Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began session with sensory activity on "Spooner" which provides vestibular input with rotary movement. He went "fishing" while on "Spooner" for sight words. Once he found a sight word he was asked to read it and put it in a sentence. He required assistance to read the words "little" and "funny" but was able to independently read many level 1 words (ex. I, it, in). Worked on cursive letter lowercase "x". He wrote sometimes "x" too wide. With cues and demo able to write well. Reviewed letters. He did well today.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. We began with regulation and understanding storm starters which are triggers that make us angry. These concepts are just being introduced to Luke and may take time for him to understand but will be good for him to know. Continued with playing "Cage the Monster" to work on refining handwriting by improving line placement, formation, and letter sizing. He was able to "Cage the Monster" and wrote most letters correctly but made "k" a capital "K", "p" backwards, "e" too big, and "y" too high on the writing line. Good session.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Continued treatment with beginning vestibular input provided via the "Spooner". Luke was able to stand on the board and make it spin in both directions demonstrating good balance and trunk rotation strength. This type of input seems to give him energy and may be too excitatory. He would benefit from this maybe when tired or in blue zone. He fished for sight words to continue practice with reading them, putting them in a sentence and writing practice. He enjoys this style of multi-sensory learning. Good session.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began treatment with sensory activity which provided vestibular input via "the spooner" which is a board you can stand or sit on and get rotary input. While receiving rotary input, Luke played a fishing game with a magnetic rod. He picked up "sight word" fish with rod and was asked to read the word and put it in a sentence. The sight words went from easy to hard (there were five color coded levels). He was also asked to write some of the words to practice writing, formation, sizing and line placement. We discussed how Luke was in the green zone throughout the session today. Great session.

Kellan read more of Dog Man.

Kellan wrote his spelling words in his dictionary. He read Dog Man, and we discussed it.

With chalk markers, Richard practiced his spelling words (truth, doubt, debt, company). We started reading The Boy Who Harnessed the Wind.

MAP testing

Today Joshua and I pulled an AP practice exam from AP classroom. I set a timer for 15 mins and had Joshua complete a free response problem on his own. He finished the problem with 15 seconds to spare. We graded the problem together using the scoring guidelines AP provided. Joshua earned 4 out of the 6 points. I told him although that seems like at 67% which is not good, if he can manage 4 out of 6 points on each FRQ he does, he’s looking at a score of 4 - which I think would be fair for Joshua to earn.

Today PJ and I prepared for a quiz he’ll have next week. We reviewed ratios, equivalent ratios, how to generate equivalent ratios, and comparing ratios. PJ has done great with this concept. He has difficulty when it comes to multiplication facts that he doesn’t have memorized. He can determine the answer with repeated addition, it just takes him some time and he gets frustrated along the way. We will review again next class.