Case Study on 8th grader Jordan

## Scenario

"Jordan is a 13 year old grade 8 student. His father is a physician, his mother a nurse who works as a receptionist in his father's office. Jordan has two brothers, one 2 years younger, one 2 years older. Both brothers are strong, high achieving students. Their parents are caring and supportive of the school. The family has traveled extensively and Jordan has taken piano lessons and plays a number of extra curricular sports.

Jordan's strengths include:

* a well developed oral vocabulary,
* ability to confidently share a broad base of knowledge with adults,
* ability to make valuable contributions to discussions in science and social studies,
* grade appropriate skills in math and reading
* some appropriate social skills (e.g. apologizes when corrected)
* strong test taking skills

During the first month of Grade 8, Jordan's English teacher, Ms Fast noted the following areas of concern:

* seems unmotivated
* rarely completes assignments
* rarely polishes a final draft; work often difficult to read with many "careless" errors
* rarely brings necessary materials to class
* talks constantly, blurts out answers in class discussions, frequently interrupts teacher and peers
* gets out of seat and wanders around inappropriately
* distracts other students during work time, by humming, tapping his pencil, tapping his feet, etc.
* feels badly when provided feedback on behaviour (interrupting, disrupting) and progress (assignments not completed)

Ms. Fast discussed these concerns with Jordan's other subject area teachers and found that although the impulsivity and hyperactivity had been observed in other classes, Jordan was able to keep up on most of the assigned work" (BCED, n.d.)

## Strategies to applying RTI

### Screening and Identifying

Screening and Identifying students who will benefit from RTI is usually done at least three times per school year; once in the fall, again in winter, and finally in spring. In this way, students progress can be determined from one test time to the other. Any screening should include at least the following four aspects. The four elements of the most effective universal screening measures include: a) sensitivity, b) specificity, c) practicality, and d) consequential validity. A screening measure with these four elements will increase the likelihood of true positives and decrease the likelihood of false positives. Ms. Fast could utilize three of the following in order to determine what kind of RTI Jordan could most benefit from. First would be **Curriculum Based Measurement** - which covers a range of material and further investigation of specific skills with Subskill Mastery Measurement (SMM). Curriculum Based Measurement involves frequent (weekly or monthly) assessment of student skills in content areas such as mathematics, reading, and spelling. Teachers can select or make their own tests, commonly referred to as probes, to gather data throughout instruction. Second would be **Office Disciplinary Referrals (ODR)** - which takes a look at the number of discipline referrals, suspensions, or behavior incidents has been used to identify students at-risk for problem behaviors, moving from Tier 1 to Tier 2 levels of intervention. Discipline data are collected and stored for all students in a building and universal monitoring of types and numbers of office referrals in a Tier 1 activity. Students who exceed a predetermined cut-off number of incidents would then receive more intensive supports in small groups (Tier 2) to help students develop more positive behaviors. Finally Ms. Fast could use the **Systematic Screening for Behavior Disorders (SSBD)** - which is a standardized checklist system uniquely designed for use with an entire elementary school and assesses social skills as well as problem behaviors. The system includes rating scales appropriate for whole class and individual targeted students. Structured observation procedures can also be implemented to provide additional information about a student’s behavior in structured and unstructured settings.

### Plan for Interventions

With any student who seems unmotivated, it is important to find out what the student's personal interests are. If a teacher can incorporate students' personal interests into her lessons, the lessons are more likely to engage the student. Ms. Fast should invite Jordan to participate in a one-on-one meeting. She should ask him some basic questions about his interests both inside and outside of school as well as his preferences for feedback on his unacceptable classroom behavior. Together the teacher and student can develop a strategy and solution to the issues together. For more information about specific, research-based interview questions and involving students in their own Response to Intervention, check out this article.

   It should also be considered whether Jordan, who achieves well in tests and in other areas, is in fact insufficiently challenged. This too would need to be tested and it may be worthwhile to assess the effect of he following strategies on both Jordan and the rest of the class:

#### Increasing **Emotional Engagement** (which links into the idea of focusing on the student's interests).

Oliver recommends using multimedia depicting beloved references from real life, such as favorite cartoons, music groups or TV characters. This welcome familiarity immediately strikes a chord in the students’ own psyche and gives them something to relate to. The teacher can then use this emotional resonance by linking what the students have just seen to a critical piece of information in the lesson.

#### Increasing **Intellectual engagement.**

Once the lesson begins, Oliver argues, it must present a constant challenge right up to the ring of the bell. Slow or boring patches will entice at least some students to drift away, possibly for the entire class period. Teachers can throw down the intellectual gauntlet early by posing an essential question for students to answer by the end of class — not a simple yes or no answer, but an extended answer demonstrating a clear, high-level grasp of the lesson. This challenge will help keep the kids actively listening and thinking. Information should then come at a cracking pace, peppered with quick questions and answers. This high-energy information feed not only keeps the students engaged but ensures that the necessarily course material gets covered.

#### Increasing **Physical engagement.**

Even the most attentive young students may have trouble resisting the fidgets after 10 to 15 minutes of “chair time.” Oliver recommends that teachers schedule some kind of interactive activity at these junctures to get the kids moving around and working together. These activities can prove an entertaining yet educational way of keeping the energy level up in the classroom.

(Concordia)

### Example Activities for different subject areas

#### Activities in Reading / Language Arts

The following activities are whole-class interventions designed to improve work habits, motivation and engagement:

1. Teach proofreading skills using the SCOPE memorization tool (Spelling; Capitalization; Order of words; Punctuation; Expression);
2. Assign an autobiography writing assignment to create personal connection and buy-in. Details for these writing interventions can be found here ;
3. Institute a system of simple rewards for coming to class prepared, staying on task and completing/turning in completed assignments.

Following the RTI system of starting with whole-group strategies will ensure that attention is called to the desired behaviors Ms. Frost would like Jordan to learn and emulate. If necessary, an individual plan of consequences and rewards can be instituted for Jordan. Ideas for this kind of Positive Behavioral Intervention and Support (PBIS), frequently used in conjunction with RTI, can be found here.

#### Activities in Math

**Make explicit the connections between mathematics and other subjects.** For example, instruction could relate data-gathering and data-representation skills to public opinion polling in social studies. Or, it could relate the mathematical concept of direct variation to the concept of force in physics to help establish a real-world referent for the idea.

Since Ms. Fast observed that Jason seems to be able to keep up with work in his subject areas other than ELA, the main focus of math interventions would be his hyperactivity and inattentiveness. Developmentally, students at this age tend to need more structure and predictability as their prefrontal cortex (impulsivity) continues to develop. Even though Jason seems to be turning in most assignments in math, it would be beneficial to give routine, predictable homework assignments to help build his responsibility skills; this could translate into his other subject areas when he feels confident in his abilities in math. There should also be avenues for Jason to move throughout the class period. He could be given choice in his seating (on the floor with a lap desk or standing with a podium topper for his desk). The teacher should create activities that get the entire class up and moving. For example, as an energizer at the beginning of class, the teacher could place Post-It notes beneath each chair; half of the Post-Its have a number, the other an equation. Students have to find the answer to their equation and whatever chair that is, they will sit in for the rest of class. This could help relieve some of his need to fidget at the start of class-- though continuous movement breaks (GoNoodle, stretch breaks, interactive white board games) should be used. Lastly, once the teacher has established a strong rapport with Jason and learned his interests, he/she should include his interests in the writing of word problems or the designing of in class projects. This will help curb his inattentiveness when he feels his interests are validated and he is able to fully delve into an assignment. It would also be beneficial to create a classroom culture where blurting out isn't accepted. During one class period, the teacher could have a whole class discussion about what a blurt is and how it affects both the students and teacher in class. Then, they could collectively come up with a warning system and logical consequences. This should be practiced with all students so that Jason doesn't feel any added anxiety if he does blurt. The teacher can work to make sure Jason isn't the only one being warned about his blurting and can use humor to tone down the anxiety.

#### Activities in Social Studies

Jason may be helped by working in a pair - a strategy useful to many other students as well. Lessons could begin with a challenging DO NOW activity such as the analysis of a picture or cartoon in which students have a very limited time to answer 3 specific questions. Ms. Fast could evaluate whether (i) working with someone else; and/or (ii) working on a quick fire activity, served to motivate Jason.

#### Activities in Science

Jason needs the freedom to take charge in his own learning and have the freedom to move as he wish. Science projects that have an end result would be helpful for him such as, what causes a chemical reaction and he would have to use different items that make chemical reactions. His teacher then should facilitate and asking high order questions describing the results Jason found. It would be important to have Jason use scientific vocabulary to help strengthen his understanding in what he is doing. Have him use the words in sentences when explaining what he found.

This lesson (which opens as a Word Document) is about chemical reactions, and it allows the students to work independently and efficiently, completing the activity and showing proof. This type of compelling activity could allow Jason to with a partner, helping to boost his motivation and build positive relationships with his peers. I believe Jason just needs to be stimulated with things of his interest, not sure if that is science, but it is a start. This activity may help aide in documentation, as well (Dr. Bailer's Science Lessons).

### Data-Based Decision Making

A key aspect of the RTI model is to make informed decisions based on data and observation. With a student like Jason, the main focus seems to be his organization and self-control. One way to monitor Jason would be to observe him daily for a few weeks using a sticky note system (each student has their own and the teacher walks about jotting down a few notes throughout class). These sticky notes could then be organized by day with any additional notes about Jason's mood, the time of year, health, etc. These data points can help determine any extra factors that may be affecting Jason's performance and behavior in school.

## Contributors

Kimberly Cochrane added Scenario, the outline format of this page, and the section about including the student in the planning process under Plan for Interventions.

Thomas Morrill included information about Screening and Identifying.

Shanda Bonn contributed ideas for activities in Reading/Language Arts.

Adrian Moore added paragraphs on Emotional, Physical and Intellectual Engagement and an activity in Social Studies.

Brittany Payne added a paragraph to ideas for Activities in Math.

Sean Calabrese added a paragraph to Activities for Math and Data-Based Decision Making.

Shinese Anderson contributed paragraph under Activities in Science.

## Sources

BCED (British Columbia Ministry of Education). "Teaching Students with Attention-Deficit/Hyperactivity Disorder." Retrieved from https://www.bced.gov.bc.ca/specialed/adhd/case.htm

Bos, C.S. & Vaughn, S. “Strategies for teaching students with learning and behavior problems.” 2002. Boston: Allyn and Bacon. Retrieved from http://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

Cebulla, K.J. & Grouws, D.A. "Improving Student Achievement in Mathematics." N.D. International Bureau of Education. Retrieved from http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac04e.pdf

Concordia on line Website, Strategies for Engaging Under Performing Students, retrieved on 18 October 2015 from: http://education.cu-portland.edu/blog/curriculum-instruction/strategies-for-engaging-under-performing-students/

Dr. Bailor's Science Lessons. "What is A Chemical Reaction?" Resources 8th Grade. Retrieved on October 19, 2015, from http://www.missdoctorbailer.com/resources\_8th\_grade.cfm?subpage=1744082

Haraway, Dana L. "Monitoring Students with ADHD within the RTI Framework." *The Behavior Analyst Today,* Vol. 13, No. 2, 2012. [PDF] Retrieved from http://files.eric.ed.gov/fulltext/EJ1004993.pdf

"Rewards, Simple Rewards Systems, and Incentives." nd. PBISWorld.com. Retrieved from http://www.pbisworld.com/tier-1/rewards-simple-reward-systems-incentives/

Wright, Jim. 2010. "Engaging the Student as an Active RTI Partner in the Intervention Planning Process." *'How RTI Works' Series.* Retrieved on October 16, 2015, from http://www.interventioncentral.org/sites/default/files/rti\_student\_engagement.pdf