McKenzie

Kelly
12 March 2015
Case Study: Atypical Student

The student I am choosing to analyze is a 9th grade male that is a student in

both my Principles Economics and U.S. Citizenship class. The student is rather quiet
and passive, but well behaved and pleasant. The student is currently passing both of
the classes, yet has an IEP and receives ample assistance during all forms of
assessment. Because I think this student is fully capable with the right strategies, I
was intrigued to analyze my current observations in more detail.

Observations

My initial observation of the student (besides his shyness) was that he was

highly unorganized. It was obvious after only several class periods that the student
cannot keep track of his work. Most times, he could not recover study guides or
activities we had begun the previous day. When asked where these missing
documents were, the student often began to rummage through one large binder that
had many (many!) miscellaneous papers protruding out of its confines. When I
would give the student a second copy, he would willingly accept it and begin where
the class had left off or acceptably begin the assignment over if need be.

Besides his apparent struggle with organization, I also observed a delay with

the student. The student appears to need more time to think than the average
student, which oftentimes leaves him staring blankly at his assignment or struggling
to copy information from the lecture. Overall, the basic speed of class that seems to
work for the typical student appears to be too quick for this student.

I noticed this slower response/understanding time clearly when I was

teaching an American Citizenship class period where the students were instructed
to work in groups to complete a basic (copy straight from the textbook) study guide
that outlined the most important amendments. The student needed to be
continually promoted to stay focused on the task at hand. I walked the student
through looking in the book and copying the information for the first 2 amendments.
Once he had this example under his belt, the student was able to complete the study

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12 March 2015
guide with what appeared to be more ease; however, the student still completed the
task well behind the time it took the average student in the class to complete.

Another observation I made during this class activity (as well as other

activities) is that when given the choice, the student tends to work with other
struggling students. For example, in the scenario mentioned above, despite his
shortcomings, the student was actually the strongest in the group he was working
with and explained to the others how to find the information. I found it interesting
whom the student chose to align himself with. Instead of seeking help from more
intellectual students, the student seemed to prefer to be the strongest in the group
and help others. Although, it is also important to note that the students group
selection could have to do with seeking out other identified students with whom he
spends a large part of the day with and is, thus, more comfortable with.

Overall, my observations led me to the following overall conclusions about

the behavior of the student: the student does better when promoted and guided
through work, the student is highly unorganized, yet eager to do and complete work,
and finally the student appears to be capable of being successful academically.

Input from an Outside Source (IEP)

After speaking with my cooperating teacher, I found that his observations

closely aligned with my own. My cooperating teacher did note, rather strongly
however, that the student gets plenty of assistance with testing in the Special
Education room. He recounted how during one instance the student had been
allowed to use his study guides during the exam and still confided with his aid that
he didnt know anything. My cooperating teacher explained this behavior as learn
helplessness. He explained how the student (as well as many similar students) is
being conditioned to do next to no work in class and put in minimal effort in order
to receive extra assistance during exam periods.

Sparked with curiosity from our discussion, my cooperating teacher decided

to pull up the students IEP and share some information with me. The IEP
emphasized how the student is overall high achieving, yet battles with a low
processing speed and lower reading fluency. His behavior issues only include being

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12 March 2015
disorganized and forgetting to wear his glasses, in which he desperately needs. The
IEP outlines the following accommodations for classroom teachers: extended
time/shorter assignments, prompting to complete work, and extra praise with
correct behaviors. All in all, I was surprised how closely my initial observations
aligned with the students IEP.

Why is the student being unsuccessful?

I believe that at the crux of the students struggles and lack of achievement is

basic problems with his executive functioning. Executive functioning affects both
planning and organization as well as time management and execution. Because I
believe that the student is overall capable, I believe his problems stem from being
unorganized and getting tied up in the wrong crowd that puts a constraint on his
execution of certain tasks. With better organization and support from his peers, I
believe this student would be given more resources and opportunities to be
successful. For example, if the student always came prepared with the previous
days work, the student wouldnt be as strained trying to keep up with the pace of
class coupled with trying to catch up on work that was already completed.

I also think a lack of individual attention could also be impacting how the

student is achieving in the classroom. Oftentimes, students with IEPs have an aid or
extra support along side of them in the classroom. This student does not have this
luxury. I noticed that he performs much better if Im along side of him prompting
and guiding him with assignments (showing him where to find information, re-
explaining directions, etc.). Therefore, I think a part of the reason for this students
lack of success is due to a lack of individualized attention to help organize and slow
down the pace the material.

Suggested Strategies for Improvement

I believe that the number one factor of this students success or lack thereof

is his ability to stay organized. Therefore, my first suggested strategy for

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12 March 2015
explain/demonstrate to this student how to effectively stay organized using this
organizational tool. I would encourage the student to date and number (1, 2, 3, etc.)
each handout and place, in chronological order, in the binder/folder. This would
allow for easy access and location of assignments for the future, as they would all be
located in one location. I would praise the student frequently for using this strategy
successfully and bringing the folder/binder to class daily.

My second strategy for improvement would be to offer the student some

remediation support. I would ask the student to stop by my classroom at least once
a week during flex period (about 20 minute period). During this time, I would be
able to offer the student individual attention that I could not provide him with
during the regular class time. I would ensure that all materials are being completed
in a timely manner (re-explain directions as needed and go over material again at a
slower pace). I would also use this time to ensure that they student remains
organized with the first suggested strategy. Overall, I believe that just these few
extra minutes of support a week would result in a large amount of improvement in
the student with his ability to absorb/process content, ability to complete
assignments, and ability to stay organized.

Results

During the two-week trial period of my suggested strategies, the student

showed noticeable improvements. During just this small span of time, the student
was able to make up all missing work and catch up in each of the two classes. The
biggest improvement was seen in the students organization. Once I worked with the
student to establish a folder system (and continually motioned the upkeep), the
student was more likely to not misplace assignments and, therefore, turn
assignments in on time. Not only did the students grades improve, but his attitude
also was lifted. It was apparent that the student was proud of himself when he was
able to locate and turn-in an assignment on time and not have to go through the
process of completing a new copy.

The second suggested strategy of offering the student more remediation

support is still somewhat a work in progress. Since the student as an IEP and needs

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12 March 2015
extra attention in many of his classes, it is difficult for him to make the time to come
in once a week during flex. During the times the student was able to come in he
showed great dedication and a willingness to succeed. During those weeks that the
student could not find the time, we were able to make smaller check in meetings
during the transition period between the two classes he had with me. This time
proved to be impactful as it was an opportunity to make sure that the student was
staying consistently organized and felt comfortable with the material.

Overall, the student has shown improvement, yet I believe that greater

improvements can still be achieved with further implementation of the suggested