Case Study Presentation

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Case Study Presentation:

Case Study Presentation Julie Shier EDPY 556

Student 1 - Nicole:

2 nd Grade Age 7 Highly motivated to do well in school Great soccer player Normal developmental milestones Both parents in home, mom very involved but father frequently out of town Did not attend Kindergarten SST recommended interventions due to low reading and writing levels reported by 2 nd grade teacher Student 1 - Nicole

Nicole’s Interventions:

Nicole was enrolled in a reading enrichment program to assist with her reading and writing difficulties. However, after being in the reading program for six weeks, Nicole had still made very little progress. Additionally, Mrs. Hawkins used study buddies and cross age tutoring in her regular second grade classroom for six weeks as well to assist Nicole. None of these strategies resulted in any significant improvement in Nicole's academic success in the regular education curriculum. Nicole’s Interventions

Nicole’s Reading Progress:

Nicole’s Reading Progress

Nicole’s Summary:

The SST has documented interventions in the regular education classroom that have not yielded desired improvements in Nicole's performance. Nicole appears to be of average learning ability who is achieving in school significantly below students in her grade level. Efforts to improve Nicole's reading level by enrolling Nicole in a reading enrichment program and by using study buddies and cross age tutoring did not result in improved reading performance. More information about Nicole's reading and writing skills are needed. This information will need to be obtained from individualized testing. Parental consent to conduct a detailed evaluation of Nicole's reading and writing skills is recommended. Nicole’s Summary

Student 2 - Nicholas:

Grade 5 Age 11 Normal developmental milestones Attended Kindergarten Frequently sad Parents recently divorced Did well in school until divorce Fourth grade CBM reported Basic levels in English and math Student 2 - Nicholas

Nicholas’ Interventions:

Nicholas was enrolled in an English intervention class by his teacher, Ms. Jones, to assist with his English difficulties. After being in the English intervention for six weeks, Nicholas made some academic progress. Additionally, Ms. Jones used an adult teacher aide to assist Nicholas during English and math lessons. Nicholas did make some academic improvements, however, Ms. Jones is still concerned about Nicolas' emotional well being. Nicholas’ Interventions

Nicholas’ Reading Progress:

Nicholas’ Reading Progress

Nicholas’ Summary:

The CBM benchmarks indicated Nicholas' English and math scores in the basic range. Ms. Jones, Nicholas' current teacher also observed his difficulties in English and math. She also noted that Nicholas appears to frequently be sad. The documented interventions in the English intervention class and the regular education classroom appeared to have assisted Nicholas. It does however, appear that Nicholas is capable of academically achieving at a higher level. Nicholas' difficulties in school may be due to emotional issues that Nicholas is experiencing due to his parents' divorce. Family and individual counseling may be appropriate for Nicholas to deal with the emotional turmoil that he may be feeling. More information about Nicholas' mental state are needed. Parental consent to conduct a detailed evaluation of Nicholas' emotional well being is recommended. Nicholas’ Summary

Student 3 - Summer:

6 th Grade Age 12 Normal developmental milestones Attended Kindergarten Extremely artistic and social Both parents in home and very involved Fifth grade CBM reported Far Below Basic levels in English and math Student 3 - Summer

Summer’s Interventions:

Summer was enrolled in an English and math intervention class to assist with her low academics. However, after being in the reading program for six weeks, Summer had still made very little progress, and still remains in the at risk range. Cross age tutoring was also provided to Summer with during the English and math lessons. None of these strategies resulted in a significant improvement in Summer's academic success in the regular education curriculum. Summer’s Interventions

Summer’s Reading Progress:

Summer’s Reading Progress

Summer’s Summary:

The CBM benchmarks indicated Summer's English and math scores in the Far Below Basic range. Mrs. Webber, Summer's current teacher, also observed his difficulties in all academic areas. The documented interventions in the English and math intervention class and the regular education classroom interventions that not yielded the desired improvements in Summer's performance. Summer appears to be of average to below average learning ability who is achieving in school significantly below students in her grade level. Efforts to improve Summer's reading level by enrolling Summer in an English and math intervention class and by using cross age tutoring did not result in significant improved reading performance. More information about Summer's academic skills are needed. This information will need to be obtained from individualized testing. Parental consent to conduct a detailed evaluation of Summer's academics are recommended. Summer’s Summary

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