Gallery Walk by Britta Gutschenritter

gutschbm — 2024-02-08 15:06:10 UTC

What grade is she in?
She enjoys music. What does she like about it?
She was doing well with check-in and check-out, but wanted to know why she stopped doing well. Who was the mentor for the check-in and check-out intervention.
Low in academics- what have they attempted. Low in reading and math.
Talking with the student to find out how she feels about the classroom and the teacher.
Review her cum file for prior grades, teacher comments, and any prior interventions.
Wondering about her language, does not talk about her mother tongue language
Connect with the family
Where does behavior occur? Only at school or at home too?
What life changes could she have this year?
Try to determine the function of her behavior

Steps to intervene

Gain information on student through interview to understand root causes of academic and behavior difficulties
Family interview to determine life changes
Review cumm. file for prior grades, teacher comments, prior interventions
Review home language survey to determine what language is primarily spoken at home

gutschbm — 2024-02-08 15:06:52 UTC

Currently living with grandma.
Reach out to grandma
- See if she has any information on how he is acting at home and the parent situation
Strengths- music, attendance
How does he act around his peers?
- How does he act at recess?
Is there anything else that sparks the outbursts?
What parts of his work is he completing? Is there a pattern in the 20%?
What caused Julio to stop participating in Check-in/Check-out?
Grades and scores from past years?

gutschbm — 2024-02-08 15:07:31 UTC

Looks like CICO worked while she did it but then stopped
- More due to having a positive role model / adult
- Isn’t with her parents
- Talk to CICO coordinator to see why she stopped when it was working
Behavior is more reinforcing than anything the school has tried
Interview Emily and her brother to see what has been happening in the last semester
Want to review historical academic data (any prior records) to see if there was issues prior or if this is more noncompliance to doing work (not an issue in being able to do the work)
- Also, are behaviors new or consistent with history?
Compare against other students
Engage with where she is getting music lessons to bridge some positive behaviors
- Talk with music teacher (different perspective than math teacher)
Observe during math class and music class to see where she is and isn’t having behaviors to see what is different contextually
- And during dismissal
Evidence that leads us to think this is more so something contextually happening in her life

gutschbm — 2024-02-08 15:08:23 UTC

First, we would want to complete an observation within the classroom. We would want to complete an observation in his math class and music class to compare the intensity of the behaviors as well as how frequently they occur.

We would suggest changing the Check-in Check-out intervention to a different intervention. Potentially, a behavior plan may be more helpful. We think that his behavior seems more escape-maintained and check-in check-out has been shown to work better for students with attention-maintained behaviors.

Introducing more academic support for additional math and reading help would likely be helpful to not only boost his performance, but also his confidence. Place Marquise into math and reading intervention class to help him build his academic skills, build one on one time with adult and supporting relationships

We would also have Marquise, his grandmother/parents, and two to three teachers complete rating scales to identify areas of concern (e.g., BASC3). Interview grandma/hopefully parents and collect developmental history to see if behavioral problems are identified and continue at home, or to see if anything has changed at home (e.g. health struggles, change in family dynamic).