Formal Case Study

Background/Case History
Background Information

Background information was obtained from the resource teacher, D.N. and Wyatts

father, T.M. Wyatt currently lives with his father and 8-year old brother. He on occasion sees his

mother, but not on a regular basis. Learning problems in reading, writing, and math run in the

family as T.M needed assistance during school as does Wyatts younger brother.

Wyatt was born in Utah and has lived in the same house ever since. His parents separated

while he was in the 2nd grade and later divorced while he was in 3rd grade. His father has

received a college degree, but his mother has only completed a year of college. His father is a

great help to get his homework done and keep him reading to improve those skills he is working

on in school.

Development and Language

Wyatt was an eager child. He walked at a young age and want to talk in full sentences

and soon as he could. From a young age T.M could see that Wyatt struggled with getting is

words out smoothly, but thought it was something he would grow into. In the 2nd grade Wyatt

was referred to the school speech pathologist for a stutter.

A full medical history was not able to obtained due to some family matters. From the

school records he passed vision and hearing screenings with no issues or concern. He also has

allergies that flare up with the spring season. He takes an antihistamine in the mornings and sees

great results.

Educational History

Wyatt attended two years of a local preschool. He was recommended for special

education services in the later part of his 1st grade year (2014). His most recent IEP, obtained

from Canyons School District, states Wyatt needs additional service in math and writing, and is
going back into the general education classroom for reading and using assistance when needed,

He has received special education and communication services since 2014. In 4th grade he has

struggled greatly with math, specifically the district tests, and writing computation, specifically

writing a sufficient amount for his given age. Wyatt just had his IEP meeting and had some

changes were made to better improve his school work and understanding.

Social, emotional, and Behavior

Wyatt is a fun caring boy. He gets along with anyone he talks to. He is described as being

a friend to everyone. He interacts and responds well to both peers and adults. He is compliant at

home and does what he is asked, but has a small attention span. He often loses focus or forgets to

do things he is asked. He is active in playing both hockey and soccer on competitive teams. He is

typically happy, but sometimes has moments of minor crying episodes when he becomes

frustrated. No further concerns were mentioned by Wyatts father or teachers.

Achievement/Cognitive
 Summary and Score Report

Name: Wyatt School: Parkview Elementary

DOB: 06/07/2007 Teacher: Mrs. N

Age: 9 years, 10 months Grade: 4.6

Sex: Male Examiner: D.N

Date of testing: 03/14/17

Test Administered:

KTEA II (administered 03/14/17)

Test Session Observations:

Wyatt was attentive to the beginning of the tasks given, but appeared tense or sidetracked

at times. He was quick and careful in responding at a level typical for his age. He was also

generally persistent with difficult tasks.

Summary

Although all of Wyatts scores on the KTEA fall within the average range, his

performance in the classroom doesn't reflect this. Wyatt has had specialized small group

instruction in math all year and his progress is declining. Given this information, the team is in

agreement that due to his response to interventions, Wyatt is still in need of additional supports

in writing and math in order to be successful with the general education curriculum.

Academic:
KTEA II
 Silent Reading Fluency 99

Word Recognition Fluency 100

Letter and Word Recognition 112

Reading Vocabulary 89

Reading Comprehension 107

Decoding Fluency 99

Math Computation 92

Math concepts and Applications 88

Written Expression 72

Writing Fluency 84

Spelling 91
Diagnostic (Benchmark Tests)
Student Report: Wyatt
Teacher: Mrs. N.
Class: 4th
Subject; Math

Standard 4.OA.2
Multiply or divide to solve word problems involving multiplicative comparison, for example, by
using drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
Current Status: Remediation

Standard 4.OA.3
Solve multi-step word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted.
Current Status: Remediation

Benchmark Percent Proficiency

Pre-Assessment 60%

Benchmark 1 27%

Benchmark 2 38%

Benchmark 3 31%
Observation & Behavior
 When I first observed in the classroom I saw that stepping into the 4th grade group

seemed liked walking into a crowded party. This was by far the biggest group, almost double in

size of the rest. They all seemed comfortable with one another, but were very chatty. There

didnt seem to be one child that stuck out on either end as the loudest, or the quietest. It seemed

to take no time at all to get to know the students and fall into their regular routine.

Having spent time with Wyatt, doing his re-evaluation, prior to my observations, I was able to

find out a lot of different things about him, both educationally and personally. When we were

testing in the beginning Wyatt had expressed a great love for hockey. In groups discussion I

noticed he often referred or made connections to the work or tasks and hockey.

During one of their math lessons I noticed Wyatt struggling with understanding what he was

supposed to be doing. His partner was quick to lean over and help get him back on track, which

Wyatt was very receptive to. The task they were asked to preform was drawing a pictorial of the

word problem given on their desks. Wyatts first attempt was in the right direction, but lacking

key parts of the equation. When the class began going over their work, Wyatt fixed his errors,

but quickly seemed to zone out of the conversation. When given a second problem, I again saw

the same pattern. This time Mrs. N. approached him and began pushing him in the right

direction, in which he quickly found the correct answer. The third problem given was in written

form, and left on the board for them to refer back to if they needed it. This time Wyatt completed

the work correctly and much quicker than the previous two times.

Throughout the rest of my observations within this group I was able to see Wyatt grow and make

great improvements, but one this I noticed that really stuck out was his ability to perform the task

if he had written instruction rather than verbal. With written instruction Wyatt was quick and

attentive, most often one of the first to complete the task and when asked to share answers often
raised his hand to volunteer. When verbal instruction was given Wyatt would start the task, but

most times would end up sidetracked or zoning out before completing the task and when asked to

share or was called on, he was rarely with the class and able to answer.
Formal Report
Name: Wyatt D.O.B: 06/07/07
Grade: 4.7 Age: 9 years 10 months
Teacher: Mrs. N School: Parkview Elementary
Examiner: D.N.
Date of Evaluation: 03/14/2017
Parents Names: T.M.
Reason for Referral:
Wyatt was referred to the schools referral team due to his difficulties reading and math. For
reading small group and leveled readers were used in the general education classroom, but
were ineffective in creating any positive progress. In math he received manipulatives as well as
varied instruction, but again saw no progress in his work. With this data from the general
education teacher, special education testing was able to be started.
Testing:
Wyatt was given the Kauffman Test of Educational Achievement, Wechsler Intelligence Scale for
Children for his cognitive abilities, and the Stuttering Severity Instrument for communication. In
Wyatts most recent testing he was being re-evaluated for special education since it had been 3
years since his last set of formal tests. The achievement test was given in Mrs. Ns room where
he has been coming to receive services since 2nd grade. The cognitive and communication tests
were given in the SLP and school psychologists offices. Wyatt has been receiving speech
therapy since the 2nd grade and is comfortable talking with the SLP.
Cognitive Abilities:
Wyatts scores from the WISC-V all fell within normal ranges in accordance with his peers.
Achievement Abilities:
When compared to his peers, Wyatt falls into the lower average ranges. On his latest test score
he showed high achievement in reading receiving one hundred (100) raw score. However, in
written expression he fell well into the low range receiving a seventy-two (72). In all the other
subtests Wyatts scored fell somewhere in the average range.
Overall Wyatts achievement is within the expected limits of a 4th grade student, but has
shown that he needs services to receive these types of scores (i.e. additional time on tests,
quiet work station, etc.).
Diagnostic Tests:
No diagnostic tests were needed in preparation for Wyatts re-evaluation.
Benchmark Tests:
No additional benchmark tests were given for Wyatts re-evaluation. His general education
teacher was able to provide scores of his Reading Street and Envision Math scores for part of
his 4th grade year. The following table represents those scores.
Reading Street Scores
Date Scores Aimline

Week 2 Test 55 80

Week 1 Test 85 80

Week 3 Test 80 80
 Week 5 70 80

DWSBA #1 77 80

Week 2 Test 70 80

Week 4 Test 70 80

Week 2 Test 80 80

DWSBA #2 60 80

Week 3 Test 73 80

Week 4 Test 80 80

Envision Math Scores

Date Scores Aimline

Topic 1 Test 63 60

Topic 3 Test 27 60

DWSBA #1 38 60

Topic 8 Test 21 60

DWSBA #2 27 60

Topic 9 Test 31 60

Recommendations:
Based on the data obtained by Wyatts general education teacher and the special education
team it has been determined that Wyatt qualifies for academic and language services. The team
has agreed that Wyatt should still receive academic help in the resource room, as well as
language therapy for his stutter. The additional recommendations were also given:
It is recommended that we move Wyatt back in to the general education classroom for reading,
with close monitoring. During this monitoring period, we will still have Wyatt take his tests in
the resource room to help eliminate distractions, and do weekly progress monitor check of his
reading rate. We will continue this until the end of 4th grade.
Wyatt continues to need support with writing conventions, adding more details to his writing
and staying focused while reading in order to be successful with the general education
curriculum.