Is James A Second Grade African American Student?

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.

The second day of observations began in the special education resource classroom. The special education teacher was absent, and a substitute teacher was covering the class. During the observation the student was participating in a small group reading lesson. The student seemed to do well participating in the lesson during the first four minutes of the observation. The substitute teacher had to stop the lesson to tend another student in the classroom. During this time the student exhibited the problem behavior five times. The student made three negative comments to the peer sitting next to her at the table. The student then left her seat to go to the trashcan, and while she was up, she made a negative facial expression to another student

This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult

The student that I have selected for my writing case study is a third grade student from Ms. Wytaske classroom, her pseudonymous name is Kim. She is an eight year olds Hispanic girl who comes to resource to receive additional special education services for ELA and mathematics. She also revives speech therapy and physical therapy. Last school year she missed a lot of school days, however, so far this semester she shows up to the school most of the time. She has a little brother who just enrolled in Griffith Elementary School in kindergarten grade. During school day, whenever she falls asleep or misbehaves in her classroom, such as makes noise or not follows directions at all, then her teacher, Ms. Wytaske, would send her to the resource classroom

The mother reported that Emile is currently in the 8th grade, She indicated when the child was in third grade he was had a psychoeducational evaluation. She indicated that the findings were anxiety based on what was going on at home. She indicated that there may have been attentional issues but unclear due to the anxiety based issues. It was recommended by the psychologist that he receive extra time, he was not given an IEP. Emile main difficulty was writing and focus. She indicated that he was recently evaluated again in 2015, the result was that he has a hard time with long term projects- discrepancy between verbal and writing skills. She indicated that the school implemented the recommendations made and Emile is doing well in school.

S is a 4th grade student who currently uses a resource room (50% of the day). Her attending teachers Thomas, Tomberlin and Wood requested for an OT consultation due to concerns about illegible handwriting and difficulty copying information from the smart board. S was observed on two separate days. She was observed in Mrs Wood classroom during language class. At the start of observation, she appeared to be able to follow classroom rules with minimal verbal prompts for attention to task. After a few minutes she demonstrated inability to sit still on chair and constantly repositioned herself. She demonstrated compulsive behavior for ensuring the words were aligned on table. She was easily distracted by other students and required redirection for attention to task. She stretched forward on table and required verbal prompts to be seated. She demonstrated ability to model positive peer behavior when she was instructed by the teacher to resume task. As we transitioned to the second

L.R. is a 5 year –old male in the kindergarten who currently attends North Elementary School. L.R. IS diagnosed with Depressive Disorder NOS with Bipolar features Attention Deficit Hyperactivity Disorder (ADHD) and is classified as a student with multiple disabilities. L. R. has a history of interrupting other’s while they are reading and be bossy towards his classmates and making upsetting comments towards them. Whenever this behavior are observe the teacher will remind L. R. that he should focus on his class work and not interrupt others. The teacher Ms. Young noticed that every time L. R. is put in small reading groups, that this behavior occurs. In fact, when Ms. Young call out a student name other than L. R. to

Charlie is on 5th grade and has been diagnosed with a learning disability. He was described to be on grade level in Math but two years below grade level in English. He was given special education services because of his disability and is receiving services in a resource setting for one hour each day. He has no record of misbehavior.

In the following scenarios we see two very different situations that need to be addressed in very different ways. The first scenario is a young boy, named Steven. He has been in three different foster care homes, and two different schools and is currently in 1st grade, he was pulled from his previous school where his sibling still go. The teacher complains of his behavior, lack of focus and disruption to the rest of the class. The teacher has referred Steven to the counselor to get him further help in managing his classroom behavior. The second Scenario is a young girl in ninth grade, named Abby. Abby lives with her mom and two biological brothers. Mom works two jobs just to get by and Abby spends most of her time home alone with her brother, helping care for them. Abby is struggling academically, missing a lot of school, and is often seen alone. Abby has always succeeded really well in school and now things are

TC has difficulty reading at school. Since his reading scores were low, it was mandated for TC to attend summer school. The mother recently spoke to TC’s summer school teacher who informed her that TC might not pass the 3rd grade. TC’s teachers inform mother that TC has behavioral problems at

Robbie is an eleven-year-old Caucasian male who attended the intake assessment with his mother. His pediatrician referred Robbie, due to concerns with depressive symptoms to Children’s Advocacy Network. Robbie reportedly received a diagnosis of ADHD at age six years old, but mother reported that diagnosis was dismissed by lack of symptom history. Mother reported that currently Robbie experiences being bullied at school by other kids. Mother reported that bullying has taken place verbally and physically. Client reported that in one occasion he “was pushed around” and another “kid punched him”. Client reported that some of the kids that bullied him at school “live in the same neighborhood”, and sometimes this prevents him from getting outside

The purpose of this interview was to gain pertinent information regarding the child in question and to discuss findings of the two observations that were conducted on 3/26/16 and 4/1/16. The interview was conducted in the home of the Tyler’s father, Quincy X and Quincy’s girlfriend Shawna. Tyler lives in between two homes, his father’s house and his mother house. The time spent is divided with three days with his dad, three days with his birth mother and one day with grandmother (mother’s mom). The daily living activities consist of all adults working throughout the day; depending on the day of the week, Tyler is picked up from child care and retires home to engage in activities with Quincy and Shawna. Tyler has most of his hygiene and dressing routines conducted by his parents. They are currently not in the process of allowing Tyler to dress himself or bathe himself. Tyler can feed himself finger foods and drink successfully from a Sippy cup or any cup with a lid. Tyler is currently working on toileting routines but still wears diapers/pull ups to assist with easy clean up. Tyler sleep regimen consist of the following transitions; dinner, bath, quiet time in his room with stuff toys and lights out at 8:00 p.m.

James was referred to me by the assistant principal on August 28, 2017. To obtain more information, I spoke with his teacher. His teacher informed me of behavioral challenges in the classroom with peers and was concerned it may be due to lack of support in the household. My first interaction with James was in the classroom. I observed how he interacted in the classroom with the teacher and peers. From the observation, I noticed James like attention from his peers and attempted to gain attention from me. My next interaction with James was one-on-one. James and I walked around the school building and then went to my office to build rapport for 20-30 minutes. During this time with James, I had him draw a picture of his family and describe them to me. James indicated that he lives with his grandparents and he has two brothers that live with his father that he does not see often. James also stated that his mother is currently incarcerated and that is why he lives with his grandparents. Toward the end of the initial meeting we established a days and times we will meet.

My son, Ricky is now six years old and he has undergone many milestones and changes to be who he is today. All throughout Ricky’s life I have worked on his intelligence, morals, and social skills so he can become a valuable member of society. In regards to Ricky’s intelligence, I have worked on his ability to read and his sleep habits which correlate with his intelligence. In regards to Ricky’s morals, I have stressed the value of honesty and treating others kindly. Lastly, Ricky is practicing sociodramatic play and participating in recreational activities to gain social skills.

Communities in Schools is an organization put into u schools to better the experience of at risk children and to help them become successful. Through this organization I volunteered at Willow Elementary School working with these at risk youth. Willow Elementary School is a school found in the Lansing area where children report lower test scores along with behavioral issues. While at the school the first day I went into a classroom to assist the students with a prefix worksheet along with other writing activities. This gave me one on one experience in a classroom with the assistance of a teacher present. The following experience I worked individually with a student. This student has many behavioral issues in the afternoon and therefore needs to take a break from the classroom setting. With this student we initially worked on math related work, however, as time progressed he grew restless with that and needed a change of pace. He went through some behavior issues for awhile. However, after calming back down, the student and I went through the books on a rack looking for Magic Treehouse books to read. We finished the day with me reading the book to him to give him a more peaceful and positive time at school. The third day there I was assigned a student to work with individually each week. This specific week the student and I worked on reading activities including reading two books and doing a cut and paste activity. In those books we worked on words involving “Th”, “Ch” sounds and how vowels change sounds in the presence of other vowels. Along with the reading focus this student has behavioral mishaps and also needs time away from the classroom to be able to gather himself to be able to behave correctly again. It was very beneficial going to the elementary school and getting one on one interaction with these children.