Part 2.

Student 1: Johnny
The MDT team reviewed the information presented by Mr. Ward and after reviewing and documenting observations of Johnny, decided to complete a Comprehensive Evaluation to determine if Johnny would be eligible for Special Education Services.  After gaining parent consent, the evaluations were completed.  The MDT, including Johnny’s parents, is meeting to write his IEP and determine his placement.

The following was information gathered:

• Medical information from Johnny’s physician indicates that he has ADHD.
• The BASC-2 completed by his mother and teachers indicates clinically elevated scores in attention problems and learning problems.  He showed the most elevated scores for short attention span and being easily distracted. 
• When working one-on-one with the school psychologist, Johnny was eager to work and was very cooperative and responsive.  He would give up easily if did not know an answer right away.
• WISC-IV scores were Verbal Comprehension: 106, Perceptual Reasoning: 95, Working Memory: 110, Processing Speed 85, Full Scale: 103
• Woodcock Johnson Tests of Achievement-III were the following percentiles:
  • Basic Reading Skills-  22
  • Reading Vocabulary-  3
  • Passage Comprehension-  7
  • Oral Expression-  75
  • Listening Comprehension-  30
  • Written Expression-  45
  • Math Calculation-  82
  • Math Reasoning-  95

Student 2: Jasmine
The MDT team reviewed the information presented by Mrs. Wilson and after reviewing and documenting observations of Jasmine, decided to complete a Comprehensive Evaluation to determine if Jasmine would be eligible for Special Education Services.  After gaining parent consent, the evaluations were completed.  The MDT, including Jasmine’s parents, is meeting to write her IEP and determine her placement.

The following was information gathered:

• When working one-on-one with the school psychologist, Jasmine was eager to work and was very cooperative and responsive.  She would give up easily if did not know an answer right away.
• WISC-IV scores were Verbal Comprehension: 95, Perceptual Reasoning: 88, Working Memory: 90, Processing Speed 85, Full Scale: 92
• Woodcock Johnson Tests of Achievement-III were the following percentiles:
  • Basic Reading Skills- 3
  • Reading Vocabulary-  3
  • Passage Comprehension-  7
  • Oral Expression-  75
  • Listening Comprehension- 60
  • Written Expression- 7
  • Math Calculation-  80
  • Math Reasoning-  95

Student 3: Alex
The MDT team reviewed the information presented by Mrs. Francis and after reviewing and documenting observations of Alex, decided to complete a Comprehensive Evaluation to determine if he would be eligible for Special Education Services.  After gaining parent consent, the evaluations were completed.  The MDT, including Alex’s parents, is meeting to write his IEP and determine his placement.

The following was information gathered:

• When working one-on-one with the school psychologist, Alex was very shy. He hesitated when asked questions and often said “I don’t know”.  The psychologist had to ask him to repeat responses a number of times as his speech was not clear.
• WISC-IV scores were Verbal Comprehension: 58, Perceptual Reasoning: 60, Working Memory: 73, Processing Speed 74, Full Scale: 59
• The Vineland Adaptive Behavior Scales- Classroom Edition percentile scores were the following:
• Communication-  1
• Daily Living Skills-  1
• Socialization-  1
• Woodcock Johnson Tests of Achievement-III were the following percentiles:
  • Basic Reading Skills- 3
  • Reading Vocabulary-  3
  • Passage Comprehension-  1
  • Oral Expression- 1
  • Listening Comprehension- 1
  • Written Expression- 3
  • Math Calculation- 3
  • Math Reasoning- 2

Student 4: Whitney
The MDT team reviewed the information presented by Mr. Mason and after reviewing and documenting observations of Whitney, decided to complete a Comprehensive Evaluation to determine if she would be eligible for Special Education Services.  After gaining parent consent, the evaluations were completed.  The MDT, including Whitney’s parents, is meeting to write her IEP and determine her placement.

The following was information gathered:

• Medical information from Whitney’s physician indicates that she has Asperger Syndrome
• When working one-on-one with the school psychologist, Whitney appeared very uncomfortable and frequently did not respond to the question.
• WISC-IV scores were Verbal Comprehension: 106, Perceptual Reasoning: 95, Working Memory: 110, Processing Speed 85, Full Scale: 103
• Woodcock Johnson Tests of Achievement-III were the following percentiles:
• Letter-Word Identification-  95
• Reading Fluency-  100
• Calculation-  92
• Writing Fluency-  65
• Passage Comprehension-  79
• Applied Problems-  86
• Writing Samples-  75

Focus Questions:

1. What strengths and needs have been identified?

2. What additional information is needed to write the different parts of the IEP for this student?

3. What evidence-based interventions/strategies would you suggest be used for this student?

Individual Follow-Up Assignments:

Research evidence-based practices identified by your group.  Provide support for these practices and log in your PBL Information form.  Be prepared to discuss with your group members.