group7

Group 7 by Pam Winders & Kim Assatly Child Case Studies J and Z

__** Student J **__ Student is attending a classroom with 23 other students. He has documented ADHD and difficulty with fine motor skills. Parents do not assist at home and complain that their child can’t keep up with the work. His notes from school are difficult to read and he must rely on his memory to complete the homework. He has difficulty with his general math facts and lacks stamina and is easily frustrated. Problem solving is very difficult especially creating bar models He is eager to learn and can verbal answer question. Needs spelling and reading help as well as math facts Tools: IPad: SpellBoard this allows the child to hear the words and dictation phrases. Spelling power point from Scholl Smartboard- Sitton Unit Spelling City Jacobspellinglist[|jacobspellinglist] Jacobs Practice Sheet
 * Strengths: **
 * Problem: **
 * Plan **
 * Place in Word Study Phonics program. Want to focus on building spelling skills Sitton list 9Smartboard Tech (Placed on Schoolwires)
 * IPad Math bingo
 * Thinking Blocks ( math word problems)[|Jacobmath]
 * Spelling City – Developed his personal list and activities to correspond







Student is attending a classroom with 23 other students. New to district. Parents recently divorced. Hard to get help at home. Promised a tutor. None yet.
 * __ Student Z __**

She is sweet and willing to work hard.
 * __ Strengths: __**

Unable to complete homework (math) Unable to complete tests in class (usually spends 40 min on first few questions and they are incorrect) She seems to have her multiplication facts, but during problem solving she often gets addition facts wrong. Problem solving is very difficult especially creating bar models Her academic difficulties are causing her stress
 * __ Problem: __**

Z is given extra on-on-one help after whole group lesson and also before school 2-3 times a week. At this time, directions are repeated, explained and modeled. Examples are often provided and referred to. She is pulling back to the concrete stage in order to understand the steps in problem solving. This involves using number disks and a place value chart when appropriate. She is given extra time to complete assignments/modified assignments (usually less problems, sometimes problems are modified based on place value).
 * __ Previous Interventions: __**


 * __ Plan (math): __**

Link - []
 * Place tutorials on various topics covered in class on SchoolWires page for review at home and for her parents. In this allows Zoe (and her parents) to review lessons and stop or pause and review as often as needed.


 * Websites on Schoolwires page for extra practice.
 * Link - []


 * Math magician, multiplication.com, Thinking Blocks (for bar modeling) General math Practice sites, and specific Unit Practice sites.
 * IPad - Math Bingo and various other sites (can be done “when other assignments are completed)
 * Child will begin local effort in LRC

IPad Smart software will hopefully be uploaded to her home computers. Desktops – to practice skills during recess/before school
 * __ Tools: __**