Discuss specific learning needs for each of the three students below.
Student: Michael
Michael is a fifth-grade student and is considered gifted and talented. Observational data shows
the student is sometimes unmotivated by traditional instructional strategies. Last school year the
student scored “On Track” on the state standardized assessment. The student scored a C on the
latest unit test, and the classroom teacher has attempted to contact the student’s mother to
schedule a conference about her concerns that the student is not working up to potential.
However, the teacher cannot leave a message because the student’s mother is out of cell phone
minutes. The student lives in an apartment with their mom and two younger sisters.
Student: Maria
Maria is a fifth-grade student and an English learner (EL). Observational data show that the
student is a hard worker but is sometimes confused by new vocabulary. Last year, the student
scored “Approaching” on the state standardized assessment. On the last unit test, the student
scored a D. The student’s mother is concerned about their academics, but she does not speak
English and does not know the best way to contact the school. The student lives in a house with
their mom, dad, grandmother, older sister, and two younger brothers.
Student: Daniel
Daniel is a fifth-grade student and has an Individualized Education Program (IEP) for ADHD.
Observational data shows that the student is significantly behind their peers academically, and
struggles to focus on grade-level content. Last year the student scored “Basic” on the state
standardized assessment. The student failed the last unit test, even with accommodations,
including having the test read aloud and being given fewer answer choices. This student’s
parents are proactive and have contacted the classroom teacher and special education teacher to
schedule a conference regarding this student’s performance. This student lives with their mom,
dad, and younger sister.
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