Student+Concerns+Grade+2

October 5, 2010 ** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || His social issues could be related to his language issues. His writing is comparable to kindergarten and first grade. || Maggie, the student teacher, is working with him on phonemic awareness. He goes to Fast ForWord. We have a parent volunteer that reads with him every day of the week. He is seen by Nicole. He gets Occupational Therapy. || He might benefit from working with Cheryl Kling with Wilsons. He could potentially qualify for ICOM. We could ask Jennifer to begin to look at him. We can also talk to Carol Burtness about ideas and next steps. Check with Kris Friesen about OT. Keep writing samples. ||
 * ** SARAH MOORE **
 * Daeshawn Riley || He is on a DRA 4. He is immature for his age. He has some social issues. He makes inappropriate choices. He has Severe language issues. He was last assessed for language in kindergarten. His IQ in kindergarten was borderline.

** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || She might benefit from working with Cheryl Kling with Wilsons. || He responds to positive reinforcement. || Melanie has started a back and forth notebook with his uncles. || Andrea has offered to start a group with him and to help his uncle with resources. Having a parent volunteer help with him. ||
 * ** MELANIE DEWEY **
 * Kaliyah Nash-Jones || She is a year behind in reading and mathematics. She is at a DRA 4. She avoids completing assignments. She has no phonemic awareness. She has some emotional needs because she is a new student to Park Hill and in the foster care system. The SIT form has been filled out. || She has been working with Mary Carlson. She is in Fast ForWord. She is getting seen by Maggie, the student teacher, for phonemic awareness. || She could be added to a reading group from Mindy, Nicole, or Susannah. We can use anecdotal notes from Maggie.
 * Cole Imperial || He is at a DRA 8. He is family is from Chicago. He was getting Tier II interventions at his old school. || He gets double doses of guided reading, and Fast ForWord. He is reading with Nicole our literacy expert. He is also in TAC. || He could receive extra support from an intern. He can be grouped across grade level with Sarah Moore with a group of two. ||
 * Sean Lievanos || He is in foster care with his uncle and is new to Park Hill. He is on grade level for the most part. He is having some challenges with his behavior.

** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Helping him complete assignments during buddy reading time. He is in Fast ForWord. || He can work with teacher candidates. He is on the waiting list for working with Nicole. Gayla is working to give feedback that is positive. ||
 * ** GAYLA STORY **
 * Isaiah Zeigler || He is bright but unfocused. He has difficulty staying on tasks. His brother has been successful with medication. His mother doesn’t think that it would be effective for Isaiah. He gets more work done with someone sitting one on one with him. He is on a DRA 3-4. || Sitting one on one with an adult.
 * Draidan Portress || He has made some gains. He is developmentally behind in his emotional growth. He can be defiant. He is at a DRA level 3. || He is in Fast ForWord with Mary Carlson. || He may be able to get into a guided reading group with Nicole. ||

** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Isaiah Zeigler || He is bright but unfocused. He has difficulty staying on tasks. || Sitting one on one with an adult. Helping him complete assignments during buddy reading time. He is in Fast ForWord. || Give mom some positive feedback on a regular basis. He has a meeting coming up. Look for jobs that give him movement. During transitional times try to give him a job. ||
 * ** GAYLA STORY **
 * 11/2/10

** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Daeshawn Riley || Continued concerns || Possible ICOM He has an IEP and has a re-evaluative conference coming up. 11/23/10. || Continue with interventions: Keep writing samples. He could potentially qualify for ICOM. ||
 * ** Sarah Moore **
 * 11/2/10
 * 11/2/10 ||  ||   ||   ||

** SECOND GRADE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * ** Melanie Dewey **
 * 11/2/10

Sean Lievanos || Continued concerns When he has an issue arises and he doesn’t get a star for his star chart, he has a melt- down. || He is having some challenges with his behavior. He responds to positive reinforcement. || He earns stars in a chart. Allow him to graph his own progress. Give him choices that he can earn. He can have a mystery motivator. follow up- that didn't work ||

November 28, 2010
 * **Nicole**
 * Walravens**
 * 11-17-10** || Concerns ||  ||   ||
 * Ian Wurzbach || He's reading slowly and may possibly have a processing problem. He seems to have some verbal issues. She wonders if he shares out loud in class. He was moved into a group with a lower DRA level and has shown more progress and is participating more perhaps because of more confidence.|  ||   ||
 * Dylan Savacool || He has some personal struggles and was moved into a lower DRA level group. The students who started in the same group as him have passed him up. Nicole is working on improving his self-esteem, so that he will discuss the books and strategies he's using. ||  ||   ||

12-14-10 || Concerns || Interventions attempted || Ideas from the team || Melanie and Mary had talked about him doing Wilson, but she isn't sure if he is getting it or not. He's really low in reading. || Melanie had talked to Mindy about Ashton being in her group, but Mindy has her hands full. Julia will look up his Fast Forword data and make sure that Fast forword is indeed a good intervention for him. ||  ||
 * Melanie Dewey
 * Ashton Turnbough || He's already in special education. Melanie is worried that he isn't getting reading because he's pulled from her reading time to do Fast Forword.

1-18-11 || concerns || Interventions attempted || ideas from the team || Was on level 2 RTI at old school. ||  || It's time to refer to SIT team || over the summer- so didn't refer at the beg. of the year. ||  || It's time to refer to SIT team ||
 * Melanie Dewey
 * Cole Imperial || only at DRA14 now (instructional) Did start at 6, so he's making growth.
 * Tyree Durst || only at DRA 16 (ind) He was a 12 at the beg. of the year. Showed tremendous growth
 * Sean Lievanos ||  || SIT application turned in ||   ||

Moore 1-18-11 || Concerns || Interventions attempted || ideas from the team ||
 * Sarah
 * Sam Orozco-Ortiz || on DRA 18 (inst.) Ell, but has been held back a year and is still making very slow growth. immature ||  ||   ||
 * Olivia Condon-Lorick || at DRA 24 (inst.) Difficulties with math; needs much concrete explanation. Making growth, but still very low. Difficulties focusing. Very concerned with friendships and not as much with learning. ||  ||   ||

2-8-11 || Concerns || Interventions attempted || ideas from the team || She's making strides, but is absent a lot She has low confidence and is late every Thursday because she is seeing a therapist She's in Red Shield because they help with homework She does her homework and reads some at home. Linda B. and Andrea are aware of what is going on with Jamya. || She was in FF and moved out because of participation She is in a group with Nicole who believes that she has comprehension She needs fluency and decoding and faster processing. || If not this year, she should definitely be in Fast Forword Julia will look more closely at her scores and communicate that to Gayla Ask the UC student to print out take home books from reading A to Z at Jamaya's level. Then talk to the guy who picks her up for Red Shield and ask them to read those books with her there. ||
 * Gayla Story
 * Jamya Brooks || DRA 18 almost a 20
 * Maddie Nelson || Is at a DRA18. She seems to have a problem with tracking, but is very smart. She has very nice handwriting, but Julia noticed that she sometimes has trouble hitting the buttons on the computer in Fast Forword even when her body language shows that she heard the sounds change. She aces most math tests || She is in FF. She reads with Nicole and has weaknesses in fluency,she reads slowly. She is very young for her age and is sensitive about her struggles. || We will ask Linda B. to make sure that Maddie passed her vision and hearing tests. We will ask Kris to observe Maddie and see if she has any opinions on her tracking. We will send home A to Z books and continue to be gentle and encourage her. ||
 * Dylan Savacoll || His parents lost custody of him. He's doing ok now, but we expect him to struggle because of emotional tragedy. ||  || Make sure Andrea is in the loop of what is going on and continue to support him emotionally as well as academically. ||

2-8-11 || concerns || interventions attempted || ideas from the team || He will just sit there and do nothing. In reading he will just sit there and wait to hear a word. He has trouble decoding. He has poor vocabulary. || He does reading comprehension strategies with Chris Ando, guided reading with Sarah, and with Nicole. Fast Forword. in TAC with a retired second grade teacher. || Ask Chris to look at Sam's CELA process. ||
 * Sarah Moore
 * Sam Orzoco || He was retained once already. He's very immature. He works at a DRA 18
 * Olivia Condon-Lorik || Has attention problems.  || Is moving along great in Fast Forword || Find out what resources that we have to help kids emotionally/ socially. ||

Moore 4-5-11 || Concerns || Interventions || suggestions || In third grade, continue the SIT process and begin the year with many interventions. He has not had an official SIT referral, but he should. ||
 * Sarah
 * Sam Orzoco-ortiz || same as before- not progressing || everything we can possibly give him. || Will look at CELA process- a year ago- p in listening; P in speaking; int.- reading; early- writing when looking at last year's CELA data. This year's CELA isn't on Teacher portal yet, but Sarah will get it from Chris or Rachel
 * Olivia Condon-Lorick || Mom said that Oliva is the one who doesn't want to do free counseling, (?) ,but Sarah thinks that Olivia would love to sit and talk and get attention. Progressing academically, but socially is a pill. Mom is having trouble with other moms and it's been mediated in the office. || gets every intervention possible. Sarah has talked to Andrea about her. Gave mom info on free counseling. || look into Denver kids ||

Dewey 4-5-11 || Concerns || Interventions || Suggestions || Had a meeting two weeks before break with Cheryl and Rachel and Andrea and Melanie and parents. || suggested that he talk to a pediatrician for support ideas. Andrea gave divorce books to read. Sarah said he's always welcome to her class when he gets out of line. Cheryl suggested that he read to Kaliya and he's made a star chart for her so that he's in charge for a little while. It's working well. follow up- still working great at the end of the year ||
 * Melanie
 * Joaquin Casias || All behavior- oppositional behavior and calling out in instruction. Has trouble even since kinder. Family issues- divorce. Not getting work done, but is on grade level. He acts up all day if he doesn't get a star. || special seating, star book during whole group time and following direction, back and forth notebook, gets to eat lunch in class after a certain number of stars. Kelly, the para, is helping to support his emotional needs. He's starting to tell Melanie when he's feeling sad- has a secret signal. She's offering him bonus stars for certain tasks.

Story 4-5-11 || Concerns || Interventions || Suggestions || Know that it will take the third grade teacher a little while to create trust and a relationship with her. Start right away with interventions and the SIT process. Have her start with Fast Forword. ||
 * Gayla
 * Dylan Savacool || progressing well ||  ||   ||
 * Maddie Nelson || progressing well ||  ||   ||
 * Jamya Brooks || knows how to pick out JR books, but doesn't always. Didn't read at home over spring break. Books sent home don't come back to school. Gayla's worried about not reading at all over the summer. It took her a while to trust Gayla. Great kid- uses resources in the room. || sticker charts to earn lunch with Gayla for reading JR books. Give her a chance to be the teacher and explain things in math. || seperate Jamya and Olivia for third.

Gayla || concerns || interventions || ideas from team || but because of her second language, she hasn't gotten to level. she wasn't speaking english two years ago. Gayla's worried about the big jump next year. She's a good listener and visual learner. Needs lots of hands on and prompting. || Gayla did the paperwork for SIT. ELA paras do math work with her about once a week. They practice counting by fives for example. in Fast Forword || follow up with Mary about doing dibbles ||
 * 4-12-11
 * Adriana Dominguez || ELA- has met ILP goals which was to get her to DRA 14
 * Draidan Portress || Already special education. Galya and Mary talked about retention and were both all for it. Gayla talked to his mom about it and is leaving the ball in her court. Gayla would love to have him another year since it takes so long for him to trust and he's small and immature for his age. ||  ||   ||


 * Melanie 4-12-11 || concerns || Interventions || ideas from team ||
 * Sean Levonos || Emphasis on kind words and kind actions with positive rewards. Doing read alouds with Melanie at lunch. That is working great! On grade level. Getting him to finish his work || special desk and special spot and special bin to organize his stuff. || next year, know it's all about the relationship with the teacher. ||
 * Tyree Durst || Sister was just involved in an aweful crime. He's acting like nothing happened. Many literacy needs. He's not sped., but they've debated on doing the SIT paperwork. Handwriting and phonics are bad. || fast forword ||  ||
 * Cole Imperial || It's all literacy stuff ||  || His mom just signed to have him tested for sped on 4/27/11 ||

Melanie || concerns || interventions || Ideas from the team ||
 * 4-12-11
 * Ashton Turnbough ||  ||   || on an IEP- review in two weeks ||
 * Ian Wursbach-Lipowitz || hates FF- take him out. He's doing a special summer school. making some progress. ||  || After summer school, his parents may agree to special education testing ||
 * Kaliyah Nash- Jones || Will be adopted in a week. Will come to Park Hill until the end of the year. She is special ed. and hasn't make DRA growth. A little bit of progress in independent work. ||  ||   ||

Sarah || concerns || interventions || ideas from team ||
 * 4-12-11
 * Daeshawn Riles || Went through whole SIT process. Now he's identified, but not actually meeting with Mary. He's making progress ||  || He won't do summer school, so Sarah's really worried about regressing over the summer. ||