1. Case Study #3 – Peter Pan Peter Pan – age 11.8, Grade 5 Referred by teacher in December New to district this year; Lack of ability; lack of progress; placed in interventions for reading and math Parent is concerned – states that the last school didn’t seem to help him. Blamed teachers.

2. Background – Peter Pan Father and mother both have high school education. 3 children in family. One child does “real well” in school. Other child (1 st grade) is “having trouble”. No outside activities. Caregiver is a neighbor until 6pm daily. Did not speak full sentences until after age three. No attention issues. Polite. Quiet. Vision and hearing screenings at school.

3. Educational History Has attended 3 school districts – (K-2) (3-4) and present district Was tested for Special Education in 2 nd grade and again in 4 rd grade. “Did not qualify” Has been in interventions since 1 st grade and also works with the inclusion teacher when she is in the room to serve a student in Special Education. Was recommended for retention in 1 st grade. Parent refused. Attended summer school.

4. Educational History No early data from 1 st district. Requires reteaching of new concepts regularly. Has not passed STAAR tests. Re-tests showed little/no improvement Mother says he was in speech until 2 nd grade. Math grades are poor. Teacher is now reading word problems to him, but he is still unable to work the problems.

5. Formal Assessment CTOPP-2 – Phonological Awareness Elision – 80 (scaled score 6) Blending Words –75 Phoneme Isolation – 75 Phonological Memory oMemory for Digits – 85 oNonword Repetition – 85 Rapid Naming oNumbers – 85 oLetters – 85

6. Sound Letter Knowledge – Qualitative Data Could recite alphabet without singing or chanting Could write lowercase alphabet without error. Poor letter formation. Knew 26/26 capitals and 26/26 lowercase Gave a correct sound for 22/26 letters (missed “x” (eh) and “qu” (k) ), “j” (guh) and “u” (yuh)

7. Formal Assessment Single Word Reading – WRMT-III (Word Identification) SS – 85 Unfamiliar Word Reading – WRMT-III (Word Attack) – nonsense words SS – 70 Single Word Spelling – TWS-5 SS - 75

8. Single Word Reading and Spelling Qualitative Data Teacher states that Peter Pan struggles with all spelling. Inclusion teacher states that Peter Pan struggles with Dolch word deck at the speed she uses for other low students.

9. Formal Assessment - Fluency Fluency – both Rate and Accuracy must be assessed. Why? GORT – 5 Rate – 75 Accuracy – 75

10. Formal Assessment – Fluency Qualitative Data Errors on GORT-5 were erratic – sometimes by first letter, sometimes not even close. Provided 23 words total. Teacher has only heard him read aloud twice. She states that he did very poorly.

11. Formal Assessment – Listening Comprehension and Qualitative Cognitive Data WRMT-III Listening Comprehension SS – 82 Mother says he “doesn’t say much”. Teacher notices “He sometimes just looks at me like he doesn’t understand what I am saying.” Doesn’t volunteer answers in class. Likes to build things at home – boxes, fence, - anything with a hammer.

12. Formal Assessment – Reading Comprehension and Qualitative Information GORT-5 – 80 Oral reading WRMT-III – 77 Silent reading Teacher does not notice that he understands better when material is read to him.

13. Written Expression - Qualitative

14. 504 or ARD committee meeting Are characteristics of dyslexia present in single-word reading and/or single word spelling? Are characteristics of dyslexia present in rate and/or accuracy? Quantitative and qualitative information

15. 504 or ARD committee meeting If present, are they the result of a phonological deficit? Quantitative/qualitative Are these characteristics unexpected? Quantitative/qualitative

16. 504 or ARD committee meeting Are there outcome difficulties as a result of these characteristics in reading comprehension and/or written expression? Quantitative/qualitative Coexisting complications/assets?

17. 504 or ARD committee meeting DECISION?

18. 504 or ARD committee meeting What next?