Case Report 100
Instructions for CASE REPORT
The document attached to this assignment provides case study evaluation information for KS, an 8th grade student who is being evaluated to determine if there is the presence of a disability that is having adverse effects on educational performance. Your job is to create a Psychoeducational Report to aid in that determination. Your report should include the following categories:
- Background information, student strengths and parent input. Be sure and include more in the background information than is found in the opening paragraph of the case study.
- Present Levels of Academic and Functional Performance that requires interpretation and analysis of measures included in the case. Description of how the suspected disability is impacting progress in general education
- 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?
- Recommendation for Special Education. 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 for KS and why? Be sure and speak to the Least Restrictive Principle and inclusion as you make your recommendations.
- One Academic and One Behavioral Long Term Objective written in SMART goal format along with three short term objectives for each goal that moves the student toward mastery of the goals. Be sure your goals have a specific method for measuring progress toward the goal.
- 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. Remember the Least Restrictive Environment principle and inclusion for special education placements and include a discussion of how to best serve KS.
Your case report should be well organized and professionally written with few to no errors in mechanics or grammar. The case report should be written in a manner that all stakeholders, and most specifically parents, can understand. You will want to use Chapter 16 from the Pierangleo and Guiliani text for assist on the eligibility questions and Chapter 17 for guidance on writing your report. You may want to 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. This assessment is worth 100 points.
These resources may help you if some of the measures are unfamiliar:
ACCESS Testing:
https://wida.wisc.edu/assess/access/scores-reports
Assessment of English Language Learners:
www.colorincolorado.org/webcast/assessment-english-language-learners
NWEA MAP Testing:
https://www.testprep-online.com/map-scores
AttachmentsCase Study assessment course (00000002) (680.73 KB)Download All FilesHide Rubrics
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