Keisha-100 Money Bag

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

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

At age five Stacey was diagnosed with a reading disorder and was place in a special education classroom for grades Kindergarten and 1st grade. She was placed in a general classroom in second grade but continue to receive the following accommodation extended time

He has been diagnosed with ADHD and has Type 1 Diabetes. His diabetes is managed with insulin therapy and he has an insulin routine at school. His family has chosen not to manage his ADHD with drugs. Generally his ADHD impacts both his academic and social interaction. He has difficulty understanding directions accurately and is then unable to preform the task at hand. He is an articulate child with an exuberance for being in charge this has lead to several lost leadership jobs. He can be confrontational with other children and on some levels seems socially isolated. He plays with other children on the playground, but seldom works with other children in the classroom. He is below grade level in both math and reading. This related to the env ADHD rather than an indication of intellectual

For my learners profile I have decided to pick Gabriela Reyes. She is a very sweet 7-year-old girl that came from Dominican Republic. She has been in the United States about 2 year. She migrated with her mother to the South Bronx and her father still lives in Dominican Republic. Gabriela is able to listen and speak in Spanish well. However, she is unable to read or write in Spanish. Her mother mentioned placing her in school in Dominican Republic before moving to the United States. Gabriela attends the public school 35, which is in district 9. District 9 is known as the poorest and very diverse neighborhood in the South Bronx. ENL classrooms since her arrival and her proficiency level at this moment are emerging. This year I had Gabriela in

She is able to do things such as get ready for school, bathe, feed herself and use the bathroom with no assistance. She is behind in academics, and is currently working at a third grade level, while she is in fifth grade. She often gets along with peers and staff but displays aggressive behavior at home. She has trouble following multistep instructions. (Scores are written below.)

Adam is a 6-year-old child in kindergarten. He is a white male son of 2 doctors and 1 of 3 children, youngest of all 3. He is overall one of the highest in the classroom. He is able to identify all letters the alphabet without error. He knows all of the basic sight words and higher one that are required for 1st grade. He has been tested for the gifted program and was accepted with an amazing score on the test given to him in all contents. He can read and write on the kindergarten level and higher. He can answer any high level question given to the classroom. He will be the first in the class to shout out the correct answer with out think much about them. He is on the high 1st grade level in the language arts part when doing groups. The only bad thing he does is that he is a very slower writer, when

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.

Alvin has put forth more effort towards his academic program; however, he has difficulty keeping to due dates for submitting homework and other assignments. Although, he is aware he can seek remedial support at any time, he often refuses to do so. We have been working on organization and him reporting when he is called for remedial services without repeated prompts.

David is in 2nd grade and also participated in ESY this past summer. He receives occupational therapy services for his handwriting and sensory integration/regulation. He also receives speech for echolalia. Ms. Lantz uses the ALL reading curriculum with him as well as direct instruction math.

It has been an honor to work with your son and to get to know your family. As the 2016-2017 school year begins, I am I very excited and looking forward to witnessing the many wonderful educational milestones that Bill will face. We as a team; will work together to create a world where Bill can flourish. As noted in previous communications, Bill is developmentally behind his chronological peers. Presently, Bill eats lunch and participates in all specials. He has shown interest in gym and math. Even though Bill is not on grade level in math, he enjoys the subject matter and strives to do his best. He demonstrates great difficulty in the fundamentals of science and language arts. During free time, Bill struggles with peers interactions during free time. With Bill struggles in areas that will affect his future education and I would like for us to build activities and provide accommodations to help Bill continue to progress.