Name: Hannah Grade: 3Rd Age: 8 Date of Referral : November

Name: Hannah Grade: 3rd Age: 8 Date of Referral: November Strengths: Hannah is a sweet, helpful child. She likes to read and does so adequately. She does well on her weekly spelling tests.

General Concerns: Hannah has a great deal of difficulty in math and writing. Hannah knows her addition and subtraction facts and did well on a multiple-digit addition review test. She failed unit worksheets on time, three digits regrouping in subtraction, and place value. Hannah can spell and has beautiful handwriting. She does not consistently write complete sentences. She can not write a paragraph. She completes writing webs with the class, but does not use the web/map to write her essays.

Background Information: Hannah lives with her mother who works 1st shift for an insurance company. She moved into the district in the middle of September. She is shy, plays by herself most of the time, and does not request assistance. Her only sibling, Matt, is 13 years-old and has been diagnosed with depression. Hannah herself has been diagnosed with Attention Deficit Hyperactivity Disorder-inattentive type by her pediatrician and has been prescribed Ritalin ™ but her parents have admitted to not administering the medication regularly. Additional Information Gathered During Problem Analysis

Hannah

Review of Information – Transfer records indicated that Hannah received S/S+ in spelling, reading and math. She earned an S- in writing. She had good attendance and no office referrals. Teacher records indicated that Hannah’s scores on initial math worksheets in the units on place value, time, and regrouping were extremely poor (20-50%), but improved slightly to around 70% by the end of the unit – still averaging with a failing grade, but demonstrating some improvement. She did not have any missing assignments. A writing portfolio sent by her previous school contained some DOL exercises, samples of complete sentences, and a few creative stories that were completed with an older “writing buddy.” No writing webs or maps were included.

Interview data gathered - Both Hannah’s teacher and mother stated that Hannah preferred to work alone and does not request feedback until she is finished at which time, they realized that she may have done the whole page wrong. Her mother stated that the writing expectations are quite a bit higher than what she was doing at her previous school. A call to her previous school indicated that the creative process and inventive spelling are emphasized in 1st grade. Focusing on proper grammar, writing a complete sentence, and editing errors were taught in second grade. The second grade teachers did not use story maps. The scope and sequence for math was very different as well. Some skills such as skip counting and adding triple digit numbers were taught last year in her old school, but will be taught in the next couple months in her current school. Other skills that most of her current classmates learned in 2nd grade such as place value were to be taught in third grade in her old school.

Observe – No observations were conducted

Test – CBM data were collected and compared to local norms. These data indicated that in the area of writing, Hannah generated as many ideas and words as other students. The overall accuracy of her writing, however, fell at the median for students at the end of first grade/beginning second grade. She capitalized the first word of sentences, but had difficulty joining and separating ideas appropriately. She wrote her essays as long, run-on sentences.