Student+Concerns+Grades+ECE+&+K

October 5, 2010 ** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Continue to have resources available for her Aunts. She may be a candidate for LLI. ||
 * ** Bernadette Miller **
 * Ailani Brown || She had no previous early childhood education. She did identify her alphabet. She now can identify some letters and knows “can”. She can count to 10 now. She has aunts to work with her. || She works one on one with some of the teacher candidates. She gets to work with Mrs. Miller one on one. She is beginning to show some growth. || Continue to have Aunts observe.
 * Ailani Brown || She had no previous early childhood education. She did identify her alphabet. She now can identify some letters and knows “can”. She can count to 10 now. She has aunts to work with her. || She works one on one with some of the teacher candidates. She gets to work with Mrs. Miller one on one. She is beginning to show some growth. || Continue to have Aunts observe.

** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * ** Renee Levy **
 * Evan Glather || Has difficulty with fine motor skills. He had difficulty with gripping pencils, and tools. || Ms. Levy shows him how to hold a pencil. She is practicing with him daily. || Kris Friesen will consult with Ms. Levy when she returns. Utilize pencil grips. ||
 * Evan Glather || Has difficulty with fine motor skills. He had difficulty with gripping pencils, and tools. || Ms. Levy shows him how to hold a pencil. She is practicing with him daily. || Kris Friesen will consult with Ms. Levy when she returns. Utilize pencil grips. ||

** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || He wants to be a part of the group. He is inappropriate with making choices. || Mary has been taking him for Fast ForWord. || We need a plan for pick up after school. He needs to be in school on time. Carol Burtness can consult on any speech issues. ||
 * ** Linda Glick **
 * Elijah Jones || He has an IEP. He is coming in late and mom picks him up late. He needs to have an after school plan. He is impulsive. There are some issues with behavior. He knows some letters. He knows the letters in his first name. He can identify his name on a name chart. He most successful days when there are many adults in the room.
 * Elijah Jones || He has an IEP. He is coming in late and mom picks him up late. He needs to have an after school plan. He is impulsive. There are some issues with behavior. He knows some letters. He knows the letters in his first name. He can identify his name on a name chart. He most successful days when there are many adults in the room.

** ECE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || November 2, 2010 ** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** || Her letters and sounds. ||  || with his behavior He is having the same problems at home. He hits and shoves others, He has been spitting on others. || We have called mom. || Have Andrea meet with mom and observe him.
 * ** Kelly Boyer **
 * Lila Whitmere || She has some speech issues. She is missing school to see a private speech path. She is advanced. She is overwhelmed with many different things that are taking place in the classroom. She loves to write in the writing center. She goes to the speech pathologist on Thursday every other week. || She is allowed to go to the writing center. She is very focused and wants to work on writing. || We will have Carol Burtness consult. ||
 * Lila Whitmere || She has some speech issues. She is missing school to see a private speech path. She is advanced. She is overwhelmed with many different things that are taking place in the classroom. She loves to write in the writing center. She goes to the speech pathologist on Thursday every other week. || She is allowed to go to the writing center. She is very focused and wants to work on writing. || We will have Carol Burtness consult. ||
 * ** Bernadette Miller **
 * Ailani Brown ||  || She has made several gains. She knows
 * Ailani Brown ||  || She has made several gains. She knows
 * Christopher Poche || Impulsive

Give him some physical space barriers.

Met with mom ||

** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * ** Renee Levy **

** Kindergarten ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * ** Linda Glick **

** ECE ** ** Student Name ** || ** Concerns ** || ** Interventions Attempted ** || ** Ideas from the team ** ||
 * ** Kelly Boyer **

Kinder.1-18-11 Student Name || Concerns || Interventions attempted || ideas from the team || She writes down any letter to be done and is starting to act like she doesn't like learning. She's confident and social. weak DRA 2. Bernadette worries that she avoids work because she knows she can't do what the other kids do. || Still can't get ahold of mom, but aunts continue to be helpful. Working One-on-one is the only way she gets work done. || Renee suggested setting a timer and coming back to check on her work. ||
 * Bernadette Miller
 * Ailoni Brown || She is starting to get her sight words. Writing is so hard for her.
 * James || His dad thinks he's dyslexic because of a family history of it. Both Bernadette and Jackie have caught him reading backwards. ||  || Watch him closely and give him more time to see if he grows out of it. ||

a student he was deliberately separated from, Logan Mills, was placed in Renee's room. not listening not following directions, making noises, spinning on the rug, touching other kids, constantly distracting. Yesterday he continued talking after Renee asked him to stop. Then a student sitting next to him asked him to stop and he pretended to slap him across the face. Had tubes in ears and tonsils taken out in Dec. Missed six days of school. Parents say since the operation everything at home is much better. he's sleeping better and not cranky in the morning. In music saying, "fart...." Wouldn't stop for Leslie. Threw a crayon in art lab. In computer lab, he called the mouse a "fart face." Sang "pooh.." in the leprechaun rhymes. Renee calls him on it when he talks baby talk and asks him to talk normally. He sticks out his tongue when thinking. Hearts on his hand and Renee's hand. Renee is worried on empathy. When she hurt her foot, he continually banged her foot. He sits by her on the rug. Mom is the head of teacher leader effectiveness. She broke down and cried when Renee told her about the foot problem. Sometimes get directions out of order. Put something in folder and then put it away. He put the folder away and then couldn't put his paper in it. Chronic talking to himself and not following directions biggest concerns. Andrea has been kept in the loop. || tried happy face behavior chart like the whole rest of the class modified to use in every block of the morning and sending it home. Renee is writing explanations with the happy and sad faces. Parents are ok with the plan once they learned that other kids were on it. Tried running laps at recess and running around a table. He does some artificial errands at Andrea's request. Dad walks him to school tossing a football. || Linda has heard him use nasty language and confronted him on it. Kelly said that he is constantly trying to get attention. The talking to himself seems to be more attention getting than a self soothing technique. Tonda brought up that he is improving and not throwing tantrums. Kelly said that he is still developmentally looking to figure out cause and effect about his actions. His behavior and emotionally development are more like ECE. He may want to show everyone that he's not in first grade like his brother. Talk to Kris Friesen about him. Linda has porcupine texture balls that he can try. Cheryl Kling will go in and observe him this afternoon. Amplifying phones (pipe) so he realizes how loud and often he's talking. He can come to Linda's room and sit in her time out desk. Cheryl asked what rewards he would work for? Legos, blocks His mom suggested that his brother comes down and plays with him. We're a little unsure about that. ||
 * Renee Levy || Concerns || Interventions attempted || Ideas from the team ||
 * Teague Roark || Behavior and social concerns- Renee taught his brother and was really positive

4-5-11 || concerns || interventions || ideas from the team ||
 * Linda Glick

4-5-11 || concerns || interventions || ideas from the team || He hated it so stopped going with Mary and also stopped FF. ||  || Carol informally listened to his older siblings speech in 2008. Max, the sibling, told his mom that he was tested and it caused lots of trouble, so it's very important to always speak to mom first even if it's an informal check in. || Renee will see if she has copies from his testing- she does First grade needs to be sure to discuss interventions with mom and Renee before starting. || Roarck || will end the year on grade level. Behavior is overall better but issues are still there. || still trying noise blocking headphones. ||  ||
 * Renee Levey
 * Connor Hise || Mom worried about dyslexia because of family history. He's young. || Mary pulled him and he went to FF for a short time
 * Elliott Lundt || was tested outside and scored a high IQ. When he took the district GT test, he did not qualify. Mom wants him in a gifted school. He may be twice exceptional || private tutor two days a week that family pays for who does Linda Mood Bell stuff
 * Teague

4-5-11 || concerns || interventions || ideas from the team || She thinks that she's getting it but she's not. At the beg. of the year not comprehending. She can read sight words. || ELA pullout works with the Metro student one-on-one on Wed. Support one-on-one with Jacki and Bernadette || look into ELA academy- ask Cris Ando about specifics. Ask Chris to call parents and recommend that she does songs and books on tape. Recommend summer library program. ||
 * Bernadette Miller
 * Leslie Revis-Ramous || worried that because of her language issues she won't make grade levels on the DRA.
 * Aloni || not transferring sight word practice to a book. Can tell a sentence but not transfer it to paper. Mom is insisting that she is not labeled as special ed and is not brought to a SIT meeting. Can read sight words on the wall. She loves read-alouds. Mom will not have her retained. She is beginning to write sentences || sending home book bags every week- mom says she does it, but Aloni says that she doesn't || get her to read and be read to over the summer. Try for our summer program as well ||

4-12-11 || concerns || interventions || ideas from the team || Since working with Chris, his work has been better. Dyslexia in the family Bernadette hasn't seen any signs from that lately. Both parents are deaf. He knows sign language, but he can't always communicate. Dad reads lips. Mom spoke Spanish she has written notes to Bernadette in English || Chris || Absent a lot- start in ELA right away. Bernadette thinks that they moved. Next years teacher can see if there are any other parents who live near and can help with drives to school. || Have a SIT meeting tomorrow. Follow up- mom confirmed that he is not returning to Park Hill School ||  ||   ||
 * Bernadette
 * Jame Duran || ELA- it took a while for Dad to agree to even pull him for ELA
 * Christopher Poche || Christopher said that he isn't returning to Park Hill.

4-12-11 || concerns || interventions || ideas from the team ||
 * Renee
 * Evan Glathar || Kris Friesen will informally pick him up for the rest of the year. His issues are fine motor. Carol is working on speech issues with him informally. ||  || Kris recommends doing a SIT referral next year. ||

Forword is not helping Elijah. || in Fast Forword. working with Mary. ||  ||
 * Linda 4-12-11 || concerns || interventions || ideas from the team ||
 * Elijah Jones || Came in as special education. Fast