INDIVIDUAL STUDENT PLANNING
Claire Rodrian, Parkside Education Center
Student Background
Davonte*: 15 year-old, 9th grade
student
IEP student - Emotional Disturbance
Attends the Community Day
Program at Parkside and takes 2
classes at Orange High School
Failing both classes at Orange
First Meeting
Met with Davonte during a crisis;
student was the victim of an
attempted stabbing on campus
Sat in the office to cool down and
discuss emotions surrounding the
current crisis incident
Discussed appropriate strategies
for coping with anger and fear and
also previous behavioral issues and
past history of being bullied
Created verbal goals for him to
work towards his goal of
transferring to a comprehensive
high school next year
Davonte was angry, but did not
react inappropriately
A Note on Parkside Education Center:
The Community Day program that Davonte
attends consists of 15 students diagnosed
with emotional disturbances. Most of these
students have severe trauma and struggle
with behavioral issues. Every student has
an IEP and most have a one-on-one
classroom aide.
Before Meeting
Viewed academic records and
behavioral records, IEP (teacher
surveys), and cumulative file
Discussed appropriate academic
planning strategies for Davonte
with school counselor and teachers
Set academic and behavioral goals
for the rest of the semester
After Meeting
Debriefed meeting with supervisor
and discussed what information to
share with parents
Reached out to Davonte's guardian
via phone and left a message.
Emailed Davonte's guardian and
left an encouraging note. Shared
that he hopes to transfer soon.
Future Follow-Up
Follow-Up
Reviewed student grades and
progress since initial meeting;
Davonte is still failing and has been
exhibiting new signs of psychosis
Met with Davonte again to discuss
academics, instead discussed a
behavioral incident that he was
suspended for that week
Discussed email to guardian
Planned another meeting to discuss
academics and goals (finally! :))