Bode Week 7

          This piece of student work is from a low level student in math, which I know this based on working with this student and observing them in all subjects not just math. This student goes to an interventionist (for reading and math) during the reading and math time. Normally my MT has the student go at the second half of the class so that the student still gets to sit in on the math lesson and then gets some extra help for the individual work time. Both these pages are pages from the Everyday Math Student journals and these were completed by the student during the time she sees the support teacher. I can tell that her answers for the clocks page are correct but have several eraser marks which I know, from the past, that she had attempted this problem many time and got assistance with the answer. Her numbers are still being worked on since you can tell she is practicing writing them still. The right page is the work I saw her doing today. She was sitting at a table with the support teacher and she would sit not doing anything unless the teacher was helping her answer. This would be the answer for why she only has number 1 done and number was attempted but erased by her. This student severely concerns me because she is at such a struggling level that even with the assistance she is getting she still struggles with the content and severely needs one on one help. I know from observations that most of these answers she could only do because the support teacher walked her through the entire problem. The gaps in her thinking are really below grade level and even somewhat below a lot of other students in the class. It is clear that one on one attention is desperately needed for this little girl.
          For a student like this who really needs one on one help I am at a lose for what I could do to help her. During students individual work time in math (working on worksheets or games) I am always trying to stop at this students table to make sure I check in on her. More than half the time she is not doing the work and I spend the remainder of my time working with her. What encourages me that she can do the work is that she obviously knows how to answer, although it is with much one on one work, she still has the capacity to answer the problems. Two ways I would help would be to continue monitoring her in the classroom activity time and if we have partners than I would want to strategically partner her up with someone who I know will be a leader and support/guide her, I have several students in my class who I think could do this. Next I would want to send home some work for her to try to do at home and to have her parents sign it so I know it has been checked and worked on with them. Her parents seem a little bit uninvolved so having them sign it and making it a priority would encourage her to do work at home.