In the chart below insert the demographic information requested for the individual you will be conducting your case study on. Reminder: you are to use a pseudonym for the student.

Requested info (taken from the Case Study assignment sheet located on the Assignments page of the wiki):

For the duration of this class on reading and writing assessments, you will be instructed in how to administer, analyze, and organize student data. By the end of this course, you will be required to show what you’ve learned by submitting a student case study. This case study will include several assessments; they are explained in detail below. This week, locate a student to whom you can administer assessments. Note: the student should NOT be one who has an identified IEP in place. Rather, he/she should be one who is below grade level expectations and would benefit from in-depth diagnosis and interventions. Once you identify the child you will use for your case study, post demographic information (grade level, gender, ethnicity, age, school/home environment description, reason for referral, & any other pertinent details) concerning the child on the Case Study Demographic page in the course wiki. DO NOT post the child’s name; instead, you are to create a pseudonym.


Case Study Demographic Information

Cara is a 3rd grade caucasian female. She is 8 years 5 months old and attends a Pre-K through 6th grade rural school in Clinton, TN. Cara lives with her mother and two sisters. She is the middle child. She is very intelligent, with a 118 IQ score on the Otis Lennon test. However, she struggles with reading comprehension, fluency, and word recall. Cara struggles with confidence but overcompensates for her lack of confidence by acting out.
Timothy is a kindergarten, caucasian male. Timothy is 5 years, 8 months old. He attends Foothills Elementary School in Maryville, TN. Timothy lives with his mother and father in government housing. Timothy never attended a pre-school or has rarely been around other students. Helen Ross McNabb is involved to help the parents learn parenting tips. Timothy started kindergarten four weeks after school had started. Timothy suffers from ADHD. Tyler has a difficult time concentrating. During teaching he may recognize a word or letter and then forget the next. At times Timothy will state that the answer to everything is "B." While other times he can read leveled readers and identify letters. The reason for concern is because it is difficult to determine what Timothy truly knows and doesn't.
Levi is a 4th grade student, caucasian male. Levi is 10 years and 2 months. He is a student at Midway Elementary in Kingston, TN. Levi lives with his mother and step-father with 1 half sibling. Levi transferred in county in the 1st grade. Levi is well dressed and groomed and would be considered middle class. Levi has been diagnosed with ADD around 2nd grade. Levi's mother has requested retention each year due to Levi's below average performance. Levi's mother has also requested testing in the areas of reading and math. Levi is in the RTI pyramid at level two. The literacy specialist suggest that he reads at or just below grade level but doesn't recall or connect text. The indicators through 3rd grade TCAP list him as below basic. Levi has an individual assignment sheet that each teacher signs and documents what needs to be completed at home. Levi attends math tutoring 1 day per week. Levi is currently averaging 60-70 in most academic areas. The reason for concern is that parents, teachers, and Levi are working at frustration level, but can't seem to pinpoint the underlying problems.
Jesse is a 3rd grade caucasian male. He is 8 years and 7 months old and attends Elk Valley Elementary in Campbell County.He is an only child living with his mother. Jesse is always well groomed and dressed nicely. He and his mother go on vacations and do other entertaining activities that some children are not privileged to do He is athletic and plays on the boys' basketball team and softball team during the summer. He seems to be a well-rounded child. However, Jesse's mother and teacher have concerns about his reading ability. His reading level and other academics are below level. He struggles even identifying beginning word sounds at times.
Jessica K
Avery is a fourth grade student at Midway Elementary School in Kingston, TN. She is a caucasian female and is 10 years 4 months old. Avery lives with her mother, father, and two brothers. She is the youngest child. One of her brothers is in 8th grade and the other brother recently dropped out of high school. Her mother is a stay at home mom and her dad owns his own excavating business. Avery's reading level (according to S.T.A.R. testing) is a 2.5-3.5. She tested basic in most areas on the thrid grade TCAPs. The fourth grade teachers have met with both parents to discuss her progress in all content areas. Her mother is concerned about her motivation and lack of effort at home. Her mother is also concerned with her reading average and her grades on the reading pre-tests, post-tests, and other worksheets. One main concern of her teachers is her lack of effort and attitude toward learning.
Caleb is a 12 year old, sixth grade student at KAEC, a special day school with a mental health service component built into the program. Caleb has an IEP that addresses a reading deficit of 5 years below grade level. Caleb is diagnosed with an emotional disturbance (ED), functionally delayed (FD), and adhd (OHI). Caleb alo has a diagnosis of bi-polar disorder and obsessive-compulsive disorder. He lives with his mother and stefather in inner city susidized housing. His mother is not employed, and his stepfather does not have regular employment. Caleb has younger brothers and sisters who also receive special education services. Both Caleb's mother and stepfather received special education services while in school. Caleb has an older sister who does not receive special education services. Caleb's IEP also addresses deficits in the areas of mathematical reasoning and computation, pre-vocational skills, and social/emotional learning. Caleb struggles specifically with phonemic awareness and beginning, middle, and ending sounds (identifying what is where).