Team Meeting Observation

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On Friday, October 24, I observed a Building-based Problem-Solving Team meeting at Syracuse Elementary School. The purpose of the meeting was to discuss a student that a teacher had referred. The team was there to hear the teacher’s concerns and to try to develop some interventions that would help the teacher to better meet the academic and behavioral needs of the student within the classroom setting. Furthermore, the meeting began with an introduction from one of the educators, stating an overview of the meeting process. The first point of discussion included assessing teacher concerns and having her provide in more detail what those concerns include. The second point of discussion included selecting the teacher’s target concern(s) and having …show more content…

The indicators for intervention observed by the educator include the following: the student has difficulty staying on task and keeping focus. When the student is not on task, which occurs frequently, she becomes disruptive and begins making noises. The disruptive behavior continues with the student getting out of her seat, walking around the classroom, and bothering other students. The concerns regarding the student’s academic performance include the student’s struggle and weakness in Reading. She is currently in the teacher’s lowest group of …show more content…

During Math, when the class uses manipulatives and there is not a lot of reading required, the student is able to remain focus. In addition, during the content area time and in small groups she is able to stay on task. The team also addressed the student’s strengths and positive qualities, to help them in establishing the intervention plans. The main qualities that stood out to her teacher include being helpful and responsible. An example of those qualities include the student getting the teacher’s mail. When the student is on task, she is nice and very likable. Also in the meeting, another educator shared with the team members the data and quick assessment information that she had collected on the student. The teacher observed the student during reading time and her observations were consistent with the student’s teacher. The teacher explained that the student was not very attentive she was out of her seat within ten minutes of her independent work. She was disruptive to other students, by either talking or bumping into them as she was walking by. The observer found that the student was on task for only 60% of the time compared to another student in the class who was on task for 95% of the time. Most of the other students remained on task and behaved approoralty during the class period, except for the specific student. For the pasts weeks, the

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