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Miguel Soto-Escobar
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Gender:
Male -
Ethnicity:
Hispanic -
Age:
5 years -
Grade:
Kindergarten
Miguel is an ELL child whose language issues are compounded by a speech disorder. He has excellent fine and large motor skills and likes to engage in activity with playmates.
Home Life
Miguel lives with his parents, his maternal grandmother, and an older brother and sister. His parents are having financial problems, so his home life is stressful. His mother is out of work and his father does odd jobs around the community in order to earn enough for the family to get by. The family receives food stamps. Miguel, his father, brother and sister are all bilingual. His mother and maternal grandmother know very little English; as a result, the family all speak Spanish as the primary language.
Developmental Details
Miguel's parents report that he was late to speak in addition to his speech impairment. He only uttered single words until the age of two and then gradually started to form sentences. He did seem to understand directions in Spanish. He was low birth weight (5 pounds) but did not remain in the hospital however despite trying hard, he refused to latch on and breastfeed. His appetite is reported as strong but limited in types of foods he will eat.
School Life
Miguel does well with physical tasks. He can sort objects, copy letters, model and paint forms, and loves to play organized games.When he is expected to verbalize his work it is often very difficult for him. He can be very hard to understand because in addition to his developing English skills, Miguel has a speech and language impairment. He receives speech/language therapy three times a week and is pulled from his classroom for these therapy sessions. It can be hard for him to reenter the ongoing activities in the classroom when he returns. Miguel gets along well with his classmates, though he will avoid a child if he feels that the child has been critical of him. He is generally an easy-going child, but tends to be reserved with his classmates as he is very sensitive to any teasing from them regarding his speech.
Schoolwork
The bars below refer to this student’s level of performance in each area. Exceptional Above Average Average Below Average Deficient Reading Writing Math Language & Vocabulary Physical Coordination Art Music Drama & ActingBehaviors & Domains
Below you will find a categorized list describing the behaviors and domains of the child. Language
ReadingUses vague, imprecise language and has a limited vocabulary. Low Mild Moderate Severe Mispronounces words frequently. Low Mild Moderate Severe Confuses words with others that sound similar. Low Mild Moderate Severe Has difficulty rhyming. Low Mild Moderate Severe
Written LanguageConfuses similar-looking letters and numbers. Low Mild Moderate Severe Confuses similar-looking words (e.g., beard/bread). Low Mild Moderate Severe Has weak comprehension of ideas /themes. Low Mild Moderate Severe Has problems associating letter and sounds, understanding the difference between sounds in words or blending sounds into words. Low Mild Moderate Severe Dislikes and avoids reading or reads reluctantly. Low Mild Moderate Severe
Social EmotionalDislikes and avoids writing and copying. Low Mild Moderate Severe Has difficulty remembering shapes of letters and numerals. Low Mild Moderate Severe Copies inaccurately (e.g., confuses similar-looking letters and numbers). Low Mild Moderate Severe Has difficulty proofreading and self-correcting work. Low Mild Moderate Severe Has difficulty "joining in" and maintaining positive social status in a peer group. Low Mild Moderate Severe Has trouble knowing how to share/express feelings. Low Mild Moderate Severe Has trouble "getting to the point" (e.g., gets bogged down in details in conversation). Low Mild Moderate Severe Has difficulty with self-control when frustrated. Low Mild Moderate Severe Harika Yilmaz
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Gender:
Female -
Ethnicity:
Middle Eastern/Turkish -
Age:
5 years -
Grade:
Kindergarten
Harika is a bright child who likes to read and is especially talented in math. Her parents are Muslim immigrants from Turkey, and Harika wears a head scarf and conservative clothing. Harika is very shy and does not know how to assert herself.
Home Life
Harika lives in an apartment complex with her mother, father, and two older brothers. Her grandparents live in the same complex and are very involved with the family. Harika is the third child, the youngest and the only girl. Her brothers are seven and eleven years old. The whole family is bilingual. Harika’s family is originally from Turkey and they are Sunni Muslim. The family is devout. They live a comfortable middle-class life though the mother does not work. The mom and Harika wear headscarves at all times. Harika is the only child in her neighborhood or school to wear a headscarf. Her diet is also restricted (halal) and her mother insists that she not be fed snack food that is shared in the classroom fearing that it will be haram (unacceptable). Harika brings in her own snack each day.
Developmental Details
Harika is very tentative and cautious regarding her movement. She tends to hold on to railings with two hands as she goes up and down stairs. Her drawings are very small and very light since she barely touches the crayons or colored pencils to the paper. Harika was a large baby and at birth had shoulder dystocia, however her parents report that physicians were not following her for any complications reported to that. She was breastfed for two years and now eats a wide variety of food within the family's religious contraints.
School Life
Harika is an excellent and divergent thinker. She can make connections between diverse things that she has learned. She is an excellent problem solver in math and easily masters any work that is given to her in that subject. She is also reading well above expectations for her age. Harika would prefer to sit and read than to do most anything else in her classroom. Harika’s work is all above expectation for her age. She is reading simple chapter books with excellent fluency and comprehension.
Schoolwork
The bars below refer to this student’s level of performance in each area. Exceptional Above Average Average Below Average Deficient Reading Writing Math Language & Vocabulary Physical Coordination Art Music Drama & ActingBehaviors & Domains
Below you will find a categorized list describing the behaviors and domains of the child. Gross & Fine Motor Skills
Social EmotionalAppears awkward and clumsy, dropping, spilling, or knocking things over. Low Mild Moderate Severe Dislikes and avoids writing / drawing tasks. Low Mild Moderate Severe May not detect or respond appropriately to teasing. Low Mild Moderate Severe Has difficulty "joining in" and maintaining positive social status in a peer group. Low Mild Moderate Severe Has trouble knowing how to share/express feelings. Low Mild Moderate Severe Has difficulty dealing with group pressure, embarrassment, and unexpected challenges. Low Mild Moderate Severe Has trouble evaluating personal social strengths and challenges. Low Mild Moderate Severe Jeremiah Wilson
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Gender:
Male -
Ethnicity:
African-American -
Age:
5 years -
Grade:
Kindergarten
Jeremiah is a bright, strong boy who likes helping children with physical tasks. He is showing symptoms of ADHD, and unfortunately he becomes somewhat aggressive when he gets frustrated. Jeremiah's father is a Marine who is currently deployed overseas.
Home Life
Jeremiah’s parents are married and middle class. His father is a marine who is currently deployed overseas. He has one sister who is two years old. The family is Christian (Baptist).Jeremiah and his sister are cared for by an aunt outside of his school hours. Mom works long hours and finds it difficult to help Jeremiah with his work. Jeremiah’s aunt cares for several children so she expects him to take care of his own needs. They live in an urban setting in a relatively safe neighborhood where a lot of the children play out on the street.
Developmental Details
Jeremiah is a very athletic and active child. Jeremiah is a kind and thoughtful little boy though he can become somewhat aggressive when he loses control. He does not mean to hurt anyone, but his level of physical activity can get out of control and his judgment becomes affected. Jeremiah has been looked at by a pediatrician and a neurologist due to his restlessness and his difficulty attending to tasks and directions. The doctors agree that there is a suspicion of ADD/ADHD but feel that it is too early for a diagnosis. They have encouraged mom and teacher to provide Jeremiah with structure, exercise, and a safe place to “blow off steam” when he begins to spin out of control. Jeremiah walked at 8 months of age and was easily able to climb out of his crib and onto other furnishings. He showed, and continues to show, little fear in physical activities despite suffering many falls and bumps and bruises. He broke his arm at age 18 months from a fall off a ladder.
School Life
Jeremiah is obviously a bright little boy, but his schoolwork suffers from his inability to stay on task. He does not yet have an IEP, but he is below expectations in classroom work, and in addition to his impulsiveness is thus being looked at by the RTI team.
Schoolwork
The bars below refer to this student’s level of performance in each area. Exceptional Above Average Average Below Average Deficient Reading Writing Math Language & Vocabulary Physical Coordination Art Music Drama & ActingBehaviors & Domains
Below you will find a categorized list describing the behaviors and domains of the child. AttentionFails to pay close attention to details or makes careless mistakes in schoolwork, work, or other activities. Low Mild Moderate Severe Has difficulty sustaining attention in work tasks or play activities. Low Mild Moderate Severe Has difficulty organizing tasks and activities. Low Mild Moderate Severe Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort such as homework and organizing work tasks. Low Mild Moderate Severe Is easily distracted by outside influences. Low Mild Moderate Severe Gwen Cohen-Green
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Gender:
Female -
Ethnicity:
White/Jewish -
Age:
5 years -
Grade:
Kindergarten
Gwen is a happy little girl who lives at home in the suburbs with her mom and dad. She is an only child. The family is Jewis (Reform). Her mother and father have some unresolved marital issues.
Home Life
Gwen lives in a suburban setting with her mom and dad. She is an only child. Both parents have careers, work long hours and live a comfortable life in financial terms. Mom, who is the one to attend meetings and parent/teacher conferences, reports that Gwen is very demanding at home. Mom reports that although she tries to set limits for Gwen her father is unwilling to support her in enforcing them. Dad is affectionate and easy-going which oftentimes results in Mom assuming the role of disciplinarian. This has created a great deal of friction in the household. In addition to disagreements regarding Gwen's discipline, there are other unresolved marital issues.
Developmental Details
Gwen is a very active little girl who is currently in good health. Although she may watch TV programs for a half hour she prefers to draw, build, and play physical games. She is physically strong and is well coordinated. Her face is very expressive and can change expressions in an instant. Gwen can be rather volatile and her moods change quickly. When she is happy she exudes happiness by singing and dancing. When she is angry she can become very loud and can be verbally hurtful to her classmates and belligerent towards her parents. Gwen has a quick mind and is a creative, divergent thinker. She is quick to understand new ideas and stories. However, she often has difficulty with regulating her behavior and attention and this affects her learning. Gwen loves to dress up and pretend that she is a make-believe character. Her parents report that as a toddler, Gwen was prone to strong temper tantrums and that many standard discipline approaches they tried did not seem to work well. Gwen did struggle with repeated ear infections from 6 to 24 months of age until she had surgery which helped.
School Life
Gwen is very creative and will spend quite a bit of time adding detail to her drawings and paintings. Art activities are one of the few times when her behavior is self-regulated appropriately. Gwen is a capable student, doing grade level work , but her teacher recognizes that her behavior is impacting both her ability to excel and her classmates’ ability to attend to their tasks.Gwen’s first marking period report card shows that she meets grade-level expectations in all subjects save behavior and ability to stay on task. Informal, formative and summative assessments demonstrate that Gwen does grade-level work but is clearly capable of greater achievement.
Schoolwork
The bars below refer to this student’s level of performance in each area. Exceptional Above Average Average Below Average Deficient Reading Writing Math Language & Vocabulary Physical Coordination Art Music Drama & ActingBehaviors & Domains
Below you will find a categorized list describing the behaviors and domains of the child. Attention
Social EmotionalFails to pay close attention to details or makes careless mistakes in schoolwork, work, or other activities. Low Mild Moderate Severe Has difficulty sustaining attention in work tasks or play activities. Low Mild Moderate Severe Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace. Low Mild Moderate Severe Is easily distracted by outside influences. Low Mild Moderate Severe Has trouble "getting to the point" (e.g., gets bogged down in details in conversation). Low Mild Moderate Severe Has difficulty with self-control when frustrated. Low Mild Moderate Severe Spencer Hanson
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Gender:
Male -
Ethnicity:
White/Caucasian -
Age:
5 years -
Grade:
Kindergarten
Home Life
Spencer lives with his two moms who are in a long-term committed relationship. He is an only child. The family is Christian (Lutheran). Spencer is the central focus of his moms’ lives. He originally came to live with his moms as a foster child, and later he was adopted by them. He gets a great deal of attention and affection. The family is upper middle-class and is in a safe suburban neighborhood. One of Spencer's moms is an ER physician in a local hospital who works long hours, and his other mom stays home with him and is a freelance artist. They try to cultivate positive social values in Spencer as well as allowing him to explore his masculinity. As a lesbian couple they spend a lot of time with other same sex couples. Both parents are concerned that Spencer needs more positive male role models.
Developmental Details
Spencer was born prematurely and reports indicate that his mother had poor prenatal care and possible addictions. Spencer is very even-tempered and reserved. He never seems to lose his cool or display his emotions one way or another.
School Life
Spencer is very bright and has an extensive vocabulary. He loves stories and story-telling. He loves to read non-fiction books about animals and the natural world. His reading is above the expectations for his age as is his work in math and science. He has not yet learned to organize his work which often becomes crumbled or lost. Spencer tries to be a good listener, but his body often flops over during class meeting times. It’s hard for him to sit cross-legged on the rug with his classmates without falling over into someone else’s space. Spencer has a “spaced out” look about him at times which his teachers have come to realize is what he looks like when he is deep in thought.
Schoolwork
The bars below refer to this student’s level of performance in each area. Exceptional Above Average Average Below Average Deficient Reading Writing Math Language & Vocabulary Physical Coordination Art Music Drama & ActingBehaviors & Domains
Below you will find a categorized list describing the behaviors and domains of the child. Gross & Fine Motor Skills
Written LanguageGrasps pencil awkwardly, resulting in poor handwriting . Low Mild Moderate Severe
AttentionHas messy and incomplete writing, with many "cross outs" and erasure. Low Mild Moderate Severe Has difficulty sustaining attention in work tasks or play activities. Low Mild Moderate Severe Has difficulty organizing tasks and activities. Low Mild Moderate Severe Loses things consistently that are necessary for tasks / activities (e.g., toys, school assignments, pencils, books, or tools). Low Mild Moderate Severe Is forgetful in daily/routine activities. Low Mild Moderate Severe -