CASE STUDY PROJECT

Case Study Project



INDIVIDUALIZED EDUCATION PROGRAM School Year: __11____________ (___) Includes ESY Session: _________

(Please check (v) if ESY services are included.)

IDENTIFYING INFORMATION

Student's Name:

__ Brenda Brooks_

School:

x x x x x x x x x x x x

District:

x x x x x x x x x x x x

School Year:

Grade 12

MSIS ID Number:

x x x x x x x x x x x x x x x x x x x x

Grade:

x x x x x x x x x x x x

Race:

Black

Gender:

Female

Date of Birth (month/day/year):

x x x x x x x x x x x x x x x x x x x x

Phone Number:

x x x x x x x x x x x x

Date of Current Eligibility Certification:

_x x x x x x x x x x x x

Eligibility Category:

SCD

Mother's Name:

x x x x x x x x x x x x x x x x x x x x

Father's Name:

x x x x x x x x x x x x

Address:

_x x x x x x x x x x x____

SUMMARY OF PERFORMANCE IN THE CURRENT EDUCATIONAL PROGRAM

(Levels of performance should reflect the following items, as well as listing the source of the information: 1) how the student's disability affects involvement and progress in the general curriculum; 2) a detailed description of the student's current performance in reading and math; 3) results of the initial or most recent evaluation of the student; 4) the strengths of the student; 5) concerns of the parent/guardian for enhancing the education of the student; 6) a description of the student's social, behavior, and/or emotional skills.

SUMMARY OF PRESENT LEVEL(S) OF PERFORMANCE

In the three subtests of the Broad Reading Cluster, Brenda was able to read familiar words but had difficulty applying phonetic strategies to decode words. The passage comprehension subtest required Brenda to read a short passage and identify a missing word that made sense in the context of the passage. Brenda was able to use context clues and structural analysis to assist her comprehension, but this strategy became less effective as the passages became longer in length. Brenda's Broad Reading Cluster standard score was 72 which are in the low average range. However, due to her impulsivity, she made several careless errors.

In the three subtests of the Broad Math Cluster She was able to correctly solve problems of one and two-digit addition and subtraction. She made careless errors when subtracting three-digit problem with borrowing. She was able to multiply one and two digit numbers but had difficulty with division and fractions. She was unable to solve for X and Y when given two algebraic equations. Brenda's standard score 65 in the calculation subtest is in the borderline range The applied problem subtests measures Brenda's ability to analyze and solve math problems. She demonstrated strengths in basic computation skills but had difficulty with distinguishing important from unimportant information in a word problem, elapse time, averages, percentages, and two-step word ...