Assignment 4A – Strategies and Support Identification of Whole Class and Three Focus Students
Objective
This assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You’ll do this by selecting three students to focus on (described below), almost as “case studies.” By taking the assets and needs of these three focus students into consideration, you will accomplish one of two things:
either account for all the special circumstances in your classroom (less likely) or, (more likely)
strengthen your “intervention muscle”: the collection of habits, thought-patterns, strategies, creativity and magic (!) required to respond to the varied needs of a group of learners through identifying what supports a teacher can provide and what research based strategies will fill the identified gaps.
By the end of the assignment and throughout this course, you will have identified and analyzed data, assets and gaps on three Focus Students which will have allowed you to determine appropriate supports and strategies; providing differentiated ACCESS to your instruction and learning.
Deliverables
You will use Week 3’s completed tables that identified assets and gaps and now continue to add to them by completing these tables (one for each focus student) which is considered an extension of the work in Week Three . After reading the descriptors of each type of Focus Student (FS) identify supports and strategies that will align with the assets and gaps. Spend the most time on the synthesis: considering each child’s assets and needs to identify supports and strategies to fill the gaps. (Be sure to Read and Watch the assigned resources before doing this part!)
DO NOT LIMIT YOURSELF TO SUGGESTED DATA TO REPORT; ADD ALL INFORMATION YOU FIND THAT YOU FEEL INFORMS YOU ABOUT THE FOCUS STUDENT PROFILE!
Aligned CLOs
All seven of the Course Learning Outcomes for ITL604 are aligned with this assignment. This is a great opportunity to synthesize your learning!
Resources (Read and Watch)
CalTPA Assessment Guide (Differentiation Option: Use the Assessment Guide that corresponds with your credential – Multiple Subject, Single Subject or World Languages)
CalTPA Assessment Guide Glossary (at the back of the Assessment Guide)
In Blackboard, please refer to Course Resources Week Four (for strategies and supports)
Focus Student 1(FS1) EL Supports and Strategies
Choose a district-identified English learner. This can be an English learner at any CELDT/ELPAC level. If you have only re-designated English learners in your class, you may select one of them or select a student who needs support for his or her language development based on either a Speech Designated IEP (not articulation) or based on literacy assessments. If you do not have a current student, you may choose from the list of case studies provided by your instructor.
Week Four:
You are basing your analysis on the assets and needs of the focus student and then identify supports and research based strategies that will allow the student to ACCESS your instruction and be able to PRODUCE evidence of their learning (meeting the objective).
Clarity around Strategies and Supports
Remember: an instructional strategy is what students will use to achieve their objective/goal; such as, I will use identifying details to be able to determine the main idea. Identifying details is the strategy and determining the main idea is the ultimate assessment.
Instructional support for a literacy objective may be the graphic organizer, vocabulary, or other sort types. The support is the structure you plan for, to support the learning of the strategy to achieve the objective.
“Instructional supports refer to those in- and out-of-class scaffolds that ensure that all students, regardless of previous academic preparation, can meet high expectations and rigorous standards. Student centered schools support students’ ongoing academic development.”
https://edpolicy.stanford.edu/library/publications/studentcenteredlearning/instructional-support)
So, instructional support is what you will provide students to be able to access, to use the strategy to achieve the objective. Listen to that…
1. Students are given direct instruction
2. Students are provided with support(s) to organize their thinking or the process or manage their behavior
3. Students will use the support to be successful with the strategy taught.
4. Students will take the learning of the strategy to achieve the objective.
Supports may also include some of the UDL suggestions: Multiple means of expression, representation, or engagement. Check out the UDL Checklist and website (remember you can click on the different checkpoints in the various color-coded Guidelines for ideas).
Strategies:
Remember that the students must use the strategy to achieve the objective!!! For example, if your objective is to have students be able to use inferencing of text details to be able to draw conclusions or identify the main idea THEN inferencing becomes your strategy to be able to draw conclusions. The skills the students need to have coming into the lesson to be able to inference is being able to identify text details. The supports you may decide on for the whole group, small groups or individual students will depend on the assets and gaps you have identified.
For example, in this objective, I may decide to provide students with a graphic organizer to organize their thoughts on identified details – leading to analyzing the details to identify inferences and ultimately draw conclusions. Or maybe I might for some students that may be overwhelmed with that, I may support them with color coding on the graphic organizer of the different steps OR maybe even have separate colored shapes of each step that they organize as they work through the objective tasks. I hope this begins to provide some clarity.
Just always keep in mind that the supports are NOT the strategy.
If I were you as you are deciding on research-based possible strategies to choose from, you may want to first look at https://goalbookapp.com/toolkit/v/strategies AND https://goalbookapp.com/toolkit/v/browse/strategies
In fact, I would suggest having all of these resources pulled up and at your fingertips!! For EVERY class moving forward!
Other Strategy Resources:
Literacy in Action for all Content Areas http://www.illinoisliteracyinaction.org/
Common Core Teaching Strategies RI Grades 6-12 https://www.isbe.net/Documents/ela-teach-strat-read-text-6-12.pdf
Common Core Teaching Strategies RL Grades K-5 https://www.isbe.net/Documents/ela-teach-strat-read-lit-k-5.pdf
Common Core Teaching Strategies RI Grades K-5 https://www.isbe.net/Documents/ela-teach-strat-read-text-k-5.pdf
Teaching and Learning Strategies English Language Arts Reading Informational Text Grades: Third http://www.illinoisliteracyinaction.org/uploads/4/0/7/1/40712613/ri_3rd_read_strats_final.pdf
Goal book https://goalbookapp.com/toolkit/v/presentlevels/
UDL Aligned Strategies https://goalbookapp.com/toolkit/v/strategies
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Focus Student 1(FS1) EL Supports and Strategies Template
Focus on FS1’s:
Supports Needed to Fill Identified Gaps
Suggested Strategies
Current proficiency in reading, writing, and speaking/listening in English and mastery of the primary language (provide assessment data as well as qualitative insight)
AG needs support in decoding information in the simplest way possible, using both English and Spanish to enhance her ease of understanding.
She need support with vocabulary because the classroom instructional language is not her primary language at home.
AG needs support on how to improve her coping skills because she does not relate well with her peers.
Using community artifacts e.g., Spanish language will help AG cope with classroom learning. She identifies as a Mexican, thus she could learn better if the teacher uses some Spanish vocabulary since it is a language she uses at home.
The teacher should use poster summary to visualize vocabulary that is learned. Picture summaries will enhance her levels of understanding basic concepts, thus improving her reading and writing proficiency.
AG needs to be introduced to a play partner. Play partners strategy helps students like her to find a peer whom she can learn from.
Prior academic knowledge (include assessment data, progress monitoring)
AG falls below the mean with her MAPs scores in Math, Reading and Language Usage
The social role play strategy will enhance her scores by boosting her confidence levels. Her performance is due to the socio-emotional needs which have made her timid.
Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
AG needs a sense of autonomy and collaboration. She identifies as a Mexican and relates well with other students of Hispanic origin.
The use of echo reading technique were students repeat what the teacher has just read will enhance classroom collaboration. She will feel a sense of belonging afterwards.
Cultural and linguistic resources and funds of knowledge
AG needs information and resources that she can identify with easily.
Vocabulary preview will help the teacher know whether a vocabulary is new and unfamiliar to the student.
Prior lived experiences and interests
AG’s English is not advanced for her age since she has lived among a Spanish-speaking community
Language-based games should be introduced to enhance her English speaking and writing skills.
Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development)
AG needs social-emotional support to stop her timid characteristic.
Cooperative learning strategy will help AG take part in role-playing in a smaller group to help improve her confidence levels.
Summarize FS1’s Supports and Strategies
The student needs support in coping with the classroom demands because she lags behind her peers. English is her secondary language and she mostly relates with other Spanish-speaking students. With social-emotional support, she will feel at ease interacting with the whole class. The use of community artifacts e.g., Spanish language, poster summary, play partners, role playing, cooperative learning, language-based games, echo reading, and vocabulary reading will help put her at the same level with the rest of the students in terms of understanding concepts and social interactions.
Focus Student 2 (FS2) Special Education – Supports and Strategies
Choose a student taught in the general education classroom (i.e., not pulled out for instruction during the lesson for the content you will teach) who the district has identified as having a disability with an IEP or a 504 plan or a student identified for GATE who will be participating in the lesson. If there are no identified students in your classroom, select a student who has recently been referred for specialized support or who requires additional learning support in the general education setting.
When selecting Focus Student 2 in transitional kindergarten or primary grades classrooms where students have yet to be identified as having a special learning need, select a student who has been identified for support through the Multi-Tiered System of Supports (MTSS) process, who has recently been referred for evaluation, or who has gaps in the content area that is the focus of the lesson.
Week Four:
You are basing your analysis on the assets and needs of the focus student and then identify supports and research based strategies that will allow the student to ACCESS your instruction and be able to PRODUCE evidence of their learning (meeting the objective
Focus Student 2(FS2) Supports and Strategies Template
Focus on FS2’s:
Supports Needed to Fill Identified Gaps
Suggested Strategies
Learning challenge (identified disability and IEP goals, focus of 504 plan or MTSS support, or need for greater instructional challenge through GATE)
LC needs support to cope with her emotional disturbance (ED) and specific learning disability (SLD) which are hindering her learning abilities.
Goal setting can help LC cope with his impatience. The teacher will break down the goal, provide the steps for achieving the goal, and set a timeframe for achieving it.
Prior academic knowledge (include assessment data, progress monitoring,
LC needs support to learn how to self-regulate and cope with his emotional triggers.
Since LC works best when he is rewarded, the modelling behaviors strategy will suit him. LC’s behaviors can be modelled for classroom and social interactions elsewhere. Teacher will offer positive feedback and praise to help reinforce the chosen behavior.
Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
LC maintains healthy relationships with his peers but needs support to cope with his violent and aggressive outbursts.
The teacher will introduce social supports to help LC build positive relationships, respond to social cues, and learn appropriate behaviors. This support system will help remind him how to behave when he is agitated.
Cultural and linguistic resources and funds of knowledge
LC is fond of soccer and Fortnite and his mother is active in his educational life. However, he needs support on how to remain calm in different situations.
LC will be put into an anger trigger analysis program to help him understand the situations and triggers for his outbursts.
Prior lived experiences and interests
LC needs support to help him control his emotions and frustrations when he is presented with a difficult task.
LC will be tasked with using replacement behaviors to positively reinforce a desired behavior. When he feels agitated, he will be asked to always take breaks to cool off the agitation.
Assistive technologies as appropriate
LC is currently using iPad, Google Classroom, and Speech-To-Text but he needs support to improve his patience when facing technical difficulties.
LC needs to have a students to-do lists to help him manage their responsibilities. To-do lists will also instill a sense of task initiation, persistence, and sequencing.
Summarize FS2’s Supports and Strategies
LC needs support for coping with her emotional issues which trigger her outbursts and agitations. He is impatient and easily gets frustrated despite having healthy relationships with her peers. Goal setting, modelling behaviors, social supports, anger trigger analysis, replacement behaviors, and student to-do lists will help him discard bad behaviors and pick desired behaviors.
Focus Student 3 (FS3) Gaps
Choose a student whose life experience(s) either inside or outside of school may result in a need for additional academic and/or emotional support and whose behavior in class catches your attention (e.g., does not participate, falls asleep in class, remains silent, acts out, demands attention).
Life experiences may include, but are not limited to, challenges in the home, community, or school as a result of discrimination, bullying, illness, loss of parents, divorce, trauma, homelessness, poverty, or incarceration, or as a result of needs as a Standard English learner; a migrant, an immigrant, or an undocumented student; or a student in foster care.
Week Four:
You are basing your analysis on the assets and needs of the focus student and then identify supports and research based strategies that will allow the student to ACCESS your instruction and be able to PRODUCE evidence of their learning (meeting the objective).
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Focus Student 3(FS3) Supports and Strategies Template
Focus on FS3’s:
Supports Needed to Fill Identified Gaps
Suggested Strategies
Life experience(s) either inside or outside of school that may result in a need for additional academic and/or emotional support
JB needs academic and emotional support because is autistic and from a single parent household.
Teacher will facilitate a daily conversation strategy to help reinforce a positive relationship with JB. Daily conversations will also promote interactions with the student.
Prior academic knowledge (include assessment data, progress monitoring,
JB has transferred from different schools on five occasions and he needs support to remain in this school.
Since JB’s mother is very keen on his education, the teacher should implement a contract with the mother. The contract will help the mother know the expectations.
Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
JB likes working independently, meaning he needs support on how to improve his social relationships.
The teacher will introduce social role play to provide JB with social support and learn how to interact in social interactions.
Cultural and linguistic resources and funds of knowledge
JB feels stigmatized, forcing him to refuse help from people.
The teacher will introduce play partners to improve the levels of JB’s engagements with his peers. In this case, he will learn communication and problem-solving skills e.g., how to ask for help.
Prior experiences and interests
JB needs support to help him improve his academic performance and social skills.
The teacher to introduce make-believe plays to promote JB’s critical thinking, communication, and social skills. The teacher then offers support where the learner faces difficulties through probing or by taking part in the game as a play partner.
Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development)
JB struggles with self-motivation and independent thinking due to his autism. He needs support to learn the importance of interactions.
The teacher will select peer buddies who will help in facilitating JB’s interactions with his peers. They will increase his interactions network and act like his ambassador to the whole group.
Summarize FS3’s Supports and Strategies
JB’s main support needs relate to his lack of social support due to his isolation. Through the use of daily conversations, social role play, play partners, make-believe plays and peer buddies, JB’s teacher will help him to stop his social anxieties for positive engagements with his peers.
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Focus Group Students (Examples / Case Studies)
Focus Group Student #1: AG Multiple Subject
AG has attended your school for two months now. Initially, she seemed to acclimate to the new school well. AG is a first-grade bilingual student who demonstrated significant difficulty in early literacy skills and auditory processing. Using conversational English allows AG to keep up with the lessons. She learns best when she is able to take her time. AG benefits from visual instruction and she likes active games. AG is a learner who remembers information better by moving, carrying subjects in the hands, or playing. AG falls below the mean with is MAPs scores in the areas of Math, Reading and Language Usage. She has had difficulty with change and demonstrated a low frustration-tolerance, particularly when engaging in academic or non- kinesthetic related tasks. Services: Push In 150 minutes/weekly; Pull Out 375 minutes/weekly. In addition to Speech Therapy sessions.
Because of housing insecurity, AG has certain social-emotional needs that must be met in the classroom. She exhibits timid behavior and apologizes when she asks for help. She benefits from positive behavior affirmations. AG does not show confidence or personable skills with her peers or her teachers. Student self-identifies as Mexican and has an older sister and lives with their father. AG has several cousins who attend the same school and with whom she is close to. She stays after school almost every day for tutoring and homework help. She goes to the library every day.
Focus Group Student #2: Single Subject SM
SM is a 10th grade student. He attended a traditional schooling for middle school and transferred from the same district. He has a very strong sense of self and appears to be comfortable in his own skin. He talks about his family and how much they have helped him and supported him. Being the oldest child, he has a sense of responsibility within this family. SM has been through very tragic life experiences including parental divorce, child abuse, homelessness, gang violence, and more. SM has been able to hold down a steady job at McDonald’s. He has a strong passion for music and rapping where he is able to express his emotions. He also loves to draw which helps him de-stress. SM’s fascination for cars and racing is utilized and implemented in the class as an incentive to try his hardest and produce his best effort and work. SM continuously strives to work on given tasks and assignments during allotted classroom time. He is currently at or above grade level in all academic subjects.
SM has been approaching staff to inquire about means to improve his classroom assessment scores in hope of achieving higher grades. He has involved a peer in the routine of going to teachers during lunch to ask for makeup work. Student still shows a need for supports initiating academic conversations with peers during group collaboration. SM is a bit more extroverted than the other students. He maintains a healthy relationship with fellow students in extracurricular activities and will engage in conversation them with some consistency. SM’s parents do not speak English and thus, are unable to assist him in his English language development journey. Gap identification indicates SM is limited English proficiency. He can engage in dialogue/discussion of the English language with ease but struggles with reading and writing. He reads at a lower first grade level.
Focus Student #3 – ER: EL Learner/Gen. Ed.
“No good deed goes unpunished” is a reflection of this student’s life. ER was born in Mexico to parents that succumbed when he was 4 years old. He is in the 7th grade at Rock Hill Middle School, an urban school located in East Los Angeles. As a result, his Los Angeles aunt adopted him along with his four siblings. However, she passed away recently resulting in ER and his siblings being sent to foster parents.
Due to speaking only Spanish with his parents and aunt, he has limited English proficiency. He takes pride in his Mexican heritage and finds comfort in the experience he shares with many of his peers and their ability to converse in both English and Spanish. He can engage in discussion of the English language with ease, but struggles with reading and writing, most notably in the area of decoding. As a result of his foster parents only speaking Spanish, he does not speak English at home and does not receive support in his English language development at home.
ER is a first-generation student that feels connected to the Mexican and Latinx presence and culture present within his community. He is able to communicate with fellow peers and bring his native language with him into the classroom given majority of the students in the classroom are dual English and Spanish speakers
ER’s fascination for cars and racing is utilized and implemented in the class as an incentive to try his hardest and produce his best effort and work. ER maintains a close relationship with his siblings, who offer him support as he transcends adolescence
ER’s introverted nature limits his interactions with his peers and chances to work with other students. ER is a bit more introverted than the other students. He maintains a healthy relationship with fellow students and will engage in conversation them with some consistency -ER’s parents do not speak English and thus, are unable to assist him in his English language development journey.
His classwork and curriculum may often not incorporate culturally relevant pedagogy or reflect relatable material, leading to disengagement of the lesson. He is familiar with all letters of the alphabet and their corresponding sounds but struggles in sound blending and decoding of multisyllabic words. As a result, he is hesitant to read out whole group given his limited vocabulary
The following is some background to his academic level:
Limited English proficiency. He can engage in dialogue/discussion of the English language with ease, but struggles with reading and writing –
Reads at a lower first grade level.
His current grade in ELA is a F but he does have a B in Math and a C in Science. He is passing his PE class with a solid A
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Focus Student #4 LC Special Ed. (Elementary)
LC is a highly intelligent and determined 5th grade student who is reading slightly below grade-level and has strengths in mathematics and science. His disability is in ED and SLD, which is linked to his outbursts and displays of violence. He is currently being served through a resource pull out model where he receives ELA support for one hour per day in the morning.
LC remains goal-oriented and works best when offered rewards to work towards, rather than consequences in response to undesired behavior. Through an analysis of his gaps, we recognize that he struggles to express his frustrations until he is highly triggered and needs additional supports in self-regulating and coping skills.
LC’s disability is Specific Learning Disability (SLD) and Emotional Disturbance (ED)
Goal 1: LC will read accurately novel grade level multisyllabic words in context and/or out of context as measured by curriculum-based assessments
Goal 2: LC will use digital tools including keyboarding skills and internet to type 2 pages as measured by student work samples/teacher charted records
Goal 3: When given a frustrating situation, with one prompt, LC will utilize coping strategies and return to and remain on task with a calm body and mind for a minimum of 10 minutes
Some of the assistive technology he uses include the following: an iPad, Google Classroom, and Speech-To-Text. However, LC has a lack of patience with technology i.e. glitches in iPad or slow service will frustrate him. If something takes too long to load, he will give up and refuse to work on it anymore.
His interests include soccer and Fortnite. Mom is also active in her child’s education. She remains in contact with the teacher daily. LC’s lived/previous experiences of trauma are linked to violent and aggressive outbursts. He will refuse to participate in classwork or demonstrate appropriate and respectful behavior if triggered and off baseline.
In terms of LC’s social emotional skills, he maintains healthy relationships with his peers. He has many friends and will participate in games and friendly competitions such as soccer with his peers consistently. However, LC fails to share his frustrations with teachers and administrators until he is completely off his baseline, which is hard to calm him once he is triggered. He also responds negatively to direct teacher instruction (in small group) or when the teacher provides advice to him in front of other peers. Unfortunately, he resorts to violence such as throwing, punching, hitting, kicking and self-harm (banging his head against other items) when triggered.
Interestingly, LC is proficient in mathematics and has no math goals. Although he may grow frustrated with certain questions, when prompted by teacher, he will get back to work and answer the question with little to no teacher support.
Assessment data shows that he will grow frustrated and upset if he perceives work as too difficult for him to complete.
His current grades include: A Math, C ELA, A PE, F Science, and Social Studies F.
LC is reading roughly at grade level but continues to work on decoding of multisyllabic words and is emerging in his ability to write paragraphs with supporting reasons.
Focus Student #5 (JB Special Ed.)
J.B. is a male, EL student with autism who receives specialized academic instruction (special education) services within a collaborative setting (general education). He is currently in the 9th grade attending Johnson High School. He learns best when using headphones and playing with a fidget. J.B. is working on self-regulating and self-advocacy. J.B. could benefit from taking notes online and additional instruction on math. He learns best when in a separate setting and with timed breaks. He is interested in computers and technology.
JB comes from a single parent home with his mother and no siblings. He lives in San Diego, CA, the Lincoln Park neighborhood. He has transferred from different schools but within the same district about five times. His mom is very supportive of his work and makes sure his work completion is on pace.
His IEP goals include the following:
By annual review, when prompted by an adult Jacob will demonstrate an increased ability to take perspectives by identifying how his conversation partner might feel about Jacob’s own verbal and nonverbal communication and implementing a better alternative in 80% of opportunities with minimal adult support.
By February, when given a vocational task, Jacob will demonstrate the ability to stay on task for 15 minutes and complete the task with no more than 2 prompts, in 2 of 4 core classes as measured by teacher observations.
By February 2020, when given a set of 10 problems requiring division single-digit divisor and multiple digit multiplication, Jacob will solve with 80% accuracy in 3 out of 4 trials as measured by student work samples or teacher kept data.
His IEP Services and Supports including the following:
Specialized Academic Instruction
Accommodations:
Direction given a variety of ways
Increased verbal response time
Preferential seating
Visual/picture supports
Calculator/multiplication table
Study Sheets
Extended time for completing assignments and tests
Breaks
Repeated review/drill
Small group instruction
Fidget/sensory object/rocking chair
Reminders to listen with whole-body (eyes on speaker, body calm and turned toward speaker, voice quiet)
Clarification of abstract/non-literal language
Use of self-talk by adult to make their own perspective clear (i.e. “I feel frustrated because students are talking”)
JB is independent and does not ask for help. He is self-motivated and will advocate for himself for breaks, etc. Possibly related to his autism, J.B. tends to spend most of his time by himself, rather than in groups or in large settings. He avoids social interaction and does not hold membership within the classroom.
The following is JB’s academic information:
SBAC Math – Far Below Basic
SBAC ELA – Far Below Basic
MAPs (Measurement of Academic Performance) Fall ‘19
Mathematics – 204
ELA – 220
ELA Grade – F
Math Grade – F
J.B. doesn’t want people to think of him differently, so he doesn’t accept help often. This results in sustained struggle with academics, such as math which typically leads to him “shutting down.” His desire to be independent and not receive help has impacted his attendance, which has resulted in negatively impacting his ability to self-regulate as well as his grades.
Focus Student #6 A.S. Bilingual
A.S is a 10th grade student. She is new to the region and has little connection to the students and community here. Her mother recently had to spend a few weeks in the hospital, and A.S. needed to be sent to Arizona for the duration. She struggles academically due to chronic absenteeism, with the additional weight of being an English learner with all English curriculum.
AS and her family are bilingual: Spanish and English. Dad, Mom, and Angel all have varied levels of fluency in both languages. AS’s family is multi-ethnic: Central American and Mexican. Both parents have different religious practices. She tends to spend most of her time by herself during her appointment hours for coursework at her resource center. She avoids social interaction and does not hold membership within the classroom likely due to her chronic absenteeism as a result of her anxiety.
Student is an excellent note-taker, and benefits greatly from laid out, color-coded notes. Student then can review these notes with tutors outside of school. Much of classwork is group discussion, and so this student may need extra prep to feel they can participate effectively. Assessment data shows that AS is an English Language Learner and has Limited English Proficiency. She will grow frustrated and upset if she perceives work as too difficult for her to complete. Parents both speak limited English, but Spanish is primarily spoken at home. Gap Identification indicates
Mathematics
Operations and Algebraic Thinking
Area of Need
Statistics and Probability
Strength
Reading
Literature
Vocabulary Acquisition and Use
Informational Text
During class A.S. is a student who benefits from taking notes. A.S. is successful at self-advocacy and usually asks for help when she needs it. She could benefit from additional time in the classroom and direct one-on-one support for her academic fluency.
