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Kellie Madison is a bright, energetic second grader at Bluebird Elementary School. Her teacher, Dan Schmidt, finds her to be a bit of a handful in the classroom, especially in the afternoon when her AD/HD and ED really seem to manifest themselves. Instead of growing more and more frustrated, Dan knows he needs to go speak with Isabel Ortiz, her special education facilitator, regarding his concerns.

The main things that bug me are her pencil throwing and how long it takes her to pick up her materials and join the rest of the class for sharing time. Both of these behaviors keep Kellie from making friends and reaching her potential, thought Dan. He knew that these two issues would be the focus of his discussion with Isabel.


  1. How might you, as a teacher of Kellie, react differently if Kellie was not identified as having AD/HD and ED?
  2. Explain why is it important for Dan to collect and analyze data before beginning a management plan with Kellie.

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