Student Academic Performance Does Not Improve

Student Academic Performance Does Not Improve

Step 1: Student Megan struggles with executive functioning skills. She has trouble with organising her time and materials. As a result, Megan has fallen behind in several subjects.

Step 2: Teacher Paula does not choose to enact a behaviour plan for Megan. As a result, Megan continues to fall further behind in her subjects because she is not provided with the tools to improve. In a maths lesson, Megan was unable to complete her independent work because she had lost the materials she needed for the assignment.

Step 3: Megan was not provided with the support she needed to organise her materials, so she was unable to finish the assignment on time. This led to Megan being put behind in her work the following day as well.

Step 4: Megan did not pass the maths assessment on this topic because she was never able to catch up on her work. It wasn’t that Megan did not understand the content but simply that she didn’t have the tools she needed to ‘show what she knows.’ If a behaviour plan had been enacted for Megan, she would have been equipped with strategies and resources needed to improve this behaviour.