In terms of reading, Kenny demonstrates a significant discrepancy between his basic reading skills and his oral reading comprehension skills. Although Kenny demonstrates a significant weakness in his decoding and fluency skills, he has made progress in a sequenced phonics program. His performance on standardized testing is indicative of his current level in this program. Kenny is able to decode single syllable words with short vowel patterns containing consonant blends and consonant digraphs (sh, ch, th), some vowel digraphs (ay, ee) and some r-controlled vowels (ar, or). His skills at decoding words with the long-vowel silent-e is emerging. Kenny’s reading fluency levels are slightly higher. He is is able to use context clues and his background knowledge to decode unfamilar words. His instructional level for reading is mid-second to early third. Kenny’s oral reading comprehension skills are at to above grade level as indicated by his raw score on reading comprehension tests that were read aloud and by his performance on…show more content… Without the supports of visual to-do lists coupled with if/then contingencies, Kenny has difficulty completing assigned tasks. He is easily distracted by noise and requires sensory supports such as silent fidgets and wobbley chairs to help him channel excess energy. Kenny does better when provided with choice within structure and limits. Kenny had 23 excused absenses and 44 late or tardies for the 2016-2017 school year. For this current school year he has had 4 excused absenses and has been tardy or late 6 days. This is considered excessive and most likely has impacted his progress. When absent, Kenny misses specialized academic instruction sessions in both reading and math, along with classroom instruction. When his returns, attempts are made to reteach missed lessons. However, he looses valuable learning momentum when
