Case Study: Shelly

1. What factors might we need to consider before jumping to special education

1.1. Medical- continue to tell parents that she seems constantly tired and the purple bags under her eyes, lack of sleep may be a factor (she goes to bed late and Dad did not seem to think this was a problem when it was brought up at a conference) Possibly get CYC or CAS involved if this does not improve?

2. How might we differentiate the program for this student?

2.1. took her to school team to Brainstorm with SERTs

2.2. Speech and Language Pathologist has been in to conduct assessment to help rule out language as the reason for large gaps in learning

2.3. Can work with the ESL teacher to start modifying expectations (even for what is remaining this school year) since she is not able to meet grade expectations

3. What else might we put into effect to support this student?

3.1. I have started a document with my observations and progress with Shelly throughout the year that I will share when her teacher for next year has been determined

3.2. Continue to get support from ELL teacher

3.3. Try to have her parents in for a new comers meeting with the ESL teacher so they feel more engaged and connected to the school community. Perhaps their engagement and motivation will allow them to give more quality support at home and close the gap between school and home communication

4. Adaptation of Program including modifications and accommodations

4.1. Accommodations: proximity to teacher, giving her a fidget toy to help with the self-soothing on the carpet, give opportunity to produce visual work instead of words, give visuals in lessons, try to give vocabulary connections so she can associate with things she already knows

5. Rich tasks to support this student

5.1. Ensure all activities she is expected to do (especially for assessment) are within her Zone of Proximal Development

5.2. When our class volunteer is there, have her support her and scribe for her so we know what content she is understanding vs. being able to produce

6. Special Education Implications

6.1. Track what happens with the SPL

6.2. Keep her on with SRT so that if progress is not made she doesn't have a long wait to get a psycho-educational assessment

7. What did you learn from your webquest inquiry work and discussions?

7.1. Provide Shelly with her own web quest of games and sites she can use for practice and consolidation at home

7.2. This would be a fantastic resource to pass along to parents so they can educate themselves and be more aware of the gaps in her learning compared to where we would expect her to be at this point