Student 1 Student Name: Betsy McClure Grade:10 Specific Learning Disability Case Coordinator: Susan Fitzell Strengths:Avg. Intelligence, Verbal Reasoning Skills, Athletic Ability, Social Skills Area where student will experience most difficulty: § Remembering spoken instructions § Slow reading speed (reading at 4.8 grade level) § Comprehending text/questions § Reluctant to read aloud § Research/study skills § Spelling, Handwriting § Taking dictation, copying, particularly from board or OVD § Organizing/structuring written work § Lack of confidence and self esteem

Classroom Accommodations: § Write down assignments, instructions (check readability level) § Ask student to repeat instructions to you, to buddy. § Allow extra time to complete reading, tests, class assignments § One on one or small group instruction § Use Books on Tape and Lectures on Tape § Read aloud to the class/student § Provide copy of notes, use buddy paper § Word Processing Software with Auditory Feedback § Use Organizers for research and study skills § Spelling tools: color, index cards, proof reader buddy, spell checker § Use and teach use of graphic organizers § Use/provide spacing guides: i.e., graph paper, vertical lines, darkened horizontal lines...) § Provide positive feedback: i.e., Awards, notice achievement, effort

Student 2 Student Name: Dominic Seymour Grade:7 Auditory Processing, Sp. & Lang Case Coordinator: Susan Fitzell Strengths: Avg. Intelligence, athletic, working with hands, artistic, musically inclined Area where student will experience most difficulty: § Word Retrieval § Limited vocabulary: sticks to words he can spell, limits vocab. use § Communicating with adults and peers § Remembering material presented through lecture. § Making connections § Testing § Abstract reasoning: needs concrete. Very literal.

Classroom Accommodations: § Provide word bank to use in short answer or fill-in-the-blank items § Consider crosswords for testing and review § Use/Teach use of graphic organizers § Allow extra time for response when asking a question § Show models of material being taught, assignments required § Use visual and graphic cues whenever possible § Consider graphic organizers on tests § Teach Memorization Strategies § Encourage use of rap, chants, music to commit material to memory § When introducing ideas; use clear, simple, concrete language. § Require that Dominic speak and write in complete sentences. § Work in small groups encouraging Dominic to talk § Use index cards to review sequential material § Disregard mechanical errors when not learning mechanics. § Give Dominic the opportunity to correct mechanical errors before final grading. § Encourage and provide opportunities for peer review and practice § Teach new material in small chunks

Student 3 Student Name: Mary Wiley Grade:9 Emotional /Behavioral Difficulty Case Coordinator: Susan Fitzell Strengths: Above average intelligence, energetic, outgoing, creative Area where student will experience most difficulty: § Transitions § Adapting to different methods of classroom organization § Adapting to different teacher styles § Focusing on task § Accepting boundaries for behavior § Listening and attention skills § Controlling reactions § Picking up on facial expressions and body language

Classroom Accommodations: § Greet Mary as she enters the classroom § Praise vs. Disapproval 3:1 § Have high expectations § Cue her to refocus and get back on task § Provide and/or help her set up organization checklists § Mary responds best to a calm, structured and authoritative discipline approach. § Use behavior plans with Mary when appropriate. § Establish eye contact when speaking with Mary. § Provide Mary with a warning/cue before transitions and change. § Use feelings poster when working one on one with Mary to discuss her emotion and that of others. § Close liaison with parents.

Student 4 Student Name: Juan Diez Grade:11 Specific Learning Disability Case Coordinator: Susan Fitzell Strengths: Avg. Intelligence, problem solving, athletic, social skills, persistent Area where student will experience most difficulty: § Organization of equipment and work § Demonstrating real ability –poor tester § Reading, especially at speed § Remembering and following instructions § Writing legibly, drawing proportioned diagrams, etc. § Skips steps in math and science labs § Self image as poor learner § Feels anxious, frustrated

Classroom Accommodations: : § Write down assignments, instructions (check readability level) § Calendar/assignment notebook and buddy review § Color coded 'notes' (use highlighters, highlight tape, post-its) § Organizational strategies: notebook system, classroom organizational systems § Teach test taking strategies § Allow extra time for reading, tests, class assignments § Tools for following instructions: Check box strategy § Allow printing, word processing § Provide templates for diagrams § Allow 'safe' environment for testing § Use Organizers for research and study skills § Use and teach use of graphic organizers § Provide positive feedback: i.e., Awards, notice achievement, effort § Special place in classroom for schoolwork/homework

Student 5 Student Name: Marty Fuller Grade:8 Visual Processing Case Coordinator: Susan Fitzell Strengths: Strong math skills, spatial reasoning, creative, hard working Area where student will experience most difficulty: § Reading average classroom print § Reading hand written passages § Seeing/focusing board/OHP/television § Taking dictation § Handwriting § Copying, particularly from the board § Drawing/Interpreting maps, etc. § Listening to lecture while copying notes

Classroom Accommodations: § Enlarge print § Print or type overhead transparencies § Seat strategically – create a semi circle or a U § Color in maps, create texture maps § Use Books on Tape § Provide a guided outline for note taking § Use buddy paper § Lectures on Tape § Word Processing Software with Auditory Feedback § One on one or small group instruction § Read aloud to the class/student § Encourage use of Cliff Notes § Use and teach use of graphic organizers § Use/provide spacing guides: i.e., graph paper, vertical lines, darkened horizontal lines...)