Part 2.

Student 1: Johnny
Due to his initial concerns, Mr. Ward has presented his concerns along with interventions and supporting data to the school’s assistance team.  Data and information from previous teachers show that Johnny has problems attending to activities and instruction presented in class.  Johnny often seems confused about the instructions for assignments and frequently does not complete longer assignments.  He has a history of not actively participating in class. Johnny’s mother has become frustrated with having to ask him repeatedly to complete a chore and help Johnny get organized anytime they need to go somewhere.  She says that his room looks like a tornado hit!

Student 2: Jasmine
Due to her initial concerns, Mrs. Wilson has presented her concerns along with interventions and supporting data to the school’s assistance team.  Data and information from previous teachers show that Jasmine learned vocabulary late and had trouble remembering the sounds that letters make.  She often repeats words and makes mistakes when she reads aloud.  Jasmine seems to have a great deal of trouble organizing what she wants to write.  She does not understand what she reads even when she is able to read the words.  Her handwriting is nearly illegible.  While Jasmine seems to be able to respond well in class discussions, she is performing well below the expected level in reading and writing even with the Tier II supplemental supports.

Student 3: Alex
Due to her initial concerns, Mrs. Francis has presented her concerns along with interventions and supporting data to the school’s assistance team.  Data and information from previous teachers show that Alex has had difficulty remembering concepts in all grades.  He has needed concepts repeated numerous times in order to understand them.  He needs concrete examples and often does not understand abstract concepts.  These problems are also seen in his other subject areas.  His grades have averaged the D level across each year, but due to his willingness to try hard, he has moved on each year to the next grade with the supplemental supports of Tier II and Tier III. Alex does not have any friends and has difficulty in social settings. He previously received speech/language services to help with articulation skills and language, but was dismissed when he entered middle school. His parents indicated that they often have to help Alex with personal hygiene and are concerned with his ability to take care of himself as an adolescent.

Student 4: Whitney
Due to his initial concerns, Mr. Mason has presented his concerns along with the interventions and supporting data to the school’s assistance team.  Data and information from Whitney’s early childhood and kindergarten teachers show that she has had difficulty comprehending language since beginning school.  She is not able to relate to others, and her mother says that Whitney prefers playing by herself.  Whitney does not like when class schedules change and becomes upset if not given time to transition from one activity to another.  She loves dogs and will talk endlessly about hers if allowed, but does not seem to want to listen when others discuss their own pets. When group work occurs and results in louder talking and noise, Whitney will rock in her seat and withdraw from the groups. 

Focus Questions:

1. With the added information, which category does your group now feel that your student meets eligibility criteria?

2. What assessments do you feel might provide more information to help determine eligibility?

3. What are the implications for the student and family?

Individual Follow-Up Assignments:

Research the possible causes, prevention, and prevalence for the category identified by your group. Provide evidence and log in your PBL Information form.  Be prepared to discuss with your group members.