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.

Background – Peter Pan

Father and mother both have high school education. 3 children in family. One child does “real well” in school. Other child (1st 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.

Educational History• Has attended 3 school districts – (K-2) (3-4) and present district

Was tested for Special Education in 2nd grade and again in 4rd grade. “Did not qualify”

Has been in interventions since 1st 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 1st grade. Parent refused. Attended summer school.

Educational History

• No early data from 1st 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 2nd grade. • Math grades are poor. Teacher is now reading

word problems to him, but he is still unable to work the problems.

Formal Assessment

• CTOPP-2 – Phonological Awareness

• Elision – 80 (scaled score 6)• Blending Words –75• Phoneme Isolation – 75

Phonological Memoryo Memory for Digits – 85o Nonword Repetition – 85

Rapid Namingo Numbers – 85o Letters – 85

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)

Formal Assessment

Single Word Reading – WRMT-III(Word Identification) SS – 85

Unfamiliar Word Reading – WRMT-III(Word Attack) – nonsense wordsSS – 70

Single Word Spelling – TWS-5 SS - 75

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.

Formal Assessment - Fluency

Fluency – both Rate and Accuracy must be assessed.

Why?

GORT – 5 Rate – 75

Accuracy – 75

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.

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.

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.

Written Expression - Qualitative

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

504 or ARD committee meeting

• If present, are they the result of a phonological deficit?

• Quantitative/qualitative

• Are these characteristics unexpected?

• Quantitative/qualitative

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?

504 or ARD committee meeting

DECISION?

504 or ARD committee meeting

What next?