Case_Study..

School

Roosevelt University *

*We aren’t endorsed by this school

Course

301

Subject

Mathematics

Date

Feb 20, 2024

Type

Pages

Uploaded by erikajenkins32

Identifying Information: Student Name: Cordairo Watkins Revaluation Date: 03/03/2020 Date of Birth: 02/29/2008 Examiner: Sandra Cee Chronological Age: 12 years, 3 days School: Prairie Hills Grade: 7th Primary Language: English Reason For Referral:. Ms. Jenkins, mother of Cordairo is concerned with Cordairo's grades, organization, and executive functioning. She wants Cordario to receive the support necessary to be more independent. Per ELA and Math teacher, Cordairo struggles significantly with organization of his materials, planning and follow-through with multi-step and multi- class expectations. Self-awareness and self- regulation across the varying expectations and demands of the junior high, and limited insight into the impact of his choices and actions on his grades and progress. Although Cordairo continues to benefit from exposure to grade level curriculum, vocabulary, and expectations, he requires assistance and support with organization of materials, demands, and class expectations. He will also benefit from re-teaching of strategies to address academic, behavioral, and attention related demands, with practice and support to implement these skills as needed. He will also require accommodations and modifications to address his instructional, interpersonal and attention related needs. Informal Assessment: DIrect Classroom observations checklist Assessment EFS per ELA & Math Teacher as well as Reading Inference, error analysis and Adding/Subtracting Fractions Flowchart Assessments. EFS Assessment questionnaire completed by mother and student Cordairo.Checklist completed by each teacher after observing and interviewing students and teachers to determine activities that indicate the ability to organize, plan, use working memory, initiate, change tasks, sustain attention, use response inhibition, and time management or other executive functions. Classroom observations took place 11/21/20 in natural classroom environments within Gen Ed settings, on 11/19/20 in natural home environments and online via Google Docs. ·

Background/History: Cordairo is a 6th grade student who is new to the Jr. High School this year. He is a quiet and mannerable young man who follows school rules and classroom routines and rituals. Cordairo is quiet in class but appears to enjoy school and has made friends on the 6th grade A and B teams. He participates in the school choir and really enjoys performing with the choir. Cordairo says he is good at reading. Per Ms. Watkins, Cordairo has a strong determination for things he desires. Per Mr. Masterson (ELA), Cordairo participates in class. At 18 months (August 2009) Ms. Watkins (mom) noticed Cordairo had quit talking and only screamed for what he wanted. Cordaio’s eating habits changed as well. At the age 3 Cordairo was evaluated and accepted by Early Intervention in which he had Developmental, Occupational, Behavioral, and Speech therapy services including attending a feeding clinic. He was diagnosed with a Developmental Delay at this time. AT age 6, he was diagnosed with mild Autism and ADHD. His diagnosed disabilities caused significant problems in school with transitioning, loud noises, avoidance, parallel play, Cordairo’s weak pincer grip of concern by mom and 1st grade classroom teacher. Cordairo has a medical diagnosis of ADHD and high functioning Autism which in combination adversely and negatively impacted his overall growth and progress since his transition to the junior high. He struggles significantly with organization of his materials, planning and follow-through with multi-step and multi-class expectations, self-awareness and self regulation across the varying expectations and demands of the junior high, and limited insight into the impact of his choices and actions on his grades and progress. Cordairo is a very bright 12 year 2 month old boy and resides at home with mother (Mrs. Erika Watkins, father (Marcellus), sisters Cherry 22, Dezarae 16, and Skylar 6, and brother Erik 4. Mom is currently in school to become a Special Education teacher and dad has completed Bachelors in Communications. Both parents are employed, mom a Special Education Classroom Assistant with Chicago Public Schools and dad a full-time Barber. Family love to have family style dinners together. Cordairo is the oldest boy and tries really hard to help around the house but he says he forgets things at times. There is a history of Autism on the father's side, two brothers have autism and one has retinoblastoma. Mom stated that she never treats Cordairo like he has a disability, but requires the same from him as his siblings. Cordairo stated that he and his family are very close. Cordairo was born on the 29th of February a leap year in 2008 and had no apparent physical and or medical problems nor any complications during birth and or post delivery at 38 weeks gestation. Cordairo was a healthy baby boy weighing 7lbs 6 ozs delivered vaginally. Mom

did not smoke, drink nor consume any drugs during pregnancy. Cordairo was breastfed until 12 months of age. Cordairo was meeting milestones appropriately until the age of 18 months when he began to degree with his speech, behavior, and social emotional capacity. Mom stated at 18 months toileting grew very difficult and troublesome and Cordairo went back to the bottle drinking whole milk. Cordairo would not use utensils to eat, but instead would eat like an animal, a dog he preferred directly out of the bowls/plates. He wasn’t potty trained until about 3 years 6 months old. Prior to 18 months, Cordairo was diagnosed with severe asthma and took a nebulizer two to three times per day with albuterol. His first three years he caught many colds and had several ear infections, which his hearing was tested per Dr. referral and cordairo passed. Cordairo still continues to use nebulizer and carries a pump in his backpack as needed. The Asthma Action Plan is on file with the school nurse. Cordairo at the age of six was prescribed Methylphenidate for ADHD, he currently takes in the am at school and a dose after lunch at school. Cordairo attended Montessori from age three until third grade, as mom describes it, third grade he grew into his “butterfly stage”. Cordairo grew three grade levels in one year, from the prekindergarten level to third grade fourth month by the end of third grade year. At age six, Cordairo was referred for an IEP evaluation by mom and first grade teacher out of concerns that lack of working memory, problem solving, fidgidness, levels of distractibility, as well as pincer grip will continue to impede his learning. Cordairo qualified for services per evaluation and IEP team and received maximum minutes in resources for reading/math. Cordairo did not do well having to leave his primary class to go to the resource room, he struggled with transition. Although Cordairo continues to benefit from exposure to grade level curriculum, vocabulary, and expectations, he requires assistance and support with organization of materials, demands, and class expectations. He will also benefit from re-teaching of strategies to address academic, behavioral, and attention related demands, with practice and support to implement these skills as needed. He will also require accommodations and modifications to address his instructional, interpersonal and attention related needs.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

According to KTEA results:On February 25 and 26th, 2020 Cordairo was assessed with the KTEA II Form B to assess his Reading and Math skills. Scores between 85 and 115 are considered to be in the average range. Scores will be reported in standard and grade equivalent scores. Math Concepts and Applications SS 88 Avg. Score Grade Equivalent 4.6 Math Computation SS 88 Average Score Grade Equivalent 4.7 Math Fluency SS 86 Average GE 4.1 Math Composite Score 86 Average Letter and Word SS 107 Average Score GE 7.7 Reading Comprehension SS 97 Average Score GE 5.8 Reading Composite SS 102 NWEA MAP Winter 2020 scores: Reading 220 (65%ile) end 8th grade (Target score 214) Math 204 (13%ile) beg. 4th grade (Target score 222) The KTEA was administered again by Ms. Gregus in January of 2019 to complete the test and to have accurate data. The data was discussed at Cordairo's domain meeting on January 25, 2019. The following are standard scores with the average range 85 to 115. Letter and word recognition SS 93 GE 4.5 Reading Comprehension SS 98 GE 5.2 Total Reading SS 95 Math concepts and applications SS 82 GE 3.3 Math Computation SS 88 GE 3.9 Total math 84 Spelling SS 86 GE 3.7 In September 2018, Cordario was administered the KTEA-3 assessment to measure her present academic achievement. His Fall 2018 scores and age/grade-level correlations are listed below. COMPOSITE/ PERCENTILE DESCRIPTIVE GRADE AGE SUBTEST RANK CATEGORY EQUIVALENT EQUIVALENT Math Concepts & Applications 18th %tile Average 3.7 9:1 Reading Comprehension <0.1 %tile Above Average 9.6 14:10

In October 2018, Cordairo was administered the MAP Assessment. His Fall 2018 scores and age/grade-level correlations are listed below. Version: 1.0 Page 2 © SEESLA, 11-2006 all rights reserved COMPOSITE/ RIT PERCENTILE GRADE SUBTEST SCORE RANGE EQUIVALENT Mathematics 200 22nd %tile BOY 4 Reading 212 66th %tile EOY 5 According to Cordairo’s NWEA MAP data, he is performing above the average norm in Reading. He would benefit from continued general education curriculum instruction with resource support. In Mathematics, Cordario could use intervention support to develop his understanding of concepts related to Geometry and Measurement and Data. Per his classroom teacher, Cordairo has difficulty reading an analog clock and measuring elapsed time.7. Student’s major strengths and/or extra-curricular activities Cordairo is in the school choir and has many friends and has formed good working relationships with his peers. He has had some difficulty completing class assignments and keeping on task with academic responsibilities; such as turning in homework. Cordairo is in the school choir and is well liked by teachers and peers. Cordairo puts forth effort and wants to succeed in things he's interested in. Loud, large group settings, with many distractions, are likely to trigger Cordairo's anxiety that will cause him to demonstrate off-task behaviors. Cordairo will be given an opportunity to remove himself from the situation that is causing him distress (i.e., convocation, assemblies, etc). If staff is aware of a future fire drill or alarm going off, Cordairo will be informed prior to the alarm so he can prepare himself. Cordairo exhibits difficulty with executive functioning skills (i.e., organization, planning, initiation and attention) that would facilitate progress made in the general curriculum. Cordairo's educational team will provide adequate support (frequent auditory/visual cues, adult prompts, small group/one-on-one lessons) in this area to facilitate an increase in executive functioning skills. Cordairo has some difficulty with auditory comprehension when presented with unfamiliar content. Cordairo will be given extended time to process verbal information and/or provide an oral response. At times, he requires the information to be repeated. Cordairo exhibits difficulty with executive functioning skills (i.eorganization, planning, initiation and attention) that would facilitate progress made in the general curriculum. . Cordairo's educational team will provide adequate support (frequent auditory/visual cues, adult prompts, small group/one-on-one lessons) in this area to facilitate an increase in executive functioning skills. Cordaio needs support with executive functioning skills. Collaboration between Gen. Ed. Teacher, Special Ed. Teacher and the Social Worker on ways to assist and support Cordairo with his executive functioning skills. It is recommended that Cordairo remain in co-taught classrooms for remainder of this school year and be included on the list for next year 7th grade 2020-2021 school year if available.

Case_Study..

Related Documents