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Sofia wants to be an Olympic gymnast. It is evident that she loves this sport because she is always playing on the monkey bars at recess. When she talks about what she is most proud of, she doesn't bring up any accomplishments from school, but rather, she talks about her proudest moments as  a gymnast. She placed 1st for her floor routine, 2nd on the beam and uneven bars, and 3rd in the vault.

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Sofia's outlet is her creativity. When she can dance, when she can be a gymnast, when she can draw, when she can look for the beauty in nature, this is when she is focused. This is when those dopamine receptors are firing without the medicine. For me, music is my outlet. Playing the piano and listening to music came naturally for me. It was something that I always loved. I never had to learn to love it. I just did. Similarly, Sofia just loves art. She was never told she had to love it or she had to learn it. She just does.

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In Sofia's writing sample, she describes a break spent with many family members. She describes playing games with her father, going to the lake with her sister, flying kites with her family, and shooting bow and arrows with her cousin. Only one sentence talks about a time when she was sitting and watching tv alone. The rest of the paragraph, she is at her grandparents house, moving from one place to another, talking and hanging out with other people. She clearly thrives on interactions with those around her.

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In her spelling test that is provided, Sofia misspells 11 of the 17 words. While it is clear that she has some understanding of the phonics, she is missing critical connections in her spelling. Judging by the teachers notes, it seems as though Sofia does not spend time on her work. She rushes through rather than taking her time and double checking her answers. This could potentially be tied to her difficulty in understanding her assigned readings. Her accommodations suggest a place of silence when she is reading, more vocab/reading practice, visuals to help break down the reading, extra books for practice at home, and audio books so she can follow along.

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Sofia's ADHD Diagnostic Test coupled with the ADHD checklist indicates a diagnosis of ADHD. It seems from the checklist and her diagnostic test that there is more of an issue with her inattentiveness than there is with her hyperactivity. Scoring a 2 or higher on 8 out of the 9 inattentiveness questions supports her struggles, while she only scored a 2 or higher on 4 out of the 9 hyperactivity questions. With the proper testing, the school is able to create an IEP and 504 plan for Sofia that will help her succeed in the classroom.

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When asked what she has in her backpack, Sofia talks of her eraser collection, her favorite drawing notebook, and a rock that is shaped like a heart. There is not mention of folders or books in her bag. This alone would indicate a lack of organization. Not only is she losing assignments from school to home and home to school, she is losing assignments while she is in class. She comes to class without pens, pencils, or her assignments which leads to her spending too much time looking for these things during class.

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When asked what are three things she has in her backpack, Sofia says "My collection of erases, my favorite drawing notebook, and my good-luck rock. It looks like a heart." The erasers she collects probably come in all shapes, sizes, and colors. Her drawing notebook is filled with pictures she imagines. Her good-luck rock is not just any rock - it's a rock shaped like a heart. She looks for the creativity in things around her and that is evident just through the things you can find in her backpack.