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1. He finds it difficult to interact with others and has problems with communication. His assessment sessions are broken off into short breaks.

2. Pedagogical factors could be that he doesn't have that much support. He is often seen alone at school. His school environment doesn't seem encouraging. The teacher dismisses him for oversharing and going off topic.

3. He needs more time to do assessments.

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Will his first and second grade teachers recognize his strengths and know how to support his areas of need? Will Mario's parent know how to ask the right questions about MTSS tiered intervention and/or an evaluation for giftedness?

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Mario’s attention spans only last when the subject is of his interest. He has a very small window for things like writing, and he only focuses on reading when it is a topic of his choosing and not as assignment. His memory is particularly good, especially on the previously mentioned topics that he is interested in. His reasoning skills are lower than average as he has a hard time picking up on social ques, and then struggles to follow direction even when they are laid out. Since he is focused on himself, and his interest, he has a hard time with peers and participating in the classroom. On the contrary, his memory and learning abilities are more heightened than that of his classmates. He is able to easily pick up on topics he enjoys, and he like to go out in search of answers for the questions that pop into his mind. Pedagogic planning is the process of developing a schema for a learning activity or session, which defines and may organize in advance some aspects of the learning environment, interactions, tasks, scheduling, and resources. The way Mario is taught math is not only feeding his curiosity but helping him score so highly. He seems to work well, and respond well to the way the class is run, as long as they are working on topics Mario enjoys and performs well at. While he is exceeding the standards and objectives in the STEM subjects, he struggles to focus on the humanities portion. I do believe there might be a better way to assess his reading comprehension and writing skills, if he was being assessed on texts that he enjoys reading.He works best in a smaller group setting, when he can be redirected without affecting the lesson dynamic. He benefits from visuals, and maybe having an aid to help with the redirecting. Having an aid, helps in the level of support, when he is distracted, he can play out whatever is distracting him with his aid and then come back to the focus of the class. Having someone to bounce ideas off of him, redirect him, and overall offer him a sense of comfort no matter the subject it could help him excel in all subjects, and also thrive in the general classroom setting.

Mario might benefit if the school has a SWPBS, with clear goals and objectives, that Mario could analyze and check off. Since numbers, patterns, and science are his interest, he can chart and analyze himself, have a checklist, and maybe a point value system where he self-assesses/documents his behavior. This can be a daily reflection of his days actions, or a twice-a day- reflection that takes about 5 minutes for him to heck off items on a list he feels he completed. This style of intervention is based on the RTI-Positive-Behavior supports article that discusses how to implement a school wide positive behavioral interventions and supports. From the 40 assets, number 21: Achievement Motivation can help build resiliency in students. The asset reads, “Child is encouraged to remain curious and demonstrates an interest in doing well at school.” As the school site team for Mario, we can use the behavioral intervention techniques to promote good behavior, and his love for math to create an incentive for him to feel proud of. Additionally, we need to create and cultivate an environment that emphasizes the importance of growth and being able to learn from mistakes. We can celebrate his progress, effort, and growth—with the uses of charts and visuals for Mario to see. Additionally, setting up conferences with the student and teacher, to give him the adult audience he seems to enjoy, the teacher can also document that progress.

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Group Response (Iliana, Jean-Luc, Angelica A.)

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Group Response (Iliana, Jean-Luc, Angelica A.)

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Regarding Mario, do you want to contribute a comment (video, audio or sticky note) or upload one or more of your responses to prompts #1-5 from the Case Study? assignment?