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 **For the purposes of this class we will examine an under achieving student in a fourth grade classroom setting.**

 Jack, a fictitious student, loves to play sports. Basketball, baseball and football are his favorites. Jack also excels at every sport he has ever tried. Playing sports comes easy to him and so that is what he wants to spend his time doing. He gets frustrated in class because his grades aren't as good as his classmates and he doesn't catch on to new concepts as fast as they do. He's never been a disruption in his class but his lack of participation in classroom discussions and activities worries his parents and his teacher. Jack comes from a very loving and involved family, although the father works two jobs and is normally absent during parent teacher conferences. His parents have been married for fourteen years and Jack has one sister who is in the sixth grade. Jack's sister, Janie, is a high achieving student. Janie never had any of the problems Jack struggles with and his parents are at a loss about what to do for him. Jack's parents are members of the middle class but are willing to do almost anything to help Jack feel more comfortable with learning.

As a teacher here are the things I would want to know. > Jack has shown a steady decline in academic performance. His grades in early elementary years hovered around a B/C range, but have slowly decreased to a C/D average. Generally, he has shown academic strength in Social Studies and Science. However, his performance in these subjects vary widely and is very inconsistent. Jack is more successful when given assignments that allow for individual, hands-on work. He particularly enjoys history and reenactments of battles. He designed an intricate scale model of a Revolutionary War battle and was able to narrate the people, events, and consequences of the battle. However, when asked to complete a written assignment over the same battle, he failed to demonstrate knowledge. > Standardized test scores show that he has consistently been in the range that borders between basic and nearing proficient. When tested for science in third grade he received a very high proficient rating. The test of cognitive skills scores given in 2nd and 4th grade average 125. > Several conferences have been held between parents and teachers to find a way to motivate and provide consequences for academic performance. Several motivational tools include: daily behavior/participation rating; earning time on video game systems for academic performance and participation; removing participation in out-of-school sports programs for failing grades; positive teacher mentoring from a male physical education coach. In class interventions include: preferential seating to avoid distractions; extended time-frame for assignment completion; assignment notebook signed daily; verbal and physical cues for attention-getting. > The immediate concern is a failing grade for lack of participation and assignment completion in Math, English, and Reading. > An academic advisory class provides teacher mentoring services and strategies to improve study habits and organizational skills > Student seems most motivated and animated when discussing certain subjects. A project-based approach that utilizes these interests might show more success. > Low self-esteem, poor organizational and study habits, poor social skills that inhibit class participation and group work, inattentiveness, normal to high IQ, skill deficits especially in the areas of math and reading > Student has moved three times since Kindergarten. > Mother has demonstrated a lot of concern; seems at a loss as to how to help her child. Father has not participated in any parent conferences. Student seems to demonstrate tension and anger around parent. > Student was referred to an Intervention Team of teachers to identify problems he was facing and to brainstorm interventions. Interventions were documented over a period of time and showed short period of success. Jack did not have a medical diagnosis and his academic performance was not low enough to warrant screening for special education services. However, he was referred for a gifted screening based on his test of cognitive skills. His scores were not high enough for placement in the gifted program, but it was noted in the report that he demonstrated a distinct lack of interest and poor attention skills. Rating scales were completed by the parents and several teachers for attention and behavioral concerns. A report showed several indicators of attention related concerns, but a parental follow-up with a doctor was never completed. 
 * Needed information:**
 * 1)  **What success has the student had?**
 * 1)  **What data exists for the student?**
 * 1)  **What strategies have teachers tried in the past?**
 * 1)  **What are the immediate concerns that need to be addressed?**
 * 1)  **What resources in the school are available?**
 * 1)  **What resources can I use as the teacher?**
 * 2)  **What can I do to motivate this student?**
 * 1)  **What are common reasons that students under achieve?**
 * 1)  **What demographic concerns might be impacting this student?**
 * 1)  **How responsive are the student and family going to be**?
 * 1)  **Has the student been evaluated for learning disorders or other Special Needs concerns?**