8/9/2019 Activity 3 - Tiered Case Studies

1/5

Case Study - Primary Tier Possible Next Steps

Hamza was born in Ottawa and has

been attending school since JK. He is

seven years old and currently in grade

2. Urdu is his first language. Both

his teachers and his parents describe

Hamza as having severe attention

issues. Both the teachers and his

parents describe him as being very

immature and having weak social

skills. According to his parents,

Hamzas two-year old brother is more

mature than he is. When he becomes

frustrated at school, he will have

temper tantrums two or three times a

week. Hamza refuses to complete

written tasks. He requires one-to-one

assistance to complete any written

task. Orally, he does demonstrate a

good understanding in both math and

language arts, although abstract

concepts are more difficult for him.

8/9/2019 Activity 3 - Tiered Case Studies

2/5

Case Study - Primary Tier Possible Next Steps

Michael was behind age peers in his

literacy skills in grade 1. This

continued in grade 2 yet he

demonstrated wonderful general

knowledge that he shared in class

discussions. Michael was on an IEP

so that his knowledge in the content

subjects could be fairly assessed

through scribing, oral testing, etc. He

received support for literacy

instruction through the LRT/SELC,

yet still made very modest gains. His

frustration in grade 3 is becoming

increasingly more evident.

8/9/2019 Activity 3 - Tiered Case Studies

3/5

Case Study - Intermediate Tier Possible Next Steps

Tasha is a grade 7 student. On all her report

cards since grade 3, teachers comments have

regularly included the phrase, She could do

better with more consistent effort. The

teachers know that Tasha is gifted, and expect a

lot from her. Tashas parents are also frustrated

with her efforts. They do not understand theirdaughters laid back attitude toward school. It

seems that when something piques her interest,

she puts tremendous thought and effort into it.

She has won numerous essay contests, as well

as public speaking contests this year. At times,

she has voiced the opinion I know how to do

this, so why should I have to do the

assignment? Parents have expressed a concern

with her attitude, but also wonder if the school

is doing all they could to stimulate her natural

talents and abilities. They have requested a

meeting to discuss her program.

8/9/2019 Activity 3 - Tiered Case Studies

4/5

Case Study - Secondary Tier Possible Next Steps

Several members of the staff have

observed that Brandon appears more

sullen and angry. Lately, hes been

arriving to school late and skipping

classes. Brandon is an only child

whose father committed suicide two

years ago. His mother reports that

Brandon is close to his grandfather,

but that she and her son are distant.

Its Friday, and Brandon has disclosed

to his grade 10 tech teacher that life is

not worth living.

8/9/2019 Activity 3 - Tiered Case Studies

5/5

Case Study - Junior Tier Possible Next Steps

Riya was born in Afghanistan and

speaks Dari as a first language. Riya

speaks only Dari at home with her

family. She immigrated to Canada

when she was in grade 2. Riya is

presently in grade 4 and is

experiencing difficulty with her

reading skills. She is currently

reading at the mid-grade 1 level. She

is beginning to write at the beginning

primary level. She speaks and

understands English very well but still

mixes up he/she when referring to

another child. Riya has difficulty

retaining simple information such as

sight vocabulary. She appears to have

better short term as opposed to long

term memory and with overall

memory of facts and themes.