Individual Case Study: Parts I, II & III

Name
Kaila Collins
Peer-Reviewer
Jonathan Sharon
1/25/12
SED7760
Wayne State University
College of Education
Teacher Education Division
Special Education Department
Instructor: Dr. Mary Brady

Case Study Summary / Schedule / Artifacts / Interview Plan

Case Study Report by: Kaila Collins

Date of Report: 1/25/2012

Pseudonym: Genny Freeland
Birth date: 2/19/1997
Chronological Age CA: 14.10.6
Gender: Female
Ethnicity: African American/ Black
Grade: 8
ELPA English Language Proficiency Level: N/A
SLD Specific Learning Disability: Reading Fluency, Reading Comprehension, Basic Math
Computation
Initial Description of Case Study Individual/Student with a Learning Disability
Genny is an eighth grade student at Laurus Academy who has been identified as having an SLD
in reading fluency, reading comprehension, and basic math computation. As a result of her SLD
Genny struggles with vowel and consonant blending, answering questions and writing a
summary, and determining cause and effect after reading a passage at her current reading level,
third grade. In basic math computation she struggles with multiplication, division, and solving onestep word problems.
Genny spends three hours each day in the general education classroom and four hours in the
resource room. She receives both resource room and social work services. Social work services
are scheduled once weekly or as the need arise.
Genny has a pleasant demeanor and puts forth great effort to learn coping techniques,
demonstrate self-control when upset, and discuss alternative ways to problem solve, but Genny
continues to have difficulty putting learned coping techniques to use in the classroom when upset
by a classmate or staff member.
Genny was chosen for this case study because she exhibits a genuine desire to learn and would
greatly benefit from additional one-on-one support and reinforcement offered through this
assignment. Each one-on-one meeting with Genny will take place at the school as an in-school
tutoring session.
Do you have access to the students records
As an employee at Laurus Academy, access to all student records will be permitted for the
duration of the case study.

Schedule of meetings (a minimum of six one-on-one instructional contacts) and plan for those
meetings
Area of instructional focus (one specific disability to be targeted): READING FLUENCY
Genny will take a pretest and posttest assessing her WPM.
Meeting
Date
2/10/2012
2/15/2012

Time
2:00
PM
2:00
PM

2/17/2012

2:00
PM

2/22/2012

2:00
PM

2/24/2012

2:00
PM

2/29/2012

2:00
PM

3/2/2010

2:00
PM

3/9/2012

2:00
PM

3/14/2012

2:00
PM

3/16/2012

2:00
PM

One-on-One Instructional Meetings

Interview and pre-test Reading Speed
Sight Word Building
Vowel sound review
Blending vowels and consonants
Word comparison (learn to visually discriminate
between synonyms)
Word search activity (locate weeks sight words in
various texts)
Reading-Along (story with weeks sight words)
Sight Word Building
Vowel sound review
Blending vowels and consonants
Word comparison (learn to visually discriminate
between synonyms)
Word search activity (locate weeks sight words in
various texts)
Reading-Along (story with weeks sight words)
Sight Word Building
Vowel sound review
Blending vowels and consonants
Word comparison (learn to visually discriminate
between synonyms)
Sight Word Building
Vowel sound review
Blending vowels and consonants
Word comparison (learn to visually discriminate
between synonyms)
Sight Word Building
Vowel sound review
Blending vowels and consonants
Word comparison (learn to visually discriminate
between synonyms)
Word search activity (locate sight words in various
texts)
Reading-Aloud (story with sight words)
Post-test Reading Speed

Did
meet
X

Did not
meet

X
X
School
Assemly
X
School
Break
X

Interviews: The results of your interview will help you as you begin writing part 1 and especially
helpful when you work on part 3.Teacher interview can be with a current or past gen education
teacher. You can interview a special education teacher if you do not have access to a gen
education teacher. It is always helpful to get a general education teachers perspective on a child
with a disability (as mandated for an IEP).

Anticipated dates of interview with:

PARENT(S)/GUARDIAN INTERVIEW: 2/9/2012
STUDENT INTERVIEW: 2/10/2012
GENERAL EDUCATION TEACHER INTERVIEW: 2/9/2012
Statement about the artifacts that you would like to collect (look over the guidelines re:
artifacts)
Artifacts for Genny will include a pre and post reading speed test showing her initial WPM and
final WPM speed after one-on-one support in improving her reading fluency.

Case Study Part 1 Informal Assessment & Background Information

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Refer to the Case Study Guidelines for details on how to fill out this part 1.
Content of Part 1 and Related Chapters:

History of Learning Disabilities - chapter 1

Theories of Learning: Implications for Teaching - chapter 5

Social, Emotional and Behavioral Challenges - chapter 6

Young Children & Adolescents with LDs - chapters 8 & 9

Gardners Multiple Intelligence Theory - pp 80 and 83

Learning Styles / Strengths and Weaknesses: Auditory, Visual, or Hands-on

Learner
You will conduct a Learning Style Inventory while interviewing your student for
part 1. (Refer to the course site for more information on Learning Styles.)

Interview Teacher, Parent and Student LINK

TEMPLATE for Part 1 is on the following page

Case Study Part 1 Informal Assessment & Background Information

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Case Study Report by: Kaila Collins

Date of Report: 1/25/2012
Pseudonym: Genny Freeland
Birth date: 2/19/1997
Chronological Age CA: 15.0.21
Gender: Female
Ethnicity: African American/ Black
Grade: 8
ELPA English Language Proficiency Level: N/A
SLD Specific Learning Disability: Reading Fluency, Reading Comprehension, Basic Math
Computation
Current Educational/Work Situation and Social History on Family, Community & Culture
Genny is a 15.0.21 years old African American female student with learning disabilities in the
areas of reading fluency, reading comprehension, and basic math computation that negatively
impact her access to, participation and progress in the general education curriculum. She resides
in Detroit, Michigan. She attends the eighth grade at Laurus Academy, a K-8 charter school
located in Southfield, Michigan, which is a part of National Heritage Academies. Genny spends
one half of her day in the general education classroom and the other half in the resource room.
Laurus is a small school with a student population of 692 and 33 full-time teachers and eight
floating and classroom assigns paraprofessionals. Genny is in the resource room with up to
seven other students with cross-categorical needs. There is a paraprofessional who assists her
resource room teacher during her time there.

Genny has lived with her elderly adoptive mother since the age of four. Her biological mother was
a drug user and alcoholic and Genny witnessed the murder of her father at the age of three.
Genny has three older biological sisters and one older adoptive brother and sister. Despite her
mothers advanced age she is fierce in her advocacy of Gennys education; she wants the very
best for her daughter. Genny has a very good relationship with her adoptive brother and sister.
How sad, the burdens our children have to carry! Thank goodness for her grandmother!

The socio-economic make up at Laurus Academy is a mix of both Low and Middle class families
this is evident by the 62% of students qualifying for free or reduces lunch. The student population

is 98% African American.

Laurus, along with all National Heritage Academies, engages in an educational program that
targets the whole students learning with an academic, emotional, and moral focus. Each month a
new moral focus is presented to students and is discussed each day during morning assembly.
Courage is the moral focus during the month of February.
Learning Strengths and Weaknesses
Through the interviews conducted, Gennys foremost strength is in her desire to learn. This desire
is further fueled by the support and care given her by the staff at Laurus Academy and her family.
The psychotherapeutic teaching approach discussed in Lerner and Johns (2009), is an evident
part of the curriculum at Laurus Academy. Genny is very serious about her learning and
achievement. After completing timed reading pretest, Genny was disappointed that she had not
been able to finish.
Another of Gennys strengths can also be classified as a weakness; Genny is very agreeable and
wants to please people, which can be detrimental if not balanced. Mrs. Freeland, Gennys mother,
mentioned in her interview that she fears Genny could be lead the wrong way.
Based on her multiple intelligence test results Genny scored highest in Visual/Spatial Intelligence,
Logical/Mathematical Intelligence, and Naturalist Intelligence. Genny, Mrs. Freeland, and the
Special Education Teacher all noted that Genny learns best by seeing. Since Genny loves
reading and science it will be best to focus on developing her reading fluency using books and
topics related to her interest in science, that provide active learning, and that promote the use of
her spatial intelligence.
Developmental View

Genny appears to be fairly well adjusted student and teen given her troubled start. Genny has
normal interests and social fears common to those of her peers. Since the age of nine, Genny
has received special education services that have helped her reach her present academic level.

Given that the intervention services she received where relatively late in correcting and
addressing future academic defaults, Genny has still been able to remain in the general
education classroom along with resource room support.

One area in Gennys development that has been noticed is the concern of her peers perception
of her. For adolescents peer pressure is strong and is of great influence. As brought out in Lerner
and Johns (2009) family conflict and confrontation can occur when peer and parent values differ.
Though it is not evident that there are family issues steaming from peer-pressure, it does have a
bearing on Gennys self perception leading to greater feelings of self-consciousness, another
characteristic of adolescence brought out in Lerner.

The three greatest areas of concern for Genny are her comprehension skills, reading skills and
math computation skills (interview: General Education Teacher).
Life Outside of School / Work
Genny enjoys a full life outside of school. In her interview Genny mentioned that she enjoys
taking trips. Her mother stated that Genny has done extensive travel throughout the country with
her dance group at CPA academy; she will also be participating in two competitions in March.
Gennys tumultuous upbringing and subsequent challenges have not hindered her desire to be
normal (interview: General Education Teacher). Genny feels a sense of safety and security with
her family, her mother stated in the parent interview that Genny calls her brother Big Brother
and looks up to her older sister.
Social Emotional Issues
There are a number of factors from her childhood that affect and will continue to affect Genny
throughout life. Genny was diagnosed with fetal alcohol syndrome, witnessed her fathers murder,
entered the foster care system at the age of three, was molested by a relative in her adoptive
family, and was denied adequate emotional and educational support while attending Detroit

Public Schools (interview: mother). At the age of 14 Genny has a great deal of emotional
baggage to contend with in addition to her learning challenges. Genny has a positive and
determined spirit despite what she has endured. In some ways her agreeable nature may be part
of a fear her mother mentioned during the interview. Genny is able to get along with her peers
fairly well but at times she can shrink back when feeling intimidated. She feels most free to be
herself when dealing with younger children. Genny is not seen as an overly emotional child but
she will benefit from continuous psychiatric care to help her come to terms with her past and face
the future with confidence and remain positive. The support of her family and school personnel
further encourage Genny to the positive loving person she is.

Current Issues and Directions

Inclusion Placements- According to Lerner the general education classroom can offer
students with disabilities greater access to their general education peers, raise expectations
for student performance help general education students accept diverse students, and
improve coordination efforts between regular and special educator's. More Laurus Academy
is a small school with a large student population, yet this does not hinder the communication
and collaboration between her general education and special education teachers. The
teachers at Laurus wear many hats and are kept in constant communication through school
staff meetings, informal meetings and email. Additionally National Heritage Academies make
certain staff adhere to the same instructional and educational standards. Given these
standards Genny is afforded a comprehensive education across all educational settings.
Genny has not stated any discontent or challenge in being in the general education
classroom for the majority of the day.

Response-to-Intervention - The comprehensive evaluation procedure was used to determine

Gennys eligibility for special education services. Genny began to receive special education
services in 2004 and as such the use of RTI in the new Regulation for IDEA-2006 had not yet

been set in place.

Statewide Standards-Lerner explains that Statewide Standards is the setting of achievement

standards by individual states for the field of education. Ten contents standards, as well as
knowledge and skill-based standards for special education teachers were developed by the
Council for Exceptional Children. To consistently meet state standards Genny must continue
to get the support she needs in meeting the curriculum standards set for her. It is the job of
both the general education teacher and the special education teacher to work together on
instructional planning and strategies that will maximize Genny's results when it comes time
for assessment.

HighStakes Testing-IDEA 2004 and the No Child Left Behind Act 2001 require that students
with disabilities participate in statewide in district-wide assessments alongside their
nondisabled counterparts. In the area of high stakes testing, Genny would have to be
provided modified testing based on modified standards because she is so far below normal
academic ranges for her age.

English Language Learners (ELL)-Genny's primary language at home is English bus this area
is not of concern to her. She

Cultural and Linguistic Diversity- Genny lives in an area of Detroit which is predominantly
African-American. The majority of students at Laurus are African-American thus they all share
similar backgrounds and culture and language. At Laurus the majority of the teaching staff
members are Caucasian living outside of the area. Such

Assistive and Instruction Technology-Lerner defines Assistive Technology for students with
disabilities is as any item, a piece of equipment, or product system whether commercially off
the shelf, modified of customized, that is used to increase, maintain, or improve functional
capabilities of individuals with disabilities. In assisting Genny is meeting her IEP goals, the
computer and related technology is a powerful tool. The use of smart boards and projectors
make lessons more interactive for her and visually stimulating. Being able to visualize and
see what she is learning appeals to one of her stronger learning strengths.

Universal Design for Learning- Universal Design for Learning is a way to make learning

accessible and appropriate for students with different backgrounds, learning styles, abilities,
and disabilities in varied learning contexts (Lerner), thus it serves as a catalyst for many
students to gain access to the curriculum that has been adjusted to meet their needs. Genny
benefits from a modified curriculum based on her current academic level.
Summary:
Despite the many areas of challenge Genny contends with, I feel that during this experience she
will be willing and eager to give her best to improving her reading fluency. Genny is an excellent
student to work with as attested to by her teacher and she would benefit greatly from the one-onone sessions. The gap between Gennys present level of academic functioning and grade level
expectations is expansive. The goal is then, to increase her reading skills from the second/third
grade level to third grade level.

Perhaps my main concern is how to individualize our sessions with topics and things of interest
for an eight grade student who is reading at the second/third grade level without making her feel
juvenile. I hope you will get some ideas about this as your read the text in preparation for part
three. This is one of the foundational pieces to working with older students with learning
disabilities. I feel confident that you are the kind of teacher who will research and work towards
figuring out what this student (and your other students) need and be able to individualize and
differentiate instruction, intervention and assessments.

I gather from the interviews with Genny, her mother, and her teacher, is that she sincerely wishes
to be a normal student. She wants to fit in with her peers and engage in meaningful relationships
with others.

Perhaps the biggest issue facing Genny is high stakes testing. As she gets ready to enter high
school, testing will continue to play a major role in her academic life. Genny has already been
exposed to testing during her time at Laurus Academy, but the level of intensity will increase upon

arrival into high school. Given Genny in currently on the second/third grade level in reading and
mathematics, her ability to catch up and test alongside her peers will pose a serious challenge.

Refer to the Case Study Guidelines for details on how to fill out this part 2.
Content of Part 2 and Related Chapters:

Assessment and the IEP Process chapter 2;

Clinical Teaching - chapter 3;

Theories of Learning: Implications for Teaching - chapter 5;

Reading / interpreting the Psychological Evaluation Report chapter 2;

Writing an Eligibility Criteria / Statement chapter 2;

Writing a statement of Present Level of Academic Achievement and

Functional Performance (PLAAFP Statement) refer to the
directions/outline and the course site for more information;

Writing Goals and Objectives;

The Individual Transition Plan (ITP): chapter 2;

Interpreting Psychological Processes and academic strengths and

weaknesses to recommend accommodations, modifications, and
academic and behavioral supports for school success;

On-going Assessment and Monitoring chapter 3;

Response to Intervention (RtI): chapter 1 and 2;

Functional Behavioral Assessment (FBA) chapter 6; and

Positive Behavioral Interventions and Support (PBIS): chapter 5

TEMPLATE for Part 2 is on the following page

Case Study Part 2

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Assessment and Individual Planning

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Case Study Report by: Kaila Collins

Date of Report: 3/10/2012
Pseudonym: Genny Freeland
Birth date: 2/19/1997
Chronological Age CA: 15.0.21
Gender: Female
Ethnicity: African American/ Black
Grade: 8
ELPA English Language Proficiency Level: N/A
SLD Specific Learning Disability: Reading Fluency, Reading Comprehension, Basic Math
Computation
Case Study Evaluation, Assessment and Individual Planning
Student Background Summary
Genny is 15.0.21 year old African American girl in the eighth grade with specific learning
disabilities in the areas of reading fluency, reading comprehension, basic math and basic math
computation. Genny attends Laurus Academy, a charter school in Southfield, Michigan. After
attending Detroit Public schools Gennys mother felt she had special needs that were not met
(interview: mother). Once at Laurus Academy, Genny was identified as having a specific learning
disability in reading comprehension, reading fluency, and basic math computation. She began
receiving special education services at Laurus Academy in the second grade. Gennys current
skill set in reading and math are at the second/third grade levels. Genny mentioned that her
interests include reading, though she acknowledges she needs the most help in reading. Her
goals in school include improving her learning skills, her reading, and getting higher grades
(interview: student). Good
On February 16, 2012 Gennys IEP was re-evaluated in order to determine her continued
eligibility for special education services. Genny was also assessed by means of the WoodcockJohnson III (WJ-III) on February 16, 2012. Based on the re-evaluation results and WJ-III results,
Genny remains eligible for special education services. Out of the 52.48 hours Genny attends
school each week, she spends 33.35 hours per week in the general education classroom and
19.13 hours per week in the resource room. She also receives social work services for 30
minutes each month. 63% of Gennys time is spent a general education setting.

Good opening summary

Results of Psychological and Social History
Early developmental history of Genny is unavailable since she was adopted at the age of
four. Ok Genny was diagnosed with fetal alcohol syndrome and endured a turbulent beginning
that has shaped who she is now and her abilities. So sad! Once in the care of her adoptive
mother it was evident that Genny struggled with communicating and needed a great deal of
guidance in expressing herself (interview: parent). Gennys mother noticed emotional difficulties
at the age of seven though she is described by her mother and teachers as loveable and
approachable. Gennys strongest learning area of the domains is her visual/spatial intelligence;
Genny is able to pick up new skills and learn patterns by watching. This ability is further
enhanced by her excellent memory (interview: parent).
Academically, Genny struggles in the areas of reading and math. She currently functions
at the second/third grade level. Genny struggles in her reading comprehension as she cannot
recall details, in her reading fluency as she will add or replace words in text, in her math
computation as she needs to use her finger to count even with simple addition problems like 1 + 1
(interview: teacher). Gennys need to use her fingers shows her math functioning is at the
semiconcrete level (Lerner). Because of her disabilities Genny struggles to reach the general
education curriculum for a student her age, but she is making slow and steady progress with the
modified curriculum. Genny would continue to succeed academically when assignments and
information is presented to meet her keen visual awareness and she would also benefit from
assignments that tap into and strengthen her memory.
Very nice summary of the results and social history
Educational Assessment
Under the new regulations of the Individual with Disabilities Educational Improvement act
of IDEA 2004, 2006, the requirements for identifying students with learning disabilities must (1)
not require a severe discrepancy between intellectual ability and achievement, (2) permit the use
of a process based on the child's response to scientific research-based interventions and (3) may
permit the use of other alternative research-based procedures to determine whether the child has

learning disabilities. When determining eligibility for special education services schools are able
to do this in two ways; through the Response-to-Intervention model ( RTI) or a comprehensive
evaluation of the student with suspected disabilities, which, for learning disabilities includes a
discrepancy between achievement and intellectual ability (Regulations for the Individuals with
Disabilities Education Improvement Act of IDEA 2004, 2006). Lerner states that "assessment is
the process of collecting information about a student that will be used to form judgments and
make decisions concerning that student." In order for students to qualify for special education
services under IDEA 2004, 2006 student must be identified or classified within a special
education category based on the law.
Prior to the second grade Genny had not received any early intervention or special
education services. There is no known data in Genny's psychological file that shows the use of
response to intervention (RTI). The last complete physiological assessment was done when she
was 11.8 years old on November 8, 2008. Genny was re-evaluated at that time since she had at
been receiving services for Cognitively Impaired. Genny was assessed by means of the
Wechsler Intelligence Scale of Children-Fourth Edition (WISC-IV), the WoodcockJohnson III
Tests of Achievement (WJ III), and the Adaptive Behavior Evaluation Scale (ABES). On the
WISC-IV Gennys strengths were in areas involving nonverbal tasks in the area of perceptual
reasoning which was evidenced by her scores on the Matrix Reasoning subtest. It was noted that
across all areas there were pronounced strengths and weaknesses in her nonverbal reasoning
abilities. Areas of weakness were evident on the Block Design test. The detailed results of her
past evaluation done on November 8, 2008 and her most recent re-evaluation on February 16,
2009 using the WJ III assessment and Fall 2011 MI-Access scores are provided in the following
charts.
WISC-IV: The Wechsler Intelligence Scale of Children-Fourth Edition assesses the cognitive
ability and problem solving process for children aged 6.0 months to 16.11 months. There a four
subtests.

Verbal Comprehension assesses Similarities, Vocabulary, Comprehension, Information,

and Word Reasoning

Perceptual Reasoning assesses Block Design, Picture Concept, Matrix Reasoning, and
Picture Completion

Working Memory assesses Digit Span, Letter-Number Sequencing, and Arithmetic

Processing Speed assesses Coding, Symbol Search, and Cancellation

Though Gennys scored are well below average in each of the five areas when compared to the
standardized population, she still showed strength in Working Memory (WMI) with a score of 71
and Processing Speed (PSI) with a score of 83. Overall her full scale IQ (FSIQ) tested at 65;
however, based on her Adaptive Skills Quotient of 83 measured by ABES, the psychologist
believed her FSIQ of 65 was an underestimate and her true overall FSIQ was approximately 75.

Index Scores

Standard Score

Percentile

Level

Verbal
Comprehension

69

Extremely Low

Perceptual Reasoning

65

Extremely Low

Working Memory

71

Borderline

Processing Speed

83

13

Low Average

Full Scale IQ

65

Extremely Low

WJ-III: The WoodcockJohnson III Tests of Achievement assesses a number of academic skills.
Gennys academic achievement shows a severe discrepancy between Genny's ability and
achievement levels in basic reading, reading comprehension, and math computation. Gennys
subtest scores for reading and math were between the first and second grade levels.

The Reading Fluency subtest measures a students ability to identify letters decode and
read words and incorporate phonological skills.

The Reading Comprehension subtest assesses the types of reading comprehension

skills taught in the classroom or used in everyday life.

The Math Calculation subtest assesses the students ability to write numerically and
integrate mathematical calculations involving the basic operations (addition, subtraction,
multiplication, and division). Gennys scores are presented below. IT IS GREAT how you
explain what each score represents.

Subtest

Standard
Score

Percentile
Rank

Relative
Proficiency
Index

Grade
Equivalent

Reading
Comprehension

54

<1

3/90

1.6

Reading Fluency

75

58/90

2.8

Math Calculation

40

<1

2/90

1.6

ABES: The Adaptive Behavior Evaluation Scale measures three behavioral domains,
Conceptual, Social, and Practical.

The Conceptual Domain assesses adaptive abilities when related to cognitive,

communication, and academic skills.

The Social Domain assesses adaptive abilities related to interpersonal skill and social
competence.

The Practical Domain assesses adaptive abilities related to independent living and daily
life skills.

The Adaptive Skills Quotient is a measure of a students overall adaptive behavior and is thus a
general indicator of a students ability to succeed in the educational environment when compared
to the standardized population.

Genny showed a high level of ability in the Practical domain while the conceptual domain is her
lowest areas. Gennys scores are presented below. Very good

Domain/Subscale

Conceptual

Social

Practical

Adaptive Skills
Quotient

Standard Score

79

80

87

83

Percentile

20

13

February 16, 2012 re-evaluation assessment results:

WJ-III: Gennys academic achievement shows a severe discrepancy between Genny's ability
and achievement levels in basic reading, reading comprehension, and math computation.
Gennys subtest scores for reading and math range between the second and third grade levels.
good

Subtest

Standard
Score

Percentile
Rank

Relative
Proficiency
Index

Grade
Equivalent

Reading
Comprehension

68

17/90

2.8

Reading Fluency

73

7/90

3.2

Math Calculation

47

<0.1

0/90

2.4

MI-Access:
MI-Access is the state of Michigans modified assessment for students receiving class special
education services with a modified general education curriculum and content standards. Based
on Gennys most recent scores she continues to make adequate progress in accessing the
modified curriculum. In the area of Mathematics her strength lies in Number and Operations
strand while her weakest is in Geometry and Data analysis. In the area of Accessing Print her
strength lies in comprehension. Overall Genny is surpassing Performance Standards in
Accessing Print though there has been a decline since she took 2010 assessment. The data for
the 2011 assessment follows. Great that you included this too.

Mathematics
Performance Level 2011: Emerging toward the Performance Standard (High)
Performance Level 2010: Emerging toward the Performance Standard (High)
Performance Level change: Maintaining
Mathematics Total: 15/35

Strand

Geometry

Data Analysis

Numbers and
Operations

Measurement

Numerical and
Algebraic
Operations

Earned/
Possible
Points

1/3

1/3

8/17

4/10

1/2

Accessing Print
Performance Level 2011: Surpassing the Performance Standard (Low)
Performance Level 2010: Surpassing the Performance Standard (High)
Performance Level change: Decline
Accessing Print Total: 33/41
Strand

Word
Recognition

Text
Comprehension

Narrative
Passage

Informational
Passage

Functional
Passage

Earned/Possibl
e Points

15/20

18/21

7/7

5/7

6/7

Excellent reporting you clearly work with an outstanding school psychologist.

Eligibility Statement
Gennys most recent re-evaluation to determine if she was still eligible to receive special
education programs and services was done on February 16, 2012. Through the IDEA eligibility
re-determination, Genny continues to qualify for special education services as a student with a
specific learning disability as stated in Rule 340.1713. Genny continues to need additional
academic support in reading fluency, reading comprehension, and basic mathematic
computation. Genny continues to make slow but steady progress in the areas of weakness. At
present Genny receives instruction in the cross-categorical resource room with seven other
students for 19.13 hours a week in all academic areas. For the remaining 33.35 hours Genny
participates in the general education classroom.

Good Eligibility Statement

Clinical Teaching Considerations
Describe whether there are other factors that could influence your teaching. Is there anything
about the physical makeup of the classroom, teaching area, or school that you need to take into
account? Are there any resources, pieces of equipment, supplies, or technology that will facilitate
or challenge your teaching? Describe any other factors that you will need to consider to make
instructional decisions.
(Part 2)
CAUSE

(Part 2)
EFFECT

(Part 3)
Teaching/learning
strategies

What are the

Developmental,
intellectual and
Environmental Factors,
which may positively or
negatively affect
learning?

What is the effect of

these characteristics on
learning? Think about
how do the
characteristics positively
or negatively affect the
learning process?

Describe the
instructional variables
that impede learning and
the specific teaching
strategies that should be
considered and
incorporated

What are the

accommodations,
modifications, and AT
that will support your
students access to and
progress in the G.E.
Curriculum?

Processing strengths:
visual

Better able to
memorize new and
intuitively learn skills

Teach new concepts

using repetition and
verbal cues.

Allow the use of

manipulative in
mathematics.

Encourage the use of

pictures to relay new
information.

Have more hands on

assignments that
involve the use of
multiple senses.

Intellectual strengths:
processing speed

Intellectual weakness:
verbal comprehension

Able to process
simple or routine
information without
making errors

Difficulty in accessing
grade level reading
content

Act out or draw

pictures to show the
meaning of new
words.
Break assignments
into smaller chucks of
work

(Part 3)
Additional support
requirements

Allow time to do
activities that involve
simple tasks.
Include routine
activities that involve
movement.

Ask questions to
check for
understanding.

Simplify directions.
Repeat directions as
needed.

Have her paraphrase

directions and explain
her interpretation.
Intellectual weakness:
perceptual reasoning

Difficulty organizing
information in an
abstract way

Utilize graphic
organizers to ground
abstract information.

Break assignments
into smaller
manageable parts.

Draw out and build on

previous knowledge
when presenting new
concepts.

Allow the use of

manipulative to make
the abstract more
concrete.

Good Clinical Teaching Considerations and I look forward to reading the other two columns with
Case Part III.

Teachers can do little about many of the factors related to learning disabilities. Some variables
however can be controlled or adjusted by the teacher. Diagnostic information gained through
assessment can be related to selecting methods of instruction. Based on the data in the
psychological report describe at least three instructional variables that should be considered to
support your students success in the general education curriculum (Difficulty Level, Space, Time,
Language, Interpersonal Relationships) and at least three ways that general education classroom
teachers can make accommodations for students.
Difficulty level
When considering a students ability to perform difficulty levels to be modified to meet the
students current performance and tolerance level has brought out in Lerner. At this time the
students zone of proximal development (ZPD) should be considered since for many students
with learning disabilities "skills all responses must be overlearned so that they can become
automatic" (Lerner). For Genny her current level of reasoning is at the second/third grade skill
level in reading fluency, reading comprehension, math computation must be presented at her
current level and adjusted within those levels.
Space
Lerner brings out that space can relate to the physical setting in which a student learns
and also the size of the student paper and desk area. Through space control there is a slow
increase in the amount of space a student can deal with thus allowing to internally deal with being
in unmodified space environments (Lerner). During times of instruction Genny can be distracted
by her fears that her peers will see her receiving instruction in a grade level lower than expected.
To get Genny's complete attention and focus on her learning and growth she should be in a
setting during one-on-one sessions that allow her to feel comfortable and out of the sightline of
her peers.
Language
The modification of language to enhance student learning is to ensure that language is
clear and is not confuse the student's. Lerner suggests using only essential words, avoiding
ambiguous words and emphasizing meaningless gesture, and avoiding complex sentence
structure as ways to provide explicit instruction.Because Genny has poor verbal comprehension

skills and difficulty organizing information mentally instructional language has to be explicit and
broken down in order for her to make connections and her learning. Simplified language and
directions will help Genny and grasping new concepts and gaining automaticity in previously
learned concepts.
Well thought out accommodation suggestions for general education classroom teachers can use
for special students.
PLAAFP Statement
Genny is a pleasant young lady who wants learn and please her teachers; she tries very
hard in school to be successful. The results of Genny's most recent evaluation are: Winter 2012
NWEA: Reading second-grade (1%), Math 178 second-grade (1%), Language Usage 205 fourth
grade (12%). Since third grade Jenny has taken in MI-Access, her fall 2011 assessment score
are as follows: Accessing Print 33/41, Math 15/35 and Science 25/40. The WJIII subtests one,
two, five, nine and ten were administered on February 16, 2012; the results are consistent with all
information showing Genny's reading and math skills to be between the second and third grade
range. During her last MET she was administered the WISC IV (11/8/2008), WJIII (11/8/2008)
and ABES. The psychologist summarized that Genny's adaptive skills quoted of 83 indicate that
her WISCIV FSIQ of 65 is probably an underestimate. It was the examiner's opinion that
Genny's true overall level of intellectual ability is approximately 75. With this score, Genny was
found to have an SLD in basic reading and reading comprehension and math calculation.
Genny's reading and math curriculum are based on third-grade objectives; with this curriculum
she's able to reach a basic understanding of concepts. As a result of Genny's overall academic
difficulties it is necessary for her to receive services from the special education department in
order to achieve academic success.
According to BASC2 results observations, direct contact, general education teacher
input, special education teacher input, parent input, and student input Genny is experiencing
stress and anxiety in the school environment. The BASC2 results ranked Genny in the at-risk
category for anxiety and stress with a T score of 69. Gennys anxiety/stress and feelings of
anger/frustration are increased and related to speaking in front of the class asking for help in
dealing with peer/staff relationship problems in a constructive manner. Genny struggles to

regulate her emotions and consistently utilize learned coping techniques and express her feelings
and resolve problems; however, Genny has demonstrated an improved ability to identify coping
techniques to reduce her feelings of frustration and anger. In a one-on-one setting Genny is able
to verbally explain learned coping techniques and strategies. She is a kind and caring a young
lady who demonstrates these characteristics to her peers and other staff members.

Again, outstanding job on your PLAAFP, which included: the impact of the disability and
Statements of academic strengths, need/weaknesses and functional abilities and needs

Refer to the Case Study Guidelines for details on how to fill out this part 3.
Content of Part 3 and Related Chapters
Spoken Language Difficulties: Listening and Speaking Ch.11
Reading Difficulties Ch. 12
Written Language: Written Expression, Spelling, and Handwriting Ch. 13
Mathematical Difficulties Ch. 14
Educational Settings (Service Delivery Options) Ch. 4 and 9
Adolescents and Adults with LD (Transition Plan) Ch. 9
Social, Emotional, and Behavioral Challenges Ch. 6
ADHD and related Disorders Ch. 7
Medical Aspects of LD and Related Mild Disabilities Ch. 10
Part III of your individual case study will focus on the delivery of special
education services. The length of this section is up to five pages and will
contain the following ELEVEN components: Student Background Summary,
Reading, Writing, and Math, Social / Emotional Development and Transition,
Influential persons, Service Delivery, Ideal Service Delivery, Parental Rights /
Procedures and Safeguards, IDEA2004 and NCLB, Summary / Big Ideas, What I
learned from the Artifacts and a Reflection on Your Learning.

Part 3: Service Delivery and Monitoring

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Refer to the Case Study Guidelines for details on how to fill out this part 3.
Case Study Report by: Kaila Collins
Date of Report: 4/14/2012
Pseudonym: Genny Freeland
Birth date: 2/19/1997
Chronological Age CA: 15.1.25
Gender: Female
Ethnicity: African American/ Black
Grade: 8
ELPA English Language Proficiency Level: N/A
SLD Specific Learning Disability: Reading Fluency, Reading Comprehension, Basic Math
Computation
Brief History of Child
Genny is 15.1.25 year old African American girl in the eighth grade with specific learning
disabilities in the areas of reading fluency, reading comprehension, basic math and basic math
computation. Genny attends Laurus Academy, a charter school in Southfield, Michigan. Genny
was diagnosed with Fetal Alcohol Syndrome and resides with her adoptive mother; Genny was
adopted at the age of four by Mrs. Freeland. Genny has been identified as requiring special
education services since she began attending Laurus Academy at the age of nine. Genny was
initially identified as Cognitively Impaired; however after reevaluation on November 8, 2008
Genny was later identified as having a Specific learning disability in the three aforementioned
areas.
READING, WRITING, AND MATH
Under IDEA 2004 students can be identified as having a Specific Learning disability in three
areas of readingthose are reading comprehension, reading fluency and basic reading skills.
Gennys learning disabilities in basic reading skills and fluency affect her ability to meet the eighth
grade reading curriculum and negatively impacts her overall performance and learning in the
general education curriculum. IDEA-2004 also states that student can also be indentified in two
areas of math with those being mathematics calculation and mathematics problem solving.
Gennys learning disability in basic math calculation affects her ability to meet the eighth grade
mathematics curriculum and negatively impacts her overall performance and learning in the
general education curriculum.

Reading
Reading Strengths
Although Genny struggles to read grade level materials, she enjoys and is motivated to
read. In her interview Genny stated she likes to read in her personal time. Despite the challenges
she has Genny remains open to reading and wants to improve in her reading ability.
Reading Weaknesses
Genny is reading several grade levels below her present grade level. Based on the WJ-III
results she is at the second grade level in reading. Her greatest area of struggle is in Word Attack
followed by Letter-Word Identification. These basic blocks or reading impede her ability to read
fluently and comprehend what she reads.
How School / Program is Addressing Reading
Genny receives pullout services in the resource room for 15 hours each week. During
her time in the resource room the teacher uses intense reading strategies that involve
visualization, summarizing, and pre, during, and after reading activities which help with her
comprehension and basic reading. In order to improve her fluency chunking and decoding
activities are used to help her recognize unfamiliar words. The Open Court Reading system is
used during instruction with additional support through Star Reading and Accelerate Reading
programs.
Writing
Writing Strengths
Gennys writing is clear and legible for her age. She writes in cursive with ease.
Writing Weaknesses
Based on her teachers observation she struggles to write complete sentences and the

WJ-III test results indicate she is below grade level in written comprehension; she is currently
writing at the third grade level.
How School / Program is Addressing Writing
There is no evidence of a strong writing program in place for Genny to improve aside
from explicit instruction in writing and constructive feedback provided on assignments. Of all
areas of weakness for Genny, written comprehension is one of three areas she does show
considerable strength in.
Mathematics
Mathematics Strengths
Genny has an overall weakness in mathematics, but her strength lies in her willingness to try
hard (Teacher: interview). Based on Gennys learning skills inventory she does have a strong pull
toward logical skills.
Mathematics Weaknesses
Her teacher stated during the interview that she has weak calculation skills. Genny
cannot compute simple addition problems like 1 + 1 without using her fingers which is evidence of
still being at the concrete level of mathematics progression. Lerner and Johns (2009) states that
at the concrete level students manipulate actual materials; once students have mastered the
concrete level they progress to the semiconcrete which uses pictures and tallies to represent
objects used at the concrete level and then finally proceed to the abstract level using only
numbers to solve mathematic problems. Based on WJ-III Genny is currently at the second grade
level in math computation.
How School / Program is Addressing Mathematics
To assist Genny in her math computation she is allowed to use of a calculator so that she
can focus on understanding the reasoning aspect of math lessons rather than expending all of
her energy on the computation (Lerner 2009)
SOCIAL EMOTIONAL DEVELOPMENT & TRANSITION
Social Development

Socially Genny is well-adjusted. Her teacher mentions that she is helpful and is engaged
and participates during class, however she does exhibit a weakness evidenced by her poor
communication skills with her peers i.e. saying mean things (Teacher: interview). Genny's
mother states that she is a lovable and dependable child but could be easily swayed by her
peers.
Emotional Development
On the exterior Genny appears to be emotionally well-adjusted. Her behavior is common
for students her age. Her mother mentioned during the interview that she does have a great deal
of deep-seated emotional problems resulting from her early life and physical abuse at the hands
of a relative. Ms. Freeland mentioned specifically that Genny has a hard time dealing with male
figures.
Behavioral Issues / Challenges
Based on the BASC 2 results, Genny is prone to feelings of stress and frustration in
situations that involve speaking in front of others, asking for assistance, and dealing with
problematic peer and Staff relationships. It is noted that when she is faced with difficulties she will
internalize her feelings, cover her face, cry or become unresponsive. When Genny is upset she
will immediately respond without taking time to think and choose positive ways to express her
frustration.
Is there a need for a behavioral plan?
At this time Genny does not have a behavioral plan in place; however her IEP addresses
and includes goals for stress management and anger/conflict management.
TRANSITION
Is there a need for transition planning?
Genny turned 15 February 19, 2012 so she does not currently require a transition plan,
however one will be required during the 2012-2013 school year.
ASSISTIVE AND INSTRUCTIONAL TECHNOLOGY
Is there a need for any type of assistive and instructional technology? If so explain.

Genny does require the use of assistive technology in the classroom. She is allowed the
use of a calculator in class and also on all testing. With Genny being at G.E. level 1.6 in math
calculation, based on her most recent W-J III evaluation, the use of a calculator allows her to
successfully access the general education curriculum.
INFLUENTIAL PERSONS
The greatest influencers in Gennys life and education come from her mother, who was a
strong advocate of Genny's education and success, and from her peers. Ms. Freeland supports
all of Genny's educational endeavors and is regularly seen in the school checking up on her
daughter, meeting with teachers, and meeting with other support staff to ensure that the services
rendered to Genny are reputable. On the other side Genny's peers also have an influence on her
life. From observation, Genny's peers tend to be well behaved and studious; however with teens
there is a certain amount of peer pressure that can exhibit negative effects on a student success.
What did you learn from the Student Interview?
Genny is truly a kind and loving student who enjoys living a normal life. She has not let
her challenges and disabilities hinder her experiences and growth and desire to enjoy having a
normal life. Genny is well aware of areas of challenge for her and she has a willingness to give
her very best to overcome those challenges.
What did you learn from the Family Interview?
Genny's mother, Mrs. Freeland, is such a wonderful person despite her age she makes
sure that all things involving her daughter are of the highest standard. She has a keen awareness
of her daughter's innate abilities and her areas of weakness. Ms. Freeland's love for Genny is
evident in the time she spends with her and support she provides her.
What did you learn from the Teacher/Other Interview?
Genny's teachers sincerely want to see Genny succeed in the classroom. Her resource room
teacher spends a great deal of time with her and is well aware of Genny's strengths and
weaknesses and tries to address those in an appropriate way but struggles with offering Genny
the intense one-on-one support she sorely needs. The resource room teacher recognizes

Genny's desire to succeed in school and allows her the opportunity to help out in the classroom
and provide continuous opportunities for learning outside of school.
SERVICE DELIVERY
Summary of current Service Delivery
Based on provisions of IDEA 2004 for the Least Restrictive Environment (LRE), Genny spends
63% of the school week in the general education classroom, and the other 36% of the school
week receiving special education services in the resource room. Her IEP allows for the following
accommodations:

adjusted or shortened written assignments

reading aloud

use of calculator

modification of assignment length

paraprofessional

provision for breaking large assignments into smaller steps

provision for breaking story problems down, focusing on important information

simplification of language and directions

alternate setting

small group

extended time

Additionally she receives social work services for 30 minutes each month.

CURRENT PLACEMENT
Current Placement Benefits for Individual:
Gennys teachers work together to schedule her for reading and math. Genny does
reading and math with the resource teacher. Lessons in the resource room are linked with the
general education curriculum. Since Genny is in the LRE she is able to develop social skills in
dealing with variety of students and continue to feel good about herself.
Current Placement Drawbacks for Individual:
The resource room is cross categorical so are six other students with Genny. The needs

and disabilities of these other students can overshadow Gennys needs. Even though the class
size is small, Genny still isnt able to get the individual support she needs in the setting. With the
number students and different needs the resource room can become chaotic and non-conducive
to learning.
Current Placement Benefits for Family:
Mrs. Freeland is please with the placement and services Genny is receiving. In her
interview Mrs. Freeland informed me that at Gennys previous school her needs were not properly
consider and that she was mistreated. Since attending Laurus Academy Genny has been able to
make greater academic strides.
Current Placement Drawbacks for the Family:
There are no current placement drawbacks for the family. Mrs. Freeland is thoroughly
involved in Gennys education and is in complete agreement with her placement based on her
interview.
Current System Consideration of Importance of Individual:
Based on Lerner and Johns (2009), when determining the education setting for a student the IEP
team should consider the following

The severity of the disability,

The students need for related services,

The students ability to fit into the routine of the setting,

The students social and academic skills, and

The students level of schooling

After making these considerations, the IEP team determined that Genny will continue to advance
appropriately toward obtaining the annual goals specified and continue to be involved in and
progress in the general education classroom along with other disabled and non-disabled
students. Additionally she will participate in all specials, field trips, assemblies, extracurricular
activities.
Current System Consideration of the Importance of Family:
Mrs. Freeland is invited to attend every annual IEP meeting and she receives regular

updates on Genny's progress. No changes to Genny's program or an evaluation occur without

her consent.
Service Preparation for Next Grade/ Optimum Delivery:
Genny will be completing the eighth grade this summer which will end her time at Laurus
Academy. Genny will continue to need additional support to successfully access the general
education curriculum as she enters high school, however a sufficient program has not yet been
identified for the coming 2012-2013 school year.
Ideal Service Delivery System
Genny's academic needs and present level of functioning are addressed in her IEP and
are implemented by the resource room teacher and social worker. Genny's resource room
teacher feels that additional one-on-one time with Genny would greatly improve her academic
achievement.
PARENT RIGHTS PROCEDURAL SAFEGUARDS and DUE PROCESS
Write a statement about the Procedural Safeguards available to the parents/guardians of your
student.
Lerner and Johns (2009) states that Procedural safeguards are provided are provided in
federal law, and they are designed to protect the rights of children and parents, with that parents
and students have a legal right to call a due process hearing if they are not in agreement with the
IEP decision. Mrs. Freeland both understands her rights and was provided with a Procedural
Safeguards Notice.
Has your students family been involved with Due Process?
Genny's mother is pleased with her daughters placement and the assistance that she is
getting thus there has been no involvement in Due Process. (Parent: interview)
IMPACT of NCLB AND IDEA 2004 MANDATES
NCLB
In what ways has NCLB influenced or should influence your students current placement and
delivery of services.

NCLB requires children have access to affective, scientifically based instruction

challenging academic content as a result Genny is able to access the general education
curriculum due to her placement in the least restrictive environment. This allows her the
opportunity to integrate with her peers and learn alongside them and certain areas while receiving
intensive support in the resource room to address deficiencies in reading and math.
IDEA 2004
What impact does IDEA 2004 have on your case study students current situation?
Genny is impacted by IDEA 2004 because it offers her access to the general education
classroom and curriculum while allowing her to have special education support services from the
resource room teacher and social worker. IDEA 2004 enforces the right for all students to have a
free and appropriate public education regardless of disability.
SUMMARY - BIG ISSUES
I think that the three big issues that individuals with disabilities face that were exemplified in
my case study are

High Stakes Testing

Supports and accommodations needed to ensure access to the General Education

Curriculum

Recognition of students strengths and weaknesses

NCLB and IDEA 2004 stipulate that all students must participate in state-level assessments.
Recent ruling have allowed accommodations and alternate assessments for disabled students to
successfully test. Genny will continue to participate in state-level assessments while in high
school. At Laurus she is allowed to take the MI-Access assessment along with the same
accommodations she receives in the classroom.
In Genny benefits from supports and accommodations in both the general education
classroom, there is an in-class paraeducator, extended time to complete assignments, adjusted
written assignments, use of a calculator, simplified directions, and assignments broken into
smaller parts. These accommodations are also available to her in the resource room along with a
smaller group setting and more intense reading and mathematics activities.

Gennys IEP identifies her areas of weakness and provides services to help her meet her
expected goals. Her areas of strength could be highlighted more and built upon to improve her
areas of deficiency. Genny too is well aware of areas she needs additional support and will ask
for those supports when needed and eagerly accept assistance from others.

What I learned from the artifacts.

The artifacts help me to understand the extreme challenge Genny has in the area of reading
and fluency. It is one thing to read about a student like a task force and another thing to actually
see the students performing in person. Initially the focus was on developing her reading fluency
using vocabulary and reading various reading text however it became evident early on that what
Genny needed to focus on most was building a vocabulary in breaking down words into syllables
going over letter sounds and basics such as vowel sounds. Genny was given a pre-test and posttest of a short reading passage and to support her vocabulary skills sight words, synonyms and
consonant blends were reviewed during each session. Genny enjoyed each session and
participated wholeheartedly. Given the relatively short time span and setbacks Genny was able to
make progress evidenced by an impressive 18% improvement in her reading fluency on the posttest.
CASE STUDY REFLECTION
What I Learned from this case study experience and how this case study impacted (or will impact)
my teaching.
This case study has helped me understand the challenges that lie in educating students with
disabilities. It also helps me to see that the students are resilient despite the challenges and that
they'd do wish to find success in school and in their personal life. The study was a brief analysis
of all of the components in educating students and meeting federal regulations. I learned a great
deal about reading IEP's and interpreting test results. I would say that this has been experience is
invaluable to understanding firsthand things learned in the text.

APPENDIX A
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Interviews
Parent
Student
Teacher

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PARENT INTERVIEW
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Interviewers Name: Kaila Collins

Childs Name: Genny Freeland
Date of Birth: 2/19/1997
Grade Level: 8
Date(s) Completed: February 9, 2012 (face-to-face)
Parent(s) Name: Ola Freeland
Language Spoken in the home: English
1. When my child was a toddler, I noticed that (s):
a) was late talking compared to other children

Yes

No

b) had pronunciation problems

Yes

No

c) had slow vocabulary growth

Yes

No

d) had difficulty rhyming words

Yes

No

e) had trouble learning numbers and alphabet letters

Yes

No

f) was easily distracted

Yes

No

g) had trouble interacting with other children

Yes

No

h) had difficulty following directions

Yes

No

Comments:
Genny was adopted at age four by Mrs. Freeland thus her knowledge of Gennys
development prior to that time is limited. Mrs. Freeland did share that by age four, Gennys
verbal communications were extremely poor. Genny still has a difficult time communicating
and finding her words. Additionally her comprehension is slow but she tries to cover it up.
Strengths my child demonstrates:
in academics?
None. Improving to meet second and third grade levels
social skill and relationships?
Loveable, dependable, loves church, tries and wants to be understanding to others
talents?
Attends CPA Dance Academy, has won awards and travels with dance group
Has an excellent memory
Learns patterns and habits of others without letting on
Comments:
Mrs. Freeland fears that if Genny is unbalanced in her loveable nature she could be lead the
wrong way.
How does your child get along with his siblings?

Biological- Gennys adoption was closed but she has been in and remains in contact with her
older sister through computer communication.
Adopted- Genny has a good relationship with her older brother (52) calling him Big Brother. Her
siblings take care of her and she looks up to her older sister (42).
When did you first notice difficulties in school?
Gennys difficulties became evident at age of seven. She suffered from severe emotional
difficulties and trauma.
Did the teachers notice the same difficulties and in what ways?
Teachers were insensitive to Gennys needs when she was initially diagnosed with a disability at
age seven.
What help or services is (s/he) receiving at the school?
Genny started attending Laurus Academy at the age of nine where she began to receive social
services and resource room services.
How do you feel about your childs placement (where they receive the specialized
services)?
Appreciative of the care and concern given to Genny. Not sure where she would be without the
assistance provided at Laurus Academy.
Does (s)he get outside assistance and do you provide assistance at home and how?
Currently Genny is not receiving any outside support, but she will be connected with a social
worker to address some sort of internal fear(s) Genny has.
How does your child learn best (seeing, hearing, doing)?
Genny learns best by seeing.
What suggestions do you have for adults working with your child?
Genny needs to work with females only; she will clam up when working with a male.
What long-term concerns do you have about your childs education?
Will Genny remain progressive and able to take care of herself?
What topics or ideas particularly interest him/her?
Genny enjoys using the computer, younger children, cooking and eating, and taking care of her
mom.
Anything else that would be helpful for teachers to know?
Genny has a number of fears due to her up bringing during her early years, she fears
reliving the life she had as a toddler.
Genny also has emotional difficulties that may present a challenge for her in the
classroom.
Genny is good with younger children and taking on the role of nurse to care for her
mother.
Genny tries to emulate her peers but at times will lose self-esteem and hold back.

STUDENT INTERVIEW
Interviewers Name: Kaila Collins
Childs Name: Jenny Freeland
Date(s) Completed: 2/10/2012
Parent(s) or Guardian(s) Name(s): Ola Freeland
1. Things I like or am interested in:
Reading, Science, eating, and cooking
2. Subject I like the most:
Science
3. Subject I like the least:
Social Studies
4. In school, Im best at:
Math (sometimes hard)
5. In school, I need the most help with:
Reading and math
6. I think I learn best by (hearing, seeing, doing):
By seeing
7. Things teachers do that I like:
(Uncertain)
8. Things teachers do that I dont like:
Talk fast
9. What are you trying to improve right now at school?
Learning skills and reading to get higher grades
10. What do you do at lunchtime and at recess?
Talk and play with friends during lunch and recess
11. Do you have brothers and sisters?
Yes (one brother and four sisters)
12. Do you have pets?
Yes, a German Shepherd and a Pit Bull

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What do you like doing after school?