1. Summary
1.1. Christina, an eighth grade student, recently had a full pschometric assessment done. This was the first time since grade 3, and there were many positive outcomes showing academic and social progress.
1.2. Christina has a low-average to borderline IQ. She reads at a grade 4/5 level despite being in grade 8. She also has a physical disability with her left arm. This makes writing difficult for Christina. Despite using assistive technology, she still struggles to write.
1.3. Christina's math has shown significant improvement. Five years ago, she struggled with basic arithmetic, and now she can do grade 4 math with the help of her EA. Her teachers and EA's are very happy with her progress academically, as well as fitting in socially with her peers. However, Christina's mom is concerned with her transition to seconday school and the support programs offered.
2. Course Connections
2.1. In this situation, Christina may benefit from the use of scaffolding. As described by Woolfolk, scaffolding is a method for assisting learners in which they receive help from their teacher by helping to push them enough that they are being challenged, but not too much that they become frustrated and give up (Woolfolk, 2020). In this way, Christina would continue to benefit from scaffolding in her academics, but also in her social life. In academics, by continuing to have tutors who help to push her alongside her regular teachers, she will continue to hugely develop her academic abilities. Additionally, by trying different ways that help Chrstina with the transition to the high school, they can scaffold this new situation.
2.2. In this case study, it is clear that Christina massively benefits from differentiated instruction. Differentiated Instruction as described by Woolfolk is, "teaching that takes into account students' abilities, prior knowledge, and challenges so that instruction matcheds not only the subject being taught but also students' needs (Woolfolk, 2020, pg. 522)." In Christina's younger years, she fell behind in her education, so with the use of differentiated instruction to provide her with addition resources such as additional help with EA's, assistive technology, speech to text technology, etc., she has been able to incredibly improve her scores. Without this differentiated instruction, it would have caused a massive disruption in the learning that Christina would have had.
2.3. Similarly to scaffolding and differentiated instruction, Christina could likely benefit from accommodations or modifications formed by an IEP. While the case study does not directly specify that Christina has an IEP, it is clear given her reading and numeracy comprehension levels that this should be investigated, if it has not already. Woolfolk (2020) explores the concept of IEPs and looks at accommodations (changes made to the student's individual learning plan, or things added onto the students learning) and modifications (things that are changed about the environment/curriculum adjustments to help the students learning) as methods of helping students with learning disabilities (Woolkfolk, 2020). As such, exploring potential accomodations and modifications that can be made available to Christina in secondary school would be a necessary step for Christina, her mother, and the teachers at the secondary school.
3. Principal Perspective
3.1. Significance of the Issue
3.1.1. As a principal, it is important to ensure that students feel well supported, as well that teachers feel they have the right resources to assist their students. This student would be someone that would probably be assisted by the principal in many situations to help provide differentiated solutions to difficult problems. For example, when Christina began to struggle with her writing due to her physical barriers, this may have been a situation where the principal may have wanted to step in to provide additional support in finding solutions to help Christina's life be the easiest and most rewarding it can be. Christina's case is important for a number of reasons, and as she has shown incredible strides in her academics, it is essential to ensure that she can maintain this, despite adjusting to a new school environment.
3.2. How might you be feeling?
3.2.1. This is a tricky situation because there would be a lot of feelings of proudness, but also fear surrounding how Christina will do when transitioning to a new school. The principal clearly had a large part in the success that Christina has had, and probably helping her to provide different supports during her elementary school years. However, now that Christina is moving to a new school, it may be difficult and stressful because they will not have a say or part in her success in education. However, there would probably be also feelings of happiness and pride because she has succeeded throughout her elementary school years and has shown herself to be someone who can handle an additional challenge, such as high school.
3.3. How might you respond or behave?
3.3.1. In this case, I would respond by offering Christina and her mother any support that they may need, whether emotionally or otherwise. For example, I would ensure that her teacher, which she probably already is, begins to discuss high school and any changes or differences that Christina may see there to ensure that she is mentally well-prepared for what she may experience while she is there. As well, I would probably take the time to have this conversation with Christina's mom as well to ensure that everyone is on the same page about what high school may be like.
3.4. What strategies or approaches would you propose?
3.4.1. I would propose that in the high school Christina continues to receive the accomodations that she has been successfully utilizing in elementary school. Through these accomodations, Christina has made incredible strides in only 5 years, and it is clear that with these continued accomodations she will continue to grow these skills over the next four years. One challenge that I would recommend would be continuing to utilize technology, as Christina is okay with it, for writing because of her physical barrier of her hand. However, as Christina has not improved or enjoyed this strategy as much, perhaps there is a different kind of technology that is available at a higher educational level that would provide Christina with more ease and success. If not, perhaps with more practice she will be able to fully move forward with this accomodation. Additionally, she has improved drastically in the subject of math through the use of an EA, which would be a recommended approach moving forward, but EA's are fewer to find unfortunatley in some situations so an alternative would be providing Christina with the ability to use technology as well as traditional paper and pencil methods to solidify math concepts. Some of these websites may include Prodigy, IXL, Khan Academy etc. While Prodigy and IXL typically may cost money, it is possible that the high school may have subscriptions or other ways of gaining access to these websites. Additionally, the principal of the high school and/or the math department may have different math websites that they also enjoy which could be great resources for Christina.
3.5. What might be your plan of action or proposed solution?
3.5.1. In this case, I would contact the high school's principal to make them aware of Christina's talents and areas where she may need assistance. This may allow the principal more time to prepare ways that can help support Christina in her classrooms. During my conversation with the principal, I would also ask about clubs and extracurriculars that may assist Christina in transitioning to the new school. As Christina really enjoyed doing "reading buddies" with the younger students it may be difficult to go from doing that to not engaging in something similar. As discussed previously, I would also communicate with the high school principal in regards to what websites and technology-based educational resources the math department utilizes that help solidify information for Christina. Additionally, after speaking with the principal, with their permission, I would speak with the resources teacher(s) and inform them of some of the accomodations that have been already made and succeeded in assisting Christina at school. This way they are ready and prepared to support Christina in the way that she has been used to in elementary school, which will also assist Christina in her transition. I would also make the resource teacher aware of some of the outbursts that Christina sometimes has so that there is a plan of action in place to ensure that if this is to happen, she can be either temporarily removed from the classroom, or another solution to ensure that this does not affect her relationships with her peers, which she has worked so hard with. Additionally, friendships are very important in high school, so providing Christina with the ability to fully make these friends will be extremley beneficial for her high school experience. Finally, one additional element that is extremley important is for the principal to arrange a visit to the high school with Christina and her mom, in which myself and the new principal can help her to become comfortable with the space and point out any differences that may be present so she is more than ready on the first day of class. Through this solution, I think Christina will be more than prepared for her successful high school career.
4. Teacher Perspective
4.1. Signficance of the issue
4.1.1. As a teacher, Christina's case is significant because it brings up a combination of academic and physical challenges that could affect her long-term success in highschool. While Christina has made progress in certain areas, such as math and social integration, there are still concerns regarding her academic gaps, especially in literacy, and her ongoing struggles with writing due to her physical disability. I would need to focus on these areas to ensure she continues in her progress as she transitions into highschool, which is a more academically demanding environment. The issue is significant because Christina needs personalized support to ensure she does not fall behind and can continue to do well both academically and socially, but this may not be available in highschool.
4.2. How might you be feeling?
4.2.1. I would likely feel both concern and hope. I would be concerned mostly about Christina’s challenges in writing, even with the use of assistive technology. I would be anxious about this limiting her ability to engage in highschool tasks fully, especially as the level of expectations increases. As her teacher, I would feel the pressure to work through these challenges as quick as possible, which would likely lead to added stress. However, I would also feel hopeful because of her progress, especially in math and interacting with her peers socially. This progress demonstrates Christina’s ability to improve and make tangible progress, and so I would be hopeful about that same progress being made in her current challenges. This would encourage me and give me motivation to not give up on Christina but continue to seek out solutions and prepare her well for the transition to highschool.
4.3. How might you respond or behave?
4.3.1. As Christina’s teacher, I would respond by feeling a strong sense of responsibility to advocate for the best possible support for her. I would likely take a proactive approach, trying to get ahead on what we can work through next to support her in this transition. To do so, I would learn more about her specific needs and make sure I am collaborating with the team of myself, her mother and the EA. I would want to be empathetic and patient, understanding the frustration that can come with her physical and learning difficulties, while also providing her with the encouragement and resources needed to stay motivated.
4.4. What strategies or approaches would you propose?
4.4.1. I would focus on differentiation and accommodations. I would suggest that Christina receive accommodations such as extended time for writing assignments, oral presentations, or alternative formats for assignments where possible. Since she struggles with writing, I would advocate for increased use of speech-to-text software or other assistive technologies to allow her to focus more on content rather than the physical writing. I would then take the approach of targeted literacy support. Christina’s reading level is behind her grade, so I would recommend additional literacy support, possibly through small-group interventions or targeted one-on-one sessions. This could include fluency-building exercises, comprehension strategies, and vocabulary development. It would be most beneficial if the EA who is already working with her could focus on this, or perhaps I could speak with the mother to set something up outside of school. Finally, I would focus on social and emotional support. I would advocate for continued social skills development and peer mentoring opportunities to ensure Christina maintains her social integration and confidence. Social challenges can seem less important, however Christina’s social success is very critical to her academic success as the two influence one another. Additionally, building strong social relationships will be a significant support with the transition into high school.
4.5. What might be your plan of action or proposed solution?
4.5.1. Collaborating with the high school support team will be critical. Before Christina transitions, I would coordinate with this team, whoever is involved such as special education teachers or counselors, and develop a transition plan. This plan would involve accommodations and interventions such as a continued focus on literacy support and assistive technology use. Another proposed solution would be an Individualized Education Plan (IEP). I would work with Christina’s current team to ensure her IEP is up-to-date, showing her current strengths and challenges, and is communicated effectively to the highschool team. This would help ensure continuity in her support as she moves into a new educational setting. Finally, once Christina transitions, I would propose regular check-ins to monitor her academic and emotional well-being. This would help spot any problems early so we can address them before they get worse.
5. Parent/Guardian Perspective
5.1. Signficance of the Issue
5.1.1. While Christina has demonstrated a lot of positive improvements in her learning, especially in certain areas like math, it is clear that she still struggles with verbal and performance skills as noted by her IQ test scores as well as generally struggling with reading and creative writing. The ultimate challenge with allowing Christina to continue onwards into grade 9 is that according to her assessments, she is performing comfortably at a Grade 3/4/5 level for her literacy and math skills. By allowing a student who has yet to fully demonstrate the skills necessary to learn and gain knowledge meaningfully in a classroom reflecting their age, it can be a bit daunting and nerve wracking, especially as a parent, to allow your child to be put in this position.
5.2. How Might You be Feeling?
5.2.1. As a parent, having a child entering secondary school can be an overwhelming time. There are various academic, social, and physical aspects to the development of a child that each reach a level of significance when a child is about to begin secondary school but in the case of Christina, there are more than just these aspects to consider when she starts high school. As a parent, if my child was having some difficulty in school and was not at the level that they needed to be in order to meet curriculum standards or learning expectations and was then being advanced to a new school, a brand new environment, and a likely bigger and more daunting place, I would be feeling quite nervous to send her there. In my own experiences, anytime I am stressed or worried about something, I always want to try to learn as much as I can about it in order to ease the anxiety and attempt to get a better understanding of what I could do to help. In this situation, I think meeting with teachers and educational assistants should be helpful and would be able to ease some of my anxiety surrounding the transition between elementary school and secondary school
5.3. How Might you Respond or Behave?
5.3.1. As someone who is concerned and/or confused about next steps surrounding Christina’s move to secondary school, it can be overwhelming. I think I would try my best to be understanding of the situation and to learn as much about the transition as I can to ensure that I as a parent am being helpful and a supportive figure in my child’s life. I think naturally as well, depending on the type of parent, it could be normal to respond initially out of confusion, frustration, or even a little bit of anger that comes with feeling as though your child is being put into a situation that could potentially not be very beneficial for her. But ultimately, any good parent would just want what is best for their child and would work towards ensuring that she is supported and will be in a program and environment that is right for her.
5.4. What Strategies/Approaches Would You Propose?
5.4.1. As a parent, I would likely network with friends, family, teachers, etc. to get the best understanding of what approaches should be used to help Christina in this scenario. Getting the input or advice from individuals who know Christina can be a great form of help and sense of community, which also helps Christina feel supported as she makes a nerve-wracking transition between schools. Given the information from the case study, the best initial steps to approaching this issue would be to speak to as many professionals as a parent can. Reach out first to teachers and educational assistants to get their input and then proceed from there to ensure that the necessary steps are being taken to be educated on the situation and how best Christina can be helped through all of this. Consulting with people that know Christina well is likely a good initial approach towards getting a full understanding of what will happen throughout this process, what can be implemented to make the transition easier on Christina, and what resources and forms of support she will need/have access to throughout the transition and in her new secondary school environment.
5.5. What Might be Your Proposed Plan of Action?
5.5.1. I think my first instinct would be to have a discussion with Christina’s teacher and educational assistant and get the best sense of understanding about what would be the best way to proceed for her. I think it is very important to ensure that I as the parent understand fully what Christina is able to demonstrate in school and what she struggles with. Additionally, it is stated in the case study that her mother looked to meet with the resource teacher at the secondary school, which is another great and necessary step towards understanding how best to help her. If I was still feeling quite worried about Christina entering Grade 9, I would attempt to consult with psychologists or healthcare professionals, like paediatricians for example, to look at delving further into a psychometric assessment and hear what their specific recommendations would be for her. Especially because it was specified that Christina’s mother was concerned about how to proceed and what her classroom environment and learning experiences would all look like in secondary school. After talking to healthcare professionals to get a very specific idea about what her needs would be, I think I would then reach out again to the secondary school resource teacher to work on a program plan that works best for Christina’s learning needs to ensure that she will be supported effectively at school.
6. Student Perspective
6.1. Significance of the issue:
6.1.1. Christina is at a very significant time in her life, transitioning from elementary to secondary school. For many students, this time can be stressful and exciting. Considering Christina’s case, she has made inspiring academic progress in recent years, specifically in reading and math. However, it is important to understand that there are still areas where she struggles. Christina is currently in a consistent and familiar environment with the support system of her EA and specialized accommodations. These have been key in her progress and confidence. Moving to a new school environment with new teachers and classmates raises concerns about whether she will receive the support she needs to succeed academically.
6.2. How might Christina be feeling?
6.2.1. Considering Christina’s progress and being able to move forward to 9th grade with her peers, she should be thrilled. Realistically, Christina is likely feeling a mixture of pride and nervousness. On the one hand, she is likely proud of the progress she has made since grade 3, especially in her ability to manage more advanced reading material and math problems. Being a reader in the kindergarten class likely gave her a sense of accomplishment and confidence. On the other hand, she may feel anxious and uncertain about entering a larger and more demanding school environment. Concerns about being able to perform at the expected academic level, manage her physical challenges, and navigate a new social setting could lead to feelings of vulnerability and insecurity. This anxiety might be heightened by worries about whether her new teachers will understand her unique needs as well as her current support team does.
6.3. How might Christina respond or behave?
6.3.1. Given the potential stress of this transition, Christina might respond by seeking reassurance from familiar adults, such as her mother, current teachers, and EA. In a new school environment, she may initially be hesitant to participate in class or may rely heavily on support staff and assistive technology. Christina might avoid certain tasks that feel overwhelming or request additional help more frequently if she feels unsupported or anxious about her abilities. The case study discusses that Christina has occasional bursts of unusual behaviour, so it’s also possible that Christina might express her feelings this way, or through withdrawal if she encounters new challenges without the necessary support structures.
6.4. Strategies and Approaches
6.4.1. To facilitate a smooth transition, Christina would benefit from several proactive strategies. The first thing that may help Christina to ease feelings of anxiousness would be to request a tour of the school. Walking through the school with someone she trusts may help her feel more confident on her first day of school, allowing her to not worry about potentially getting lost. Christina might also find ways to work on reading, writing, and math throughout the summer to continue strengthening her academic abilities. Christina could also speak to her EA or teacher about their experiences in high school, asking for tips to make the experience better for her. She may also want to work with her mom for ways to advocate for herself if her mom can’t be around, teachers aren’t understanding modifications or accommodations she may need, or peers are asking questions about her arm.
6.5. Plan of Action
6.5.1. A clear transition plan should be developed in collaboration with her new school, outlining the specific accommodations and resources she requires. Christina should ask for a meeting with her new teachers to discuss her learning needs, continued access to assistive technology like speech-to-text software, and possibly the assignment of an EA to support her in subjects where she still struggles. Christina could also ask for a peer “buddy” system that could help Christina feel more comfortable and connected in her new classes. The option of extra time for tests and assignments could also alleviate some of her anxiety and give her a fair chance to demonstrate her progress.