with

PART II: Student B

My male student was assessed using the ELS tool. I also looked over his IEP
to determine some goals for him to reach. Attached below are the results of
the Early Learning Scale.

Early Learning Scale

Goal 1: Self-Regulation and Functional Skills

This goal will work on independent behavior to be able to move through
classroom routines and regulate behavior during routines. According to the
ELS assessment tool, student B scored a 1 on Self-Regulation stating that he
needs teacher support to move through classroom routines; waits for
teacher or others to notice he or she needs help. Also, one of his IEP
functional critical skill goals states Given visual, verbal, auditory, and
rewards, the student will attend and participate in non-preferred activities
without resistance 90% of opportunities as charted weekly using teacher
checklist and observations. From these resources combined, I created the
first goal for student B. The goal is for him to be able to sit at the carpet/rug

area with the rest of the class during circle time. This is an activity that he
does not like to participate in.

Intervention/Activity:

Student B will be given his own mat to be

responsible for and sit on when he is at the carpet. Stickers may be used for
rewards.

Level of
Date

Observations
Performance

4/14

Absent
Student B received his mat to sit on after the whole class

N/A

was already sitting at the rug and he was not. He received

the mat at 9:15.
He has remained seated on his mat until directed to leave
4/15

the carpet area to participate in centers at 9:55.

12:30-12:45- Student B successfully remained on his mat

Successful

during afternoon meeting time without any verbal

reminders.
9:15-9:30- Student B successfully remained on his mat
4/16

without any verbal reminders.

11:30-11:45- Two verbal reminders were given but the

Successful

4/20

student never left the carpet.

Absent
9:15-9:30- Student B was shown his mat that was already

N/A

4/21

placed on the carpet. He sat on his mat for the whole

Successful

4/22

allotted time.
9:25-9:45- Although the time was slightly altered, Student B

Successful

still knew that he had to follow the procedures of the class.

He sat on his mat during the circle time until he was

directed to move to centers.

9:15-9:30- Student B grabbed his mat and went to find his
4/23

own seat on the carpet. He successfully remained on his

Successful

mat without any verbal reminders.

Overall Level of Performance:

Achieved

Goal 2: Writing
According to the ELS assessment tool, student B scored a 1 in writing
stating that he draws or scribbles.

To score a 3, he must be able to

make forms that resemble letters; may write own name.

One of this

functional critical skills on his IEP states that Given verbal and visual cues,
the student will demonstrate the correct writing grasp and draw beginning
lines and shapes progressing to his name 4/5 opportunities, charted monthly
using teacher check list and work samples. From the two resources, I am
creating a goal to help the student form the beginning letter of his name.

Intervention/Activity:

Name Rockets
Tracing Letter M with Marker
Bingo Dobbers on Letter M
Name Nest

Level of
Date

Observations
Performance
Did not

4/13

The student denied naming the name Rocket

4/14

Absent
Tracing Letter M with Marker: The student traced two letter

4/16

Ms that were drawn dot to dot. The student had to be

Attempted

4/20

assisted with hand over hand writing.

Absent

N/A

Attempt
N/A

Bingo Dobbers on letter M: Student needed hand of hand

4/21

instruction to show how to stamp the first letter M. The

Attempted

student did the second letter M by himself.

Name Nest: The student needed hand-over-hand guidance
to complete his name nest. He also needed assistance with
the order of his name.
4/22

Attempted

Overall Level of Performance

Attempted

Summary of Domains:
B loves to others and is starting to initiate play with his peers.

He is

beginning to play pretend and develop his own scenarios in the kitchen
center. His imagination is growing and he is starting to use everyday objects
to represent things, such as the empty paper towel roll for a pirate telescope.
His favorite thing to do is laugh and play with classmates.

He has great

gross motor skills; he can climb on the jungle gym and ride a tricycle
independently. He has difficulty with fine motor skills. He has trouble holding
a pencil or crayon. He draws with scribbles and lines.