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dyslexia, fine motor skills, changes in body, limited English abilities

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tier 2

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His distractions, lack of motivation and also disciplinary issues

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His arthritis limits the use of medicine for his ADD and that might affect his learning experience as he probably struggles to focus and complete tasks. Also, the lack of emotional support and structure at home may contribute to behavior and academic difficulties.

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Upper -Elementary :

Mild dyslexia, physical limitations, her language skills may also be limited.

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Distractions, lack of parental support, emotional issues, disciplinary issues

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Tier 3

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tier 3

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We need to accommodate her needs and be aware of her academic struggles

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The main barriers affecting this student's learning include ADD, which makes it hard for him to focus, complete tasks, and follow rules. His juvenile arthritis limits treatment options for ADD and can cause pain and distraction. Lack of parental support, with his mother in denial and his father absent, makes it harder for him to improve. His frequent disruptive behavior and conflicts with classmates affect both his learning and the classroom environment. He also struggles with incomplete assignments, especially written tasks, and recurring disciplinary issues that further impact his motivation and learning.

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distractibility, fine motor skills, motivation, impulsivity, lack of independence

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A lack of a consistent routine and rules may cause difficulties to engage the student in the classroom as the student will not be used to expectations of actions.

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Tier 3

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Invest time and energy in managing his disruptive behavior and gaining his trust. Also, using the school's resources to compensate for the lack of home support.

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Tier 3

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Tier 3, needs high level support

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oral assessments - this avoids struggles for student with their dyslexia

not pointing out mistakes - student is already avoiding using English in class and needs encouragement rather than corrections

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... it is important to make the student feel comfortable in the class knowing that he does not like to study. Give choices for activities to do or at least the way of completing the activities (does not like to write), create groups for group work to make sure he is mixed up with students he may work well with.

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There needs to be a team wrapped around this child to support him to do his best. Many of his struggles extend from not being understood and difficulties connecting with this student. At times, there should be accomodations so that he can show his learning/understanding in different ways (like typing into a google doc instead of writing on a paper)

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With lack of parental support and defiance of authority figures, managing behavior for this student will be very timely consuming and take away time from class. I think a 1 on 1 support teacher would be a good option

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Tier 3. Given his ongoing academic struggles, behavioral issues, and lack of progress with basic classroom interventions, this student requires more personalized attention, possibly involving specialists (like a psychologist or behavior specialist), to address both his academic and behavioral needs.

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Upper Elementary Tier 2 since student requires academic tutoring or additional support in specific areas (e.g., handwriting, posture control, help with completing written tasks).

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Provide visual support (self-instructions) so they can remember each of the necessary steps to complete a task without having to repeat verbal instructions.

Set immediate goals.

Provide personalized follow-up.

Promote classification and hierarchy.

Establish eye contact with the child, also using physical contact.

Position yourself near the student to inform them about their work.

Individually agree with the student on how to alert them to their inappropriate behavior.

Propose short and varied tasks.

Avoid the continuous succession of frustrating situations and activities that they can't finish or solve.

Take care of the language we use, avoiding negative messages directed at the student.

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His Attention Deficit Disorder, school skills disorder, and speech and language skills disorder may affect his ability to learn the subjects. Because of his attention deficit disorder, it is not easy for him to follow the instructions, stay seated, and complete the assignments on time. Also, being unable to keep up with his peers leads to frustration and disruptive behaviors. Having difficulties expressing himself in English can be challenging, especially when he already feels frustrated. The language barrier can also affect his comprehension of the instructions in the class. Moreover, his impulsivity and not being able to express his feelings lead to peer rejection, which also can affect his learning environment since he may feel stressed and uncomfortable about the rejection.

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I think the student could be attended at level 2, especially by giving him and others in his class more opportunities to Engage and Express (as his main difficulty seems to be with written work).

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Reinforce positive behavior, points on Dojo for good behavior, praise when following directions.

breaks when needed

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Since she refuses to speak English in public, teachers must be sensitive to her discomfort. Focus on gradually increasing her confidence with gradually speaking tasks or offering peer support from those she is comfortable with.

Utilizing oral assessements and providing extra time for the student to complete the task

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This student presents challenges like managing disruptive behavior and conflicts with classmates, which affect the classroom. He struggles to complete work, especially writing tasks, so we’ll need to find ways to keep him engaged and adapt assignments. The lack of support from his parents makes it harder to help him improve at home. His medical condition and ADD require us to work with specialists and adjust our teaching methods. Overall, it requires patience, flexibility, and teamwork.

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Grade eight case study.

The barriers that are affecting this student are:

1 . Not being able to keep focus(ADHD)

2.being disorganize and procrastinating ( ADHD)

3. Having difficulty writing because of his Diagnosis with Juvenile Arthritis

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set immediate goals

propose short and varied tasks

reinforce positive behavior

give options for showing work

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The main issues would be disciplinary, though upper grade demands, such as standardized testing could also create a lot of complications.

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He requires focused, individualized interventions because of his diagnoses, difficulties with schoolwork, social challenges, and the requirement for numerous therapies. So, this student would likely be at Tier 3 within the MTSS framework.

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The main issues would be disciplinary, though upper grade demands, such as standardized testing could also create a lot of complications.

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Student may have problems with attention which makes it difficult to concentrate on tasks, impulsivity which leads to disruption in class, his medical condition which could add physical discomfort and fatigue, parental support with lack of support at home from mom and an absent father, and finally social skills since his behaviour will hinder his ability to form positive relationships with classmates.

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Student characteristics: Student is non-verbal is not use to structure, rules or schedules. Student seems to be non-verbal and cannot communicate affectively with peers. Has a hard time focusing and regulating his emotions.

Barriers: Student is in extreme opposite environments. Can do whatever he wants at home but then is forced to learn social norms at school that are not being reinforced at home.

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Barriers include the student not wanting to speak in English, but he is slowly feeling more confident. Because he likes drawing, he might be guided to draw and explain his pictures and this will encourage him to engage. Conflict resolution with other students is another issue. A set procedure planned with him to follow a course might work here.

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As a teacher a challenge will be finding meaningful activities that can accommodate his short attention span and concentration. Breaking up the task into short 1 minute goals that can be achieved could be a useful strategy.

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Two helpful strategies are:

1. Behavior Contracts: This sets clear rules and consequences, helping the student understand what’s expected and encouraging better behavior in class.

2. Chunking Assignments: Breaking big tasks into smaller steps can help the student focus and complete his work without feeling overwhelmed.

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This student would likely be at Tier 2 within the MTSS framework. He requires targeted interventions due to his behavioral and academic challenges, which are not sufficiently addressed through general classroom instruction (Tier 1).

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Tier 3 given the student has outside support but still seems to struggle with adjusting to the social norms of school.

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Tier 3

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Multiple means of expression will be important, especially given his resistence to written work.

Also visual calendars and timers may help to get him on track in turning in work on time.

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The student requires differentiated and personalized instruction, consistent behavioral strategies, and supporting his interactions with peers.

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Realistically, this child should have 1 on 1 support with an assistant teacher who can help regulate him and keep him engaged.

Since that can't be done, they could work near the teacher, have daily or weekly counselor support, and be allowed oral tasks rather than written. Allowed physical activity when needed (has arthritis but does say he enjoys physical activity)

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Implement academic accommodations to meet the student's needs, attempt to engage parents by keeping them updated on the student's progress, and use positive reinforcement to keep the student motivated with the learning experience more than just the completion of tasks.

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The nature of traditional classwork is going to be difficult for him and his attention span, but the other social and emotional factors will also be enormous barriers.

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Student will continue tutoring outside of school, in class they will need frequent check ins, encouragement, and maybe a personal alphabet on their desk, along with options for oral assessments when needed

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How can we help this student to make sure they have access to the same education as the rest of their peers? How can we work with the family to be on the same page so that the student is set up for success? What resources are there at the school to help the student focus, be engaged, and motivated to learn.

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A good plan for this student would include creating a behavior support plan with clear goals and rewards for positive behavior. Regular check-ins with a counselor or psychologist can help him manage his emotions and impulsivity. To support his academic work, tasks should be broken down into smaller steps, and he should be given extra time to complete them. Flexible seating or short movement breaks can help him stay focused, especially with his ADD and arthritis. Involving his parents by encouraging more communication and support at home would also be important to his success.

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continued work with a bilingual shadow teacher, build positive and supportive relationship, establish clear expectations and routines, utilize structured tasks, incorporate movement and breaks, teach self-regulation skills, offer incentives and motivation, collaboration with team (teachers and parents)

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As teachers we would face problems such as

Behaviour managenment Managing impulsivity and disruptive behavior can be challenging and may distract from teaching and learning.

differentiated instruction Providing appropriate accommodations and support for both academic tasks and social skills development requires additional effort and resources.

engagement Keeping the student engaged in learning when he struggles with attention and task completion can be difficult.

collaboration with families.Working with a family that is unresponsive or in denial about the student's challenges complicates efforts to create a supportive environment.

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We should definitely allow the student to complete assignments through different means to minimize frustration and break larger assignments into smaller steps. We could also allow movement breaks and modified seating.

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Individualized learning goals, collaborating with parents, one-on-one sessions to focus on his academic and behavioral needs, allowing movement breaks, visual supports and simplified instructions, and breaking the tasks into small chunks,

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Behavioral Interventions: Implementing a behavior intervention plan (BIP) that includes positive reinforcement for following rules and completing tasks can help manage impulsivity and promote appropriate behavior.

Argument: Positive reinforcement can motivate the student to engage in desired behaviors, reducing disruptions and increasing task completion.

Structured Routine: Establishing a consistent classroom routine with clear expectations can provide a sense of security and help the student understand what is required of him.

Argument: A predictable environment can reduce anxiety and impulsivity, making it easier for the student to focus on learning tasks.

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This student often exhibits behaviors that do not necessarily line up with his behaviors. I have been able to connect with him by offering ideas for how he is feeling (like are you feeling frustrated or angry? This often leads to a connection where I can reintegrate expectations and show that I care about him

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Helpful strategies include using visual schedules to keep him organized and reduce anxiety, and giving frequent positive feedback to boost confidence. A peer buddy can support him socially and academically. Tools like speech-to-text can help with writing, and clear instructions will keep him focused on one task at a time. These adjustments will provide the support he needs to succeed.

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I would work first with proximity, keeping the student close to the front of the room and making it possible to react to social situations that might present themselves.

I would also plan something to regulate scheduling, as that seems to be a major problem.

Finally, I would focus on giving him multiple means of expression, maybe allowing him to make videos (possibly in the Club with friends) in place of written responses. Afterwards, I might have him do transcripts of his own video recordings.

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Individualized Support: Develop a tailored learning plan that includes accommodations such as extended time for written assignments and the option to complete tasks verbally or through alternative formats (e.g., presentations).

Check-ins: Schedule regular check-ins to monitor progress and provide immediate feedback on behavior and academic tasks.

Small Group Work: Encourage participation in small group activities that leverage his strengths in sports and social interactions, promoting teamwork and engagement.

Counseling Support: Consider involving a school counselor to work on social skills and coping strategies for dealing with frustration and conflict.

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Some challenges the teacher will face because he has ADD and juvenile arthritis are:

1.having to give the student more attention.

2.finding different ways to or incorporating activities that will keep him on task at all time 3.finding ways to help with or development of his fine motor skills/control .

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Some other strategies we could try to implement could be

Peer Mentoring: Pair the student with a peer mentor who can provide support and encouragement, helping him navigate social interactions and classwork.

Visual Supports: Use visual schedules and reminders to help the student stay organized and aware of classroom expectations and assignments.

Incorporate Interests: Leverage his interest in sports to create engaging learning activities, such as using sports statistics in math assignments.

Parent Workshops: Offer workshops or resources for parents to better understand ADD and strategies for supporting their child’s learning, aiming to increase parental involvement.

We must emphasize that without parental support, it would be very difficult to find success in any plan we implement.