Ee203 Case Study

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

"More than 10% of normal children in primary schools have learning difficulties to some extent" (Holle, 1976). Teachers should try to find the problem the student is having and find them the help they need by consulting with parents or counselors.

History: This student has been on our campus since Kindergarten. At an early age, he was brought to the Response to Intervention Committee for behavior concerns in the classroom and bus. Over the years his behavior has had its positive and negative effects on his academic areas with a large concern in English Language Arts. He has been a Tier 2 or Tier 3 student in reading since first grade. He is currently receiving a reading intervention, however at the fourth grade level there is an urgency to provide an intervention in writing.

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

Nyasha was very withdrawn as she began her Y Readers journey at Reid Park Academy this summer. Since kindergarten Nyasha experience difficulty complying with school wide and classroom expectations. She had few positive interactions with her peers during the school year. Consequently, these challenges impacted her academics and school experience in a negative manner. However, Nyasha is not as inhibited since she has found her voice through writing this summer. Nyasha’s literacy skills have developed into grade level expectations and she has cultivated positive relationships with her peers and staff. She has attended camp every day and the family has completed more than the weekly required literacy activities. Y Readers

A. The concepts, themes, ideas, and details are addressed in questions and tasks derived from the text.

Jack (not the student real name) is an amiable nine-year-old male, fourth-grade student, at Russian Jack Elementary. Russian Jack Elementary is a Title I school located in Anchorage and enrolls approximately 386 students. Jack lives with his maternal grandma and great grandmother who are both reportedly sickly. Due to his upbringing and the hardships he has faced in his life Jack has some social, emotional issues and have a hard time making friends. Jack has been diagnosed with an attention disorder and has a hard time staying on task. Jack did well in school while on medication for his disorder, but at this moment his family has stopped his medication. During my observation of Jack during class time, he seems to be often distracted, however, with some prompting, he will get back on task. The teacher’s aid is aware of Jack’s problem and keeps an eye on him to ensure he gets his work done. At least two days out of the week Jack will forego recess to stay in and complete unfinished classroom assignment. Currently, Jack is reading at the 3rd-grade level and is in a Tier Three Intervention Language Arts Class.

Literacy: Brynlee approaches learning situations with a positive attitude and persistence. She is able to use sentence starters to help convey her ideas. Brynlee is also able to use ‘and’ in her writing to connect her ideas. She is encouraged to consistently use finger spaces in her writing to make is easier to read. She has a popsicle stick to use as a physical reminder to help organize her work. She is beginning to expand her writing by adding details. For example, when writing about our lunch she wrote, “I have a hot rod it is red”. She is also encouraged to consistently use lowercase letters inside her sentences. Brynlee has an alphabet visual on her desk as a reminder. She is also in a group for literacy that focuses on sight words and word families, which will support her in further developing her reading and writing. When reading, Brynlee is able to sound out her words and communicate her comprehension skills. She would benefit from using RAZ Kids to further develop her reading abilities. Brynlee is supported in this goal by engaging in a small-guided reading group. We focus on using

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

EE stated on 07/06/2017 EE will be having outpatient surgery at the Diabetes Center (727 W. Second St., Bloomington, IN 47403, phone: 812-353-9258, fax: 812-353-9718). Dr. John Stearley (PCP- 7 E Main St Gosport, IN 47433, phone: 812-879-4222, fax: 812-879-4834) will be overseeing the procedure and the care of EE. EE stated that he does not have any f/u appointments as of yet. EE return to work date in unknown at this time.

In the United States, anywhere from five to thirty-three percent of elementary children deal with some level of dysgraphia (Adam), a writing disability. Other names for dysgraphia include backwards writing, developmental output failure, and math disability (Siegel). When a child has dysgraphia, there is a problem with the writing process; therefore, the children have trouble writing (Richards 63). Some of the victims of dysgraphia have trouble forming letters, while others can form letters but not very quickly (Paquette 88). It was once said, “As students struggle with the process, they become preoccupied and can’t let their ideas flow onto the page” (89). Although there are many devices to help with the disease, there are very few ways to “overcome” dysgraphia. One of the tools one can use to help a child with dysgraphia is graphic organizers. Another tool someone can use is special education services in the school. Most schools offer very good special education services which can help children with many challenges, including dysgraphia (91). Other tools commonly used may include a spell checker (93), word prediction software, and text to speech tools (259). Many teachers also suggest keeping a list of commonly misspelled words and having a note-taker. Teachers may also use oral tests instead of written tests to eliminate stress (93). One can also use the checkbook programs companies provide (259).

This diagnostic assessment in literacy took place in a large primary school, in a small quiet area within the school building and was carried out on a one to one bass, between the learner and myself. The child chosen to carry out the assessment was a 9-year-old male from a year 4 class who has been performing slightly lower than the national average for his age, but does not require differentiated tasks to support him. There is no apparent reason for this, however, through carrying out observations I noticed the children showed poor engagement levels in his literacy lessons.