Discussion 2: Strategies for Best Practice in Integrating Special Education Within an MTSS

ObservationMeeting.pdf

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Observation Meeting

Observation Meeting Program Transcript

[MUSIC PLAYING]

MR CHASE: Oh, Mr. Davis. So glad to catch you. I need to speak with you about Jamal, the student from Resa who enrolled last week.

MR. DAVIS: I remember him.

MR CHASE: Well, he's been disrupting my entire class. I just can't deal with him any longer. I don't know what to do.

MR. DAVIS: Yes, I've seen Jamal in the school office for disruptive behavior every day this week. I'll call a team meeting at 4:00 this afternoon. If you don't mind, we'll meet in your classroom.

MR CHASE: Sure.

MR. DAVIS: Gather all of your observation reports so we can get a better picture of Jamal's situation.

MR CHASE: That's a big help, thank you.

MRS. WRIGHT: Oh, Mr. Davis. Um, do you have a minute?

MR. DAVIS: Yes.

MRS. WRIGHT: I'd like to talk with you about Jamal, the new student who came into my math class last week. I was told he was good at math, but I'm not seeing it. He's so far behind the other students, and I--

MR. DAVIS: Can you bring your notes and observations to Mr. Chase's room for a team meeting at 4:00? Sounds like we need to discuss some interventions.

MRS. WRIGHT: I'd be glad to. I'll see you then.

MR. DAVIS: Ms. Anderson. I've been looking for you.

MS. ANDERSON: Hi, how can I help you?

MR. DAVIS: I know you have been observing Jamal this week.

MS. ANDERSON: Yes.

Observation Meeting

MR. DAVIS: Several of his teachers are raising concerns about him. I've called a team meeting at 4 o'clock to discuss this week's observations. Can you join us in Mr. Chase's classroom?

MS. ANDERSON: I'd be glad to. I have observed Jamal in several different settings, and I talked with all of his teachers. So I'll see you at 4:00.

MR. DAVIS: Great.

MS. ANDERSON: All right, thanks.

MR. DAVIS: Good afternoon, everyone.

MR CHASE: Afternoon.

MS. ANDERSON: Hello.

MRS. WRIGHT: Afternoon.

MR. DAVIS: All three of you have had a chance to observe Jamal in the past couple of weeks.

MS. ANDERSON: Yes.

MR. DAVIS: Sounds like it's time to discuss what you've observed. Mr. Chase, would you like to start?

MR CHASE: Sure. First, I don't suppose it's any real surprise, but Jamal is not reading at a seventh-grade level. Now, I've been teaching language arts for many years, and as my first quick assessment, he's reading somewhere around a first- or second-grade level. Now, I would be happy to help, him but I have 25 other students in that class. I can't spend that time stopping my lesson all the time to work with Jamal.

MR. DAVIS: Is there anything else that you can share?

MR CHASE: Yes. He's constantly interrupting or standing up and wandering around in the middle of class. I asked Ms. Anderson about this, and she suggested that I give him a classroom buddy. Unfortunately, that didn't work, because he already hit his orientation buddy.

MR. DAVIS: Have you tried pairing him with other students?

MR CHASE: None of the other students want to work with him. I even tried giving him a set of headphones so he could listen and read along with the story, but he

Observation Meeting

just yelled out and threw the headphones on the floor. I don't know what to try next.

MR. DAVIS: So have you found anything that proved helpful?

MR CHASE: No. He'll punch other students when he's walking to the pencil sharpener. He'll yell out when I'm talking. He'll throw papers on the floor because he can't read them. The only thing I can do is send him to your office so I can get back to teaching the other students.

MR. DAVIS: Well, we can't keep him in the office all day. What happens when he comes back to the room?

MR CHASE: He's fine for a little while, until he gets frustrated. And then the whole thing starts all over again. You know, I'm just-- I'm tired of spending so much time in my class period yelling at him. And I'm concerned that at some point, the other students are going to start tuning me out. Putting Jamal in a regular class isn't right. It isn't good for Jamal, and it isn't good for the other students. Nobody's learning. I need him out.

MR. DAVIS: Thank you, Mr. Chase. Mrs. Wright, how is Jamal in your math class?

MRS. WRIGHT: Well, Jamal does have basic skills. But he lacks the knowledge to meet the class expectations or the seventh-grade standards. As for his conduct, if I let him use the computer or give him problems on a worksheet, then I see no outbursts or behavior problems.

MR. DAVIS: Now, do all the students use computers and worksheets the same way, or are these the strategies you're doing specifically for Jamal?

MRS. WRIGHT: No, I had to separate Jamal from the rest of the class, because he's just so far behind their skill level. Now, I did notice that he stays on task when he's working on the computer or doing something that he likes to do. And I also noted that he has difficulty with changes or transitions.

MR. DAVIS: Thank you, Mrs. Wright. Ms. Anderson, I know you were able to observe Jamal several times this week.

MS. ANDERSON: Yes, I saw Jamal in multiple classes and multiple situations.

MR. DAVIS: And what have you observed?

MS. ANDERSON: I'll agree with Mr. Chase that Jamal is not able to read a seventh grade assignment. He does recognize basic words, but he does not demonstrate the capacity to decode or to use context. And yes, when Jamal is

Observation Meeting

faced with a challenge, he acts up. I noted at least three different times, when he was asked to read a passage, he would just get so frustrated that he slammed the book shut or he would throw it on the floor and just cover his head with his jacket.

MR. DAVIS: And has he used any profanity when he is frustrated?

MS. ANDERSON: Oh yes, there were a few times.

MR. DAVIS: Have you had a chance to visit him in math class?

MS. ANDERSON: Yes, I have. And as long as there were no word problems, he was able to compute basic math problems.

MR. DAVIS: Well, that's a positive note.

MS. ANDERSON: Yes, well, I also noted that he is having trouble interacting with his peers. On three separate occasions, I watched him push or shove others, and he would smile when they hit the ground. And even when he was disciplined by his teacher, he continued to smile. I also noticed that he would not look at his teachers. He keeps his eyes focused on the floor, and I'm not sure if it's something that has to do with his culture back at home in Resa or if it's a reaction to authority.

MR. DAVIS: Were you able to observe any other class?

MS. ANDERSON: Yes. I also visited his physical education class. There, Jamal participates in the activities. He listens, he followed instructions, and he modeled or even surpassed what some of the other students were doing. I mean, he's quite active and strong. And he seems much more comfortable with the physical challenges more so than his academics.

MR. DAVIS: Thank you, everyone. I, too, have had the pleasure of observing Jamal every day this week. When he is brought to the office, we make a note of his behavior, then I spend some time talking with him. Took him a couple days to open up to me, as might be expected.

But he finally told me that he feels like the other kids tease him because he is different and because he can't read like they can. He says that he tries to remember all the words, but he keeps forgetting. He also did say that PE was his favorite class, by far. And he loves playing baseball, which is a new experience for him. As Ms. Anderson pointed out, Jamal will glance at me when we're talking, but he never looks me in the eye. And I've asked his mother about that, and she says that in Resa, it is considered rude to look at a superior in the eye.

MR CHASE: He's looked me in the eye.

Observation Meeting

MR. DAVIS: Maybe that means he really likes you.

[LAUGHTER]

MRS. WRIGHT: Or maybe it means he really doesn't.

MR. DAVIS: So with all this in mind, what do we do now?