Learner Evaluation Assessment

Megan LaFrance

3/17/23

Everlie is a 6th grade student who is friendly, charismatic, and free spirited. She has

specific learning disabilities in the areas of reading, writing, and math. She receives specifically

designed instruction and attends my learning support room for replacement classes for language

arts and math (43% of the day). All other periods she is in the general education setting (57% of

the day). She also has a speech and language impairment in the areas of articulation, using and

understanding complex sentence structures, word definitions, and words with multiple meanings.

She attends speech and language therapy for these needs. Everlie also receives occupational

therapy to address visual motor and motor coordination needs. She has accommodations which

include audio, extended time, read aloud test directions, read aloud all allowable items, separate

setting, and small group settings (1-12). She is currently on a third-grade level for English

language arts and math.

Everlie can always make us laugh and brings a smile to mine and her peers’ faces. She

loves to share her thoughts and opinions and enjoys talking to staff or classmates. However, she

struggles with maintaining focus and attention while being given instruction or tasks to complete,

especially while in the general education setting. Sometimes she challenges the work given to

her and would rather do assignments when she feels like it. But she is good at asking for help or

questions when needed and is able to stay on task better when frequently redirected and

prompted. Her struggles with completing work and staying on task causes her to have missing

assignments in her classes. The behaviors I chose to intervene on will target that and to help her

not fall behind.

 For my implemented interventions, I chose a visual timer to help increase her time on

task. I also chose the use of a token economy to increase her assignment completion. When

working with Everlie before implementing any interventions, I took baseline data of how many

times and for how long she would be off task during our math period. This included turning

around, getting up, talking to other students, asking when class is over, etc. I would tally down

the amount of times this off task behavior occurred during this period which we have daily,

10:05am-10:45am. I was able to find the amount of time she is on task by taking the time she is

off task and subtracting it from the total time in the period. After I recorded my baseline data, I

implemented the use of a visual timer during the math period by placing a timer on my phone

and keeping it where she could see it, so she knows exactly how much time is left and how long

she has to focus for on her math work, without getting up or asking how much time is left. The

use of the timer put her much more at ease when it came to staying on task with her work and

being aware of how much longer she had to work for. Her time on task increased significantly

compared to the baseline data taken before the intervention implementation. Through

observation and data gathering the time of off task behavior decreased, as much more time was

spent on task. This is shown in the graph below.

 Simultaneously, I implemented another intervention to increase her assignment

completion through the use of a token economy. I was able to gather baseline data for this by

reviewing her missing assignments which comes out on a sheet every week. This allowed me to

see what and in which class she is missing something, and for how long. As I began working

with her, this intervention was implemented during her replacement ELA class in our LS room

and also when I would tutor her after school twice a week every week. If she worked hard and

completed an assignment she would be rewarded with a prize, like a mechanical pencil or
playdough for example. This reward mixed with the attention she was receiving from me

whether it was sitting with her, encouraging her, or helping her complete her work made

significant changes in her assignment completion. Everlie’s work completion increased so much,

that as of this time she has zero missing assignments in any classes, including the two I am with

her for. Giving her something to work towards really incentivized her and motivated her

extremely well. The graph below shows the number of assignments missing decreasing overtime

while this reward system was being implemented.

 I’m happy to be able to report that both of these interventions I implemented for Everlie

worked. The assignment completion barged greater results than the time on task did, however

both I was satisfied with and made not only myself but Everlie feel a sense of accomplishment. I

think what made the biggest difference through these interventions was just the time I had with

her during class and these implementations. She loved the attention and discussions, and her and

I built a very close student to teacher relationship. I feel that for some students like her who don’t

always receive a lot of attention at home, giving her that attention while working with her at

school can be the greatest incentive let alone when something else is used with it. I saw her

develop a sense of confidence and become proud of the work she was completing and the time

she spent working as well. As the teacher, it made me feel very good that I was able to work 1 on

1 with a student to really make such a big impact on her. I’m happy I was able to help her

succeed and be that person who she wanted to work with, someone she trusted and could count

on.