Today Matthew and I started with some ACT prep. We covered problems involving geometry and the pythagorean theorem. Next we moved back into our trig curriculum. Today we discussed how to determine all 6 trig ratios if given one of the 6. We used the given information to draw a triangle and label the sides appropriately. Then we used the Pythagorean theorem to find the missing side. Then we used the acronym SOHCAHTOA to find all of the other 5 trig ratios. Matthew found this topic to be fairly simple. Tomorrow we will build on it.

S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. O: Noah first participated in an alphabet identification task, identifying letters A-I. Letters were first reviewed, then identified in increasing field sizes. Noah identified the letters provided with 81% accuracy. Noah was then asked to label the category of 3 items provided given no field of answer choices. He completed the activity with 70% accuracy. After, he was asked what does not belong in a group of 4 items. He completed the task with 60% accuracy. Lastly, Noah was asked to blend 3 letter words when given the 3 sounds verbally. He completed the task with 72% accuracy. A: Noah displays increases across all goals. P: Continue POC.

S: Noah was seen at the Batt School for treatment. Noah had woken up from a nap right before the session. He was engaged throughout the session, but it is noted that he was slower to complete tasks. O: Noah was first asked to match the sight word modeled in a field of 14 sight words. He completed the activity with 93% accuracy. Next, he was asked to find both the uppercase and lowercase of the letters “A,” “B,” and “C” on three worksheets with mixed letters and a model at the top. He completed the activity with verbal prompts to refer to the model with 80% accuracy for the letter “A” and 80% and 100% accuracy for the letters “B” and “C” respectively. This gives an overall average of 86% accuracy. Lastly, Noah was asked to blend 3 letter words when given the 3 sounds verbally. He completed the task with 63% accuracy. A: Noah displays increases across all goals. Blending activity noted to be discontinued early due to Noah getting soap in eyes after washing his hands. P: Continue POC.

I substituted for Dr. Dan's AP Enviromental class. He had no sub plans, but Matthew had English work to complete. He spent the class time writing an essay on his laptop.

Today Joshua and I discussed the sum and difference formulas for trig. We looked it up and unfortunately Joshua will have to memorize them as there will be no formula sheet in the AP exam. They seem difficult at first, but with practice and repetition, I feel confident Josh will have them memorized. We also worked on the Double angle formulas which we derived using the sum and difference formulas. Next we used all of these formulas to solve trig equations under a given domain.

We began with alphabetic knowledge: sequencing the alphabet, writing the alphabet, identifying the vowels, defining a syllable, and building closed, open, and silent-E syllables. Cade benefits from the repetition of this each session and is slowly building automaticity with the skills. After conducting visual and auditory drills, Cade practiced V/CV syllabication ("tiger" words) and did quite well. Moving outside, we practiced spelling, including words with the FLSZ rule and irregular words. Back inside, I dictated four sentences including example spelling words for Cade to write and edit. Next, he read two decodable books from FlyLeaf Publishing. To conclude, we played a round of SLAP! to practice closed, open, and silent-E syllable types.

Today PJ and talked about variables. We discussed how the word variable has the root word vary which means to change. In Algebra, we frequently use ‘x’ as a variable and it can represent all kinds of numbers: positive, negative, zero, fractions, etc. Today we discussed how we can have problems with two variables, where one outcome is dependent on the other. For example, money earned (in dollars) depends on the amount of time (in hours) one has worked. We identified the dependent variable as Dollars and the independent variable as hours. We moved into our Savvas online account and pulled more situations where PJ had to identify the dependent and independent variables. He did an excellent job with this lesson.

Judie and I met with Cade's team at Trinity School, including his classroom teacher, assistant head of school, head of school, grandfather, and mother. We strategized how to best support Cade and avoid retention. The plan is for the Batt School to coordinate with Trinity School through the rest of the school year and throughout the school year to help Cade catch up.

Ben had a great class today. He was in the bathroom for a long time, but when he came back he was ready to work. He had a sense of humor and he was in a great mood. We worked on classifying polynomials by degree and number of terms. Today, he did not protest writing the words out. He willingly answered the questions, even seeming motivated to get it done. He did a great job.

Libby was seen in an office for a 45-minute treatment session with focus of session on improving her fine motor skills especially in the area of grasp patterns, ocular motor skills (saccades), self care skills, handwriting, as well as improving her flexibility for wearing different clothing and wearing her hair different ways. Began OT session with showing Libby her OT chart and little rewards (baby squishmallows) for her to choose from. OT had her put her hair up at start of session so she could earn a star and receive her first baby squishmallow. She choose a baby duck. She wore her hair up throughout session only asking to take it down once. She even walked around the school and hesitantly showed it to her brother, Teddy who was in Art. Several teachers and Miss Judie commented on how beautiful she looked with her hair up. OT also had her take her blue sweater off at the beginning of the session because it was very warm outside and she was just coming in from recess. She demonstrated no aversions to taking off her sweater and never asked to put it back on. We reviewed lowercase letters r and n and Libby was instructed on lowercase m today. While working OT realized that Libby does not know all her lowercase letters and when shown is unable to say which lowercase letter is which. She seems to know her uppercase. OT will work on lowercase letter recognition before continuing lowercase letter writing. Libby needs to be able to recognize the lowercase letter before learning how to write them. We will continue to work towards her established goals.