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The student, who will be referred to as Jed, is a fourteen-year-old Eight Grader who attends Impact Academy in Hayward, California. They identify as a Mexican American born in Oakland, California, with a home (native) language of Spanish.

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Jed has three siblings, one older brother and two younger sisters, who all speak Spanish and English to varying degrees. Both Jed’s parents have little English proficiency, with Jed being at an intermediate English proficiency level. Jed’s parents were both born and raised in Mexico and their highest level of education is high school.

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When Jed entered elementary school his parents opted to enroll him in a bilingual school with the hope of him learning English more easily. By the time Jed reached Impact academy they were still struggling with reading and writing in English, and underperforming in their classes. In Jed’s two years at Impact Academy there was no significant growth in their English acquisition. An attempt was made to try different teaching strategies in order to observe what practices might work best in helping Jed improve his English acquisition

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Jed would be classified as a Native Born English Language Learner (ELL), because they were born in the United States. They would also be a Transitional ELL because they still visit family their extended family in Mexico at least once a year. In regards to how they learn, Jed should be classified as a Special Education English Language Learner (SE-ELL) because of specific learning differences identified in the Third Grade. There was an initial Student Study Team (SST) donein the Third Grade (2013) for academics. A Speech Pathologist identified that when speaking Jed blends consonants, has trouble decoding, and trouble making number sense (Math). Additional interventions identified at the time included use of a whiteboard, using sight words, doing read aloud, and asking questions. There was no follow up beyond this initial year of trial interventions and observations, which would have allowed Jed to qualify for special education services. Jed was never able to be officially classified as a SE-ELL because of the lack of follow through with the SST and special education process. Overall Jed would be classified as a Long-Term ELL (LT-ELL) because for the past three year they haven’t tested out of ELD services based on the California English Language Development Test (CELDT). It was noted last year in Jed’s cumulative file that they tested between 1st and Seventh Grade remained in “Beginning” overall on the CELDT. Their largest growth was in Speaking (from Beginning to Intermediate), and they had a slight increase in Reading (311-320), which remains at Beginning.

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Jed had Leukemia, that when into remission at the beginning of his middle school year. During that time he was exited from Special Education due to no longer qualifying under OHI. After a year, at his parents request, Jed was reassessed by an Occupational Therapist (OT). The Special Education Team and Jed's parents held an IEP review meeting where is was determined that Jed would qualify for Special Education services under OHI again. This time for ADHD and anxiety. There was a 504 in between.

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A positive factor that has influenced Jed’s English acquisition is that he has an older brother who has made significant gains in his English proficiency. Jed’s brother would be placed at the beginning bridging stage on the English Language Development (ELD) Proficiency Level Continuum. His brother acts as a model for Jed in showing that it is possible to make gains in improving English acquisition. Another positive influence is the charter school Jed attends, in that the schools culture is focused on growth. The school’s goal around ELLs is to include the ELD Standards in all curricula and lessons in order to have ELLs test out of needing ELD services. This goal has been identified as not always happening, with ELLs having been observed not being consistently provided ELD services in the classroom.

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OHI is like an invisible that is often overlooked in relation to level of importance and need on a caseload of students with IEP. When younger health issues and ELL status lead to behavioral issues. His ADHD and anxiety were early on seen as things that could be cured like his Leukemia. Being an underreported ELL wasn't seen as or treated with that same level of importance as him having an IEP. Was moved off of and back on to having an IEP.