Case
Additional Remediation

Jamal's teachers, Mrs. Jones and Mrs. Sims are concerned that Jamal is not able to keep up with the requirements in ninth grade, particularly with the increased emphasis of literary analysis concepts in literature. The curriculum map lends itself to the middle of the school year. Mrs. Jones, the inclusion teacher, knows that the student has an IEP and reads four levels below the ninth grade expected Lexile.

Academically, both teachers collaborate to try and determined what is causing the problem and reasons he is not grasping the concepts after 8 weeks of ongoing short stories, literary terms review, concept application, and previewing the stories. They are concerned that Jamal's poor performance on weekly in-class quizzes and two tests are due to unknown factors. The only subject he is doing well in is Study Skills and Weight Training. Behaviorally, Mrs. Jones and Mrs. Sims report that Jamal seems to be avoiding some tasks and often appears to be off-task or daydreaming. He has used all his hall passes and more in this class period. What else can both the special education and general education teachers do to gather data and support Jamal's learning needs?

Posted on: 10/13/14 | Views: 782
Solution #1
Being that the IEP reads four levels below ninth grade expected Lexile, it would be safe to say that his reading comprehension level is in need of attention. It would also be safe to say that this has more than likely hindered this student from understanding the reading in literature, as well as other content subjects. I would recommend that this student's special education teacher and general education teacher have this student reevaluated in regards to reading level, so that data will be up to date. I would then suggest that these teachers talk with the Study Skills' teacher. Together these teachers should find a remedial reading program to place him on that would allow him to progress through different levels of reading comprehension. I would also suggest that the inclusion teacher meet with all of his teachers and try to come up with some way to reword study guides and test questions so that they are more comprehensible for his reading level.
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Solution #2
I would make sure to have the data charted. The teachers need to find research based interventions and intervene 30 minutes a day. The teacher needs to keep up with progress on a graph. If this student does not improve you need to call a meeting and discuss data and figure out as a team how to best serve this child.
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Solution #3
It is clear that Jamal is not doing well in any of his core classes. I agree that a meeting needs to be held with all of his teachers. I know that many schools are doing more inclusion, but Jamal may need to have his IEP amended to small group for some or all of his core classes.
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