Case Report 100

KS is an 8th grade student who is being considered for special education support due to concerns with

his behavior, attention, literacy, and math skills. He is an English Learner whose 1st language is

Spanish. He has received EL supports since Kindergarten. KS is diagnosed with ADHD and has a 504

plan for attention and focus since 4th grade. He is well liked by peers, has good social skills, and is

stronger in Math.

Student Name: KS DOB: 2/19/2006 Grade: 8

General Considerations

Parent Contact: **In parents’ native language, if necessary**

Date Staff who made contact and in what language

Topics discussed

   11/18

      Psych

          Scheduled Parent Interview

Vision & Hearing Screening:

Vision Screening Hearing screening

Passed Date:      9/10/19 Passed Date:   9/10/19

Notes: N/A Notes: N/A

Medical or Mental Health Diagnoses: ADHD Medication Dates taken Dosage Side Effects Noted     None       n/a n/a n/a

Attendance: ​If a pattern of frequent absences exists, describe what action(s) the school took to increase attendance:

Grade # / % Absences ACTION

8 88% Attendance Parent Contact, First Connection Candidate

ACCESS scores

1. What does the ACCESS profile say about the student?

Previous ACCESS scores

 

2. For Spanish-speaking ELs, what does the Las Links profile say about the student? .

Review of the Learner Across Languages

Assessment Spanish (L1) year / % tiles / growth English (L2) year / % tiles / growth

Logramos Local %ile Reading=24th National%ile Reading=28th percentile

N/A

OLA 2019- Overall score- 14, Structure- 1/1, Analysis- 0/1, Correct words- 120/122

F&P/SEL 2019- Independent- Level Q (Non-fiction), 98%, Comprehension- 6/9 (Within- 1, Beyond- 2, About- 3), Self-Correction- 0, Fluency- 2/3, Rate- 145.71; Hard- Level R (Fiction), 99%, Comprehension 3/9 (Within- 1, Beyond- 1, About- 1) Self-Correction- 0, Fluency- 2/3, Rate- 151.06

F&P Spanish 2019-Independent-Level N (Fiction), 98%

Comprehension 5/9: Within-1, Beyond-2, About-2 Self-correction: 1 Fluency-2/3 Writing about reading: 1/3

MAP

Reading Fall 2019 RIT=178 ​(district grade level mean=196)

Spring 2019 RIT=188 ​(district grade level mean=219)

Math Fall 2019 RIT=187​ (district grade level mean=232) *spanish, see attached screenshots on the last page.

Lang. Usage N/A

The BAS (Benchmark Assessment System) was administered on 10/31/2019 and most was completed

at that time.

● The first story the student was given was ​Not Too Cold for a Polar Bear​ which is a non-fiction, Level Q book from System 2 of the BAS. Based on the results (namely, accuracy and

comprehension), this book was at the student’s “Independent” level. This places the student’s

reading level at the “November/December” period of Grade 4. The scores and results are listed

below:

○ Accuracy (how many words pronounced correctly)- 98% ○ Self-corrections (how many words initially mispronounced, but then corrected without

any prompting or comments from the test administrator)- 0

○ Fluency (the pace at which the student read the story)- 2/3 ○ Rate (the amount of words read per minute)- 145.71 WPM (Words Per Minute) ○ Comprehension (various question types)

■ Within the Text- 1/3 (“right there” questions) ■ Beyond the Text- 2/3 (“inferential questions) ■ About the Text- 3/3 (questions about the book’s features, author’s purpose, etc.)

● The second story the student was given was ​The Election​ which is a fiction, Level R book from System 2 of the BAS. Based on the results (again, accuracy and comprehension), this book was

at the student’s “Hard” level. This would be a student’s reading level at the “February/March”

period of Grade 4.The scores and results are listed below:

○ Accuracy (how many words pronounced correctly)- 99% ○ Self-corrections (how many words initially mispronounced, but then corrected without

any prompting or comments from the test administrator)- 0

○ Fluency (the pace at which the student read the story)- 2/3 ○ Rate (the number of words read per minute)- 151.06 WPM (Words Per Minute) ○ Comprehension (various question types)

■ Within the Text- 1/3 (“right there” questions) ■ Beyond the Text- 1/3 (“inferential questions) ■ About the Text- 1/3 (questions about the book’s features, author’s purpose, etc.)

● The following is listed on the Cover Sheet of the BAS Summary Form, but is noted below, as well. This lists “Behaviors and Understandings to Notice, Teach, and Support)

○ Areas of strength ■ Accuracy ■ Consistent rate

○ Areas for improvement ■ Within the Text questions

● Retelling ● Would benefit from referring back to the text

■ Beyond the Text questions

 

● The ​Fountas & Pinnell Literacy Continuum​ has a variety of ways this student can be supported. ○ Looking at the “Level Q” section will give teachers an idea of which reading behaviors

the student utilizes, seeing as that is the student’s independent level.

○ Looking at the “Level R” section will support teachers as they “stretch” the student’s learning, to help develop that student’s reading level proficiency.

B. Parent Interview Questions

1. Personal and Family Factors

a. Who else lives in the home with you and your child? (If not both parents) Does your child have contact with his other parent? Are there any concerns with this arrangement? Does your child express concerns?

i. Lives with mom, parents are seperated. Has a sister. Has support from grandparents.

2. Language exposure and development

a. In infancy and early childhood, what language(s) were used with the student? By

whom?

i. No concerns, English and Spanish (participated in bilingual until 3rd)

b. When the student was a toddler, what language(s) was best understood by the child?

i. Spanish

c. At what age did the student first speak and in what language(s) did the student first

speak?

i. Spanish and English, 2 years old

d. Did you have any concerns about the student’s language development?

i. In your native language?

1. No

ii. In English?

1. No

e. Where there any concerns with the student’s early developmental milestones?

i. *Please note, interviewer would need to contextualize this within cultural

expectations

ii. None reported by parent

f. When did the student start having exposure to English (upon enrolling in school or

earlier)?

i. From early childhood..Mainly English at home, will speak Spanish with

grandparents

 

 

3. History and Quality of Previous Education/Language Supports

a. What is your child’s history of formal schooling? i. Amount/years of formal schooling? Retention?

1. Consistent history of schooling

ii. Which language?

1. English/Spanish

iii. Are there available records?

1. Cumulative File

b. What type of Preschool Programing was provided? NA

c. If arrived from other country, what is the format of the educational system?

i. *Please note, interviewer might need to research the educational system after

the interview

1. N/A

d. Has the student received any formal supports? NA

i. e.g. speech/language therapy - direct or RtI, classroom supports, ESL supports

ii. If so, in which language?

4. Current Language Use

a. What languages does the student hear in the home? How often does the student hear

each language? And from whom?

i. Mom, English/Grandparent, Spanish

b. Who is with the child most often and what language is spoken with that person? i. Mom, English

c. Currently, what language(s) is best understood by the child?

i. English

d. Expressively, what language(s) does the student currently use?

i. English

e. When you give your child directions, do you need to repeat them and/or point/gesture?

i. No

f. When you ask your child questions, do you need to repeat them, point/gesture and/or

provide choices/examples?

i. No

g. Do you think the way your child talks and shares ideas is appropriate for their age?

i. No

h. How does the student use language at home? What language do they use for the

following activities?

i. Interacting with immediate family members (parents, siblings)?

1. English

ii. Interacting with extended family members (grandparents, aunts/uncles,

cousins)?

1. English

iii. Playing with friends at home?

1. English

iv. Playing with friends at school?

1. English

v. Watching television?

1. English

vi. Listening to the radio?

1. English

vii. Using the computer?

1. English

viii. Reading books or magazines?

1. English

ix. Other community activities?

1. English

i. Currently, do you have any concerns about the student’s language development?

i. In your native language?

1. No per mom

ii. In English?

1. No per mom

5. Environmental factors a. Have there been or are there currently any concerns with family issues from

separations, death, health, financial struggles, frequent moves, neighborhood safety or any difficult event that may have had an impact on your child?

i. Separation 5 years ago b. How much time do you spend talking about your child’s education at home?

c. How do you help your child be successful at school? (e.g. Make sure they do homework)

6. Other (if applicable) a. Are there any health concerns?

i. Any current or past diagnosis?

1. ADHD

ii. Any routine medication(s)?

1. no

iii. Any history of hospitalizations?

1. no

iv. Are there any concerns for Hearing or Vision?

1. no

b. Do you or any family members have any behavioral concerns with your child at home or school?

i. Socially, enjoys to connect with peers. Reports anger to mom. c. How does your child respond to discipline (tantrums, aggressive or physical display of

emotions) at home? (For early primary and younger-How does your child generally do with transitions? Is your child irritated by touch, loud noises, large environments?)

i. No concerns, to himself d. Do you have any concerns with your child’s peer relationships at home or school? For

early primary and younger-How does your child play with other children? (side by side, interactive, sharing, taking turns, isolated)

i. No concerns, to himself e. How does your child feel about school and have they expressed any feelings about

school currently being addressed? i. Has mentioned to parent that he feels he will not graduate

f. How do you feel your child is doing in school? i. Knows he struggles with attention

Parent Teacher Conference Notes

● Mom is concerned with attention at home as well, following directions ● She was emotional, looking to school for additional support ● Reported that she did not want to take steps to start medication at this time ● Aware of concerns of grades and attention

Critical questions 2B for team to answer:

1. What is the parent opinion of functioning in L1 and L2? a. Parent does not have language concerns, she reported that he uses very minimal

Spanish at home only when speaking with grandparents 2. Are there evidence of risk factors or opportunity gaps?

a. Parent shared that due to work, she does not have significant time to assist him with homework after school

Student Observation(s):

Date -Instruction (I): How is instruction delivered (e.g. Teacher at front of room; project-based)? -Curriculum (C): What are the instructional materials (e.g. Primeros Pasos, EnVision)?

-Environment (E): How is the environment arranged, number of students, language of instruction, supports in the classroom, supports used for learner, format (independent, 1:1, small group, whole group)? -Learner (L): What is the student doing considering the above?

11/26 I: Individual, small whole group C: Reading (novels), Math (illustrative math)/(successmaker), No red Ink, Grammarly E: Receives 1:1, small group, whole group L: BOSS observation KS Active Engagement-0% Passive Engagement-33% Off-task motor-33% Off-task verbal-17% Off-task passive-17% Peer comparison Active Engagement-25% Passive Engagement-58% Off-task motor-8% Off-task verbal-0% Off-task passive-8%

Other Domain Areas Grades:

Communication: Listening and Speaking ​(e.g. S/L screening, student interviews) [BICS (social) and CALPS (academic) for each language] L1: No current communication concerns L2: No current communication concerns Motor Functioning Please note any differences in performance based on instruction or environment (e.g. Spanish instruction versus English instruction; small group versus large group) No motor concerns at this time Functional Performance:​ INTERVIEWS, OBSERVATIONS, COLLIER TOOLS, RATING SCALES (only after obtaining consent)

(adaptive skills, ability to show age appropriate independence, and possible ​instructional and/or

environmental supports​ needed to be independent)

Please note any differences in performance based on instruction or environment (e.g. Spanish instruction versus English instruction; small group versus large group) Please describe student’s interest, motivation and frequency of active participation (e.g. raising hand, discussion with peers)

Social Emotional Functioning:

INTERVIEWS, OBSERVATIONS, PBIS data, PBIS Data: 19-20 2 ODRs: 18-19 5 ODRs

TecV - technology violation DEFI - defiance PNON - physical aggression non-violent PBIS Interventions Received

Sexf - executive functioning group Ment - mentor

Summary questions:

1. What is the language profile/skills in L1 (listening, speaking, reading, writing)?

a. Scoring below grade level across assessments

2. Are there any cultural considerations that need to be taken into account (e.g. parent

understanding of child’s functioning and possible supports needed)

a. Parent is aware of functioning, reported history of behavior and academic concerns in

elementary school as well

3. Are there any additional considerations that need to be taken into account for intervention?

(SEL, Student engagement/participation, Immigration, Trauma, Homelessness, Other factors,

such as characteristics of ADHD, ASD)

a. Attention/Focus in class

4. What problem(s) has the team identified? a. Team most concerned with attention and focus in class, performing below grade level

on assessments in L1 and L2

Students current schedule:

Exclusionary Factors*

Student shows evidence of cognitive disability Yes ​No *Please note, Cognitive - Should only be considered if there are significant concerns in functional performance in L1 and L2 AND receptive language delays in L1 and L2; Consider using Collier Tool for Cognitive Learning Style checklist to help provide more information on cognitive learning style differences; Cognitive Learning Style Checklist: This tool provides you with a learning style profile of your student of concern in 7 cognitive learning style areas: anxiety, categorization, field, locus of control, persistence, tempo and tolerance. Provide Evidence (e.g., Cogat Scores, Adaptive Behavior):    *See also medical history questions in parent interview  ​  

Problem Solving Meeting Scheduled for: 11/21/19

Invitees: Team