From a set of multiple data points you will author a psychoeducational report that synthesizes assessment results, addresses issues of eligibility for special education and provides learning goals and objectives, accommodations and supports.
The Final Case Report is scored with a rubric.
As your summative assessment for this course, you will conduct a case study and write a psychoeducational report on your findings. The purpose of the report will be to contribute to the processes for determining eligibility through the collection of multiple data points.
Option 1: Data will be provided for a case study and you will write your report from what you have received.
Educational and Diagnostic Assessment for Children and Adolescents with Disabilities
Directions for Final Case Report: OPTION 1
As your summative assessment for this course you will conduct a case study and write a psychoeducational report on your findings. The purpose of the report will be to contribute to the processes for determining eligibility through the collection of multiple data points. There are two options for completion:
Option 1: You will be provided with the data for a case study and you will write your report from what you have received.
You will be looking to answer the following questions in your report
● Does this student need to be evaluated for the presence of a disability?
● What are the cultural and familial impacts on these students’ performance in the classroom?
● How did the student perform on curriculum based measures? Standardized achievement testing? Assessment of social/emotional and behavioral functioning?
● How does the student compare with typically developing peers?
● What interventions have you (and others) put into place to address the deficits?
● How did the student respond to the interventions?
● What are the academic and social supports that are needed for this student to be successful?
● What are the goals and objectives that should be developed for this student?
Here is an outline to organize your report:
Section 1: Background Information
Student information
Family
School History
Rubric
Background, Strengths and Parent Input ||CEC 7.2
3 points
Candidate has gathered detailed information from families and other professionals to implement effective programs and services.
Case Study includes detailed information about the student’s background, strengths and family including cultural considerations. Information is extracted from multiple sources in the data set. The information presented is free from bias.
Present Levels of Performance and Adverse Educational Effects ||CEC 4.2
3 points
At an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The Case Study report include comprehensive and detailed review of the data sources that address present levels of performance for both academic and functional strengths and challenges. Interpretation and analysis of data demonstrates understanding of measurement theory, accurate reporting of data and critical thinking. Report provides details on adverse educational effects of the students learning and behavior and gathers existing data on the student to contribute to eligibility determination.
Instructional Recommendations ||CEC 4.1
3 points
At an exemplary level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report includes a comprehensive discussion and rationale for instructional recommendations to address academic and social/emotional needs. Specific instructional strategies and approaches are included.
Recommendations for placement and services ||CEC 4.2
3 points
To an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for placements and services is aligned with the assessment data and provide a thorough and detailed explanation of how the data supports the diagnosis.
The recommendation for service delivery is made through the lens of inclusive school environments. The report addresses placement as well as related services.
Goals and Objectives ||CEC 4.3
3 points
To an exemplary level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives match the collected data from the Case. Long Term goals are written in SMART goal form and include a tool for measuring progress. Short Term objectives clearly provide a map toward attainment of the goal, include a timeline and tool for measuring progress
Accommodations And Supports ||CEC 5.1
3 points
To an exemplary level the candidate uses findings from multiple assessments, including student self- assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
The Case Study report includes well thought out and appropriate accommodations and supports for use in classroom instruction and assessment. Assessment accommodations address state, district and classroom testing,
and findings include multiple assessments.
Professional Presentation ||CEC 7.3
3 points
To an exemplary level the candidate collaborates, communicates, and coordinates with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
The Case Study report is well organized and thoughtfully presented in a manner that can be understood by all stakeholders including parents. The report is free from grammatical and mechanical errors and avoids the use of acronyms and jargon. The report is culturally sensitive and considers the student's cultural background in all recommendation for diagnosis, placement and services.
Instructional Recommendations3 points
At an exemplary level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report includes a comprehensive discussion and rationale for instructional recommendations to address academic and social/emotional needs. Specific instructional strategies and approaches are included.
Recommendation for Placement and Services3 points
To an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for placements and services is aligned with the assessment data and provide a thorough and detailed explanation of how the data supports the diagnosis. The recommendation for service delivery is made through the lens of inclusive school environments. The report addresses placement as well as related services.
Goals and Objectives3 points
To an exemplary level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives match the collected data from the Case. Long Term goals are written in SMART goal form and include a tool for measuring progress. Short Term objectives clearly provide a map toward attainment of the goal, include a timeline and tool for measuring progress
Instructional Recommendations0 points
The candidate does not collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report is missing specific instructional implications and recommendations for working with the student AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
1 point
At an acceptable level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report lacks in addressing specific instructional implications and recommendations for working with the student. AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
2 points
At a proficient level the candidate collaboratively develops, selects, administers, analyzes, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The instructional recommendations described may be lacking in adequate specificity and detail, but are well aligned to the data obtained in the case study evaluation.
3 points
At an exemplary level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report includes a comprehensive discussion and rationale for instructional recommendations to address academic and social/emotional needs. Specific instructional strategies and approaches are included.
Score of Instructional Recommendations,/ 3Recommendation for Placement and Services0 points
The candidate does not develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is no alignment between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services is not present and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
1 point
To an acceptable level the candidates develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is mismatch between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services may be lacking and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
2 points
To a proficient level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for special education placement and services is somewhat aligned to assessment data and is reasonable to the severity of the student's difficulties. There is a description of how the data supports the diagnosis but may not provide enough detail. Consideration of inclusion may be lacking. The report may or may not include a discussion of recommended related services.
3 points
To an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for placements and services is aligned with the assessment data and provide a thorough and detailed explanation of how the data supports the diagnosis. The recommendation for service delivery is made through the lens of inclusive school environments. The report addresses placement as well as related services.
Score of Recommendation for Placement and Services,/ 3Goals and Objectives0 points
The candidate does not assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are missing and/or not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing all or most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
1 point
To an acceptable level candidate assesses, collaboratively analyses, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
2 points
To a proficient level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives are not always clearly related to data collected in the CASE. Long term goals are missing elements of SMART goals. The Short Term Objectives provide only a vague map toward goal attainment and the tool for measuring is not explicit. The timeline for measuring may not exactly break the long term goal into 3 short term goals.
3 points
To an exemplary level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives match the collected data from the Case. Long Term goals are written in SMART goal form and include a tool for measuring progress. Short Term objectives clearly provide a map toward attainment of the goal, include a timeline and tool for measuring progress
Score of Goals and Objectives,/ 3TotalScore of Educational & Diagnostics Final Case Study SPE NCE KEY Assessment,/ 30
Overall Score
0: Unsatisfactory
0 points minimum
1: Acceptable
5 points minimum
2: Proficient
15 points minimum
3: Exemplary
25 points minimum
Submit Assignment
Files to submit(0) file(s) to submit
After uploading, you must click Submit to complete the submission.CommentsInstructional Recommendations0 points
The candidate does not collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report is missing specific instructional implications and recommendations for working with the student AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
1 point
At an acceptable level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report lacks in addressing specific instructional implications and recommendations for working with the student. AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
2 points
At a proficient level the candidate collaboratively develops, selects, administers, analyzes, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The instructional recommendations described may be lacking in adequate specificity and detail, but are well aligned to the data obtained in the case study evaluation.
3 points
At an exemplary level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report includes a comprehensive discussion and rationale for instructional recommendations to address academic and social/emotional needs. Specific instructional strategies and approaches are included.
Score of Instructional Recommendations,/ 3Recommendation for Placement and Services0 points
The candidate does not develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is no alignment between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services is not present and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
1 point
To an acceptable level the candidates develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is mismatch between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services may be lacking and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
2 points
To a proficient level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for special education placement and services is somewhat aligned to assessment data and is reasonable to the severity of the student's difficulties. There is a description of how the data supports the diagnosis but may not provide enough detail. Consideration of inclusion may be lacking. The report may or may not include a discussion of recommended related services.
3 points
To an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for placements and services is aligned with the assessment data and provide a thorough and detailed explanation of how the data supports the diagnosis. The recommendation for service delivery is made through the lens of inclusive school environments. The report addresses placement as well as related services.
Score of Recommendation for Placement and Services,/ 3Goals and Objectives0 points
The candidate does not assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are missing and/or not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing all or most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
1 point
To an acceptable level candidate assesses, collaboratively analyses, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
2 points
To a proficient level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives are not always clearly related to data collected in the CASE. Long term goals are missing elements of SMART goals. The Short Term Objectives provide only a vague map toward goal attainment and the tool for measuring is not explicit. The timeline for measuring may not exactly break the long term goal into 3 short term goals.
3 points
To an exemplary level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives match the collected data from the Case. Long Term goals are written in SMART goal form and include a tool for measuring progress. Short Term objectives clearly provide a map toward attainment of the goal, include a timeline and tool for measuring progress
Score of Goals and Objectives,/ 3TotalScore of Educational & Diagnostics Final Case Study SPE NCE KEY Assessment,/ 30
Overall Score
0: Unsatisfactory
0 points minimum
1: Acceptable
5 points minimum
2: Proficient
15 points minimum
3: Exemplary
25 points minimum
Submit Assignment
Files to submit(0) file(s) to submit
After uploading, you must click Submit to complete the submission.CommentsInstructional Recommendations0 points
The candidate does not collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report is missing specific instructional implications and recommendations for working with the student AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
1 point
At an acceptable level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report lacks in addressing specific instructional implications and recommendations for working with the student. AND/OR the recommendations are not aligned with the data collected in the case study evaluation.
2 points
At a proficient level the candidate collaboratively develops, selects, administers, analyzes, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The instructional recommendations described may be lacking in adequate specificity and detail, but are well aligned to the data obtained in the case study evaluation.
3 points
At an exemplary level the candidate collaboratively develops, selects, administers, analyzes, and interprets multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
The report includes a comprehensive discussion and rationale for instructional recommendations to address academic and social/emotional needs. Specific instructional strategies and approaches are included.
Score of Instructional Recommendations,/ 3Recommendation for Placement and Services0 points
The candidate does not develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is no alignment between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services is not present and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
1 point
To an acceptable level the candidates develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
There is mismatch between the diagnosis and the data with little to no explanation of how the student meets eligibility. Recommendations for services may be lacking and there is little to no consideration given to inclusive special education placements. There is no discussion of related services or the recommendations do not align with the diagnosis or assessment data.
2 points
To a proficient level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for special education placement and services is somewhat aligned to assessment data and is reasonable to the severity of the student's difficulties. There is a description of how the data supports the diagnosis but may not provide enough detail. Consideration of inclusion may be lacking. The report may or may not include a discussion of recommended related services.
3 points
To an exemplary level the candidate develops, selects, administers, and interprets multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
The recommendation for placements and services is aligned with the assessment data and provide a thorough and detailed explanation of how the data supports the diagnosis. The recommendation for service delivery is made through the lens of inclusive school environments. The report addresses placement as well as related services.
Score of Recommendation for Placement and Services,/ 3Goals and Objectives0 points
The candidate does not assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are missing and/or not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing all or most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
1 point
To an acceptable level candidate assesses, collaboratively analyses, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
The goals and objectives are not related to the data collected or describe activities for the student rather than measurement of skill. The long term goal is missing most elements of the SMART goal format. The short term objectives are not related to the long term goal or do not provide a map for goal attainment.
2 points
To a proficient level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives are not always clearly related to data collected in the CASE. Long term goals are missing elements of SMART goals. The Short Term Objectives provide only a vague map toward goal attainment and the tool for measuring is not explicit. The timeline for measuring may not exactly break the long term goal into 3 short term goals.
3 points
To an exemplary level candidate assesses, collaboratively analyses, interprets, and communicates students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long- term planning, and make ongoing adjustments to instruction.
Goals and objectives match the collected data from the Case. Long Term goals are written in SMART goal form and include a tool for measuring progress. Short Term objectives clearly provide a map toward attainment of the goal, include a timeline and tool for measuring progress
Score of Goals and Objectives,/ 3TotalScore of Educational & Diagnostics Final Case Study SPE NCE KEY Assessment,/ 30
Overall Score
0: Unsatisfactory
0 points minimum
1: Acceptable
5 points minimum
2: Proficient
15 points minimum
3: Exemplary
25 points minimum
Submit Assignment
Files to submit(0) file(s) to submit
After uploading, you must click Submit to complete the submission.Comments
Educational and Diagnostic Assessment for Children and Adolescents with Disabilities
Directions for Final Case Report: OPTION 1
As your summative assessment for this course you will conduct a case study and write a psychoeducational report on your findings. The purpose of the report will be to contribute to the processes for determining eligibility through the collection of multiple data points. There are two options for completion:
Option 1: You will be provided with the data for a case study and you will write your report from what you have received.
You will be looking to answer the following questions in your report
· Does this student need to be evaluated for the presence of a disability?
· What are the cultural and familial impacts on these students’ performance in the classroom?
· How did the student perform on curriculum based measures? Standardized achievement testing? Assessment of social/emotional and behavioral functioning?
· How does the student compare with typically developing peers?
· What interventions have you (and others) put into place to address the deficits?
· How did the student respond to the interventions?
· What are the academic and social supports that are needed for this student to be successful?
· What are the goals and objectives that should be developed for this student?
Here is an outline to organize your report:
Section 1: Background Information
Student information
Family
School History
Section 2: Present Levels of Performance
Identification of the problems including any assessment that is available to you and your observations of the student. This is the section where you will address how the student compares to typically developing peers through analysis of the data. There should be two major sections here:
· Academic Functioning
· Grades
· Performance in class including your observations of the problem
· Interview data (parents/student/other school professionals)
· Test Data:
· CBMs
· Standardized Assessment administered
· Interventions implemented and report on the success of those interventions
· Behavioral Functioning
· Description of the problem behaviors in your class
· Results of Behavior Assessment
· Hypothesis about the function of those behaviors
· Interview data (parents/student/other school professionals)
· Discussion of interventions implemented with the student
Section 3: Build an argument for a case study evaluation for this student:
· Laws and regulations that support case study for this student.
· Your hypothesis about how the student meets eligibility for one of the 13 disabling conditions. Does the child qualify for special education program and services? Why or Why not? How does the data support or refute a diagnosis of one of the disabling conditions? What type of program and related services might be required and why? Be sure and speak to the Least Restrictive Principle and inclusion as you make your recommendations.
· You can also make suggestions for additional data to be collected:
Academic functioning concerns:
Recommendations for collecting data to reinforce your case for evaluation: Both CBM for monitoring and Individually Administered Academic Achievement. (your text provides some excellent descriptions of standardized Academic Achievement tests that are available)
Rationale for the recommendations for data collection
Social/Emotional concerns:
Recommendation for collecting data to reinforce your case for evaluation and your rationale for the choice
Section 4: Instructional Recommendations
· Explain how you would provide instruction based on the information. For example, what skills would you focus on, how would you do this and why?
Section 5: Goals and Objectives
· One Academic and One Behavioral Long Term Objective with three short term objectives written in SMART goal format that moves the student toward mastery of the goals. Be sure your goals have a specific method for measuring progress toward the goal.
Section 6: Accommodations and Supports
· Recommendations for classroom and assessment accommodations and supports and why they are needed for classroom, district and state testing.
Your report should be comprehensive in nature and demonstrate your understanding of the evaluation process, data interpretation and analysis, with a thorough description of accommodations and supports and types of services. Charts and graphs of the collected data are expected.
Your case report should be well organized and professionally written with few to no errors in mechanics or grammar. If writing is challenging, then please refer to the syllabus for NLU learning supports where you can receive proofing and editing assistance. The case report should be written in a manner that all stakeholders, and most specifically parents, can understand. You will want to use chapters from the text on the eligibility questions for guidance on writing your report. You should review the Case Report Rubric for better understanding of what is required for this assessment. The Case Report is the summative assessment for this course so you will want to incorporate all that you have learned. These resources may help you if some of the measures are unfamiliar:
Understanding ACCESS Testing: https://wida.wisc.edu/assess/access/scores-reports
Assessment of English Language Learners: https://www.colorincolorado.org/webcast/assessment-english-language-learners
NWEA MAP Testing: https://www.testprep-online.com/map-scores
Final Case Report Project: OPTION 1 CASE STUDY DATA AND CONSIDERATIONS
In Fall of 2019 KS was an 8th grade student being evaluated 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 than Reading/Language Arts. Below you will find the data that the team has to work with and you are to analyze the data according to the directions in the case report assignment and compile a psychoeducational report.
|
Student Name: KS |
DOB: 2/19/2007 |
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 for the 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):
|
|
-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 and Attendance:
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)
RtI work in Fall 2019
During the fall of 2019 you provided Tier II interventions to KS to work on Reading Comprehension. You planned for a 10-week intervention period from September to December when the team would meet for the Individual Education Plan Part I to determine eligibility. You met with KS twice a week in a small group of 8th graders who are also struggling with reading comprehension. You are using easy.cbm: Multiple Choice Reading Comprehension (mcrc) assessments to help you gather data for the eligibility meeting and to determine if your interventions with KS are resulting in improved reading comprehension. Complete the table and include it in your case report along with a discussion of the results.
You administered one measure every 4 weeks and here are the results:
|
Week # |
Score |
Percentile |
|
4 |
7 |
|
|
8 |
9 |
|
|
12 |
10 |
(Norm table is found at the end of this document)
Social Emotional Functioning:
INTERVIEWS, OBSERVATIONS, PBIS data,
PBIS Data: 19-20 2 ODRs: 18-19 5 ODRs (Office Discipline Referral)
TecV – technology violation
DEFI – defiance
PNON – physical aggression non-violent
PBIS Interventions Received
Teacher Interviews:
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:
|
Period |
Class |
Teacher |
|
1 |
Reading 8 |
TN |
|
2 |
Language Studies 8 |
|
|
3 |
Physical Education |
DE |
|
4 |
Lunch |
staff |
|
5 |
Math Strategies |
HL |
|
6 |
Writing 8 |
TN |
|
7 |
History 8 |
LH |
|
8 |
Math 8 |
VT |
|
9 |
Science 8 |
MG |
Considerations for review of the data:
Are there differences in functioning between L1 (Spanish) and L2 (English)? Does performance in L1 signal the presence of a disability?
Here is the norm table for Multiple Choice Reading Comprehension for Grade 8:
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image1.png
,
Educational and Diagnostic Assessment for Children and Adolescents with Disabilities
Directions for Final Case Report: OPTION 1
As your summative assessment for this course you will conduct a case study and write a psychoeducational report on your findings. The purpose of the report will be to contribute to the processes for determining eligibility through the collection of multiple data points. There are two options for completion:
Option 1: You will be provided with the data for a case study and you will write your report from what you have received.
You will be looking to answer the following questions in your report
· Does this student need to be evaluated for the presence of a disability?
· What are the cultural and familial impacts on these students’ performance in the classroom?
· How did the student perform on curriculum based measures? Standardized achievement testing? Assessment of social/emotional and behavioral functioning?
· How does the student compare with typically developing peers?
· What interventions have you (and others) put into place to address the deficits?
· How did the student respond to the interventions?
· What are the academic and social supports that are needed for this student to be successful?
· What are the goals and objectives that should be developed for this student?
Here is an outline to organize your report:
Section 1: Background Information
Student information
Family
School History
Section 2: Present Levels of Performance
Identification of the problems including any assessment that is available to you and your observations of the student. This is the section where you will address how the student compares to typically developing peers through analysis of the data. There should be two major sections here:
· Academic Functioning
· Grades
· Performance in class including your observations of the problem
· Interview data (parents/student/other school professionals)
· Test Data:
· CBMs
· Standardized Assessment administered
· Interventions implemented and report on the success of those interventions
· Behavioral Functioning
· Description of the problem behaviors in your class
· Results of Behavior Assessment
· Hypothesis about the function of those behaviors
· Interview data (parents/student/other school professionals)
· Discussion of interventions implemented with the student
Section 3: Build an argument for a case study evaluation for this student:
· Laws and regulations that support case study for this student.
· Your hypothesis about how the student meets eligibility for one of the 13 disabling conditions. Does the child qualify for special education program and services? Why or Why not? How does the data support or refute a diagnosis of one of the disabling conditions? What type of program and related services might be required and why? Be sure and speak to the Least Restrictive Principle and inclusion as you make your recommendations.
· You can also make suggestions for additional data to be collected:
Academic functioning concerns:
Recommendations for collecting data to reinforce your case for evaluation: Both CBM for monitoring and Individually Administered Academic Achievement. (your text provides some excellent descriptions of standardized Academic Achievement tests that are available)
Rationale for the recommendations for data collection
Social/Emotional concerns:
Recommendation for collecting data to reinforce your case for evaluation and your rationale for the choice
Section 4: Instructional Recommendations
· Explain how you would provide instruction based on the information. For example, what skills would you focus on, how would you do this and why?
Section 5: Goals and Objectives
· One Academic and One Behavioral Long Term Objective with three short term objectives written in SMART goal format that moves the student toward mastery of the goals. Be sure your goals have a specific method for measuring progress toward the goal.
Section 6: Accommodations and Supports
· Recommendations for classroom and assessment accommodations and supports and why they are needed for classroom, district and state testing.
Your report should be comprehensive in nature and demonstrate your understanding of the evaluation process, data interpretation and analysis, with a thorough description of accommodations and supports and types of services. Charts and graphs of the collected data are expected.
Your case report should be well organized and professionally written with few to no errors in mechanics or grammar. If writing is challenging, then please refer to the syllabus for NLU learning supports where you can receive proofing and editing assistance. The case report should be written in a manner that all stakeholders, and most specifically parents, can understand. You will want to use chapters from the text on the eligibility questions for guidance on writing your report. You should review the Case Report Rubric for better understanding of what is required for this assessment. The Case Report is the summative assessment for this course so you will want to incorporate all that you have learned. These resources may help you if some of the measures are unfamiliar:
Understanding ACCESS Testing: https://wida.wisc.edu/assess/access/scores-reports
Assessment of English Language Learners: https://www.colorincolorado.org/webcast/assessment-english-language-learners
NWEA MAP Testing: https://www.testprep-online.com/map-scores
Final Case Report Project: OPTION 1 CASE STUDY DATA AND CONSIDERATIONS
In Fall of 2019 KS was an 8th grade student being evaluated 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 than Reading/Language Arts. Below you will find the data that the team has to work with and you are to analyze the data according to the directions in the case report assignment and compile a psychoeducational report.
|
Student Name: KS |
DOB: 2/19/2007 |
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 for the 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):
|
|
-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 and Attendance:
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)
RtI work in Fall 2019
During the fall of 2019 you provided Tier II interventions to KS to work on Reading Comprehension. You planned for a 10-week intervention period from September to December when the team would meet for the Individual Education Plan Part I to determine eligibility. You met with KS twice a week in a small group of 8th graders who are also struggling with reading comprehension. You are using easy.cbm: Multiple Choice Reading Comprehension (mcrc) assessments to help you gather data for the eligibility meeting and to determine if your interventions with KS are resulting in improved reading comprehension. Complete the table and include it in your case report along with a discussion of the results.
You administered one measure every 4 weeks and here are the results:
|
Week # |
Score |
Percentile |
|
4 |
7 |
|
|
8 |
9 |
|
|
12 |
10 |
(Norm table is found at the end of this document)
Social Emotional Functioning:
INTERVIEWS, OBSERVATIONS, PBIS data,
PBIS Data: 19-20 2 ODRs: 18-19 5 ODRs (Office Discipline Referral)
TecV – technology violation
DEFI – defiance
PNON – physical aggression non-violent
PBIS Interventions Received
Teacher Interviews:
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:
|
Period |
Class |
Teacher |
|
1 |
Reading 8 |
TN |
|
2 |
Language Studies 8 |
|
|
3 |
Physical Education |
DE |
|
4 |
Lunch |
staff |
|
5 |
Math Strategies |
HL |
|
6 |
Writing 8 |
TN |
|
7 |
History 8 |
LH |
|
8 |
Math 8 |
VT |
|
9 |
Science 8 |
MG |
Considerations for review of the data:
Are there differences in functioning between L1 (Spanish) and L2 (English)? Does performance in L1 signal the presence of a disability?
Here is the norm table for Multiple Choice Reading Comprehension for Grade 8:
