For this Discussion, you will review two of the case study videos for Jamal, which were viewed within your previous course. As you reflect on the previous case studies, pay special attention to the be

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 beha\ vior 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 no\ t 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 intervention\ s.

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.

1 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 pa\ st couple of weeks.

MS. ANDERSON: Yes.

MR. DAVIS: Sounds like it's time to discuss what you've observed. Mr. Ch\ ase, 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 t\ he 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?

2 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 fl\ oor because he can't read them. The only thing I can do is send him to your office s\ o I can get back to teaching the other students.

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

MR CHASE: He's fine for a little while, until he gets frustrated. And th\ en 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 s\ ome point, the other students are going to start tuning me out. Putting Jama\ l in a regular class isn't right. It isn't good for Jamal, and it isn't good fo\ r 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 knowle\ dge to meet the class expectations or the seventh-grade standards. As for hi\ s conduct, if I let him use the computer or give him problems on a workshe\ et, then I see no outbursts or behavior problems.

MR. DAVIS: Now, do all the students use computers and worksheets the sam\ e 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, bec\ ause he's just so far behind their skill level. Now, I did notice that he sta\ ys 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 situatio\ ns.

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 Jama\ l is ©201 5 Laureate Education, Inc.

3 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 sla\ mmed 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, h\ e 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 interact\ ing with his peers. On three separate occasions, I watched him push or shove othe\ rs, 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 loo\ k 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, J\ amal participates in the activities. He listens, he followed instructions, an\ d 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 observi\ ng Jamal every day this week. When he is brought to the office, we make a n\ ote of his behavior, then I spend some time talking with him. Took him a couple day\ s to open up to me, as might be expected.

But he finally told me that he feels like the other kids tease him becau\ se 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 ex\ perience for him. As Ms. Anderson pointed out, Jamal will glance at me when we're\ talk ing, but he never looks me in the eye. And I've asked his mother about t\ hat, and she says that in Resa, it is considered rude to look at a superior i\ n the eye.

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

4 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?