Student+Concerns+Grade+1



October 5, 2010 ** FIRST GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || The group in LLI may move quickly without him. He has difficulty with the written assessments. He does fine with the math games. He has some articulation issues. || He is an LLI group that meets four days a week. He is lower than the others but he is able to keep up with the group. He is paired with another child during math games. He meets with a parent volunteer once a week and the paraprofessional twice a week. Carol Burtness worked with him last year as well as this year. || Fast ForWord may be an option for him. Jennifer will take him to Fast ForWord beginning this week. Rachel will check his CELA status. HLS lists Spanish as parent’s native language. Susannah will meet with him as soon as she starts. ||
 * ** DEB PETERSON **
 * Gabriel Archuleta || He had difficulty with reading and writing. He was at a DRA 2 at the end of the year. He had to be bumped down to a 1. He does have an IEP for speech but not for OT. He has difficulty with spacing and size in handwriting. He struggles with dictation. During the foundations assessment he had only a few marks on his paper. He had difficulty with transfer.
 * Gabriel Archuleta || He had difficulty with reading and writing. He was at a DRA 2 at the end of the year. He had to be bumped down to a 1. He does have an IEP for speech but not for OT. He has difficulty with spacing and size in handwriting. He struggles with dictation. During the foundations assessment he had only a few marks on his paper. He had difficulty with transfer.

** FIRST GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Jeff is conferencing with him as much as possible. || Check with last school year’s teacher. His teacher may have been Ms. Mills. He may need to be cross grouped within the first grade. It may be possible to switch his Fast ForWord group with Jennifer Buckland. We could schedule a teacher candidate on Friday. ||
 * ** JEFF WIANT **
 * Elijah Vanmeter || He is at a DRA 1. He struggles with concepts of print. His writing is a plethora of letters. In math he struggles with the written assessments. His numbers and letters are large and he has difficulty with spacing. He is excited and positive about learning. He was a student at Park Hill last year. He struggles with phonemic awareness. || He works with Carol Burtness. He is going to Fast ForWord.
 * Elijah Vanmeter || He is at a DRA 1. He struggles with concepts of print. His writing is a plethora of letters. In math he struggles with the written assessments. His numbers and letters are large and he has difficulty with spacing. He is excited and positive about learning. He was a student at Park Hill last year. He struggles with phonemic awareness. || He works with Carol Burtness. He is going to Fast ForWord.
 * Sophia Brewer || She is new to Park Hill. She tested at a DRA 2. She struggles with fluency and comprehension. She has trouble in mathematics. She has trouble with tapping out words and has trouble blending. Writing is her best subject. She has some issues with backwards letters and numbers. || She takes home a book bag of leveled books. Jeff has helped her by giving her sight words to support mom with helping at home. Erin Green helps by reading with her daily. She is easily frustrated when she doesn’t know what to do. It is helping to have this support. || Erin could work with Sophia on phonemic awareness word work. She could work with both classes (Amy & Jeff). ||

November 2, 2010 ** FIRST GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Gabriel Archuleta ||  || He sees Susannah Fraser three times a week. He his enrolled in Fast ForWord. ||  ||
 * ** Deb Peterson/Jennifer Buckland **
 * 11-2-10

** FIRST GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Additionally, he is out of the class during many of the times that Core curriculum is taught. He lacks concepts of print. || He is working with Susannah Fraser. He meets with Mary Carlson. He gets foundations on a daily basis. || Continue with the interventions that you have tried. ||
 * ** Jeff Wiant **
 * Elijah Vanmeter || Continued Concerns
 * Sophia Brewer || Continued Concerns || She is working with Susannah Fraser. || Continue to give her ROAR tickets when she is successful working. Give her one-on-one time as a reward. ||

** Amy Mills ** ** FIRST GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Que’Nique Blake || She is at an DRA2 instructional level 3. Her dad picks her up early. She misses math during that time. She lacks concepts of print. She has difficulty during any unstructured time. || She works with Susannah Fraser. She works with practicum students. She works with Erin Green as well as guided reading with the teacher. She is excited about reading. || Look up her attendance from last year. ||
 * ** Amy Mills **
 * 11-2-10

Elijah Vanmeter || Susannah seems a little baffled by his running records. He's missing writing to do FF, but he is spacing better in writing. He seems to know most of his sounds now. He's improved in reading since August. but it is on a small scale. || on IEP and working with Mary Carlson on Wilson in place of social studies. Had IEP meeting. ||  || Recommend her parents give her chores to complete independently at home. || Jeff is sending home bookbags. || Amy recommended trying books on reptiles ||
 * Jeff Wiant || Concerns || interventions attempted || ideas from the tea m ||
 * 12-7-10
 * Sophia Brewer || She is now between DRA 3-4. Jeff is seeing growth. She has supportive parents, but has a hard time working independently. Bookbags are sent back and forth from home and school. She chooses books that are too hard. || She is working with Mary C. in place of social studies to do either math or Wilson. || Fill out SIT paperwork.
 * Isaiah Moore || hates to read. His parents even admit he hates to read. He does love to write and loves math. His writing is vastly improved since Aug. He likes Starfall on the computer and books on tape. he often gets distracted with Sophia. He also likes to carry around too hard books. || He is working with Susannah


 * Amy Mills 12-7-10 || Concerns || Interventions attempted [[image:file:///C:/DOCUME~1/jfegley/LOCALS~1/Temp/moz-screenshot-4.jpg]] ||
 * Que’Nique Blake || her behavior is getting better. || She's working with Susannah and improving in writing too. ||
 * Braeden Himmel || He was reading at a DRA 6 when he left for two weeks in Hawaii for a wedding. When he came back his behavior and academics seem to have fallen off.He was with Amy in kinder., is an only child, he matured a lot over the summer, but seems to have regressed since the trip. Everything seems fine at home. Amy has had a conference with the parents since she noticed the change. || waiting list for Susannah.Amy will talk with parents about making sure he is read to daily at home and also will encourage Braeden to write about Hawaii and the wedding. We talked about how he likes to please his parents and recommended a sticker chart where he gets stickers for getting started with his work that he is earning for his parents. Next year it's important that we separate the eight boys that moved from kinder. to first with Amy. ||

12-14-10 || Concerns || Interventions attempted || Ideas from the team ||
 * Deb Peterson
 * Jasper Rich || He does get concepts of language, but is having a hard time sequencing and segmenting multi-syllabic words. He has a hard time with words in a sentence too. he started the year at a DRA2 and has progressed to a DRA5. He is strong in math. Writing is tough which is partially because it's hard to motivate him in writing || He had a brother who was tested for speech. His parents are supportive of having testing done by the SIT team. ||  ||

1-24-11 || Concerns || Interventions Attempted || Ideas from the team ||
 * Amy Mills
 * Arvid Rawlinson || he didn't speak until age 4. Carol looked at him at the beg. of kinder. He reads slowly. He has made huge gains since kinder. Parents tend to let him be nonverbal at home. Dad is protective. || Amy asks him to participate in class and encourages his speaking. She has noticed that when she doesn't understand him, he will begin to rephrase what he's saying so that she can. || Susannah feels that some of his speech needs are not developmental and it's time to ask Carol to look at Arvid again. ||

2-8-11 || concerns || interventions attempted || ideas from the team || Also, he's missing writing due to FF || Fast Forword where he has to blow his nose and wash his hands before he's allowed to sit down at the computer. || e-mail Linda B. for advice Jen uses the "Start Write" program. Students dictate their writing, then cut it up and glue it back in order. Jeff can try that out. We decided that after finishing LB and RP, both Elijah and Dimitri will return to class. Jen believes that FF will help them so much, so we definitely want them to do it in second grade. || He needs to be motivated. ||  ||   ||
 * Jeff Wiant
 * Elijah Van Meter || He lost his coat, was sent to the nurse with a hole in his tooth, has long nails, and a congestion nose.
 * Dimitri Haselgren || Is missing writing because of FF.
 * Sophia Brewer ||  || Is starting TAC this week and also starting FF with Jen this week ||   ||

Wiant 4-4-11 || concerns || interventions || suggestions from the team || Brewer || She is growing and might make it to grade level by the end of the year. Mom worried about loss in the summer. || sit meeting today- continue interventions, Susannah, TAC, Fast Forword. || suggest summer reading program at the library and the program here. in second grade, just be aware of avoidance issues from the very start. || Haselgren || He's back in writing- spelling ok, but getting ideas down on paper is hard- staying on task is hard. hard time with getting the big picture. He's been tardy less often. Seems to have the tools to write, but it's not consistent or coming all together. || finished two starter ff products. Mary sees him time to time informally. Giving goals before each assignment seems to be working well. || Try to get Dimitri with Mary since Sophia isn't going to be there. Tonda suggested doing a more planned thing with Erin Green. Jen suggested that he works for positive praise and ROAR tickets. Keep him in mind for scholarships for our summer program- attendance and transportation may be an issue, so would it be worth a scholarship? || Amy suggested that Jeff check for dyslexia in the family since Mom has brought it up. Transportation is the issue for summer school. ||
 * Jeff
 * Sophia
 * Dimitri
 * Elijah van Meter || Still has a hard time with sounding out words. His problem is attending. He seems to be more motivated. || still in FF and still meeting with Mary and Susannah. Is asking Jeff to read with him. || Ask Mary about his Dibbles scores.

Peterson 4-4-11 || concerns || interventions || suggestions from the team ||
 * Deb
 * Andrew Powers || growing in reading and writing, but below grade level. DRA 12 now. Very young || started with Susannah || Try to get in library summer reading program and in program here. ||

Mills 4-4-11 || concerns || interventions || suggestions from the team || Huber || very young, growing in reading and writing, but Mary Carlson did Dibbles and suggested Fast Forword when there's a place. not a special education red flag, but lots of growth that needs to be done. || Working with Susannah, Amy, and Erin Green in guided reading groups. || try to get in library summer reading program and in program here ||
 * Amy
 * Griffin

Jeff || Concerns || interventions || ideas from the team ||
 * 4-12-11
 * Isaiah Moore || He's growing. He doesn't like to read, so he's not the most motivated. He won't be at grade level by the end of the year. || in Fast Forword, with Susannah || Responds well to external motivators ||

Deb || Concerns || interventions || ideas from the team || Fast Forword || Parents are really supportive about reading, so send home books at his level. ||
 * 4-12-11
 * Jasper Rich || He's doing pretty well. He's been identified as LD. Probably around DRA 13 || Mary, Susannah,
 * Gabriel Archeletta || Parents are supportive, but don't have much time. || Also recently identified as LD. Mary, Susannah, and Fast Forword || Encourage close home to school communication ||

4-19-11 || concerns || interventions || ideas from the team || Dad is still not worried. He thinks that Arvid will start reading and will take off. he's still allowed to use non verbal signals at home. Amy makes him talk at school. Carol thinks that he has correctable speech issues but is also a unique learner. Amy still has many concerns. He is working more independently now and is also more motivated. He was very resistant at the beg. of the year. || FF, Susannah, Carol unofficially || next year's teacher please come talk to Amy ||
 * Amy
 * Arvid Rawlinson || doing better, but still isn't showing what Amy wished he would.
 * Braeden Himmel || Since starting FF and TAC he's been connecting more and more motivated. He's reading lots better. No concerns. || TAC, FF ||  ||
 * Que'nique Blake || Doing lots better also. She's the top of the heap when it comes to that lower group. She has her own independent work space. She doesn't get along with the kids- conflict and drama take away from learning. Her writing is coming along too. || Susanah, FF ||  ||