Case Study Activity: Meet Jeffrey

Read the case study below and create a plan to address Jeffrey's learning needs.


JEFFREY- 8th Grade StudentJeffrey.png
Jeffrey is 13 years old and is getting progressively more disengaged in his learning at school. He has a reputation for talking, minor disruption in class, and underachieving for several years. He states that school is boring. In the classroom, Jeffrey is distracted by anything happening around him. His hearing is acute and he cannot resist participating in any conversation he hears. He says the classroom is “slow” and that is why he daydreams frequently.
At home Jeffrey has become lazier and less willing to learn anything that is not specified exactly by his teacher. He seems to have become highly teacher-dependent, needing to know exactly what the teacher expects and learning exactly that. He is a perfectionist and refuses to take risks in his work. Jeffrey becomes very anxious if he is encouraged to include any information in his work that was not obtained directly from the teachers.
Jeffrey is an eighth-grade student who is included in general education classes with accommodations and supports. Jeffrey demonstrates a variety of inattentive behaviors that interfere with learning. He is easily distracted by other students, noise and other activity in and near the classroom. A review of classroom data and incident reports over the last two years indicates that Jeffrey is learning to ignore some distractions in his environment. His time at his desk has increased to 20 minutes after which he earns a short break. Jeffrey can remain on task for 15 minutes when closely monitored by an adult and reinforced at frequent intervals.

Classroom, district and state assessments indicate that Jeffrey is reading at a college entry level. Jeffrey is enrolled in Algebra classes. Progress monitoring data reveal inconsistent scores on Jeffrey’s weekly quizzes. Teachers report that he can do the math but is easily frustrated if he makes a mistake and may crumple or tear up his paper. He often rushes through assignments and turns his paper in early without checking his answers. Jeffrey is pleased when he does well on a quiz and responds positively to teacher recognition.

Jeffrey’s mother reports that he likes school and looks forward to going. He plays football with the YMCA and she is glad that he burns off some energy during practice. Jeffrey’s on-task behavior has improved since implementing an agreed-upon signal with his teachers. The agreement states that each time Jeffrey needs to get out of his seat, he will signal the teacher and wait for a signal of approval before leaving his seat.

Jeffrey: Grade 8 (Reading)
Behaviors associated with Jeffrey’s disability, such as limited attention span and distractibility, can detract from completing assigned tasks, focusing on the details of reading passages/assignments (reading comprehension) and remaining on task.

Jeffrey has a history of getting out of his desk/chair during class. A review of current data indicates that Jeffrey’s out-of-seat behavior is generally precipitated by distractions in the environment, such as another student sharpening a pencil. Jeffrey is seated in an area of the class that is relatively free from distractions and is reinforced for ignoring distractions. Jeffrey and his teachers have agreed on a signal that he gives if he requires a break prior to the scheduled intervals. Jeffrey’s out of seat behavior negatively affects completed assignments and assessments.

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View resources shared below.

AIG


Hoagies’ Gifted Education Page

National Research Center on the Gifted and Talented

Kidsource Online

National Association for Gifted Children




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