Student+Concerns+Grade+4

October 5, 2010

** Fourth Grade ** October 5, 2010 She has a DRA level of 24. She has difficulty staying on task. When she is off task she withdraws and spaces out. She refocuses with teacher attention. || She attends Fast ForWord with Cheryl. She is in a LLI group with Cheryl. || Timers can be used to help her remain on tasks. Shorten the assignment and have her complete only certain problems. Consider options for her physical environment. Self reflections periodically, or reminder charts on her desk may help her stay on tasks. || We can utilize all of the ORIGO materials. ||
 * ** Stephanie Goloskewitsch ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Alex Bland || She just recently got staffed. She has a short attention span.
 * Erin Portress || She is close to grade level with reading. She has difficulty with mathematics. She doesn’t have a foundation in Number Sense. || She is attending tutoring with Mrs. Goloskewitsch. || Working one on one with a teacher candidate.

November 16, 2010

reading and writing time now. She is in class during math. || . ||  ||
 * ** Stephanie Goloskewitsch ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Alex Bland || She is now receiving special education services. || Stephanie spoke with dad. || Continued use of interventions. ||
 * Erin Portress || She is low is in math. She was pulled out of math for FF. She is going during

Allow him to manipulate some small items. Utilize a timer for him. Self reflections periodically, or reminder charts on his desk may help him stay on tasks. || Utilize a popsicle stick to help with spacing. Allow him to use grips for pencils. Ask for Kris Freisen to consult. ||
 * ** Mary Ellen Durcan ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * David Marsh-Lambeth || He has trouble focusing. He has behavior problems. He is impulsive. He makes poor choices. He has difficulty getting started. He has trouble transitioning from one activity to another. He can be defiant. He has a difficult time taking assessments. He is at a DRA 24. At the end of last year he was at a 28. || Mary Ellen has spoken to his mom. She is receptive to any concerns. || Use an Oral Motor feedback tool.
 * Isa Kelly || He has trouble focusing. He typically stays off tasks. He fiddles with trinkets. He touches things in his desk. His handwriting is messy. He has no sense of spacing, and organization. He is a DRA 34. || He is getting reading intervention from Jane. || Check on Fast ForWord schedule- follow up- decided no on fast forword

November 16, 2010
 * || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * David Marsh-Lambeth || Behavior has not improved. || Mary Ellen has spoken is his mom. || The timer works like a charm with David. It can be used as a toy if he has it too often. ||
 * Isa Kelly || Making progress. He is on a 38. ||  || He is not in FF ||



Haven’t been able to reach parents. Messages have been left for her parents || Check language Survey Consider the SIT referral. Locate Fast ForWord data. Origo may be possible. Use her RSAs to keep record of her math achievement. || Utilizing planner Assignments have been modified so that they may be shorter. || Would be a good candidate for TAC, however wasn’t able to get signed up. Utilize candidates to give one on one. || November 16, 2010
 * ** Jennifer King ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Tristian Velasquez || She is reading at a DRA 16. She is new to Park Hill. She has attended many elementary schools. She has no glasses. She lacks number sense. She is passive defiant. || Her seat has been moved. She has modified assignments. She is in a reading group with Cheryl (LLI). She is in Fast ForWord.
 * Averi Jackson || She is reading close to grade level. She is a 34 independent. She is unfocused. She does not complete assignments. She is disorganized. She has trouble filling out homework assignment. || Fast ForWord, reading with Jane Hilbert.

She is bringing in homework. || || His mom says he takes him time to focus. He was not getting interventions or on an ILP last year. || He is in FF. He is seeing Jane Hilbert. He is in Maddie's math group. He is progressing slowly. ||
 * ** Jennifer King ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Tristian Velasquez || We met with dad, we will continue to monitor her. We have a SIT meeting scheduled with her parent. ||  ||   ||
 * Averi Jackson || Some of the concerns have continued. We have been getting homework. She is completing some assignments. She is close to grade level. Her writing is weak. || She is in Stephanie's math tutoring afterschool.
 * Mykah Brown || All academic areas are her biggest weakness. She is on a literacy plan. She is lacking comprehension. She is sliding through the cracks because she can't answer the comprehension questions. || She is going to Stephanie's Math tutoring. She is in FF. She works with Jane Hilbert. This is her first year with interventions. She is in a small group with Maddie, Jen's student teacher. ||
 * Jamell Thomas || He is new Park Hill. He was at level 28. He is making slow gains. He works slow.

10-17-10 || Concerns ||  ||   || Still behavior concerns ||  ||   ||
 * Jane Hilbert
 * Jamarea Johnson || Has refused to speak in group before, so Jane asked her to write all of her responses to literature. Now she often talks, but has misconceptions.

2-8-11 || concerns || interventions attempted || ideas from the team || He was given a spot in Fast Forword this month, but he only went a few days || Next year, he should be in FF, and needs to be reminded to go. ||
 * Stephanie
 * Erin Portress ||  || Completed all products in FF || decided not to refer her to the SIT team ||
 * Clayton Finley-Ponds || Mindy feels his fluency is low. His writing and responses in writing are low. || reading intervention with Mindy Buck.
 * Emily Zipada || doesn't want to go to Fast forword and has poor attendance ||  || Because she's reading on the cusp of grade level and has comp. issues, we will move her into a reading product in FF that addresses comprehension next. ||

2-8-11 || concerns || interventions attempted || ideas from the team || She started Fast Forword in second grade, but did not have it in third. ||  || Natalie looked at the skills in reading 2 and Michael agreed that it would be a helpful product for her, and she should continue to be in FF. She also needs to work on completing Jumper Gym according to our consult, Julie Nuffer. Natalie doesn't think it's worth worrying about. ||
 * Michael Rawlinson subbing for Jen King
 * Isabel Muniz || She's been on the cusp of reading at grade level ever since second grade
 * Hailey Evans || She is a poor speller and has trouble writing ||  || Same as Isabel, we decided that she would continue into the next reading product. She is moving along quickly so it shouldn't take too long. Then Jen can have the final say about pulling her out. She also never finished LtoR. ||
 * Bobby McClenton || is so unmotivated ||  || We talked about goals and rewards ||

Goloskewitsch Concerns 4-5-11 Jerek Clinky Doesn't finish work. hard time sitting still. can't get ahold of parents. He's at grade level, but could do better. Maybe ADD getting in the way. ideas from the team: solo desk. squishy balls. ask Tonda or Rachel to call and request a conference. Stephanie had a conference wtih mom and dad on April 15th. They said he will be going to new school next year.
 * Stephanie

Emily Zipada- progressing, but still on the cusp. She's closer to where she should be that she was at the beg. of the year. Hates FF, so Stephanie will talk to her about being done when she finishes her current product and if she keeps skipping and doesn't get done, she'll have to do FF in fifth grade. math is really low. will send home math game recommendations

Clayton Finley-Ponds- comprehension is still not quite there. Mom knows and is working with him. She's doing stories with comprehension questions at home. He's giving up. He's embarassed about leaving the room so much for interventions.

Erin Portress- seems to be right at grade level. She's so quiet. Needs work with writing, punctuation, math. Just keep an eye on her. She did summar scholars last year.

Jen King 4-5-11 Bobby McClenton is already staffed. Would like him to be in Read it- Write it!

Hailey Evans- Jen thinks she was tested for Sped and didn't qualify. She's in all interventions. She's such a hard worker. She's making growth. Would be great in summer program.

Isabel Muniz - making gains but slowly. Mom is working with her. Mom was ill last year and Isabel was out of school a lot last year. Did math tutoring.

MaryEllen Durcan 4-5-11 Jamaria Johnson- still below grade level. Quit working with Jane because she was giving so much attitude and being so disrespectful. She often used the silent treatment on Jane. Very disrespectful with all adults in the classroom. Can't get ahold of mom to talk to her about this. Mom signs up for conferences but doesn't show. She's close academically and is making progress. She went to math tutoring just a couple of times. Math homework is sporadic. ||  ||   ||   ||



4-12-11 || concerns || interventions || ideas from team || below grade level in everything. He doesn't do his work. He has potential to be at grade level. || none || Get mom on your side in fifth grade. ||
 * Mary Ellen
 * David Marsh- Lambeth || behavioral issues
 * Isa Kelly || exited from Jane's group. Made it to level 38. no worries about reading level. Terrible handwriting. ||  ||   ||

were not enforced on Jen's maternity leave. ||  || Fifth grade teacher needs to ask about the bathroom issue. She's not allowed to be in the building alone || her practice typing. She'll be either right there at grade level or close by the end of the year. Writing is still a struggle. || exited from Fast Forword ||  ||
 * Jen King || Concerns || interventions || ideas from team ||
 * Tristan Velasquez || was staffed into special education. Jen's worried that behavior plans
 * Averi Jackson || She's close to grade level. Bad spelling. Jen asked her mom to make
 * Mykah Brown || Jen's still very concerned. She's going to Cheryl for math informally. She's good at faking what she should know, but is really far behind. || Jane and Fast Forword || Jen will turn in the SIT paperwork by the end of this year. ||
 * Jamell Thomas || not sure what to say about him. He is making growth. He's moving slowly but is really easily distracted. ||  ||   ||

4-12-11 || Concerns || Interventions || ideas from the team ||
 * Stephanie
 * Alex Bland || Alex has been doing much better. Stephanie has been giving these quick daily reading assignments with 4 comprehension questions. She is getting most of them correct. || SPED and FF- Stephanie feels both are helping ||  ||