Student+Concerns+Grade+5

October 5, 2010 He needs to attend math tutoring after school. He may go to prodigal son. We may need to continue to collect data from Jane, and we can collect data from Fast ForWord. He has a planner. Rewards motivate him to stay on task. || November 16, 2010 Turkey up, and Christmas. ||
 * Fifth Grade **
 * ** Melinda Bowers ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Master Martin || He is significantly low in reading. He is a DRA 28. He is new to Park Hill. His math is low partially proficient. His writing is fairly poor. He is partially proficient on CSAP. By Melinda’s observations he is low in writing. He has lots of gaps. He makes poor choices . He has been to many schools, and may have some gaps. He is not motivated. He has problems staying on tasks and has poor organization skills. He can be easily influenced by others. He has trouble following through. || He is in Fast ForWord. He has a time to read with Jane Hilbert. He has guided reading with Melinda. || Look at cumulative record.
 * ** Melinda Bowers ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Master Martin || His attitude is better. He is doing homework from Mary. He is making progress. ||  || Ask Andrea about Denver Kids,
 * Keyshaun Buckner || He has many behavior issues. He is off task. He has trouble focusing. He gets his homework done. || He is beginning to be on a behavior plan. ||  ||

She has preferential seating. She needs to have space. She has been referred in the office and has been counseled on choices. || Start math tutoring. Andrea may be able to start a group with her focused on friendships. She may need a consult later to help her adjust to middle school. || Conferenced with former teacher and with Andrea Aiello-Kendall, school psychologist. || Make contact with parents for a conference. Have a graphic organizer ready for him. When Kris Friesen returns check for a consult. ||
 * ** Meghan Wren ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * Zarra Nuss || She is new to Park Hill. She is having difficulty adjusting to a new school and classroom. She has a difficult time with making friends and making socially appropriate choices. Her social issues interfere with her learning. In math she has difficulty completing assignments. She has volume control issues. She is impulsive and has trouble monitoring her voice level. She has an ADHD diagnosis. || Has been given special responsibilities helps her to adjust.
 * DeAndre Mohan || He has been exited from special education. He has a 504 plan. He is reading at a DRA 50. He has slow processing. He has some sensory issues, possibly his OCD has been more intense. He engages in repetitive self stimulating behaviors that interfere with his ability to complete work. He takes a long time to start a task. He sometimes has a rate of 20% of completion of assignments. He is often stressed and cries. He has a Traumatic Brain Injury. This occurred as a young child. || Have tried scheduling a parent teacher conference.

10-17-10 || Concerns ||  ||   ||
 * Jane Hilbert
 * Colby Murray || Jokingly Jane said that he's often "dead wrong" meaning that he has some off the wall misconceptions about the books he is reading. He often interrupts in groups. ||  ||   ||
 * Cheyenne Bridges-Farrow || She has focus issues. ||  ||   ||
 * Taylor Robinson || Has comprehension issues ||  ||   ||

2-8-11 || concerns || interventions attempted || ideas from the team || He's in FF with Mary and she's willing to keep him,but he is not improving at all and is very disruptive to the other students. || Julia sent an e-mail to Andrea asking what emotional support was available ||
 * Fifth grade
 * Colby Murray || missing class for FF ||  || He will finish L to R, then we will talk about him returning to class ||
 * Javani Luis Alvarez || He doesn't understand when Gladys isn't in to help him out. He can read books on tape or do computer programs, but he's not doing what the rest of the kids in class are doing. Mom is requesting that he be retained this year. ||   || Talk to Chris about what to do. Julia will let Andrea know that we are considering retention. ||
 * Calvin Frensil || He has a medical diagnosis and his mom wants him on an IEP. He does not have a big learning gap. ||  || Discuss him with the SIT team ||
 * Taylor Robinson || her attendance has been really bad since her grandpa's stroke. (grandpa drove her to school.) Julia talked to Andrea and she said that her attendance is not bad enough to send a letter home and there isn't really anything that Andrea can do to help. Mary Carlson was going to check and see if there are any ICOM students living near Taylor so that we could provide a bus. ||  ||   ||
 * Kieshawn Buckner || He started meds for ADHD two weeks ago and Melinda is seeing improvement. he does not have a big gap. ||  || Melinda will ask Mary if she needs to fill out the paperwork for a SIT referral. ||
 * Alen (Jason) Stafford || he told Roger that his mom hates him and she won't help him with his school work. He also said that she has a tattoo for all of her other kids, but him. He told Julia that his name is Alen because his dad's name is Jason and his mom hates that name. || He was asked to leave reading intervention with Jane

4-5-11 Alen (Jason) Stafford- moved to Shirley's room. Stopped doing Fast Forword because of disruption of other students. He does see Mary Carlson.

Kieshawn Buckner- meds are still making a difference. He got his first three on a math test. Yeah! Still very distracted. SIT paperwork was turned in and will be scheduled soon.

Taylor Robinson- We shared her info with Shirley. Calvin- Meghan turned in the first couple of pages for the SIT referral. Andrea is going to do the data dig for him. Yovanni (Luis) - Chris is trying to talk him into enrolling in a bilingual school like Kepner. Colby- dropped out of TAC, been doing better lately at turning in work and doing homework. He's just not progressing like he should be. He's not making reading growth. Still trouble with reading comprehension. Lots of background knowledge, but it's hard to come across academically. Takes the dad caregiver roll at home. Mom never calls back and cancels meetings. Colby definitely prefers adults and would rather live in California with his dad. He doesn't care for mom's boyfriend. He's been to a lot of different schools. Melinda may give him some stamps and her address to communicate with him this summer. He often tries to skip going to Fast Forword or falls asleep in it.

Cheyenne- moving- just slow. She's working and has a better attitude lately. Mom has been checking in a little more frequently. She seemed to utilize her accommodations on CSAP.

DeAndre-shared info with Shirley

Zarra- shared info with Shirley Master- doing better academically. Reading growth. His uncle was killed over break in a violent way. His mom is in town and that makes things chaotic. To da suggested Andrea check in with him.