Behavioral and academic intervention plan for struggling fifth-grade student

Piaget's Stages Of Cognitive Development

Erikson's Stages of Psychosocial Development

Kohlberg's Stages of Moral Reasoning

Piaget's Theory of Moral Development

Oral Language Development (SOLOM)

Maslow's Hierarchy of Needs

year-old male student 5th grade

Bilingual student

In my observation I have noticed that when the other students are working on their reading passages he begins to act up in his class. He begins to recruit students to play just as well. He also sits in a corner and rarely pays attention. Marcus is one of the students that did not score half of what the other students scored. Marcus has had so many issues at home I am afraid that this is what is preventing him from focusing. He lives with his stepfather because mom wanted to go find herself and told the stepfather to take care of him and his two younger siblings. When mom does come into his life for bits of a time she interrupts his focusing. He goes and stays with her for a few days and trouble arises because mother's girlfriend hurts mom and Marcus jumps in and then Marcus ends up hurt and not welcomed in the apartment anymore. His self-esteem is low, he is a follower and rarely takes the initiative to take the opportunity to read independently, during the time they have for silent reading. Every morning you hear the teacher saying, "Marcus sit down, Marcus leave that group alone, sit, do you not understand. His grades are very low; he also likes to fight with other students. Step dad had not relocated to another apartment complex but at the time dad had not obtained guardianship, nor did he live in our district. So at this time we spoke to him and step dad said he could pick him up so then step-father he also signed some papers stating that Marcus would not be tardy to school, his behavior would comply with the school district's rules and code of conduct or even miss days without being absent . I just felt that he not only needs help with reading and behavior he also needs to have some kind of consistency and stability in his life.

Guided reading

Some of the other ways that are being used are pullouts with the interventionist so that they could push him back up to speed so that he could have been ready for the major testing that was coming up

Please add any other problem that you think he could possibly have .

Student Evaluation

The child was able to take be tested in the Task Reading area. (Not good at all will be attending the next session of tutoring so that he could attempt it again)

His reading rate is down also please make up other issues of academic's

Connection to Theory

Make up this info

Culture Connection

Make this up I am Hispanic also and I worked with students that have felt that there is void in their lives and all it is, is attention from mom. Please make this up but I do know that is one of his issues.

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Knowledge of the Student

Background information, Assessments, and Mentor Information

Marcus is a fifth grade Hispanic male whom is struggling academically as well as emotionally.

His academic scores are far below basic in reading as well as in other areas of English Language Arts and mathematics.

His family history is unstable at best with his mother having left him with his stepfather and his father is not a part of his life. His mother comes in and out of his life transiently, but there is abuse in his mother's new household as well as potential issues relating to Marcus not understanding the dynamics between his mother's new relationship which is homosexual in nature. It does not appear that Marcus has anyone in his life in which to truly support him and listen to his feelings which may range from confusion to loneliness to rage.

He oftentimes has difficulty when working with others and seems to be alone and isolate himself much of the time, whether sitting in the corner during class or sitting alone in the cafeteria during lunch or walking alone in the fields.

It appears that Marcus will continue to have difficulty in school with regard to focus, concentration, and social