Academic Intervention Case Study Report

Student Name: Aaron

Participant Names: Sierra Dix, Liz Fossum, Kaitlyn Coirazza

IDENTIFIED PROBLEM AREA(S) TO ADDRESS:

Comprehension, Vocabulary, Engagement, Willingness to Participate

Present Levels of Educational Performance:

Academic Social/Emotional Management Physical

Loves math Enjoys company of others Engaged when highly Level of interest affects
Strong math comprehension Selective participation motivated engagement
Low reading (within academic realm) Responds when prompted Highly physical and skilled
comprehension Quiet when with peers with specific questions athlete
Low vocabulary (poor Liked by peers
exposure) Interacts specifically when
Doesnt respond to specific engaged in sports
questions
Does well with multiple
choice questioning

General Strengths General Challenges

Loves Math
Reasoning Skills Reading Comprehension
Multiple Choice Questions Language (Phonological Success)

1
RECOMMENDATIONS

1. Is there any supplemented curriculum or educational goals that this student needs?
No supplemented curriculum (will be using grade level curriculum)
Increased vocabulary and comprehension
Increased ability to express thoughts, specifically abstract ideas

2. What interventions or remediation should this student be given?

Explicit instruction in reading comprehension strategies (i.e. visualizing, retelling, determining main idea, sequencing events, making connections, cause and effect,
summarizing, and inferencing)
Discussion/Written Questions provided ahead of time
Pre-teaching vocabulary (i.e. sending vocabulary words home ahead of time with visual supports)
Use of graphic organizers for notes
Implementing kinesthetic actions whenever possible (i.e. hand gestures for vocabulary, movement, sign language, hands on activities)
Multi-sensory activities
Allowing group work whenever possible
Use of videos to reinforce read material

3. What program accommodations are needed?

Reading Intervention (1-1)

Assistive Technology?
None

Test Accommodations?
Use of Graphic Organizers
Directions Simplified/Restated
Test Read
Separate Location

Related Services?
Speech/Language Therapy (Receptive and Expressive)
Counseling (Individual and/or Group)

2
Recommendations for Differentiation/Access:
(Note: This chart is meant to assist you in deciding on your Unit Modifications)
Content or Material Changes Engagement/Instructional Delivery Changes Student Expression/Product Changes

1. Pre-teach vocabulary (send
vocabulary home with visuals)
2. Send home Digestive System
discussion/written questions ahead of
time
3. Textbook/Content Readings chunked
(with graphic organizers)
1. Digestive System Experiment- Cheese 1. Multiple Choice/Matching Test
and Crackers Questions
2. Group Project for Guided Notes
3. Create a Poster of Digestive System
4. Fly Swatter Review Matching Game
5. Digestive System Videos
6. Teeth Job Craft

Miscellaneous Supports/Access/Accommodations:

Speech Therapist will ideally work with student on unit vocabulary

Placed in group setting during lessons (placement with understanding students)
Use of graphic organizers
Tests read/directions simplified as needed
Reading Specialist will ideally choose readings aligning with curriculum whenever possible